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H. B. No. 549 As IntroducedAs Introduced
130th General Assembly | Regular Session | 2013-2014 |
| |
Cosponsors:
Representatives Foley, Driehaus, Antonio, Lundy, Cera, Stinziano, Reece, Ramos, Rogers, Boyce, Phillips, Patterson, Strahorn, Clyde, Sheehy, Heard, Ashford, Winburn, Gerberry, Sykes
A BILL
To amend section 3313.608 and to enact section
3317.26 of the Revised Code and to amend Sections
263.10 and 263.255 of Am. Sub. H.B. 59 of the
130th General Assembly to delay until the
2015-2016 school year retention of third grade
students and requirements for teachers who provide
instruction to third grade students under the
Third Grade Reading Guarantee, to provide for a
subsidy for reading intervention services, and to
make an appropriation.
BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF OHIO:
Section 1. That section 3313.608 be amended and section
3317.26 of the Revised Code be enacted to read as follows:
Sec. 3313.608. (A)(1) Beginning with students who enter
third grade in the school year that starts July 1, 2009, and until
June 30, 2013 2015, unless the student is excused under division
(C) of section 3301.0711 of the Revised Code from taking the
assessment described in this section, for any student who does not
attain at least the equivalent level of achievement designated
under division (A)(3) of section 3301.0710 of the Revised Code on
the assessment prescribed under that section to measure skill in
English language arts expected at the end of third grade, each
school district, in accordance with the policy adopted under
section 3313.609 of the Revised Code, shall do one of the
following:
(a) Promote the student to fourth grade if the student's
principal and reading teacher agree that other evaluations of the
student's skill in reading demonstrate that the student is
academically prepared to be promoted to fourth grade;
(b) Promote the student to fourth grade but provide the
student with intensive intervention services in fourth grade;
(c) Retain the student in third grade.
(2) Beginning with students who enter third grade in the
2013-2014 2015-2016 school year, unless the student is excused
under division (C) of section 3301.0711 of the Revised Code from
taking the assessment described in this section, no school
district shall promote to fourth grade any student who does not
attain at least the equivalent level of achievement designated
under division (A)(3) of section 3301.0710 of the Revised Code on
the assessment prescribed under that section to measure skill in
English language arts expected at the end of third grade, unless
one of the following applies:
(a) The student is a limited English proficient student who
has been enrolled in United States schools for less than three
full school years and has had less than three years of instruction
in an English as a second language program.
(b) The student is a child with a disability entitled to
special education and related services under Chapter 3323. of the
Revised Code and the student's individualized education program
exempts the student from retention under this division.
(c) The student demonstrates an acceptable level of
performance on an alternative standardized reading assessment as
determined by the department of education.
(d) All of the following apply:
(i) The student is a child with a disability entitled to
special education and related services under Chapter 3323. of the
Revised Code.
(ii) The student has taken the third grade English language
arts achievement assessment prescribed under section 3301.0710 of
the Revised Code.
(iii) The student's individualized education program or plan
under section 504 of the "Rehabilitation Act of 1973," 87 Stat.
355, 29 U.S.C. 794, as amended, shows that the student has
received intensive remediation in reading for two school years but
still demonstrates a deficiency in reading.
(iv) The student previously was retained in any of grades
kindergarten to three.
(e)(i) The student received intensive remediation for reading
for two school years but still demonstrates a deficiency in
reading and was previously retained in any of grades kindergarten
to three.
(ii) A student who is promoted under division (A)(2)(e)(i) of
this section shall continue to receive intensive reading
instruction in grade four. The instruction shall include an
altered instructional day that includes specialized diagnostic
information and specific research-based reading strategies for the
student that have been successful in improving reading among
low-performing readers.
(B)(1) Beginning in the 2012-2013 school year, to assist
students in meeting the third grade guarantee established by this
section, each school district board of education shall adopt
policies and procedures with which it annually shall assess the
reading skills of each student, except those students with
significant cognitive disabilities or other disabilities as
authorized by the department on a case-by-case basis, enrolled in
kindergarten to third grade by the thirtieth day of September and
shall identify students who are reading below their grade level.
