Arts On Line Education Update November 20, 2017

November 13 & 14 

The Achievement & Graduation Requirements Committee

The committee met and discussed graduation prospects and requirements for the classes of 2018 and 2019. As part of the discussion, Ohio Department of Education (ODE) staff released a concept paper highlighting three potential graduation requirement options for the class of 2019. The options included were:

Option A: Stick with the original three options as originally configured (earn at least 18 out of 35 points on end-of-course tests; earn industry-recognized credentials and pass the WorkKeys test; or earn remediation-free scores in math and English on the ACT or SAT)

Option B: Create an additional permanent option that is a Demonstration Based Pathway

Option C: Infuse additional demonstrations of learning as substitutes in the State Standardized Assessment Based Pathway

The additional graduation pathways for the class of 2018, passed as part of House Bill 49, do not currently apply to future classes.  Currently the class of 2018 has substantially more students that have met or are highly likely to meet requirements for graduation compared to last year at this time.  A small percentage of students, 5.5 percent, met graduation requirements exclusively by scoring remediation-free on the ACT or SAT.

  • Last year students likely to meet requirements at this time: 28.2 percent
  • This year students likely to meet requirements at this time: 57.8 percent 

While the percentage of students to meet the End-of-Course pathway is similar to the trends seen last year for the Class of 2018, substantially more students in the Class of 2019 have already met requirements. 

Columbus Dispatch: Should Ohio keep softer high school graduation requirements?

“Faced with a host of students who might not get their diplomas, the Ohio’s state school board backed off tougher graduation requirements for this year’s high school seniors.  But what happens now?  That was the question of the day during Monday’s board gathering.” 

Dayton Daily News: What could more graduation rule changes mean for the Class of 2019?

“The state school board on Monday began discussion of long-term changes to Ohio’s high school graduation requirements, possibly extending Class of 2018 options like senior projects, strong attendance and minimum GPAs to the class of 2019 and beyond.” 


The Accountability and Continuous Improvement Committee

The committee started discussions Monday on an element of the Every Student Succeeds Act (ESSA) plan that would establish a new report card indicator for students who retake high school exams. Under the ESSA plan, Ohio proposes that only first-time test takers’ scores would be included in the indicators for Ohio’s seven end-of-course exams. A new indicator would be created to measure how many students initially scoring one or two points on any of the exams improved their scores on a retake.

Chris Woolard, head of accountability for ODE, told the board’s Accountability and Continuous Improvement Committee that creating the indicator would require the board to pass a resolution.  He also indicated he planned to present data at a future meeting that would show the effects of different thresholds for determining whether a district met the indicator.

The Educators and Student Options Committee

Educators who teach middle grades social studies may have a new Ohio History section on their licensure test. The Educators and Student Options Committee approved the new section in a 5-1 vote, approving the addition of a fifth content section to the Ohio Assessments for Educators middle grades social studies test and setting a minimum passing score for the test. If approved by the full board, the “Ohio” portion in the United States section will constitute 10 percent of the assessment’s score.



House Education and Career Readiness Committee

The committee heard testimony on the following bills last week:

Proponent and opponent testimony on HB200 (Koehler) To eliminate the Educational Choice Scholarship Pilot Program and Pilot Project Scholarship Program and to create the Opportunity Scholarship Program.

In its seventh hearing, the bill that has a Senate companion (SB85 ) continued to draw both criticism and support.

