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FROM: Ann Brennan
FYI: IMPORTANT UPDATE ON BUDGET BILL AND SB 21, THIRD GRADE READING GUARANTEE CHANGES.
Ohio Alliance for Arts Education
Arts on Line Education Update
May 20, 2013
Joan Platz
•School Districts to Receive Additional Funds: Governor Kasich and Steve Buehrer, director of the Ohio Bureau of Workers Compensation (BWC), announced last week that Ohio schools and local governments will receive a $112.8 million rebate from the BWC as part of a reform plan. Schools would receive $42.5 million; cities $37 million; counties $16.5 million; and townships $7.6 million.
•Legislation Supports Columbus Education Commission Recommendations: The Columbus Education Commission, chaired by Eric Fingerhut, issued recommendations on April 30, 2013 regarding the future of the Columbus City Schools. (http://reimaginecolumbuseducation.org/)
To implement the recommendations Representatives Tracy Maxwell Heard (D- Columbus) and Cheryl L. Grossman (R-Grove City) introduced on May 16, 2013 HB167 Community Schools. The bill would place two issues on the ballot to create the position of an independent auditor for the Columbus school district and levy additional millage for the Columbus City Schools. The bill would also grant the school board the authority to identify and share tax revenue with certain high performing charter schools, and authorize the mayor of Columbus to sponsor community schools. The bill is available at http://www.legislature.state.oh.us/bills.cfm?ID=130_HB_167.
•Sequestration Update: Education Week news blogger Alyson Klein reported on May 10, 2013 that the U.S. Department of Education is facing $2.5 billion in sequestration cuts. The cuts will affect Title 1, special education, and career/technical education, and other programs as well as salaries, travel, contracts, etc. The U.S. DOE is not going to furlough workers, however. Reductions will be made in programs, future competitive grants, new hires, salaries, travel, contracts, conferences, etc.
According to the article, the reductions will not change maintenance of effort rules, supplement/not supplant rules, or required set-aside funds for programs such as the Individuals with Disabilities Education Act.
The article is at http://blogs.edweek.org/edweek/campaign-k-12/2013/05/no_furloughs_at_department_of_.html?cmp=ENL-EU-NEWS2
•Insiders Predict the Future of National Education Policies: Whiteboard Advisors released on May 14, 2013 the results of a survey about federal education policy issues and likely outcomes. The survey was conducted with education “insiders”, including current and former White House and U.S. Department of Education leaders; current and former Congressional staff; state education leaders and former governors; and leaders of major education organizations and think tanks.
The May 2013 survey included the following survey results about the future of national education policies:
-87 percent of insiders predict that the Elementary and Secondary Education Act will not be reauthorized until at least 2015.
-The disapproval rate for President Obama’s administration continues to rise from 54 percent in March 2013 to 67 percent in May 2013.
-Most believe that the Higher Education Act will not be reauthorized prior to 2015.
-78 percent of insiders say that PARCC is on the “wrong track”. 74 percent say that the Smarter Balanced Approach is on the wrong track.
-Most insiders see support for the Common Core State Standards unchanged among stakeholders. However, between November 2012 and May 2013 there was a slight drop in support among local educators, Congress, the Administration, and state education officials.
-69 percent of insiders believe that there will be over 10 states in the PARCC testing consortia by 2015 and 58 percent believe that there will be over 10 states in the Smarter Balanced consortia by 2015.
-63 percent of insiders think that states will call for some sort of moratorium on the Common Core State Standards.
-Insiders believe that the recent science standards could cause problems for the standards movement, because the standards include evolution and climate change.
The survey is entitled “Tracking Measures, Growing Headwinds for Common Core, and Prospects for Administration Policy Proposals” by Whiteboard Advisors, May 2013 at http://www.whiteboardadvisors.com/files/May%202013%20%20-%20Education%20Insider%20(Tracking%20Measures,%20Common%20Core,%20Administration%20Policy%20Proposals).pdf
3) This Week at the Statehouse: The Ohio House and Senate will hold hearings and sessions this week.
Tuesday, May 21, 2013
•The Senate Ways and Means Committee, chaired by Senator Schaffer, will meet on May 21, 2013 at 2:30 PM in the Senate Finance Hearing Room. The committee will receive testimony on Am. Sub. HB59 (Amstutz) Biennial Budget regarding tax issues.
•The House Education Committee, chaired by Representative Stebelton, will meet on May 21, 2013 at 5:00 PM in hearing room 313. The committee will receive testimony on HB167 (Heard/Grossman) Community Schools, which would authorize the Columbus City Schools to levy property taxes and share the revenue with partnering community schools.
Wednesday, May 22, 2013
•The Senate Ways and Means Committee, chaired by Senator Schaffer, will meet on May 22, 2013 at 10:00 AM in the Senate Finance Hearing Room. The committee will receive testimony on Am. Sub. HB59 (Amstutz) Biennial Budget regarding tax issues.
•The Senate Finance Committee, chaired by Senator Oelslager, will meet on May 22, 2013 at 2:00 PM in the Senate Finance Hearing Room. The committee will receive testimony on Am. Sub. HB59 (Amstutz) Biennial Budget.
Thursday, May 23, 2013
•The Senate Finance Committee, chaired by Senator Oelslager, will meet on May 23, 2013 at 9:00 AM in the Senate Finance Hearing Room. The committee will receive testimony on Am. Sub. HB59 (Amstutz) Biennial Budget.
•The House Education Committee, chaired by Representative Stebelton, will meet on May 23, 2013 at 5:00 PM in hearing room 313. The committee will receive testimony on the following bills:
-HB158 (Brenner/Patmon) Nonrefundable Tax Credits/Non-public Schools: This bill would authorize a nonrefundable tax credits for donations to nonprofit entities providing scholarships to low-income students enrolling in nonpublic schools.
-HB167 (Heard/Grossman) Community Schools, which would authorize the Columbus City Schools to levy property taxes and share the revenue with partnering community schools.
- The Ohio House approved on May 15, 2013 by a vote of 98 to 0 changes to SB21 (Lehner) the Third Grade Reading Guarantee, which was enacted by the 129th General Assembly in SB316 and amended later in
SB21 addresses many concerns raised by educators after the law was approved last year, including a provision that severely limits the number of teachers who would be qualified in Ohio to provide intervention services to students who are not reading on grade level.
The House Education Committee also amended the bill to include changes in law regarding the college preparatory boarding school, which is set to be established as the SEED School in Cincinnati.
The bill will now return to the Ohio Senate for concurrence.
The following is a summary of the provisions included in SB21 regarding the Third Grade Reading Guarantee:
-Requires that the Ohio Department of Education (ODE) determine the “equivalent level of achievement” on the third grade reading assessment for students to move on to the fourth grade, unless a student is exempt from taking the assessment.
-Exempts students with significant cognitive disabilities or other disabilities, as determined by the ODE, on a case by case basis, rather than in general, from the annual diagnostic assessments.
-Exempts limited English proficient students who have been enrolled in United States schools for less than three years (instead of two years as under current law) and who have had less than three years (instead of two years as under current law) of instruction in an English as a second language program.
-Replaces the requirement that reading teachers must have been actively engaged in the reading instruction of students for the previous three years with a provision that requires reading teachers to have one year teaching experience, (with some qualifications), and must be rated “most effective” in reading for the previous two years; or rated “above expected value-added” for the previous two years based on assessments of student growth determined by the ODE; or holds an educator license for grades P-3 or 4-9 on or after July 1, 2017.
-Permits a teacher who qualifies under the bill who is not a student’s “teacher of record” to
provide that student with reading guarantee services.
-Permits a teacher who does not have one year of teaching experience or a qualification listed in
R.C. 3313.608(H)(1)(a) to (f) but who holds an alternative credential, or who has successfully
completed training that is based on principles of scientifically research-based reading instruction, either of which is approved by the Department, to provide a student, who enters third grade prior to July 1, 2016, with reading guarantee services.
-Makes changes to the waiver from the third-grade reading guarantee teacher qualification criteria, including the addition of a staffing plan.
-Requires the State Board of Education to adopt reading competencies with which all reading educator licenses, alternative credentials and training, and reading endorsement programs eventually must be aligned.
-Requires the ODE not later than March 31, 2014, to conduct and submit a study of diagnostic assessments to the State Board, the Governor, and the General Assembly.
-Requires the ODE to designate one or more staff members to provide guidance and assistance to districts and schools in regard to the third-grade guarantee and reading instruction and achievement.
-Requires school districts and community schools that fail to meet a specified level of achievement on reading-related measures, as reported on the past two consecutive report cards, to implement a reading achievement improvement plan. Failing schools are defined as those that receive a grade of “D” or “F” on the K-3 literacy progress measure for the previous two years, and have less than 60 percent of students taking the third grade language arts assessment attain a score of proficient.
-Requires the ODE to annually collect, analyze, and publish data about reading achievement in schools, and to report to the Governor, the General Assembly, and the State Board of Education the progress of public school students and of districts and community schools in regard to reading achievement.
-Beginning on July 1, 2017, requires all new applicants seeking an educator license for either grades pre-kindergarten through three or grades four through nine, to pass an examination aligned with reading competencies adopted by the State Board.
-Not later than July 1, 2016, requires the Chancellor of the Board of Regents to revise the requirements for reading endorsement programs offered by institutions of higher education to align with reading competencies adopted by the State Board.
-Adds speech-language pathologists licensed by the Board of Speech Language Pathology and Audiology, and by the State Board of Education for “professional pupil services” to the list of educators approved for reading guarantee interventions.
The following are provisions related to the College-Preparatory Boarding School:
-Requires a project agreement between the School Facilities Commission (SFC) and a college-preparatory boarding school to specify that if a boarding school ceases operations the classroom facilities may be used for an alternative public purpose, including primary, secondary, vocational, or higher education services.
-Specifies that the agreement stipulate that if the school ceases operations due to a failure to comply with its contract with the State Board of Education or a default on a mortgage or leasehold, the state facility assistance funds must be returned to SFC, unless, within 24 months after ceasing operations, the school is used for an alternative public purpose as described above.
-Specifies that no officer or trustee of a college-preparatory boarding school or member of its board of trustees incurs any personal liability by virtue of entering into any contract on behalf of the boarding school.
-Specifies that a college-preparatory boarding school must be established as a public benefit corporation.
Student Growth Measures: The Ohio Department of Education reports that updated answers to questions about student growth measures are posted on the ODE website. The new information includes a description of the changes House Bill 555 made to how valued-added data might be used in the student growth measures portion of Ohio’s teacher evaluation system.
The new teacher evaluation system allows for multiple means of determining student growth. Local administrators and teachers are creating student learning objectives to measure student progress for subjects in which value-added data and approved vendor assessments are not an option – such as in the arts.
The ODE website about Student Growth Measures and Student Learning Objectives is at
http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1230&ContentID=125742&Content=143171.
