Ohio Ethics Form - Heffner

OHIO ETHICS COMMISSION ALLEGATION FORM 1.
2. Name of person(s) you allege has violated the Ohio Ethics Law. Name: Stan W. Heffner Interim Superintendent of Public Instruction, Ohio Department of Education Address: Ohio Department of Education 25 South Front Street Columbus, Ohio 43215 Telephone: (877) 644-6338
3. Summary of facts relevant to the allegation. Please attach any documents supporting the allegation (For example, minutes of meetings, contracts, deeds, notes, etc.) Stan W. Heffner used his official position to represent himself as an expert and provided testimony to the Senate Finance Committee regarding House Bill 153 and specifically recommend that the committee adopt a provision that would direct 2.2 million dollars annually to Educational Testing Service (ETS), the company that announced Stan Heffner's hiring just three weeks earlier. Heffner provided opinions that contradict previously published documents from the Ohio Department of Education and at no point during his testimony did he declare relationship with ETS nor the financial benefit to ETS as a result of the passage of the legislation. Timeline and supporting documents: April 12, 2011 - The State Board of Education of Ohio names Stan Heffner to the position of interim State Superintendent of Public Instruction. April 20, 2011 - Educational Testing Service (ETS) announces the hiring of Stan Heffner ("currently is the interim Superintendent of Public Instruction for Ohio"), who will join the company "at the beginning of August." May 1, 2011 - Stan Heffner begins his tenure as interim State Superintendent of Public Instruction for Ohio. His biography on the Ohio Department of Education website notes that "Upon completion of his service as Interim Superintendent, Heffner will join the Educational Testing Service (ETS) as a senior executive with its new K-12 Multistate Assessment Programs group." May 11, 2011 - Stan W. Heffner testifies to the Ohio Senate Finance committee about House Bill 153 (Budget Bill). Heffner introduces himself as "Interim Superintendent of Public Instruction and head of the Ohio Department of Education (ODE). My term as Interim Superintendent began May 1, though I have served in the Department since 2004 as the Associate Superintendent for the Center for Curriculum and Assessment. I began my career as a teacher and principal in South Dakota, where I later served as the states
deputy secretary of education and cultural affairs. I have been in school administration in Ohio since 1984, spending 15 years as the superintendent of the Madison Local School District in Lake County before coming to ODE. As a life-long educator, my comments today are focused on putting students first." During the testimony, Heffner states, "New programs in HB 153 are geared toward attracting, rewarding and promoting good teaching, including . . . retesting teachers working in the schools at the bottom 10% of performance index scores." At no point during his 5 1/2 pages of testimony does Heffner disclose his relationship with ETS nor the 2.2 million dollar annual fee that ETS will collect as a result of this legislation. This testimony refers to Sec 3319.58 of the Ohio Revised Code as will be modified by House Bill 153 (language is included as an attachment). May 16, 2011 - Stan Heffner publishes his weekly EdConnection newsletter confirming his testimony to the Senate Finance Committee on HB153 and provides a link to his written testimony.
Explanation of Financial Benefit to ETS: Using 2009-2010 school year data to calculate the effect of the law results in 351 buildings employing a total of 7,369 teachers, with 6,504, or 85%, teaching in a core subject area. Each of these 6,504 core teachers will be required to take all applicable Praxis II tests. Depending on the subject, grade level, and teaching assignment, these teachers will be required to take between 2 and 10 exams each for a grand total of 23,804 total written examinations. ETS charges an annual fee of $50 and exams average $80 each for a grand total of $2,229,520. Supporting Documents (highlights added): State Board of Education minutes for April 12, 2011 confirming appointment of Stan Heffner. (Pages A1-A4) Press Release from ETS announcing hiring of Stan Heffner. (Pages A5-A6) Biography page of Stan Heffner from Ohio Department of Education website. (Page A7) Legislative Update from Ohio Department of Education that confirms that Stan Heffner testified and includes a copy of his testimony as presented to the Senate Finance Committee. (Note the Legislative Update is dated incorrectly; still available on Ohio Department of Education website). (Pages A8-A16) Heffner's EdConnection newsletter from May 16. (Pages A17-A18) Sec. 3319.58 from House Bill 153.This is the section specifically addressed by Heffner and that refers to the requirement that teachers will be required to take tests solely provided by ETS as determined by the State Board of Education. (Pages A19-A21) Ohio Department of Education Educator Licensure Testing Information about the Praxis exams. (Pages A22-A38) Education Testing Service's Test and Service Fees for the Praxis Series Exams. (Pages A39-A43)
4. Other persons with knowledge of the facts. All information included in this allegation is publicly available on the various websites. An article about this situation was posted on the public website http://www.plunderbund.com on May 29, 2011.
