FY2016-FY2017 Budget Recommendations EMILY GEPHART, DIRECTOR AARON RAUSCH, ASSISTANT DIRECTOR OFFICE OF BUDGET AND SCHOOL FUNDING

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1 FY2016-FY2017 Budget Recommendations EMILY GEPHART, DIRECTOR AARON RAUSCH, ASSISTANT DIRECTOR OFFICE OF BUDGET AND SCHOOL FUNDING SEPTEMBER 2014

2 Table of Contents Program Recommendations and Narratives Academic Improvement...1 School Improvement... 1 Student Intervention... 3 Career-Technical Education...5 Supplemental Career-Technical and College-Based Funding... 5 Career-Technical Special Programs and Support... 6 Curricula, Assessments, & Accountability...8 Academic Content Standards and Model Curricula... 8 Student Assessments... 8 Education Accountability Education Management Information System Early Childhood Education...13 Early Learning Programs and Child Care Licensing Preschool Special Education Educator Quality...16 Educator Preparation, Training, Recruitment & Retention Professional Licensure and Conduct General State Support...19 Formula Aid Nonpublic School Payments Local Tax Supplement Gifted Education...23 School Choice...24 Community Schools Scholarship Choice Programs School Operation Support...27 Pupil Transportation Finance and Management Services Ohio Education Networks School Food Services Special Education...33 Special Education Funding Special Education Targeted Funding State Administration and Infrastructure Support...36 Students at Risk...38 i

3 Appendices Appendix A Appropriation Line Item Budget Detail 40 Appendix B Program Line Item Budget Detail.. 45 ii

4 Academic Improvement This program provides additional assistance to districts, buildings, and students identified for academic improvement. These programs and services include strategies to target districts and Budget Summary BFG FY 2015 FY 2016 % Chg FY 2017 % Chg GRF 19,654,848 22,504, % 22,504, % GSF 2,500, % 0 FED 150,785,946 92,501, % 92,501, % LPE 155,000, ,000, % 150,000, % Grand Total 327,940, ,006, % 265,006, % buildings identified as needing technical assistance for academic improvement, redesigning high schools, improving the school environment for learning, and engaging parents in the learning process. In terms of funding, the largest program within the area of academic improvement is the Straight A Fund which was established by Am. Sub. H.B. 59 of the 130th General Assembly. The Straight A Fund seeks to fund the implementation of innovative ideas and practices in Ohio s schools. This new injection of ideas and practices can fuel the transformation of the state s educational system into one that more effectively meets the needs of all students and fulfils its promise by promoting educaitonal excellence and efficiency. In addition to funding shown within this program series, funding attributed to the additional needs of Limited English Proficient (LEP) students is provided on a per-pupil basis, based on the amount of time the student has been enrolled in school in the United States, through the school funding formula which is contained within the General State Support Formula Aid set-aside in the General State Support program series, and which is considered part of the Foundation Program. FY 2016-FY 2017 components of the Foundation Program are included within a placeholder equal to the FY 2015 appropriation given the recommendation that the Foundation Program remain largely similar to the current biennium for increased consistency and predicatability, and because a variety of data used in the current formula are presently unavailable. School Improvement Raising expectations for what students should know and be able to do while simultaneously closing the gaps between the lowest- and highest-performing students requires intensive and focused work. The Department provides support to educational leaders through the statewide regional system to help them build their capacity to plan and implement school improvement processes based on analysis of reliable data. These programs also assist districts in transforming their high schools to become schools in which all students can be successful and where students are prepared for the global economy and postsecondary education. Major GRF Activities High Schools That Work and Making Middle Grades Work: These school improvement initiatives are founded on the conviction that students can master rigorous academic and career-technical studies when schools create an environment that motivates and supports them. The attributes of each school include: high expectations for all, rigorous careertechnical and academic studies, relevant work-based learning, active engagement of students, educators collaborating in professional learning communities, comprehensive guidance and support, extra time and assistance for students, and accountability for students and educators 1

