Arts on Line Education Update November 23, 2015

Ohio Alliance for Arts Education
Arts on Line Education Update
Joan Platz
November 23, 2015

 

LEGISLATIVE UPDATE

131st General Assembly: The Ohio House and Senate will not be meeting this week.  Only one committee, the House Insurance Committee, is scheduled to meet.

Senator Hite’s Co-curricular Activities Committee will hold a hearing on November 23, 2015 at 5:00 PM in Dayton at the Salvation Army Kroc Community Center, 1000 North Keowee St., Dayton 45404.

 

Education Policy Advisor Announced: The House Education Committee, chaired by Representative Brenner, announced last week that Nick Derksen will be the new education policy advisor for House Republicans.  Mr. Derksen replaces Colleen Grady, who is now the senior policy advisor at the Ohio Department of Education.

 

Democrats Set Process to Replace Stinziano: The House Democratic Caucus on November 16, 2015 announced that a screening committee will be accepting applications to fill the 18th House District seat when Representative Michael Stinziano resigns at the end of the year.  Representative Stinziano was elected to Columbus City Council in November.  The deadline to submit an application to apply for the seat is November 27, 2015.

 

Governor signs SB208 (Beagle) State Income Tax. Governor Kasich signed into law on November 15, 2015 SB208 (Beagle) State Income Tax.  The House and Senate approved the bill on October 27, 2015.  The bill corrects a provision included in the state’s budget bill, HB64 (Smith), that inadvertently increased income taxes for some small business owners.

The Senate also amended the bill to address one of Governor Kasich’s line-item vetoes in the biennial budget, HB64 (Smith).  The veto affected some school districts that had been held harmless in FY17 for the phase-out of reimbursements for the loss of the Tangible Personal Property Taxes (TPP) and Public Utility Tangible Personal Property Taxes (PUTPP).

The Senate amendment restores about 96 percent of TPP/PUTPP reimbursements and state aid for some school districts, or about $44 million.  The amendment doesn’t provide additional funds for all effected school districts, which would have cost $90 million. For example, the Cleveland Metropolitan School District still loses about $13.9 million. The bill also doesn’t cover joint vocational school districts.

 

Ohio Future Caucus Announced: Ohio lawmakers announced last week the launch of the Ohio Future Caucus, a national effort promoted by the Millennial Action Project tobring together elected officials of the millennial generation to exchange ideas and find common ground in a bipartisan way to develop public policy. The “millennial generation” is generally considered to include those individuals born between 1980 and 2000.

Representatives Sarah LaTourette (R-Bainbridge) and Michael Stinziano (D-Columbus) will lead the caucus in the House, and Senators Frank LaRose (R-Copley) and Capri Cafaro (D-Hubbard) in the Senate.  They will focus on education and workforce development issues.

The Millennial Action Project is a nonprofit organization co-founded by Steven Olikara and funded by the Hewlett Foundation and the Democracy Fund.  The organization is working in other states, including Colorado, California, Texas, and Vermont, to encourage open discourse and build bipartisan support for policies.

See “Young Ohio lawmakers form millennial-focused bipartisan ‘Future Caucus’”, by Jackie Borchardt, cleveland.com, November 17, 2015 at http://www.cleveland.com/open/index.ssf/2015/11/young_ohio_lawmakers_form_mill.html

 

Bills Introduced:

-SB246 (Hite) CAUV Computation-Capitlization:  Requires that the computation of the capitalization rate for the purposes of determining CAUV of agricultural land be computed using a method that excludes appreciation and equity buildup.

-HB398 (Hill) CAUV Computation:  Requires that the computation of the capitalization rate for the purposes of determining CAUV of agricultural land be computed using a method that excludes appreciation and equity buildup.

-HB399 (Koehler) College Credit Plus-Home Instruction:  Increases the earmarked funding for the College Credit Plus Program for home instructed students.

 

OHIO NEWS

Panel Seeks Public Comment on Charter School Evaluations: A panel appointed by Superintendent of Public Instruction Richard Ross in August 2015 released on November 20, 2015 its preliminary recommendations to evaluate and rate charter school sponsors.  The panel is asking for public comment on its recommendations through December 4, 2015.  The recommendations are available at http://education.ohio.gov/Media/Media-Releases/Panel-Makes-Recommendations-to-Improve-System-for#.VlG_D4SDX-A

The panel was appointed to develop a transparent and comprehensive process to evaluate and rate charter school sponsors, which is a key component in a federal Charter Schools Program grant awarded to the Ohio Department of Education (ODE) by the federal government in September 2015.