5. Are you aware of the existence and location of any other relevant evidence? An analysis of the specific schools and teachers who would be required to take these tests would need to be completed through data available at the Ohio Department of Education. I have attached a summary of the number of teachers and tests and I also have complete spreadsheets that list the specific names of schools and teachers who would have qualified based on last year's test results that I can provide, if needed. These are available online at: Schools: http://scr.bi/oGMoWH List of Teachers: http://scr.bi/rqK5dN
6. Have you contacted any other governmental agencies regarding these allegations? If so, who did you contact and when? What was the response of these agencies? No.
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Minutes of the April 2011 Meeting of the State Board of Education of Ohio
STATE BOARD OF EDUCATION OF OHIO MINUTES Regular Meeting April 2011 Ohio School for the Deaf 500 Morse Road Columbus, Ohio 43214 MEMBERS OF THE STATE BOARD OF EDUCATION Angela Thi Bennett Michael Collins Joe Farmer Thomas Gunlock Robin C. Hovis C. Todd Jones Kristen McKinley Mary Rose Oakar Dennis Shelton Bryan C. Williams EX OFFICIO MEMBERS Senator Peggy Lehner SECRETARY Deborah S. Delisle Superintendent of Public Instruction _______________ The State Board convened on Monday, April 11, at the Ohio School for the Deaf in Columbus. _______________ The Boards Executive Committee met beginning at 9 a.m. _______________ The Boards Achievement, Capacity and Select Committee on Urban Education met beginning at 9:45 a.m. The Board took a brief recess. _______________ Recognition Federal Title 1 & Blue Ribbon Schools The State Board of Education recognized Ohios 18 schools that have been selected as 2010 No Child Left Behind Blue Ribbon Schools. Being named a Blue Ribbon School identifies a building Deborah Cain Tess Elshoff Dannie Greene Jeffrey Hardin Ann Jacobs Kathleen McGervey Jeffrey Mims Dennis Reardon Debe Terhar
Representative Gerald Stebelton
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24. RESOLUTION TO AMEND RULES 3301-92-01 AND 3301-92-02 THE ADMINISTRATIVE CODE REGARDING SCHOOL DISTRICT BUDGETING (VOLUME 3, PAGE 27) (CAPACITY COMMITTEE)
Miscellaneous Resolutions/Motions (2); Volume 4
25.
RESOLUTION TO ADOPT THE DIVERSITY STRATEGY RECOMMENDATIONS SET FORTH IN THE OSU KIRWAN INSTITUTES REPORT & RECOMMENDATIONS ON DIVERSITY STRATEGIES FOR SUCCESSFUL SCHOOLS AND TO DIRECT THE DEVELOPMENT OF AN IMPLEMENTATION PLAN (VOLUME 4, PAGE 1) (CAPACITY COMMITTEE) RESOLUTION TO ADOPT PRESCHOOL CONTENT STANDARDS AND THEIR SUCCESSORS IN MATHEMATICS AND ENGLISH LANGUAGE ARTS (VOLUME 4, PAGE 35) (ACHIEVEMENT COMMITTEE)
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Items for Consideration for Next Month There were no Items for Consideration for Next Month. _______________ President Terhar recessed the Board meeting at 4:02 p.m. _______________ President Terhar convened the Business Meeting of the State Board of Education on Tuesday, April 12, at 8:45 a.m. President Terhar welcomed Bryan C. Williams to the Board. Mr. Williams was appointed to fill Ms. Tammy OBriens District 7 seat due to her accepting an appointment to the Summit County Court of Common Pleas. President Terhar asked the Recording Secretary to call the roll. MEMBERS PRESENT Angela Thi Bennett Michael Collins Joe Farmer Thomas Gunlock Robin C. Hovis C. Todd Jones Kristen McKinley Mary Rose Oakar Dennis Shelton Bryan C. Williams EX OFFICIO MEMBERS Senator Peggy Lehner Deborah Cain Tess Elshoff Dannie Greene Jeffrey Hardin Ann Jacobs Kathleen McGervey Jeffrey Mims Dennis Reardon Debe Terhar
Representative Gerald Stebelton
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C. Todd Jones Kristen McKinley Mary Rose Oakar Dennis Shelton Bryan C. Williams Motion carried. ______________ Mr. Gunlock presented the following recommendation (Item 29): 29. STATE BOARD OF EDUCATION MOTION TO APPOINT INTERIM SUPERINTENDENT Kathleen McGervey Jeffrey Mims Dennis Reardon Debe Terhar
