Ohio Alliance for Arts Education
Arts on Line Education Update
June 13, 2016
131st General Assembly: The Ohio House and Senate are on break, but the Joint Education Oversight Committee, chaired by Senator Cliff Hite, has scheduled a meeting on June 15, 2016 at 1:30 PM in the South Hearing Room. The committee was created in HB64 (Smith) – Biennial Budget, to review and evaluate education programs at schools and state institutions of higher education. In addition to Senator Hite the other committee members are Representatives Bob Cupp (R-Lima), Andrew Brenner (R-Powell), Ryan Smith (R-Gallipolis), John Patterson (D-Jefferson), and Teresa Fedor (D-Toledo), and Senators Peggy Lehner (R-Kettering), Randy Gardner (R-Bowling Green), Sandra Williams (D-Cleveland), and Tom Sawyer (D-Akron).
Representative Sears Resigns: Last week Representative Barbara Sears (R) announced that she will resign from the 47th House District on July 1, 2016. The term-limited lawmaker will join the Office of Health Transformation (OHT) as its assistant director. The Republican caucus expects to fill the vacancy after the November election, in which Derek Merrin (R) will face Michael Sarantou (D) for the seat.
New Congressman Elected from the 8th District: Warren Davidson, a businessman from Troy, Ohio, was sworn into office in a ceremony on June 9, 2016 on Capitol Hill in Washington, D.C. He won a special election on June 7, 2016 to complete the term of Congressman John Boehner (8th Congressional District), who resigned last year.
Congressman Davidson defeated Democrat Corey Foister and Green Party candidate James J. Condit, Jr., in the special election, but will have to face Democratic candidate Corey Foister again in the November 8th General Election to retain the seat.
SB338 (Schiavoni-Tavares) Recording and Broadcast Committee Hearings: Requires the Ohio Government Telecommunications Service to record, live broadcast, and archive all General Assembly committee hearings.
STATE BOARD OF EDUCATION TO MEET
The State Board of Education, Tom Gunlock president, will meet on June 13-14, 2016 at the Ohio Department of Education, 25 South Front Street, Columbus, Ohio.
This month the State Board will be reviewing a recommendation to lower the cut scores on two statewide high school end-of-course tests in geometry and integrated mathematics II.
Jim Wright, director of curriculum and assessment at the Ohio Department of Education (ODE), sent State Board members a memo last week explaining that fewer students met the proficiency targets on these exams than predicted, and the difference between predicted results and preliminary results on these two exams was greater when compared to predictions for other exams. The State Board set the cut scores for the high school exams in January 2016 based on predicted achievement.
The tests were developed by American Institutes of Research (AIR), which became the vendor for all statewide assessments in Ohio this school year. Students completed the exams in the spring. Achievement on the exams will be a graduation requirement factor for students in Class of 2018.
Preliminary test scores show that 24 percent of students taking the geometry exam scored at proficient or above, compared to the predicted results of 59 percent, and 21 percent of students taking the integrated mathematics II exam scored at least proficient, compared to the predicted results of 56 percent.
Lowering the cut scores will increase the number of students who are considered proficient for the spring administration of the test.
The State Board will also consider a definition of “consistently high-performing teachers” at this meeting.
The State Board is required to approve a definition by July 1, 2016 pursuant to 131-HB64 (Smith) Biennial Budget. (ORC 3319.22)
But the Educator Standards Board and teacher organizations oppose a definition approved at the May meeting of the State Board of Education’s Capacity Committee by a vote of 5 to 2.
The Educator Standards Board was originally tasked to develop the definition, but could not, concluding that the law is unworkable, because there is no research to support the proposed criteria to determine a consistently high performing teacher, and the “reward” for being identified as a consistently high performing teacher is not appropriate. The law exempts a consistently high performing teacher from requirements to complete additional coursework for the renewal of their licenses and from any requirements prescribed by local professional development committees. But members of the Educator Standards Board in a May 3, 2016 draft resolution explain that teacher professional development should be encouraged and supported.