5 based on reliable data. By FY 2015, funding will support approximately 115 high schools, 40 career centers, and 105 middle schools. No increased funding is requested for FY FY School Improvement - ESCs: The goal of the program is to build capacity in school improvement services for all schools in Ohio, with the greatest intensity being concentrated on those identified with the highest level of need. State funding supports Educational Service Centers (ESCs) who serve as facilitators and direct service providers to districts around school improvement processes. No increased funding is requested for FY 2016-FY School Improvement: Ohio s statewide system of support, which is structured around 16 state support teams (SSTs) in regions across the state, benefits from this initiative. As with the services provided by ESCs previously described, the goal of the system is to build capacity in school improvement services for all schools in Ohio, with the greatest intensity being concentrated on those identified with the highest level of need. This funding supports contractors who serve as facilitators and direct service providers to districts and community schools around school improvement processes. Funds also support training and monitoring for additional local education agencies (LEAs) implementing the Ohio Improvement Process (OIP). Finally, to increase the quality of education in the state s persistently lowest-achieving schools, school transformation specialists assess these schools for academic achievement and school climate progress to support school turn-around and innovation. No increased funding is requested for FY 2016-FY Other Funding (Non-GRF) Straight A Fund: The Straight A Fund is a new innovation fund created by the FY FY 2015 state biennial budget. The Straight A Fund Governing Board provides oversight of the fund to ensure the program promotes sustainable, innovative, and local ideas and programs to help transform and modernize Ohio s education system. Proposals must meet one or more of the four goals of the fund: increased student achievement; a spending reduction in the five-year forecast or positive performance on other fiscal measures established by the Straight A Fund Governing Board; utilization of a greater share of resources in the classroom; or a use of a shared services delivery model that demonstrates increased efficiency and effectiveness, long-term sustainability and scalability. For FY 2014, the Governing Board awarded funds to 24 projects, totaling $88.7 million, impacting more than 161,500 students in over 150 districts. The Governing Board is expected to select FY 2015 awards in June 2014 totaling approximately $145 million. Unique to this program is a requirement of sustainability, such that any ongoing spending associated with the project proposal must be offset by my permanent, verifiable, and credible spending reductions. Additionally, each program must identify a way to measure and evaluate progress. Through a rigorous screening process, Ohio has given creative and cost-effective solutions an injection of funding to identify the most promising practices that can be replicated statewide. Because this program has a separate governing board, the FY 2016-FY2017 appropriation recommendation is equal to the FY 2015 appropriation, pending further discussion by the Straight A Governing Board about any recommended changes to the program and how best to promote and disseminate information about the innovative practices and promising improvement identified through the projects funded. Federal Funding School Improvement Grants (SIG) (CFDA A): These resources are aimed at helping struggling schools improve academic performance. As part of the School Improvement Grant process, the Department identified the state s lowest performing schools, which are now considered Priority Schools in Ohio as defined in the Ohio Elementary and Secondary Education Act (ESEA) Flexibility Waiver. Eligible schools may apply for these competitive 2

6 School Improvement Grants, which are awarded over a three-year time period, and are required to implement one of four intervention models designated by the U.S. Department of Education if awarded a grant. Appropriation authority to spend federal funds totaling $32.4 million each fiscal year is requested to fund new and existing awards. Student Intervention This program provides opportunities and support for students who are struggling and those who require alternative strategies to succeed in their education. As previously described, support for LEP students is considered a part of the Foundation Program. For FY 2016-FY 2017, these funds are considered to be contained within the placeholder for General State Support Formula Aid within the General State Support program area. Additionally, while this program does not include specific funding recommendations, worthy of the Board s discussion is increased support for literacy education for students in grades kindergarten through three. It is imperative that all students be able to read by the time they leave the third grade. Ideas to consider include funding for regional leadership teams and professional development to ensure educators are serving students effectively, and funding for summer literacy camps to help students who need extra support. Funding attributed to the additional needs to support literacy initiatives for students in these grades is also provided a perpupil basis through the school funding formula, are considered a part of the Foundation Program, and are contained within the placeholder for General State Support Formula Aid within the General State Support program area equal to the FY 2015 appropriation. Major GRF Activities Alternative Education Grants and Technical Assistance: This activity provides funding for 107 alternative education programs to implement successful innovative practices in alternative education serving approximately 400 school districts. Recipients are required to provide at least 40 percent matching funds from local community and social service partners. State funding also supports professional development and technical assistance to the schools that receive grants. Dropout prevention and credit recovery are the major components of this program which keep students in school and under supervision during school hours, increasing the probability that they will graduate from high school and be gainfully employed. No increased funding is requested for FY 2016-FY Dropout Recovery Extenstion: This activity would continue funding for the 22+ dropout recovery extension program created in H.B. 483 of the 130 th General Assembly. The program allows an individual who is 22 years or older who has not received a high school diploma to enroll for up to two cumulative schools years at a program offered by a traditional district, communtiy school, career technical center, or college. The program pays up to $5,000 per FTE enrolled in the program. K-3 Literacy Improvement: This activity would provide new funding and increase support for literacy education for students in grades K-3. The majority of the funding would be used to provide unit funding to school districts to support summer literacy camps. The distribution of funds would be based on the econoimcally disadvantated index of the school distirct. The remaining funding would establish regional leadership teams in literacy to ensure teachers have professional development opportunities in the best and most effective teaching methods. Federal Funding English Language Acquisition (CFDA ): This grant provides assistance to school districts in meeting the special language needs of national origin minority and limited English 3