The Executive Committee MOVES that Mr. Stan Heffner be named interim State Superintendent of Public Instruction effective May 1, 2011, and that Mr. Heffner serve as interim superintendent until such a time as a new State Superintendent commences his or her service as State Superintendent of Public Instruction. It was Moved by Mr. Gunlock that the above recommendation (Item 29) be approved. Mr. Reardon asked what criteria the Executive Committee used to make its recommendation. President Terhar replied that it acknowledged Mr. Heffners experience and he would be the best person to implement any difficult changes which may need to be made. Mr. Reardon asked if there were any other candidates. President Terhar replied that Dr. Troyer was also considered. Mr. Reardon also asked what role the Executive Succession Plan had in the decision. President Terhar replied the Executive Succession Plan was not used in the decision. Mr. Reardon stated he was concerned about the process used to make this decision and was aware that Mr. Heffner had just recently accepted another position and would be leaving. Mr. Hardin stated that Superintendent Delisle was invited to the Executive Committee meeting and declined due to a prior commitment and therefore was given the opportunity to present the Board with an Executive Succession Plan and failed to do so. He noted that Mr. Heffner had been a finalist for the position of state superintendent in two other states. Ms. Jacobs asked for a clarification regarding the issue of Mr. Heffner accepting a position outside of the Department. Mr. Heffner replied he had accepted a position with the Educational Testing Service, but would ensure a smooth transition for the next superintendent. Mrs. Cain asked what was the vote count from the Executive Committee in recommending Mr. Heffner as Interim Superintendent. President Terhar responded the vote was six to zero. Ms. Oakar stated she had tremendous respect for Mr. Heffner but Dr. Troyer is the current Deputy Superintendent and should not be overlooked as a qualified female candidate for the position. Mr. Collins stated the Board needs to examine what appear to be process issues that are taking place. He noted that during the Executive Committee meeting there was no discussion regarding a process or procedure or a set of criteria for selecting an interim superintendent. He also noted the issue of overstepping the deputy superintendent by selecting an associate superintendent and stated Dr. Troyer has already served as interim superintendent and did so admirably during a difficult 62
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time. Mr. Collins also questioned what conversations had taken place with the candidates and by whom. President Terhar responded she had engaged in conversations with Mr. Heffner and as a result of those conversations was confident that Mr. Heffner was the appropriate person to lead the Department at this time. President Terhar noted she had not engaged in an in-depth conversation with Dr. Troyer but had spoken to her regarding remaining in the Deputy Superintendents position and transitioning to the Center for the Teaching Profession. Mr. Collins asked if any other members of the Executive Committee participated in conversations with either of the two candidates. President Terhar responded she was unaware of any other conversations. Vice President Gunlock noted the six to zero vote in which the Executive Committee recommended Mr. Heffner to be selected as Interim Superintendent and stated he found Mr. Collins statements to be disturbing. Mr. Collins replied that a set of processes needs to be used by the Board in making decisions. Mr. Jones stated that as a member of the Executive Committee, he was satisfied with the process used to recommend Mr. Heffner as Interim Superintendent and would support the motion. Mr. Hovis stated that he would oppose the resolution, but noted that his objection was not a reflection of Mr. Heffners fitness to be interim Superintendent. He further stated his objection was founded on principle, namely that Superintendent Delisle honored State Board policy by having in place a written succession plan and the Board by adopting this resolution is disrespecting that plan and the Board policy in which it is based. President Terhar asked Mr. Casey for clarification regarding the Boards succession plan. He stated he interpreted the language to set up a procedure by which if the superintendent is suddenly incapacitated that a successor would be in place. He further stated he did not relate the current situation to the succession plan as referenced in the Boards policy and procedure manual. President Terhar called for a roll call vote. YES VOTES Angela Thi Bennett Joe Farmer Jeffrey Hardin Kathleen McGervey Debe Terhar NO VOTES Deborah Cain Dannie Greene Ann Jacobs Mary Rose Oakar ABSTAIN Kristen McKinley Motion carried. ______________ Tess Elshoff Thomas Gunlock C. Todd Jones Dennis Shelton Bryan C. Williams Michael Collins Robin C. Hovis Jeffrey Mims Dennis Reardon
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Viator, Heffner to Lead ETS's Common Assessment Work

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Jason Baran (609) 683-2428 mediacontacts@ets.org
Common State Assessments

Learn how ETS offers advice on common state assessments.
