Ohio Alliance for Arts Education
Arts on Line Education Update
February 8, 2016
•131st General Assembly: The House and Senate will hold committee meetings and sessions this week.
The House Finance Committee, chaired by Representative Ryan Smith will meet on Tuesday, February 9, 2016 in hearing room 313 and consider the Capital Reappropriations bill, SB260 (Coley).
The House Government Accountability and Oversight Committee, chaired by Representative Brown, will meet on February 9, 2016 at 1:30 PM in room 114. The committee will consider HB350 (Grossman-Terhar) Autism Treatment Coverage; HJR3 (Patmon-Hagan, C.) Application to Congress for a Convention of the States under Article V of the Constitution of the United States; and HB369 (Koehler-Hambley) Compact for a Balanced Budget.
The Senate Education Committee, chaired by Senator Lehner, will meet on February 9, 2016 at 4:00 PM in the Senate Finance Hearing Room. The committee will consider Governor’s Kasich’s appointment of Frank Pettigrew Jr. to the State Board of Education.
The committee will also receive testimony on HB299 (Rezabek) Custodian-Autism Scholarship and SB252 (Hite-Patton) Cardiac Arrest Youth Activity.
The House Education Committee, chaired by Representative Brenner, will meet on February 10, 2016 at 9:30 AM in hearing room 313.
The committee will receive testimony on HB212 (Thompson) Academic Standards-Curricula; HB420 (Roegner) Opt-Outs State Assessments; and HB399 (Koehler) College Credit Plus-Home Instruction.
•Commission to Debate Membership of the State Board of Education: The Ohio Constitutional Modernization Commission, Committee on Education, Public Institutions, and Local Government, chaired by Chad Readler, will meet on February 11, 2016 at 9:30 AM in room 017. The committee will continue discussion of Article VI Section 4 of the Ohio Constitution regarding the organization and structure of the State Board of Education.
Article VI Section 4 states, “There shall be a state board of education which shall be selected in such manner and for such terms as shall be provided by law. There shall be a superintendent of public instruction, who shall be appointed by the state board of education. The respective powers and duties of the board and of the superintendent shall be prescribed by law. (Amended November 3, 1953.)”
In January 2016 Tom Gunlock, president of the State Board of Education, recommended that two boards be created to handle education policy in the state. He told the committee that the number of members on the current SBE should be reduced, and their responsibilities should be limited to teacher licensure and territory transfers. Another panel should be appointed by the governor, with the approval of the Senate, to vet educational policies proposed by the governor and General Assembly.
Those interested in addressing the committee should contact Steven C. Hollon, Executive Direct, at 614.644.2022.
-HB445 (Dovilla-Anielski) College Credit Plus Extracurriculars: Makes changes to the College Credit Plus program and specifies that students participating in the program shall not be denied the opportunity to participate in extracurricular activities based solely upon participation in the CCP program.
STATE BOARD OF EDUCATION
The State Board of Education, Tom Gunlock president, will meet on February 8 and 9, 2016 at 25 S. Front Street in Columbus.
On February 8, 2016 the meeting will start at 8:00 AM with a Chapter 119 Hearing on the following rules:
-3301-24-03, Educator preparation programs leading to Ohio licensure by the state board of education (amendment)
-3301-24-07, Provisional license renewal (rescission)
-3301-27-01, Qualifications to direct, supervise, or coach a pupil activity program (amendment)
-3301-41-01, Ohio high school equivalence diploma (rescind and renew)
The Achievement and Capacity committees will meet following the Chapter 119 hearing. Both committees will discuss the federal Every Student Succeeds Act and provisions that relate to their committee work. The Achievement Committee will also receive testimony from the Ohio Association for Gifted Children regarding proposed revisions to Rule 3301-51-15 Operating Standards for Identifying and Serving Gifted Students. The chair of the Achievement Committee is now Rebecca Vazquez-Skillings. The former chair, C. Todd Jones, is now the chair of the new Standards and Graduation Committee.
The Accountability and the Work Group on SBOE’s Professional Development will meet following the Achievement and Capacity Committee meetings.
Following lunch the SBE will welcome and recognize Ohio Teacher of the Year, Teresa Cianchetti, who teaches first grade at Suffield Elementary Schools, Field Local School District. She also taught K-12 visual art for the Field District.
