BASA Member Update 11.21.17

BASA Member Update November 21, 2017

1. Hot Topics

• Federal Quota Registration and Deafblind Census • “Short-term” Definition for Substitute Licenses Expanded 2. 2017 Management Guide 3. 2018 Betsy Cowles Award Application 4. InSideOut Initiative 5. Ohio Music Education Association 6. TeachArts Ohio

HOT TOPICS

Federal Quota Registration and Deafblind Census Federal Quota Registration – The AT & AEM Center at OCALI conducts the Federal Quota Registration of Blind Students on behalf of the Ohio Department of Education, Office for Exceptional Children, to qualify for the federal quota allotment of funds to purchase accessible educational materials for students who are blind in Ohio. DeafblindCensus –TheOhioCenter forDeafblindEducation (OCDBE) conducts theDeafblind Census on behalf of the United State Department of Education and in collaboration with the National Center on Deaf-Blindness (NCDB) to qualify for the federal allotment of funds to support students and families with dual sensory loss in Ohio. How does registration occur? Federal Quota Registration – Complete the Federal Quota Registration Form & return to AT & AEM Center. The Federal Quota Registration Form will be emailed to superintendents on December 7, 2017. Deafblind Census – Log onto The Ohio Center for Deafblind Education website to complete the Deafblind Census Registration form. When is registration? Federal Quota Registration – January 2-26, 2018 Deafblind Census – Anytime, but please note that 2017 registration ends December 1, 2017 “Short-term” Definition for Substitute Licenses Expanded Based on action taken by the State Board of Education this month, individuals who hold short-term substitute teaching licenses nowmay teach for 60 (school) days during a current school year. Ohio schools and districtsmust employ an individual with a long-termsubstitute license for periods longer than 60 (school) days. The revised rule, which took effect on November 2, can be found here OAC 3301-23-44 .

The Management Guide for School Administrators ********************2017 Edition********************

The Management Guide for School Administrators updates all education-related legislation adopted between July 2016 and July 2017.

Now in electronic book format!

NEW for 2017

Updated Calendar Year of Duties New Schedule for Property Value Reappraisal and Updates New Graduation Requirements All New References to the Ohio Revised Code Organized Alphabetically by Topic Over Fifty (50) References and Resources, Including:  Operating Levy Options  Specific Offenses Barring Employment or Licensure

 

 The Management Guide for School Administrators has been completely reviewed and updated for 2017. The new edition is now formatted in an easy, more efficient layout to minimize the time it takes to find answers to questions like:

 



 When and where are districts required to display the state and/or national mottoes?

College Credit Plus And Much More!

 

 What kind of facsimile signature is not per- mitted on vouchers, checks, or other instru- ments for the payment of money?

 What is the annual deadline for conducting the mandatory fire drill?

The 2017 Management Guide for School Administrators

Name:________________________________ Title:____________________________________

District:_______________________________ Email:___________________________________

Address:_____________________________________ City/Zip:__________________________

Ph: ( ) ____________________________ Fax: ( ) ________________________________

$99.00 Per Subscription Number Ordered: _______ Total Amount Due: $_______________ ❑ Check enclosed (payable to BASA)

❑ Purchase Order Attached ❑ Please send an invoice

Please fax to BASA at: 614-846-4081 or mail to: 8050 N. High Street, Suite 150, Columbus, OH 43235

Questions? Call 614-846-4080

2018 Official Nomination Form Betsy M. Cowles Leadership Award

Presented by the Buckeye Association of School Administrators

CRITERIA: The BASA Betsy M. Cowles Leadership Award will be presented to a female administrator who has demonstrated outstanding educational leadership in making significant contributions to educational administration in a school district, education service center or educational institution. The candidate should be an excellent role model and should encourage others to seek administrative positions. The candidate is required to have a minimum of three years of continuous service as an administrator or college instructor and whose district superintendent has been a BASA member for a minimum of three years. PROCEDURE: The selection committee will include the chair and three members at large of the Women’s Outreach Committee as well as a BASA Director. Any individual may nominate herself or someone else for this award. This official nomination form for the Betsy M. Cowles Leadership Award must be submitted to BASA by February 25, 2018. Nominations must be submitted on the official nomination form. If other material is provided the nomination will not be considered. The awards will be presented at the BASA Women’s Conference, and at the BASA Fall Conference. Betsy M. Cowles Betsy M. Cowles was one of the earliest and most noteable female superintendents in the State of Ohio. She was known for her contributions to education, abolitionism and women’s rights in Ohio. She counted among her friends and acquaintances people such as Frederick Douglas, William Lloyd Garrison, Henry C. Wright and Abby Kelley Foster. Ms. Cowles was a risk taker and stood for what she believed. She spoke out against the Black Laws which kept African Americans from voting in Ohio. She actually quit her teaching job when the school she was working for at the time refused to admit black students. In the 1820’s into the early 1830’s she opened infant schools in northeastern Ohio which were a predecessor to the modern day kindergartens. She earned her teaching degree from Oberlin College in the 1840’s in the third female class to graduate. She taught in grammar schools, in addition to serving as principal and as superintendent of the Please submit your nominations to BASA by February 25, 2018