The process previously used to rate charter school sponsors was suspended by Superintendent Ross in July 2015 after it was learned that the former head of the Ohio Department of Education’s Office of Quality School Choice and Community Schools, David Hansen, had excluded data from low performing charter schools from some charter school sponsor evaluations, thereby skewing the ratings.  He resigned, but not before submitting a Charter School Program grant application to the U.S. Department of Education.  The grant application emphasized that the grant would be used to expand quality charter schools sponsored by highly rated authorizers, thus requiring the ODE to develop a new methodology to evaluate and rate charter school sponsors.

The panel, which includes accountant Phillip Dennison, attorney Mark Hatcher, and Perrysburg Schools Superintendent Thomas Hosler, included in their report nine general recommendations and detailed and technical recommendations for evaluating charter school sponsors based on academic performance, legal and regulatory compliance, and quality sponsoring practices.

Overall the panel recommends that sponsor evaluations be transparent, comprehensive, and all documents and data be available and accessible to the public.  The evaluations should be aligned with “all applicable report card measures” and weighted by the number of students enrolled per school; include all charter schools including online schools and dropout recovery schools; and exclude only charter schools legally excluded, such as those open for less than two years and charter schools that primarily serve special education students.

The report also recommends that all evaluations be thoroughly reviewed by the ODE’s Data Governance Committee, an internal ODE panel recently appointed by Superintendent Ross in response to the charter school sponsor irregularities.

The panel is also recommending a change in law so that the academic performance of sponsors is measured the same way as the academic performance of school districts.

The panel also suggests that the ODE might need additional resources as a result of the increase in its responsibilities.

 

ODE Responds to U.S. DOE Charter School Request:  Superintendent Richard Ross submitted a letter to the U.S. Department of Education on November 18, 2015 in response to their request for additional information about Ohio’s application for a federal Charter School Programs grant.

The Ohio Department of Education (ODE) was awarded a five year $71 million federal grant on September 28, 2015, but since that time questions have been raised about the accuracy of the information included in the grant application.

The grant application for the Charter Schools Program (CSP) State Education Agency (SEA) grant program was prepared and submitted by David Hansen, the former director of the ODE’s Office of Quality School Choice and Community Schools, and was signed-off by State Superintendent for Public Instruction, Richard Ross.  David Hansen later resigned from the ODE in July after acknowledging to the State Board of Education that he had omitted certain data from the charter school sponsor evaluations to make the sponsors look better.  As a result, the ODE had to scrap the charter school sponsor evaluations, which were referenced in the grant application.

Dr. Ross said, in his November 18, 2015 response to Sefan Huh, director of charter school programs at the U.S. DOE, that “significant legislative, operational and policy changes have taken place since the grant was submitted”.  These changes, such as the enactment of a new charter school law, HB2, will “bolster the grant’s purpose of creating high performing quality public charter schools.”

He also noted in the letter that there had been a change in leadership within the ODE’s Office of Quality School Choice and Community Schools, and a new process would be instituted to evaluate charter school sponsors in the near future. The new process would include all sponsors and require a complete examination of all data used in the evaluation. In the grant application the ODE had said that new grant money would be awarded only to high performing authorizers to open charter schools aligned with best practices.  According to a new timeline, a new charter school sponsor evaluation process will begin in October 2016;  new charter school planning grants will be awarded in July 2017; and so new charter schools will not open until the fall of 2018.

See “State superintendent tries to save $71 million federal charter-school grant” by Catherine Candisky, The Columbus Dispatch, November 18, 2015 at

http://www.dispatch.com/content/blogs/the-daily-briefing/2015/11/111715state-superintendent-tries-to-save-71-charter-school-grant.html

 

Measuring More than Test Scores: The Cleveland Plain Dealer reports that the Cleveland Metropolitan School District plans to hire SchoolWorks, a research firm in Massachusetts, to evaluate school  improvements that are not measured by test scores in 25 district schools, and train school employees how to conduct school evaluations.  The school district has been working since January 2015 with SchoolWorks to evaluate 10 schools through the School Quality Review process.  SchoolWorks will work with school personnel to train them to assess where schools are making gains in climate and culture, which are important components in the school improvement process. School district employees will conduct the evaluations in the future.