The Board will then call the business meeting to order, review written reports and the voting agenda, and receive public participation on agenda items and non-agenda items.
An executive session will follow. When the executive session has concluded the Urban and Rural Renewal Committee will meet.
On February 9, 2016 the State Board will resume its meeting. The Standards and Graduation Requirements Committee will meet at 8:30 AM and discuss the report of the Academic Standards and Assessment Review Committee.
The SBE’s business meeting will resume following the conclusion of the Standards and Graduation Requirements Committee. The SBE will receive committee reports and an update from Interim Superintendent Lonny Riveria on several topics.
Following lunch at 1:00 PM the Board will meet with the firm hired to search for candidates for the position of superintendent of public instruction; receive an update on the state plan for the Carl D. Perkins, Workforce Innovation and Opportunity Act; and vote on the Report and Recommendations of the Interim Superintendent of Public Instruction. The Board will then consider old business, new business and adjourn.
The following resolutions will be considered by the State Board at the February 9, 2016 meeting:
#2 Resolution of Intent to refer to a hearing officer the Lakota City School District’s determination of impractical to transport certain students attending St. Wendelin Catholic School in Fostoria, Seneca County, Ohio.
#3 Resolution of Intent to refer to a hearing officer the Niles Local School District’s determination of impractical to transport certain students attending the Potential Development Primary School in Youngstown, Mahoning County, Ohio.
#4 Resolution to Adopt Rule 3301-28-08 of the Administrative Code, Prepared for Success Component: Rule 3301-28-09 Other Graded Components; and Rule 3301-28-10 Prepared for Success Component.
•Rule Making for ESSA: The U.S. Department of Education (U.S. DOE) issued on February 4, 2016 a notice in the Federal Register seeking nominations for a committee to develop rules to implement Part A of Title I, Improving Basic Programs Operated by Local Educational Agencies of the Every Student Succeeds Act.
The process that the U.S. DOE will use to develop the rule is called negotiated rulemaking, and requires the participation of stakeholders, including federal, state, and local education administrators; tribal leaders; parents; teachers; students; principals; other school leaders; paraprofessionals; members of local and state boards of education; civil rights leaders; representatives of from specific subgroups of students; and the business community.
Nominations to participate in this process can be submitted to James Butler at the U.S. Department of Education, at OESE.ESSA.email@example.com, and should be received by February 25, 2016.
Selected committee members will meet on March 21-23, 2016 and April 6-8, 2016 in Washington, D.C.. Additional meeting dates could be added.
The committee will update existing assessment regulations for the high school standardized assessment, the 8th grade math assessment for high achievers, alternative assessments for student with disabilities, and determine supplement and not supplant requirements. The committee will also consider other topics that are identified as the process continues.
The meetings are open to the public and will be held at the U.S. Department of Education, 400 Maryland Avenue, SW, Washington, DC 20202.
•Update on the Lederman v. King Lawsuit: Long Island teacher Sheri Lederman and her lawyer husband Bruce Lederman reported on February 3, 2016 that they have refused an offer from New York State Attorney General Eric Schneiderman, on behalf of the New York State Department of Education, to settle a lawsuit over the use of value added scores based on student test results in her evaluation. (Lederman v. King in the New York State Supreme Court, August 2015.)
The 18 year veteran teacher received a 1 out of 20 growth score on her teacher evaluation for 2013-2014, even though her students met or exceeded standards at a rate more than twice the state’s average. The lawsuit alleges that New York state’s growth model, used in the evaluation of teachers, is irrational, arbitrary, and capricious. The lawsuit asks that the Department of Education admit that the score is irrational and wrong, and should not be used in evaluations.
The State defendants are asking Justice Roger McDonough to declare the lawsuit moot, because the State recently issued a “moratorium” that postpones for the next four years the use of the growth model results for high-stakes decisions about teachers. According to Mr. Lederman, who was interviewed on WCNY-TV in Syracuse, New York, on the Capital Pressroom show on February 3, 2016, the moratorium on high stakes decisions does not change the fact that New York is still using an irrational growth model to evaluate New York teachers, and will continue to publish the arbitrary and capricious results for the next four years.