Painesville Township Local Schools from 1858-1860. She also served as superintendent of the girl’s grammar school and girl’s high school in Canton, Ohio from 1850-1855.

This award will be given annually to a woman who exemplifies outstanding administrative leadership. Betsy M. Cowles Leadership Award Official Nomination Form

Deadline: February 25, 2018

Please type or print legibly

Name: _______________________________________________________________________ BASA Member?  Yes Position ____________________________________________________________________ Organization ________________________________________________________________ Address ____________________________________________________________________ City___________________________________State__________ Zip ___________________ Telephone______________________________Fax _________________________________

 No Years of continuous service _____________

Other positions held during the past five years:

Position

Organization

Dates

___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________

I. Description of significant contributions/exemplary leadership:

II. Statement describing how you or the nominated candidate actually enhanced education through exemplary leadership:

Submitted by (please print name)

________________________________________

Signature

________________________________________

Title

________________________________________

Date

________________________________________

Please return to BASA By February 25, 2018 Buckeye Association of School Administrators 8050 N. High Street, Suite 150

Columbus, OH 43235 Fax: (614)846-4081

Superintendents Letter November 2017.qxp_FB MGR MTG - STATE FINALS.qxd 11/17/17 11:23 AM Page 1

Ohio High School Athletic Association • 4080 Roselea Place, Columbus, Ohio 43214 Phone: 614-267-2502 • www.ohsaa.org November 2017 TO: OHSAA Member School Superintendents and Board Presidents FR: Dan Ross, Ph.D., OHSAA Executive Director Fewer than 3% of the students who participate in high school athletics will play at the collegiate level, and less than 1% will go on to play professionally. This means 97% of the students involved in high school sports will have a terminal experience — upon graduation, they will never again participate in sports at the same organized level. So what are we really giving students if we are only concerned with physical skill development and the outcome on the scoreboard? Winning is the goal of our sports programs. We play, plan and prepare to win every game. But winning in education-based athletics is not the purpose. The purpose is the human growth and development of students who participate and connecting them with caring adults in their learning community. The Ohio High School Athletic Association (OHSAA), in conjunction with the Ohio Interscholastic Athletic Administrators Association (OIAAA), has been selected to launch the InSideOut Initiative , a national movement supported by the NFL Foundation, the Cincinnati Bengals and the Cleveland Browns, to transform the current win-at-all-costs sports culture to one that defines and promotes sports as a human growth experience that acutely focuses on the intentional growth and development of each student. Statewide endorsement of this initiative, which is aimed to help students in all sports, has also come from the Ohio School Boards Association (OSBA), the Buckeye Association of School Administrators (BASA), the Ohio Association of Secondary School Administrators (OASSA) and the Ohio Association of Elementary School Administrators (OAESA). The InSideOut Initiative — co-founded by author, educator and former NFL lineman Joe Ehrmann and Jody Redman, a nationally recognized facilitator and speaker and an administrator with the Minnesota State High School League — clearly defines the purpose of sports in an edu- cational setting, where countless teachable moments and values such as respect, responsibility, empathy, moral courage, teamwork and sportsmanship can be taught and developed. It encour- ages school and community leaders, led by the school’s athletic administrator, to address the bro- kenness of the sports culture since, without intentional leaders, coaches and supportive commu- nities, it is more likely that organized sports will spoil play and undermine the development of the very character and virtue it claims to build. To find out more about the InSideOut Initiative , the OHSAA has developed an informational video that we encourage you to view and share with your school community and governing board. Please cut and paste this URL for the 11-minute video to your browser: https://youtu.be/RkBnXE1XhHc . After having further discussion with your board members and administrative team, we encour- age your school to consider getting involved in this important initiative. Information on addition- al InSideOut Initiative training sessions in Ohio will be announced soon. Thank you for allowing me to take the time to share this important information!

