Ohio Alliance for Arts Education

Arts on Line Education Update

February 17, 2014 

Joan Platz

1)  Ohio News

•130th Ohio General Assembly: The Ohio House and Senate will hold hearings and sessions this week.

The Senate Finance Committee, chaired by Senator Oelslager will meet on Tuesday, February 18, 2014 at 2:30 PM in the Senate Finance Hearing Room.  The committee will receive testimony on SB231 (Gardner/Hite) School Property Sales Proceeds, which would permit the distribution of proceeds from the sale of school district real property.

The Senate Education Committee, chaired by Senator Lehner, will meet on February 19, 2014 at 4:00 PM in the South Hearing Room.

The committee will receive testimony on the following bills:

-HB171 (McClain/Patmon) Released Time Courses-Religious Instruction 

-HB193 (Brenner) High School Diploma Requirements

-HB342 (Brenner/Driehaus) Straight A Program Changes

-HB111 (Duffey/Stinziano) State Universities-Student Board Members

-SB96 (LaRose) High School Social Studies Curriculum Requires One Unit of World History

The House Education Committee, chaired by Representative Stebelton, will meet on February 19, 2014 at 5:00 PM in hearing room 313.  The committee will receive testimony on the following bills:

-HB241 (Hagan) School Employees-Sexual Conduct

-HB290 (Stebelton) School Premises Liability

-HB334 (Hayes/Hottinger) Student Expulsion

-HB367 (Driehaus/Sprague) Opioid Abuse Prevention Instruction in School Health Curriculum

-SB69 (Beagle) Course and Program Sharing Network

•Ohio Representative Loses Chairmanship:  House Speaker William Batchelder removed on February 13, 2014 Representative Peter Beck (R-Mason) from the chairmanship of the House Ways and Means Committee. Representative Beck was indicted in July 2013 by Hamilton County Prosecutor Joe Deters for allegedly engaging in security fraud activities as the chief financial officer of the firm Christopher Technologies LLS.  Attorney General Mike DeWine and Hamilton County Prosecutor Joe Deters filed additional charges against Representative Beck last week. Speaker Batchelder has also requested that Representative Beck resign from the House.

•Audit of Charter School Sponsors Announced:  The Columbus Dispatch reported on February 13, 2014 that State Auditor David Yost was auditing three charter school sponsors after some of the charter schools that they sponsored abruptly closed.  The sponsors being investigated include the St. Aloysius Orphanage in Cincinnati, the North Central Ohio Educational Service Center, based in Marion and Tiffin, and the Warren County Educational Service Center. Other charter school sponsors could be added to the audits.  Auditor Yost also said that he will review the process that the Ohio Department of Education uses to approve charter school contracts, and compare those processes with best practices used in other states.

See “Yost Examining Three Charter School Sponsors” by Bill Bush, Columbus Dispatch, February 13, 2014 at

http://www.dispatch.com/content/stories/local/2014/02/12/Yost_investigates_charter_sponsors.html

•Testing Window Extended:  Superintendent of Public Instruction Dr. Richard Ross announced on February 11, 2014 that schools/districts would have an additional week (to May 16, 2014) to complete the administration of the Ohio Achievement Assessments in grades 3-8.  The extension was granted because so many schools/districts have been closed due to the weather, and students have lost valuable time for instruction. The extension does not apply to the administration of the Ohio Graduation Test (OGT), and does not affect when the results of the assessments must be reported to the General Assembly, which is June 15, 2014.  The Ohio Department of Education is requesting the General Assembly change the law to extend that reporting deadline to June 22, 2014. Reporting the results of the third grade reading assessment will be a priority, because of requirements of Third Grade Reading Guarantee.

See February 11, 2014 Press Release at

http://education.ohio.gov/Media/Media-Releases/Superintendent-Ross-Expands-Ohio-Achievement-Asses

2)  National News

•New Yorkers File School Funding Lawsuit:  The New York Times reports that an advocacy group called New Yorkers for Students’ Educational Rights filed a lawsuit in the New York State Supreme Court in Manhattan on February 11, 2014.  The lawsuit alleges that New York State has failed to fulfill its responsibility, as outlined in a 2007 plan, to offer students a “sound basic education”.  The plaintiffs are asking for $1.6 billion in immediate relief for school districts.  

The lawsuit, New Yorkers for Students’ Educational Rights (NYSER) v. the State of New York, is being led by Michael A. Rebell. In 2006 the New York Court of Appeals ruled that New York State had to increase funding for New York City Schools in the decision Campaign for Fiscal Equity (CFE) v. the State of New York, also led by Michael A. Rebell.  Although the State promised a $7 billion increase over four years, after the recession hit the additional funds were never allocated.

See “Suit Will Seek State Money Promised to Schools in 2007” by Al Baker, The New York Times, February 10, 2014 at

http://www.nytimes.com/2014/02/11/nyregion/suit-will-seek-money-that-new-york-state-promised-to-schools-in-2007.html?_r=0

•U.S. Lawmakers Sign-on to Anti-Common Core Resolutions:  Alyson Klein reports for Education Week that several Congressmen are supporting recently introduced resolutions in opposition to requiring states to adopt the Common Core State Standards. Senator Lindsay Graham (R-South Carolina) is sponsoring a resolution which is supported by eight Senators, including Senator Ted Cruz of Texas and Senator Mike Enzi of Wyoming. The resolution generally affirms that education is a state issue; that the Secretary of Education shall not coerce states into adopting education standards; and that adopting standards shall not be a requirement for receiving a competitive grant through the U.S Department of Education.

Representative Jeff Duncan (R-South Carolina) introduced a similar resolution in the U.S. House.  That resolution is being supported by 40 lawmakers.  Representative Phil Gingrey (R-Georgia) and Senator Pat Roberts of Kansas have also introduced legislation in opposition to the Common Core State Standards. 

See “Spate of GOP Bills Take Aim at Common Core” by Alyson Klein, Education Week, February 13, 2014 at

http://blogs.edweek.org/edweek/campaign-k-12/2014/02/new_bills_in_congress_take_aim.html?cmp=ENL-EU-NEWS2 

•Neighbor States Taking Different Paths:  The New Jersey Star-Ledger reported on February 12, 2014 that the New Jersey State Board of Education had voted to reaffirm their support for the Common Core State Standards. Some parents in New Jersey and the New Jersey Education Association had requested that implementation of the standards and assessments aligned to the Common Core State Standards be delayed.

See “N.J. education board reaffirms support for common core” by Peggy McGlone New Jersey Star Ledger at 

http://www.nj.com/education/2014/02/nj_state_board_of_education_backs_common_core_standards_again.html

The New York State Board of Regents agreed on February 11, 2014 to delay the full implementation of the standards for five years. The delay would affect the graduation requirements for students.  The Regents tabled until April a provision affecting teacher evaluations.  In that provision teachers identified as ineffective would have been able to use the “troubled rollout” of the standards as a defense against getting fired.  

See “Regents drop bid to delay Common Core Teacher Evaluations” by Aaron Short, New York Post, February 12, 2014 at 

http://nypost.com/2014/02/12/regents-drop-bid-to-delay-common-core-teacher-evaluations/

See also http://www.oms.nysed.gov/press/regents-adjust-common-core-implementation.html

3)  Legislative Update:  Ohio lawmakers are considering a number of education bills, some of which might be included in other bills to facilitate passage.  Governor Kasich is also expected to introduce a Mid Biennium Review Budget that will include K-12 education provisions.  More information on the governor’s plans will be available after he presents the State of the State Address on February 24, 2014 in Medina, OH. The following are some of the education bills before the Ohio House and Senate:

•HB416 (Burkley/Hill) Calamity Days:  Last week House lawmakers informally passed HB416 (Burkley/Hill) Calamity Days, a fast-tracked bill to allow school districts to add an extra four calamity days after using five calamity days and replacement days. According to the Buckeye Association of School Administrators about 400 school district have already cancelled over seven school days this winter. After the bill raced through the House Education Committee, lawmakers had second thoughts about the lost instructional time and the cost of paying teachers not to work, and decided to look for additional ways for schools to make-up instructional time. The House is expected to resume action on the bill this week.  

•SB273 (Gardner) Graduating Seniors-Make-Up Days: SB273 clarifies that high school seniors can graduate on schedule even though some schools/districts might need to add extra days at the end of the school year to make-up for the instructional time lost due to the weather-related school closures. The bill also exempts seniors from attending make-up days that are scheduled after graduation.  SB273 could be added to HB416 Calamity Days, once it is in the Ohio Senate or HB342 (Brenner/Driehaus) Straight A Fund/Educational Service Centers.

•HB193 (Brenner) High School Diploma Requirements:  The Senate Education Committee scheduled last week, but did not hear, HB193 (Brenner) High School Diplomas, which passed the House on January 22, 2014 by a vote of 90 to 1.  The bill revamps the required assessments that students need to pass in order to graduate. The graduation tests proposed in the bill differ from those approved in November by the State Board of Education, and the Ohio Department of Education has informed lawmakers that some provisions will be impractical to implement.

•HB342 (Brenner/Driehaus) Straight A Fund/Educational Service Centers:  Also in the Senate Education Committee is HB342, which would modify the requirements of the Straight A grant program to permit education service centers to partner or lead a grant application.  The bill could be amended next week to include a delay in the administration of student assessments and a delay in reporting results.  Dr. Richard Ross, Superintendent of Public Instruction, announced on February 11, 2014 that schools and districts could delay administering the Ohio Achievement Assessments to give students more instructional time, which has been lost due to weather-related school closures. But, the General Assembly would need to change current law to extend the deadline, now June 15, 2014, for reporting the results of the assessments to the General Assembly.

•HB228 (Brenner) School Funding:  The House Education Committee accepted on February 12, 2014 a substitute version of HB228 School Funding.  The bill would change the current cap on the amount of state funds school districts receive so that school districts with increased enrollment above a specific level would receive additional state aid. It also establishes a minimum per student amount of state aid of $1000.

•SB229 (Gardner) Teacher Evaluations:  SB229 was approved by the Ohio Senate on December 4, 2013 and is being considered by the House Education Committee.  SB299 would change the Ohio Teacher Evaluation System in a few ways.  It would require boards of education to evaluate a teacher every year, but would give boards of education more flexibility when evaluating teachers rated “accomplished”. It also permits boards of education to base up to 35 percent of a teacher’s evaluation on value added results rather than 50 percent, which is in current law.  The bill also allows boards of education to attribute another 15 percent of a teacher’s evaluation to another student growth measure. 

•SB231 (Gardner/Hite) School Property:  SB231 is being considered by the Senate Finance Committee, chaired by Senator Oelslager. The bill would provide boards of education more flexibility regarding the use of the proceeds from the sale of school district real property. 

•HB107 (Baker) High School Internships:  This bill was approved by the Ohio House on November 20, 2013, and is now being considered by the Senate Finance Committee, chaired by Senator Oelslager.  The bill would create a grant program for businesses that employ high school students in career exploration internships.  

4)  State Board of Education: The State Board of Education, Debe Terhar president, met on February 10 & 11, 2014 at the Ohio Department of Education Conference Center, 25 South Front Street, Columbus, OH. Board members welcomed Rebecca Vasquez-Skillings to her first meeting of the State Board.  Ms. Vasquez-Skillings was appointed by Governor Kasich last month to complete the term of Angela Thi Bennett, who resigned from the board last year. Ms. Vasquez-Skillings is Vice President for Business Affairs at Otterbein University. 