The definition approved by the Capacity Committee states that a consistently high performing teacher has received the highest final summative rating on the Ohio Teacher Evaluation system for at least four of the past five years, and meets at least one of the following criteria for three out of five years:
-Holds either a valid Senior or Lead Professional Teaching License.
-Holds a locally recognized teacher leadership role, which enhances educational practices by providing professional learning experiences at the district, regional, state or higher educational level.
-Serves in a leadership role for a national or state professional academic education organization.
-Serves on a state-level committee supporting education.
-Received a state or national educational recognition or award.
In addition to these issues, the State Board will consider the following at its June meeting:
On June 13, 2016 at 8:00 AM the State Board will conduct a Chapter 119 Hearing in room 102 on two rules: 3301-16-06 Retaking of End of Course Examinations and 3301-16-07 End of Course Examination in Science.
Following the hearing, the following committees will meet:
-The Appointments Committee will meet to consider appointments to the Educator Standards Board.
-The Achievement Committee, chaired by Rebecca Vazquez-Skillings, will review performance levels for state testing; discuss the EdChoice Scholarship Program and Rules (3301-11-01 to 15); discuss Non-Public Rules (3301-39-01 to 03); and discuss Gifted Services.
-The Capacity Committee, chaired by Dr. Frank Pettigrew, will approve PRAXIS and Ohio Assessments for Educators (OAE) tests, and discuss a pass rate analysis and new test recommendations and score-setting. The committee will also discuss Rules 3301-2-01 to 3301-2-18: Confidential Personal Information.
-The Accountability Committee, chaired by Melanie Bolender, will discuss the Community Learning Center Rules; adopt minimum performance levels for 3301-45-06(E); and discuss High Performing Educational Service Centers (ESCs).
-The Urban & Rural Renewal Committee, chaired by Mary Rose Oakar, will receive a presentation from the Public Children Services Association of Ohio (PCSAO) and a presentation from the Coalition for Homelessness and Housing in Ohio (COHHO), and receive a presentation on McKinney-Vento Act.
Following lunch the State Board will convene its business meeting, review written reports and items for vote, and receive the report of the Interim Superintendent of Public Instruction.
The State Board will then convene in Executive Session and recess at its conclusion. A Work Group on the State Board’s Professional Development is scheduled to meet after the State Board’s Executive Session. The work group will finalize changes for the Board’s policy manual relating to professional development, and discuss additional changes.
On June 14, 2016 the State Board will start at 8:00 AM with a meeting of the Legislative and Budget Committee, chaired by Kathleen McGervey. The committee will receive an update about legislation.
Following that committee meeting, the Standards and Graduation Requirements Committee, chaired by C. Todd Jones, will discuss implementation of ACT/SAT and Workkeys; review the progress of the English language arts and math standards review; and discuss preliminary public comment results about the proposed honors diploma rules.
The State Board will then reconvene its business meeting; receive committee reports; receive a presentation on the Gifted Standards; and discuss board goals.
Following lunch or at 1:00 PM, the State Board will receive a presentation entitled “Necessary, but is it Sufficient for 21st Century Jobs?”; receive public participation on agenda and non-agenda items; vote on the Report and Recommendations of the Interim Superintendent of Public Instruction; consider old business and new business, and adjourn.
June 2016 Report and Recommendations of the Interim Superintendent of Public Instruction:
#3 Approve a Resolution of Intent to Rescind and Adopt Rules 3301-102-02 and -03 of the Administrative Code, and to Amend Rules 3301-102- 04,-05, and -07 of the Administrative Code Regarding Community Schools.
#4 Approve a Resolution to Amend Rule 3301-28-04 of the Administrative Code Entitled Performance Indicators.
#19 Approve a Resolution of Appointment to the Educator Standards Board.
#20 Approve a Resolution to Adopt the Revised State Agency Teacher Evaluation Framework in Accordance with Section 3391.112 of the Revised Code.