See “Cleveland spending $1 million to study school progress that testing can’t measure” By Patrick O’Donnell, The Plain Dealer, November 17, 2015 at http://www.cleveland.com/metro/index.ssf/2015/11/cleveland_spending_1_million_to_study_school_climate_and_non-test_progress.html

 

NATIONAL NEWS

Columbus State Awarded i3 Grant: The U.S. Department of Education announced on November 13, 2015 the 13 highest-rated applications for its $113 million Investing in Innovation (i3) 2015 competition. These projects support local efforts to start or expand evidence-based programs that increase student achievement.  The 13 highest rated projects were selected from among 400 applications.  After securing matching private sector funds, the grants will be formalized.

Among the 13 highest rated projects is a $11.5 million proposal to validate a project at Columbus State Community College, Columbus Ohio.

The i3 grant competition is the Obama Administration’s signature education innovation initiative, awarding more than $1.2 billion in federal funds and over $200 million in matching private funds.  The 2015 i3 grant awards will be announced no later than December 31, 2015.

See “U.S. Department of Education Announces Highest-Rated Applications for the 2015 Investing in Innovation Competition” U.S. DOE on November 13, 2015 at

http://www.ed.gov/news/press-releases/us-department-education-announces-highest-rated-applications-2015-investing-innovation-competition

For more information about the applications and the i3 program, visit http://innovation.ed.gov/what-we-do/innovation/investing-in-innovation-i3/.

 

Conferees Agree on ESEA Reauthorization: A House and Senate conference committee agreed on November 19, 2015 to reauthorize the Elementary and Secondary Education Act (ESEA) after eight years of gridlock.  Efforts to enact a new law were led by Representatives John Kline, Chair, and Bobby Scott (D-VA), Ranking Member, of the House Education and Workforce Development Committee, and Senators Lamar Alexander (R-TN), Chair, and Patty Murray, (D-Washington), Ranking Member, of the Senate Health, Education, Labor, and Pensions Committee.

The proposed Every Student Succeeds Act (ESSA) represents a compromise between two competing bills, the House-passed Student Success Act (H.R. 5) and the Senate-passed Every Child Achieves Act of 2015 (S. 1177). The bill will replace the No Child Left Behind Act once the House and Senate approve it and President Obama signs it into law.  That could happen as early as the first week in December 2015.

The agreement would authorize ESEA for four more years, rather than the typical five years.  It limits federal control of K-12 education by relieving states of some mandates, including Adequate Yearly Progress (AYP) and specific interventions in the lowest performing schools.  It also consolidates some federal education programs, and provides support for early childhood education.

An amendment to the bill introduced by Representative Bonamici (D-OR) allows Title IV formula grants to fund the development of programs that integrate science, technology, engineering, and math with other subjects, including the arts.  Think STEAM!   Representative Bonamici is co-chair of the Congressional STEAM Caucus.

The following is a summary of some of the provisions included in the ESEA agreement, based on a framework released by the conference committee on November 19, 2015. The full text of the bill will not be available to the public until November 30, 2015.

Content Standards:  Affirms State control of standards in reading and math aligned to higher education standards in the state without interference from Washington. “The federal government may not mandate or incentivize states to adopt or maintain any particular set of standards, including Common Core.”

Data Reports:  Maintains annual reporting of data disaggregated by subgroups of children, including low-income students, students of color, students with disabilities, and English learners, as well as by migrant status, homeless status, children in foster care, and military-connected children.

Accountability:  Repeals adequate yearly progress and replaces it with state-designed systems.  Allows states to incorporate other factors into their accountability systems, including access to advanced coursework, school climate, and safety.

Testing:  Requires states to test students in grades 3-8 and once in high school in reading and math, and science three times between grades 3-12.  Provides more flexibility about how much those tests count for accountability purposes; Limits the use of an alternative assessment to one percent of special education students; Maintains the federal requirement that 95 percent of students participate in tests, and requires states to take low testing participation into consideration in their accountability systems.  However, allows states to create their own testing opt-out laws, and allows local districts and states to decide what should happen in schools that miss targets; Creates a pilot project to allow states to experiment with new forms of locally developed assessments that could eventually be used statewide.