- The Senate Finance Committee, Subcommittee on Education, chaired by Senator Gardner, received last week more testimony from parents, teachers, superintendents, treasurers, and representatives of education organizations regarding the education provisions included in Am. Sub. HB59 (Amstutz) Biennial Budget. The subcommittee is expected to report its recommendation next week to the Senate Finance Committee, chaired by Senator Oelslager. A substitute bill might be ready by May 23, 2013.
Last week a majority of superintendents and treasurers again asked the subcommittee to amend the bill to address many concerns, including the following:
-Remove the requirement that school districts take a monthly pupil count included in the House version of HB59. Witnesses said that this provision is impractical to implement and would lead to significant planning problems. Currently school districts take one count of all students in October, but it takes on average three months to verify the results.
-Remove the expanded voucher programs from HB59.
-Determine an adequate formula amount. Witnesses testified that the House version of HB59 establishes a foundation formula, which is positive, but the formula amount is not adequate and is not based on meeting the educational needs of students.
-Adjust the six percent cap so that school districts can benefit from the formula. Many school districts believe that the cap is too high and prevents them from making-up funds lost when the state eliminated the tangible personal property tax and the reimbursements for the revenue lost.
-Restore original language and funding for the Straight A Fund.
-Support the House version of HB59 regarding gifted education. According to Sally Roberts, former president of the Ohio Association for Gifted Children, the House version, supports the return to units that link gifted funding to services for students identified as gifted; requires that qualified staff oversee gifted service models and delivery; implements accountability for academic growth of gifted students that is meaningful; and holds districts accountable for achievement results and ensures financial transparency regarding how gifted funds are spent serving gifted children.
-Support the House version of HB59, which restores funding for gifted education to educational service centers.
The following additional concerns surfaced in testimony last week:
•Maintain Historical Data: Ernie Strawser, Treasurer/CFO of the Norwood City Schools, requested that while the ODE revamps its data parameters for EMIS, it should maintain its historical data and continue to collect and report it for up to five years, until the new data system is operational.
•Students Voting: Stuart McIntyre, Ohio Student Association, and Gary Daniels of the ACLU of Ohio, requested that the provision in the House version of HB59 regarding where students choose to vote be removed from the bill. The provision requires universities and colleges to charge students in-state tuition if they vote from their college/university address, thus creating a disincentive for colleges/universities to affirm students’ on campus addresses.
•Correct Changes to PSEO: Anne Flick, a licensed gifted intervention specialist, and Alena Flick, a student at Mother of Mercy High School, requested that the Senate change a provision in HB59 that restricts post secondary enrollment options courses (PSEO) to those included in the Ohio Transfer Module (OTM) and the Transfer Assurance Guides (TAGS). The courses included in OTM and TAGS, however, are foundational courses usually at the 100-200 college level, and exclude higher level courses that some high school students could successfully pass.
•Child Care: Robert Davis, representing AFSCME Ohio Council 8, which includes 2000 in-home Type A and Type B publicly funded child care providers, presented recommendations to support more stable and quality environments for Ohio’s young children. He asked that HB59 be amended to reflect these recommendations:
-Increase the state payments to subsidize childcare providers. The current rate is 26 percent of private rates in the state.
-Change the current definition of full-time childcare, which is between 25-60 hours per week. Full time should max out at 40 hours per week, with any hours over 40 reimbursed at an enhanced rate. The current system forces child care providers to offer up to 60 hours of care per week, which is burdensome, and means that providers are overworked.
-Provide more flexibility for Type B family care providers to run their businesses.
-Allow Type B providers who qualify to participation in the revamped quality child care ratings system -- Step Up to Quality.
-Provide intermediate disciplinary procedures for rule violations so that providers do not lose their license for any infraction.
•Cost of GED Exams: Robert Davis and Todd Dygert presented testimony on behalf of the Ohio Education Association, State Council of Professional Educators, who are employed by the Department of Rehabilitation and Corrections, the Department of Youth services, the Ohio School for the Blind, the Ohio School for the Deaf, and the State Library.
The testimony addressed a number of education issues affecting prison populations, including the expected increase in the cost of the GED exam from $40 to $120. Currently the GED exam is paid for by the DRC or the DYS, but the increase in the cost is not reflected in their HB59 budgets. According to the testimony, “OEA/SCOPE recommends a review of funding sources for GED examinations to ensure that the significant cost increase does not cause undue delay or a reduction in opportunities for a student-inmate to take and pass the GED exam as soon as they are ready.”
The State Board of Education, Debe Terhar president, met on May 13 and 14, 2013 at the Ohio Department of Education Conference Center, 25 South Front Street in Columbus, OH.
The State Board received a presentation about the new report card for career-technical schools; an update about the state report card for other schools; and held a panel discussion about school safety with representatives from state agencies and schools.
The State Board also held a Chapter 119 hearing on the following rules, but no one from the public presented testimony.
• Rules 3301-28-01 to 3301-28-06, Local Report Card Measures
• Recision of Rules 3301-58-01 to 3301-58-03, Value-Added Progress Dimension
• Rule 3301-52-01, Appropriate Uses of Early Childhood Education Screening and Assessment Information
• Rules 3301-102-01 to -07, Community Schools Sponsor Rules
• Rule 3301-102-08, Sponsor Compliance
• Rule 3301-102-10, Drop out Recovery-School Performance Measures
•Update on the Career Tech Education (CTE) School Report Card: On May 14, 2013 the State Board approved the components and measures for the state’s new Career Technical Education School report card. Kathy Shibley, ODE Senior Executive Director, Student Services and Educational Options, and Emily Passias, ODE Data Manager, Office of Career-Technical Education, explained to the State Board on May 13, 2013 the components and measures included on the new career tech report card, which will be issued by the Ohio Department of Education (ODE) starting in August/September 2013.
According to the presenters, Ohio law requires that all high school students have an opportunity to prepare for technical education careers. There are 91 career technical education planning districts in Ohio. Forty nine of these planning districts are led by Joint Vocational School Districts and include 556 school districts. The other 42 planning districts are either single districts, such as a city school district, or a group of districts that have formed a compact to provide career technical education.
Lawmakers and the governor approved in the last legislative session two bills, SB316 and HB555, that directed the State Board of Education to develop and approve the components and measures to grade career technical education schools. The laws also require that the new career technical education report card be developed in collaboration with several statewide organizations.
Over the past several months the Ohio Department of Education developed the components and measures that will acknowledge high performing career technical education schools in collaboration with the Ohio Association of Career and Technical Schools, the Ohio Association of Career Technical Superintendents, the Ohio Association for Career Technical Education, the Ohio Board of Regents, and the Governor’s Office of Workforce Transformation.
Currently all states that are funded through the federal Carl D. Perkins Vocational and Technical Education Act are required to collect and report data evaluating student results through the federally mandated Perkins Performance Report. However, Ohio is the only state that has gone beyond that report to develop a separate report card for career technical education schools.
The proposed Career-Tech Education Report Card includes the following five components and measures:
-Achievement: Measures include the proportion of students passing a Technical Skill Assessment and the passage rate of students in reading and math on state assessments. CTE schools will be graded on student achievement in reading and math on state assessments.
-Graduation: Measures include the four and five year cohort graduation rates of students who have a concentration in career tech education, which means that a secondary student is enrolled in the second half of an CTE workforce development program. The CTE school will be graded on the two graduation rates.
-Prepared for Success: Measures include the proportion of students who earned credit in dual enrollment courses, AP courses, post secondary enrollment options (PSEO), and career tech education courses offering articulated credit with institutions of higher education. The results will only be reported, not graded.
-Post Program Outcomes. Two measures are included:
Industry Credentials, which is the proportion of students who have earned industry certificate or credential within six months after leaving secondary education.
Post-Program Placement, which is the proportion of students who were enrolled in postsecondary education or advanced training, in the military service, or employed six months after leaving secondary education.
CTE Schools will be graded on the Post-Program Placement measure.
Career-tech providers are currently required under the federal Carl D. Perkins Act to follow-up with students 6 months after they have graduated, and determine if the students are earning industry credentials, enrolled in post secondary education, have joined the military, or are employed. Last year 94 percent of graduating students were contacted after six months and participated in this survey.
-Collective Federal Accountability Results: These are additional measures included in the federal Perkins Performance Report. Some of the measures are already being graded, such as academic attainment in reading and math, graduation, and post-program placement. The other measures that will not be graded include technical skill attainment, nontraditional participation, and nontraditional completion.
Information about the CTE report card is available at http://ohiocareertech.wordpress.com/2013/05/16/state-board-approves-ohios-first-career-tech-report-card/
•Committee Reports: The following are reports from the State Board of Education's Capacity, Achievement, Urban Schools, Accountability, and Legislative and Budget committees:
Capacity Committee: The Capacity Committee, chaired by Tom Gunlock, reviewed on May 13, 2013 the new scores for educator assessments; the SEED School contract; the career-technical education report card; and the investigation of the Medina City Schools/Medina County ESC.
-Score Setting Recommendations for Educators: The committee voted to approve the passing scores for the new assessments for educators developed by Pearson, with an exception of one assessment, and stated that the scores be reviewed by the Achievement Committee in April 2014. Individuals who want to qualify for a teaching license in Ohio will be required to pass these assessments starting in September 2013. The new tests will replace the current Praxis II content area and pedagogy exams.
–Seed School of Cincinnati: The committee reviewed the proposed amendments to the operator contract and board of trustee bylaws for the SEED School of Cincinnati. The committee will hold a special meeting on May 29, 2013 in Columbus to consider the operator contract for the SEED School of Cincinnati. The State Board will consider the contract at their meeting in June 2013.
-ESC/Medina Schools: The committee received information about an investigation being conducted by the State Auditor regarding the withholding of excess funds of the Medina City Schools by the Medina County Educational Service Center.
Urban Education Committee: The Urban Education Committee, chaired by Angela Thi Bennett, discussed recommendations for a comprehensive statewide plan to intervene directly in, and improve the performance of, persistently poor performing schools and school districts in compliance with HB555. The committee is working with Deb Tully from the Ohio Federation of Teachers, Randy Flora from the Ohio Education Association, and community schools to convene focus groups of teachers to discuss feedback about the recommendations.
The committee expressed its concern about the negative framework that is being used to discuss school performance, and discussed using an appreciative inquiry approach to identify the strengths and collaborative opportunities of these schools, the State Board, and the ODE, rather than the deficits. The committee will present its findings to the State Board in June 2013.
Achievement Committee: The Achievement Committee, chaired by C. Todd Jones, considered five topics: career connections, gifted education rules, alternative assessments, a NASBE grant, and college and career readiness.
-Career Connections: The committee reviewed a draft of career connections learning strategies developed jointly by the Governor’s Office of Workforce Transformation, the Board of Regents, and the ODE. The strategies are required by 129-SB316 to be embedded in the model curricula so that students have opportunities to connect their education with future careers. ODE staff has worked with regional working groups consisting of teachers, curriculum experts, and school counselors to develop the strategies that infuse career-based learning experiences with academic content. The committee will review a final draft and adopt it in June 2013.
