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Career advising and student success plans • An update on College Credit Plus • A summary of House Bill 367 changes • Extending restraint and seclusion rules • Update on graduation requirements • School safety update • Ohio principal system evaluation changes • Community use of school facilities • Sample policies included with this issue
Career advising and student success plans
by Megan Greulich, policy consultant
House Bill (HB) 487 added Ohio Revised Code (RC) Section 3313.6020, which requires board policy on career advising. The Ohio Department of Education (ODE) was required to release model language and tools by December 2014 to assist districts in dealing with the new career-advising requirements and associated student success plan (SSP) requirements. ODE released guidance in November 2014, which was revised in December.
Boards are required to adopt career-advising policies by the 2015-16 school year. These policies must be updated biennially. Additionally, the policies must be posted on district websites in a prominent location and made available to students, parents, local postsecondary institutions and district residents. ODE released two versions of a model policy and additional guidance related to SSPs. The details of local career-advising plans will vary from district to district. Therefore, it is important that sample language on this topic be customized to meet individual district needs. ODE’s resources serve as useful tools for customizing and implementing such language.
The policy must specify how the district will do several things. First, the policy must clarify how the district will provide students with grade-level examples of how their schoolwork links to one or more career fields. In doing this, districts may use the career connections developed under RC 3301.079(B)(2). Career connections are model curricula for grades kindergarten through 12 that embed career connection learning strategies into regular classroom instruction.
The policy also must create a plan to provide career advising to students in grades six through 12. Next, the policy must provide additional interventions to students identified as at risk of dropping out. Such students must be identified using methods that are research-based, locally based and developed with input from classroom teachers and guidance counselors. This is where SSPs come into play. The district is required to develop SSPs for students identified as at risk of dropping out.
SSPs must address the student’s academic pathway to successful graduation and the role of career-technical education, competency-based education and experiential learning, as appropriate, in that pathway. Districts are required to invite parents to be part of SSP development. Districts also have certain responsibilities if parents choose not to participate in SSP development. In this case, districts are required to provide the parent with: a copy of the SSP; a statement on the importance of a high school diploma; and information on the academic pathways available to the student in order to successfully graduate. After SSP development, districts must provide students with career advising in line with their individual SSPs and the district’s overall plan for providing career advising (per the policy requirement stated above).
Next, the policy must include information on training employees to advise students on career pathways, including using online tools. The policy also is required to specify how the district will develop multiple, clear pathways students may choose to earn a high school diploma. In addition, the policy must specify how the district will identify and publicize courses in which students can earn both traditional academic and career-technical credit.
The policy must specify how the district will document the career advising provided to each student. This information may be reviewed by the student, parent and future schools the student may attend, but must not otherwise be released without the written consent of the parent (for students under age 18) or student (if the student is at least 18). Finally, the policy must specify how the district will prepare students for their transition from high school to postsecondary destinations, including how the district will handle students who need special interventions (remediation in math or English language arts).
ODE’s model policies note that many of the details associated with these requirements should be housed in district career-advising plans. Sample policy IJA, Career Advising, is available for download with this Policy Development Quarterly (PDQ) issue. Keep in mind this language is very general and must be customized. Districts have a good amount of leeway in determining how to implement the career advising requirements, and for that reason policy and plan language will vary greatly among districts. ODE’s guidance serves as a great resource for districts to determine how to implement the state law requirements.
More on HB 487 changes can be found in the August 2014 PDQ issue.
An update on College Credit Plus
by Kenna S. Haycox, policy consultant
Many of you may be preparing information to notify students before March 1 about their options under the College Credit Plus program (CCP). Once released, the finalized CCP rules will be outlined in Ohio Administrative Code (OAC) Chapter 3333-1-65. While these details are important for implementation, it is still essential to understand Ohio Revised Code (ORC) Chapter 3365 and what we know about CCP this coming academic year.