Frank​ ​O’Linn, ​Associate​ ​Superintendent​ ​of​ ​Secondary​ ​Schools​ ​for​ ​the​ ​Catholic Diocese​ ​of​ ​Cleveland, spoke in favor of the bill.  “At​ ​its​ ​most basic,​ ​this​ ​bill​ ​is​ ​about​ ​giving​ ​options​ ​to​ ​those​ ​who​ ​do​ ​not​ ​have​ ​the​ ​financial​ ​means​ ​to​ ​choose​ ​something other​ ​than​ ​their​ ​current​ ​public​ ​option,” O’Linn told the House panel.  “By​ ​focusing​ ​on​ ​income​ ​levels,​ ​this​ ​bill​ ​provides​ ​choice​ ​to​ ​those​ ​who​ ​cannot​ ​afford resettling​ ​or​ ​tuition,​ ​giving​ ​families​ ​lowest​ ​in​ ​socio-economic​ ​status​ ​support​ ​to​ ​select​ ​a​ ​high​ ​quality school​ ​that​ ​​ ​is​ ​the​ ​best​ ​fit​ ​for​ ​their​ ​child.​”

Traditional school leaders, meanwhile, have raised concerns that state money used for vouchers and charter schools would be better used by districts.  One of several witnesses speaking in opposition of HB200 was Terry Groden, Vice President of the North Olmsted City Schools Board of Education.  “Perhaps the most troubling aspect of the proposed legislation is the notion that more money might be available for voucher expansion when so many public school districts have been asked to do more with less over the past several years,” Groden testified.  “We encourage the General Assembly to reinvest in traditional public education in Ohio, and not expand vouchers beyond the current level, should more funds become available.” 

Proponent and opponent testimony on HB21 (Hambley) Regarding verification of community school enrollments.

The committee accepted a substitute bill from Rep. Steve Hambley (R-Brunswick) that, among other things, would require charter school governing authorities to set enrollment and attendance policies.

The substitute bill:

  • Specifies that the verification to the Ohio Department of Education must take place upon the enrollment of each student and then on an annual basis.
  • Permits each student’s resident district to review the determination made by the community school.
  • Permits the district, if it disagrees as to which district a student is entitled to attend, to present the matter to the state superintendent of public instruction.
  • Requires the state superintendent to determine which district the student is entitled to attend not later than 30 days after the district presents the matter to the superintendent and to direct any necessary adjustments to payments and deductions under the school-funding formula based on that determination.

The latest version of the bill also removes SSID language that conflicts with the biennial budget (HB49) and requires school districts, as opposed to charter schools, to make a good faith effort to determine the students’ correct residences, Rep. Hambley said.

Sponsor testimony on HB377  (Hagan, Ramos) With respect to age-appropriate student instruction in child sexual abuse and sexual violence prevention and in-service staff training in child sexual abuse prevention.

Sponsor Rep. Dan Ramos (D-Lorain) testified that every six minutes, a child is sexually assaulted in the United States and as many as one in four girls, and one in six boys, are sexually assaulted before age 18, said.  HB337 would establish sexual abuse education in schools in an effort to prevent abuse, and would also require schools to establish a means by which abuse can be reported and abused children can receive emotional support and interventions.

“As a state, and as a nation, we have failed to establish an environment that protects our children’s innocence,” he said in sponsor testimony. “Furthermore, we have failed to establish a safe forum to help children that have been abused identify those actions as abuse and get help in obtaining intervention, recovering and protecting themselves in the future.”

The Conference Committee on SB8

The Conference Committee on SB8 (Gardner, Terhar) and the full Senate Wednesday unanimously approved the report on the bill containing an omnibus  amendment that makes a number of budget corrective changes impacting school districts.

Several amendments described as budget corrections were amended into the bill including a nearly $7.4 million increase in state aid for school districts experiencing reductions in Tangible Personal Property Tax (TPP) reimbursements.  The bill would increase the payments made to certain school districts for their fixed-rate operating TPP tax losses in fiscal years (FY) 2018 and 2019.   Sen. Randy Gardner (R-Bowling Green) said the funding increase will help school districts “excessively impacted” by the loss of TPP revenue. According to a Legislative Service Commission (LSC) document, the provision would provide additional funding to 19 traditional school districts and three joint vocational school districts (JVSDs).

The Senate passed the bill by a vote of 32-0. The House is expected to take up the bill after Thanksgiving.