Each district shall use the diagnostic assessment to measure
reading ability for the appropriate grade level adopted under
section 3301.079 of the Revised Code, or a comparable tool
approved by the department of education, to identify such
students. The policies and procedures shall require the students'
classroom teachers to be involved in the assessment and the
identification of students reading below grade level.
(2) For each student identified by the diagnostic assessment
prescribed under this section as having reading skills below grade
level, the district shall do both of the following:
(a) Provide to the student's parent or guardian, in writing,
all of the following:
(i) Notification that the student has been identified as
having a substantial deficiency in reading;
(ii) A description of the current services that are provided
to the student;
(iii) A description of the proposed supplemental
instructional services and supports that will be provided to the
student that are designed to remediate the identified areas of
reading deficiency;
(iv) Notification that if the student attains a score in the
range designated under division (A)(3) of section 3301.0710 of the
Revised Code on the assessment prescribed under that section to
measure skill in English language arts expected at the end of
third grade, the student shall be retained unless the student is
exempt under division (A) of this section. The notification shall
specify that the assessment under section 3301.0710 of the Revised
Code is not the sole determinant of promotion and that additional
evaluations and assessments are available to the student to assist
parents and the district in knowing when a student is reading at
or above grade level and ready for promotion.
(b) Provide intensive reading instruction services and
regular diagnostic assessments to the student immediately
following identification of a reading deficiency until the
development of the reading improvement and monitoring plan
required by division (C) of this section. These intervention
services shall include research-based reading strategies that have
been shown to be successful in improving reading among
low-performing readers and instruction targeted at the student's
identified reading deficiencies.
(3) For each student retained under division (A) of this
section, the district shall do all of the following:
(a) Provide intense remediation services until the student is
able to read at grade level. The remediation services shall
include intensive interventions in reading that address the areas
of deficiencies identified under this section including, but not
limited to, not less than ninety minutes of reading instruction
per day, and may include any of the following:
(i) Small group instruction;
(ii) Reduced teacher-student ratios;
(iii) More frequent progress monitoring;
(iv) Tutoring or mentoring;
(v) Transition classes containing third and fourth grade
students;
(vi) Extended school day, week, or year;
(vii) Summer reading camps.
(b) Establish a policy for the mid-year promotion of a
student retained under division (A) of this section who
demonstrates that the student is reading at or above grade level;
(c) Provide each student with a teacher who satisfies one or
more of the criteria set forth in division (H) of this section.
The district shall offer the option for students to receive
applicable services from one or more providers other than the
district. Providers shall be screened and approved by the district
or the department of education. If the student participates in the
remediation services and demonstrates reading proficiency in
accordance with standards adopted by the department prior to the
start of fourth grade, the district shall promote the student to
that grade.
(4) For each student retained under division (A) of this
section who has demonstrated proficiency in a specific academic
ability field, each district shall provide instruction
commensurate with student achievement levels in that specific
academic ability field.
As used in this division, "specific academic ability field"
has the same meaning as in section 3324.01 of the Revised Code.
(C) For each student required to be provided intervention
services under this section, the district shall develop a reading
improvement and monitoring plan within sixty days after receiving
the student's results on the diagnostic assessment or comparable
tool administered under division (B)(1) of this section. The
district shall involve the student's parent or guardian and
classroom teacher in developing the plan. The plan shall include
all of the following:
(1) Identification of the student's specific reading
deficiencies;
(2) A description of the additional instructional services
and support that will be provided to the student to remediate the
identified reading deficiencies;
(3) Opportunities for the student's parent or guardian to be
involved in the instructional services and support described in
division (C)(2) of this section;
(4) A process for monitoring the extent to which the student
receives the instructional services and support described in
division (C)(2) of this section;
(5) A reading curriculum during regular school hours that
does all of the following:
(a) Assists students to read at grade level;
(b) Provides scientifically based and reliable assessment;
(c) Provides initial and ongoing analysis of each student's
reading progress.