Princeton, N.J. (April 20, 2011) Educational Testing Service (ETS) today announced the hiring of two outstanding assessment leaders to guide the company's work in supporting the consortia of states planning to develop common assessments. Kit Viator will join ETS the beginning of May and Stan Heffner will join the company at the beginning of August. As senior executives with ETS's new K12 Multistate Assessment Programs group, Viator and Heffner are eminently qualified to guide ETS's support of the Partnership for Assessment of Readiness for College and Careers (PARCC) and the SMARTER Balanced Assessment Consortium (SBAC), should ETS be fortunate enough to be awarded contracts by either consortium in a competitive procurement process. The state-led initiative to adopt Common Core State Standards and develop aligned common assessments has created an unprecedented opportunity to develop a new generation of integrated systems of assessments and reporting tools that actively support improved teaching and learning to ensure that all students finish high school ready for college or a career. John Oswald, Vice President for K12 Assessment Solutions and Multistate Assessment Programs in ETS's Student and Teacher Assessment division, said, "Kit and Stan's combined experience and expertise will bring a strong state-centered perspective to our service to these consortia. As we prepare our offerings to help PARCC and SBAC to achieve their goals, and as we deliver any work we are awarded, both of these strong leaders will keep us focused on quality in service to our clients." Most recently, Viator has been a Senior Program Officer for the Bill & Melinda Gates Foundation. Before joining the foundation, she was part of the leadership team at the Massachusetts Department of Elementary and Secondary Education that designed and implemented the Massachusetts Comprehensive Assessment System (MCAS), and was the director of student assessment for Massachusetts for over a decade. Prior to that, she worked as a researcher at the Center for the Study of Testing, Evaluation and Educational Policy (CSTEEP) at Boston College, where she worked on a national assessment reform initiative focusing on urban schools in the United States. She has served on the Council of Chief State School Officers' Education Information Advisory Committee's Permanent Standing Task Force on Assessment, the National Assessment Governing Board's Accommodations Policy Advisory Committee, and Governor Phil Bredesen's (TN) Assessment Advisory Group. She holds an Ed.M. in administration, planning and social policy from the Harvard Graduate School of Education and an A.B. from the University of California, Berkeley. Heffner currently is the interim Superintendent of Public Instruction for Ohio. In his previous role as the Ohio Department of Education's associate superintendent for the Center for Curriculum and Assessment, he was prominent in national efforts to create model curricula aligned to the national Common Core State Standards in English language arts and mathematics. His leadership also has included development of common assessments aligned to these curricula. These assessments will be used to guide the redesign of Ohio's accountability system. Heffner has overseen the state's academic content standards and ensured that the state's assessment programs are aligned to those standards, as well as provided oversight for the state's careertechnical education policy and implementation. He also was responsible for the state's accountability system, which develops and issues annual report cards on the performance of Ohio public school districts. His recent work included an international benchmarking project to guide revision of the state's content standards. Previously, he was a teacher in South Dakota and became the state's youngest high school principal. He later served as South Dakota's deputy secretary of education and cultural affairs. In Ohio, he served as superintendent of Madison Local
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Schools. Heffner received his master's degree in school administration and his bachelor's degree in secondary education from Northern State University in South Dakota.
