Arts on Line Education Update February 16, 2016

Ohio Alliance for Arts Education
Arts on Line Education Update
Joan Platz
February 16, 2016



Voter registration deadline is Tuesday: Tuesday, February 16, 2016 is the deadline to register to vote in Ohio’s March 15, 2016 primary election. Also, voters who have moved must update their address with their board of elections by Tuesday.


131st Ohio General Assembly: The Ohio House and Senate will hold hearings this week, and the House will hold a session.


The Ohio House approved SB260 (Coley) Capital Reappropriations for the biennium ending June 30, 2018 on February 10, 2016.  SB260 reappropriates and re-purposes about $1.5 billion in capital appropriations for 2017-18, but does not include new capital appropriations, which will be included in the Capital, which is expected to be introduced soon.


The House Education Committee, chaired by Representative Brenner, met on February 10, 2016, and once again amended HB420 (Roegner) Student Opt-Out, reverting back to the original language of the bill, eliminating a provision that imposed penalties for school employees found to have influenced students to opt out of state testing.

The bill might not be necessary this year, because the Ohio Department of Education announced on February 10, 2016 that it would publish report card results with and without the scores of students who did not take the state tests last year.  Those results are expected to be released on February 25, 2016.


House Democrats Change Leaders:   Representative Kevin Boyce has stepped down as minority whip to campaign for a seat on the Franklin County Commission in the March primary election.  Stepping into his position in the Ohio House will be Representative Nickie Antonio.  Replacing Representative Antonio as assistant minority whip will be Representative Jack Cera.  Representative Fred Strahorn will remain Minority Leader.


The Government Accountability and Oversight Committee, chaired by Representative Brown, received testimony on February 9, 2016 on HJR3 (Patmon-Hagan) and HB369 (Koehler-Hambley) Balanced Budget Compact.

HJR3 would ask Congress to convene a “Convention of the States” under Article V of the Constitution of the United States. The convention would consider three amendments to the constitution to limit government spending; limit the power and jurisdiction of the federal government; and establish term limits for federal officials, including judges.

Providing testimony were Michael Farris, a co-founder of the Convention of States movement, Sue Kahler, Emma Lucas, David Sellers, Tony Kreuger, Steve Jones, Marla Sellers, RaMarie Swart, Jim Petsche, Joel Suggs and Steve Stechschulte. The movement began in 2012 as an effort to pass a balanced budget amendment, which Ohio adopted in the 130th General Assembly (130-SJR5).

Resolutions in support of Congress calling a “Convention of the States” have been adopted in Georgia, Florida, Alaska, and Alabama, and are pending in 29 states.


HB369 would require Ohio to adopt the Compact for a Balanced Budget and petition Congress for a Balanced Budget Amendment under Article V of the Constitution. The compact specifies the conditions for the convention and the specific content of an amendment to the U.S. Constitution to limit the borrowing authority of Congress.

Speaking in support of the amendment were Nick Dranias and Harold “Chip” DeMoss of Compact for America, and Ohio residents Beverly and Michael Goldstein, Jon Morrow, Patty Gascoyne, and Don Larson.

According to an analysis prepared by the Legislative Service Commission, some of the provisions in HB369 are not aligned with current law.  For example, the U.S. Constitution prohibits any state, without the consent of Congress, from entering into any agreement or compact with another state; Article V of the U.S. Constitution authorizes Congress to determine how a Constitutional Convention would be organized and how an amendment would be ratified; and states entering interstate compacts cannot withdraw or unilaterally nullify the compact.



Update on HB212 – Academic Standards-Curricula: The House Education Committee, chaired by Representative Brenner, received testimony on HB212 (Thompson) Local Authority Restoration Act on February 10, 2016.

The bill would revisit some of the recent changes in law regarding state assessments, the amount of testing, academic content standards, teacher and principal evaluations, student privacy, and the powers of the State Board of Education.

For example, the bill would require that the State Board of Education replace Ohio’s Learning Standards with standards that are consistent with those used in Massachusetts’ schools before the Common Core was adopted.

The bill would also prohibit the use of the PARCC exams; require school districts to use assessments that Iowa or Massachusetts used prior to 2010; replace the seven high school end of course exams with a standards-based or norm-referenced exam in English language arts, math, and science; and eliminate diagnostic assessments in kindergarten.