-Update NASBE Grant: The State Board received a grant of $15,000 from the National Association of State Boards of Education (NASBE) in 2012 to develop a model wellness policy with a nutrition focus; a model physical activity policy; and recommendations regarding the adoption of health education guidance and policy. ODE is partnering with the Ohio Department of Health and Adolescent Health to form the Health Advisory Council, which is working on this grant.
-Gifted Education Rules: The rules for gifted education, 3301-51-15, were approved by the State Board of Education in 2008 and are due for review based on the five year review cycle. The rules address the identification, placement, written education plans, continuum of services, coordinators, funding, and accountability for gifted education.
The following revisions have been proposed:
-require two whole grade screenings for gifted identification
-require a district to employ a gifted coordinator when providing gifted services
-specify that the Standards apply regardless of funding
The committee will receive an update in July 2013, and consider adoption of the rules in December 2013.
-Amendment to Rule 3301-13-02, Alternate Assessments of Cognitive Abilities: The committee received an overview of the rule, which is being revised. So far the revisions include taking out specific times for the assessment to be administered, and adding references to other rules. The committee will consider an intent to adopt in June, with final adoption in November, 2013.
-College and Career Readiness: The committee provided feedback to the ODE regarding the definition of college and career ready. The committee considered a definition that college and career ready means that high school graduates have the necessary knowledge and skills to qualify for and succeed in entry level credit bearing college level courses, and postsecondary job training and/or education for a chosen career.
Legislative and Budget Committee: The Legislative and Budget Committee, chaired by Bryan Williams, received a presentation Kelly Weir, Executive Director, and Emily Gephart, Assistant Director. Office of Legislative Services and Budgetary Planning, regarding Am. Sub. HB59 (Amstutz) Biennial Budget.
The committee reviewed the changes between the Executive and the House versions of the budget bill and also discussed the status of the amendments that the Ohio Department of Education had requested. The House version did address seven of ten amendments requested by the ODE, but some of the changes still need to be clarified. The requested amendments which are not included in the House version are multiple age grouping in Montessori schools; consolidating waivers; and some technical amendments regarding 129-HB555. The ODE is also requesting that funds be restored to the Teacher/Principal Evaluation Preparation line item and the Straight A grant program.
Accountability Committee: The Accountability Committee, chaired by Tom Gunlock, received an update from Tina Thomas-Manning, ODE Associate Superintendent Division of Accountability and Quality Schools, about the report card components and measures. She requested that the committee establish the measures that will be included on the 2012-13 report card so that ODE staff can prepare for its release in August 2013. Other measures for future report cards could be vetted later. The committee postponed a discussion about the K-3 literacy measure until May 29, 2013.
•Update on the Local Report Card Design: Chris Woolard, Interim Director of Accountability, and Michael Carmack, Director of the Office of Enterprise Applications, presented information to the State Board about Ohio’s new interactive-web-based local report card for schools and districts. The latest mock-up reflects some of the changes recommended by focus groups of parents regarding the amount and types of information that should be provided on the report cards.
The new report card will be phased in over several years and eventually (in 2015) schools and districts will receive an overall grade of A, B, C, D, or F. The overall grade will be based on several measures, which will be combined into six broad categories, called components. The components are Achievement, Progress, Gap Closing, Graduation Rate, K-3 Literacy, and Prepared for Success. Report cards will be available for a school, a district, a career-technical educational school, or a dropout recovery school.
According to the presentation, parents in the focus groups liked the fact that resources about the school/district were centralized on the front page of the report card web site, although some felt that the text was too technical. The ODE design team working on the report card is making adjustments to simplify text and enable more information through click-on tabs. There will also be a printable version of the report card.
The final 2013 design of the new report card must be complete in about two weeks, so that the new report card can be ready for August. The State Board is scheduled to approve an intent to adopt the report card in July.
•Public Participation on Non-agenda Items: Rob and Katie Porter addressed the State Board during the business meeting regarding the education of their child attending the Ohio School for the Deaf. They are disappointed with the quality of the Kindergarten program; the quality of the process for developing the individual education plan for their son; and especially the lack of safety for their son, who was bullied and hurt by another student. They requested that the State Board monitor the safety of the school and work to revise laws to require that a local board of education be established to manage the Ohio School for the Deaf and the Ohio School for the Blind. The schools also needs more resources to support the teachers.
•Recommendations of the Superintendent of Public Instruction for May 2013.
The State Board approve the following resolutions at the May 14, 2013 meeting:
#1.5 Approved a Resolution to place Rule 3301-102-08 in re-filed status. JCARR identified a potential conflict regarding the implementation of the rule and related statutes.
#8 Approved a Resolution to adopt Rule 3301-102-09 of the Administrative Code entitled Approving Applications for New Internet-or Computer-Based Community Schools. (Volume 3, Page 164)
#9 Approved a Resolution of Appointment to the Educator Standards Board. (Volume 4, Page 4). The State Board appointed three and reappointed eight members: Cynthia Lombardo, Jennifer Denny, Dustin Miller, Karie McCrate, Danielle Sheritt, Karen Carney, Amy Poole, Jeffry Cooney, Sandra Orth, Venezuela Robinson, and Kathy Goins.
#10 Approved a Resolution to adopt the Ohio Teacher Evaluation System (OTES) Framework for Teachers Employed by State Agencies. (Volume 4, Page 137)
#11 Approved a Resolution to approve a final list of states with teacher licensing standards that are inadequate to ensure that a person who was most recently licensed and taught in that state is qualified for a professional license in Ohio pursuant to Ohio Revised Code Section 3319.228.(Volume 4, Page 141) The states identified with inadequate teacher licensing standards are Alaska, Montana, North Dakota, and Wyoming.
#12 Approved a Resolution approving a Report Card for Career-Technical Planning Districts, including Joint Vocational School Districts, as Referenced in R.C. 3302.033, for the 2012/2013 School Year. (Volume 4, Page 143.) Emergency consideration was granted.
#13 Approved a Resolution to confirm the Clyde-Green Springs Exempted Village School District Board of Education’s Determination of Impractical Transportation of Certain Students Attending Immaculate Conception School in Bellevue, Huron County, OH (Volume 4, Page 145).
#14 Approved a Motion to cancel the July retreat and hold a regular committee meeting. Emergency consideration was granted.
Under new business State Board member Stephanie Dodd notified the Board that she would ask the State Board at the June 2013 meeting to consider two changes in Administrative Rules.
The first change affects Rule 3301-35-05. She proposes that sexual orientation be added to the list of protected classes under section A. According to Ms. Dodd’s remarks, this rule change would provide the same level of protection afforded to state employees under Governor Kasich’s Executive Order of 2011.
The second change is proposed for Rule 3301-35-12 sections a-b. The language would be amended to allow religious organizations to make determinations of hiring that are consistent with their religious views.
President Terhar assigned the proposed rule changes to the Capacity Committee for consideration.
•SB127 (Jordan) Property Tax Reduction-Home Schooled Children: Creates a property tax and a
manufactured home tax reduction for parents of home schooled children equal to the taxes levied by the school district on the homestead of the parent.
•HB167 (Heard/Grossman) Community Schools: Authorizes school districts with an average daily membership greater than 60,000 and located in a city with a population greater than 700,000 to levy property taxes, the revenue from which may be shared with partnering community schools.
FYI ARTS
1) New Resource to Support Arts Education: The Arts Education Partnership (AEP), Sandra Ruppert Director, released on May 13, 2013 a research bulletin entitled Preparing Students for the Next America: The Benefits of an Arts Education.
According to the press release, “The bulletin offers an evidenced-based snapshot of how the arts support achievement in school, bolster skills demanded of a 21st century workforce, and enrich the lives of young people and communities. It draws upon the vast body of research in AEP’s new ArtsEdSearch.org, while reinforcing the relevancy to the Common Core State Standards for English Language Arts and Mathematics.”
The bulletin provides research-based evidence to support the following qualities that students gain through an education in the arts:
•The arts prepare students for success in school
-Boost literacy and English Language Arts skills
-Advance math achievement
-Engage students in school and motivate them to learn
-Develop critical thinking
-Improve school culture
•The arts prepare students for success in work
-Equip students to be creative
-Strengthen problem solving abilities
-Build collaboration and communication skills
-Increase capacity for leadership
•The arts prepare students for success in life and engage meaningfully in their communities
-Strengthen perseverance
-Facilitate cross-cultural understandings
-Build community and support civic engagement
-Foster a creative community
The Arts Education Partnership, a division of the Council of Chief State School Officers, is dedicated to securing a high quality arts education for every young person in America. A national coalition of more than 100 education, arts, cultural, government, business, and philanthropic organizations, AEP was created in 1995 by the National Endowment for the Arts and the U.S. Department of Education and is administered by the Council of Chief State School Officers and the National Assembly of State Arts Agencies.
The research bulletin is available at
http://www.aep-arts.org/wp-content/uploads/2013/04/Preparing-Students-for-the-Next-America-FINAL.pdf?utm_source=Arts+Education+Partnership+%28AEP%29&utm_campaign=864bca7d85-Arts_Education_and_the_Next_America12_19_2012&utm_medium=email&utm_term=0_3a1cd8710f-864bca7d85-130268810
- Even though school districts in Ohio are cutting funding for arts education because of budget deficits (see Funding Cuts for the Arts below), there is good news nationally about increased funding and support for arts education programs in other
•The Chicago Tribune reported on May 17, 2013 that the Chicago Public Schools (CPS) will receive another $500,000 from Mayor Rahm Emanuel to support the CPS Arts Education Plan. The plan will ensure that weekly arts classes are available in elementary grades taught by a certified arts teacher. The additional money brings the total funding for this plan to $1 million.
“CPS gets $1 million for arts education” May 17, 2013 by Heather Gillers, Chicago Tribune reporter at http://articles.chicagotribune.com/2013-05-17/entertainment/chi-cps-arts-emanuel-20130515_1_chicago-cultural-plan-certified-arts-teacher-elementary-schools
•The West Seattle Herald reported on May 14, 2013 that Mayor Mike McGinn of Seattle will invest $500,000 to ensure that every student in the Central Pathways of the Seattle Public Schools receive a minimum of two hours per week of arts education programming and support to purchase instruments and other arts supplies for classrooms.
According to the press release, “This investment will allow us to deepen our existing partnership with Seattle Public Schools to improve access to arts education for all students in our community,” McGinn said. “Arts education has been consistently shown to improve educational outcomes, increase attendance rates and decrease discipline rates.”
“Mayor McGinn joins with SPS to invest in arts education”, West Seattle Herald 05/14/2013 at http://www.westseattleherald.com/2013/05/14/news/mayor-mcginn-joins-sps-invest-arts-education.
-The PRNewswire-USNewswire reported on May 18, 2013 that a ceremony was recently held celebrating the opening of a new facility for the Los Angeles County High School for the Arts. The renown high school was established in 1985, but has shared facilities with the Cal State LA campus. The new $31 million state of the art facility provides classroom and performance spaces to support the arts curricula for all students.
According to the article, the new building will serve, “.....as a beacon of hope for the future of arts education in our public schools,” said Arturo Delgado, Superintendent of the Los Angeles County Office of Educations, which operates the school in partnership with Cal State L.A.”
