Recommendations in Response to Ohio’s Consolidated Plan: UPDATE

Recommendations in Response to Ohio’s Consolidated Plan for the
Every Student Succeeds Act (Updated June 2017)

June 10, 2017

ID AND IMPROVEMENT
ESSA A. Title I, Part A: Improving Basic Programs Operated by Local Educational Agencies Subpart 4
(k) Resource Allocation Review
Pages 11 and 12

Ohio’s revised consolidated plan states that the Department will conduct periodic resource reviews, and focus on “districts that are most in need of support.” The reviews will examine spending and performance based on a process that determines “acceptable allocations to inform needs assessments, improved planning, funding allocations and models of funding, and expenditure patterns.”

These state resource reviews also provide a way for the Department to identify inequities in student access to a well-rounded education, as required under Title I, and provide guidance and support to LEAs to increase student access to a well-rounded curriculum.

OAAE recommends that the following statement be added on page 11 at line 444:

Ohio will develop a review process for resource allocation, analyze data to determine ranges of acceptable allocations and inequities that affect student access to a well-rounded educationand use this information to inform needs assessments, improvement planning, funding allocations and models of funding, and expenditure patterns.

 

ID AND IMPROVEMENT
ESSA A. Title I, Part A: Improving Basic Programs Operated by Local Educational Agencies Subpart 4
(l) Technical Assistance
Pages 12-13

Ohio’s revised consolidated plan states that the Department will develop additional tools and resources to support an aligned, evidence-based improvement system that is accessible to schools and districts.

In addition to the proposed “tools” starting on page 12 at line 476, the Department should provide assistance to school districts struggling to provide students access to a well-rounded education. OAAE recommends the following underlined statement be added on page 12 at line 480:

•Resource allocation tool, including guidance and support to increase student access to a well-rounded education.

 

 

ID AND IMPROVEMENT
ESSA A. Title I, Part A: Improving Basic Programs Operated by Local Educational Agencies Subpart 4
Online Evidence-Based Clearinghouse
Page 14

According to the revised consolidated plan, “The clearinghouse will provide schools and districts with a broad menu of proven strategies and programs to support local planning, decision-making and implementation.”

OAAE recommends that the following underlined language be added on page 14 at line 534:

It is the intention to provide a clearinghouse of evidence-based strategies and develop a framework for approval of strategies. These evidence-based strategies will include best practices in all subject areas to support a well-rounded education, which is defined in Title VIII 8002 Definitions (52).

 

ID AND IMPROVEMENT
Peer-to-Peer Improvement Network
Page 15

OAAE appreciates and supports the addition of our recommended language regarding the Peer-to-Peer Improvement Network on p. 15.

Ohio will create the Peer-to-Peer Improvement Network encouraging partnerships and opportunities for educators to collaborate across district boundaries, and across subjects that support a well-rounded education to fashion solutions to common challenges.

 

ESSA INDICATORS
(e) School Quality or Student Success (ESEA section 1111(c)(4)(B))
A. Title I, Part A: Improving Basic Programs Operated by Local Educational Agencies (LEAs) – Subpart 4
Chronic Absenteeism
Page 13

The Department proposes to use chronic absenteeism and prepared for success as indicators of school quality or student success in Ohio’s accountability system.

The chronic absenteeism measure would be incorporated into the Indicators Met measure in the Achievement Component on the Report Card.

According to the revised consolidated plan, economically disadvantaged students have a chronic absenteeism rate that is more than two and a half times the rate of their non-disadvantaged peers.

Being so highly correlated with poverty, it would seem that LEAs are already implementing strategies to increase student attendance and reduce chronic absenteeism in their efforts to improve report card ratings for academic achievement, graduation rate, and closing the achievement gap for students who are disadvantaged.

OAAE recommends that a measure of School Quality and Student Success recognize school districts and schools that are supporting a well-rounded education or are meeting the diverse needs of students, rather than including another measure of poverty in Ohio’s accountability system for schools.

For example, an indicator could be developed based on the “Educators in Your District” data included on the most recent Ohio report card to recognize schools and districts that employ educators who work to meet the academic, social, cultural, and health needs of students. These educators include fine arts and music teachers, physical education teachers, library media specialists, school nurses, school counselors, school social workers, gifted specialists, and more. They all contribute to increased student, educator, parent, and community engagement in the schools, and support a positive school environment and student success. In fact, some of the strategies to address chronic absenteeism in the revised consolidated plan include “…utilizing community partnerships to address non-academic barriers,” which could be facilitated by school social workers, school nurses, and improving school climate through the arts.

Other states (New Jersey, Colorado, Arizona, California, Illinois, Michigan, Massachusetts, and Connecticut) are including student access to a well-rounded education as a measure of School Quality or Student Success and as a way to demonstrate student preparedness for college and work. Massachusetts proposed as an accountability measure the percentage of students in a school district and in high school that enroll in each of the four core course areas (English, math, science and social science), at least one foreign language, and at least one arts course in a school year. (See page 17 of the Massachusetts Consolidated Plan.)

Since the indicator must differentiate between schools and be able to be reportable for different student populations, OAAE also recommends that the Department publish annually data about student enrollment in all courses, including integrated courses, aligned to Ohio’s Learning Standards at each grade level for each school, each school district, and for the State.