7 proficient students. This activity helps to ensure that these students have equal educational opportunities to achieve the state s performance standards. In particular, this activity builds school districts capacity to close the academic achievement gap between these students and their peers. Appropriation authority to spend federal funds totaling $10.1 million in each fiscal year is requested. 21 st Century Community Learning Centers (Title IVB) (CFDA ): This grant currently provides opportunities for communities to establish or expand activities in community learning centers that provide academic enrichment, including tutorial services, to help students attending low-performing/high poverty schools during hours outside of the school day. Appropriation authority to spend federal funds totaling $50.0 million in each fiscal year is requested. General Revenue Summary Academic Improvement Prog Desc Programs FY 2015 FY 2016 % Chg FY 2017 % Chg School Improvement 7,100,850 7,100, % 7,100, % High Schools that Work and Making Middle Grades Work 3,100,850 3,100, % 3,100, % School Improvement 500, , % 500, % School Improvement ESCs 3,500,000 3,500, % 3,500, % Student Intervention 12,553,998 15,403, % 15,403, % Alternative Education Grants and Technical Assistance 7,403,998 7,403, % 7,403, % Read Baby Read 150, % Dropout Recovery Extension 5,000,000 5,000, % 5,000, % K3 Literacy 0 3,000, % 3,000, % Grand Total 19,654,848 22,504, % 22,504, % 4

8 Career-Technical Education Ohio's careertechnical education system offers sequences of careertechnical courses that support the academic and technical knowledge and skills needed to prepare students for further Budget Summary BFG FY 2015 FY 2016 % Chg FY 2017 % Chg GRF 7,442,691 7,672, % 7,672, % GSF 529, , % 529, % FED 44,663,900 44,663, % 44,663, % Total 52,636,352 52,866, % 52,866, % education and careers in current and emerging employment sectors. Career-technical education also includes programs and services designed to help Ohio's students develop career plans, identify initial educational and career goals and develop the skills necessary to make informed career and educational choices throughout life. In addition to funding shown within this program series, funding attributed to the additional needs of career-technical students is provided by five categories through the school funding formula which is contained within the General State Support Formula Aid set-aside in the General State Support program series, and which is considered part of the Foundation Program. FY 2016-FY 2017 components of the Foundation Program are included within a placeholder equal to the FY 2015 appropriation given the recommendation that the Foundation Program remain largely similar to the current biennium for increased consistency and predicatability, and because a variety of data used in the current formula are presently unavailable. Supplemental Career-Technical and College-Based Funding These programs provide funding for all approved career-technical education programs in districts, community schools, and JVSDs. Programs are a combination of academic and technical courses or experiences that establish a seamless pathway for students to successfully transition to postsecondary education, advanced training, employment, or apprenticeship. Major GRF Activities Tech Prep Consortia Support: This funding provides support to maintain a quality Tech Prep system that includes six Ohio College Tech Prep Regional Centers (representing 23 community and technical colleges, 14 universities, and 91 career-technical planning districts) necessary to ensure quality Tech Prep design and expansion. Funds support the development of educational pathways to any public institution of higher education that align with Ohio s workforce development needs and in the creation of bilateral articulation agreements, which are necessary to comply with Ohio s plan for the provision of career-technical education statewide. Funds are distributed to the Ohio College Tech Prep Regional Centers and administered by public higher education institutions based on criteria that contribute to the scope of work (e.g., number of entities each is serving). The increase in this set-aside is requested to accelerate the expansion of secondary to postsecondary pathways, as well as the student services needed to assure that students are taking full advantage of the opportunity to earn college credit through their secondary careertechnical education program. Tech Prep Expansion Grants: These grants support Tech Prep enrollment expansion and new Tech Prep programming in school districts and postsecondary institutions that support Ohio s workforce development needs. Funds are distributed by formula and go to each of the Ohio 5

9 College Tech Prep Regional Centers. No increased funding is requested for FY FY Journeyman Certification: This program provides a monetary incentive to career-technical planning districts for students whom they have assisted in obtaining a journeyman certification in a program recognized by the United States Department of Labor. No increased funding is requested for FY 2016-FY Career-Technical Special Programs and Support Career-technical programs prepare students for postsecondary education and careers, help students identify initial educational and career goals, and develop the skills necessary to make informed career and educational decisions throughout life. Knowledge and skills are developed through integrated academic and technical instruction and application. All students in Ohio have access to career-technical education. Major GRF Activities Institution Career-Technical: Incarcerated students are provided instructional programming through a state subsidy for career-technical programming. This program provides funding for 23 secondary job training programs and 42 correlated academic classes within eight institutions operated by either the Ohio Department of Youth Services or the Ohio Department of Rehabilitation and Correction. Institutions apply for funding to ensure greater accountability of career-technical education being offered in these unique settings. No increased funding is requested for FY 2016-FY Voc-Ag 5 th Quarter: This program enables high school students to have experiences in the Agriculture and Environmental Systems career field that are beyond the traditional school year a time known as the 5th quarter generally in the summer. In FY 2013, 77 agricultural education instructors supervised nearly 5,000 students, resulting in a $5.3 million positive impact to Ohio's economy. No increased funding is requested for FY 2016-FY Federal Funding Career-Technical Education (CTE) Basic/Tech Prep Grant (CFDA ): Part of the Carl D. Perkins Career and Technical Education Improvement Act of 2006, these funds support the development of academic and career and technical skills of secondary and postsecondary students who enroll in career and technical programs. A majority of these funds flow as entitlement grants to JVSDs and school districts based on census population, particularly the proportion of the population in poverty. Appropriation authority to spend federal funds totaling $44.7 million is requested for each fiscal year. Other Funding Ohio Career Information System (OCIS): This internet-based tool facilitates academic and career exploration, planning, and decision-making and enhances a student s ability to make career connections to their academic studies. The tool contains research-based tools and assessments, as well as national, state, and local labor statistics. OCIS provides data and information related to occupations and employment, postsecondary educational and training options, and financial aid. Embedded within the system is the Individual Academic and Career Plan (IACP), which allows students to access saved assessment results, customize a career plan, create a secondary and postsecondary plan of study, and develop a résumé. The 1,100 sites participating in the OCIS pay an annual site license fee that affords them unlimited access to the system, training, and technical assistance for the school year. Approximately $530,000 in funding is requested in each fiscal year and is represented in the GSF fund group in the budget summary table. 6