Among the topics addressed at the February 2014 State Board meeting were changes in the selection process for the Ohio Teacher of the Year; revising Operating Standards; report card indicators for gifted education programs; the Third Grade Reading Guarantee grant program; the proposed consolidation of the Berkshire/Newbury school districts, and support for cursive writing.

•New Selection Process for Ohio’s Teacher of the Year Award: The State Board gave its approval for a new process to select the Ohio Teacher of the Year, Ohio’s premier teaching award.  After several years of declining nominations, the new process is expected to “yield a more robust and diverse candidate pool.” The new process will engage the eleven elected members of the State Board of Education to identify a “Territory Lead” from their district to coordinate and oversee the process for selecting the territory’s candidate for the Ohio Teacher of the Year.  The candidates selected from each of the territories will be reviewed by a twenty-member Selection Committee, which will include a representative from each territory, the State Board of Education member or a designee from the territory, and appointees by the Ohio Department of Education representing various stakeholder organizations.  The Selection Committee will meet in August of each year to review the nominations, and announce the Ohio Teacher of the Year in September.

•Operating Standards Committee: The Operating Standards Committee, chaired by Ron Rudduck, met on February 10, 2014. The committee discussed draft Rule 3301-35-04 Student and Other Stakeholder Focus and draft Rule 3301-35-05 Faculty Focus. 

Sarah Fowler asked if the word “districtwide” could be removed from Rule 3301-35-04 Student and Other Stakeholder Focus so that it was clear that schools within a district could implement a curriculum that differed from the district curriculum.  The committee agreed to remove the word “districtwide”.  

Regarding another issue, Mary Rose Oakar suggested that the ODE provide more guidance for collecting and maintaining student records, especially for students who are very mobile.  Sharon Jennings, ODE’s Deputy Chief Legal Counsel, said that the EMIS guide, which is being revised, will include more details and clarity about attendance and student records as a result of the investigations by the State Auditor of attendance report irregularities in some school districts. There will be some notation in the operating standards to direct users to additional information or references about attendance, student records, etc.

Stephanie Dodd and Mike Collins also requested that the operating standards include additional references to other resources and references. 

Sarah Fowler also asked about the definition of “guided” in the statement requiring that school districts be “guided by” the state standards when developing school curriculum. Sharon Jennings explained that school districts are not required to adopt the state standards, and thus the word “guided” is used instead of “required, or shall”.  However, school districts understand that students will be required to take state assessments that are based on the state standards. 

The committee also received information about the proposed changes to Rule 3301-35-05 Faculty Focus.  In keeping with the goals of the committee, the ODE revision eliminated references to the Ohio Revised Code, which results in a much shorter and sometimes choppy version of the rule. 

Mike Collins recommended that a reference be included in rule to indicate where districts are required to report the data that they collect.  He has noticed several provisions directing school districts to collect information, but is not sure about where the districts report the information.  John Richard, Associate State Superintendent of Public Instruction, explained that reporting requirements are included in Rule 3301-35-07, which the committee has not reviewed as yet.

Stephanie Dodd requested that language regarding discrimination based on  “age, color, ancestry, national origin, race, gender, religion, disability, or veteran status” be restored to Rule 3301-35-05. She was concerned that without this language in the Ohio Administrative Code, the ODE would not be able to take action against a school that could be discriminating based on age, race, etc. P.R. Casey, ODE Chief Legal Counsel, explained, however, that the ODE would probably not investigate a school district under those circumstances, and did not think the provision needed to remain in the rule, because it was already in the Ohio Revised Code.

The committee agreed to meet again on February 19, 2014 to review some of the web-based technology ideas that ODE staff is developing to link Operating Standards to the Ohio Revised Code and other resources.

•Third Grade Reading Grants:  The State Board of Education received on February 10, 2014 an update from three school districts that have received grants through the Early Literacy and Reading Readiness Program to implement strategies to improve reading and meet the requirements of the Third Grade Reading Guarantee.  Presenting to the board were representatives from the Mechanicsburg Exempted Village School District, Cleveland Heights-University Heights School District, and Lancaster City Schools.  

The districts explained their strategies for helping students learn to read, and provided information about how many students are participating in their reading programs. The strategies include linking with community resources; helping parents become better advocates for reading; extending the school day for reading instruction; focusing on instruction in phonics and phonemic awareness; extending the time during the school day for reading; professional development for teachers, including scripted lessons; reducing the teacher pupil ratio at some grade levels; and small group instruction.

One of the issues that districts have already identified as a challenge is the effect of student mobility on grade-level reading achievement. Students in some Lancaster schools, for example, move several times a year, which disrupts their learning.  The districts reported that their overall concern is finding qualified reading teachers, with the appropriate reading endorsement, master’s degree, or other credentials, to provide instruction for students identified as not proficient in reading.

•Report Card Indicator for Gifted Education:  The Accountability Committee, chaired by Tom Gunlock, met on February 11, 2014 to review a new proposal for the gifted indicator and receive comments from the Ohio Association for Gifted Children (OAGC). Throughout the conversation it was noted that Ohio is the first state to develop accountability indicators for gifted education, and there are many challenges in doing so.

In January 2014 the committee received information about a framework proposed by the Ohio Department of Education (ODE) and a framework proposed by gifted stakeholders for the gifted indicator.  In response to that discussion, the Ohio Association for Gifted Children (OAGC) and ODE staff met to develop a proposal.  Matt Cohen, ODE’s Chief Research Officer, presented a revised ODE proposal for a gifted indicator based on those conversations.  

The proposed indicator would be calculated for districts that have a gifted value added grade and a gifted performance index score, and would include the following measures:

-Student Performance Measures:  These include the gifted value added measure; a new gifted achievement measure; and future measures as available, such as ACT scores.

-District/School Input Measures:  These include the percent of enrolled students identified as gifted by grade bands, such as K-3; 4-8; and 9-12, and the percentage of enrolled students who receive gifted services by grade bands. Schools/districts could receive up to 30 points based on the percentage of students identified and served by grade level bands.

The State Board would need to set minimum thresholds for the gifted-value added measure, the gifted achievement measure, and the minimum number of points for the District/School Input Measures.    

Ann Sheldon, executive director of the Ohio Coalition for Gifted Children, and Dr. Colleen Boyle, a member of the OAGC’s executive committee and supervisor for gifted students for the Columbus City Schools, offered several ways to improve the ODE’s proposal for measuring gifted education. 

They pointed out that the purpose of the gifted performance indicator is to fully inform parents and the public about the educational programs and opportunities for gifted students provided by schools and districts, and the level of achievement of gifted students in those programs. Currently 200 out of 613 school districts do not provide any services for gifted students, and about 100 districts serve less than 15 percent of gifted students. There are no real repercussions for districts that are not identifying or serving gifted students.

There is also no cohesive definition for “gifted services”, which makes it difficult to develop an indicator for gifted services.  Some districts report enrichment opportunities, such as field trips, as a gifted service, while other districts provide gifted students instruction from a gifted specialist. 

They noted that the revised ODE model presented by Dr. Cohen includes several improvements.  It eliminates the confusing single opportunity index and replaces it with a point system; incorporates the grade bands; and requires that effort and result in achievement must be present for an indicator to be met.

They also identified the following concerns:

•The Ohio Achievement Assessment (OAA) and Ohio Graduation Test (OGT), which are administered in grades 4-8 and grade 10, are not sufficient to use to base a measure for gifted education.  The tests are not administered at all grade levels, the cut scores for each performance level are low, and the tests don’t measure above grade level achievement. There is not enough stretch at each achievement level to provide information about the performance of gifted students. In addition, there is no measure for students identified as gifted in the non-test areas.

•The OAGC does not support the use of the gifted performance differential approach proposed by the ODE. 

•The Performance Index (PI) indicator for gifted on the report card is not a good measure of gifted performance. The performance index has a 120 point ceiling which 319 school districts are within five points of reaching.

•The percentage of identified gifted students served, which was removed from the previous draft, should be restored.

•The revised gifted achievement measure doesn’t correlate with the value added measure and the School/District Input Measures.

To address some of the issues, the OAGC recommended the following:

•The Performance Index for gifted education could be replaced by an alternative measure that uses Ohio’s existing assessments, such as normal curve equivalent scores (NCEs) for gifted students on the OAAs. The mean NCE for gifted students or another benchmark, such as at or above the 90th percentile, could become a benchmark without a comparison to the general population.

•Changes should be made in the proposed School/District Input Measures to better recognize identification and services at all grade levels.

•Selected measures from the gifted education dashboard, which the ODE was developing, could also be used as the basis for developing indicators for gifted education programs. The State Board could, for example, determine an indicator and benchmark for each of the components of the proposed dashboard and establish an overall benchmark for meeting the selected dashboard indicators. 

As an alternative, a point system, similar to the one proposed by the ODE for the Schools/District Input Measure, could be developed that weighted measures of higher priority. 

The OAGC proposes that the gifted dashboard include the following elements:

-Screening, Identification, and Service:  Information about the percent of students by grade band, area (Superior Cognitive Ability/Specific Academic and Creative Thinking/Visual Performing Arts), and demographics that are being screened, identified, and served should be reported. 

-Value Added:  The OAGC believes that value added is one of the strongest measures, and would like to expand the use of value added for gifted students for high school, when available.

-Achievement:  Some of the information regarding student achievement that could be reported include the percent of superior cognitive and/or specific academic identified students scoring at or above the 90th NCE on state assessments by grade level, or a benchmark for mean NCE of this group by grade level; the percent of students participating and receiving college credit for Advanced Placement; the mean ACT/SAT composite scores, when available; the percent of superior cognitive and/or specific academic students earning an Honors Diploma; etc.

-Accelerated: The percentage of gifted students academically accelerated, including early entrance and early graduation, by grade level bands K-3, 4-8, 9-12 should also be reported. The ODE will need to develop a standardized definition of “acceleration” due to the confusion in the field about how to code students who are in advanced courses, such as 8th grade Algebra, or compacted courses, such as completing 3 years of math in 2 years. Other accelerated measures could be the percentage of gifted middle school students earning high school credit and the percent of gifted high school students earning college credit.

-Gifted Services, Staffing, and Funding:  Measures about the level of gifted services, staffing, and funding should be included on the dashboard. The public and stakeholders should be able to see how state and local resources are allocated and what results are achieved, so that better decisions about allocating resources can be made.

-Gifted Audits:  The results of recent gifted service audits should also be reported.

After the OAGC presentation State Board member Mike Collins asked how long it would take for the ODE and OAGC to work out a compromise on the gifted indicator.  ODE Assistant Superintendent Tina Thomas-Manning responded by saying that the presentation was the ODE’s recommendation after conversations with the OAGC.

There were also questions about the definition of gifted services, the definition of NCEs, and a concern expressed by Ron Rudduck that the State Board is setting measures and indicators for gifted education when 200 districts are not even serving gifted students.    