(6) A statement that if the student does not attain at least
the equivalent level of achievement designated under division
(A)(3) of section 3301.0710 of the Revised Code on the assessment
prescribed under that section to measure skill in English language
arts expected by the end of third grade, the student may be
retained in third grade.
Each student with a reading improvement and monitoring plan
under this division who enters third grade after July 1, 2013,
shall be assigned to a teacher who satisfies one or more of the
criteria set forth in division (H) of this section.
The district shall report any information requested by the
department about the reading improvement monitoring plans
developed under this division in the manner required by the
department.
(D) Each school district shall report annually to the
department on its implementation and compliance with this section
using guidelines prescribed by the superintendent of public
instruction. The superintendent of public instruction annually
shall report to the governor and general assembly the number and
percentage of students in grades kindergarten through four reading
below grade level based on the diagnostic assessments administered
under division (B) of this section and the achievement assessments
administered under divisions (A)(1)(a) and (b) of section
3301.0710 of the Revised Code in English language arts, aggregated
by school district and building; the types of intervention
services provided to students; and, if available, an evaluation of
the efficacy of the intervention services provided.
(E) Any summer remediation services funded in whole or in
part by the state and offered by school districts to students
under this section shall meet the following conditions:
(1) The remediation methods are based on reliable educational
research.
(2) The school districts conduct assessment before and after
students participate in the program to facilitate monitoring
results of the remediation services.
(3) The parents of participating students are involved in
programming decisions.
(F) Any intervention or remediation services required by this
section shall include intensive, explicit, and systematic
instruction.
(G) This section does not create a new cause of action or a
substantive legal right for any person.
(H)(1) Except as provided under divisions (H)(2), (3), and
(4) of this section, each student described in division (B)(3) or
(C) of this section who enters third grade for the first time on
or after July 1, 2013 2015, shall be assigned a teacher who has at
least one year of teaching experience and who satisfies one or
more of the following criteria:
(a) The teacher holds a reading endorsement on the teacher's
license and has attained a passing score on the corresponding
assessment for that endorsement, as applicable.
(b) The teacher has completed a master's degree program with
a major in reading.
(c) The teacher was rated "most effective" for reading
instruction consecutively for the most recent two years based on
assessments of student growth measures developed by a vendor and
that is on the list of student assessments approved by the state
board under division (B)(2) of section 3319.112 of the Revised
Code.
(d) The teacher was rated "above expected value added," in
reading instruction, as determined by criteria established by the
department, for the most recent, consecutive two years.
(e) The teacher has earned a passing score on a rigorous test
of principles of scientifically research-based reading instruction
as approved by the state board.
(f) The teacher holds an educator license for teaching grades
pre-kindergarten through three or four through nine issued on or
after July 1, 2017.
Nothing in this section prohibits a school district from
requiring that teachers be credentialed or work toward the
credentials prescribed under division (H)(1) of this section prior
to the 2015-2016 school year.
(2) Notwithstanding division (H)(1) of this section, a
student described in division (B)(3) or (C) of this section who
enters third grade for the first time on or after July 1, 2013
2015, may be assigned to a teacher with less than one year of
teaching experience provided that the teacher meets one or more of
the criteria described in divisions (H)(1)(a) to (f) of this
section and that teacher is assigned a teacher mentor who meets
the qualifications of division (H)(1) of this section.
(3) Notwithstanding division (H)(1) of this section, a
student described in division (B)(3) or (C) of this section who
enters third grade for the first time on or after July 1, 2013,
but prior to July 1, 2016, may be assigned to a teacher who holds
an alternative credential approved by the department or who has
successfully completed training that is based on principles of
scientifically research-based reading instruction that has been
approved by the department. Beginning on July 1, 2014, the
alternative credentials and training described in division (H)(3)
of this section shall be aligned with the reading competencies
adopted by the state board of education under section 3301.077 of
the Revised Code.