“Los Angeles County High School for the Arts Cuts Ribbon on $31 Million Facility” P.R. Newswire, May 18, 2013 at http://www.prnewswire.com/news-releases/los-angeles-county-high-school-for-the-arts-cuts-ribbon-on-31-million-facility-208012071.html
Funding Cuts for the Arts: The following information about cuts in funding for the arts is compiled from testimony on HB59 (Amstutz) Biennial Budget, presented to the House and Senate Finance Committees in March and May 2013:
•Tom Gibbs, Superintendent of the Fort Frye and Warren Local School Districts in Washington County, presenting testimony to the Senate Finance Committee, Senate Education Subcommittee chaired by Senator Gardner on May 7, 2013:
“The effects to students in our district have been increased class sizes, at times with 30 students or more in elementary classrooms, decreased time in art and physical education for elementary students, decreased elective opportunities for middle and high school aged students, decreased Advance Placement offerings, decreased intervention services, decreased extra-curricular offerings, and decreased busing service.”
http://www.ohiosenate.gov/committee/education-finance-subcommittee#
•Cindy J. Rhonemus, Treasurer/CFO Trimble Local School District, presenting testimony to the Senate Finance Committee, Senate Education Subcommittee chaired by Senator Gardner on May 14, 2013:
“Since 2001 our district has cut 32 positions and therefore programs/opportunities for our students. Because of those positions cut, we no longer have a single librarian in the district; we have lost our high school music position; not one counselor at our elementary/middle school; no consumer sciences at either the high school or middle school; we eliminated our Occupational Work Adjustment classes; we no longer offer accounting at our high school; nine regular education teachers and four special education teachers have been eliminated; nine classified/exempt staff have been reduced; and most recently we eliminated our elementary principal.” http://www.ohiosenate.gov/committee/education-finance-subcommittee#
•Mike Hebenthal, Superintendent of Centerburg Local School District in Knox County, presenting testimony to the Senate Finance Committee, Senate Education Subcommittee chaired by Senator Gardner on May 14, 2013:
“We have one foreign language teacher in grades K-12, one art teacher in grades 6-12.”
“We have no luxuries in our district. I would argue that art, physical education, and music are a basic right of students in American education even though these courses are considered optional in the Ohio School Operating standard. The next round of cuts will be discontinuing one or all of these programs.”
Superintendent Hebenthal went on to explain that he served in the Air Force and was stationed in the Republic of Kyrgyzstan, where he worked in a nearby school. During the last week of school the students prepared a presentation.
He stated, “During one of the songs they rolled out a sign that they had created which had written in English “let the sun shine always.” You see they didn’t have much in that school but they did have music and art. The United States is still the richest county in the world but today in Ohio many small rural schools are debating if we can maintain music and art. I know we are in a new economic reality but I can’t settle in my heart that we are going to ask students in poorer districts to go without these opportunities.”
http://www.ohiosenate.gov/committee/education-finance-subcommittee#
•Mario Basora, Superintendent of Yellow Springs School, presenting testimony to the House Finance Committee, Subcommittee on Education, chaired by Representative Hayes, on March 13, 2013:
“The losses in state dollars have had a crippling effect on student learning for us. We had to
reduce our music staff by 33% and high school/middle school social studies by 25%, cut our
gifted services in half, and removed several aide positions for our elementary students. Because we recently passed a new 7.4 mill levy, we will do our best to resist further cuts...for
now.”
http://www.ohiohouse.gov/committee/primary-and-secondary-education-subcommittee
May 6, 2013 Arts On Line
Education Update
Ohio News
House Committee Reports Bill: The Ohio House Education Committee, chaired by Representative Stebelton, reported out on May 1, 2013, HB14 (Pelanda) School Records/Abused Neglected Dependent Child. This bill would require boards of education to release the grades, credits, official transcripts, and other school documents about students who are alleged to be abused, neglected, or dependent, if ordered by a juvenile court judge, or are students that have been adjudicated as abused, neglected, or dependent.
Senate Approves the Ohio Family Stability Commission: The Ohio Senate approved on April 30, 2013 SB19 (Tavares/Manning) to create the Ohio Family Stability Commission in the Ohio Department of Job and Family Services. The commission would convene experts to recommend ways to help stabilize families in order to reduce problems associated with "broken homes", such as poverty, substance abuse, higher rates of teen pregnancy, domestic violence, health problems and more.
New State Web Site Available to Follow the Development of Rules: The Joint Committee on Agency Rule Review (JACARR) announced last week that it is sponsoring a web site called RuleWatch, which will help the public keep track of the development and approval of rules and regulations, which are part of Ohio Administrative Code. The web site provides subscribers with email alerts when new information is available about a rule or a public hearing on a rule. The web site is available.
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This Week at the Statehouse
The Ohio House and Senate will hold hearings and sessions this week.
Tuesday, May 7, 2013
The House Select Committee on the 98th District Election, chaired by Representative Matt Huffman, will meet at 10:00 AM in Hearing Room 121. The committee will vote on recommendations to resolve the contested 98th District election between State Representative Al Landis (R), who was declared the winner, and former Representative Josh O'Farrell (D). The recommendations will be submitted to the Ohio House for consideration.
The Senate Finance Subcommittee on Education, chaired by Senator Randy Gardner, will meet at 11:00 AM in the South Hearing Room. The committee will receive testimony on Am. Sub. HB59 (Amstutz) Biennial Budget from representatives of the Ohio Coalition of Rural and Appalachian Schools; the Ohio Coalition for Equity and Adequacy; the Fordham Institute, and the Ohio 8.
Wednesday, May 8, 2013
The Senate Finance Subcommittee on Education, chaired by Senator Randy Gardner, will meet at 10:00 AM in the South Hearing Room. The committee will receive testimony on Am. Sub. HB59 (Amstutz) Biennial Budget, regarding early childhood education.
The House Education Committee, chaired by Representative Gerald Stebelton, will meet at 5:00 PM in hearing room 121. The committee will receive testimony on three bills:
• HB127 (Adams) Career-Technical Education and Skilled Workforce Development Month. This bill would designate the month of March as "Career-Technical Education and Skilled Workforce Development Month.
• HB32 (Hayes/Patmon) Minimum School Year. This bill would establish a minimum school year for school districts, STEM schools, and chartered nonpublic schools based on hours, rather than days, of instruction.
• HB111 (Duffey/Stinziano) State Universities-Student Board Members. This bill would grant student members of the boards of trustees of state universities and the Northeast Ohio Medical University authority to attend executive sessions.
Thursday, May 9, 2013
The Senate Finance Subcommittee on Education, chaired by Senator Randy Gardner, will meet at 9:00 AM in the South Hearing Room. The committee will receive testimony on Am. Sub. HB59 (Amstutz) Biennial Budget from the public.
The Constitutional Modernization Commission, co-chaired by Speaker Bill Batchelder and Representative Vernon Sykes, will meet at 2:00 PM at the Thomas Moyer Judicial Center in Room 101. Committees of the Commission will also meet in the morning to organize. Information about the committee meetings is available.
The 32-member commission is charged with recommending updates for the Ohio Constitution, and has formed the following committees to organize its work: Bill of Rights & Voting Rights; Legislative Branch; Education, Public Institutions & Miscellaneous; Executive Branch; Judicial Branch; Local Government; Finance, Taxation & Economic Development; and Constitutional Revisions.
National News
Postpone Using New Assessment Results: An article in the New York Times on April 30, 2013 reports that American Federation of Teachers president, Randi Weingarten, is urging states to postpone for at least a year using the results of new student assessments to evaluate teachers and promote students. According to the article, teachers need more time to master the curriculum and review test materials based on the new Common Core State Standards (CCSS). New York State has already administered assessments aligned with the CCSS, but other states are not scheduled to implement the new assessments until the 2014-15 school year.
"Union Chief Recommends Delay in Use of Test Scores" by Javier C. Hernandez, The New York Times, April 30, 2013.
Technical Failures Plague Online Assessments: A May 3, 2013 article in Education Week describes some of the disruptions that some schools in Kentucky, Indiana, Minnesota, and Oklahoma have experienced while implementing online assessments. The technical troubles, including slow loading test questions; connection failures in the middle of answering questions; inability to log onto the tests; and even a system crash, have raised more concerns about whether testing companies and schools are ready to require students to take assessments online, including assessments based on the Common Core State Standards (CCSS) starting in 2014-15. In addition to the fact that many student assessments will be invalidated because of the disruptions, school officials have reported that the technical difficulties have raised the anxiety level of students, some of whom were taking high-stakes tests online to meet graduation requirements. The disruptions have affected the confidence of teachers, administrators, and education department officials in online assessments, and have affected the students personally.
According to the article, officials from the testing companies providing the online exams are sure that the "kinks" can be worked-out before the common core assessments are launched.
"State's Online Testing Problems Raise Common-Core Concerns" by Michelle R. Davis, Education Week, May 3, 2013.
Senate Hearings Continue on HB59
The Senate Finance Subcommittee on Education, chaired by Senator Randy Gardner, received on May 1 and 2, 2013 testimonies from representatives of statewide education organizations and the Ohio Arts Council regarding Am. Sub. HB59 (Amstutz), the Biennial Budget. The following are highlights of the testimonies, which are available on the Ohio Senate Finance Committee, Subcommittee on Education web site under "Documents"
The Ohio Education Association: Melissa Clark, Russ Harris, Matt Dotson, and Robert Davis, representing the Ohio Education Association, presented testimony on Am. Sub. HB59. They recognized that the House has made some positive changes in HB59 as introduced, but stressed that the changes in the school funding formula still do not represent what it costs to provide an adequate education, and the proposed budget fails to restore $1.8 billion in reductions to school districts made in the last budget cycle.
The OEA supports the House changes in the bill regarding catastrophic special education funding, but recommends that the fund should include more money; the removal of the school psychologist ratio and the expansion of the parent trigger expansion provisions from the bill; and revisions to school operating standards, among other changes.
The OEA identified the following additional concerns:
• Reducing state aid to schools through a 6 percent cap. In FY14 the cap reduces state aid to schools by $900 million and does not allow over half of the school districts to benefit from the formula.
• Reducing the income tax by seven percent across the board, while public schools have had to seek $1.3 billion in new local operating levies in the past two years. As a result schools have increased reliance on local property taxes.
• Expanding private school scholarships based on household income when there is little evidence that vouchers improve academic achievement.
• Basing the minimum time for school districts to operate on hours rather than days.
• Increasing in HB555 the percent of teacher evaluations based on the value added component. The value-added component of the student growth measure in teacher evaluations should be reduced to between 25-35 percent. According to the testimony, "....value-added data was not designed to be valid and reliable for use as such a major basis for high-stakes decisions about schools, students or teachers, including decisions about teacher evaluation."
• Eliminating the single salary schedule.
• Using the Straight A Fund to support fiscal efficiencies rather than improved student learning.
• Allowing an academic distress commission to take over a school district in instances where there is data fraud.