10 General Revenue Summary Career-Technical Education Sub Prog Desc Programs FY 2015 FY 2016 % Chg FY 2017 % Chg CareerTechnical Special Programs and Support 3,933,868 3,163, % 3,163, % Columbus/Cincinnati VoAg 162, % 0 Institution CareerTechnical 2,563,568 2,563, % 2,563, % Jobs for Ohio's Graduates 500, % 0 Ohio ProStart School Restaurant Program 108, % 0 VocAg 5th Quarter 600, , % 600, % Supplemental CareerTechnical and CollegeBased Funding 3,508,823 4,508, % 4,508, % Journeyman Certification 410, , % 410, % Tech Prep Consortia Support 260, , % 260, % Tech Prep Expansion Grants 2,838,281 3,838, % 3,838, % Total 7,442,691 7,672, % 7,672, % 7

11 Curricula, Assessments, & Accountability Setting high expectations through Budget Summary rigorous academic content standards, BFG FY 2015 FY 2016 % Chg FY 2017 % Chg assessing students on GRF 94,161,179 94,329, % 93,868, % those standards, and measuring and FED 12,250,000 10,695, % 10,761, % reporting the results SSR 550, , % 550, % are the basis of a strong educational Grand Total 106,961, ,575, % 105,180, % system that promotes higher achievement for all students. Academic Content Standards and Model Curricula Academic content standards describe what Ohio expects all students to know and be able to do as they progress in their learning from preschool through high school. Model curricula are resources (e.g., content elaborations, student learning expectations, instructional strategies) created at the state level for use by school districts to develop local courses of study that are aligned to the academic content standards. Major GRF Activities Content Standards and Model Curricula: This funding supports the functions of the Office of Curriculum and Assessment to provide technical support to stakeholders in the application of the academic content standards for effective instructional practice. Professional development programs and other tools are developed to provide teachers with a better understanding of the content they teach and to share strategies that improve instructional delivery. Ohio s new academic content standards are internet-based for easy access and are used by educators as they seek information about the standards, including the skills expected of students to demonstrate mastery of the various topics at different grade levels. Funding for this initiative will ensure maintenance of the internet-based tools for the updated academic content standards and model curricula. These tools, along with professional development on integrating technology into instruction, will provide educational professionals the support and understanding they need to implement academic content standards. No increased funding is requested for FY 2016-FY Student Assessments This program provides for the development and administration (printing, distributing, collecting, scoring and reporting) of achievement and high school graduation assessments that are required by state and federal law. A new generation of assessments will be implemented through the Partnership for Assessment of Readiness for College and Careers (PARCC), for which Ohio became a governing member in November 2011 along with 14 other states. The revised assessments will include a new system of college- and career-ready assessments to replace the Ohio Graduation Test (OGT) and will ultimately be delivered on computers or other technological devices. Major GRF Activities Assessment Contracts and Administration: This funding supports the Office of Curriculum and Assessment for the administration of the assessments and corresponding assessment 8