About ETS
At nonprofit ETS, we advance quality and equity in education for people worldwide by creating assessments based on rigorous research. ETS serves individuals, educational institutions and government agencies by providing customized solutions for teacher certification, English language learning, and elementary, secondary and post-secondary education, as well as conducting education research, analysis and policy studies. Founded in 1947, ETS develops, administers and scores more than 50 million tests annually including the TOEFL and TOEIC tests, the GRE tests and The Praxis Series assessments in more than 180 countries, at over 9,000 locations worldwide. www.ets.org
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ODE Leadership Profile

Stan W. Heffner
Interim Superintendent of Public Instruction
Department of Education
tan Heffner became Ohios Interim Superintendent for Public Instruction on May 1, 2011. He was named to the position by the State Board of Education after serving with the Ohio Department of Education since 2004 as Associate Superintendent for Curriculum and Assessment.
Heffner is an innovative leader in the national effort to create model curricula and common assessments aligned to the national Common Core State Standards in English language arts and mathematics. He transformed curriculum and assessment in Ohio by leading an international benchmarking project that applied best practices in curriculum and instruction and multiple-measure assessments from the worlds top performing countries to new world class standards for Ohios classrooms. Heffner has also provided oversight for the states career-technical education policy and implementation, blending awards of academic and career program credits and expanding use of career-technical education facilities to support workforce development strategies. He was also responsible for the states accountability system, currently under development to rank schools in performance and efficiencies and to convey more robust feedback on the academic progress of Ohios schools. Under Heffners leadership, his center launched a pilot project for a new generation of assessments that relies less on single, paper-pencil tests and infuses student performances among other, multiple measures of student achievement. He is committed to including performance assessment projects as part of Ohios next generation of assessments. In addition, he led the effort to develop online support tools for students and teachers, and to provide teachers with more research-based instructional best practices. Heffner began his career teaching in South Dakota where he became the states youngest high school principal. He later served as South Dakotas deputy secretary of education and cultural affairs. In Ohio, he served on the local school district level beginning in the mid-1980s, including 15 years as superintendent of the Madison Local School District in Lake County. Heffner completed doctoral course work at the University of Idaho after receiving his masters degree in school administration and his bachelors degree in secondary education from Northern State University in South Dakota. Upon completion of his service as Interim Superintendent, Heffner will join the Educational Testing Service (ETS) as a senior executive with its new K-12 Multistate Assessment Programs group. With ETS, he aims to develop a new generation of integrated assessment systems and reporting tools that actively support and inform improved teaching and learning to ensure that all students finish high school ready for college or a career.
O h i o D e p a r t m e n t o f E d u c a t i o n 2 5 S o u t h Fr o n t S t r e e t C o l u m bu s, O h i o 4 3 2 1 5 - 4 1 8 3 8 7 7 - 6 4 4 - 6 3 3 8 e d u c a t i o n . o h i o. g ov
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To: State Board of Education From: Greg Dennis, Jennifer Hogue and Jeremy Marks RE: Legislative Update Date: May 6, 2011 State Activity Introduced Bills Senate Bill 167 (Cates, R-West Chester)- to permit the establishment of public college-preparatory boarding schools for at-risk students to be operated by private nonprofit entities and to establish the College-Preparatory Boarding Schools Facilities Program This Weeks Committee Hearings House Education Committee The committee met on Wednesday and held their fifth hearing on House Bill 96 (Celeste, D-Grandview Heights/ Brenner, R-Powell) which would specify dyslexia as a specific learning disability and require a pilot project to provide early screening and intervention services for children with dyslexia. Please see the bill analysis. The committee accepted an amendment to the bill which would make the definition of dyslexia more accurate and provide flexibility for ODE by allowing the department to work with other organizations that have knowledge about dyslexia intervention. The committee unanimously passed the bill. The committee held their first hearing on House Bill 211 with Representative John Adams (R-Sidney) offering sponsor testimony. This legislation would include content of specified historical documents in the state academic standards and in the high school American history and government curriculum. The committee also hearing sponsor testimony from Senator Tom Sawyer (D-Akron) regarding House Bill 86. This legislation would permit the establishment of a community school to service adults of school age who are incarcerated or who have been released from the custody of the Department of Youth Services. Representative Derickson (R-Oxford) offered sponsor testimony on House Bill 205. This legislation would permit the establishment of hybrid community schools that provide both remote technologybased and classroom-based instruction. The final piece of legislation before the committee was House Bill 136 (Huffman, R-Lima) regarding the creation of the PACT scholarship program. The committee accepted a substitute version of the bill. The changes in the bill include the following:
