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H. B. No. 494 As IntroducedAs Introduced
128th General Assembly | Regular Session | 2009-2010 |
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Representatives Stebelton, Maag
Cosponsors:
Representatives Huffman, Lehner, Gardner
A BILL
To amend sections 3301.079, 3301.0712, and 3313.603
of the Revised Code to allow more time for the
adoption of standards and model curricula for
science, social studies, and financial literacy
and entrepreneurship.
BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF OHIO:
Section 1. That sections 3301.079, 3301.0712, and 3313.603 of
the Revised Code be amended to read as follows:
Sec. 3301.079. (A)(1) Not later than June 30, 2010, and at
least once every five years thereafter, the The state board of
education shall adopt statewide academic standards with emphasis
on coherence, focus, and rigor for each of grades kindergarten
through twelve in English language arts, mathematics, science, and
social studies.
The state board shall adopt the standards in
English language arts and mathematics not later than June 30,
2010, and at least once every five years thereafter. The state
board shall adopt the standards in social studies and science not
later than June 30, 2011, and at least once every five years
thereafter.
(2) The standards adopted under division (A)(1) of this
section shall specify the following:
(a) The core academic content and skills that students are
expected to know and be able to do at each grade level that will
allow each student to be prepared for postsecondary instruction
and the workplace for success in the twenty-first century;
(b) The development of skill sets as they relate to
creativity and innovation, critical thinking and problem solving,
and communication and collaboration;
(c) The development of skill sets that promote information,
media, and technological literacy;
(d) The development of skill sets that promote personal
management, productivity and accountability, and leadership and
responsibility;
(e) Interdisciplinary, project-based, real-world learning
opportunities.
(2)(3) After completing the standards required by division
(A)(1) of this section for English language arts and mathematics,
the state board shall adopt standards and model curricula for
instruction in computer literacy, financial literacy and
entrepreneurship, fine arts, and foreign language for grades
kindergarten through twelve. After completing the standards
required by division (A)(1) of this section for social studies,
the state board shall adopt standards and model curricula for
instruction in financial literacy and entrepreneurship for grades
kindergarten through twelve. The standards adopted under division
(A)(3) of this section shall meet the same requirements prescribed
in divisions (A)(1)(2)(a) to (e) of this section.
(3)(4) The state board shall adopt the most recent standards
developed by the national association for sport and physical
education for physical education in grades kindergarten through
twelve or shall adopt its own standards for physical education in
those grades and revise and update them periodically.
The department of education shall employ a full-time physical
education coordinator to provide guidance and technical assistance
to districts, community schools, and STEM schools in implementing
the physical education standards adopted under this division. The
superintendent of public instruction shall determine that the
person employed as coordinator is qualified for the position, as
demonstrated by possessing an adequate combination of education,
license, and experience.
(4)(5) When academic standards have been completed for any
subject area required by this section, the state board shall
inform all school districts, all community schools established
under Chapter 3314. of the Revised Code, all STEM schools
established under Chapter 3326. of the Revised Code, and all
nonpublic schools required to administer the assessments
prescribed by sections 3301.0710 and 3301.0712 of the Revised Code
of the content of those standards.
(B) Not later than March 31, 2011, the state board shall
adopt a model curriculum for instruction in each subject area for
which updated academic standards are required by division (A)(1)
of this section and English language arts and mathematics for each
of grades kindergarten through twelve that is sufficient to meet
the needs of students in every community. The
Not later than
March 31, 2012, the state board shall adopt a model curriculum for
instruction in social studies and science for each of grades
kindergarten through twelve that is sufficient to meet the needs
of students in every community. Each model curriculum shall be
aligned with the standards adopted under division (A)(1) of this
section, to ensure that the academic content and skills specified
for each grade level are taught to students, and shall demonstrate
vertical articulation and emphasize coherence, focus, and rigor.
When any model curriculum has been completed, the state board
shall inform all school districts, community schools, and STEM
schools of the content of that model curriculum.
All school districts, community schools, and STEM schools may
utilize the state standards and the model curriculum established
by the state board, together with other relevant resources,
examples, or models to ensure that students have the opportunity
to attain the academic standards. Upon request, the department of
education shall provide technical assistance to any district,
community school, or STEM school in implementing the model
curriculum.