Matt Cohen was then asked by Chairman Gunlock to respond to the OAGC’s presentation and recommendations.  Dr. Cohen said that the OAGC’s presentation reflected the discussions that the ODE had with the OAGC, and that he appreciated that.  He said that some of the concerns that the OAGC has, including the lack of value added measures for high school, lack of data for small districts, and the lack of test scores at certain grade levels, are also shared by the ODE. According to Dr. Cohen the OAA and the OGT are reliable tests for their purpose, and consistent for all students.  He disagreed that there is a ceiling effect on the OAA, and said that districts do have room to improve.  Regarding using NCEs, he explained that there is confidence in using the current performance levels (limited, basic, proficient, accelerated, and advanced) for accountability purposes, because the levels are “statically meaningful”.  There would need to be “a lot of confidence that something is much better” to move to using NCEs, and he believed that doing so was “just another complication” that is “unnecessary.” 

Board members Debe Terhar and Mike Collins said that knowing the percent of identified gifted students being served was important and should be included as a measure, but Matt Cohen explained that adding it back into the calculation would not change the results of the indicator. 

Mary Rose Oakar also asked about the overlap between the work of the Accountability Committee, which is developing indicators for gifted services, and the Achievement Committee, which narrowly approved revised gifted operating standards in November 2013.  She suggested that since both committees are addressing issues regarding gifted services they should meet together. Mr. Gunlock replied that he thought the committees are working on different issues. 

Committee chairman Tom Gunlock ended the meeting by saying that he needed some time to consider the information provided by the ODE and OAGC before the committee could move forward with an indicator for gifted education.

In other business, the committee received an update from Joni Hoffmann, ODE’s Director of the Office of Community Schools, about the proposed indicators on the state’s dropout recovery report card.  The committee will be asked in March 2014 to approve two items:  an RFP to select a test and develop a growth measure for dropout recovery schools, and approve overall designations for indicators on the report cards for dropout recovery schools. She reported that 15,000 plus students are currently enrolled in dropout recovery schools, and parents will use the information on the report cards to be able to select the best schools for their children.

State Board Business Meeting February 11, 2014

Report of the Superintendent: In the report to the board Superintendent of Public Instruction Richard Ross discussed state efforts to improve literacy and the importance of Third Grade Reading Guarantee; efforts to prevent students from dropping out of school; calamity days; and how more districts are adopting policies to use blizzard bags.  

Superintendent Ross also announced that the testing window for the Ohio’s Achievement Assessments will be extended from three to four weeks.  The results of the assessments must be reported by June 15, 2014, and the ODE is requesting the legislature to extend the reporting date also.  There will be no changes for the administration of the Ohio Graduation Tests.

Cursive Writing: State Board member Tess Elshoff presented information about the importance of cursive handwriting as background information for a proposed resolution that she later asked the State Board to approve. The resolution recommends that all school districts support cursive writing in their curriculum.

According to the research presented, hand writing skills are essential for the development of literacy skills in young children.  Hand writing helps children build memory, develop fine motor skills, and wires the developing brain for overall literacy skills. The Common Core State Standards do not address handwriting in the standards, and so several states are considering adding it back into the literacy standards.

Berkshire and Newbury Consolidation: Tom Gunlock reported that the Capacity Committee will hold a public hearing regarding the consolidation of the Berkshire and Newbury local school districts on February 18, 2014 at 5:00 PM at the Clark Commons Kent State University in Burton, OH. The hearing will last until public comment has ended, and public comment will be kept open for two weeks following the hearing.  

The State Board of Education received a presentation on January 13, 2014 regarding the proposed consolidation of the Berkshire and Newbury local school districts in Geauga County. The last time that school districts in Ohio consolidated was in 1988. 

According to the Ohio Revised Code there are several ways for school districts to consolidate. The provision that the two school districts have selected to follow, Section 3311.37 ORC, requires the State Board to conduct a study of the proposed merger and adopt a resolution recommending the consolidation.  The resolution needs to be adopted by June 2014, so that the two school districts can place the consolidation issue on the November 2014 ballot for local voters to decide. The General Assembly also has to adopt a concurrent resolution recommending the consolidation.

Public Participation on Public and Non-Agenda Items:  Eric Price from the Exchange Club of Dayton announced that the Exchange is holding a statewide convention about citizenship near Dayton on May 31, 2014. He invited someone from the State Board/ODE to attend the conference and explain Ohio’s plans for promoting citizenship education.

State Board President Debe Terhar recognized Kelly Weir for her years of service at the Ohio Department of Education. Ms. Weir is leaving her ODE position as Executive Director of Legislative Services and Budgetary Planning.

The board took the following actions during their business meeting on February 11, 2014:

#3 Approved a Resolution of Intent to Rescind Rule 3301-24-10 of the Administrative Code Regarding the Alternative Educator License (VOLUME 2, PAGE 8)

#4 Approved a Resolution of Intent to Amend Rule 3301-46-01 of the Administrative Code Entitled Establishing Provisions for Granting Exceptions From Statutory Provisions and Rules as Necessary to Implement Innovative Education Pilot Programs (VOLUME 2, PAGE 12).

#5 Approved a Resolution of Intent to Amend Rule 3301-51-01 of the Administrative Code and to Rescind and Adopt Rule 3301-51-01 of the Administrative Code Entitled Operating Standards for Ohio Educational Agencies Serving Children with Disabilities (VOLUME 2, PAGE 15)

#18 Approved a Motion as amended Regarding the 2014-2015 State Board Meeting Dates (VOLUME 4, PAGE 4) to change the November date back to November 10-11, 2014. 

#19 Approved a Resolution to Appoint John Richard as Assistant State Superintendent of Public Instruction

#20 Approved a Resolution to Approve a Waiver Request from the Columbus City Schools.

#21 Approved a Resolution to Support Instruction in Cursive Writing in the Curriculum. 

6)  Bills Introduced

•HB428 (Anielski) JVS Boards of Education-Terms:  Revises the law regarding terms of office of members of certain joint vocational school district boards of education.

•HB441 (Winburn/Fedor) School District Policies/Violent Behavior:  Regarding school district policies and reports on violent, disruptive, or inappropriate behavior.

•HB443 (Strahorn) School District Policies/Violent Behavior:  Regarding school district policies and reports on violent, disruptive, or inappropriate behavior.

•HB446 (Rogers) Student Safety Act:  Requires the State Board of Education to adopt rules prescribing standards for safety enhancements to new public and nonpublic school facilities, and requires the Ohio School Facilities Commission to revise its construction and design standards to comply with the State Board’s standards.

•HB447 (Lynch) Consolidated School Districts-Loans:  Permits a school district, resulting from the consolidation of two or more school districts that meet specified conditions, to receive a loan from the Ohio School Facilities Commission for the construction of a new facility to support the consolidated district. 

FYI ARTS

1) Phase II of the Arts and Autism in Ohio Research Initiative:  VSA Ohio (VSAO) has issued a Request for Proposals to complete Phase II of the Arts and Autism in Ohio Research Initiative of the Ohio Arts Council. Phase II of the project includes collecting information from Ohioans about their perceptions, needs, and ideas for how the Ohio Arts Council (OAC) can better support people living with the Autism Spectrum Disorder (ASD). A particular emphasis shall be placed on collecting information from geographic areas beyond the three major urban centers in Ohio, and from a broad range of constituents.

The Ohio Arts Council (OAC) commissioned VSA Ohio (VSAO) to complete Phase I of the project in the fall of 2012. VSAO used three primary data collection methods: an online survey, focus groups, and a review of the literature. Research yielded rich information, themes, and ideas to continue moving the Initiative further. However, due to the limits to the data, additional information is needed.

The primary responsibilities of the project include:

-Utilize the Arts & Autism in Ohio Initiative Phase I Report, provided by VSA Ohio upon selection, to assist with project design and implementation.

-Identify and articulate the appropriate research methodologies for gathering data aimed at answering the research question.

-Identify, articulate, and implement the methodology by which the data will be collected.

-Identify strengths, weaknesses, opportunities, and threats to the research question.

-Identify costs and benefits unanticipated by the Ohio Arts Council and VSA Ohio.

Deliverables include, but are not be limited to, a final report including an introduction that includes background, history, and context, methodology, results, analysis, and conclusions.

The deadline for submitting proposals is Friday, March 7, 2014 at 5:00pm. The award recipient will be notified on March 12, 2014.  The project completion date is May 23, 2014.

Questions about the RFP can be directed to Erin Hoppe, Executive Director, VSA Ohio, 77 South Front Street, 2nd. Floor or ehoppe@vsao.org or 614.241.5325.

2) Opportunities for Young Musicians: The Yamaha Young Performing Artists Program (YYPA) recognizes outstanding young musicians from the world of classical, jazz, and contemporary music through a competition. Applicants must be 18-22 years old at the time of entry, and must be nominated by a university or private teacher, conductor, director, professional performer, music dealer, or community music leader. 

YYPA Finalists are invited to perform at the Music for All Summer Symposium held in late June; receive a recording and photos of the live performance; and participate in workshops designed to launch a professional music career. Finalists also will enjoy many of the privileges of a Yamaha Artist, including services and communication with Yamaha’s Artist Relations department.

Deadline to submit an application is March 31, 2014 at http://usa.yamaha.com/music_education/yypa/

3) NEA Chair Nominated:  President Obama announced last week the nomination of Dr. Jane Chu to be chair of the National Endowment for the Arts (NEA). Currently Dr. Chu is Chief Executive Officer of the Kauffman Center of Kansas City, MO and has been an advocate for artists and arts education in Kansas City.  The previous chair, Rocco Landesman resigned in November 2012. The nomination must be approved by the U.S. Senate.

###

Joan Platz

Director of Research

Ohio Alliance for Arts Education

77 South High Street Second Floor

Columbus, OH 43215

614-446-9669 - cell

joan.platz@gmail.com

Ohio Alliance for Arts Education

Arts on Line Education Update

Joan Platz

February 3, 2014

1)  Ohio News

•130th Ohio General Assembly: Lawmakers are taking it easy this week.  Both the House and Senate will hold committee meetings, but only the Senate will hold a session, and neither the House nor the Senate education committees are meeting.

•Legislative Update:

-The House Education Committee, chaired by Representative Stebelton, reported HB416 (Burkley-Hill) Calamity Days on January 29, 2014.  The fast-tracked bill, introduced just last week, would add four more calamity days to school district calendars, to give schools some flexibility when making decisions about canceling school.  Currently school districts have five calamity days, and several options for making-up the lost instructional time, including online instruction and pre-distributed “blizzard bags”.  But many school districts have already used their five days.  The bill was amended to allow school districts to make-up the lost time by adding 30 minutes to the school day.

-The Ohio Senate approved SB227 (Beagle) Ohio Internship and Co-Op Appreciation Day.  The bill would designate the second Tuesday in April as “Ohio Internship and Co-Op Appreciation Day,” to recognize the importance of internship and co-op programs and promote awareness of them. 

-The Ohio House approved HB113 (Henne-Antonio), which would allow school districts to add students on school-sponsored club sports teams to those who can opt out of physical education classes. 

-The Ohio House also approved HCR46 (Batchelder) Constitutional Amendments, which would delegate to the President of the Senate and the Speaker of the House of Representatives, authority to designate groups of members to prepare arguments for and against amendments to the Ohio Constitution proposed by the General Assembly.

•Blended Learning Network Formed in Ohio: Cincinnati-based Smarter Schools, Andy Benson executive director, announced on January 24, 2014 that it will be working with thirteen schools and districts in Ohio to create the Ohio Blended Learning Network. The network will be led by Mentor Public Schools Superintendent Matthew Miller, and will receive technical support from Education Elements, a California-based company.  