Sen. Peggy Lehner (R-Kettering), chair of the Senate Education Committee, said at a Statehouse press conference Tuesday she’ll again seek the suspension-expulsion ban for grades three and below, including preschool.  This ban would not apply to discipline imposed for violent or dangerous behavior and Ohio schools would have four years to stop issuing out-of-school suspensions and expulsions as punishment for children in preschool and early elementary grades under this bipartisan legislation.

Cleveland Plain Dealer: 36,000 suspensions for Ohio third graders and younger could prompt ban on harsh punishments
“Ohio could join the growing number of states and cities to ban suspensions of young students as damaging and counterproductive, under a new bill to be released this week.  State Sen. Peggy Lehner, who chairs the Senate education committee, says she is astounded that Ohio schools kick kids in kindergarten through third grade out of school more than 30,000 times a year.”

Columbus Dispatch: Bill seeks to end suspensions of youngest Ohio students
“Shocked by data showing that Ohio schools suspended approximately 34,000 children from pre-kindergarten through third grade last year, a bipartisan group of legislators wants to largely put an end to the punishment for the state’s youngest students.

‘We would never consider punishing a child because they didn’t know how to count or identify their colors,’ said Sen. Peggy Lehner, R-Kettering. ‘But we need to recognize the lack of social and emotional skills is something we should be correcting, not punishing.'”



ODE: 2017 Community School Sponsor Evaluations Released

“As part of ongoing efforts to increase accountability and quality in Ohio’s community school system, the Ohio Department of Education today released the 2016-2017 sponsor evaluations. A change to Ohio law in the recently passed state budget requires the evaluations to be released by November 15.  ‘High quality sponsors are the key to successful community schools,’ said Paolo DeMaria, superintendent of public instruction. ‘Their oversight drives effective operations and increased academic achievement. The sponsor evaluations are an important piece of Ohio’s accountability system, helping to ensure Ohio’s families have quality school choice options.'” 

ODE: WorkKeys transition to new version

Ohio high school graduation options include a passing score on the WorkKeys assessment as a criterion students may meet to earn a diploma. ACT WorkKeys assessments “measure foundational skills required for success in the workplace, and help measure the workplace skills that can affect job performance.”


Districts and schools can administer the WorkKeys assessment to students. The state will reimburse them for the cost of one test per student. Most Ohio districts and schools can administer the WorkKeys test under the state contract. Last week, ACT sent access information to all sites registered to administer WorkKeys.


“ACT released a new version of WorkKeys on June 1 with several significant changes, including different assessment names, items and scoring scales. The original version of WorkKeys will be operational in the Ohio online testing portal through Feb. 1. Ohio will transition to the new version of WorkKeys, and the original WorkKeys will no longer be available after Feb. 1, 2018.”



The 74: Principals Support Social-Emotional Learning, but 83% Don’t Know How to Measure Its Success, Study Finds
“America’s principals understand the importance of social-emotional learning but aren’t certain how they should measure it, how to implement it successfully in a classroom, or how to prepare their educators to teach it.  That’s according to a new survey of K-12 principals from the Collaborative for Academic, Social, and Emotional Learning. Amid growing research showing the benefits of social-emotional learning for student well-being, graduation rates, and academics, the survey reveals what educators still need to do to make SEL work within schools.”

Chalkbeat: When Teachers Are Better at Raising Test Scores, Their Students Are Less Happy, Study Finds
“Is a good teacher one who makes students enjoy class the most or one who is strict and has high standards? And are those two types even at odds? A new study that tries to quantify this phenomenon finds that on average, teachers who are good at raising test scores are worse at making kids happy in class  “Teachers who are skilled at improving students’ math achievement may do so in ways that make students less happy or less engaged in class,” writes University of Maryland’s David Blazar in the study, published in the peer-reviewed journal Education Finance and Policy.”