Ohio Federation of Teachers: Melissa Cropper, President of the OFT, along with Legislative Director Darold Johnson, listed as primary concerns the failure of the Executive and House versions of HB59 to adequately fund schools and reduce reliance on local property taxes; using a formula amount from 2009 ($5732); early childhood education; the third grade reading intervention; student transportation; catastrophic special education funding; the elimination of the minimum salary schedule; basing the minimum time for school districts to operate on hours rather than days; the purpose of the Straight A Fund; and the funding formula for charter schools.
The OFT also opposes the expansion of the private scholarship programs, which, according to the testimony, have not proven that they improve student achievement for disadvantaged children. According to 2010 report from the Black Alliance for Educational Options, "...Ohio test scores of voucher students generally lagged behind those of students attending the public schools the voucher students would have attended."
Some of the changes that the OFT recommends for Am. Sub. HB59 include mandating that a school week be a minimum of five days even if there is a shift to minimum hours rather than days for schools to operate; expanding access for children to high quality pre-school programs; reviewing the school funding formula for charter schools and its impact on traditional school districts; and appointing a teacher representative on the advisory board for the Straight A Fund.
Ohio Arts Council: Julie Henahan, Executive Director for the Ohio Arts Council, thanked the Legislature for increasing funding for the OAC. She said that investment of public dollars in the Ohio Arts Council "...pays big returns for the state while advancing the Governor's priorities of creating a climate of economic competitiveness, encouraging job growth and retention, practicing fiscal constraint, and improving services for our constituents and the citizens of Ohio."
Ohio's creative industries, including for profit and non profit organizations, employ 198,000 individuals; contribute $24 billion to Ohio's economy; and generate nearly $2.4 billion in federal, state, and local tax revenues annually. OAC grants and private dollars together are supporting arts-driven initiatives throughout Ohio, and these arts initiatives in turn support local businesses, restaurants, and neighborhood revitalization. The OAC awarded $6.7 million in state and federal funds to 531 organizations, schools, and individuals in FY12, and $7.9 million has already been awarded to 506 recipients in FY13. These awards have contributed to an economic Renaissance in Ohio, especially in Ohio's cities, and have supported public/private partnerships that have been formed to support the arts and improve the quality of life of Ohioans.
According to the testimony, current state per capita spending on the arts in Ohio is $0.83 per year, making Ohio 18th among states in funding for the arts. OAC grants also require a 1:1 match, which means that grant recipients leverage new sources of income to match every state dollar spent on the arts.
The arts are also vital in efforts to improve education and workforce training so that students have the skills and knowledge for the jobs of the future. According to Director Henahan, "A strong background in the arts helps students develop the necessary skills for becoming the innovators, problem solvers and collaborators the world needs. And research continues to show that involvement in the arts elevates academic performance1, deters delinquency and increases college-readiness." The OAC awarded just over $1 million in Arts Learning grants to Ohio schools and organizations that fund artist residencies, arts education programming, and the annual Poetry Out Loud competition. These events and activities provided more than 515,000 arts experiences to Ohioans of all ages, including nearly 329,000 young people.
The OAC has also been able to secure additional support for Ohio's arts organizations and programs from the National Endowment for the Arts.
Ohio Citizens for the Arts: Former State Representative Tim Greenwood, immediate past president of the Ohio Citizens for the Arts, also testified on Am. Sub. HB59 (Amstutz) Biennial Budget. He requested that the Senate increase state General Revenue Funds for the OAC by $1.502 million to reach $22.4 million over the biennium, which will bring the OAC budget back to FY08-09 levels.
According to the testimony, funding for the arts is about jobs and education. State support for the arts creates entrepreneurship, catalyzes new ventures, and creates a vibrant market for the import and export of state cultural goods. The creative industries in Ohio annually contribute more than $23.6 billion in Ohio's economy, support 197,743 jobs, generate $2.4 billion in tax revenue, and generate more than $8 billion in employee wages.
The arts also play an important role in the education of young Ohioans. "The knowledge, skills, attitudes, and behaviors students acquire from studying the arts has been identified as the skills needed to be successful in the global economy."
Ohio Educational Service Center Association: Craig Burford, Executive Director of the Ohio Educational Service Center Association, thanked lawmakers in the House for making changes in Am. Sub. HB59 that restored the state operating subsidy to educational services centers (ESCs) to $43.5 million in FY14 and $40 million in FY15, and removed provisions that would have changed the mission and governance structure of ESCs.
He requested that lawmakers amend the bill and establish the $37/student funding level in permanent law; restore the $6.50 client-district contribution; restore language allowing ESCs to apply for Local Government Innovation Funds; and guarantee that ESCs receive the same level of funding for preschool special education as in FY13.
Ohio Association for Gifted Children: Ann Sheldon, Executive Director, Ohio Association for Gifted Children, testified that the "...OAGC believes that Ohio's gifted children will be best served by the gifted funding component as passed by the Ohio House." The proposed unit funding system in Am. Sub. HB59 will provide a more "stable and predictable source of funding for gifted services and ensures accountability for the funds expended." The unit model will also rebuild the gifted infrastructure which has been badly damaged over the past five years. The OAGC also supports the following provisions in the bill:
• A cost study for gifted education also included in the House version of HB59.
• The changes made in the House regarding subgroup accountability, but the OAGC believes more revisions are necessary to strengthen accountability measures for gifted students.
• The changes made in the House regarding operating standards.
• The College Credit Plus program, with some changes, created in the Executive version of HB59 to unify payments and access to PSEO and other dual enrollment programs.
The OAGC also made the following requests:
• Ensure that the unit funding method for gifted units at educational service centers is consistent with the method used for districts.
• Strengthen the accountability provisions for the performance of gifted students. This amendment could be based on the work of other states that use a variety of methods to ensure that districts are accountable for services to gifted students while allowing for local control in the design of those services.
• Allow any higher level coursework under PSEO, dual enrollment, or the College Credit Plus to count for college credit.
• Require that all college courses taught on a high school campus be taught by instructors with the proper credentials to ensure that high school students receive credit.
• Provide that no high school student be required to pay for college coursework, textbooks and materials under any dual credit program.
• Designate a certain percentage of the proposed Straight A Fund be used to support projects that would benefit gifted children in Ohio, including regional gifted opportunities and other providers for gifted education services.
• Eliminate current law that allows administrators to serve as gifted coordinators.
OSBA, BASA, OASBO: Representatives from the Ohio School Boards Association, the Buckeye Association of School Administrators, and the Ohio Association of School Business Officials presented joint testimony on Am. Sub. HB59. They addressed issues concerning transportation, teacher evaluation, vouchers, charter schools, and preschool for children with special needs.
Transportation: Barbara Shaner from the Ohio Association of School Business Officials listed the following concerns regarding state policies and funding for transportation included in Am. Sub. HB59,
• State funding for transportation has been flat-funded for the past four years.
• Several important provisions in law regarding the transportation of students have been removed, including components recognizing the transportation of high school students, transporting students within a mile of schools, and transporting non-public, charter, and stem school students.
• Funding for transportation in the school funding formula means that some districts on the guarantee or gain cap might not receive state funds for transportation, even though the cost for transportation is increasing.
• Supplemental transportation funding should also be allocated outside of the guarantee and above the gain cap.
Ms. Shaner requested that the Senate reinstate all of the components of the original formula for the transportation; increase the appropriation for transportation; and fund transportation outside of the guarantee and above the 6 percent gain cap.
She also maintained that the House changes for parent reimbursement in lieu of a school district transporting students to school is unworkable and would drain resources away from school districts. Am. Sub. HB59 gives any parent the right to request payment in lieu of transportation for reasons not related to the district's ability to provide services; increases the reimbursement rate (the statewide average would increase to $803 per student from the current level of $233 per student); and deducts the amount from the district of residence. Currently the state pays the amount in lieu of transportation for 23,000 families receiving the transportation reimbursement. Providing the increased reimbursement rate for these families and those families who would also apply for the reimbursement, and paying for it through a deductions from school district state aid, would increase costs to school districts by $13 million.
Am. Sub. HB59 also prohibits school districts from using public transportation to transport students in grades K-5. Many school districts have been using public transportation to transport students for years. Removing this option would mean that school districts would be required to purchase additional buses and drivers, and it could affect federal funding for public transportation services based on ridership.
Ms. Shaner also noted that Ohio's school districts need state support for purchasing school buses. The average age of a school bus in Ohio is more than ten years.
Teacher Evaluations: Tom Ash from the Buckeye Association of School Administrators described the amount of time that would be required for principals to meet the current requirements for evaluating teachers through the Ohio Teacher Evaluation System (OTES). According to his calculation, the current teacher evaluation process would consume 40 percent of a principal's time during the school year.
He requested the following changes be made regarding teacher evaluations:
• Allow school districts to adopt policies which would permit teachers evaluated as accomplished to be evaluated once every two years and to be observed once during that time (if other conditions are met); *Reduce the number of evaluations from two to one for all teachers who have successfully completed the resident educator requirements;
• Continue two evaluations per year for all resident educators, and provide a second evaluation for any other teacher who requests a second evaluation.
• Allow the school administrator to determine who will evaluate the teacher. (There is currently an option that allows the teacher to select from a list of district-approved evaluators.)
• Remove the requirement that the evaluator (administrator) must be re-calibrated online every year.
• Identify standardized measures of student achievement for teachers of courses that are not part of the courses for which value added data are available.
Vouchers, Charter Schools, Preschool Special Ed: Damon Asbury from the Ohio School Boards Association requested that the expansion of voucher programs (the EdChoice Scholarship and the Third Grade Guarantee Scholarship) be removed from HB59 and that the state pay the full cost of the Jon Peterson scholarship for any student who has not spent at least one year in grades K-12 in a traditional public schools. He also requested that funding for charter schools be reviewed, because Am. Sub. HB59 provides charter schools with the full formula amount per student and weighted amounts, which are deducted from the state aid of the school district of residence, even if the school district is subject to the state aid gain cap, and doesn't receive additional state funding.
He also explained that the proposed per pupil formula for funding preschool special education attempts to cover more eligible students, but does not provide sufficient funds, and assumes that all of these children are in school for a half day. The additional amount needed to fund the program is estimated to be $28.7 million.
According to the testimony, all entities that receive funding for preschool special education should be guaranteed the same amount of state funding as in FY13, and preschool special education programs should "....continue to be funded on a unit basis with an additional 447 units added, or, as an alternative, be funded on a unit basis in FY14, and transition to a per pupil basis in FY15."
Ohio's Public Schools Are Downsizing
Policy Matters Ohio released on April 29, 2013 the results of a survey that shows that since 2011 a majority of Ohio school districts have cut or frozen salaries and benefits, laid off staff, eliminated courses, and cut back materials and supplies to reduce their budgets. The survey also found that fiscal distress occurred within all district types (rural, suburban, urban, etc.)
As a result of the budget cuts school district have increased class sizes, reduced course offerings, and increased pay-to-play requirements. "Schools have fewer teachers, materials, textbooks and equipment, and less funding for ancillary activities like arts, team sports and other extracurricular activities."