Nothing in this section requires any school district to
utilize all or any part of a model curriculum developed under this
division.
(C) The state board shall develop achievement assessments
aligned with the academic standards and model curriculum for each
of the subject areas and grade levels required by divisions (A)(1)
and (B)(1) of section 3301.0710 of the Revised Code.
When any achievement assessment has been completed, the state
board shall inform all school districts, community schools, STEM
schools, and nonpublic schools required to administer the
assessment of its completion, and the department of education
shall make the achievement assessment available to the districts
and schools.
(D)(1) The state board shall adopt a diagnostic assessment
aligned with the academic standards and model curriculum for each
of grades kindergarten through two in English language arts and
mathematics and for grade three in English language arts. The
diagnostic assessment shall be designed to measure student
comprehension of academic content and mastery of related skills
for the relevant subject area and grade level. Any diagnostic
assessment shall not include components to identify gifted
students. Blank copies of diagnostic assessments shall be public
records.
(2) When each diagnostic assessment has been completed, the
state board shall inform all school districts of its completion
and the department of education shall make the diagnostic
assessment available to the districts at no cost to the district.
School districts shall administer the diagnostic assessment
pursuant to section 3301.0715 of the Revised Code beginning the
first school year following the development of the assessment.
(E) The state board shall not adopt a diagnostic or
achievement assessment for any grade level or subject area other
than those specified in this section.
(F) Whenever the state board or the department of education
consults with persons for the purpose of drafting or reviewing any
standards, diagnostic assessments, achievement assessments, or
model curriculum required under this section, the state board or
the department shall first consult with parents of students in
kindergarten through twelfth grade and with active Ohio classroom
teachers, other school personnel, and administrators with
expertise in the appropriate subject area. Whenever practicable,
the state board and department shall consult with teachers
recognized as outstanding in their fields.
If the department contracts with more than one outside entity
for the development of the achievement assessments required by
this section, the department shall ensure the interchangeability
of those assessments.
(G) The fairness sensitivity review committee, established by
rule of the state board of education, shall not allow any question
on any achievement or diagnostic assessment developed under this
section or any proficiency test prescribed by former section
3301.0710 of the Revised Code, as it existed prior to September
11, 2001, to include, be written to promote, or inquire as to
individual moral or social values or beliefs. The decision of the
committee shall be final. This section does not create a private
cause of action.
(H) Not later than forty-five days prior to the initial
deadline deadlines established under division (A)(1) of this
section and the
deadline deadlines established under division (B)
of this section, the superintendent of public instruction shall
present the academic standards or model curricula, as applicable,
to the respective committees of the house of representatives and
senate that consider education legislation.
(I) As used in this section:
(1) "Coherence" means a reflection of the structure of the
discipline being taught.
(2) "Focus" means limiting the number of items included in a
curriculum to allow for deeper exploration of the subject matter.
(3) "Rigor" means more challenging and demanding when
compared to international standards.
(4) "Vertical articulation" means key academic concepts and
skills associated with mastery in particular content areas should
be articulated and reinforced in a developmentally appropriate
manner at each grade level so that over time students acquire a
depth of knowledge and understanding in the core academic
disciplines.
Sec. 3301.0712. (A) The state board of education, the
superintendent of public instruction, and the chancellor of the
Ohio board of regents shall develop a system of college and work
ready assessments as described in divisions (B)(1) to (3) of this
section to assess whether each student upon graduating from high
school is ready to enter college or the workforce. The system
shall replace the Ohio graduation tests prescribed in division
(B)(1) of section 3301.0710 of the Revised Code as a measure of
student academic performance and a prerequisite for eligibility
for a high school diploma in the manner prescribed by rule of the
state board adopted under division (E) of this section.
(B) The college and work ready assessment system shall
consist of the following:
(1) A nationally standardized assessment that measures
competencies in science, mathematics, and English language arts
selected jointly by the state superintendent and the chancellor.
(2) A series of end-of-course examinations in the areas of
science, mathematics, English language arts, and social studies
selected jointly by the state superintendent and the chancellor in
consultation with faculty in the appropriate subject areas at
institutions of higher education of the university system of Ohio.