Sing Me A Story

The Wooster team of the John F. Kennedy Center for the Performing Arts’ Partners in Education program will offer an arts integration professional development workshop for PK-1 teachers on Wednesday, November 29. Deborah Sunya Moore, Kennedy Center Teaching Artist, will present “Sing Me A Story” from 4:30 – 7:30 p.m. at the Tri-County Educational Service Center. Participants will be led through several lesson plans that explore elements of music within the text of a book such as steady beat and musical forms such as echo, call & response, and verse-chorus. Email Debbie Stoler at Tri-County ESC to register. The event flyer is available online.

Location: Tri-County ESC, Wooster
Date: Wednesday, November 29, 2017
Time: 4:30 – 7:30 p.m.

Chance to Dance

monentum-excellenceMomentum-Excellence at the Speed of Dance invites dance instructors and educators from across the state to take part in one or all of a series of workshops designed to support inclusive dance instruction. The workshops are open to all educators, with the workshop content focusing on dance/ movement.

These workshops are presented in collaboration with VSA Ohio and Ohio Dance. The workshops are free of charge to participants, thanks to funding provided by the Ohio Department of Education.

The full-day workshops take place at varying locations in Columbus. Visit the website for full details. 

Autism/ Sensory Sensitivities
Date: November 13, 2017
Presenter: Andrew Palermo, Founder of Creatively Abled

Physical Disabilities
Date: January 12, 2018
Presenters: Mary Verdi Fletcher, Founder and Sara Lawrence Sucato, Touring Manager, Dancing Wheels

Visual Disabilities
Date: January 22, 2018
Presenter: Dr. Jenny Seham, Director of Dance Education, National Dance Institute

Ohio Music Education Association 2018 Professional Development Conference

OMEA_logoThe Ohio Music Education Association (OMEA) is giving OAAE members the opportunity to attend their 2018 Professional Development Conference at a discounted rate. This is a great opportunity to learn from the wide variety of clinics that will be presented during the conference.

Use the attached flyer to register for OMEA’s conference:

Renew your OAAE membership:

Arts Assessment: Evidence of Success

PD logoHigh-quality assessments are an integral part of measuring and monitoring student growth and informing classroom instruction. Arts educators are often left on their own to develop assessments and identify student growth measures, often without adequate background in assessment design and implementation.

Our Arts Assessment Professional Development workshop will help educators acquire skills in developing, reviewing, and selecting high-quality assessments. Sessions will focus on foundations of assessment literacy, quality assessment design and an understanding of why they are important to instruction and student learning. Workshops are appropriate for all fine arts disciplines (including dance, music, theater and visual arts.)

Workshops will focus on these topics:

  • How to prioritize fine arts standards
  • Deconstruction of standards
  • Aligning assessments with standards
  • Principles of Webb’s Depth of Knowledge
  • Arts assessment blueprints – plan of action and creating assessments
  • Sharing with & learning from colleagues
  • Assessment resources on the Ohio Arts Collaborative website

To schedule professional development sessions for your district’s fine arts teaching
staff contact:

Ohio Alliance for Arts Education

Downloadable flyer to share with administrators and colleagues

The Ohio Alliance for Arts Education is a leading member of the Ohio Arts Assessment Collaborative, a consortium of Ohio school districts, Battelle for Kids, the Ohio Alliance for Arts Education, and the Ohio State University.

Upcoming public sessions hosted by Educational Service Centers:

Host: Summit ESC
Date: March 7, 2018
To register contact:

Arts On Line keeps 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 the Ohio Alliance for Arts Education (

This update is written weekly by Andrea Kruse, OAAE’s Research and Information Coordinator.



About OAAE

It is the mission of the Ohio Alliance for Arts Education to ensure that the arts are an integral part of the education of every Ohioan. We believe that: * All children in school must have quality arts education provided by licensed arts educators * All Ohioans have the right to expect quality arts education * All arts programs must have adequate resources * All arts and cultural organizations and artists have a critical role in arts education Learn more at
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