12 contracts. This work includes the development, production, distribution, collection, scoring and reporting of assessments. In FY 2014, it is estimated that more than 2.0 million Ohio Achievement Assessments for grades kindergarten through eight; 1.3 million OGT assessments; 46,000 alternate assessments for students with disabilities; and 39,000 Ohio Test of English Language Acquisition (OTELA) assessments were administered to over 1.0 million Ohio students. About 84,300 special versions of these assessments and additional resource materials for 1.2 million parents were produced as well. Data obtained from these assessments are also used for teacher evaluation and local report cards underscoring the need to for valid and reliable information through assessments. Requested appropriations are based on the graduation requirements defined in H.B. 487 of the 130 th General Assembly. As a result of that legislation, anticipated cost of Ohio s assessment system is projected to decrease in both FY 2016 and FY Kindergarten Readiness Assessment: Through FY 2014, Ohio assessed kindergarten students using the Kindergarten Readiness Assessment-Literacy (KRA-L), which was designed to assist educators in the evaluation of young children s literacy skills at the beginning of the kindergarten year. Beginning in FY 2015, the new kindergarten readiness assessment will continue to cover language and literacy but will also assess mathematics, science, social studies, social foundations, and physical well-being and motor development. Increased funding requested in this set-aside will provide for this more comprehensive assessment system that includes four key components: the Kindergarten Readiness Assessment, a formative assessment to track the progress of children preschool to grade kindergarten; professional development for teachers and administrators on use of assessment, and technology supports for teachers and administrators to report scores and have access to online resources and professional development. Approximately 130,000 kindergarten children are administered the assessment each year by about 6,500 teachers in over 900 school districts and community schools. GED Testing: The General Educational Development (GED) program provides a national test for Ohio adults without a high school diploma. About 38,350 GED tests, 33,555 applications, 18,847 GED transcripts, and 1,148 diplomas were processed in Funding also supports 99 GED testing centers that administer the tests. In January 2014, the administration of the GED moved to the national level, however, the state of Ohio will still have to process transcripts and diplomas as well as provide technical support to students who wish to take the GED. No increased funding is requested for FY 2016-FY GED Reimbursement: In response to the federal government transitioning the GED for all states to a more costly computer-based exam beginning in January, 2014, H.B. 59 included funding to reimburse career-technical planning districts (CTPDs) for the cost of reimbursing individuals taking the online GED test for the first time for fees in excess of $40. No increased funding is requested for FY 2016-FY Federal Funding Assessment Contracts (CFDA ): This funding supports the contract for assessments in grades 3-8. Appropriation authority to spend federal funding totaling $10.3 million in each year is requested. Advanced Placement (CFDA B): This funding reimburses low-income students for advanced placement (AP) or international baccalaureate (IB) test fees. Appropriation authority to spend federal funding totaling $0.43 million in FY 2016 and $0.50 million in FY 2017 is requested. 9

13 Other Funding GED Testing: Administrative costs for the GED are supplemented through fees paid by GED applicants for the processing of transcripts. An appropriation of $0.24 million is requested in each fiscal year. National Assessment of Educational Progress (NAEP): The National Assessment of Educational Progress, often referred to as the Nation s Report Card, is currently the only national representative and continuous assessment of what students across the country know and are able to do in various subjects. Funding is used to pay for the Ohio costs and includes the coordinator, materials, travel, and indirect costs associated with Ohio s participation in NAEP. This funding request totaling $0.27 million is requested in each fiscal year. Education Accountability An effective accountability system accurately and transparently reports achievement and progress of schools and school districts. At the heart of that system is the need to collect, analyze, and report data to communicate appropriately to a variety of audiences. Policymakers want information to help inform decisions. Administrators need data to ascertain how their programs can operate more effectively. Educators and the general public want information to gauge the performance of students. Ohio s accountability system is built around both a data collection infrastructure and a set of programs that analyze and report information. Ohio s new A through F report card replaces an outdated report card rating system that resulted in nearly 60 percent of our school districts and half of our schools receiving Excellent or Excellent with Distinction ratings. The new report card not only more clearly and accurately reflects how our schools and districts are serving students, but directly aligns to the state s priorities. Starting in August of 2015, schools and districts will receive letter grades in six broad categories as well as an overall composite grade: The Achievement component will determine how well students are doing against national and state standards of success. The Gap Closing component will determine whether students in all demographic groups are making gains in reading and math. The Graduation Rate component will include 4-year and 5-year graduation rates, which were recently standardized for all states by the U.S. Department of Education. The Progress component will determine whether students are growing academically and will be measured for all students, including students with disabilities, gifted students, and students performing in the lowest quintile statewide. The K-3 Literacy component will measure whether schools and districts are making progress with moving their kindergarten through third grade students from reading below grade level to reading at or above grade level. This measure is aligned to the efforts being implemented through the Third Grade Reading Guarantee. The Prepared for Success component will consist of measures that as a group will determine whether Ohio s high school students are ready for college and careers. This will be accomplished through measuring students participation on tests used for college admission and whether those students are scoring remediation free. Also included will be information on dual enrollment credits earned, industry credentials obtained, honors diplomas awarded, and Advanced Placement and International Baccalaureate participation and scores. Also in development are separate report cards for dropout recovery community schools and career-technical planning districts (which include joint vocational school districts). 10