(4) Notwithstanding division (H)(1) of this section, a
student described in division (B)(3) or (C) of this section who
enters third grade for the first time on or after July 1, 2013
2015, may receive reading intervention or remediation services
under this section from an individual employed as a
speech-language pathologist who holds a license issued by the
board of speech-language pathology and audiology under Chapter
4753. of the Revised Code and a professional pupil services
license as a school speech-language pathologist issued by the
state board of education.
(5) A teacher, other than a student's teacher of record, may
provide any services required under this section, so long as that
other teacher meets the requirements of division (H) of this
section and the teacher of record and the school principal agree
to the assignment. Any such assignment shall be documented in the
student's reading improvement and monitoring plan.
As used in this division, "teacher of record" means the
classroom teacher to whom a student is assigned.
(I) Notwithstanding division (H) of this section, a teacher
may teach reading to any student who is an English language
learner, and has been in the United States for three years or
less, or to a student who has an individualized education program
developed under Chapter 3323. of the Revised Code if that teacher
holds an alternative credential approved by the department or has
successfully completed training that is based on principles of
scientifically research-based reading instruction that has been
approved by the department. Beginning on July 1, 2014, the
alternative credentials and training described in this division
shall be aligned with the reading competencies adopted by the
state board of education under section 3301.077 of the Revised
Code.
(J) If, on or after the effective date of this amendment, a
school district or community school cannot furnish the number of
teachers needed who satisfy one or more of the criteria set forth
in division (H) of this section for the 2013-2014 2015-2016 school
year, the school district or community school shall develop and
submit a staffing plan by June 30, 2013 2015. The staffing plan
shall include criteria that will be used to assign a student
described in division (B)(3) or (C) of this section to a teacher,
credentials or training held by teachers currently teaching at the
school, and how the school district or community school will meet
the requirements of this section. The school district or community
school shall post the staffing plan on its web site for the
applicable school year.
Not later than March 1, 2014 2016, and on the first day of
March in each year thereafter, a school district or community
school that has submitted a plan under this division shall submit
to the department a detailed report of the progress the district
or school has made in meeting the requirements under this section.
A school district or community school may request an
extension of a staffing plan beyond the 2013-2014 2015-2016 school
year. Extension requests must be submitted to the department not
later than the thirtieth day of April prior to the start of the
applicable school year. The department may grant extensions valid
through the 2015-2016 2017-2018 school year.
Until June 30, 2015 2017, the department annually shall
review all staffing plans and report to the state board not later
than the thirtieth day of June of each year the progress of school
districts and community schools in meeting the requirements of
this section.
(K) The department of education shall designate one or more
staff members to provide guidance and assistance to school
districts and community schools in implementing the third grade
guarantee established by this section, including any standards or
requirements adopted to implement the guarantee and to provide
information and support for reading instruction and achievement.
Sec. 3317.26. In addition to the other payments specified in
this chapter, for each fiscal year for which funds are
appropriated by the general assembly for the purposes of this
section, the department of education shall pay the amounts
specified in divisions (A) and (B) of this section to assist city,
local, and exempted village school districts in funding reading
intervention services required under section 3313.608 of the
Revised Code.
(A) The department shall proportionately distribute funds
appropriated for this division to all city, local, and exempted
village school districts in the state based on each district's
adjusted formula ADM.
For purposes of this division, a district's "adjusted formula
ADM" is the district's formula ADM multiplied by the district's
state share index.
(B) The department shall proportionately distribute funds
appropriated for this division to all eligible districts based on
each eligible district's formula ADM.
For purposes of this division, an "eligible district" is a
city, local, or exempted village school district for which less
than eighty per cent of the district's students received a score
described in division (A)(2)(a), (b), or (c) of section 3301.0710
of the Revised Code on the third grade English language arts
assessment administered pursuant to division (A)(1)(a) of section
3301.0710 of the Revised Code as reported on the report card
issued for the district under section 3302.03 of the Revised Code
for the prior school year.