(3) A senior project completed by a student or a group of
students. The purpose of the senior project is to assess the
student's:
(a) Mastery of core knowledge in a subject area chosen by the
student;
(b) Written and verbal communication skills;
(c) Critical thinking and problem-solving skills;
(d) Real-world and interdisciplinary learning;
(e) Creative and innovative thinking;
(f) Acquired technology, information, and media skills;
(g) Personal management skills such as self-direction, time
management, work ethic, enthusiasm, and the desire to produce a
high quality product.
The state superintendent and the chancellor jointly shall
develop standards for the senior project for students
participating in dual enrollment programs.
(C)(1) The state superintendent and the chancellor jointly
shall designate the scoring rubrics and the required overall
composite score for the assessment system to assess whether each
student is college or work ready.
(2) Each senior project shall be judged by the student's high
school in accordance with rubrics designated by the state
superintendent and the chancellor.
(D) Not later than thirty days after the state board adopts
the model curricula for social studies and science required by
division (B) of section 3301.079 of the Revised Code, the state
board shall convene a group of national experts, state experts,
and local practitioners to provide advice, guidance, and
recommendations for the alignment of standards and model curricula
to the assessments and in the design of the end-of-course
examinations and scoring rubrics prescribed by this section.
(E) Upon completion of the development of the assessment
system, the state board shall adopt rules prescribing all of the
following:
(1) A timeline and plan for implementation of the assessment
system, including a phased implementation if the state board
determines such a phase-in is warranted;
(2) The date after which a person entering ninth grade shall
attain at least the composite score for the entire assessment
system as a prerequisite for a high school diploma under sections
section 3313.61, 3313.612, or 3325.08 of the Revised Code;
(3) The date after which a person shall attain at least the
composite score for the entire assessment system as a prerequisite
for a diploma of adult education under section 3313.611 of the
Revised Code;
(4) Whether and the extent to which a person may be excused
from a social studies end-of-course examination under division (H)
of section 3313.61 and division (B)(2) of section 3313.612 of the
Revised Code;
(5) The date after which a person who has fulfilled the
curriculum requirement for a diploma but has not passed one or
more of the required assessments at the time the person fulfilled
the curriculum requirement shall attain at least the composite
score for the entire assessment system as a prerequisite for a
high school diploma under division (B) of section 3313.614 of the
Revised Code;
(6) The extent to which the assessment system applies to
students enrolled in a dropout recovery and prevention program for
purposes of division (F) of section 3313.603 and section 3314.36
of the Revised Code.
No rule adopted under this division shall be effective
earlier than one year after the date the rule is filed in final
form pursuant to Chapter 119. of the Revised Code.
(F) Not later than forty-five days prior to the state board's
adoption of a resolution directing the department of education to
file the rules prescribed by division (E) of this section in final
form under section 119.04 of the Revised Code, the superintendent
of public instruction shall present the assessment system
developed under this section to the respective committees of the
house of representatives and senate that consider education
legislation.
Sec. 3313.603. (A) As used in this section:
(1) "One unit" means a minimum of one hundred twenty hours of
course instruction, except that for a laboratory course, "one
unit" means a minimum of one hundred fifty hours of course
instruction.
(2) "One-half unit" means a minimum of sixty hours of course
instruction, except that for physical education courses, "one-half
unit" means a minimum of one hundred twenty hours of course
instruction.
(B) Beginning September 15, 2001, except as required in
division (C) of this section and division (C) of section 3313.614
of the Revised Code, the requirements for graduation from every
high school shall include twenty units earned in grades nine
through twelve and shall be distributed as follows:
(1) English language arts, four units;
(2) Health, one-half unit;
(3) Mathematics, three units;
(4) Physical education, one-half unit;
(5) Science, two units until September 15, 2003, and three
units thereafter, which at all times shall include both of the
following:
(a) Biological sciences, one unit;
(b) Physical sciences, one unit.
(6) Social studies, three units, which shall include both of
the following:
(a) American history, one-half unit;
(b) American government, one-half unit.
(7) Elective units, seven units until September 15, 2003, and
six units thereafter.
Each student's electives shall include at least one unit, or
two half units, chosen from among the areas of
business/technology, fine arts, and/or foreign language.