In addition, the bill would eliminate the Ohio Teacher Evaluation System (OTES), the Ohio Principal Evaluation System (OPES), and the Resident Educator Summative Assessment.

Most of those who testified as proponents of the bill objected to the common core standards, the amount of testing conducted in Ohio’s schools over the past years, and how teachers and principals are evaluated. See their testimony at

In addition to the testimony, the Ohio School Boards Association (OSBA), the Buckeye Association of School Administrators (BASA), and the Ohio Association of School Business Officials (OASBO) released on February 10, 2016 some comments about the bill.

The organizations support the common core standards, which they believe are more rigorous than past standards, and have been implemented in school districts for the past five years.

They also support the kindergarten diagnostic assessment, and believe that the new AIR assessments, which replace the PARCC assessments, will be better aligned to Ohio’s standards and more efficiently implemented.

The organizations support the proposed changes for the OTES and OPES, which would continue the trend in Ohio to move away from the inconsistent and inappropriate use of student growth and value added to evaluate teachers.

The organizations also support provisions that would codified certain practices to protect personally identifiable information about students, but the organizations oppose a provision that would eliminate the State Board of Education’s ability to adopt rules in addition to those enumerated in law regarding minimum operating standards for schools.



When Will there Be a State of the State Address? No word yet from Governor Kasich about where or when the State of the State Address will be held.  In past years the governor has timed the annual address about the status of the state with the introduction of the budget bill in February, or the mid biennium review bill (MBR), which is a comprehensive legislative package offered by the governor in non-budget years.  The MBR was first introduced by Governor Kasich.  The State of the State address is also used to communicate the priorities and goals of the administration during the legislative session.


This Week at the Statehouse:

The House Education Committee, chaired by Representative Brenner, will meet on February 16, 2016 at 9:30 AM in hearing room 017.

The committee will receive testimony on the following bills:

-HB445 (Dovilla-Anielski) College Credit Plus Extracurriculars

-HB383 (Hagan-McColley) Informed Student Document

-HB401 (Brinkman) Chartered Nonpublic Schools

-HB410 (Rezabek-Hayes) Truancy.  A substitute bill is expected to be introduced for HB410.

The Grace Commission will meet on February 18, 2016 at 3:00 PM in Hearing Room 116. The commission was established in law to look for ways to make Ohio’s government more efficient and accountable, and submit a report with recommendations by the end of May 2016.  The members are appointed by the leaders of the House and Senate.

The commission is co-chaired by Representative Kirk Schuring and Senator Bill Coley.  Other members of the commission are Senator Dave Burke (R-Marysville), Representative Nathan Manning (R-N. Ridgeville), Lynn Wachtmann and Mark Wagoner, both former lawmakers, Alex Fischer, President and CEO of the Columbus Partnership, Jared Ebbing, Mercer County Economic Development director, Eric Burkland of the Ohio Manufacturers’ Association, David Johnson, CEO of Summitville Tiles, and Bret Dixon, Director of Economic and Business Development for Clinton County.

The committee has met a few times, but has not published an agenda or minutes online.


Legislation Introduced

-HB459 (Schuring) Educational Service Center-Audit:  Authorizes the Auditor of State to conduct a performance audit of an educational service center and requires a comprehensive performance audit of all educational service centers.



President Obama Nominates King to be Secretary: President Obama submitted the nomination of John B. King Jr. to be U.S. Secretary of Education on February 12, 2016 to the U.S. Senate for confirmation.

Dr. King is currently Acting Secretary of Education, replacing Arne Duncan who left the position in December 2015.  Dr. King is a former Deputy at the U.S. Department of Education, and was the Superintendent of Schools in New York State.


President Obama Introduces his Last Federal Budget: President Obama introduced on February 9, 2016 a budget proposal for FY17, which begins on October 1, 2016.  This is the final budget that the president will introduce, and, as in the past, there is no guarantee that Congress will approve it.  In fact the budget is not legislation, but a framework for congressional appropriations committees to work from as they determine the actual spending bills for FY17.  And, Congress and the President agreed two years ago on certain spending caps, that are still in place.

What’s in the President’s budget?  The $4.1 trillion budget provides $150 million ($2 million increase) for the National Endowment for the Arts (NEA) and National Endowment for the Humanities (NEH); $27 million in dedicated funding for the new Assistance for Arts Education program; and $12 million for the Javits Gifted and Talented program.