Low Performing Schools:  Requires states to identify and take action in the bottom 5 percent of poor performing schools, and schools where less than two-thirds of kids graduate. Requires states to identify and take action in schools where subgroup students are not achieving.  Subgroups include English-language learners, students in special education programs, students from disadvantaged families, and minority students.  But, states would have flexibility about how these students are served.

Teachers:  Provides resources to States and school districts to implement various activities to support teachers, principals, and other educators, by supporting high quality induction services for new teachers, ongoing evidence-based professional development for teachers, and opportunities to recruit new educators into the profession. Changes Title II teacher quality formula to help rural states; Eliminates federal mandates on teacher evaluations.

Funding:  Adjusts Title II formula funds by ensuring that states with higher numbers of students in poverty receive funding that is reflective of their current student populations.  Authorizes the new Student Support and Academic Enrichment grant program to provide more flexible resources to states to support disadvantaged students, including resources to help provide students a well-rounded education, promote the effective use of technology in schools, and protect the health and safety of students.

Charter Schools and Vouchers: Retains the Charter Schools Program and allows investment in new and quality charter school models, and supports charter school accountability, transparency, and community engagement practices. Prioritizes grants for evidence-based magnet school programs, including inter-district and regional magnet programs, and provides opportunities to expand magnet school programs with a demonstrated record of success; Includes a pilot school choice project in 50 districts that would allow states to combine state, local, and federal funds into a single pot of money that could be used to support parental choice.  This provision was included in lieu of Title I portability which would allow federal funds to follow the child to the school of their choice.

Federal Programs:  Streamlines and reduces the number of existing federal programs, but authorizes dedicated funding to support important priorities, including innovation, teacher quality, afterschool programming, increased access to STEM education, arts education, and accelerated learning, safe and healthy students, literacy, and community involvement in schools, and other bipartisan priorities.

Eliminates the current School Improvement Grant (SGI), but requires states to use up to 7 percent of their funds to help with turnarounds and other interventions; Maintains 21st Century Community schools program; Shifts accountability for English language-learners from Title III (the English Language acquisition section of ESEA) to Title I; Establishes in law a new research and innovation program and a wrap-around services program.

Early Childhood Education:  Authorizes in law the Preschool Development Grants program. This competitive grant program will use existing funding to support states that propose to improve coordination, quality, and access for early childhood education, and will be administered by the U.S. Department of Health and Human Services jointly with the Department of Education.

Maintenance of Effort:  Retains maintenance of effort with some new flexibility added for states.

Student Privacy:  Retains the current Family Educational Rights and Privacy Act without changes regarding protecting student privacy.

See “ESEA Conference Framework Summary:  Every Student Succeeds Act” at http://edworkforce.house.gov/uploadedfiles/joint_esea_conference_framework_short_summary.pdf

See “Accountability: A Likely Hitch in the New ESEA Deal

by Alyson Klein, Education Week, November 20, 2015 at http://blogs.edweek.org/edweek/campaign-k-12/2015/11/accountability_a_likely_hitch_in_ESEA.html?utm_source=feedblitz&utm_medium=FeedBlitzRss&utm_campaign=campaignk-12

 

REPORTS

ODE Releases Spring Testing Results: The Ohio Department of Education released on November 20, 2015 the Preliminary Results for the 2015 Spring Administration of Ohio’s State Tests. These are the results for English language arts, math, science, and social studies tests administered during the 2014-15 school year.  According to the ODE, the results might change after being verified by schools and school districts.

The math and English language arts tests were produced by the Partnership for Assessment of Readiness for College and Careers (PARCC).  In the future these tests will be developed by American Institutes for Research (AIR). The science and social studies tests will continue to be developed by Ohio educators in cooperation with AIR.

The results are based on performance level scores for Ohio’s State Tests established by the State Board of Education in September 2015.  However, the proficient scores on the English language arts and math assessments are actually lower than the proficient scores recommended by the PARCC consortium. For example, students meeting the PARCC “nearing exceptions” category are considered proficient according to Ohio’s standards.