A summary of the new program was provided in the August 2014 PDQ issue and I encourage you to review that article for a basic understanding of CCP. There are, however, some additional details about the program that you should be aware of. As you review this information, remember some of the requirements are still pending final approval, so this is not a final summary of CCP obligations.
Students in grades seven through 12 are eligible to participate in CCP and districts are required annually to provide information about CCP to all students in grades six through 11 prior to March 1. Districts must schedule at least one informational session per school year at which they must allow each partnering college located within 30 miles of the school to meet with interested students and parents. If there are no partnering colleges within this radius, you must coordinate with the closest partnering college to offer an information session. At this session, you also must include the benefits and consequences of participation and outline any changes or additions to the program requirements.
In addition to providing an information session, you must provide counseling services to students that include information on:
• program eligibility;
• the process for granting academic credits;
• any necessary arrangements for tuition, textbooks and fees;
• criteria for transportation aid;
• available support services;
• scheduling;
• academic and social responsibilities of students and parents;
• information about and encouragement to use counseling services at the college in which the student intends to enroll;
• a standard packet of information developed by the Ohio Board of Regents chancellor;
• consequences and benefits of participation, including:
* failing or not completing a course under the program, including the student’s ability to complete graduation requirements;
* the effect of a grade attained in a course being included in the GPA;
* successfully completing a course under the program, including the ability to reduce the overall cost of and the amount of time required for a college education.
The requirement to provide information and counseling services is similar to what districts already were doing under Postsecondary Enrollment Options (PSEO) programs. There are, however, a few new obligations. One new CCP requirement is developing model course pathways. The district must develop a 15-credit-hour model pathway and a 30-credit-hour model pathway in consultation with at least one public partnering college.
These pathways must include courses that apply to at least one degree or professional certification offered at the college. The district may choose to organize the pathways by desired major/career path or include various core courses required for a degree or certification. While the model pathways must be published in the school’s official list of course offerings, a participant cannot be required to enroll only in courses included in a model pathway. All courses offered under CCP must be the same courses as those included in the partnering college’s course catalog for college-level nonremedial courses and must apply to at least one degree or professional certificate at the partnering college.
In addition to creating model course pathways, districts must implement a policy for awarding grades and credits and calculating class standings for courses completed through CCP. This policy must be equivalent to the school’s policy for courses taken under advanced standing programs or other courses designated as honors courses by the school. If your school policy allows for awarding weighted grades or enhancing class standing for these courses, you also must apply these procedures to relevant CCP courses.
Student enrollment
Students in grades seven through 12 may participate in CCP, enroll full time or part time and complete nonsectarian, nonremedial courses for transcripted high school and college credit. Students must meet all the following criteria to participate in the program:
• inform the principal of intent to participate by April 1;
• apply to the participating college in accordance with the college’s established procedures of admission;
• meet the college’s established standards for admission and course placement, including course-specific capacity limitations;
• elect at time of enrollment the option they will be participating in under RC 3365.06(A) or RC 3365.06(B) (same as option “A” and “B” under PSEO);
• sign a form provided by the school stating they have received the required counseling and understand the program responsibilities.
A student who fails to inform the principal of intent to participate by April 1 may not participate during the following school year without the principal's written consent. If a student seeks consent from the principal after failing to provide notification by the required date, the principal must notify the Ohio Department of Education (ODE) of the student's intent to participate within 10 days of the date on which the student seeks consent. If the principal does not provide written consent, the student may appeal the principal's decision to the State Board of Education. No later than 30 days after notification of the appeal, the State Board will hear the appeal and make a decision to either grant or deny that student's participation in the program.
Districts are prohibited from charging students fees or tuition to participate in the CCP program at a public postsecondary institution. In addition, if a student fails a course the superintendent may, but is not required to, seek reimbursement from the student for the course. However, the superintendent may not seek reimbursement from a student who fails a course or is identified as economically disadvantaged unless the school expelled the student. There may be times when a student may be charged fees if taking courses at a private college or university. For more guidance on fees at private schools, and the funding floor and ceiling for public schools, refer to the Ohio Board of Regents documents referenced at the end of this article.