Section 2. That existing section 3313.608 of the Revised Code
is hereby repealed.
Section 3. Notwithstanding division (A) of the version of
section 3313.608 that is in effect prior to the effective date of
this section, no school district, community school established
under Chapter 3314. of the Revised Code, or STEM school
established under Chapter 3326. of the Revised Code shall retain
any student in third grade under that division for the 2013-2014
school year because the student did not attain at least the
equivalent level of achievement designated under division (A)(3)
of section 3301.0710 of the Revised Code on the assessment
prescribed under that section to measure skill in English language
arts expected at the end of third grade. If a student has been
retained under division (A) of the version of section 3313.608 of
the Revised Code for that school year prior to the effective date
of this section, the school district, community school, or STEM
school shall promote the student to fourth grade. Nothing in this
section shall prohibit a school district, community school, or
STEM school from retaining a student for other reasons or from
providing intervention services to any student who otherwise may
have been retained under that division.
Section 4. That Sections 263.10 and 263.255 of Am. Sub. H.B.
59 of the 130th General Assembly be amended to read as follows:
Sec. 263.10. EDU DEPARTMENT OF EDUCATION
GRF |
200321 |
|
Operating Expenses |
|
$ |
13,142,780 |
|
$ |
13,142,780 |
|
|
GRF |
200408 |
|
Early Childhood Education |
|
$ |
33,318,341 |
|
$ |
45,318,341 |
|
|
GRF |
200420 |
|
Information Technology Development and Support |
|
$ |
4,241,296 |
|
$ |
4,241,296 |
|
|
GRF |
200421 |
|
Alternative Education Programs |
|
$ |
7,403,998 |
|
$ |
7,403,998 |
|
|
GRF |
200422 |
|
School Management Assistance |
|
$ |
3,000,000 |
|
$ |
3,000,000 |
|
|
GRF |
200424 |
|
Policy Analysis |
|
$ |
328,558 |
|
$ |
328,558 |
|
|
GRF |
200425 |
|
Tech Prep Consortia Support |
|
$ |
260,542 |
|
$ |
260,542 |
|
|
GRF |
200426 |
|
Ohio Educational Computer Network |
|
$ |
29,625,569 |
|
$ |
19,625,569 |
|
|
GRF |
200427 |
|
Academic Standards |
|
$ |
3,800,000 |
|
$ |
3,800,000 |
|
|
GRF |
200437 |
|
Student Assessment |
|
$ |
55,895,000 |
|
$ |
75,895,000 |
|
|
GRF |
200439 |
|
Accountability/Report Cards |
|
$ |
3,500,000 |
|
$ |
3,750,000 |
|
|
GRF |
200442 |
|
Child Care Licensing |
|
$ |
827,140 |
|
$ |
827,140 |
|
|
GRF |
200446 |
|
Education Management Information System |
|
$ |
6,833,070 |
|
$ |
6,833,070 |
|
|
GRF |
200447 |
|
GED Testing |
|
$ |
879,551 |
|
$ |
879,551 |
|
|
GRF |
200448 |
|
Educator Preparation |
|
$ |
1,136,737 |
|
$ |
1,564,237 |
|
|
GRF |
200455 |
|
Community Schools and Choice Programs |
|
$ |