The Ohio Blended Learning Network will develop a model for combining classroom and online learning, and will also create a blended learning credential for educators who learn to use the technique effectively in their classrooms. Other members of the network include Reynoldsburg City Schools, Hilliard City Schools, KIPP Columbus, Lancaster City Schools, Lorain City Schools, Middletown City Schools, Milford Exempted Village Schools, Pickerington Local Schools, Nordonia Hills Local Schools, Northwest Local Schools, Valley View Local Schools, and Stepstone Academy.                            

Information about the network is available at http://nebula.wsimg.com/6c5b5541ab9196d4eea596880a17dba0?AccessKeyId=76EFDD77703ACB930FCD&disposition=0&alloworigin=1

•Schools Receive Casino Tax Revenue:  The Ohio Department of Taxation distributed to schools and school districts on January 31, 2014 revenue raised by taxing Ohio’s casinos. The four casinos in Ohio, Cleveland, Toledo, Columbus, and Cincinnati, were established in 2010 by the 128th General Assembly through HB519.  Tax revenue raised from the casinos is distributed through the Casino Tax Revenue Fund to counties, cities, schools, and school districts; the host city; the Casino Control Commission; the Ohio State Racing Commission; the Law Enforcement Training Fund; and the Problem Casino Gambling and Addition Fund. 

Money from the Gross Casino Revenue County Student Fund is distributed to all schools and school districts in Ohio based upon student population as certified by the Ohio Department of Education. Money is remitted directly to schools and school districts twice a year, by January 31st and August 31st.

Schools received in January 2014 a total $47.2 million which is slightly higher than the $45.4 million received in August 2013.  

Columbus City Schools received the most casino revenue, $1.29 million, and schools in Franklin County overall received the most revenue $4.87 million. The Cleveland Metropolitan School District received $976,259; Cincinnati received $824,377; Akron received $561,081; Toledo received $561,661; Dayton received $354,574; Canton received $241,882; and Youngstown received $134,520.

Charter schools also received casino revenue funds.  The charter schools receiving the most revenue from casinos are the Electronic Classroom of Tomorrow, $354,309, and Ohio Virtual Academy, $344,314. 

Information about the Casino Revenue Fund is available at 

http://www.tax.ohio.gov/government/casino.aspx

2)  National News

•State of the Union:  President Barack Obama outlined his administration’s legislative and policy priorities for 2014 on January 28, 2014 during the annual State of the Union address. The President said that his administration is offering a “...set of concrete, practical proposals to speed up growth, strengthen the middle class and build new ladders of opportunity into the middle class.”  He said that he is eager to work with all members of Congress, but if necessary, “...wherever and whenever I can take steps without legislation to expand opportunity for more American families, that’s what I’m going to do.”

The President urged lawmakers to take action on tax code reform to close loopholes and lower rates for businesses; create more hubs for high tech manufacturing; pass a patent reform bill; support renewable and clean energy; pass an immigration act; restore unemployment insurance for 1.6 million Americans; reform unemployment insurance; support efforts to increase pay equity; increase the minimum wage; establish a new retirement savings program; strengthen the Voting Rights Act; bring the troops home; and more.

Many of the President’s recommendations for education focused on higher education and preparing students for careers.  These include efforts to reduce inequity in access to higher education; making better connections between workforce training programs and meeting employers needs; supporting more on-the-job training and apprenticeships; connecting community colleges with companies to design better training programs; connecting more schools to high-speed broadband; redesigning high schools so that students have training that lead directly to a job or career; making college more affordable; and helping more students trapped by student loans. 

Once again the President urged Congress to help states make high-quality pre-K available to every 4-year-old. He said, “So just as we worked with states to reform our schools, this year we’ll invest in new partnerships with states and communities across the country in a race to the top for our youngest children. And as Congress decides what it’s going to do, I’m going to pull together a coalition of elected officials, business leaders, and philanthropists willing to help more kids access the high-quality pre-K that they need. It is right for America. We need to get this done.”

The speech is available at http://www.whitehouse.gov/sotu

•PreK Hearings Set in U.S. House and Senate:  The U.S. House and Senate committees that focus on education will hold hearings on early childhood education next week. 

The House Education and Workforce Committee, chaired by Congressman John Kline, will hold a hearing on “The Foundation for Success: Discussing Early Childhood Education and Care in America” on February 5, 2014, “witnesses to be announced”.

The Senate Health, Education, Labor, and Pensions Committee, chaired by Tom Harkin, will hear testimony on “Supporting Children and Families through Investments in High-Quality Early Education”.  Last year Senator Harkin introduced the Strong Start for America’s Children Act, which would increase federal support for early childhood education.

•Connecticut Leaders Want to Delay Reforms: The Hartford Courier reported last week that Connecticut Governor Dannel P. Malloy sent a letter on January 28, 2014 to Connecticut’s Performance Evaluation Advisory Council to ask the council to delay linking a teacher’s performance rating with students’ standardized test scores and make other changes. The council reports to the State Board of Education, which will make the final decision.  Governor Malloy also said that he would appoint a working group to make changes in the implementation of the new Common Core State Standards and suspend a $1 million marketing campaign for the Common Core. The letter was also signed by Lt. Governor Nancy Wyman, House Speaker Brendan Sharkey, and Senate President Donald E. Williams. In the letter the governor cited the “confluence” of changes in schools that could affect the ability of teachers to be effective in the classroom, and students to be successful.  

See “Common Core Push-Back” by Kathleen Megan, The Hartford Courant, January 29, 2014

http://www.courant.com/news/connecticut/hc-common-core-push-back-0128-20140128,0,4058443.story

•NY Union Board Withdraws Support for CCSS:  The Board of Directors of the New York State United Teachers approved on January 25, 2014 a resolution stating that it had “no confidence” in the policies of State Education Commissioner John King, Jr., and called for his removal. The resolution withdraws support for the Common Core State Standards as “implemented and interpreted” by the New York State Department of Education, until the education department “...makes major course corrections to its failed implementation plans and supports a three-year moratorium on high-stakes consequences from standardized testing.”  The board approved resolution must now be approved by the union’s Representative Assembly, which meets in April in New York City.  The union represents more than 600,000 teachers in New York State, and is affiliated with the American Federation of Teachers, Randi Weingarten president.

The resolution requests the following:

-Completion of all modules, or lessons, aligned with the Common Core and time for educators to review them to ensure they are grade-level appropriate and aligned with classroom practice

-Better engagement with parents, including listening to their concerns about their children’s needs

-Additional tools, professional development and resources for teachers to address the needs of diverse learners, including students with disabilities and English language learners

-Full transparency in state testing, including the release of all test questions, so teachers can use them in improving instruction

-Postponement of Common Core Regents exams as a graduation requirement

-The funding necessary to ensure all students have an equal opportunity to achieve the Common Core standards.  The proposed Executive Budget would leave nearly 70 percent of the state’s school districts with less state aid in 2014-15 than they had in 2009-10; and

-A moratorium, or delay, in the high-stakes consequences for students and teachers from standardized testing to give the State Education Department - and school districts - more time to correctly implement the Common Core.

Information is available at 

http://www.nysut.org/news/2014/january/nysut-board-approves-no-confidence-resolution

•Colorado Teachers File Lawsuit Over Teacher Dismissals:  The Colorado Education Association (CEA) announced on January 29, 2014 that it had filed a lawsuit on behalf of the Denver Classroom Teachers Association over the firing of 100 teachers by the Denver Public Schools. Colorado approved in 2010 a new law, SB-191, which established a new teacher evaluation program.  The CEA still supports the new teacher evaluation program, but opposes the process used by the Denver Public Schools to fire up to 100 teachers without a mandated hearing or due process, which violates Colorado’s Teacher Employment, Compensation, and Dismissal Act. 

See “CEA announces legal, legislative action to keep quality, experienced teachers in classrooms” by Mike Wetzel, January 29, 2014 at http://www.coloradoea.org/ 

•Kentucky Withdraws From PARCC:  Catherine Gewertz reported last week for Education Weeks’ Curriculum Matters Blog that Kentucky Governor Steven L. Geshear, Education Commissioner Terry Holliday, and State Board President Roger L. Marcum sent a letter withdrawing from the Partnership for Assessment of Readiness for College and Careers (PARCC), one of the two consortia developing assessments for the Common Core State Standards. Kentucky is still committed to implementing the Common Core State Standards, but will issue a request for proposals to develop assessments aligned to the standards.  PARCC will be able to bid for the contract along with other vendors. There are now 18 states and the District of Columbia participating in PARCC, and 21 states and the Virgin Islands participating with the other consortia, Smarter Balanced Assessment, to develop the CCSS aligned assessments. 

See “Kentucky Withdraws From PARCC Testing Consortium” by Catherine Gewertz, Education Week’s Curriculum Matters Blog, January 31, 2014 at http://blogs.edweek.org/edweek/curriculum/2014/01/kentucky_withdraws_from_parcc_.html.

•Another Federal Voucher Plan Introduced:  U.S. Senator Lamar Alexander (R) from Tennessee introduced on January 28, 2014 in the U.S. Senate the Scholarships for Kids Act, which he described as a “...real answer to inequality in America:  giving more children more opportunity to attend better schools.” 

The legislation would allow states to redirect $24 billion in federal education funds into scholarships for approximately 11 million disadvantaged students.  The scholarships, which would be around $2100 per student, could be used to pay tuition at private or public schools, and pay for extra curricular activities, enrichment, home-schooling, tutoring, etc. Approximately 41 percent of federal funds now spent on K-12 education programs would be re-distributed to support this scholarship program.

Another voucher plan, The Choice Act, introduced by Senator Tim Scott (R) from South Carolina, would redirect federal funds for students with disabilities to a scholarship program.  Approximately sic million students would be able to use federal funds to pay for tuition at public and private schools. 

Information about the voucher plan proposed by Senator Alexander is available at

http://www.alexander.senate.gov/public/index.cfm?p=PressReleases

3)  Report About State Government Expenditures for Education Released:  The U.S. Census Bureau’s State Government Finances Summary Report 2012 provides a comprehensive summary of state government finances based on an annual survey.  The report includes information about state revenue by source; expenditures by object and function; indebtedness by long-term or short-term debt; and assets by purpose and type of assets. 

According to the report, which covers fiscal years that ended between July 1, 2011 and June 30, 2012, state government revenue totaled $1.62 trillion in 2012.  This was a decrease of 1.8 percent from 2011.  

State government general expenditures in 2012 totaled $1.64 trillion.  This was a decrease of .5 percent from 2011. Expenditures for education and public welfare were 35.8 percent and 29.7 percent of total state expenditures.  

Cash and investment holdings for states totaled $3.6 trillion.  The largest portion of these assets, $2.4 trillion (65.5 percent), was held in state government-employee retirement systems.

Ohio’s general expenditure for 2011 was $60.2 billion and for 2012 $58.8 billion, which represents a decrease of 2.3 percent.  Ohio’s decrease was more than the national average of .5 percent.

State expenditures for education are the single largest functional activity of state governments, totaling $588.7 billion in 2012. State expenditures for education in 2012 dropped by .7 percent from $592.8 billion in 2011.  

Expenditures for education in Ohio decreased 6 percent from $22.4 billion in FY11 to $21.06 billion in FY12. There were 18 states that reported decreases in education expenditures, with Florida reporting the largest decrease of 7.7 percent.