14 Major GRF Activities Local Report Card: A standard Local Report Card for all public schools and districts reports on the student performance information outlined above. Local Report Cards for 610 districts and almost 4,000 schools (including community schools) are produced every fall. The Local Report Card contains the state s results and specific educational improvement priorities. The Department makes this performance information, as well as other aggregate demographic information, available through presentations and content on the internet such as the interactive Local Report Card (ilrc). The increase requested in this set-aside will allow teacher value-added reports to continue, as well as expand value-added reports into grades Additionally, these value-added reports provide important data from the previous year that schools use in educator evaluations and in instructional decision making. Part of preparing these reports includes the important process of teacher-student linkage/roster verification. This set-aside supports the system and infrastructure which allow teachers to review and refine their class rosters to ensure their classroom time is linked to the correct students, for the correct subjects, and for the proper amount of time. Policy Analysis: This program supports a system of administrative, statistical and legislative education information used for policy analysis and provides policy analysis support for all components of the accountability system. This includes analysis of Schools of Promise, which are Ohio s high-poverty, high-performing schools. No increased funding is requested for FY 2016-FY Other Funding National Center for Education Statistics (NCES): Funds are distributed by NCES, an arm of the U.S. Department of Education, through grants for state participation in the National Forum on Education Statistics. Ohio is estimated to receive $30,000 for each fiscal year. Education Management Information System The Education Management Information System (EMIS) is the Department's primary system for collecting student, staff, course, program, and financial data from Ohio s public schools. The data collected via EMIS are used to determine both state and federal performance accountability designations, produce the Local Report Cards, calculate and administer state funding to schools, determine federal funding allocations, and meet federal reporting requirements. The data collected through EMIS provide the foundation for Ohio s P-20 Statewide Longitudinal Data System. Updates to the EMIS system continue to allow for enhanced system functionality as the Department seeks to improve the timeliness and quality of the data while simplifying reporting the process. Major GRF Activities Information Technology Center (ITC) Subsidy: This funding provides support to ITCs for the administration and collection of EMIS data. Funds are distributed to ITC sites using a perpupil formula based on the enrollment of member districts. The funding supports processing, storing, and transferring data for the effective operation of EMIS. No increased funding is requested for FY 2016-FY EMIS Operations: This funding includes the development, maintenance, and support of a common core of data definitions and ongoing updates and maintenance to EMIS. Funds support the development and implementation of data standards and a data system that promotes and facilitates data-driven decision-making for improving academic achievement. Additionally, it supports the ongoing development and enhancements of the Secure Data 11

15 Center (SDC) to provide districts with online, timely, and efficient access to review, validate, and analyze their data. The increase requested in this set-aside will provide for additional data management staff needed to implement systemic data quality checks and to support the increasing number of data collection and reporting requirements. General Revenue Summary Curricula, Assessments, and Accountability Sub Prog Desc Programs FY 2015 FY 2016 % Chg FY 2017 % Chg Academic Content Standards and Model Curricula 4,475,000 3,800, % 3,800, % Content Standards and Model Curricula 3,800,000 3,800, % 3,800, % Electronic Textbook Pilot Project 675, % 0 Education Accountability 4,078,558 6,800, % 6,800, % Local Report Card 3,750,000 6,472, % 6,472, % Policy Analysis 328, , % 328, % Education Management Information System 6,833,070 7,333, % 7,333, % EMIS Operations 6,104,070 6,604, % 6,604, % Information Technology Center Subsidy 729, , % 729, % Student Assessments 78,774,551 76,395, % 75,934, % Assessments 75,800,000 72,310, % 70,295, % GED Reimbursements 2,000,000 2,000, % 2,000, % GED Testing 879, , % 879, % Kindergarten Readiness Assessment 95,000 1,206, % 2,760, % Grand Total 94,161,179 94,329, % 93,868, % 12

16 Early Childhood Education Appropriate and effective early learning experiences are increasingly important as a prerequisite for school readiness, particularly for at risk children. More than a decade of national research identifies the essential components Budget Summary BFG FY 2015 FY 2016 % Chg FY 2017 % Chg GRF 150,145, ,970, % 170,970, % FED 21,819,749 22,779, % 14,779, % Total 171,965, ,750, % 185,750, % of quality early education settings. Early learning standards aligned to an assessment system, qualified and competent teachers, program standards, job-embedded educator training, parental support, and linkages to health and developmental services are the basic elements of a prekindergarten program. Providing funding for school readiness must be viewed as a wise investment for schools and an essential component to improving student achievement. Certain components of early learning are considered a part of the Foundation Program, including Preschool Special Education, which is shown as a subprogram below. FY 2016-FY 2017, components of the Foundation Program, delineated by the phrase General State Support in their set-aside title, are included within a placeholder equal to the FY 2015 appropriation given the recommendation that the Foundation Program remain largely similar the current biennium for increased consistency and predictability, and because a variety of data used in the current formula are presently unavailable. Early Learning Programs and Child Care Licensing Nearly 75% of high-needs children in Ohio enter school needing intensive or targeted intervention or support services. In addition, there is an approximately 25-30% gap in the skills of high-needs children entering kindergarten relative to their peers. Unfortunately, these problems persist into the early grades and beyond. If the expectation is that all children enter kindergarten ready to succeed, then resources must be targeted to provide access to high quality early learning programs. Major GRF Activities Early Childhood Education Grants and Technical Assistance: Early Childhood Education (ECE) provides funding for over 385 school districts, educational services centers (ESCs), joint vocational school districts (JVSDs), child care, and chartered nonpublic school programs to provide high quality preschool services to three- and four-year-old children of families who earn not more than 200% of the federal poverty level. The program provides $4,000 per pupil for high quality preschool, including requirements for comprehensive research-based curriculum aligned to the early learning program standards for school readiness, use of assessments to inform instruction, health and developmental screenings, teacher credentials, and family engagement. The program was expanded from 5,700 children in FY 2013 to serve 11,090 children by FY 2015 statewide. Funding also supports oversight and technical assistance. An additional $10.0 million is requested in both FY 2016 and FY 2017 to serve an additional 2,500 children in each year of the biennium. Child Care Licensing: The Department licenses and monitors more than 1,960 preschool and school-age child care programs in school districts, ESCs, JVSDs, County Boards of Developmental Disabilities (CBDDs), and chartered nonpublic schools to ensure basic safety 13