Partnering college obligations
All public colleges and universities must participate in the CCP program. Private colleges and universities may participate in the program. Colleges must apply established standards and procedures for admission to the college and for course placement. The college must consider several factors when determining admission, including student data. When determining course capacity limits, the college must give priority to current students, however, once a student has been accepted into a course, the student cannot be displaced from it. Colleges also are required to promote CCP on their websites and include details of their current agreements with partnering secondary schools. They must provide various reports and data to students and students’ parents and secondary school and ODE.
The college also must assign an academic advisor, employed by the college, to each participating student enrolled in the college. The advisor must meet with each participating student at least once prior to the date on which a withdrawal from a course would negatively affect a transcripted grade to discuss the program and courses in which the participant is enrolled.
What can you do now?
Even though we are waiting on the rules to be finalized, your obligations to provide information must be met prior to March 1. If you have not already had conversations with your partnering colleges, now is the time to start. Begin gathering information from them and look at your calendars to schedule your information session. The Ohio Board of Regents has posted several documents that districts can review for more information. It is important to note that some of the information in the documents is based on rules that are still being finalized, so look for final information once the rules are official. One significant area to review once the rules are finalized is how to handle the courses that are part of CCP that are held at the high school and taught by high school teachers.
Policy implications
OSBA will update its policies once the rules are finalized. Look for these updates in future PDQ issues.
A summary of House Bill 367 changes
by Megan Greulich and Kenna S. Haycox, policy consultants
Attendance reporting
House Bill (HB) 367 makes two changes to attendance reporting. Under Ohio Revised Code (RC) Section 3317.034, the bill removes language stating a student’s enrollment ceases when he or she has 105 continuous hours of unexcused absences. The bill also adds language specifying that students in grades nine through 12 are considered full-time equivalent students if they are enrolled in at least five units of instruction per school year.
There are no board policy requirements associated with these changes, but districts should be aware of the new attendance reporting requirements.
Diabetes care
Recent changes stemming from HB 367 on diabetes care allow a board of education to contract with an ESC for a school nurse, registered nurse or licensed practical nurse employed by the ESC to provide diabetes care to students in the district.
Diabetes care requirements appear in RC 3313.7112. OSBA has received many questions about diabetes care and associated requirements. We anticipate additional information and guidance from the Ohio Department of Education (ODE), and will pass that along as soon as it is available.
Opioid abuse prevention
HB 367 contained a provision dealing with opioid abuse prevention. The provision requires school districts to include instruction on prescription opioid abuse prevention in district health curriculum. There are no policy requirements associated with the new curriculum. Districts may, however, want to consider adding language on this new requirement to policy IGAE, Health Education.
Additionally, the bill requires the Governor’s Cabinet Opiate Action Team to develop recommendations for instruction and submit them to ODE by July 1. Once submitted, ODE must publish the recommendations for use in developing districts’ individual health curricula.
Changes to third-grade reading guarantee testing
HB 367 revised some assessment components of the third-grade reading guarantee requirements. The most significant change is the removal of the Sept. 30 deadline. Under RC 3313.608, districts must annually assess the reading skills of students in grades kindergarten through three, but there is no longer a specific deadline listed in statute.
The second change impacts required assessments. For the 2014-15 school year, districts must administer the Ohio Achievement Assessment English/language arts to all third-graders in the spring.
Policy implications
The reference to Sept. 30 has been removed from IGBE, Remedial Instruction (Intervention Services); IGBEA, Reading Skills Assessments and Interventions (Third-Grade Reading Guarantee); and IGBEA-R, Reading Skills Assessments and Interventions (Third-Grade Reading Guarantee). The policies and regulation are available for download with this PDQ issue.