2,438,685 |
|
$ |
2,491,395 |
|
|
GRF |
200464 |
|
General Technology Operations |
|
$ |
192,097 |
|
$ |
192,097 |
|
|
GRF |
200465 |
|
Technology Integration and Professional Development |
|
$ |
1,778,879 |
|
$ |
1,778,879 |
|
|
GRF |
200502 |
|
Pupil Transportation |
|
$ |
505,013,527 |
|
$ |
521,013,527 |
|
|
GRF |
200505 |
|
School Lunch Match |
|
$ |
9,100,000 |
|
$ |
9,100,000 |
|
|
GRF |
200511 |
|
Auxiliary Services |
|
$ |
130,499,457 |
|
$ |
138,214,374 |
|
|
GRF |
200532 |
|
Nonpublic Administrative Cost Reimbursement |
|
$ |
58,951,750 |
|
$ |
62,436,882 |
|
|
GRF |
200540 |
|
Special Education Enhancements |
|
$ |
156,871,292 |
|
$ |
157,871,292 |
|
|
GRF |
200545 |
|
Career-Technical Education Enhancements |
|
$ |
9,372,999 |
|
$ |
9,372,999 |
|
|
GRF |
200550 |
|
Foundation Funding |
|
$ |
5,808,098,389 |
|
$ |
6,151,463,768 |
|
|
GRF |
200566 |
|
Literacy Improvement |
|
$ |
150,000 |
|
$ |
150,000 |
|
|
GRF |
200590 |
|
Third Grade Reading Guarantee |
|
$ |
0 |
|
$ |
65,000,000 |
|
|
GRF |
200901 |
|
Property Tax Allocation - Education |
|
$ |
1,138,800,000 |
|
$ |
1,156,402,000 |
|
|
TOTAL GRF General Revenue Fund
| |
$ |
7,985,459,657 |
|
$ |
8,397,357,295 8,462,357,295 |
|
|
General Services Fund Group
1380 |
200606 |
|
Information Technology Development and Support |
|
$ |
6,850,090 |
|
$ |
6,850,090 |
|
|
4520 |
200638 |
|
Fees and Refunds |
|
$ |
500,000 |
|
$ |
500,000 |
|
|
4L20 |
200681 |
|
Teacher Certification and Licensure |
|
$ |
8,313,762 |
|
$ |
13,658,274 |
|
|
5960 |
200656 |
|
Ohio Career Information System |
|
$ |
529,761 |
|
$ |
529,761 |
|
|
5H30 |
200687 |
|
School District Solvency Assistance |
|
$ |
25,000,000 |
|
$ |
25,000,000 |
|
|
5KX0 |
200691 |
|
Ohio School Sponsorship Program |
|
$ |
487,419 |
|
$ |
487,419 |
|
|
5KY0 |
200693 |
|
Community Schools Temporary Sponsorship |
|
$ |
83,000 |
|
$ |
83,000 |
|
|
TOTAL GSF General Services
| |
|
|
|
|
|
|
|
Fund Group
| |
$ |
41,764,032 |
|
$ |
47,108,544 |
|
|
Federal Special Revenue Fund Group
3090 |
200601 |
|
Neglected and Delinquent Education |
|
$ |
2,168,642 |
|
$ |
2,168,642 |
|
|
3670 |
200607 |
|
School Food Services |
|
$ |
8,200,664 |
|
$ |
8,700,149 |
|
|
3700 |
200624 |
|
Education of Exceptional Children |
|
$ |
1,530,000 |
|
$ |
1,530,000 |
|
|
3AF0 |
200603 |
|
Schools Medicaid Administrative Claims |
|
$ |
750,000 |
|
$ |
750,000 |
|
|
3AN0 |
200671 |
|
School Improvement Grants |
|
$ |
20,400,000 |
|
$ |
20,400,000 |
|
|
3BK0 |
200628 |
|
Longitudinal Data Systems |
|
$ |
1,250,000 |
|
$ |
0 |
|
|
3C50 |
200661 |
|
Early Childhood Education |
|
$ |
14,554,749 |
|
$ |
14,554,749 |
|
|
3CG0 |
200646 |
|
Teacher Incentive |
|
$ |
15,125,588 |
|
$ |
15,183,285 |
|
|
3D20 |
200667 |
|
Math Science Partnerships |