#21 Approve a Resolution to Confirm the Lakota Local School District Board of Education’s Determination of Impractical to Transport Certain Students Attending St. Wendelin Catholic School in Fostoria, Seneca County, Ohio.
#22 Approve a Resolution of Intent to Amend Rules 3301-24-08, 3301-24-25, and 3301-24-26 of the Administrative Code, Regarding Licensure Renewals.
#23 Approve a Resolution to Adopt a Minimum Performance for the Percentage of Diplomas Awarded through the 22+ Adult Diploma Program.
#24 Approve a Resolution to Adjust Performance Levels for Geometry and Integrate Mathematics II.
Senate Committee Approves Education Appropriations: The Senate Committee on Appropriations, chaired by Senator Cochran, approved on June 9, 2016 a bipartisan appropriations bill, S.3040, which would fund the U.S. Department of Education (USDOE) at $67.8 billion in FY17, a decrease of $220 million over the current level.
The FY17 appropriations bill includes small increases for several federal programs, including Title I Support for Disadvantaged Students, which is currently funded at $14.9 billion, but would receive a $500 million increase to $15.4 billion. However, education advocates have noted that the increase is not enough to cover the loss of funding for Title I School Improvement Grants (SIG) program, which was eliminated under the Every Student Succeeds Act (ESSA). To replace SIG funding, lawmakers included in the Every Student Succeeds Act (ESSA) a requirement that school districts set-aside 7 percent of their Title I funds to support school improvement efforts. Currently school districts set aside 4 percent.
The bill also increases the Individuals with Disabilities Education Act (IDEA) by $40 million, which would raise total funding to $11.95 billion, and increases funds for charter schools by $10 million to $343 million.
Appropriations for career tech education would remain the same at around $1 billion, along with funding for the Preschool Development Grants at $250 million; the Promise Neighborhood program at $73.2 million; and Education Innovation and Research program, which replaces the Investing in Innovation grant program, and would receive $120 million.
The bill decreases appropriations for Teacher Quality State Grants by $200 million to $2.3 billion.
The appropriations bill also includes $300 million for the new Student Support and Academic Enrichment Grants program (SSAEG), even though ESSA authorized up to $1.6 billion, and President Obama recommended $500 million.
SSAEG is a flexible grant program which school districts can use to pay for counseling, advanced coursework, safety, technology, and arts and STEM education. But the small amount appropriated will mean that there will be fewer dollars available per grant.
The bill also includes $27 million for the new Assistance for Arts Education program, formerly the Arts in Education grant program. Advocates were seeking a $3 million increase in this fund to raise it to $30 million.
Funding for the Javits Gifted and Talented program is unchanged at $12 million.
The Senate Interior, Environment, and Related Agencies Subcommittee, Senator Lisa Murkowski chair, will meet on June 14, 2016 to consider an appropriations bill to fund the Department of the Interior, which includes the National Endowment for the Arts and Humanities.
The U.S. House of Representatives Interior Appropriations Subcommittee approved on May 25, 2016 legislation to fund the National Endowment for the Arts and the National Endowment for Humanities at $150 million, an increase of almost $2 million.
See a summary of the S.3040 at http://www.appropriations.senate.gov/imo/media/doc/060916-FY17-LaborHHS-Approps-Full-Committee-Markup-Summary-Web.pdf
See “Senate Panel Approves K-12 Spending Bill, Despite Concerns Over ESSA’s Flexible Fund,” by Alyson Klein, Education Week, June 9, 2016 at http://blogs.edweek.org/edweek/campaign-k-12/2016/06/senate_panel_approves_k-12_spe.html
States Should Adopt Inspection-Based Accountability Systems: Professor Helen Ladd at Duke University recommends in an article for The Brown Center Chalkboard that states consider adapting inspection and review systems to replace test-based accountability systems.
Under the Every Student Succeeds Act (ESSA), states now have flexibility to create more comprehensive accountability systems that include multiple indicators of success, and are based on research.