Teach for America
If your district participates in Teach for America, it is important to be aware of HB 367 changes impacting this program. Under the revised criteria, teachers must now remain active members of the Teach For America two-year support program. Teachers also must satisfy all conditions in RC 3319.227(A) for the duration of the program to receive a resident educator license. Under a new provision in RC 3319.227(E), a participant’s resident educator license will be revoked in Ohio if the teacher resigns or is dismissed from the program prior to completing the two-year Teach for America support program.
If your district participates in the Teach for America program, regulation GCB-1-R, Professional Staff Contracts and Compensation Plans (Teachers), is helpful for outlining the program requirements for a resident educator license. This regulation has been updated to reflect the recent changes and is available for download with this PDQ issue.
Admission of foster students
Access to education for students in foster care remains a hot topic. Procedures for granting admission to students in foster care have been slightly adjusted by HB 367. One obligation for district enrollment is to receive a birth certificate or comparable document as outlined in RC 3313.672. Under that section, a “protected child” cannot be denied admission to school solely because he or she does not present a birth certificate or comparable document upon registration for entry into school.
The child, parent, guardian or custodian has 90 days after the child’s initial entry into the school to present this documentation. The definition of a protected child is provided in RC 3313.672(E) and includes a child placed in a foster home or residential facility, as defined by statute. Policies JEC, School Admission, and JEE, Student Attendance Accounting (Missing and Absent Children), have been updated to reflect these changes and are available for download with this PDQ issue.
Extending restraint and seclusion rules
by Megan Greulich, policy consultant
HB 178 included a variety of miscellaneous provisions. One such provision deals with positive behavioral intervention supports and restraint and seclusion, a topic that has garnered much attention over the past few years. The new language extends the restraint and seclusion rules, which previously were only applicable to traditional public schools, to include community and science, technology, engineering and math (STEM) schools. No policy changes are required in relation to this extension.
Update on graduation requirements
by Kenna S. Haycox, policy consultant
One of the many House Bill (HB) 367 changes is the revision of some graduation requirements and assessments. The first change to be aware of impacts students entering ninth grade for the first time on or after July 1, 2017. For these students, social studies units required for graduation must include at least one half unit in world history and civilizations.
The other HB 367 changes impacting graduation requirements are tied to graduation assessments.
Science assessments
Students entering ninth grade in the 2014-15 school year will take either the physical science or biology end-of-course exams, but students entering ninth grade in subsequent school years will take the biology end-of-course exam. The Ohio Department of Education (ODE) must provide a physical science end-of-course exam until July 1, 2019, for students who wish to retake this exam. The State Board of Education must adopt rules by July 1, 2016, to address requirements for science end-of-course exams for students entering ninth grade in school year 2014-15 who do not complete a graduation pathway by July 1, 2019.
Math assessments
Districts that use an integrated approach to math may replace the required algebra I end-of-course exam with an integrated math I end-of-course exam and replace the geometry end-of-course exam with the integrated math II end-of-course exam.
Exemptions and substitutions
Some exemptions for students from end-of-course exams were covered in the November 2014 PDQ issue, and these exemptions were revised by HB 367. Under the revised provisions, students who receive high school credit for a tested course prior to July 1, 2015, are exempt from the end-of-course exam as long as the exam was not available for administration prior to that date. Students now must choose to either be considered to have attained a proficient score on the end-of-course exam or use their final course grade in lieu of an assessment score. The state superintendent of public instruction is required to adopt guidelines for calculating the final course grade and minimum cumulative performance score when the latter option is used.
A list of Advanced Placement (AP) and International Baccalaureate (IB) end-of-course exams approved for use in lieu of end-of-course exams in science, American history or American government is already in place. HB 367 clarifies assessment requirements for advanced standing programs outside of AP and IB programs — including College Credit Plus. For these courses, the state superintendent is to work with the Ohio Board of Regents chancellor to adopt guidelines for using final course grades in lieu of end-of-course exams.
College and career assessments
One of the testing requirements for the class of 2018 and beyond is the administration of a nationally standardized assessment of college and career readiness. The previous language required selecting one assessment to be used for these purposes; under the revised language, the State Board may approve multiple assessments for districts to choose from. The assessments selected must no longer specifically include components in English, math, science and social studies. Districts will choose one of the ODE-approved assessments to administer to students in the spring of their junior year.