OHIO MUSIC EDUCATION ASSOCIAT ION

COLUMBUS 2018

CAPITAL CITY PROFESSIONAL DEVELOPMENT CONFERENCE FEBRUARY 8-10, 2018

Dear School Administrator: As a point of introduction, the Ohio Music Education Association (OMEA) is one of the largest state affiliates of NAfME, the National Association for Music Education. Celebrating its 85th anniversary in 2017, OMEA serves Ohio’s 1.8 million students in schools and universities across the state. Our membership includes over 2800 active music teachers, 900 collegiate members (prospective music teachers) and nearly 500 retired music educators. The OMEA Professional Development Conference (PDC), held this year in Columbus, will take place on February 8-10 at the Convention Center downtown. The OMEA PDC is the third largest music conference in the United States with nearly 300 sessions presented by nationally recognized master teachers demonstrating research-based, best practices in the field of music education. Sessions often include live demonstrations with students of various ages. In addition, over 40 performing ensembles will present concerts showcasing the talents of Ohio’s students. It is noteworthy that committees comprised of active teachers from across the state choose sessions and performing ensembles and the session’s represent the “best of the best” in teaching pedagogy. The acceptance rate for perform- ing ensembles alone is only 25% of the submissions. The OMEA PDC partners with the Technology Institute for Music Education to provide every teacher in atten- dance with access to clinics and demonstrations of the latest music education technology. Included in the registra- tion fee ($145 for members) is access to the largest music trade show east of the Mississippi. Displays and demon- strations by nearly 250 exhibitors from across the United States allow teachers to see the new products available in the music industry. With a few additional steps, teachers may use their conference experience to earn CEU’s (nominal additional registration expense) and graduate level continuing education credit (additional expense) for their licensure re- quirements. Please visit our website, omeapdc.com to see the details of the conference. This website provides information about registration, housing and parking as well as lists of performing ensembles and presenters. To access the conference schedule and review session titles and descriptions, please follow our event on Guidebook, which will be available around December 1. Providing the opportunity for your music staff to attend this conference will have a direct and meaningful impact on the students in your district. If you or another administrator would like to attend the conference to check out this opportunity first-hand, please contact my office at executive_director@omea-ohio.org. I would be happy to provide you with a pass for any single day of the conference and answer any questions regarding how OMEA can assist your music staff. On the attached page are some metrics from this year’s conference, viewed through the lens of the Ohio Standards for the Teaching Profession.

OHIO MUSIC EDUCATION ASSOCIAT ION

COLUMBUS 2018

CAPITAL CITY PROFESSIONAL DEVELOPMENT CONFERENCE FEBRUARY 8-10, 2018

Ohio Standards for the Teaching Profession 1. Teachers understand student learning and development and respect the diversity of the students they teach. • 7 hours of instruction regarding developmental characteristics of various age groups. • 4 hours relating to students’ diverse cultures, language skills & experiences • 5 hours of sessions that address students with disabilities and at-risk students 2. Teachers know and understand the content area for which they have instructional responsibility • Band – 31 hours • Choir – 27 hours • Orchestra – 16 hours • Jazz – 9 hours • General Music – 43 hours 3. Teachers understand and use varied assessments to inform instruction, evaluate and ensure student learning. • 11 hours of instruction on curriculum and assessment 4. Teachers plan and deliver effective instruction that advances the learning of each individual student. • 7 hours of instruction related to the learning needs of all students • 30 hours of technology sessions, showing teachers how to use resources effectively 5. Teachers create learning environments that promote high levels of learning and achievement for all students. • 15 hours dedicated to creating learning situations in which students work independently, collaboratively or as a whole class 6. Teachers collaborate and communicate with students, parents, other educators, administrators and the community to support student learning. • 10 hours of sessions showing teachers how to collaborate effectively with other teachers, administrators and their local community 7. Teachers assume responsibility for professional growth, performance and involvement as an individual and as a member of a learning community. • In total, nearly 300 hours of instruction are available over the three- day period, giving teachers the opportunity to assume responsibility for engaging in purposeful professional development and positively impact the teaching quality, improvements and student achievement in their school