The education budget includes $69.4 billion in discretionary funding, an increase of $1.3 billion over the 2016 appropriation, and $139.7 billion in mandatory funding for the U.S. Department of Education. The U.S. DOE serves nearly 16,900 school districts and approximately 50 million students attending more than 98,000 public schools and 28,000 private schools, and also provide grant, loan, and work-study assistance to more than 13 million postsecondary students.

According to the U.S. Department of Education’s press release, the budget would continue to support policies and programs that the Obama Administration has championed over the past seven years in three priority areas:

Increasing Equity and Excellence in Education:

-Title 1:  $15.4 billion, which is an increase of $450 million

-Education Innovation and Research:  $180 million ($60 million increase), which replaced Investing in Innovation (i3)

-Preschool for 4 year olds:  $1.3 billion in mandatory funding

-Stronger Together School Integration Incentives:  $120 million

-Charter School Grants:  $350 million which is an increase of $17 million

-Magnet Schools Assistance:  $115 million

-PreK Development Grants:  $350 million, an increase of $100 million

-Computer Science:  $4 billion in mandatory funding

-IDEA Grants to States:  $11.9 billion – no increase

-Student Support and Academic Enrichment Block Grant:  $500 million for a new block grant to support a “well-rounded education”

-Job Training for Youth:  $5.5 billion to support job training for youth 16-24

-Promise Neighborhoods:  $128 million ($55 million increase)

-English Language Acquisition:  $800 million ($63 million increase)

-Office of Civil Rights:  $138 million ($63 million increase)

-Native Youth Community Projects:  $53 million ($30 million increase)

-IDEA Technical Assistance and Dissemination:  $44 million ($10 million increase)

Providing Support for Teachers and School Leaders: 

-Supporting Effective Educator Development:  $100 million ($6 million increase)

-Attracting Teachers:  $1 billion in mandatory funding for RESPECT:  Best Job in the World, to attract teachers to high need schools.

-Teacher Principals Pathways program:  $125 million in grants for institutions of higher education and nonprofit organizations to support new teachers in STEM areas.

-Teacher Loan Forgiveness increases to $25,000 for eligible students.

Expanding Access, Affordability, and Completion in Higher Education:  

-First in the World:  $100 million

-Historically Black Colleges and Universities and Minority Institutions Innovation:  $30 million for the HBCU and MSI -TRIO:  $900 million for TRIO including up to $20 million for a new TRIO Demonstration Initiative

-InformED:  $15 million to build new infrastructure to manage the collection, quality, release, and analysis of data.

-America’s College Promise:  $60.8 billion to support free community college for eligible students.

-Pell Grants:  $300 million increase for eligible students

Coalition Forms to Support ESSA Implementation:  Several national organizations have formed a coalition of sorts to implement the federal Every Student Succeeds Act (ESSA).  The new coalition, called the State and Local ESSA Implementation Network, sent Acting U.S. Secretary of Education John B. King, Jr. a letter on February 10, 2016 inviting him to work with them to implement ESSA.

The organizations include the National Conference of State Legislatures, the National Association of State Boards of Education, the National School Boards Association, the National Association of Elementary School Principals, the National Association of Secondary School Principals, the American Federation of Teachers, the National Governor’s Association, the Nation Education Association, and the National PTA.

The organizations believe that ESSA replaces a “top-down accountability and testing regime with an inclusive system based on collaborative state and local innovation.” Their purpose in coming together is to ensure that communities “determine the best methods of educating our nation’s children” and prioritize support for the most needy students.




Schools Need More Resources:  An editorial in The Cleveland Plain Dealer identifies some changes that the state policy makers should make to ensure that students from poor families get the support they need to be successful in school.

According to the editorial, Ohio has failed to close the achievement gap between poor students, most of whom are black or Hispanic, and their wealthier peers.  Ohio ranks 43rd in the nation with one of the largest achievement gaps in reading and math test scores between middle-class and poor children.

Although the state has increased funding for K-12 education in the last budget to $10.5 billion in FY17, the state needs to do more to address childhood poverty rates and raise overall economic attainment in the state.