Additional revisions and information
The State Board is required to set the end date for administering the Ohio Graduation Test (OGT) and practice assessments for students who have fulfilled the curriculum requirements to graduate, but have not passed one or more parts of the OGT.
One of the graduation pathways for students is obtaining an industry-recognized credential. While this was not impacted by recent legislation, it is important to note that the first partial list of these approved credentials for the class of 2018 and beyond is available. This link also provides more information on how the list was created and the application process for approval of credentials not on the list. ODE also has an updated FAQ page addressing several common graduation assessment questions.
Policy implications
The changes in HB 367 do not require any changes to OSBA sample policies at this time. However, you should check your locally developed policies and handbooks to determine if any updates are necessary based on these revisions.
School safety update
by Kenna S. Haycox, policy consultant
School safety continues to be a hot topic with ever-changing obligations for school districts. Several significant changes made to school emergency management and safety plans through House Bill (HB) 487 were covered in the August 2014 PDQ issue, so review it for a refresher of the new requirements. Since HB 487 passed, the Ohio Department of Education (ODE) has provided more information on submission requirements for emergency management plans. HB 178 further revises some requirements related to school safety.
Emergency management plans
The final rule for implementing emergency management plans appears in Ohio Administrative Code (OAC) 3301-5-01 and was filed with the Joint Committee on Agency Rule Review on Dec. 15, 2014, with a final effective date of Dec. 25, 2014. This rule fleshes out district requirements and details for emergency management plans, including several definitions. The rule goes hand in hand with Ohio Revised Code (RC) 3313.536.
Districts should review the rules for implementing emergency management plans. ODE has provided districts some guidance to assist in submitting plans under the new requirements, including a Web page dedicated to kindergarten-12 schools and safety plans. This page is a must-visit for administrators and provides helpful information on several topics, including what your district must do whether it does or doesn’t already have a safety plan on file. Effective Jan. 5, safety plans and any accompanying information should be submitted to ODE to comply with the HB 487 statutory changes. Districts still should follow the same process by logging into their Security Application For Enterprise account to submit plans and additional information.
One significant HB 487 change is a new requirement for submitting an emergency contact sheet. ODE is requesting these be submitted as soon as possible, and has provided a sheet to be used for this submission at the safety plan page referenced above. Another new requirement is submitting a site plan; ODE also is requesting this be submitted as soon as possible. The department has provided a guidance document detailing what this should look like and how to create it. This plan can be as simple as a Google Maps view of your school and surrounding area.
If your overall school safety plan is less than three years old and you have made no changes to your school that would invalidate your plan, your plan is probably current and you do not need to refile until it expires. However, you may want to check that the plan you filed meets the statutory requirements. Once again, this can be accomplished through the ODE safety website.
Emergency drills
District administrators also should aware of changes stemming from HB 178 impacting the number and types of drills districts must annually conduct. Under the revised provisions of RC 3737.73, the administrator of each building is required to conduct at least six rapid release drills — frequently known as fire drills — throughout the school year instead of the previous nine that were required. The obligations for tornado drills remain unchanged. In addition to rapid release and tornado drills, districts are still required to conduct school safety drills. The previous requirement to conduct at least one safety drill annually before Dec. 1 was removed.
School safety drills must be conducted at least three times throughout the school year. These drills are to include scenarios in which students must be secured in the school building or rapidly evacuated in response to a threat to the school involving an act of terrorism, a person possessing a deadly weapon or dangerous ordnance on school property or other acts of violence. Under the new requirements, at least one safety drill must include a scenario where students must be secured in the school building rather than rapidly evacuated. These safety drills must be conducted in conjunction with the local police chief or other similar law enforcement official or designee with jurisdiction over the school.