Inspection and review systems, sometimes referred to as “school quality reviews” have been used in England, the Netherlands, and New Zealand for some time. Professional inspectors visit schools periodically, and, following a standard protocol, evaluate the policies, practices, and student outcomes, and issue a public report with recommendations.
The author writes that state accountability systems based mostly on test scores expanded under No Child Left Behind Act (NCLB) and Race to the Top, but these systems haven’t improved education outcomes appreciably. Since 2002 when NCLB was enacted, math scores have improved modestly, but scores have remained flat for English language arts.
Test-based accountability systems that narrow student success to achievement in math and English language arts have also caused unintended and negative consequences. Schools have narrowed the curriculum to focus on tested subjects, short changing students who deserve a high quality education, and raised the stakes, by rating schools and teachers based on student scores. These results have led to increased anxiety among teachers, parents, and students, and a backlash against testing.
Test-based accountability systems also do not address the challenges that high poverty schools face, and put these schools at a disadvantage.
According to Professor Ladd, there are several benefits of the inspection accountability system. The inspection report highlights the strengths and weaknesses of a school and shows how the school can better address the needs of students; provides a way to document and disseminate best practices; broadens the types of student outcomes desired, such as citizenship, and healthy relationships; holds schools accountable for the practices under their control, rather than societal factors like poverty; and provides information for policy makers about where resources and capacity are needed to meet the needs of students.
She recommends that federal policymakers make funding available for states to develop school inspection systems. She writes, “The potential benefits are great. The challenge is to convince policymakers that qualitative judgements, not just quantifiable outcomes such as test scores, have an important role to play in raising the quality of schools by assuring that they attend to the needs of all their students and fostering a broad range of student outcomes.”
See “Now is the time to experiment with inspections for school accountability,” by Helen Ladd, The Brown Center Chalkboard, May 26, 2016 at http://www.brookings.edu/blogs/brown-center-chalkboard/posts/2016/05/26-inspections-school-accountability-ladd
Senate panel funding
Committee Approves New STEM Schools: The Ohio STEM Committee accepted six schools into the STEM Learning Network (OSLN) on June 6, 2016, bringing the total number of STEM schools in Ohio to 31. The schools accepted include DECA Prep, DECA High School, St. Gabriel School, Mad River Middle School, Springfield High School, and St. Vincent de Paul Parish School. The Linden McKinley STEM Academy program was accepted under conditions.
The Ohio STEM Learning Network is managed by Battelle, which supports STEM programs and best practices in Ohio and Tennessee.
The Kasich administration recently proposed to expand STEM programs to grades K-5 in HB474 (Brown), and create a STEAM designation, for STEM schools that also integrate the arts in the curriculum.
State Revenue and Spending Under Estimates: The Office of Budget and Management (OBM), Tim Keen director, released on June 10, 2016 its Monthly Financial Report, which shows that total state revenue is $19.7 billion this fiscal year, which is a drop from budget projections of $20.2 billion. Some of the $503.2 million shortfall could be made-up as the certain taxes are collected in June, but overall (year to date) the personal income tax is down by 3.2 percent; the CAT by 1.8 percent; and the cigarette and other tobacco tax is down by 4.2 percent.
On the spending side, the state is running below estimates by $328.6 million. Spending is down for Medicaid, primary and secondary education, and health and human services. Year to date, the state spent $32.4 billion in this fiscal year compared to $29.0 billion last year.
The OBM estimates that the state will end FY16 with an unencumbered final balance of $468.7 million.
OBM Opens Interactive Budget Website: The OBM also announced on June 6, 2016 a new interactive feature on its website to follow state finances. The website includes information about expenditures and revenue for each state agency, and for suppliers and recipients of state revenue. For example, a user can drill down to see the amount of funds the state disburses to school districts and community schools. A search of the Ohio Virtual Academy shows that the online charter school received a total of $75,715,150 in FY2016 (YTD). This includes payments from Foundation Funding; a federal ESEA grant; a federal Individual with Disabilities Education Act grant; a School Improvement Grant; a Race to the Top Grant totaling $17,560.02; and payments for Community School Facilities totaling $228,930.50.