•Foundation to Rethink Online Charter Schools: Education Week published on January 26, 2016 a commentary by Marc Sternberg and Marc Holley from the Walton Family Foundation, saying that the Foundation would be reviewing its $550,000 million investment in virtual charter schools.
The Foundation is supported by the family that owns Walmart, and has been a major supporter of the privatization of public schools, investing $385 million in charter schools over the past two years.
While expressing continued support for “high-quality educational choices”, and promising an investment of another $1 billion to create more educational options for high-need students, the commentators also said that the Foundation has a responsibility to evaluate the impact of its philanthropic projects, and work to improve the outcomes. Three studies that the Foundation sponsored by the Center for Research on Education Outcomes (or CREDO), at Stanford University; the Center on Reinventing Public Education, at the University of Washington; and Mathematica Policy Research, found that students attending online charter schools were learning less than their peers in traditional charter schools. About 200,000 children are currently enrolled in about 200 online schools nationally.
According to the commentators, “Funders, educators, policymakers, and parents cannot in good conscience ignore the fact that students are falling a full year behind their peers in math and nearly half a school year in reading, annually. For operators and authorizers of these schools to do nothing would constitute nothing short of educational malpractice.”
As a result, the Foundation will be more thorough in its deliberations regarding the funding of online charter schools.
•ASCD Identifies the Conditions Needed to Support the Whole Learner: The ASCD released on February 4, 2016 its 2016 Legislative Agenda, which was developed by ASCD’s legislative committee.
The 2016 Legislative Agenda urges policymakers and stakeholders to create a coherent K-12 learning program in which students and staff are healthy, safe, engaged, supported, and challenged. To accomplish this goal, policymakers must ensure “equity and access to high quality educational opportunities for all children.” The ASCD recommends that policymakers work to improve in three areas: Conditions for Learning, Whole Child Accountability, and Educator Leadership and Support.
Among the recommendations to improve the Conditions for Learning are “personalized learning and well-rounded instruction; culturally relevant and identity-affirming curricula and learning environments; funding that is robust, equitable, and recognized as an investment priority; and the availability of community- and school-based mental health services.”
Schools and communities must embrace a more comprehensive definition of student success in order to support the whole child, and develop accountability systems that recognize education programs that support the most needy students and the conditions of the community.
Teachers and school leaders must also have support in order to maximize student learning. Investments in time and resources are necessary to ensure that educators have opportunities for career advancement and collaborations with colleagues and learning communities.
•NC Board Considering Changes for Teacher Evaluations: The North Carolina State Board of Education is considering a policy change to eliminate student growth as a way to measure the effectiveness of teachers and principals. The change comes as a result of the new federal law, the Every Student Succeeds Act, which gives states the authority to determine how teachers are evaluated.
Currently one of the state standards in the North Carolina’s Educator Effectiveness System requires teachers to be rated in one of three categories based on student growth on tests: does not meet expected growth, meets expected growth, or exceeds expected growth. Now that states have more flexibility from the federal government to evaluate teachers, the board is considering alternatives. Data about student growth will still be collected and shared with teachers, but would be used to improve instruction rather than to rate teachers.
See “State school board considering change to how teachers, principals are evaluated” by Kelly Hinchcliffe, WRAL.com, February 3, 2016 at
•More on Ohio’s Charter School Grant: The Ohio Department of Education (ODE) responded to the U.S. Department of Education (U.S. DOE) on January 29, 2016, and provided more information about the performance of charter schools in Ohio to secure a $71 million grant from the federal Charter Schools Program (CSP).
According to an article in The Columbus Dispatch, the ODE sent another letter to Stefan Huh at the U.S. DOE revising the performance status of Ohio’s charter schools in 2014-15, and admitting that there are more poor-performing charter schools (57) than originally reported (6). (The number of poor performing charter school still omits online charter schools.)
Questions were raised about the accuracy of Ohio’s application for a federal charter school grant soon after the U.S. DOE announced on September 28, 2015 that the Ohio Department of Education would receive the $71 million grant to expand “high quality” charter schools in Ohio. The grant application was submitted in July 2015 by David Hansen, who resigned from the ODE after admitting to the State Board of Education that he had not included poor performing charter schools in sponsor evaluations, because they would bring down the sponsor’s rating. The ODE has submitted three letters to the U.S. DOE updating the data on charter schools included in the grant since November 2015.