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Makes changes to the PACT scholarship income structure Eliminates the proposed phase-in of current private school students Removes the combination of the Cleveland and EdChoice scholarship programs- students in Cleveland who are currently ineligible for the EdChoice program would have the option to enroll in either program Caps the number of PACT scholarships available at 60,000
Two parents, Barbara Gibbon and Wallisha Berry offered testimony in support of the bill. Senate Finance Committee The Senate Finance Committee met on Wednesday and heard testimony on House Bill 153 (Amstutz, RWooster) regarding the biennial budget from Stan Heffner, Interim Superintendent of Public Instruction, Robert Sommers, Director of the Governors Office of 21st Century Education and Barbara Mattei-Smith, Assistant Policy Director for Education in the Office of Governor Kasich. Please see the attached copy of Superintendent Heffners testimony. Next Weeks Committees Senate Education Committee The Senate Education Committee will not be meeting next week. House Education Committee The House Education Committee will not be meeting next week. Senate Finance Committee The Senate Finance Committee will meet on Tuesday, May 17 in the Finance Hearing Room to hear education related testimony on House Bill 153 (Amstutz, R-Wooster) regarding the biennial budget. The schedule for the day is as follows: 9:00 AM- Tony Bennett, Indiana Superintendent of Public Instruction and David Driscoll, former Massachusetts Education Commissioner 10:00 AM- Public Testimony on K-12 issues Federal Update Update on NCLB/ESEA Reauthorization As you may know, the House Education and the Workforce Committee Chairman John Kline (R-Minn) intends for his committee to approve individual ESEA bills instead of a comprehensive ESEA bill. It has been reported that the committee will introduce the first series of ESEA bills in the coming weeks with a markup on the first bill expected by the end of the month. Possible House ESEA #1: Chairman Klines first bill will focus on eliminating authorizations for ESEA programs that are no longer funded (likely to include some programs that lost funding in the recent FY 11 budget).
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Possible House ESEA #2: Chairman Klines second bill is expect to dramatically expand ESEA funding flexibility to allow states and school districts 100% transferability of their ESEA funds among any and all ESEA programs (except Impact Aid) and will also allow for ESEA funds to be transferred into IDEA Part B. The proposal may also allow for any unspent SFSF or EdJobs money to be transferred as well. According to communications with committee staff, other potential components of the bill may include: Reporting requirements for each Title would remain the same. However, an SEA or LEA would be exempt from reporting requirements for any Title if it transfers all of its funds from that title to another. This exemption though would not apply to Title I or Title III, regardless of the amount transferred. All set asides will remain in place. This includes the 20% set-aside for SES and choice, the 10% set-aside for professional development, and the 1% set-aside for parental engagement. However, the absolute dollar amount of the set-asides would not include any new funds transferred into a Title. While districts would have to report to states annually as to which funds were transferred to which accounts and for what purposes, the SEA would not have authority over the LEA decisions. States would also have to report annually to the federal government about their transfers. It is reported that after the two bills are approved, the committee will introduce select bills on Charters, Teachers, Innovation and then Accountability. Committee staff has suggested that the accountability bill would not be brought up until September or October.
FY 11 Program Amounts USDOE plans to release its FY11 budget table after Monday, May 16th House FY12 Appropriations Update House Appropriations Chairman Harold Rogers (R-KY) announced both the FY 12 subcommittee allocations and markup schedule. The Labor-HHS-Education subcommittee FY12 allocation is reduced $18.2 billion compared to FY 11 levels (-11.6%) and reduced $41.6 billion compared to President Obamas FY12 levels (-23%). The total appropriations committee 302(b) allocations are 2.9% below FY 11 and 10.7% below the Presidents FY12 budget. Chairman Rogers has scheduled the Labor-HHS-ED subcommittee on July 26 and the full committee markup on August 3. It is the 2nd to last appropriations bill scheduled for markup. With the August recess, the House is not likely to take up the Labor-HHS-Ed bill until September 7 at the earliest. Charter Student Military Recruitment The SBE supported language regarding treating all Ohio graduates who satisfy state graduation requirements the same for military recruitment and enlistment purposes is in the Defense authorization bill that is being discussed in the Armed Services Committee.