The survey was conducted in October 2012 and was completed by 261 school districts (43 percent), from 82 counties, enrolling 646,358 (40 percent) of students.
According to the survey Ohio's schools face ongoing fiscal challenges as a result of historic cuts and the loss of federal stimulus dollars. In the 2012-13 school year 59.2 percent of responding school districts reported shortfalls and cuts in their budgets. Sixty-two percent of responding schools also projected shortfalls and cuts for the 2013-14 school year.
And, the amount of the budget shortfalls is growing. For the current school year, nearly 38 percent of districts reported shortfalls up to 5 percent. Another 15 percent of responding school districts expect a budget shortfall between 5 and 10 percent. Less than one third of districts reported a budget shortfall of up to five percent in 2011-12.
To reduce costs in 2012-13 responding school districts reported that they had to reduce or freeze compensation (84 percent); reduce staff (82 percent); reduce course offerings (23 percent); reduce extracurricular offerings (22 percent); and cut materials, supplies, textbooks, etc. (57 percent).
The authors believe that a long-term investment in education remains the best way to build opportunities for Ohioans and create an economy that works for everyone. But, they add, the proposals included in the Executive and House versions of the budget (Am. Sub. HB59-Amstutz) would "....keep school foundation funding nearly flat over a 10-year period, another indicator that Ohio falls short of the commitment needed to adequately fund it's K-12 system."
They recommend that policy makers, currently working on Ohio's next budget, develop a more predictable school funding system.
The report about the survey results is entitled, "Ohio shrinks its schools. State cuts lead to larger class sizes, fewer course offerings" by Piet van Lier and Wendy Patton, Policy Matters Ohio, April 2013.
Competency Based Education.... What is It?
One of the provisions included in Am. Sub. HB59 (Amstutz) the proposed Biennial Budget, is the requirement that,
"The state board shall base any standards governing the promotion of students or requirements for graduation on the ability of students, at any grade level, to earn credits or advance upon demonstration of mastery of knowledge and skills through competency-based learning models. Credits of grade level advancement shall not require a minimum number of days or hours in a classroom."
Just in time to get a better understanding about competency-based education, KnowledgeWorks issued on April 25, 2013 the first in a series of policy briefs about competency-based education, entitled Competency Education Series: Policy Brief One, An Emerging Federal Role for Competency Education by Lillian Pace, Senior Director of National Policy at KnowledgeWorks.
The brief describes competency based education as a learning model that puts students and their educational needs first; emphasizes mastery of deeper learning objectives and workforce skills; and replaces time-based structures for learning with flexible learning environments, so that students can demonstrate mastery at their own pace. In addition to content standards, students must master workforce and social and emotional skills.
According to the brief there is a growing national movement in support of competency based education aligned with preparing students to be college and career ready. Some schools are already implementing emerging competency based education strategies, such as blended learning, personalized instruction, credit flexibility, and grading systems that reflect mastery of academic content and skills. States that are leading in the development of competency-based education systems are New Hampshire, Maine, and Oregon, but at least 40 states have one or more districts implementing competency-based education, and 39 states have enacted seat-time waivers.
Ohio is among the states that is implementing more competency-based education strategies, according to the brief. Ohio has implemented credit flexibility and has joined the Council of Chief State School Officers Innovation Lab Network to identify new designs that further student centered learning and the conditions to help these innovations thrive.
The brief also identifies components of the federal accountability system under the Elementary and Secondary Education Act and the Race to the Top Grant Program that might impede implementing competency based education models. These and other federal initiatives, states the author, require students to be assessed annually at a prescribed time and manner, rather than when the student is ready to demonstrate competency. These initiatives also require schools to be rated annually on measures that don't represent the depth of learning in competency-based education.
The author notes that KnowledgeWorks will be issuing future policy briefs based on the findings of further research to determine a proper federal role for advancing competency-based education based on the following questions:
• What are the key elements of a student-centered accountability system that emphasizes mastery of college and career competencies over time-based approaches and policies?
• As more states and districts adopt competency approaches, how can the federal government ensure all students have access to a valid and robust assessment system that provides immediate feedback on student performance and guides targeted instruction to ensure mastery of college and career competencies?
• As the rise of competency education begins to erode the traditional boundary between the K-12 and postsecondary education systems, how should the federal role change to ensure college and career success for all students?
The brief is available. Bills Introduced
HB151 (Roegner) Right to Work Private Employers. This bill would prohibit any requirement that employees of private employers join or pay dues to any employee organization and would establish civil and criminal penalties against employers who violate that prohibition.
HB152 (Maag) Right to Work Public Employees: This bill would remove any requirement under the Public Employees Collective Bargaining Law that public employees join or pay dues to any employee organization.
HJR5 (Maag/Roegner) Right to Work: This resolution proposing to enact Section 22 of Article I of the Constitution of the State of Ohio to prohibit employees from being forced to participate in a labor organization as a condition of employment.
FYI Arts
Westerville Student Places 4th in Regional 1 Semifinals of the National Poetry Out Loud: Congratulations to Taribo Osuobeni a senior at Westerville Central High School in Westerville, who placed 4th in the Region 1 Semifinals in the National Poetry Out Loud Championship held on April 29, 2013 in Washington D.C.
Osuobeni won the Ohio Poetry Out Loud Championship, sponsored by the Ohio Arts Council, on March 16, 2013 with his recitations of On Quitting, by Edgar Allen Guest, No Coward Soul is Mine, by Emily Bronte, and The Craftsman, by Marcus B. Christian. As the winner of the state finals, Osuobeni received a $300 prize and his school received $500 for the purchase of poetry books. More than 6,000 students from 56 schools around Ohio participated in Poetry Out Loud competitions this year.
The 2013 winner of the National Poetry Out Loud Championship, announced on April 30, 2013, is Langston Ward from Washington. Blessed Sheriff from Maryland won second place, and Denise Burns from Oklahoma won third place.
As a Region 1 4th-place winner Osuobeni received an honorable mention award of $1000 and $500 for his school library for the purchase of poetry books.
Vote for the Best Shoe Design: The Vans Custom Culture Art Competition, in partnership with Americans for the Arts, provides high school students with the opportunity to use their creativity to design shoes based on themes, and compete with schools throughout the country for prizes.
The 2013 Vans Custom Culture Art Competition was launched on January 2, 2013. Public and private high schools were invited to submit designs for four pairs of blank canvas Vans shoes around four themes: Action Sports, Music, Art, and Local Flavor. The first 1,500 schools that submitted designs for the competition were evaluated by Vans staff, which narrowed the competition to the top 50 schools and designs in five regions: California, Northwest, Northeast, Southwest, and Southeast.
The public is invited to vote for their favorite designs in each of the five regions from April 22-May 2013! The top five schools as determined by online voting will be notified on May 14, 2013, and provided with a travel budget to fly to New York City for the finals later this summer. The winning school will receive $50,000 for its art program!
Vote for the top school design.
Vans Custom Culture supports Americans for the Arts and its Arts Education Navigator, a series of e-books designed to equip arts education supporters with the knowledge, statistics, and case-making skills to effectively communicate with decision-makers about the value of arts education. Information about the Navigator series is available.
Crayola Accepting Grant Applications: The 2013 Crayola Champion Creatively Alive Children program, in partnership with the National Association of Elementary School Principals (NAESP), provides grants for innovative, creative leadership team building within elementary schools. Each grant-winning school (up to 20 grants awarded) receives $2,500 and Crayola products valued at $1,000.
Schools whose principals are members of the National Association of Elementary School Principals (NAESP) are eligible to apply for the program. To get started schools are advised to form a collaborative team to plan innovative ways of infusing creativity throughout the school. Applications for the programs are available.
Application are due by June 21, 2013. Early Bird applications, submitted before midnight on Monday, June 10, 2013, will receive a Crayola product Classpack(R). The grants will be awarded in October 2013.
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This update is written weekly by Joan Platz, Research and Knowledge Director for the Ohio Alliance for Arts Education. The purpose of the update is to keep arts education advocates informed about issues dealing with the arts, education, policy, research, and opportunities. The distribution of this information is made possible through the generous support of the Ohio Music Education Association (www.omea-ohio.org), Ohio Art Education Association (www.oaea.org), Ohio Educational Theatre Association (www.Ohioedta.org); OhioDance (www.ohiodance.org), and the Ohio Alliance for Arts Education (www.OAAE.net).
Donna S. Collins
Executive Director
77 South High Street, 2nd floor
Columbus, Ohio 43215-6108
614.224.1060
From: Ann Brennan
I am representing OSPA on the Gifted Education Advisory Task Force, we are currently reviewing the draft gifted education rules. Please review the draft, which is also posted on ODE's website, and please send me your concerns or comments. The ODE Task Force will continue meeting monthly through September. The draft rules will be reviewed by the State Board of Education and are expected to be implemented by January, 2014. We meet next on May 21, please send me your comments by the 20th.
LEGISLATIVE UPDATE
1) Sub. HB 59, Biennial Budget Bill: The House passed budget was approved on April 18, 2013, and the Senate Finance Education Subcommittee is currently (4-26-13) holding hearings on t he education part of the budget bill. The House Finance Committee made substantive changes to the administration’s introduced version, and made further changes to the substitute bill on April 16.
Compared to Governor Kasich’s Executive Budget for FY14-15, the House substitute bill reduces total state funding in the General Revenue Fund from $63.2 billion to $61.4 billion for the biennium. The reduction is mainly due to the removal of approximately $2.1 billion of federal funds to expand Medicaid.
General Revenue funding for the Ohio Department of Education is also reduced by $55 million in FY14 and $26.9 million in FY15, making total General Revenue funding for the ODE $16.2 billion for the biennium ($7.976 in FY14 and $8.248 in FY15). All Funds for the ODE equal $23.2 billion for the biennium, compared to $23.58 billion in the Executive Budget.
The following are some of the other general line-item changes included in the substitute bill:
-Increases Passport provider rates by $6 million.
-Increases funding for food banks by $2 million a year.
-Increases funding for educational services centers (ESCs) by $52.5 million over the biennium.
-Increases funding for higher education by $8.1 million to provide a “bridge fund” during the transition to the new formula.
-Increases funding for Ohio College Opportunity grants for proprietary school students by $2.3 million over the biennium.
-Increases funding to counties for mental health services to $30 million per year and provides an additional $20 million per year for drug treatment.
Highlights of HB59 Changes for K-12 Education: The House Finance and Appropriations Committee’s version of HB59 changes several K-12 education provisions included in Governor Kasich’s budget proposal as introduced, but also retains provisions, such as the expansion of the EdChoice voucher program and funding community schools as a deduction/transfer from school district funds.
According to Chairman Amstutz the House school funding plan ensures that no school district receives less state funding than in FY13. The substitute bill also reduces the number of school districts on the guarantee from 396 to 175 in FY14, and caps state aid increases at 6 percent.