Court Overturns More Ohio Voting Laws: In the space of three weeks two federal judges have issued rulings overturning recently enacted Ohio election laws.
A decision by U.S. District Judge Michael H. Watson for U.S. District Court (Southern District of Ohio, Eastern Division) issued on May 24, 2016, will require Ohio’s election officials to restore some early in person voting days and the so called “Golden Week,” which is a time before an election when voters can register to vote and cast a ballot at the same time.
The judge found that 130-SB238, which was signed into law in February 2014, violated the 14th Amendment to the U.S. Constitution and Section 2 of the Voting Rights Act by disproportionately affecting African American voters, who used early voting 3.5 times more than white voters in 2008, and 5 times more in 2012, according to the decision.
(The Ohio Democratic Party, the Democratic Party of Cuyahoga County, and the Montgomery County Democratic Party v. Husted, et al.)
On June 7, 2016 U.S. District Court Judge Algenon Marbley (Southern District of Ohio Eastern Division) ruled that provisions in two other laws that took effect in 2014, 130-SB205 (Coley) and 130-SB216 (Seitz), violate the equal protection provision of the 14th Amendment of the U.S. Constitution and the Voting Rights Act, because the laws disproportionately impact minority voters.
(Northeast Ohio Coalition for the Homeless, et al., v. Jon Husted)
Judge Marbley found that the laws added new requirements that voided absentee and provisional ballots for technical flaws, which could have been corrected by voters, and were not applied uniformly among counties, disqualifying the homeless and minority voters more than others.
He also found unconstitutional provisions that prohibited poll workers from helping voters unless they requested help due to a disability, and a provision that shortened the number of days from 10 to 7 for voters to verify their voting status.
The ruling overturns the applicable provisions in the two laws and restores to 10 days the time allowed for voters to affirm their voting status.
Secretary of State Jon Husted appealed both court decisions to the Sixth Circuit Court of Appeals. In his appeal Secretary Husted wrote that the decisions conflict with each other, and will lead to chaos and voter confusion in upcoming elections.
In an update of Judge Watson’s ruling, the judge denied on June 9, 2016 Secretary Husted’s request to delay reinstating “the golden week” for the November 8, 2016 election, but postponed it for the August 2, 2016 special election.
See “Judge rules Ohio voting laws unconstitutional,” Robert Higgs, The Plain Dealer, June 7, 2016 at http://www.cleveland.com/open/index.ssf/2016/06/federal_judge_finds_ohio_laws.html
See “Judge rules Ohio voter rights violated”, by Darrel Rowland, The Columbus Dispatch, May 25, 2016 at
See “Judge orders ‘golden week’ to be revived,” by Darrel Rowland, The Columbus Dispatch, June 10, 2016
U.S. Survey Identifies Inequities: The U.S. Department of Education’s (USDOE) Office of Civil Rights (OCR) released on June 7, 2016 some of the results of the 2013-2014 Civil Rights Data Collection (CRDC).
The CRDC is a survey of 16,758 school districts, 95,507 public schools, and over 50 million students. It includes information about student access to courses, programs, instruction, staff, and resources, and school climate factors, such as bullying and student discipline.
The USDOE will release additional data on various topics later in 2016, but focused this report on the survey results for school discipline, restraint and seclusion, early learning, college and career readiness, chronic student absenteeism, education in justice facilities, and teacher and staffing equity. The following is a sample of the results:
-School Discipline: The survey results show racial disparities in suspensions in K-12 schools. “While 6% of all K-12 students received one or more out-of-school suspensions, the percentage is 18% for black boys; 10% for black girls; 5% for white boys; and 2% for white girls.”
-Preschool: The survey found that 54 percent of school districts provide preschool programs for children not served by IDEA, and 86 percent offer part-day or full-day preschool programs at no cost.
-Access to Courses: Rigorous courses are not available in all schools. According to the survey, nationwide 48 percent of high schools offer calculus; 60 percent offer physics; 72 percent offer chemistry; and 78 percent offer algebra II. African American and Hispanic students have less access to high level math and science courses, and course participation rates differ by race/ethnicity/gender, disability, and English language learner status.