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John Kasich, Governor Stan W. Heffner, Interim Superintendent of Public Instruction
Testimony on Am. Sub. House Bill 153 - Biennial Operating Budget May 11, 2011 Ohio Senate Finance Committee Senator Chris Widener, Chair Stan W. Heffner, Interim Superintendent of Public Instruction Ohio Department of Education
Chairman Widener, Ranking Member Skindell and members of the Ohio Senate Finance Committee, thank you for the opportunity to speak with you today about the House version of House Bill 153, the biennial operating budget, as it relates to Ohios system of K-12 education. I am Stan Heffner, Interim Superintendent of Public Instruction and head of the Ohio Department of Education (ODE). My term as Interim Superintendent began May 1, though I have served in the Department since 2004 as the Associate Superintendent for the Center for Curriculum and Assessment. I began my career as a teacher and principal in South Dakota, where I later served as the states deputy secretary of education and cultural affairs. I have been in school administration in Ohio since 1984, spending 15 years as the superintendent of the Madison Local School District in Lake County before coming to ODE. As a life-long educator, my comments today are focused on putting students first. College and Career Readiness College and career readiness for all Ohio students is the guiding principle for everything we do at ODE. Preparing students to succeed in postsecondary education and the workplace is the essential task of the education system, and is the key to Ohios long term economic progress. Achieving that standard requires an educational system that is strong in the critical areas of curriculum, instruction and assessment; teacher quality; student supports and options; and accountability and intervention. ODE will streamline its operations in the next few months in order to stay focused on these core areas while also implementing the new requirements included in the budget bill. Ohios Race to the Top (RttT) plan, a top strategic priority for our agency, embodies our college- and career-ready orientation and will guide the work of ODE in the coming years. Curriculum and Assessment A high quality curriculum is the foundation of educational success for Ohios 1.8 million students because it sets the pathway toward our goal of preparing all students for college and career readiness. The three legs of the curricular stool are what is written (the academic standards), taught (the
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model curricula) and tested (the assessments). In 2009, Ohio committed to an upgrade of its academic content standards in reading, writing and math by joining 44 states and the District of Columbia in adopting the Common Core State Standards. In cooperation with the higher education community, these more rigorous standards are consistent with the Ohio Core and they establish clear descriptions of what high school graduates must know in order to successfully transition to postsecondary education without remedial coursework, and to secure jobs that will allow them to support themselves, their families and Ohio. As part of a state-led effort to share high standards aimed at making America more competitive while preserving state control, Ohios participation in the Common Core was a critical element in winning the federal RttT competition. Ohios standards for science and social studies, also revised and approved by the State Board of Education the same year, are designed to meet the same rigorous levels that lead to college and career readiness. In March, the State Board of Education adopted model curricula to assist teachers in implementing the new standards. Developed through an intensive and thorough stakeholder process, the model curricula demonstrate in each grade level how the standards can be integrated into course planning, helping teachers align their lesson content with the expectations on the upcoming revised state assessments and providing them with web-based resources. Following the adoption of the Common Core, Ohio joined two national consortia that have been working to develop accompanying assessments. Scheduled to come online in the 2014-15 school year, the next generation of assessments pioneered by the consortia will take advantage of technology to include advanced measures of student learning such as online-adaptive and extended essay response questions. Through these consortia Ohio can capitalize on the efficiency of cross-state cost sharing for test production and administration. Ohio is also creating performance-based assessments through its RttT program to provide feedback in a rapid reporting system that will inform teachers instructional planning throughout the year, and help students own responsibility for their learning. These assessments are a great example of how technology can be woven into instructional practice to give teachers new tools for understanding and connecting with their students and to better serve their needs, and they will also give excellent feedback on student learning to students and their parents. ODE estimates that each year 4 million state tests are given, including about 1.4 million Ohio Graduation Tests. The current testing regimen must continue to be administered while the new assessment system is developed, including a new graduation assessment that employs end-of-course exams and a national college preparatory test. We hope to have further discussions with you on some amendments which can enhance our capacity to prepare for the implementation of the new assessment system. Teaching Profession Teachers have more impact on student learning than any other factor within a school, and ODE emphasizes increasing teacher effectiveness as one of the best ways to ensure students are ready for college or the workplace. As researchers Michael Fullan and Andy Hargreaves have noted, "It is what