(C) Beginning with students who enter ninth grade for the
first time on or after July 1, 2010, except as provided in
divisions (D) to (F) of this section, the requirements for
graduation from every public and chartered nonpublic high school
shall include twenty units that are designed to prepare students
for the workforce and college. The units shall be distributed as
follows:
(1) English language arts, four units;
(2) Health, one-half unit;
(3) Mathematics, four units, which shall include one unit of
algebra II or the equivalent of algebra II;
(4) Physical education, one-half unit;
(5) Science, three units with inquiry-based laboratory
experience that engages students in asking valid scientific
questions and gathering and analyzing information, which shall
include the following, or their equivalent:
(a) Physical sciences, one unit;
(b) Life sciences, one unit;
(c) Advanced study in one or more of the following sciences,
one unit:
(i) Chemistry, physics, or other physical science;
(ii) Advanced biology or other life science;
(iii) Astronomy, physical geology, or other earth or space
science.
(6) Social studies, three units, which shall include both of
the following:
(a) American history, one-half unit;
(b) American government, one-half unit.
Each school shall integrate the study of economics and
financial literacy, as expressed in the social studies academic
content standards adopted by the state board of education under
division (A)(1) of section 3301.079 of the Revised Code and the
academic content standards for financial literacy and
entrepreneurship adopted under division (A)(2)(3) of that section,
into one or more existing social studies credits required under
division (C)(6) of this section, or into the content of another
class, so that every high school student receives instruction in
those concepts. In developing the curriculum required by this
paragraph, schools shall use available public-private partnerships
and resources and materials that exist in business, industry, and
through the centers for economics education at institutions of
higher education in the state.
(7) Five units consisting of one or any combination of
foreign language, fine arts, business, career-technical education,
family and consumer sciences, technology, agricultural education,
a junior reserve officer training corps (JROTC) program approved
by the congress of the United States under title 10 of the United
States Code, or English language arts, mathematics, science, or
social studies courses not otherwise required under division (C)
of this section.
Ohioans must be prepared to apply increased knowledge and
skills in the workplace and to adapt their knowledge and skills
quickly to meet the rapidly changing conditions of the
twenty-first century. National studies indicate that all high
school graduates need the same academic foundation, regardless of
the opportunities they pursue after graduation. The goal of Ohio's
system of elementary and secondary education is to prepare all
students for and seamlessly connect all students to success in
life beyond high school graduation, regardless of whether the next
step is entering the workforce, beginning an apprenticeship,
engaging in post-secondary training, serving in the military, or
pursuing a college degree.
The Ohio core curriculum is the standard expectation for all
students entering ninth grade for the first time at a public or
chartered nonpublic high school on or after July 1, 2010. A
student may satisfy this expectation through a variety of methods,
including, but not limited to, integrated, applied,
career-technical, and traditional coursework.
Whereas teacher quality is essential for student success in
completing the Ohio core curriculum, the general assembly shall
appropriate funds for strategic initiatives designed to strengthen
schools' capacities to hire and retain highly qualified teachers
in the subject areas required by the curriculum. Such initiatives
are expected to require an investment of $120,000,000 over five
years.
Stronger coordination between high schools and institutions
of higher education is necessary to prepare students for more
challenging academic endeavors and to lessen the need for academic
remediation in college, thereby reducing the costs of higher
education for Ohio's students, families, and the state. The state
board of education and the chancellor of the Ohio board of regents
shall develop policies to ensure that only in rare instances will
students who complete the Ohio core curriculum require academic
remediation after high school.
School districts, community schools, and chartered nonpublic
schools shall integrate technology into learning experiences
whenever practicable across the curriculum in order to maximize
efficiency, enhance learning, and prepare students for success in
the technology-driven twenty-first century. Districts and schools
may use distance and web-based course delivery as a method of
providing or augmenting all instruction required under this
division, including laboratory experience in science. Districts
and schools shall whenever practicable utilize technology access
and electronic learning opportunities provided by the eTech Ohio
commission, the Ohio learning network, education technology
centers, public television stations, and other public and private
providers.