|
$ |
6,000,000 |
|
$ |
6,000,000 |
|
|
3EC0 |
200653 |
|
Teacher Incentive - Federal Stimulus |
|
$ |
1,300,000 |
|
$ |
0 |
|
|
3EH0 |
200620 |
|
Migrant Education |
|
$ |
2,900,000 |
|
$ |
2,900,000 |
|
|
3EJ0 |
200622 |
|
Homeless Children Education |
|
$ |
2,600,000 |
|
$ |
2,600,000 |
|
|
3EK0 |
200637 |
|
Advanced Placement |
|
$ |
450,000 |
|
$ |
450,000 |
|
|
3EN0 |
200655 |
|
State Data Systems - Federal Stimulus |
|
$ |
1,250,000 |
|
$ |
0 |
|
|
3FD0 |
200665 |
|
Race to the Top |
|
$ |
136,000,000 |
|
$ |
58,074,046 |
|
|
3FN0 |
200672 |
|
Early Learning Challenge - Race to the Top |
|
$ |
7,040,000 |
|
$ |
7,040,000 |
|
|
3GE0 |
200674 |
|
Summer Food Service Program |
|
$ |
13,596,000 |
|
$ |
14,003,800 |
|
|
3GF0 |
200675 |
|
Miscellaneous Nutrition Grants |
|
$ |
700,000 |
|
$ |
700,000 |
|
|
3GG0 |
200676 |
|
Fresh Fruit and Vegetable Program |
|
$ |
4,738,000 |
|
$ |
4,880,140 |
|
|
3H90 |
200605 |
|
Head Start Collaboration Project |
|
$ |
225,000 |
|
$ |
225,000 |
|
|
3L60 |
200617 |
|
Federal School Lunch |
|
$ |
350,608,075 |
|
$ |
361,126,273 |
|
|
3L70 |
200618 |
|
Federal School Breakfast |
|
$ |
108,480,590 |
|
$ |
112,819,813 |
|
|
3L80 |
200619 |
|
Child/Adult Food Programs |
|
$ |
106,992,650 |
|
$ |
110,202,428 |
|
|
3L90 |
200621 |
|
Career-Technical Education Basic Grant |
|
$ |
44,663,900 |
|
$ |
44,663,900 |
|
|
3M00 |
200623 |
|
ESEA Title 1A |
|
$ |
560,000,000 |
|
$ |
560,000,000 |
|
|
3M20 |
200680 |
|
Individuals with Disabilities Education Act |
|
$ |
443,170,050 |
|
$ |
443,170,050 |
|
|
3T40 |
200613 |
|
Public Charter Schools |
|
$ |
500,000 |
|
$ |
0 |
|
|
3Y20 |
200688 |
|
21st Century Community Learning Centers |
|
$ |
48,201,810 |
|
$ |
50,611,900 |
|
|
3Y60 |
200635 |
|
Improving Teacher Quality |
|
$ |
101,900,000 |
|
$ |
101,900,000 |
|
|
3Y70 |
200689 |
|
English Language Acquisition |
|
$ |
9,700,000 |
|
$ |
9,700,000 |
|
|
3Y80 |
200639 |
|
Rural and Low Income Technical Assistance |
|
$ |
3,300,000 |
|
$ |
3,300,000 |
|
|
3Z20 |
200690 |
|
State Assessments |
|
$ |
11,800,000 |
|
$ |
11,800,000 |
|
|
3Z30 |
200645 |
|
Consolidated Federal Grant Administration |
|
$ |
7,949,280 |
|
$ |
7,949,280 |
|
|
TOTAL FED Federal Special
| |
|
|
|
|
|
|
|
Revenue Fund Group
| |
$ |
2,038,044,998 |
|
$ |
1,977,403,455 |
|
|
State Special Revenue Fund Group
4540 |
200610 |
|
GED Testing |
|
$ |
1,050,000 |
|
$ |
250,000 |
|
|
4550 |
200608 |
|
Commodity Foods |
|
$ |
24,000,000 |
|
$ |
24,000,000 |
|
|
4R70 |
200695 |
|
Indirect Operational Support |
|
$ |
6,600,000 |
|
$ |
6,600,000 |
|
|
4V70 |
200633 |
|
Interagency Program Support |
|
$ |
717,725 |
|
$ |
717,725 |
|
|
5980 |
200659 |
|
Auxiliary Services Reimbursement |
|
$ |
1,328,910 |
|
$ |
1,328,910 |
|
|
5BJ0 |
200626 |