Overall the results show that a majority of students in traditional public schools scored proficient or above on the math and English language arts assessments, but the rates for math were a little lower than the rates for the English language arts tests.

At some grade levels and for some subject areas tested, the percent of students in charter schools scoring below proficient was higher than the percent of students scoring at or above proficient.

More than two-thirds of students in traditional public schools in grades 4-10 scored proficient or above on English exams, while more than two-thirds of students in grades 3-7 scored at or above proficient in math.

The highest percentage of students scoring proficient or higher were posted for Ohio students in traditional public schools taking geometry and integrated mathematics II tests.  Ninety percent of students scored proficient or higher in geometry, while 87 percent scored proficient or above in integrated math II.  More than two-thirds of students scored proficient or higher in Algebra and 59 percent of students scored proficient or higher in integrated mathematics I.

Overall the scores for charter schools were lower than traditional public schools in math and English language arts.

The percentage of students in traditional public schools scoring proficient or higher in science was 61 percent in grade 5, 63 percent in grade 8, and 67 percent for the physical science test in high school.

While 72 percent of fourth-grade students in traditional public schools scored proficient in social studies, 58.7 percent of six-grade students were proficient. The percent proficient on the American Government test was 60.4 percent and 68.6 percent on the American History exam.

The science and social studies scores for students attending charter schools were lower than traditional public schools overall.

The results are available at http://education.ohio.gov/Topics/Testing/Testing-Results/Results-for-Ohios-State-Tests#Science

 

FYI ARTS

STEAM Schools Recognized:  The Dayton Regional STEM School in Kettering, OH and the National Inventors Hall of Fame Center for STEM Learning, Akron, OH were two of eight schools that received a $10,000 innOVATION STEAM Grant Award on November 3, 2015 in Washington, D.C.

The award was presented by the Ovation Foundation, the President’s Committee on the Arts and the Humanities (PCAH), and Americans for the Arts (AFTA), in cooperation with the Congressional STEAM Caucus.  The award recognizes public K-12 model STEAM (Science, Technology, Engineering, Arts and Math) programs in an effort to raise awareness about the importance of integrating the arts into educational curriculum to support a complete curriculum.

The following schools received the award:

  • Boston Arts Academy, Boston, MA
  • Dayton Regional STEM School, Kettering, OH
  • High Tech High Media Arts, San Diego, CA
  • Highland Park Middle School, Beaverton, OR
  • Kennedy Elementary School, Janesville, WI
  • National Inventors Hall of Fame Center for STEM Learning, Akron, OH
  • Quatama Elementary School, Hillsboro, OR
  • Renaissance Arts Academy, Los Angeles, CA

For more information on the innOVATION STEAM Grant Awards Program, please visit www.theovationfoundation.org/innovation-steam.

See “Eight Schools with Model STEAM Programs Received $80,000 in Grants” at http://www.americansforthearts.org/news-room/press-releases/the-ovation-foundation-the-presidents-committee-on-the-arts-and-the-humanities-and-americans-for-the

Conference on Creative Ohio: Several organizations in Central Ohio will host Creative Ohio:  Transforming Communities on December 15, 2015 at the Columbus College of Arts and Design, Canzani Center, 60 N. Cleveland Ave., Columbus from 8:00 AM to 4:00 PM.

The conference is hosted by Ohio Citizens for the Arts, Heritage Ohio, the Ohio Arts Council, Ohio Humanities, and the Ohio History Connection.  The conference will provide an opportunity for leaders from Ohio’s arts, business, and cultural organizations to network and share best practices.

The keynote speaker will be Tom Borrup, Creative Community Builders, a leader in creative community building and creative placemaking, in which communities transform their economic, social, and physical infrastructures through the arts. He also teaches Creative Placemaking for Ohio State University’s Knowlton School of Architecture’s Urban and Regional Planning Graduate Program.

The program includes presentations about transforming center cities, building partnerships, the infrastructure of placemaking, and resources available through the Ohio Arts Council and the Ohio Humanities Council for individuals and organizations.

For more information please visit http://www.heritageohio.org/wp-content/uploads/2015/10/Creative-Ohio_Sessions-Keynote_Edit.pdf

 


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 theOhio Alliance for Arts Education (www.oaae.net).

 

 

 

 

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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, 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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