(D) Except as provided in division (E) of this section, a
student who enters ninth grade on or after July 1, 2010, and
before July 1, 2014, may qualify for graduation from a public or
chartered nonpublic high school even though the student has not
completed the Ohio core curriculum prescribed in division (C) of
this section if all of the following conditions are satisfied:
(1) After the student has attended high school for two years,
as determined by the school, the student and the student's parent,
guardian, or custodian sign and file with the school a written
statement asserting the parent's, guardian's, or custodian's
consent to the student's graduating without completing the Ohio
core curriculum and acknowledging that one consequence of not
completing the Ohio core curriculum is ineligibility to enroll in
most state universities in Ohio without further coursework.
(2) The student and parent, guardian, or custodian fulfill
any procedural requirements the school stipulates to ensure the
student's and parent's, guardian's, or custodian's informed
consent and to facilitate orderly filing of statements under
division (D)(1) of this section.
(3) The student and the student's parent, guardian, or
custodian and a representative of the student's high school
jointly develop an individual career plan for the student that
specifies the student matriculating to a two-year degree program,
acquiring a business and industry credential, or entering an
apprenticeship.
(4) The student's high school provides counseling and support
for the student related to the plan developed under division
(D)(3) of this section during the remainder of the student's high
school experience.
(5) The student successfully completes, at a minimum, the
curriculum prescribed in division (B) of this section.
The department of education, in collaboration with the
chancellor of the Ohio board of regents, shall analyze student
performance data to determine if there are mitigating factors that
warrant extending the exception permitted by division (D) of this
section to high school classes beyond those entering ninth grade
before July 1, 2014. The department shall submit its findings and
any recommendations not later than August 1, 2014, to the speaker
and minority leader of the house of representatives, the president
and minority leader of the senate, the chairpersons and ranking
minority members of the standing committees of the house of
representatives and the senate that consider education
legislation, the state board of education, and the superintendent
of public instruction.
(E) Each school district and chartered nonpublic school
retains the authority to require an even more rigorous minimum
curriculum for high school graduation than specified in division
(B) or (C) of this section. A school district board of education,
through the adoption of a resolution, or the governing authority
of a chartered nonpublic school may stipulate any of the
following:
(1) A minimum high school curriculum that requires more than
twenty units of academic credit to graduate;
(2) An exception to the district's or school's minimum high
school curriculum that is comparable to the exception provided in
division (D) of this section but with additional requirements,
which may include a requirement that the student successfully
complete more than the minimum curriculum prescribed in division
(B) of this section;
(3) That no exception comparable to that provided in division
(D) of this section is available.
(F) A student enrolled in a dropout prevention and recovery
program, which program has received a waiver from the department
of education, may qualify for graduation from high school by
successfully completing a competency-based instructional program
administered by the dropout prevention and recovery program in
lieu of completing the Ohio core curriculum prescribed in division
(C) of this section. The department shall grant a waiver to a
dropout prevention and recovery program, within sixty days after
the program applies for the waiver, if the program meets all of
the following conditions:
(1) The program serves only students not younger than sixteen
years of age and not older than twenty-one years of age.
(2) The program enrolls students who, at the time of their
initial enrollment, either, or both, are at least one grade level
behind their cohort age groups or experience crises that
significantly interfere with their academic progress such that
they are prevented from continuing their traditional programs.
(3) The program requires students to attain at least the
applicable score designated for each of the assessments prescribed
under division (B)(1) of section 3301.0710 of the Revised Code or,
to the extent prescribed by rule of the state board of education
under division (E)(6) of section 3301.0712 of the Revised Code,
division (B)(2) of that section.
(4) The program develops an individual career plan for the
student that specifies the student's matriculating to a two-year
degree program, acquiring a business and industry credential, or
entering an apprenticeship.
(5) The program provides counseling and support for the
student related to the plan developed under division (F)(4) of
this section during the remainder of the student's high school
experience.
(6) The program requires the student and the student's
parent, guardian, or custodian to sign and file, in accordance
with procedural requirements stipulated by the program, a written
statement asserting the parent's, guardian's, or custodian's
consent to the student's graduating without completing the Ohio
core curriculum and acknowledging that one consequence of not
completing the Ohio core curriculum is ineligibility to enroll in
most state universities in Ohio without further coursework.