TeachArtsOhio Customizable Artist Residencies for PK-12 Students in Ohio’s Schools

The TeachArtsOhio (TAO) program brings schools and community organizations together with teaching artists to share engaging, personal, high-quality arts learning experiences. Engagements can vary from short introductory exposures lasting just a few days to in- depth immersive experiences spanning a full school year. Creative and experienced teaching artists, through TAO grant awards, offer learners the opportunity to participate in a unique creative process, bridge cultural differences, develop fresh ways of learning through the arts, and realize lasting benefits from in-person contact and collaboration with professional artists who are experienced in working with school age children and youth.

APPLICATION DEADLINE: February 1 (annually)

STAFF CONTACT Jarred Small Arts Learning Coordinator jarred.small@oac.ohio.gov 614-728-4481

GRANT AWARDS: The total professional fee for teaching artists in the TeachArtsOhio program is $300 per residency day. A residency day must mirror a full school day, including arrival and departure times for teachers. Grants are awarded to schools to cover the artist fees. ELIGIBILITY: Eligible organizations are Ohio’s public, private, charter, or parochial schools (pre-kindergarten through grade 12). HOW THE PROGRAM WORKS: TeachArtsOhio provides one-year grants. A school may apply for no more than one grant per year. There is no limit to the number of schools within a school district that may apply. 100 percent of the artist fees are paid for using OAC funds, alleviating financial burdens from school and district budgets. Schools are required to provide all program-related materials and supplies. While no cash match is required, in-kind contributions from the school include program related materials and supplies, teacher and administrator participation and time, and other project-specific items mutually agreed upon. Grantees may work with the Ohio Arts Council to select an Ohio artist from a roster of experienced teaching artists or fromother sources in consultation with OAC staff. Artists, teachers, and administrators collaboratively plan an in- depth arts learning experience that engages participants of varying ages, cultures, experiences, and ability levels within a mutually supportive and creative learning environment. The artist also shares his or her own artistic work with students, teachers, administrators, school board members, parent organizations, and the larger community. Artists work with a school team to design and hold a professional development workshop(s) involving staff in one or more participatory experiences to deepen their understanding of the creative process and the artist’s discipline (typically creative writing, dance, design, drama/theatre, media arts, music, visual arts, or traditional arts). • Express : a brief mini-residency within a single week (one to three residency days) An express mini-residency can provide initial exposure to an art form, laying the foundation for more in- depth experiences and learning in the future. • Basic : a residency of between two and four weeks (typically from six to 12 residency days) A basic residency allows sufficient time to explore the fundamentals of an art form, and includes a culminating project or presentation to demonstrate learning to peers and parents. Applicants may apply for residencies in one of five categories according to length:

• Grading Period : a residency of approximately six to nine weeks (typically from 18 to 27 residency days) A grading period residency provides the necessary time to fully explore the essential aspects of an art form(s), and includes sufficient time to complete an in-depth culminating project such as a performance, program, or exhibition presented to the school and community to demonstrate learning. • Full Semester : a residency of approximately 18 weeks (typically from 50 to 60 residency days) A full semester residency allows a teaching artist to have a deep and lasting impact on a group of learners, exploring beyond the basics and entering for true immersion within an art form(s). An applicant might choose to schedule residency activities with different grade levels on different days, or customize a structure that gives large groups of students an opportunity to engage in the art form in an impactful way. A residency of this length also provides the opportunity for multifaceted staff professional development geared at skill development, pedagogy, and long-term practice. A full semester residency culminates with one or more in-depth culminating projects such as a performance, program, or exhibition presented to the school and community to demonstrate learning. • Academic Year : a residency of approximately 36 weeks (typically from 100 to 120 residency days) A residency lasting a full academic year provides the most in-depth experience possible, giving learners an entire year to learn, grow, and mature in their understanding of an art form(s). An applicant might choose sophisticated arts projects that include a variety of grade levels, opportunities for performances or exhibitions for the school and community, and arts integrated experiences spanning the curriculum. A residency of this duration creates a long-term learning environment where teacher, administrator, and teaching artist serve as an educational team to positively impact teaching and learning in and through the arts in a way that will provide long-lasting benefits for all involved. An academic year residency culminates with one or more in-depth culminating projects such as a performance, program, or exhibition presented to the school and community to demonstrate learning. RESIDENCY PLANNING: The residency planning process for any of the above residency lengths often varies according to the applicant’s level of experience or proficiency with past artist residencies: Planning for new applicants : Typically, an arts discipline is selected and ideas for the residency are described in the grant application. Applicants may select a teaching artist to be named in the application, including bio with school-based experiences described, or, if the applicant does not have a specific teaching artist in mind, they may still submit an application describing residency goals. If a grant is awarded, the applicant may work with OAC staff to identify an ideal teaching artist. An artist bio, including school-based experiences and other reference materials, must be submitted to the OAC prior to finalizing a grant agreement and beginning residency work. Planning for previously-funded applicants: School sites familiar with hosting an OAC funded residency often prefer to plan a residency with a teaching artist prior to submitting the application. If a grant is awarded, the school's planning committee then further develop plans. Once the award is made and the teaching artist has been finalized, the formal planning begins. At least two to three weeks in advance of the residency start date, a planning session is held at the school with the teaching artist and members of the school’s planning committee (minimally the committee is comprised of the arts teacher, classroom teacher, school administrator, and teaching artist) to develop a residency plan. This plan outlines the expected impact and outcomes of the residency, what measurement tools will be used to assess progress, and outlines the roles and responsibilities of all parties – school and/or school district, teaching artist, and the OAC. Templates of past planning documents are available for interested organizations, and OAC Arts Learning staff are available to provide coaching or advice during the planning stages as needed. NOTE: OAC funding cannot be awarded for residency activities designed in preparation for (or in conjunction with)