The editorial recommends more state resources to expand instructional time for students from poor families, through summer school, literacy programs, and other services.  The state should provide more high quality preschools to serve the nearly 400,000 poor children under age 6, and support efforts like The First 2000 Days, which teaches parents how to stimulate and nurture their babies and toddlers.  The state should work to improve environments for children, by making sure that neighborhoods are safe, homes are free of lead, and health and mental services are available.  And, schools need to improve student attendance through more innovative programs that engage parents and students to solve the truancy problem.

See “Poorer kids need a leg up at school:  Academic disparities cannot continue,” Editorial, The Cleveland Plain Dealer, February 14, 2016 at


Charter School Survey: The Ohio Coalition for Equity & Adequacy of School Funding released on February 12, 2016 the results of an online survey about charter schools conducted on January 8, 2016 – February 5, 2016.

About 778 individuals responded to the survey, including teachers (25.16 percent) , superintendents (13.33 percent), principals (7.30 percent), central office staff (11.45 percent), parents (8.81 percent), taxpayers (13.08 percent), school support staff (3.02 percent), college or university instructor (3.02 percent), and school board members (14.84 percent).

According to the survey results, when asked if charter schools should be eliminated in Ohio, 77.46 percent responded yes.

If charter schools continue, however, 86.15 percent of respondents agreed that they should be funded directly by the state instead of through deductions, from local school districts; 77.65 percent agreed that all charter school sponsors should be public; and 78.56 percent agreed that charter schools management companies should not be allowed to operate in Ohio.

Most respondents (95.63 percent) also agreed that online charter schools should receive less funding, because they lack buildings and do not have to pay for other operating expenses, such as transportation.



Committee Hears Support for Elected State Board: The Ohio Constitutional Modernization Commission, Education, Public Institutions, and Local Government Committee, chaired by Chad Readler, received testimony on February 11, 2016 regarding the composition of the State Board of Education, continuing a discussion from its January 2016 meeting.

Article VI Section 4 of the Ohio Constitution establishes the State Board of Education and allows for the selection, terms, powers, and duties to be prescribed by law.

At the January meeting, 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.

At the February 2016 meeting, most speakers disagreed with Mr. Gunlock’s recommendations, and called for the return of an all-elected board or other configuration.  Testifying before the commission were Senator Peggy Lehner, Senator Tom Sawyer, Representative Andrew Brenner, Representative Teresa Fedor, Stephanie Dodd – Member, State Board of Education, 9th District, Robin C. Hovis Former Member, State Board of Education and Jeff Krabill President, Board of Education Sandusky City Schools.

See under Education, Public Institutions, and Local Government Committee.


Editorial Questions Role of the ODE: The Plain Dealer published on February 9, 2016 an editorial questioning the Ohio Department of Education’s (ODE) oversight of charter schools.

The opinion piece asks why the ODE only identified 6 low performing charter schools in a federal grant application submitted by the ODE in July 2015?

Although the $71 million grant was awarded to the ODE in September 2015, the U.S. Department of Education later suspended it when it became apparent that the grant proposal failed to include accurate information about charter school performance in Ohio, and failed to inform the U.S. DOE of the resignation of David Hansen, who authored the grant proposal.  Hansen resigned after the State Board of Education learned that he had omitted the data of poor performing charter schools in sponsor evaluations.

The ODE recently explained in a letter to Stefan Huh, Director of Charter School Programs at the U.S. DOE, that the number of poor performing charter schools is actually 57 for the 2013-14 school year.

See “The Ohio Department of Education has a lot of explaining to do about its charter school grant”,  Editorial Board, The Plain Dealer, February 9, 2016 at


State Board Delays Superintendent Selection Process:  According to The Plain Dealer, members of the State Board of Education were unable to recommend a salary level range for the next superintendent of public instruction, or agree upon the wording of an advertisement for the position at their meeting on February 9, 2016.  As a result the Board’s timeline for selecting a new superintendent of public instruction will likely be delayed a month.

The State Board hired a search firm, Ray and Associates to facilitate the process.  A deadline of March 18, 2016 was set to receive applications and April 4, 2016 the date to review and select candidates for interview.  The interviews would be coordinated with the April 11-12, 2016 State Board meeting.

But Board members did not have enough information to determine if the current salary of $195,000 is comparable to other states, and were unable to agree on the qualifications for the new superintendent.