17 and health standards, as well as educational standards, are met. State law requires new child care sites receive two visits per year with annual visit thereafter. More than 1,960 preschool and school-age child care programs serve approximately 95,500 children. Funding for this set-aside was previously decreased by nearly $0.5 million beginning in FY The increases requested for this set-aside will allow the Department to ensure there is capacity to adequately serve the increasing number of sites requiring licensure, and to monitor compliance with the requirement that all programs participate in Ohio s tiered quality rating and improvement system by July 1, Federal Funding Race to the Top Early Learning Challenge (CFDA A): Race to the Top Early Learning Challenge is a four year, federally-funded grant running from January 2012 through December 2015 and is implemented through a collabroation of ODE, the Ohio Department of Job and Family Services, the Ohio Department of Mental Health and Addiction Services, the Ohio Department of Health, the Ohio Department of Develomental Disabilities, and the Office of the Governor. Over 165,000 children birth to age five in publicly-funded programs across state agencies are impacted by reforms that support program infrastructure or professionals that have an impact on children. The grant is designed to dramatcially improve Ohio s existing network of state-funded early learning and development programs which are essential to helping high needs children begin kindergarten ready to learn. Appropriation authority to spend federal funds totaling $8.0 million in FY 2016 is requested to complete the grant which is expected to end on December 31, Preschool Special Education Preschool special education services are provided to meet the needs of children with disabilities ages three through five. Districts are mandated under federal law to provide a free and appropriate public education to these children and are required to develop Individual Education Plans (IEP) for them. Major GRF Activities General State Support - Preschool Special Education: This formula funding provides for an average of 19,220 preschool children ages three to five who receive special education services each year through center-based and itinerant teacher service-delivery options in more than 400 sites located in school districts, ESCs, CBDDs, and community-based preschool programs. Children are provided with specially designed instruction and may also receive related services as needed in areas including, but not limited to, speech and language therapy, occupational or physical therapy, orientation and mobility training, and audiology. Educational experiences take place in settings that meet Ohio s tiered quality rating and improvement system standards. For the purposes of this book, funding for preschool special education is considered a part of the Foundation Program. Therefore, as explained earlier, the amount requested represents a placeholder for the FY 2016-FY 2017 state budget. Federal Funding Head Start Collaboration Project (CFDA ): The Ohio Head Start State Collaboration Project facilitates communication, collaboration, and coordination among Ohio Head Start programs, state agencies, and local entities that deliver services and carry out activities designed to benefit low-income children, ages birth through five, and their families. The grant supports work in the priority areas of school transition, professional development, child care and early childhood education, family and community engagement, health, English language learners, students with disabilities, and families experiencing homelessness. In 2013,

18 Head Start centers in Ohio served 48,199 children. Appropriation authority to spend federal funds totaling $225,000 for each fiscal year is requested. Preschool Special Education (CFDA ): This grant provides supplemental funding for teachers and related services for approximately 24,000 children with disabilities ages three through five. Funds are distributed based on 1997 service levels with adjustments for total population and poverty. Funding also supports projects to ensure and enhance state and district compliance with IDEA requirements. Appropriation authority to spend federal funds totaling an estimated $14.6 million for each fiscal year is requested. General Revenue Summary Early Childhood Education Prog Desc Programs FY 2015 FY 2016 % Chg FY 2017 % Chg Early Learning & Child Care Licensing 46,145,481 56,970, % 66,970, % Child Care Licensing 827,140 1,702, % 1,702, % Early Childhood Education Grants and Technical Assistance 45,268,341 55,268, % 65,268, % Ready, Set, Go to Kindergarten 50, % 0 Preschool Special Education 104,000, ,000, % 104,000, % General State Support Preschool Special Education 104,000, ,000, % 104,000, % Grand Total 150,145, ,970, % 170,970, % 15