school competitions, nor for residencies that are part of higher education coursework or that will serve those students exclusively. Please refer to the Introduction and Overview for a list of activities the OAC cannot fund. HOW TO APPLY: All applications to the TeachArtsOhio program must be submitted via the ARTIE system. Please refer to ARTIE: Organizational Grant Applications for a description of the process. EVALUATION AND SCORING: A panel of arts and cultural professionals, educators, artists, and other community members evaluate and score TeachArtsOhio grant applications. Panel meetings are open to the public and audio- streamed online, and representatives of applying schools, as well as teaching artists, are encouraged to attend or listen online. Visit the calendar on the OAC’s Grants page for meeting details and instructions for participating. At the panel meeting, panelists discuss how well each application satisfies the program's evaluation criteria. Panelists highlight strengths and weaknesses, discussing all aspects of the application and its support materials. Following the public discussion, each panelist enters a final score for each application. Later, OAC staff use averages of these scores to determine funding award recommendations. The OAC Board is the only body authorized to make final funding decisions and must approve grant awards. The review process is competitive, and not all applications are funded. REVIEWCRITERIA: Criteria are divided into four categories: ProgramQuality, Community Engagement, Defining and Measuring Success, and Resource Management. Evidence of meeting the criteria may be found in any portion of an application or associated support materials. Each criterion is worth up to five points, for a maximum of 60 points. Program Quality (20 points)  Design, planning, and implementation are well conceived with sufficient detail to demonstrate intended outcomes  Activities support learning in, through, or about the arts  Commitment to in-depth, appropriate, and authentic learning activities aligned to residency length is strong  Residency professional development activities will positively impact the practices, attitudes, or behaviors of educators and other staff Community Engagement (10 points)  Applicant demonstrates an openness to designing an accessible and inclusive residency experience  Residency activities involving the larger community will be meaningful and engaging Defining and Measuring Success (15 points)  Residency planning involves a broad range of voices, and minimally includes the teaching artist, teachers, and an administrator  Applicant has articulated what success looks like for the residency  Residency planners have identified ways to document observable changes in teaching and learning through the arts Resource Management (15 points)  Demonstrated commitment shown to the value of collaborative learning  Safe, inviting, and appropriate space, and reliable scheduling for teaching artist time with students and teachers is articulated and practical  Budget reflects school’s obligation to provide materials and supplies for the residency

TIMELINE: The following timeline outlines the TeachArtsOhio grant lifecycle. Any deadline falling on a Saturday, Sunday, or state holiday, is extended until the next business day.

YEAR 2017 2018

DATE

TASK/DEADLINE

November 1 February 1

Application Available in ARTIE

Application Deadline

March

Panel Meeting

July

Grant Award Announcement Grant Agreement Deadline

August 30

2019

July 30

Final Report Deadline