See “State Government Finances Summary Report: 2012” January 23, 2014, by Cheryl H. Lee, Robert Jesse Willhide, and Edwin Pome, U.S. Census Bureau at http://www2.census.gov/govs/state/12statesummaryreport.pdf

4) Early Reading Matters:  The latest report from the Annie E. Casey Foundation focuses on reading proficiency in the early grades. The report, entitled Early Reading Proficiency in the United States, Data Snapshot Kids Count, January 2014, provides an update on fourth grade reading proficiency rates for each state based on the National Assessment of Education Progress (NAEP) data.  

According to the report, “Children who read proficiently by the end of third grade are more likely to graduate from high school and to be economically successful in adulthood.” 

However, the latest data show that 80 percent of low-income fourth graders and 66 percent of all fourth graders are not proficient in reading, and some children, including those living in poverty, learning English, or in a certain ethnic or racial group, continue to fall behind. 

The gap in reading proficiency for children from high and low income families is highest in Connecticut, Massachusetts, Rhode Island, and Illinois. The following are the percentages of fourth grade students not proficient in reading based on NAEP standards: 

-African American, 83 percent 

-Hispanic students, 81 percent 

-American Indian, 78 percent 

-White students, 55 percent 

-Asian/Pacific Islander 49 percent

-Dual language learners 93 percent, 

-Children with disabilities, 89 percent.

The report notes that the percent of students reading at the proficient level in the fourth grade varies significantly by state.  For Ohio 63 percent of all fourth grade students were reading below the proficient level; 80 percent of low income students were reading below the proficient level; and 48 percent of higher income students were reading below the proficient level.

Massachusetts, Maryland, Virginia, Connecticut, Minnesota, Vermont, New Jersey, New Hampshire, and Colorado had the highest rates of fourth graders proficient in reading. 

See Early Reading Proficiency in the United States, Data Snapshot Kids Count, Annie E. Casey Foundation, January 2014, at http://www.aecf.org/~/media/Pubs/Initiatives/KIDS%20COUNT/E/EarlyReadingProficiency/EarlyReadingProficiency2014.pdf

Please note:  Achievement levels for the National Assessment of Educational Progress are set by the National Assessment Governing Board based on recommendations from panels of educators and members of the public. The levels, Basic, Proficient, and Advanced, measure what students should know and be able to do at each grade assessed. 

Students at the Basic level demonstrate “...partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade assessed. NAEP also reports the proportion of students whose scores place them below the Basic achievement level.”

Students at the Proficient level demonstrate “...solid academic performance for each grade assessed. Students reaching this level have demonstrated competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter.”

Students at the Basic level demonstrate “...partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade assessed. NAEP also reports the proportion of students whose scores place them below the Basic achievement level.

Students at the Advanced level demonstrate “superior performance”.

See http://nces.ed.gov/nationsreportcard/glossary.aspx?nav=y

5)  Education Week’s Series Focuses on the Impact of Poverty on Students:  Education Week is publishing over the next 18 months a series of articles that will examine the impact of poverty on the lives of children.  The series is entitled War on Poverty:  Progress & Persistent Inequity, and will review the progress made to reduce poverty through the federal War on Poverty, which was initiated over fifty years ago.

The first article in the series, Analysis Points to Growth in Per-Pupil Spending—and Disparities by Andrew Ujifusa and Michele McNeil, describes the disparities in school funding among the states, and the theories behind the disparities.  According to the article, spending and the disparities in spending on K-12 education have “skyrocketed” over the past 50 years since the War on Poverty began.  In 2009-10 the average amount of spending on a K-12 student ranged from $20,000 in the District of Columbia to $6,000 in Utah. The authors write, 

“Some advocates say the gaps show that many state governments continue to neglect their responsibility to provide low-income students with a high-quality education, thus subverting the War on Poverty’s prime purpose.”

“Others, however, argue that the disparities aren’t crucial, since the rising spending hasn’t translated broadly to significantly higher student achievement, and that it is more important to ask how states are spending their money on education. Cost-of-living differences between regions and resulting salary variations might also explain some of the disparities.”

According to school funding experts, the rise in K-12 per pupil spending can be explained by increases in federal and state mandates, such as educating students with disabilities, and targeting more resources to low-income students. But, one expert interviewed for the article, David Sciarra, executive director of the Education Law Center in New Jersey, says that, ‘The amount of funding that schools have within states to support their needs remains, by and large across the country, irrational.’ He goes on to say, ‘Many states continue to resist doing the work of connecting their school finance formula, [and] their school funding, to the actual cost of delivering rigorous standards to give all kids the chance to achieve those standards.’

To counter that argument, the authors also interviewed Eric A. Hanushek, at the Hoover Institute at Stanford University.  He counters that even though states have increased spending on K-12 education student achievement has not increased. 

See Analysis Points to Growth in Per-Pupil Spending—and Disparities by Andrew Ujifusa and Michele McNeil, Education Week, January 22, 2014 at 

http://www.edweek.org/ew/articles/2014/01/22/18wop-states.h33.html?tkn=WXQFG9JNpdeHsDE%2Fbuyvixy46a2HdGAoYyAs&cmp=ENL-EU-NEWS2

6)  Bills Introduced:

•SB269 (Brown) Calamity Days Increase:  Permits state payments to school districts, STEM schools, and community schools that exceed, by up to three days, the number of permitted “calamity” days in the 2013-2014 school year and declares an emergency.

•HB416 (Burkley/Hill) Calamity Days Increase: Permits payment in fiscal year 2015 to school districts and STEM schools that exceed, by up to four days, the number of permitted “calamity” days in fiscal year 2014 and declares an emergency.

FYI ARTS

1) Ohio Arts Council:  Governor Kasich appointed last week Jon D. Holt of Dayton (Montgomery County) to the Ohio Arts Council for a term beginning January 30, 2014 and ending July 1, 2017. 

2) Connections Between the Arts and Science:  Lisa Yokana writes for ASCD Express about how learning in the arts helps students develop skills and competencies to be better scientists. She says, “Through the arts students learn to observe, visualize, manipulate materials, and develop the creative confidence to imagine new possibilities. These skills and competencies are also essential to scientific thinking and provide a strong argument for transforming STEM education by integrating the arts.”

According to the article, an education in the arts teaches students many skills that scientists also need.  It teaches student to become more accurate observers; conceptualize solutions to problems; think spatially; strive to understand how things work; understand that there is more than one solution to a problem; persevere; take chances, and fail sometimes.

Arts education also emphasizes following a process, including brain-storming, experimenting, testing, and collaborating, to define a problem and design a solution.  

The author writes, “The ‘maker movement,’ sparked by Make Magazine’s Dale Dougherty, believes that schools and communities need to embrace making, combining technology and the arts to allow people of all ages to collaborate and explore design issues. When students can observe, visualize, and manipulate materials, they develop creative confidence and the resilience to persevere within the creative process. These skills and habits of mind are a bridge that connects the arts and STEM subjects and can fuel the innovation so desperately needed to address real-world challenges. The arts not only support scientific thinking but also expand and transform traditional STEM curriculum to invite deeper observation, imagining, and revision.”

See “The Art of Thinking Like A Scientist” by Lisa Yokana, ASCD Express, January 30, 2014 at

http://www.ascd.org/ascd-express/vol9/909-yokana.aspx?utm_source=ascdexpress&utm_medium=email&utm_campaign=express909

3) New Jersey’s School Reports Include the Arts: Liana Heitin reports for Education Week’s Curriculum Matters Blog that New Jersey’s School Performance Reports now include metrics about arts education.  The New Jersey Department of Education announced on January 29, 2014 that the latest reports now show the percentage of a school’s population enrolled in the arts, and the percentage of high school students enrolled in specific arts disciplines, such dance, music, theater, and visual art.  The school-level data on visual and performing arts in New Jersey’s high schools is located within the “college and career readiness” section of the New Jersey School Performance Reports. Students in New Jersey are required to take at least one visual or performing arts class to graduate.  According to the 2012-13 report card, 47.7 percent of New Jersey high school students took courses in the arts.  This rate is almost double the percent expected to be enrolled if students took only one course in four years of high school. The data also shows that thirty percent of students took courses in visual art, and 16 percent of students took courses in music.

•Update on Ohio:  Section 3302.034 of the Ohio Revised Code requires that the availability of courses in the fine arts be reported on the report card separately for each school district, building, each community school, STEM school, and college preparatory boarding school. This provision was included in HB555, signed into law in December 2012, 129th General Assembly.  The Ohio Department of Education is currently developing those measures, and has asked the Ohio Alliance for Arts Education to provide input. The OAAE has initially recommended the following data be reported about arts education programs in Ohio’s schools: 

-The arts courses taught (based on the course codes)

-The grade levels at which the courses are taught

-The number of students enrolled in the courses

-The percent of students taking the course compared to grade level enrollment 

-The percent of students according to student groups taking arts courses.  Student groups include students with disabilities, learning English, disadvantaged, African American, Hispanic, white, etc.   

-The percent of students who graduate meeting the requirement in the arts (two semesters or the equivalent in any grade 7-12)

-The percent of students who graduate with credits in the arts

-The average number of credits in the arts students earn

See “New Jersey Adds Arts to School-Performance Reports” by Liana Heitin, Education Week Curriculum Matters Blog, January 31, 2014 at http://blogs.edweek.org/edweek/curriculum/2014/01/new_jersey_adds_arts_to_school.html 

The New Jersey School Performance Reports are available at

http://education.state.nj.us/pr/

4) President Disses Art History Majors:  The Washington Post reports that art history majors are disagreeing with President Obama and his remarks about those in manufacturing jobs earning more than art history majors.  The President was speaking at a GE plant in Wisconsin on January 30, 2014 about bringing back more manufacturing jobs, and said that Americans could probably earn more in manufacturing than if they had a degree in art history.  However, the Washington Post reported that about 6 percent of the one percent of the richest Americans majored in art history in college. After making the remark the President immediately added that he “loved” art history.

See “We know what President Obama thinks of art history majors.  But what do they think of him?” by Jaime Fuller, Washington Post, January 30, 2014 at

http://www.washingtonpost.com/blogs/the-fix/wp/2014/01/30/but-what-do-the-art-history-majors-think-of-president-obama/

### 

Joan Platz

Director of Research

Ohio Alliance for Arts Education

77 South High Street Second Floor

Columbus, OH 43215

614-446-9669 - cell

joan.platz@gmail.com

Ohio News

130th Ohio General Assembly: The Ohio House and Senate will hold sessions and committee hearings this week.
The Senate Education Committee, chaired by Senator Lehner, will meet on January 22, 2014 at 4:00 PM in the South Hearing Room, and receive testimony on HB111 (Duffey/Stinziano) State Universities-Student Board Members; HB342 (Brenner/Driehaus) Straight A Program; and SB167 (Tavares) School Policies-Inappropriate School Policies-Inappropriate Behavior.

The House Education Committee, chaired by Representative Stebelton, will meet on January 22, 2014 at 5:00 PM in hearing room 313. The committee will receive testimony on HB304 (Hayes) Public School Facilities Access; HB58 (Gerberry) State Board of Education Membership; HB158 (Brenner/Patmon) Nonrefundable Tax Credits-Nonpublic Schools; and HB343 (Stebelton) Educational Programs-Non High School Graduates.