19 Educator Quality This program prepares caring, competent, and qualified educators for Ohio's schools. The State Board of Education is responsible for establishing standards for the preparation of beginning teachers, Budget Summary BFG FY 2015 FY 2016 % Chg FY 2017 % Chg GRF 4,064,237 1,064, % 1,064, % GSF 13,658,274 14,971, % 15,446, % FED 123,083, ,000, % 96,700, % Total 140,805, ,036, % 113,211, % licensing the graduates of approved programs, and administering the teacher disciplinary process. Educator Preparation, Training, Recruitment & Retention Educator preparation by the Department focuses on the development of standards for educators for professional practice and ensuring that educators understand Ohio s academic content standards. Educator training focuses on helping educators increase student achievement through tools that are aligned with high quality educator training standards and geared toward helping teachers incorporate research-based instructional practices. In the area of recruitment and retention, the goal is to create a quality workforce and reduce critical shortages and turnover of highly qualified educators, especially in areas of mathematics, science, special education, and building administration. How the state and school districts recognize and reward teachers and principals is critical to reaching this goal. Research indicates that using approaches based on standards and including options for tiered career paths contribute to teacher retention. Major GRF Activities Educator Standards Board: This funding supports the work of the Educator Standards Board (ESB) and several related projects. The ESB involves practitioners in the development and implementation of a statewide system of standards for Ohio s teachers, principals, superintendents, treasurers, and business managers to enter and continue in the profession. The ESB also recommends policies to the State Board of Education on the professions of teachers and administrators. No increased funding is requested for FY 2016-FY Teacher and Principal Evaluation: This funding supports the four-tiered teacher licensure system that provides teachers with a career path to advance in their profession, the ongoing maintenance of the electronic teacher and principal evaluation system and licensing fees, the teacher and principal evaluation system training and credentialing, and alignment of local evaluation systems to the state frameworks and models. This funding also supports the continued implementation and monitoring of the teacher and principal evaluation system and the incorporation of student growth as a metric in these systems. No increased funding is requested for FY 2016-FY Federal Funding Teacher Incentive Fund (TIF) (CFDA ): This competitive federal grant supports the development of systems that reward teachers and building administrators for excellence in student learning and build different models of compensation based on role and assignment rather than years of experience. Together, ODE, not-for-profit partner Battelle for Kids, and 24 participating school districts are working collaboratively to design, implement, and learn from best practices around performance-based compensation. The goals of Ohio the TIF are 16

20 aimed at increasing college and career-readiness and achieving higher levels of student success. Authority to spend federal funds totaling $12.5 million in FY 2016 and $200,000 in FY 2017 is requested to completely expend funds awarded under this five year award. Improving Teacher Quality (CFDA ): Currently, Title IIA of ESEA provides funding to develop and provide high quality professional development focused on improving the content knowledge and skills of educators. It also supports systemic school improvement strategies focused on improving student achievement and comprehensive strategies focused on attracting and retaining high quality educators. A majority of the funds (95%) are allocated to districts on a formula based on enrollment and poverty. The majority of the balance must be used for creating local partnerships with higher education to develop training activities around core academic standards. 1% may be used by the Department for administrative functions. Appropriation authority to spend federal funds totaling $90.0 million in each fiscal year is requested. Mathematics and Science Partnerships (MSP) (CFDA ): This grant provides funding to increase student achievement in mathematics and science by improving the skills and knowledge of teachers through partnerships between institutions of higher education, science, technology, engineering and mathematics faculty, and high-need school districts. The partnership projects must demonstrate increases in student achievement in mathematics and science by providing sustained in-service education to teachers to improve content knowledge and strengthen standards-based instruction and inquiry-oriented teaching. Appropriation authority to spend federal funds totaling $6.5 million in each fiscal year is requested. Professional Licensure and Conduct This program includes the processing of licensure applications and technical assistance to applicants and the educational community regarding the licensure process and the interpretation of standards. The program also includes the administration of the teacher disciplinary process. Investigations may lead to proceedings to suspend, revoke, or limit an educator s right to hold a license in Ohio. These activities are supported by certification and licensure fees. Other Funding Certification and Licensure: Funding is used to help ensure that each student is served by caring, competent, and qualified education professionals that meet the highest academic and ethical standards of the profession. Approximately 120,000 certificates/licenses are issued annually and the office responds to approximately 80,000 phone calls each year. Also supported through this program is the Connected Ohio Records for Educators (CORE) system, the licensure processing and database system that allows educators to apply and pay for licenses electronically. Funding also supports the full implementation of the Resident Educator Summative Performance Based Assessment. This is a licensure requirement and will require funding to support the assessment administration and scoring, including training and calibration of scorers, an electronic platform to house the assessment, and technical assistance to LEAs. Professional Conduct: This program includes activities that are designed to eliminate conduct considered unbecoming of an education professional. For educators applying for licensure, background checks with negative results receive a full review. Funding supports the management of the teacher license investigation/revocation process and the provision of products and services that improve stakeholder awareness, understanding, and practice of professional conduct. Approximately 9,000 complaints are evaluated each year, 950 cases are investigated annually, and disciplinary action on behalf of the State Board of Education is imposed approximately 430 times per year. This program also administers the retained 17