See “State superintendent search has puzzling pause as school board members can’t follow their own plan” by Patrick O’Donnell, The Plain Dealer, February 10, 2016 at


Update on Gifted Standards: The State Board of Education’s Achievement Committee, chaired by Rebecca Vasquez-Skillings, received a presentation on February 8, 2016 from members of the Ohio Association for Gifted Children (OAGC) regarding the revision of Operating Standards for Identifying and Serving Gifted Students Rule 3301-51-15.

The presenters included Karen Rumley, Kent City Schools director of instructional programs and president of OAGC; Patricia Naveau, Coldwater Exempted Village Schools coordinator of gifted services; and Colleen Boyle, Columbus City Schools gifted and talented supervisor.

The Achievement Committee is receiving recommendations from several stakeholder groups as part of an overall process to revise the standards.  A draft of the proposed changes in standards was released in September 2015 and is available at

The results of a survey about the draft is available at

Overall the presenters identified a number of concerns about the proposed draft standards.

-The 2015 draft standards ignore most of the requirements in law, which makes them less clear, and requires those implementing them to refer to the law and the standards.

-There are limitations in using “outputs” to benchmark the quality of a gifted program.  The outputs are based on tests that have been inconsistent over the past years; there is a ceiling effect when using the tests to determine student achievement; the metrics can be manipulated; and there is a lack of accountability to confirm compliance.

-The standards should be more specific in order to support the identification of students who are gifted, and provide services to them.

-Minimum input standards for instructional time and case load requirements should be restored in the standards.

-Qualifications for gifted coordinators and intervention specialists should be restored.  Untrained general education teachers should not provide services.

-State funds distributed to school districts to support gifted education programs should be spent on gifted education programs, and there should be accountability for those funds.

-The ODE should be required to conduct audits and withhold state funds for non-compliance with standards.

-The ODE should collect data on specific inputs to determine the effect of services, and report the results in an annual report on the status of gifted education.

-The scope and depth of the written education plan (WEB) should be expanded in the draft standards, and there should be a reasonable effort to obtain the signature of a parent or guardian.

-The identification criteria in the current standards should be restored. Changes should be made in whole grade testing from K-3 to K-2, and testing should be limited to superior cognitive ability and academic ability in math and reading.

-The ODE should grant waivers of standards based on performance on multiple measures.

-Districts that are chronically failing gifted students should be remediated and reconstituted.

-The district service plan should be reinstated.

-The current standards provided a variety of ways and adequate flexibility for school districts to serve students, but the lack of adequate resources is a significant barrier.

The Achievement Committee will continue the discussion about Operating Standards for Gifted Education Programs at the March 2016 meeting.

The presentation is available at


Time Line Released for Five-Year Review of the State Standards:  The Ohio Department of Education (ODE) announced last week a time line and process to begin the five-year review of Ohio’s Learning Standards, which were adopted by the State Board of Education in 2010, and fully implemented in 2013-2014 school year. The process will include the recommendations of content-based specialists in grades K-12 and higher education and members of the community, and the results of an initial survey.  The survey is expected to be available soon on the ODE’s website.

An advisory committee is expected to be appointed by March 31, 2016 to coordinate working groups to review and revise the standards for English language arts and math (2016); social studies and science (2017); and world languages, fine arts, technology, financial literacy, and physical education (2018).

According to the time line, drafts of the revised standards for English language arts and math will be available for public comment by June 2016, and public hearings will be held during the summer.

After the drafts are revised based on the public comments, they will be ready for State Board of Education review in the fall of 2016, and presented to the House and Senate education committees per law.

After the State Board adopts the standards, by the end of this year, revisions will be made to the state assessments and model curricula.  Schools and districts will begin implementation of the standards during the 2017-2018 academic year, and testing based on the new standards for the 2018-19 school year.

The advisory committee is expected to begin its work by reviewing information included in a recent report by the Academic Standards and Assessment Review Committees.  Those committees were created in 2014 through 130-HB487, and reviewed all four content standards and their alignment with state assessments to determine if they were clear, concise, grade-level appropriate, and content specific.  The State Board will receive the final report from the committees in March 2016.

English Language Arts Standards:  According to the report, the reviewers gave overall support for the English language arts standards, but identified the following:

Reading K-12:

-At the high school level, the concept of “citing” needs more clarity. (Identify using APA, MLA)

-Partially met the clear and concise criteria in K-1

-Heavy reliance on informational texts.