There is also unequal access to accelerated courses or programs, with only 28 percent of African American and Hispanic students participating in gifted and talented education programs.
-Absenteeism: New survey results also show chronic student absenteeism. “Nationwide, more than 6.5 million students – or 13% of all students – are chronically absent (absent 15 or more school days during the school year).” More than 3 million high school students (18 percent) are chronically absent and more than 3.5 million elementary students are chronically absent.
The report also notes that coming this fall the public will be able to look up 2013-14 CRDC data for individual schools, school districts, and states by visiting the CRDC website at ocrdata.ed.gov.
See “2013-2014 Civil Rights Data Collection: A First Look: Key Data Highlights on Equity and Opportunity Gaps in our Nation’s Public Schools,” USDOE Office of Civil Rights, June 7, 2016 at http://www2.ed.gov/about/offices/list/ocr/docs/2013-14-first-look.pdf.
CWRU Receives Gift to Study Popular Music: The Plain Dealer reported on June 6, 2016 that Case Western Reserve University (CWRU) has received a $1 million gift from the James Richman, Elissa Richman, and the Richman Family Foundation of the Jewish Communal Fund.
The grant will support CWRU’s Center for Popular Music Studies, and the new Richman Fund for Popular Music Studies. The music studies program examines the role of popular music in our lives, through research and teaching, musical performance, public programming, and partnerships with other Cleveland cultural institutions, youth programs, and area schools.
The Richman Fund will also expand CWRU’s partnership with the Rock and Roll Hall of Fame in Cleveland, and provide fellowships for visiting scholars at CWRU and the Rock and Roll Hall of Fame Library and Archives.
James “Great Neck” Richman, is a CWRU alumnus and has served as a trustee at the Rock and Roll Hall of Fame.
See “CWRU receives $1M for music studies,” by Karen Farkas, The Plain Dealer, June 6, 2016 at
ESSA Talking Points for Arts Education Advocates: The Ohio Department of Education and local school districts, will be developing plans to implement the federal Every Student Succeeds Act (ESSA) over the next few months.
The League of American Orchestras believes that ESSA provides a new opportunity to expand student access to arts and music education programs, which were marginalized under the testing and high stakes requirements of the No Child Left Behind Act and Race to the Top grant.
The Orchestra League has prepared Talking Points that identify certain provisions of ESSA that could be used to strengthen arts education programs. Arts education advocates should urge state and local educators and policy makers to implement these recommendations in state and local ESSA plans. The Talking Points, included below, have been adapted for discussions with policy leaders here in Ohio.
ESSA Talking Points
1) Make explicit the opportunity for the arts to help achieve Title I objectives.
“The arts and music are included as part of a “Well-Rounded Education” in federal law. This designation – alongside reading, math, science, and other subjects – is confirmation that the arts are essential to a complete education and belong in the main instructional day.”
Research shows that programs in the arts are an effective way to improve student attendance, parent engagement, school climate, and improve student outcomes in achievement, communication, problem solving, collaboration, and creativity.
2) Affirm that, “Federal education funding (such as Title I, teacher training, and school improvement) is directed to support all aspects of a well-rounded education, including all disciplines of the arts.”
3) Encourage policies in state and local plans that support professional development opportunities for arts educators and school leaders in Title II, and include arts education programs in the Student Support and Academic Enrichment grant program and STEM programs.
4) Recommend that the state report student access to, and participation in, the arts on the report cards for all students, and all schools and school districts.
5) Support early childhood education programs, and align Ohio’s Early Learning Standards with the federal standards.
“The arts are a key component to successful early childhood programs. Federal policy includes use of the Creative Arts Expression framework of evidence-based research as central to the implementation of early childhood education program. Similarly, ESSA implementation of Title IX should keep the arts in the definition of “Essential Domains of School Readiness” for pre-school grants.”
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).