|
Half-Mill Maintenance Equalization |
|
$ |
19,000,000 |
|
$ |
20,000,000 |
|
|
5MM0 |
200677 |
|
Child Nutrition Refunds |
|
$ |
500,000 |
|
$ |
500,000 |
|
|
5T30 |
200668 |
|
Gates Foundation Grants |
|
$ |
200,000 |
|
$ |
153,000 |
|
|
5U20 |
200685 |
|
National Education Statistics |
|
$ |
300,000 |
|
$ |
300,000 |
|
|
6200 |
200615 |
|
Educational Improvement Grants |
|
$ |
300,000 |
|
$ |
300,000 |
|
|
TOTAL SSR State Special Revenue
| |
|
|
|
|
|
|
|
Fund Group
| |
$ |
53,996,635 |
|
$ |
54,149,635 |
|
|
Lottery Profits Education Fund Group
7017 |
200612 |
|
Foundation Funding |
|
$ |
775,500,000 |
|
$ |
853,000,000 |
|
|
7017 |
200648 |
|
Straight A Fund |
|
$ |
100,000,000 |
|
$ |
150,000,000 |
|
|
7017 |
200666 |
|
EdChoice Expansion |
|
$ |
8,500,000 |
|
$ |
17,000,000 |
|
|
7017 |
200684 |
|
Community School Facilities |
|
$ |
7,500,000 |
|
$ |
7,500,000 |
|
|
TOTAL LPE Lottery Profits
| |
|
|
|
|
|
|
|
Education Fund Group
| |
$ |
891,500,000 |
|
$ |
1,027,500,000 |
|
|
Revenue Distribution Fund Group
7047 |
200909 |
|
School District Property Tax Replacement-Business |
|
$ |
482,000,000 |
|
$ |
482,000,000 |
|
|
7053 |
200900 |
|
School District Property Tax Replacement-Utility |
|
$ |
28,000,000 |
|
$ |
28,000,000 |
|
|
TOTAL RDF Revenue Distribution
| |
|
|
|
|
|
|
|
Fund Group
| |
$ |
510,000,000 |
|
$ |
510,000,000 |
|
|
TOTAL ALL BUDGET FUND GROUPS
| |
$ |
11,520,765,322 |
|
$ |
12,013,518,929 12,078,518,929 |
|
|
Sec. 263.255. LITERACY IMPROVEMENT
The foregoing appropriation item 200566, Literacy
Improvement, shall be used for Read Baby Read.
THIRD GRADE READING GUARANTEE
The foregoing appropriation item 200590, Third Grade Reading
Guarantee, shall be used by the Department of Education in support
of the third grade reading guarantee established in section
3313.608 of the Revised Code. Use of these funds shall include the
provision of professional development to school districts and
community schools, additional funding to school districts and
community schools for intervention services, and payment of costs
associated with the development of diagnostic assessments in
reading for grades kindergarten through three. The Department
shall distribute $45,000,000 in fiscal year 2015 under division
(A) of section 3317.26 of the Revised Code, and $20,000,000 in
fiscal year 2015 under division (B) of section 3317.26 of the
Revised Code.
Any portion of appropriation item 200590, Third Grade Reading
Guarantee, that is unencumbered and unexpended at the end of
fiscal year 2015 is hereby reappropriated to the same
appropriation item for the same purposes for fiscal year 2016.
Section 5. That existing Sections 263.10 and 263.255 of Am.
Sub. H.B. 59 of the 130th General Assembly are hereby repealed.
|
|