-Expectations might be out of reach for some special populations at the early grades.

Writing K-12:

-Professional development is needed so that educators can interpret and implement the standards.

-Not all districts have the technology assumed in the standards.

-The standards should state what the students should know and describe the difference between opinion writing, informative writing texts and narratives, research methods, source types and evidence categories, and reflection and revision.

-There was a concern that while the standards promote high student performance and achievement, many students might not be able to achieve the standards if they are already behind.

Speaking and Listening: 

There was one comment about the age appropriateness of the standards.

Language K-12:

-There was one comment about the standard not being clear in K-5.


-Overall, the reviewers agreed that items met the alignment criteria, and community expectations, but some reviewers were concerned that the writing prompts in the earlier grades (grades 4-5) were too sophisticated and required too much of the student. As the grade levels progressed, one member noted that the same standard was being assessed within the writing prompt and offered little variety. Other general comments about the assessment focused on the lack of consideration for diverse learners.

-There were also comments about the difficulty using technology.

Math Standards:  The report about the math standards was more critical and included individual comments from all of the committee members.  Some reviewers found the math standards confusing, unclear, very complex, and not age-appropriate at the elementary level.

The state tests that were reviewed for alignment with the standards will not be used in the future, so the committee will be asked to return review the new AIR exams this summer.



Testing Opt-Out:  The Ohio Department of Education announced on February 9, 2016 that is would be publishing Performance Index Scores (PI) of schools and districts with and without the scores of students who opted-out of the testing on the state report card, which will be issued on February 25, 2016.

The report card will also include the number of students who did not take the state test for each school and district.

The issue is being debated by lawmakers in the Ohio House where hearings on Am. HB420 (Roegner) are taking place. HB420 would require the ODE to publish the Performance Index scores for schools and districts with and without the opt-out students.

Nearly 99 percent of students in Ohio took the state assessments in 2014-15, but there were several districts in which a large number of students opted-out, which caused them to receive a lower Performance Index score than in the past.  Those districts are urging lawmakers to calculate a “modified achievement measure” which does not include the “0” score for students who opted-out.




Students Participate in Community Art Project: The Columbus Dispatch featured on February 12, 2016 a story about Michael Tizzano, an artist in residence at Washington Elementary School in Hilliard.  Mr. Tizzano, a former teacher at Westerville’s Heritage Middle School, is working on a sculpture for a nearby neighborhood association, and has set-up a classroom in the Hilliard school to do the work.  Students come to visit his classroom to follow the progress of the project.  Three students are even being used as models for the sculpture, which will be 1.5 times life size, and depict children exploring boulders. As part of the project, students are studying the human body to make accurate clay models of the sculpture, and are also applying math concepts to make calculations to scale-up the models to the sculpture’s actual size.

See “Art education with Michael Tizzano:  Students get to watch park sculpture grow in a room just down the hall” by Shannon Gilchrist, The Columbus Dispatch, February 12, 2016 at


Nominate An Arts Leader from your Community for an Annual Leadership Award Today! Members of Americans for the Arts are invited to submit nominations for the 2016 Annual Leadership Awards program, which will be held in conjunction with the annual convention on June 16-19, 2016 in Boston.

Nominations will be accepted for the following awards:

-The Alene Valkanas State Arts Advocacy Award

-The Arts Education Award

-The 2016 American Express Emerging Leaders Award

-The Michael Newton Award

-The Public Art Network Award

-The Selina Roberts Ottum Award

-The Robert E. Gard Award:  This is a new award to remember Robert E. Gard, one of the founding fathers of the local arts movement and a champion of the role of the arts in the creation and maintenance of healthy, vibrant, equitable communities.

Each award has its own criteria at

Nominations close Wednesday, March 9, 2016 at 11:59 PM (EST).

You must be a member of Americans for the Arts to submit nominations, but nominees are not required to be members of Americans for the Arts.

Members can submit nominations by logging into their Americans for the Arts account online.

For assistance contact or call 202.371.2930.

Good Luck to All!!

This update is written weekly by Joan Platz, Research and Information 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 (,Ohio Art Education Association (, Ohio Educational Theatre Association (; OhioDance (, and theOhio Alliance for Arts Education (

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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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