State of the State Address: Governor Kasich's office announced last week that the annual "State of the State Address" will be delivered at the Medina Performing Arts Center, Medina, OH on February 24, 2014. The Ohio House and Senate voted last week to approve the change of venue from the Ohio Statehouse. The governor is also expected to introduce the Mid Biennium Review budget in February.

More Ohio News

Legislative Update

• HB193 (Brenner) High School Graduation: The House Education Committee approved HB193 several weeks ago, but the bill has not come up for a floor vote in the Ohio House. The bill would change the testing requirements for high school graduates and the time line for implementing new graduation exams. The proposed changes differ from recommendations approved by the State Board of Education in November 2013. See the report for the State Board of Education's Legislative Budget Committee in #3 below for more details.
• The Ohio House passed last week HB171 (McClain/Patmon) which permits public schools to adopt policies that allow students to attend and receive credit for release-time courses in religious instruction conducted off school property during school hours.
• The Ohio House also passed HB342 (Brenner/Dreihaus), which permits an educational service center to partner or be a lead applicant for the Straight A Program. 

Ethics Complaint Filed: According to Doug Livingston, reporter for the Akron Beacon Journal, a complaint filed with the Inspector General's Office in December 2013 against State Board of Education member C. Todd Jones has been forwarded to the Ohio Ethics Commission. The complaint was filed by Sally Roberts, former president of the Ohio Association for Gifted Children. It asks for an investigation of Mr. Jones' work as a lobbyist and president of the Association of Independent Colleges and Universities of Ohio, and his engagement on the State Board in the development of rules and policies regarding dual enrollment and post-secondary options programs. His involvement in these rules could be a "conflict of interest", because the colleges and universities, who he represents, are financially compensated when students enroll in these programs.

See "Ohio Ethics Commission Receives Complaint About State School Board Member", by Doug Livingston, Akron Beacon Journal, January 16, 2014. 

National News

Congress Approves Appropriations Bill: The U.S. House and Senate approved last week the Fiscal Year 2014 Omnibus Appropriations Bill, H.R.3547, a $1.1 trillion appropriations package to fund federal programs through September 30, 2014. 

The bill was sent to President Obama to sign on January 17, 2014. It includes $70 billion for K-12 education, $8.6 billion for Head Start, and $2.4 billion for Childcare and Development Block Grants. Although the bill includes increases for some K-12 programs, overall federal funding for education is $739 million below FY13 levels. The new spending plan would go into effect for the 2014-15 school year. 

The bill also includes $146 million for the National Endowment for the Arts, $146 million for the National Endowment for the Humanities, $226.86 million for the Institute of Museum and Library Services; and $445 million for Corporation for Public Broadcasting.

The following is a summary of FY14 appropriations for some federal education programs. The increases noted are over FY2013 levels:

• Arts in Education: $25 million
• Javits Gifted and Talented Students Education Act: $5 million. This program has been defunded since 2011. 
• Head Start: $8.6 billion, an increase $1 billion. Head Start lost 57,000 slots during the sequestration.
• Early Head Start: $500 million 
• Child Care and Development Block Grants: $2.4 billion, an increase of $154 million
• Title 1 Grants to Districts: $14.4 billion, an increase of $624 million 
• Individuals with Disabilities Education Act grants to states: $11.5 billion, an increase of $497 million
• National Center for Special Education Research: $54 million, an increase of $7 million
• Impact Aid: $1.3 billion, an increase of $64 million
• Career and Technical Education: $1.1 billion, an increase of $53 million
• Teacher Quality State Grants: $2.4 billion, an increase of $12 million
• Teacher Incentive Fund: $288 million, an increase of $5 million
• State Assessments: $378 million, an increase of $9.1 million
• Investing in Innovation: $141 million
• School Safety Programs: $140 million, an increase of $28 million
• School Improvement Grants: $505 million. No change in funding from last year, but the bill changes some requirements of the program, and provides schools and districts with more flexibility regarding strategies to improve low performing schools. Schools would also be able to receive grants for up to five years rather than three years in current law.
• Race to the Top Early Learning: $250 million
• Promise Neighborhoods: $56.7 million
• 21st Century Community Learning Centers: $1.2 billion, an increase of $57.8 million 
• First in the World (higher education): $75 million
• Charter School Grants: $248 million, an increase of $6.6 million

The work is not over. Congress now must begin work on FY 2015 appropriations, which will start after President Obama outlines priorities for education in the annual "State of the Union" address scheduled for January 28, 2014. The Obama administration will submit its budget request for FY15 in February 2014.

See "Boosts for Head Start, Title I, Special Education in Federal Spending Bill" by Alyson Klein, January 13, 2014 at Education Week Politics K-12 Blog.

See "FY 2014 Omnibus - Labor, Health, and Human Services and Education Appropriations" House Appropriations Committee.

NEA Posts Common Core Lessons: The National Education Association and BetterLessons announced on January 15, 2014 a new online website for lessons aligned to the Common Core State Standards. The website, CCBetterLessons, includes over 3,000 lessons developed by master teachers in math and English language arts. The lessons include videos, classroom activities, samples of student work, and step by step instructions. The developers of the site expect to add more lessons in the future. 

The lessons are available.

2013 Bunkum Awards Presented: The National Education Policy Center (NEPC) announced recently the 2013 Bunkum Awards, a "tongue in cheek" recognition of the "lowlights" in educational research over the past year. This is the 8th year that NEPC has given the awards to national think tanks, foundations, and researchers who publish reports and studies based on "weak data, shoddy analyses, and overblown recommendations." The term "bunkum" means "nonsense". It was coined around 1820 in Buncombe County, North Carolina. There Representative Felix Walker delivered such a meaningless and endless political speech "for Buncombe", that the term began to be used to describe something that is "nonsense." Since that time the spelling of the word has changed to bunkum.

NEPC is awarding the Bunkums this year to the following organizations and researchers:

The "Do You Believe in Miracles Award" goes to the Public Agenda Foundation for Failure is Not an Option: How Principals, Teachers, Students and Parents from Ohio's High-Achieving, High-Poverty Schools Explain Their Success. This Ohio-based report receives the Bunkum for claiming, without supporting research or data, that certain school-based practices, such as engaging teachers, leveraging a great reputation, being careful about burnout, and celebrating success, can overcome the impact of poverty on student performance. 

According to NEPC, "A particularly egregious disservice is done by reports designed to convince readers that investment in disadvantaged communities can be ignored. In this increasingly common mythology, students' substandard outcomes are blamed on teachers and schools that don't follow the miracle-laden path of exceptional schools."

The "We're Pretty Sure We Could Have Done More with $45 Million" Awardgoes to the Bill and Melinda Gates Foundation for their Measures of Effective Teaching Project (MET). The MET project, which cost $45 million, studied the effects of teacher observations, value-added test scores, and student surveys on teacher effectiveness. Unfortunately the researchers found "...correlations so weak that no common attribute or characteristic of teacher quality could be found. So in the end, they could not define an 'effective teacher." 

The "It's Just Not Fair to Expect PowerPoints to Be Based on Evidence Award" goes to superintendents Elliot Smalley of Tennessee's Achievement School District and Patrick Dobard of the Louisiana Recovery School District. They earned their Bunkums for making presentations in Milwaukee about the "successes" of their districts "....with only a veneer of evidence and little substance backing the claims made." 

The "Look Mom! I Gave Myself an "A" on My Report Card Award" goes to three organizations that created "...a grading system that reflects the unsubstantiated policy biases of the rater while getting as many people as possible to believe that it's legitimately based on social science."

Receiving awards in this category are (second-runner up) StudentsFirst for their State Policy Report Card; (first runner-up) the American Legislative Exchange Council for Report Card on American Education: Ranking State K-12 Performance, Progress, and Reform; and (grand-prize winner) the Brookings Institution for The Education Choice and Competition Index and for School Choice and School Performance in the New York City Public Schools.

The National Education Policy Center (NEPC) sponsors research, produces policy briefs, and publishes expert third-party reviews of think tank reports. Their goal is to provide high-quality information in support of democratic deliberation about education policy. NEPC is housed at the University of Colorado at Boulder School of Education.

See Bunkum Awards 2013.

Integrity in Education: Katie Ash reports for Education Week's Charter & Choice Blog that a new advocacy group for public schools, called Integrity in Education, will work to expose connections between K-12 public education and for-profit companies, and counter voices promoting free-market reforms for education, such as StudentsFirst and Chiefs for Change. Integrity in Education is headed by Sabrina Stevens, a former teacher and staffer for the American Federation of Teachers. The group has already filed a Freedom of Information Act to investigate ties between the U.S. Department of Education and for-profit education companies.

See "New Advocacy Group Seeks to Expose Corporate ties to Ed. Department", by Katie Ash, Education Week, January 14, 2014.

State Board of Education

The State Board of Education, Debe Terhar president, met on January 13-14, 2014 in Columbus. The board discussed the following topics:

District Consolidation: The State Board of Education received a presentation on January 13, 2014 regarding the proposed consolidation of the Berkshire and Newbury local school districts in Geauga County. The last time that school districts in Ohio consolidated was in 1988. 

According to the Ohio Revised Code there are several ways for school districts to consolidate. The provision that the two school districts have selected to follow, Section 3311.37 ORC, requires the State Board to conduct a study of the proposed merger and adopt a resolution recommending the consolidation. The resolution needs to be adopted by June 2014, so that the two school districts can place the consolidation issue on the November 2014 ballot for local voters to decide. The General Assembly also has to adopt a concurrent resolution recommending the consolidation.

Berkshire Superintendent Doug DeLong and Newbury Superintendent Richard Wagner told the board that declining enrollment and finances have threatened educational opportunities for students, such as AP courses and all day Kindergarten. The combined enrollment of the districts is 1,500 students, which is projected to drop to 1,200 by 2018. Both boards of education have approved resolutions to consolidate. 

President Debe Terhar directed the Capacity Committee, chaired by Tom Gunlock, to add this issue to their agenda.

Straight A Fund Update: The State Board received a presentation about the first round of grants that will be funded through the Straight A Fund, a new grant program included in HB59 (Amstutz) Biennial Budget. Dr. Susan Tave Zelman, who oversees the program for the ODE, described the selection process for the 24 projects that will receive grants totaling $868 million. The common themes among the projects selected are expanding the use of technology in learning, expanding STEM opportunities, increasing access to postsecondary options, and increasing partnerships and collaborations. Presenting to the board were representatives of grant recipients from Kelley's Island, Dayton Early College Academy, Cincinnati Public Schools, Princeton City Schools, Marysville Exempted Village School District, Northern Local School District in Perry County, and James A. Garfield Local Schools in Portage County.

Value-Added Update: Jim Mahoney, Executive Director, and Jamie Meade, Managing Director, Strategic Measures, Battelle for Kids, presented to the board an overview of what teachers and administrators should know about the value added methodology used in Ohio to identify student academic growth. Battelle for Kids began working with the SAS EVAAS MRM Model in 2001 to develop a multivariate model to quantify student academic growth, inform professional development, and raise student achievement. The presentation included an explanation of the components of the model, known as the "mean gain model", which looks at the average growth of a group of students compared to 2010 base-line data. 