When compared to the Executive Budget, the House substitute bill changes funding levels for the following K-12 education line items:
-Provides $505 million in FY14 and $518.5 million in FY15 for transportation, and includes transportation in the school funding formula. This is an increase of $37.6 million in FY14 and $58.3 million in FY15.
-Adds $25.3 million in FY14 and $23.1 million in FY15 to supplement transportation for low wealth/density districts.
-Increases funding for educational service centers by $22.5 million in FY14 and $30 million in FY15.
-Increases funding for Career-Technical Education Enhancements from $8.8 million to $9 million in FY14 and from $8.2 million to $9 million in FY15.
-Increases Line Item 7017 (Lottery Profits) 200612 Foundation Funding by $50 million in FY14 and by $100 million in FY15 to $775 million and $850 million respectively.
-Reduces funding for Educator Preparation by $1 million over the biennium.
-Reduces funding for Auxiliary Services from $133.1 million to $130.5 million in FY14, and from $137.1 million to $134.8 million in FY15. This amount is still higher than the FY13 level of $126 million.
-Reduces funding for Nonpublic Administrative Cost Reimbursement from $60 million to $58.9 in FY14 and from $61.9 million to $60.9 million in FY15.
-Reduces Line Item GRF 200550 Foundation Funding by $114.3 million in FY14 and by $99.6 million in FY15. Total Foundation Funding in this line item is $5.8 billion in FY14 and $6 billion in FY15.
-Reduces the Straight A Program by $50 million in FY14 and by $100 million in FY15, and moves the program into temporary law, Section 263.325.
The following are highlights of some of the policy changes included in Sub. HB59 (Amstutz):
-Removes the proposed changes in the governance structure for educational service centers.
-Removes the expansion of the parent trigger.
-Maintains the current ratio for school psychologists and speech pathologists.
-Eliminates College Credit Plus language and changes for dual enrollment programs.
-Eliminates the ability of a school district to offer a payment in lieu of transportation and instead sends the district’s per pupil transportation amount directly to the student.
School Funding Formula Changes in Sub. HB59: The substitute bill changes the formula used to determine state aid from an equal yield formula, proposed in the Executive Budget, to a foundation formula. The substitute bill includes a per pupil “formula amount” of $5732 in FY14 and $5789 in FY15. The formula amount is multiplied by an “annualized average monthly”, average daily membership (ADM), and a “state share index” to adjust for wealth. Adjustments to that product are made to address student educational needs, including special education, limited English proficiency, poverty, career technical education, etc.
School districts that receive increases in state aid are capped at 6 percent over the previous year. According to information provided by the Ohio School Boards Association, the Buckeye Association of School Administrators, and the Ohio Association of State Business Officials, 364 districts are projected to be capped in FY14, and 312 districts in FY15.
Whereas the governor’s proposed formula in HB59 led to 396 school districts on the guarantee, the formula proposed in the substitute bill decreases the number of school districts on the guarantee to 175 in FY14 and 161 in FY15. And, according to OSBA, BASA, and OASBA, the amount of the guarantee that districts receive is less, so that districts are less dependent on the guarantee.
The substitute bill also retains the Targeted Assistance provision included in the Executive Budget. This provision distributes additional state aid to schools with low property and income wealth. A new provision is added to Targeted Assistance in the substitute bill to take into account districts with a high percentage of current agricultural use value (CAUV) property.
The substitute bill also includes adjustments in the formula to address the educational needs of students. The following is an overview of some of the changes in the substitute bill related to student subgroups.
•Accountability/Consistent Progress: School districts/schools are still required to account for the expenditure of state education funds provided for services to subgroups of students, including students who are gifted, students with special needs, students who are disadvantaged, and students with limited English proficiency.
The provision in the Executive Budget regarding “consistent progress” is changed, however. The State Board of Education is required to determine measures of “satisfactory achievement and progress” for subgroups of students not later than December 31, 2014. The ODE is required to use the measures established by the State Board to determine if a district or school has made satisfactory achievement and progress for the subgroups by September 1, 2015, and annually thereafter.
Districts and schools not meeting satisfactory progress for subgroups of students are required to submit an improvement plan to the ODE. The ODE is permitted to require that the plan include a partnership with another entity for services to that subgroup.
•Gifted Students: The substitute bill makes significant changes in the funding for gifted education, returning to a unit-funded model. First, the substitute bill provides $5.00 in FY14 and $5.05 in FY15 for the identification of gifted students, rather than $50 per ADM in the Executive Budget. Next, the bill defines “district gifted unit ADM” as a district’s average daily membership minus community school and STEM school ADM. One gifted coordinator unit is provided per 3,300 students in a district’s gifted unit ADM with a minimum of 0.5 units and a maximum of 8 units. One gifted intervention specialist unit is provided for every 1,100 students in a district’s gifted unit ADM, with a minimum of .3 units. Funding for the units is $37,000 in FY14 and $37,370 for FY15. $3.8 million is also provided for educational service centers to support gifted units.
•Special Education: The substitute bill provides additional aid for students in addition to the formula amount based on the six special education categories that are unchanged from the governor’s version of HB59. However, the substitute bill uses a weight for each special education category rather than a specific additional amount, and funds the special education weighted amounts at 90 percent.
•Economically Disadvantaged Students: The substitute bill funds economically disadvantaged students through a formula that provides $340 in FY14 and $343 in FY15 times an “economically disadvantaged ADM” times an economically disadvantage index.
•Limited English Proficiency (LEP): The substitute bill provides funds equal to the sum of (ADM for each LEP category x an amount for each LEP category) x state share index. The substitute bill reduces the number of LEP categories to three, and increases the amounts by one percent in FY15.
•Career Technical Education: The substitute bill provides funds to traditional and joint vocational districts for career-technical education through the funding formula, based on the formula amount x the district’s total career-technical education weight x state share index. Sub. HB59 also retains the five categories of weights included in the Executive Budget, and requires the payment of these funds to be reviewed and approved by the lead district of the career-technical planning district (CTPD) to which the district is affiliated.
•Joint Vocational School District: Sub. HB59 replaces the Executive Budget provision with the following formula: (Formula amount x formula ADM) - (0.0005 x three year average property valuation), where formula amount equals $5,732 in FY14 and $5,789 in FY15. If the result is negative, then the amount is “0”.
•Educational Service Centers: The substitute bill establishes in temporary law the per pupil state payment for educational service centers at $37.00 per pupil in FY14 and $35 per pupil in FY15. The bill increases funding for ESCs to $43.5 million in FY14 and $40 million in FY15.
Additional education related amendments added to the bill in committee and on the House floor included:
Sec. 3314.29 Permits an e-school that serves at least grades one through eight to divide into two schools as long as the sponsor agrees and the division is accomplished in either the 2013 - 2014 or 2014 - 2015 school years.
Sec. 3314.017 Dropout Recovery Schools: Requires the State Board of Education, not later than December 31, 2014, to review the performance levels and 13 benchmarks for report cards issued for dropout recovery 14 community schools.
Sec. 3314.06 Community School Tuition: Permits a community school to charge tuition to a student who is not an Ohio resident.
Sec. 3333.31 Residency Status for State Subsidy and Tuition Purposes: Requires that, if a state institution of higher education issues a student a letter or utility bill to use as proof for voting purposes in Ohio, the student must be granted residency status by rule of the Chancellor of the Board of Regents for the purpose of state subsidy and tuition surcharges.
Sections 263.10 and 263.220 Vocational Agriculture Program: Increases GRF appropriation item 200545, Career-Technical Education Enhancements, by $5,000 in each fiscal year by the same amount, and increases the earmark for the Vocational Agriculture Programs at an at-risk vocational school in the Cincinnati City School District.
Sec. 263 Academic Distress Commission: Allows the Superintendent of Public Instruction to create an academic distress commission for any district found by the State Auditor to have knowingly manipulated student data with the intent to deceive.
Sec. 3314.029 Community School Sponsor Termination: Authorizes the Department of Education to deny an application submitted under the Ohio School Sponsorship Program by an existing community school, if the school's contract with its sponsor was terminated.
Sec. 3313.848 Un-expended Funds Paid to an Educational Service Center: Permits the board of education of a school district, governing authority of a community school, governing body of a STEM school, or governing body of a municipal or other political subdivision (client) to elect, at the end of a fiscal year, to have unexpended funds that were paid to an education service center (ESC) during that fiscal year applied toward any payment owed to the ESC in the next fiscal year.
Sec. 3301.07 Operating Standards - Use of Phonics Operating Standards: Reinserts removed language that requires phonics to be used as a technique for reading teaching standards adopted by the State Board of Education.
Sec. 3301.07 Financial Reporting Standards: Restores current law requiring that the State Board of Education develop financial reporting standards for specified categories to be used by public schools when annually reporting financial information.
Sec. 3314.08 E-Schools Career Tech: Provides that an e-school is eligible to receive career technical education funding in addition to the core opportunity grant and special education funding.0
Section 263 Special Education Funding Community Schools: Provides an amount from GRF appropriation item 200550, Foundation Funding, to certain community schools for students who receive special education services for severe behavior disabilities (SBH). The amount is equal to the difference between the aggregate amount paid in the current fiscal year for special education services for SBH students and the amount that would have been calculated for those students in FY01.
Sec. 3321.01 All Day Kindergarten Tuition: Provides that a school district may charge tuition for a student enrolled in all-day kindergarten as long as the student is counted as less than one full time equivalent student.
Sec. 3365.07 Post-Secondary Enrollment Options Reimbursement - Transfer Modules: Clarifies that the Department of Education may not reimburse a college through the Post-Secondary Enrollment Options (PSEO) Program for courses that are not included in, or equivalent to a course included in, either a transfer module or the transfer assurance guide developed by the Chancellor of the Board of Regents.
Sec. 3317.022 and 3317.051 Gifted Unit Funding: Includes gifted unit funding in the list of core funding components. Requires a school district to use the funding it receives for gifted coordinator services or gifted intervention specialist services only for that purpose. Permits a school district to assign its gifted funding units to another education entity as part of an arrangement to provide gifted services.
Sections 363.10 and 363. Under the Board of Regents creates GRF appropriation 235523, Youth STEM Commercialization and Entrepreneurship Program: Allocates $2.0 million in FY14 and $3.0 million in FY15 for the Youth STEM Commercialization and Entrepreneurship Program. Requires the Program to include regional STEM forums, online high school and collegiate content and courses, and a statewide mentoring network available to Ohio high school students. Requires the Program to conduct a statewide competition, open to all Ohio high school students, which includes awards for students, professional development and participation incentives for teachers, and initiatives to engage minority, rural, and economically disadvantaged students. Requires the Program to collaborate with institutions of higher education, existing STEM and entrepreneurship programs, and STEM professional and trade associations to implement these provisions.
Sec. 263.460 Operating Standards: Removes the requirement for the State Board of Education to revise minimum operating standards.
Sections 263.10 and 263.230 Public Funds for Home-schooled Students: Increases Foundation Funding 200-550 by $250,000 each year and earmarks that amount for home-schooled students to take Post-Secondary Enrollment Options Program courses.