•Recipients of Straight A Grants Announced: The Ohio Department of Education released on February 2, 2016 the recipients of the next round of Straight A Grants totaling $14.6 million. Twenty recipients were selected two weeks ago by the Straight A Fund Governing Board chaired by Alex Fischer, president and CEO of the Columbus Partnership. The grants were limited to under $1 million, in most cases, because only $30 million over the biennium was appropriated for the Straight A Fund in HB64 (Smith) Biennial Budget.
The Straight A Fund was first included in the FY14-15 Biennial Budget to promote unique and innovative ways to improve and make more efficient K-12 education systems. According to the Ohio Department of Education, “In Fiscal Years 2014-15 $250 million was awarded to 61 applicants involving 300 school districts.”
The following recommended projects must still be approved by the Ohio Controlling Board, which will meet on February 22, 2016:
•Midwest Regional Education Service Center: West Central Ohio Career Network – $353,000. Includes Fairlawn, Indian Lake, and Upper Scioto Valley Schools.
•Marion City Schools: Diploma Plus Acceptance for Every Marion Secondary Student – $518,957.
•Clear Fork Valley Local Schools:
•Gallia-Vinton Educational Service Center: Gallia Fleet Services-$565,425
•Scioto County Career Technical Center: Southern Ohio Advanced Manufacturing Initiative – $736,234.
•Tri-Rivers Career Center: RAMTEC, the Robotics and Advanced Manufacturing Technology Education Collaborative, which includes Marion County, Mahoning County Career-Technical Center, and Ashland County-West Holmes Joint Vocational School District – $1 million.
•Tri-Rivers Career Center: RAMTEC, the Robotics and Advanced Manufacturing Technology Education Collaborative, which includes EHOVE Career Center and Wayne County JVSD – $1 million.
•Tri-Rivers Career Center: RAMTEC, the Robotics and Advanced Manufacturing Technology Education Collaborative, which includes Vantage Career Center and Warren County CTC – $1 million.
•Tri-Rivers Career Center: RAMTEC, the Robotics and Advanced Manufacturing Technology Education Collaborative, which includes Delaware Area Career Center and Southern Hills – $1 million.
•Tri-Rivers Career Center: RAMTEC, the Robotics and Advanced Manufacturing Technology Education Collaborative, which includes Pickaway Ross JVSD and U.S. Grant CTPD – $1 million.
•Tri-Rivers Career Center: RAMTEC, the Robotics and Advanced Manufacturing Technology Education Collaborative, which includes Mid-East Career and Technology Center and Lawrence County – $1 million.
•Stark County Educational Service Center: “All In” training program – $499,242. Includes about 29 school districts and career centers.
•Bellville Elementary: I-BASE Bellville Elementary – $68,758.23.
•Butler Elementary: I-BASE Butler Elementary – $68,758.23.
•Winton Woods City School District: A K-12 PBL Pathway – $911,700.
•Delphos City Schools: Career Connection Student Center in partnership with OhioMeansJobs – under $1 million.
•Piqua City School District: Reading Expands All Children’s Horizons with Science, Technology, Engineering and Math project – $899,090.
•Mentor Exempted Village Schools: 7th and 8th Grade blended and problem-based learning network- under $1 million.
•Columbiana County Educational Service Center: Students Transitioning to Achieve Real Success project – $899,130.
•Educational Service Center of Cuyahoga County: Cloud-based video technology for customized interventions for students with disabilities – $1 million.
•Deer Park Community City School District: Building Strong Character to Build Strong Leaders project – $106,100.
•Most States Earn Failing Scores for Valuing Public Education: The Network for Public Education (NPE), Carol Burris executive director, released on February 2, 2016 its national report card entitled Valuing Public Education: A 50 State Report Card.
According to the NPE website, “The purpose of this report card is to assess each state’s commitment to its public schools and to let the public know what policies and practices will make their public schools stronger.”