Achievement Committee: The Achievement Committee, chaired by C. Todd Jones, approved a resolution to adopt reading competencies for teachers, as required by Senate Bill 21; approved a resolution of intent to adopt proposed amendments to Rule 3301-51-01 to 11 and 3301-51-21, Operating Standards for Children with Disabilities; and discussed proposed amendments to Rule 3301-46-01, Innovative Education Pilot Program. 

Senate Bill 21, which became law in 2013, requires the State Board to adopt by January 31, 2014 reading competencies for teachers who want to earn a reading endorsement or become licensed in Ohio to teach reading. The law requires that the competencies include phonemic awareness, phonics, fluency, vocabulary, comprehension, appropriate use of assessments, differentiated instruction, and selection of appropriate instructional materials and application of research-based instructional practices.

Once the competencies are adopted, the law also requires the ODE to incorporate the competencies into ODE's approved list of credentials and training programs beginning July 2014; incorporate the competencies in licensing exams for teachers in grades K-3 and grades 4-9 beginning July 1, 2017; and incorporate the competencies in reading endorsement programs by July 1, 2016. The Board of Regents is required to incorporate the reading competencies into teacher preparation programs by July 1, 2016. 

Committee member Ann Jacobs also asked about the status of rules known as "Operating Standards for Identifying and Serving Gifted Students", which the Achievement Committee narrowly approved in November 2013. The standards were approved without a provision that requires schools to spend state allocated funds for gifted education on gifted education programs. Some board members want to amend the rules to include the spending provisions, but questions have been raised about the authority of the board to include the spending rules in the operating standards, after Governor Kasich vetoed certain budget language in HB59 (Amstutz) Biennial Budget that required school districts to spend state funds to identify and serve gifted students.

President Terhar announced in December 2013 that further board action on the operating standards for gifted would be delayed until a representative from the Attorney General's office has an opportunity to address the concerns of the board about the impact of the governor's veto on the funding components of the rules for gifted education. 

Ms. Jacobs told the committee that the State Board has the authority to adopt standards regarding the distribution of public monies that the legislature has appropriated for public schools, and should move forward with amending and adopting the gifted standards. 

Capacity Committee: The Capacity Committee, chaired by Tom Gunlock, discussed three items:  

• The Educational Testing Service's Praxis Teaching Reading: Elementary Education Exam. The exam is being used to qualify teachers to teach reading under the Third Grade Reading Guarantee. Four states are currently using the exam. So far 290 Ohio teachers have taken the exam, and 96.6 percent have passed.
• The Resident Educator Summative Assessment (RESA) is a performanced-based assessment that is part of the Ohio Resident Educator Program. Nearly 3300 resident educators have completed the first of the five tasks that are required by the exam. 
• The ODE will begin a review of the Ohio Assessment for Educators (OEA) Licensure Exams. The new teacher licensure exams were implemented in September 2013. The pass rates set by the State Board for the exams will be reviewed by the Capacity Committee starting in February 2014.

Chairman Gunlock also announced that the committee discussed the process that will be used to consolidate the Berkshire and Newbury local schools. Members of the Capacity Committee plan to visit the districts and meet with residents to discuss the consolidation as part of the requirement that the board conduct a "study" of the merger. 

Urban and Rural Committee: The Urban and Rural Renewal Committee, chaired by Dr. Mark Smith, discussed three items: 

• Cornell Lewis, director of the Columbus-based Expanding Visions Foundation, told the committee that his mentorship program has worked with 65 students, and all of them have graduated. He is currently working with an additional 71 families. The committee would like to expand the program statewide, and set-up a clearinghouse for other districts to use to address barriers to learning.
• Pam Vanhorn, director of the ODE Office of Improvement and Innovation, shared an analysis of school improvement data for the 2012-2013 school year. An analysis of the performance index found that priority schools made the most gains. These are schools in the lowest five percent of student achievement. Focus schools also made gains on the performance index.

Operating Standards Committee: The Operating Standards Committee, chaired by Ron Rudduck, met on January 14, 2014 and continued to discuss the format of "operating standards", which are Ohio Administrative Code Rules 3301-35-01 through 15. 

John Richard, Senior Executive Director for ODE's Center for Accountability and Continuous Improvement, explained that the ODE staff has produced a document that shows what a web-based operating standards could look like if the standards only reflected administrative code and references to the Ohio Revised Code were eliminated. He said that what is being proposed will "drastically" reduce the content of the standards in print, but what will happen is the standards will be reorganized not deleted, and some of the standards might be combined. The ODE staff will also start discussions with IT about what the web site design will look like.

The committee reviewed a power point prepared by Chairman Rudduck that explained how the new operating standards would include three parts: administrative code rules (operating standards); a guidebook for best practices, recommendations, etc. for how to run a school; and an interactive clearinghouse, which would link operating standards to the Revised Code and other relevant links to the Ohio Department of Education and the Ohio Administrative Code. This format would allow the operating standards to be revised more frequently, rather than just every five years. The revised rules would also include additional topics, such as blended learning and safety.

The committee also reviewed proposed changes for Rule 3301-35-04 Student and Other Stakeholder Focus. The revisions reflect the direction that ODE staff is taking to remove all references to Ohio Revised Code and reorganize the content. 

The revisions of the operating standards are now expected to be completed sometime in the summer, but probably won't be approved by the Board until the end of 2014 and implemented in 2015.

Legislative Budget Committee: The Legislative and Budget Committee, chaired by Kathleen McGervey, received an update about legislation passed during the first half of the 130th General Assembly and an update from Kelly Weir, Executive Director of the Office of Legislative Services and Budgetary Planning, about HB193 (Brenner).

HB193 was approved by the House Education Committee, chaired by Representative Stebelton, in December 2013, and is pending in the House. It makes a variety of changes related to the number and type of assessments that Ohio students will be required to pass in order to graduate. The provisions in HB193 differ from the State Board's recommendations for new graduation tests in the following ways: 

• Delays implementation of the new assessments to replace the Ohio Graduation Test for two years from 2017 to 2019.
• Extends some deadlines, but the Ohio Department of Education still cannot meet some of the new deadlines in the bill, such as the requirement that the ODE compile a list of alternative end of course exams, and meet a deadline that requires the State Board to adopt rules to develop a corresponding score of equivalence for all of the end of course exams. The ODE has expressed their concerns about the deadlines with lawmakers.
• Proposes five end of course exams rather than the ten exams recommended by the State Board. The five exams include one in English language arts; one in mathematics; one in American history; one in American government; one in science; and two optional exams in English language arts and math, if districts choose to offer them.
• Permits schools and districts to form consortia to purchase and administer "equivalent end of course exams", and requires that the schools/districts be reimbursed for the cost of administering the equivalent exams in lieu of the state assessments. The ODE is concerned about the cost of developing and implementing state end of course exams when students in some districts might not take them. And, reimbursing school districts for the cost of the alternative exams would mean that the state will be paying twice for the exams. 
• Allows schools to pick multiple exams for the same subject area. The ODE has told the House and Senate that this action could create validity issues regarding the value added measure on the local report card.
• Proposes other pathways for students to receive a high school diploma, which could be less rigorous. 
• Allows students to earn course credits by passing an end of course exam at a certain grade level, even if they did not take the course. The State Board considered a similar idea, but recommended that a study be conducted to examine how this concept would be implemented fairly, and determine some rules.
• Requires the ODE to create by June 30th a model process for selecting text books, electronic text books, and other educational materials.
• Requires the ODE to conduct a survey to assess the capacity and readiness of schools and districts to implement online assessments. The ODE has made available a tool that school districts can use to determine their readiness to administer the new exams online. Information populated on the tool is then sent to the ODE, which has technical experts to work with districts on IT issues. However, some school districts have not used the tool, and so the ODE doesn't know how many districts cannot implement online exams.
• Requires the ODE to conduct a comparison study of assessments for grades 3-8. The study would compare results for the consortia assessment and a non-consortia assessment based on certain criteria. The State Board would be required by December 31, 2014 to select an assessment. The ODE has a concern that it would not be able to meet the deadline for this requirement. -Permits schools and districts to administer online or paper pencil assessment. 

Accountability Committee: The Accountability Committee, chaired by Tom Gunlock, discussed two items: the gifted indicator/dashboard and K-3 literacy data. 

Chris Woolard, Director of Office and Policy and Research, presented information about the development of the gifted dashboard, which will provide parents with more details about student achievement on the local report card. The ODE is currently putting together a "mock" draft of the gifted dashboard.

Matt Cohen, Chief Research Officer, reviewed the ODE's proposal for the composite gifted indicator. According to the presentation, the ODE proposes that the composite gifted indicator include three measures: the gifted opportunity index, the gifted performance index, and gifted progress (value added). The ODE is recommending a revision to the gifted performance index, which would use the same Performance Index data for gifted students, but compare the progress of gifted students to the progress of non-gifted students in the school or district. The proposal would also require that schools/districts meet the benchmark on all three measures to meet the composite indicator. 

Chairman Gunlock shared a second proposal that would include an array of measures (dashboard) that would be benchmarked and published annually. The dashboard measures could be incorporated into both the performance indicator and ranking system. He suggested that the committee review both proposals, and perhaps create a hybrid that incorporates elements of both.

Chris Woolard also presented preliminary information about K-3 literacy data. Some of the data will be used as K-3 literacy measures on the 2014 local report card. The State Board agreed to use diagnostic assessment results in reading for Kindergarten, first grade, second grade, and the results of the Third Grade Ohio Achievement Assessment to measure K-3 reading improvement.

According to the data, over 100,000 students were reported as having received at least one reading intervention in 2012-13. Out of 25 different types of interventions used to increase student achievement in reading, the top three interventions used are guided reading, phonemic awareness and phonemic decoding, and increased reading time. 

The ODE is also preparing for the implementation of the Prepared for Success Indicator, which will be presented to the board in February 2014, and finalized in March. 

State Board of Education Business Meeting 

Board member C. Todd Jones announced during the full board meeting on January 14, 2014 that there could be further delays in addressing the operating standards for gifted. He has requested an advisory opinion from the Ohio Ethics Commission to determine whether or not there is a conflict of interest if he votes on rules that address dual enrollment and post-secondary enrollment options programs, which are referenced in the operating standards for gifted students. The Akron Beacon Journal reported on January 16, 2014 that a complaint filed by Sally Roberts with the Inspector General's Office in December 2013 against State Board of Education member C. Todd Jones has been forwarded to the Ohio Ethics Commission. The complaint alleges that Mr. Jones has a conflict of interest, because the colleges and universities he represents as a lobbyist and president of the Association of Independent Colleges and University of Ohio, might benefit financially from his position on the State Board.

The "conflict of interest" issue was raised at the December 2013 State Board meeting by board member Mike Collins, who questioned whether or not certain board members, who are employed by colleges and universities, should vote on rules regarding dual enrollment and post secondary options program. Other members of the State Board are also employed by colleges and universities and might have a conflict of interest when voting on certain rules that affect funding for colleges and universities. These include Dr. Mark Smith, who is the President of Ohio Christian University, Darryl Mehaffie, who is a Trustee of Edison State Community College, and Ron Ruddock, who is an adjunct instructor at Xavier University. Rebecca Vasquez-Skillings, recently appointed to the board by Governor Kasich, is Vice President of Business Affairs at Otterbein University.