Sec. 3317.013 Category Two Special Education Students: Specifies that students who are preschool children identified as developmentally delayed are category two special education students for purposes of special education funding.
Sec. 5705.192, 5705.217, 5705.218, and 5705.25 656 School District Levies for Permanent Improvements and Current Expenses: Allows a school district that levies an existing combined levy for current expenses and permanent improvements to replace or renew that levy solely for the purpose of funding general permanent improvements. The amendment also allows the district to replace the levy for a term of years different than the term for which the original tax was levied. Under current law, a district may renew or replace such a levy only for the same purposes and the same term for which it was originally levied.
Specifies that new combined current expense and permanent improvement levies may be levied for current expenses and general (not specific) permanent improvements. Current law allows such levies to be used for either general or specific improvements.
Section 263 Study on Funding for Gifted Students: Requires the Department of Education to conduct a study to determine the amounts of funding, method of funding, and the costs of statewide support for gifted students. The study must include costs for effective and appropriate identification, staffing, professional development, technology, materials and supplies at the district level. Requires the Department to issue a report of its findings to the General Assembly not later than March 31, 2014.
Section 263.10 and 263 Ready to Learn: Appropriates $5.0 million in each fiscal year in GRF appropriation item 200468, Ready to Learn. Requires ODE to use this funding to contract with public and private early childhood education providers to fund early childhood education services for 2,200 preschool-aged children whose family income is no more than 200 percent of the federal poverty guidelines. Requires that funding be provided for at least 3 children in each county. Requires that private providers have at least a three star rating in the Department of Job and Family Services "Step Up to Quality" program. Requires programs receiving funding to meet certain teacher qualification and professional development criteria, aligned to ODE's early learning content standards, assess and report on child progress as required by ODE, and participate in the Step Up to Quality program.
Sec. 3313.843 Total Student Count Educational Service Centers: Revises the bill's definition of "total student count" for purposes of calculating any state subsidy to be paid to an educational service center (ESC) to mean the sum of the average daily student enrollments reported on the most recent report cards issued by the Department of Education for all of the school districts with agreements with the ESC.
Additionally, the language that pertained to sex education curriculum limitations was removed from the bill on the House floor.
Note: This update was written on 4-28-13, the provisions in the budget bill are likely to change as the bill is considered in the Senate, and then the two versions (House and Senate) must be reconciled and agreed to before final enactment, due by the end of June.
$12) Sub.SB 21 (Lehner) Revises Third Grade Reading Guarantee Requirements: The Senate passed Sub. SB 21 on 3-27-13 and the bill is now being considered in the House Education Committee. The bill makes the following general changes to the third grade reading guarantee law:
Provides for the retention of a third-grade student who does not attain on the third- grade reading achievement assessment a score in the range prescribed by the State Board of Education (as under current law) or at least the "equivalent level of achievement" as determined by the Department of Education.
Exempts from the annual diagnostic assessment students with significant cognitive disabilities or other disabilities as authorized by the Department of Education.
Removes the requirement that reading teachers under the third-grade reading guarantee must have been actively engaged in the reading instruction of students for the previous three years.
Makes other changes in the criteria for qualifying as a teacher to provide services under the third-grade reading guarantee.
Removes the requirement that a waiver from the third-grade reading guarantee teacher qualification criteria for the 2013-2014 school year is subject to approval by the Department of Education.
Declares an emergency.
More on teacher qualifications:
Teacher qualifications for third-grade reading guarantee services
Requirement for at least three years of experience
Under current law, a student who is retained or who has a reading improvement monitoring plan must be assigned a teacher who has been actively engaged in the reading instruction of students for the previous three years and who meets certain other criteria. The bill removes the three-year teaching requirement. However, as described below, the bill also retains, modifies, and adds to some of the other criteria.
"Credential" criterion modified
Under the bill, a teacher must demonstrate evidence of completion of a program (rather than "a credential earned" as required under current law) from a list of scientifically research-based reading instruction programs approved by the Department in order to provide reading guarantee services. Additionally, the bill permits a teacher to provide those services by satisfying this criterion beyond the 2013-2014 school year (rather than only for the 2013-2014 school year as prescribed by current law).
"Above value added" criterion replaced
The bill prescribes that if a teacher is "an effective reading instructor, as
determined by criteria established by the Department," that teacher may provide reading guarantee services for the 2013-2014 school year and beyond. This provision replaces current law permitting a teacher to provide reading guarantee services for only the 2013-2014 school year if that teacher was rated "above value added," which means most effective in reading, as determined by the Department for the last two school years.
Scientifically research-based reading instruction test criterion
Under current law, a teacher may provide reading guarantee services if the
teacher has earned a passing score on a rigorous test of principles of scientifically research-based reading instruction. The bill retains this criterion but removes a current requirement that this test be selected through a competitive bidding process and, instead, requires the test to be approved by the State Board.
Criteria unaffected by the bill
Current law also permits a teacher to provide reading guarantee services if the teacher: (1) holds a reading endorsement and has attained a passing score on the corresponding assessment, or (2) has obtained a master's degree with a major in reading. These provisions are not changed by the bill.
Waiver of criteria for the 2013-2014 school year
Continuing law prescribes that for the 2013-2014 school year, a district or
community school that cannot furnish the number of teachers needed who satisfy one or more of the criteria (as described above) must develop and submit to the Department a plan, by June 30, 2013, indicating the criteria that will be used to determine those teachers who will teach during that year. The bill relieves the Department of the duty to approve or disapprove the plan by August 15, 2013, causing the plan to be effective upon submission.11 Under continuing law, a district or school that submits a plan must indicate how the school will find teachers who meet one or more of the criteria in the 2014-2015 school year and beyond.
Effective date
The bill's provisions take effect on March 22, 2013, which coincides with the
effective date of prior amendments to the third-grade reading guarantee enacted in Am. Sub. H.B. 555 of the 129th General Assembly.
$13) HB 83, State Board of Psychology law changes: This bill has passed the House and has recently been referred to the Senate Medicaid Health and Human Services Committee. The bill summary is as follows:
BILL SUMMARY
Modifies application and examination requirements for licenses issued by the State Board of Psychology and increases the application fee.
Makes changes regarding who is exempted from licensure.
Modifies the license renewal process and increases renewal fees starting on July 1, 2014.
Creates a retired license status for license holders who have retired from the practice of psychology or school psychology.
Requires the Board to investigate alleged violations of laws and rules governing the practice of psychology in Ohio and permits the Board to examine witnesses, administer oaths, and issue subpoenas as part of its investigations.
Creates eight new reasons for which the Board may take disciplinary action against an applicant or a license holder.
Permits the Board to require an applicant or a license holder who is subject to disciplinary action to (1) limit or restrict the areas of practice, (2) submit to mental, substance abuse, or physical evaluations, or (3) complete remedial education and training.
Permits the Board to use a telephone conference call to conduct an emergency meeting to suspend a license prior to holding a hearing if there is an immediate threat to the public.
Requires the Board to establish a case-management schedule for pre-hearing procedures.
Permits the Board to require a person seeking restoration of a license to (1) submit to mental, substance abuse, cognitive, or physical evaluations and (2) participate in Board processes designed to expose the applicant to the laws and rules governing the practice of psychology in Ohio.
Requires the Board to adopt rules governing the use of telepsychology in Ohio.
Permits the Board to approve or establish a colleague assistance program.
Clarifies the distinction between school psychologists licensed by the Board and school psychologists licensed by the State Board of Education.
Requires the Board to charge a $40 fee for written verification of license status.
SPECIFIC REQUIREMENTS
Continuing education
Requirements
Currently, as part of the 23 continuing education hours that must be completed
by the end of August of each even-numbered year, a license holder must
complete at least three hours in professional conduct or ethics. The bill increases this requirement to at least four hours and specifies that, in addition to professional conduct and ethics, this portion of the continuing education requirement may include education in the role of culture, ethnic identity, or both in the provision of psychological assessment, consultation, or psychological interventions, or a combination thereof.
Practice of school psychology
The bill makes the following changes to the definition of "practice of school
psychology":
--Includes the assessment of behavior directly related to learning problems in the
issues assessed as part of the evaluation, diagnosis, or test interpretation that is
currently offered as a service under the practice of school psychology, and removes a provision specifying that the issues assessed occur in an educational setting;
--Specifies that intervention services that include counseling services, rather than
just counseling services, are offered under the practice of school psychology, and
explains that these services address emotional and behavioral aspects of educationally related learning problems, as well as all other aspects of educationally related learning problems;
--Includes psychological consultation as a service offered under the practice of
school psychology.
School psychologist license examination
An applicant for a school psychologist license must earn a score acceptable to the Board on an examination selected by the Board, rather than a score acceptable to a school psychologist licensing committee on an oral or written examination conducted by that committee as currently required. The applicant must follow all necessary procedures and pay all necessary fees for the examination. The bill also authorizes the Board to require an applicant for a school psychologist license to earn a passing score on an examination that covers one or more of the following: (1) provisions of the Revised Code and rules governing the practice of psychology, (2) related provisions of the Revised Code, (3) professional ethics principles, and (4) professional standards of care.13 The Board may establish procedures designed to expose the applicant to the subject matter of these examinations.
The Board may delegate to a school psychology examination committee it
appoints authority to develop this examination and any procedures designed to expose the applicant to the subject matter of the examination. This committee replaces the existing school psychology licensing committee. The membership of the committee created by the bill and terms of that committee's members are the same as those for the existing committee.
Application fee
The bill requires an applicant for a license issued by the Board to pay a fee of
$300. Under current law, an applicant is required to pay a fee established by the Board, which must be at least $75 and not more than $150.
Persons exempt from licensure
The bill adds all the persons described below to those who are exempt from
licensure by the Board.
Persons supervised by a licensed psychologist or school psychologist
Under the bill, a person who is working under the supervision of a licensed
psychologist or school psychologist is exempt from licensure, provided that the person is registered with the Board. The Board must adopt rules regarding the registration process and the supervisory relationship.17 This exemption replaces two exemptions in current law: (1) an exemption for a supervisory relationship that applies only to persons holding a master's degree or doctoral degree in psychology from a program approved by the Board while working under the supervision of a licensed psychologist and (2) an
exemption for any person working under the supervision of a licensed psychologist or school psychologist who meets specified requirements.
Renewal fees
The bill maintains the current renewal fee of $350 through June 30, 2014. It then
increases the renewal fee as follows:
--From July 1, 2014 through June 30, 2018: $360;
--Starting on July 1, 2018: $365.
This fee must be paid to the Board instead of the secretary as required by existing law.
The bill specifies that a person licensed for the first time on or before September
30, rather than August 31, of an even-numbered year is required to register again on or before September 30, rather than August 31, of the next even-numbered year.
NOTE: THIS UPDATE WAS WRITTEN ON 4-28-13 : All the bills referred to are still being considered and their provisions may change as they continue through the legislative process.
Resources used for this update, and some excerpts from: OAAE UPDATE and LSC Bill Analysis, SB 21 and HB 83.