The report includes grades for states based on six categories: Resistance to Privatization, The Professionalization of Teaching, School Finance, Spend Taxpayers Resources Wisely, No High Stakes Testing, and Chance for Success.
The nation earned an overall grade of D. Fourteen states earned a C, the highest grade, including Alaska, Montana, North Dakota, South Dakota, Nebraska, Iowa, West Virginia, Maryland, Delaware, New Jersey, Connecticut, Rhode Island, Massachusetts, Vermont, and New Hampshire. Most states earned a D, including Ohio. The states that earned an F are Idaho, Arizona, Texas, Mississippi, Florida, Georgia, Indiana, and North Carolina.
Ohio earned a B for School Finance; a C for Professionalization of Teaching; a D for High Stakes Testing and Spend Taxpayer Resources Wisely; and a C for Professionalization of Teaching.
Diane Ravitch, co-founder of the Network for Public Education, said that the report card was created to inform the public about each state’s commitment to sustain “a system of free, equitable and democratically-controlled public schools that serve all children.” The NPE contracted with researcher Francesca Lopez at the University of Arizona to collect the data and run the statistical analysis for each measure.
•Students Score Lower on Computer-Generated Exams: An article in Education Week describes how students who took the 2014-15 Partnership of Assessment of Readiness for College and Careers (PARCC) exams on computers scored lower than students who took paper and pencil tests. About 5 million students across 10 states and the District of Columbia took the PARCC exams in 2014-15, and about 81 percent were administered online.
According to the article PARCC recently acknowledged to Education Week the discrepancies in student scores across different formats, which is referred to as “mode effect”. This revelation raises questions about the validity of the test results for state and local leaders, who use the data generated by the exams for some high stakes purposes.
According to the article, PARCC found that the discrepancies in scores based on testing format did not occur in every state, school, or district on all tests, but was more prevalent in English language arts and in middle and high school math tests. And, other states are finding similar outcomes. Students in Illinois who took the PARCC English language arts exam on paper scored 7 percent higher than students taking the exam via computer. In Baltimore County schools found a strong “mode effect” on certain exams.
The Smarter Balanced Assessment Consortium is still investigating “mode effect” in the exams it administered in 2014-15, according to the article. It will release some technical reports about the exam soon.
The article notes that some states and the National Center for Education Statistics are also investigating the “mode effect”. So far researchers are finding that lower performing students and some subgroups of students score lower on the online version of the exams.
See “PARCC Scores Lower for Students Who Took Exams on Computers” by Benjamin Herold, Education Week, February 3, 2016 at
•Timely Resources to Advocate for Arts Education: Arts advocacy will be discussed at a symposium hosted by Americans for the Arts, the Arts Education Partnership, the Education Commission of the States, and the Kennedy Center on Saturday, March 5, 2016 in Washington, D.C. In preparation, Americans for the Arts has published on Artsblog some timely resources for arts education advocates to use as state, local, and federal leaders prepare annual budgets. See http://blog.americansforthearts.org.
Living the Dream by Ken Busby, urges arts education advocates to spread the message to local, state, and federal lawmakers about how an education in the arts prepares “…well-rounded individuals who are engaged in the world around them.” (January 19, 2016)
Legislative Session Opens, Now What? Advocate! by Janet Starke, provides great talking points for making the case about why state leaders should increase state spending for the arts. (January 27, 2016)
#artssowhite – How Can Arts Education Help Build Equity in the Arts? by Matt D’Arrigo, says that arts education policy makers “…must rethink and reconstruct arts programming, funding, and power structure to support a younger, more culturally diverse America that is emerging.” (February 4, 2016)
For more information about the resources and symposium see
•More Support for STEAM: Former NASA astronaut Colonel Benjamin Alvin Drew told an audience of 130 students that they needed to study the arts along with science, technology, engineering, and math (STEM) in order to become better and more imaginative communicators. Col. Drew was a member of a panel as part of the 4th Annual State of Science, Technology, Engineering, and Math (SoSTEM) event held on January 20, 2016 at the White House.
According to Col. Drew, it has been difficult to convey to others what he has experienced in his missions in space without the arts. Science and math often intimidate people, but there are better and simpler ways of communicating STEM concepts when you write them down and think about imaginative ways to help people understand.