Questions about "conflicts of interest" regarding certain members of the board, including former member Bryan Williams, C. Todd Jones, and Dr. Mark Smith, were raised in series of articles about the State Board written by Doug Livingston at The Beacon Journal and students at the NewsOutlet at Youngstown State University and published in November 2013. 

As a result of those articles, Bryan Williams, representing the 5th State Board District, resigned from the State Board in December 2013, citing possible violations of state ethics laws, because during his term on the State Board he acted as a registered lobbyist for the Associated Builders and Contractors of Ohio, which conducts business with school districts.

The State Board considered the following resolutions during their business meeting on Tuesday, January 14, 2014:

#2 Approved an Agreement to transfer territory from the Sycamore Community City School District, Hamilton County, to the Indian Hill Exempted Village School District, Hamilton County.

#10 Approved a Resolution to Amend Rule 3301-8-01 of the Administrative Code entitled Payment of Debt Charges Under the State Credit Enhancement Program.

#11 Approved a Resolution to Amend Rule 3301-24-04 of the Administrative Code entitled Teacher Residency.

#12 Approved a Resolution to Amend Rule 3301-26-01 of the Administrative Code entitled Examinations for Educator Licensure.

#13 Approved a Resolution to Rescind Rule 3301-71-01 of the Administrative Code entitled Poverty Based Assistance.

#14 Approved a Resolution to Adopt Reading Competencies for Teachers.

#15 Approved as an emergency a Resolution to Appeal the Darke County Court of Common Pleas decision to reverse and to vacate the State Board of Education's order to permanently deny the three year pupil activity permit of Santiago Anguiano. 

The State Board also received a request to update the Career-Technical Education report card and the criteria for industry credentials, which will be reported as part of Prepared for Success component of the report card. The board approved two motions to move forward with the implementation of these two items.

Under Old Business, board member Tess Elshoff said that she would be bringing to the board for consideration next month a resolution in support of cursive writing.

Under New Business Superintendent of Public Instruction, Dr. Richard Ross, explained to the board that the Columbus City Schools is requesting a waiver regarding student admissions to its magnet schools. The district would like to implement a "limited selective entry" program, which would set aside a certain number of seats for selected student admissions in magnet schools. The State Board must approve this type of waiver. Superintendent Ross said that he will be presenting a resolution to the board next month regarding this issue.

Under Miscellaneous Business Mary Rose Oakar requested information about how new charter schools are approved. Superintendent Ross said that he will prepare some information for the board about this issue.

Bills Introduced

SB266 (Skindell/Lehner) Public Schools-Behavior Intervention: With respect to the use of seclusion and physical restraint on students and positive behavior intervention supports in public schools.

SB264 (Schaffer) Schools-Occupational-Physical Therapists Workloads: Requires the Department of Education to solicit from school districts and educational service centers regular studies of the time spent by occupational and physical therapists on certain activities and to use the studies to determine appropriate workloads.

FYI Arts

A Great Loss: Dr. Elliot W. Eisner, professor emeritus of Art and Education at Stanford University, passed away on January 10, 2014. As a leading researcher and scholar he lectured throughout the world and received numerous honorary degrees and awards. His research focused on advancing the role of the arts in education and developing qualitative research methods. He advocated for a rich school curriculum that includes the arts, because he believed that it is through the study of the arts that children learn critical thinking skills.

He was also a prolific author and published many articles in scholarly journals and several books, including The Educational Imagination (1979), Cognition and Curriculum (1982), The Enlightened Eye (1991), The Kind of Schools We Need (1998), The Arts and the Creation of Minds (2002), and Arts Based Research (2011 with Tom Barone). 

His article, "Ten Lessons the Arts Teach" has probably been presented to more boards of education in support of arts education than any other advocacy message.

See "Stanford Professor Elliot Eisner, Champion of Arts Education, Dead at 80" Stanford Report, January 17, 2014.

Nominations for 2014 Youth Program Awards: The President's Committee on the Arts and the Humanities, in partnership with the National Endowment for the Arts, the National Endowment for the Humanities, and the Institute of Museum and Library Services, invites applications for the 2014 National Arts and Humanities Youth Program. 

The National Arts and Humanities Youth Program Award honors out-of-school arts and humanities programs, and celebrates the creativity of America's young people, particularly those from underserved communities. This award recognizes and supports excellence in programs that open new pathways to learning, self-discovery, and achievement. Each year, the National Arts and Humanities Youth Program Awards recognizes 12 outstanding programs in the United States, from a wide range of urban and rural settings.

Recipients receive a $10,000 grant and the opportunity to visit the White House and accept the award from First Lady Michelle Obama. Awardees also receive a full year of capacity-building and communications support, designed to make their organizations stronger. In addition, 38 exceptional youth-focused arts and humanities programs across the United States receive a Finalist Certificate of Excellence. One country each year also receives our International Spotlight Award for a remarkable youth-oriented cultural program.

Applications are due February 10, 2014 and are available.

Democracyworks Essay Competition Now Open: The Educational Theatre Association is accepting student essays for its annual Democracyworks competition. The winning essayist and a chaperone will be awarded a trip to Arts Advocacy Day in Washington D.C. on March 23-25, 2014. 

This year's prompt is "Tell us your SAW (Student Advocacy Works) Story". What advocacy have you done or do you plan to do on behalf of arts education in your school, district, or state and how did it or will it make a difference? 

Competition deadline is February 4, 2014. Information is available.

Arts Education Partnership Symposium March 22, 2014: The Arts Education Partnership (AEP) and the Council of Chief State School Officers will host an Arts in Education State Policy Symposium on March 22, 2014 at the headquarters of National Public Radio in Washington, D.C. The symposium is entitled, "Great Expectations for Learning: The Role of the Arts in Preparing America's Students for College, Careers, and Citizenship." Registration details will be available soon. Contact Laura Johnson at aepforums@ccsso.org for further information.

Study Examines Access and Participation in the Arts: Researchers M. Kathleen Thomas, Priyanka Singh, Kristin Klopfenstein, and Thomas C. Henry, have published a study that examines the variations in arts course offering and rates of student participation based on student-level data from 870 high schools in Texas.

The researchers developed several distinct indices that measure different dimensions of access to education in the arts to identify high schools rich in the arts based on individual-level administrative data from The University of Texas at Dallas Education Research Center (UTD-ERC). 

The researchers first found that there was "no standard definition of what it means to be an arts-rich school", including number and range of arts courses, based on school size, or rates of student participation. 

They also found that high schools offering an extensive number of courses in the arts do not necessarily enjoy high rates of student participation, and high schools fostering high levels of student participation did not necessarily have the resources to offer a wide variety of courses.

The researchers conclude that "Evaluating arts programs along a single dimension, as is common in federal reports and other studies, fails to provide an accurate representation of access to arts education. Any examination of access to arts education should jointly consider course availability and student engagement in the arts. Policymakers can follow our approach and develop similar indices to assess the current state of arts education in their states."

They also urge educators, practitioners, parents, and policymakers to "begin a dialogue about what defines an arts-rich school based on the data elements commonly found in state education databases." The researchers recommend that, "The field needs to determine acceptable thresholds for both course offerings in the arts and rates of student participation".

See "What Constitutes An Arts-Rich School?" by M. Kathleen Thomas (Mississippi State University), Policy Analysis for California Education, January 7, 2014.

See the full report "Access to High School Arts Education: Why Student Participation Matters as Much as Course Availability." Education Policy Analysis Archives, 21 (83) by Thomas, M. K., Singh, P., Klopfenstein, K., Henry, T. (2013).

Vans Kicks-Off Fifth Annual Custom Culture Art Competition for High Schools Nationwide

Vans Custom Culture Inspires Students to Showcase their Creative Talents and Raises Awareness of Diminishing Arts Education; Awards Top Schools with Donations to Support Their Art Programs

In partnership with Americans for the Arts, Journeys and truth®, invites high school art students across the country to take part in the fifth annual Vans Custom Culture, an art and design competition to celebrate student creativity and support arts education. Beginning today, high school art teachers can register for their students to vie against schools across the country to create the most artistic designs using blank Vans shoes as a canvas. The winning school will receive a $50,000 donation for their school art program, and one of the shoe designs will be put into production for sale in select Vans retail stores. 

Vans Custom Culture was created to inspire and empower high school students to embrace their creativity through art and design, and call attention to the fact that school art programs are suffering due to diminishing education budgets. Vans Custom Culture has grown exponentially since its inception in 2010 with 326 schools, growing to almost 2,000 schools expected to participate this year. To date, Vans Custom Culture has reached hundreds of thousands of students and put more than $290,000 back into high school art programs.

Through Feb. 14 at 12:00 noon PST, high school art teachers can register their students for the 2014 competition on the Vans Custom Culture website (vans.com/customculture). Students will be tasked with designing four pairs of blank Vans shoes each to depict one of four themes representing the Vans "Off the Wall" lifestyle: action sports, art, music, and local flavor. 

Vans employees will help select the top 50 schools to be semi-finalists. The public will then have the opportunity to vote for their favorites through the Vans Custom Culture website between April 25 and May 12. The top five schools will move on as finalists traveling to New York City to showcase their designs for celebrity judges and the chance to win $50,000 for their school art program. Vans will also donate $4,000 to each of the four runner-up schools, and another $50,000 to nonprofit partner Americans for the Arts, in support of their work as the nation's leading organization for advancing the arts and art education. 

National retailer Journeys and truth®, the nation's largest youth smoking prevention campaign, are partnering with Vans again for this year's competition and will offer additional award opportunities. Journeys will donate a $10,000 'Local Attitude' award to the school that creates the most compelling 'local flavor' design, and truth® will offer the top 50 semi-finalists a chance to compete for yet another $10,000 award for their arts programs by customizing a skateboard deck illustrating the dangers of smoking.

For information and registration guidelines visit the Custom Culture website atvans.com/customculture. 

Support Music in the House Through Power2Give: Music in the House is a fun afterschool neighborhood choir program for young kids in urban neighborhoods of Columbus who want to sing, and do it with power! Music in the House kids will get to perform publicly, showing their families, friends, teachers, and lots of other people in their community what they've learned to do. Music in the House honors, respects, and celebrates all kids and their abilities, while focusing on families in higher-needs areas of Columbus that too often fall under the public radar. Donor funds will go directly to help pay for artists' fees, apprentice teaching artists/musicians' stipends, materials, sheet music, and other project costs.

There is currently a 1:1 cash match in place through the generous offer of PNC Bank, so every dollar you donate will be doubled! Please click on the power2give link below, and donate what you can to this project now, so kids who want to sing and learn music will have the chance to do it well! Thank you!  

Music in the House! Kids' Choir's Link

Music in the House is a partnership of the Ohio Alliance for Arts Education (OAAE), Columbus Children's Choir, and TRANSIT ARTS, a program of Central Community House. Students receive professional choir instruction after school, in settlement houses located right in the neighborhoods where they and their families live."

WHAT IS POWER2GIVE.ORG? 

•  power2give.org is an online cultural marketplace designed to connect donors and projects. Hosted by the Greater Columbus Arts Council, serving Franklin County
• power2give.org allows non-profit organizations to post and promote arts and culture projects in need of funding and invites donors to contribute directly to projects that are intriguing to them.  
• Power2give.org is devoted to supporting non-profit organizations and encouraging people to help the organizations they love turn their needs into a reality.

Click here to learn more about Music in the House and to Donate online.