All safety drills must be conducted according to the district’s emergency management plan and in compliance with RC 3313.536, which includes compliance with the new requirements in OAC 3301-5-01. It is important to note that if a building does not currently have smoke detectors or a sprinkler system in all classrooms, nine fire drills and three safety drills must be conducted annually.
Another new provision requires the principal to conduct at least one additional theoretical safety drill — sometimes known as a tabletop drill — during the school year for faculty and staff. This drill does not have to include student participation and may be conducted at the annual training required under RC 3737.73 (D).
The school administrator must conduct at least one drill (safety, rapid release or tornado) during each month of the school year. The principal or other person in charge may determine the exact date and time each drill will be conducted. A tornado drill or rapid dismissal may now be conducted in the same month as a school safety drill. By Dec. 5 each year, the principal or other person in charge of each building must provide certification to local law enforcement of the date and time each safety drill was conducted during the previous school year, and the date and time each drill will be conducted during the current school year.
Policy implications
While changes to emergency management plans and school drills are important to know, they do not necessitate any changes to OSBA sample policies. Districts should, however, check local plans and procedures to ensure compliance with the new requirements.
Ohio principal evaluation system changes
by Megan Greulich, policy consultant
The State Board of Education recently amended the Ohio Principal Evaluation System (OPES) framework. The changes were approved at the January State Board meeting. The framework was adjusted to remove the summative evaluation rating chart that previously was included. The new language now states “the combination of principal performance and student growth will produce a summative evaluation rating according to the Ohio Department of Education requirements.”
The change stems from House Bill 362, which replaced the chart with a simple formula for compiling final summative ratings. Summative ratings are now calculated on a points system through the Ohio Teacher and Principal Evaluation Systems, or eTPES.
Sample OPES language has been adjusted to reflect this change. Districts should review customized OPES policies to ensure no additional changes are necessary. The language appears in policy AFC-2, Evaluation of Professional Staff (Administrators Both Professional and Support) (Also GCN-2).
Community use of school facilities
by Megan Greulich, policy consultant
House Bill 290 makes some changes to definitions and terminology on the requirements for community use of school facilities. First, the language replaces references to schoolhouses, facilities and school grounds with “school premises.” Additionally, school premises is now defined as “all indoor and outdoor structures, facilities and land owned, rented or leased by a school or school district.”
The bill goes on to specify that recreational uses of school premises are considered “all indoor or outdoor games or physical activities, either organized or unorganized, that are undertaken for exercise, relaxation, diversion, sport or pleasure.” The bill also defines the general public as “members of the community, including both students during non-school hours and employees of a school or school district when not working in their scope of employment.”
These definition and terminology changes appear in Ohio Revised Code (RC) Section 3313.77. New language was added as RC 3313.791, which limits liability for school districts, board of education members and district employees that arise from the use of school premises in certain situations. See the new language and contact board counsel for more information on liability limits in these cases under state law.
Policy KG, Community Use of School Facilities, has been updated to reflect these changes and is available for download with this PDQ issue.
Sample policies included with this issue
Note: Policies and/or regulations marked with an * are required. Check to confirm that you have a policy and/or regulation.
Revised polices/regulations (add new language shown in bold type and delete language in strike-through type)
Revised
*AFC-2, Evaluation of Professional Staff (Administrators Both Professional and Support) (Also GCN-2)
GCB-1-R, Professional Staff Contracts and Compensation Plans (Teachers)
*GCN-2, Evaluation of Professional Staff (Administrators Both Professional and Support) (Also AFC-2)
*IGBE, Remedial Instruction (Intervention Services)
*IGBEA, Reading Skills Assessments and Interventions (Third-Grade Reading Guarantee)
*IGBEA-R, Reading Skills Assessments and Interventions (Third-Grade Reading Guarantee)
*JEE, Student Attendance Accounting (Missing and Absent Children)
*KG, Community Use of School Premises (Equal Access)
Other
*JHCD, Administering Medications to Students (Version 1)
*JP, Positive Behavioral Interventions and Supports (Restraint and Seclusion)