(7) Prior to receiving the waiver, the program has submitted
to the department an instructional plan that demonstrates how the
academic content standards adopted by the state board of education
under section 3301.079 of the Revised Code will be taught and
assessed.
If the department does not act either to grant the waiver or
to reject the program application for the waiver within sixty days
as required under this section, the waiver shall be considered to
be granted.
(G) Every high school may permit students below the ninth
grade to take advanced work. If a high school so permits, it shall
award high school credit for successful completion of the advanced
work and shall count such advanced work toward the graduation
requirements of division (B) or (C) of this section if the
advanced work was both:
(1) Taught by a person who possesses a license or certificate
issued under section 3301.071, 3319.22, or 3319.222 of the Revised
Code that is valid for teaching high school;
(2) Designated by the board of education of the city, local,
or exempted village school district, the board of the cooperative
education school district, or the governing authority of the
chartered nonpublic school as meeting the high school curriculum
requirements.
Each high school shall record on the student's high school
transcript all high school credit awarded under division (G) of
this section. In addition, if the student completed a seventh- or
eighth-grade fine arts course described in division (K) of this
section and the course qualified for high school credit under that
division, the high school shall record that course on the
student's high school transcript.
(H) The department shall make its individual academic career
plan available through its Ohio career information system web site
for districts and schools to use as a tool for communicating with
and providing guidance to students and families in selecting high
school courses.
(I) Units earned in English language arts, mathematics,
science, and social studies that are delivered through integrated
academic and career-technical instruction are eligible to meet the
graduation requirements of division (B) or (C) of this section.
(J) The state board of education, in consultation with the
chancellor of the Ohio board of regents, shall adopt a statewide
plan implementing methods for students to earn units of high
school credit based on a demonstration of subject area competency,
instead of or in combination with completing hours of classroom
instruction. The state board shall adopt the plan not later than
March 31, 2009, and commence phasing in the plan during the
2009-2010 school year. The plan shall include a standard method
for recording demonstrated proficiency on high school transcripts.
Each school district, community school, and chartered nonpublic
school shall comply with the state board's plan adopted under this
division and award units of high school credit in accordance with
the plan. The state board may adopt existing methods for earning
high school credit based on a demonstration of subject area
competency as necessary prior to the 2009-2010 school year.
(K) This division does not apply to students who qualify for
graduation from high school under division (D) or (F) of this
section, or to students pursuing a career-technical instructional
track as determined by the school district board of education or
the chartered nonpublic school's governing authority.
Nevertheless, the general assembly encourages such students to
consider enrolling in a fine arts course as an elective.
Beginning with students who enter ninth grade for the first
time on or after July 1, 2010, each student enrolled in a public
or chartered nonpublic high school shall complete two semesters or
the equivalent of fine arts to graduate from high school. The
coursework may be completed in any of grades seven to twelve. Each
student who completes a fine arts course in grade seven or eight
may elect to count that course toward the five units of electives
required for graduation under division (C)(7) of this section, if
the course satisfied the requirements of division (G) of this
section. In that case, the high school shall award the student
high school credit for the course and count the course toward the
five units required under division (C)(7) of this section. If the
course in grade seven or eight did not satisfy the requirements of
division (G) of this section, the high school shall not award the
student high school credit for the course but shall count the
course toward the two semesters or the equivalent of fine arts
required by this division.
(L) Notwithstanding anything to the contrary in this section,
the board of education of each school district and the governing
authority of each chartered nonpublic school may adopt a policy to
excuse from the high school physical education requirement each
student who, during high school, has participated in
interscholastic athletics, marching band, or cheerleading for at
least two full seasons or in the junior reserve officer training
corps for at least two full school years. If the board or
authority adopts such a policy, the board or authority shall not
require the student to complete any physical education course as a
condition to graduate. However, the student shall be required to
complete one-half unit, consisting of at least sixty hours of
instruction, in another course of study. In the case of a student
who has participated in the junior reserve officer training corps
for at least two full school years, credit received for that
participation may be used to satisfy the requirement to complete
one-half unit in another course of study.
Section 2. That existing sections 3301.079, 3301.0712, and
3313.603 of the Revised Code are hereby repealed.
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