 

ESSA INDICATORS
(e) School Quality or Student Success (ESEA section 1111(c)(4)(B))
A. Title I, Part A: Improving Basic Programs Operated by Local Educational Agencies (LEAs) – Subpart 4
Prepared for Success
Page 15-16

The revised consolidated plan also includes an indicator that measures how well Ohio students are prepared for future opportunities. The Prepared for Success Indicator will include the state percentage of graduates meeting Ohio’s Prepared for Success standards based on six measures:

1. College Admission Test(s) (percent of students in the cohort receiving a non-remediation score on all parts of the ACT or SAT)
2. Dual Enrollment Credits (percent earning at least three transcripted college credits)
3. Industry Recognized Credentials (percent earning at least 12 points with an industry-recognized credential or bundle of credentials within one of 13 career pathways)
4. Honors Diplomas Awarded (percent with an Honors Diploma)
5. Advanced Placement (percent scoring three or above on at least one AP test)
6. International Baccalaureate Program (percent scoring four or above on at least one IB test)

OAAE recommends that the Department add at line 538 on page 16 another option for students to prove college and career readiness: 7. Other Measures Approved by the State Board of Education.

The State Board of Education should consider acceptance into a professional school in a particular arts discipline as an additional way for students to demonstrate readiness for college and a career.

Students who are pursuing careers in the arts as musicians, dancers, actors, and visual artists often attend professional schools for the arts, colleges of art and design, or music conservatories in their particular arts discipline, and must present a portfolio of their work, or audition, to be accepted into the program.

Even high school students who apply to colleges or universities as majors in the arts usually are accepted based on a portfolio or an audition.

 

ESSA INDICATORS
(e) School Quality or Student Success (ESEA section 1111(c)(4)(B))
A. Title I, Part A: Improving Basic Programs Operated by Local Educational Agencies (LEAs) – Subpart 4
Possible Additional Indicators
Page 16

OAAE supports convening a workgroup to examine other measures of School Quality and Student Success as stated on page 16.

OAAE also recommends that if the State bases an indicator on the results of a school climate survey, the survey should provide an opportunity to measure the effects of arts education programs on school climate. A 2015 report about the President’s Committee on the Arts and the Humanities, Turnaround: Arts initiative under the Obama administration, showed “...significant improvement in academic achievement, reduction in disciplinary referrals and increases in attendance” in low performing schools participating in the program. 

 

ESSA SECTION A7 GRADUATION REQUIREMENTS
A. Title I, Part A: Improving Basic Programs Operated by Local Educational Agencies (LEAs)
Page 1

According to Ohio law ORC 3313.603 (K), most students must complete two semesters or the equivalent in the fine arts, in any grades 7-12 in order to earn a diploma. This requirement is not included in the list of course requirements for graduation on page 1.

OAAE recommends that the following underlined statement be added to this section at line 35 on page 1 to accurately describe Ohio’s standards for earning a diploma:

Students are required to take 20 units of courses in English (4 units), mathematics (4 units, including Algebra II), science (3 units), social studies (3 units), physical education (1/2 unit), for most students, two semesters or the equivalent in the fine arts, completed in any grades 7-12, and electives (5 units).


ESSA SECTION A7 SUPPORTS FOR CHILDREN AGES BIRTH TO EIGHT
A. Title I, Part A: Improving Basic Programs Operated by Local Education Agencies (LEAs)
Page 6

The arts are now included in the Essential Domains of School Readiness under ESSA.

According to the draft consolidated plan Ohio’s Early Learning and Development Standards include social and emotional development, approaches toward learning, physical well-being and motor development, language and literacy development, and cognition and general knowledge.

Currently there are about five standards for the arts in Ohio’s Early Learning and Development Standards under the approaches to learning domain and the strand for creativity, and the topic, “Expression of Ideas and Feelings Through the Arts.”

To support Ohio’s children to successfully transition from Early Childhood Education to Elementary Education and be better prepared to achieve a well-rounded education, OAAE recommends that the draft consolidated plan be amended on page 6 at line 247 to include the following underlined statement in the list of actions that Ohio will take to help children transition into Kindergarten:

Ohio will provide guidance on the use of district federal title dollars for early childhood through the early grades, including evidence based research strategies that support student access to and achievement of a well-rounded education.

 

ESSA F. TITLE IV PART A: STUDENT ACADEMIC ENRICHMENT GRANTS
Page 1

Title IV, Part A, Student Support and Academic Enrichment Grants are designed to, in part, support districts and schools to “provide all students with access to a well-rounded education” (Title IV, Part A, Section 4101).

According to the revised consolidated plan, the Department will use any funds for state-level activities under this section to “…support programs and schools in addressing the needs of students as permitted by the requirements of this section.”

The plan identifies specific activities that will be funded, including a pilot school climate survey; identifying approved evidence-based strategies on the effective use of technology; supporting schools with activities and resources related to curriculum alignment; reimbursing advanced coursework examination fees; and other related priority activities to support school improvement initiatives.

The consolidated plan also allows federal funds to be used for additional activities. OAAE recommends that on page 1 at line 20 the following underlined statement be added:

Supporting schools with activities and resources related to curriculum alignment, and strategies to increase student access to a well-rounded education.