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teachers think, what teachers believe and what teachers do at the level of the classroom that ultimately shapes the kind of learning that young people get. Ohios system of teacher licensure is a national leader in connecting teacher practice and certification, and ODE processes 100,000 licensure and endorsement applications every year. Established in 2009, Ohios tiered professional licensure system consists of four levels that require a progressive demonstration of professional practice. It incorporates a multi-year residency program for beginning teachers to provide intensive mentoring and support, the first state program of its kind. Licenses have already begun to be issued under the new system. New programs in HB 153 are geared toward attracting, rewarding and promoting good teaching, including the Teacher Incentive Payment Program, performance-based compensation requirements, revisions to the process for alternative licensure, and retesting teachers working in the schools at the bottom 10% of performance index scores. We believe many of these provisions can complement the activities of RttT already underway. Through RttT, ODE is developing a new teacher evaluation model that uses multiple measures to provide teachers with in-depth, usable information on how they can improve their practice. The requirements in the House version of HB 153 for new teacher and principal evaluation tools share most elements with the evaluation models designed for Ohios RttT districts, and the bill broadens their application to all districts and community schools. Though the House provisions accelerate the timeline for implementing the model evaluations, ODE is prepared to reconcile our existing models with the HB 153 requirements by the specified deadlines because we understand the vital importance of better evaluation methods for educators. Student Supports and Options Students learn at different paces and excel in different learning environments, so it is critical that the curriculum, teaching methods, and supports for students are provided in a relevant and meaningful way. Ohios educational system must be tailored to meet the unique needs of students who are disabled, gifted, of limited English proficiency or are living in poverty. ODE particularly concentrates on closing the achievement gap between disadvantaged students and their counterparts. We focus on these students across the spectrum of our policies and programs, from examining the distribution of highly qualified and effective teachers to RttTs emphasis on turning around the lowest-performing schools, in order to ensure the needs of all students are met in preparation for their success in life after graduation. For special education and career-technical education students, ODE recognizes and appreciates that both the Executive and House versions maintained support in these areas, thereby allowing Ohio to
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meet maintenance-of-effort requirements for the related the federal grants (IDEA, Perkins). Cutting state support in these areas would jeopardize hundreds of millions of dollars in federal funding. Students in Ohio can also choose from a variety of educational options to meet their distinct needs, including traditional public schools, career-technical education programs, brick-and-mortar community schools, STEM schools, e-schools, scholarship programs and the postsecondary enrollment option (PSEO). The Executive Proposal expanded eligibility for the Educational Choice Scholarship program (EdChoice) from the current 14,000 scholarships to 30,000 in FY 2012 and 60,000 in FY 2013, and the House Version of HB 153 standardizes the tuition amounts for both EdChoice and the Cleveland Scholarship program to $4,250 for grades K-8 and $5,000 for grades 9-12. ODE has advocated for parents and students to have school choice while assuring they attend choice schools. Our students can only be well-served if the educational options we offer are high quality, and in the coming months we will be examining ways to improve the oversight provided by community school sponsors. However, we believe some of the changes to community school policies in the House version of HB 153 are at odds with this approach. In particular, we are concerned about the conflict of interest presented by the requirement for ODE to act as a de-facto sponsor while maintaining our responsibility to monitor other sponsors. Also, a variety of provisions related to the role of operators are expanded in a manner that may blur lines of authority and accountability. We would be happy to work with you in addressing these issues during the committee process. Accountability and Intervention Ohios accountability system measures educational achievement through the local report cards provided to every school district and eligible school. Report cards inform students, parents, educators, administrators and policymakers on our progress towards the goal of preparing students to succeed in their pursuit of college and careers. As part of RttT, ODE is improving accountability and data collection through a statewide longitudinal data system that will provide information to educators on the academic progress of their students and enable us to track student progress from early childhood through higher education. Despite our highest hopes for our schools, we must also be prepared to offer assistance and intervention to those which fall short of performance expectations. Ohios State System of Support uses state and federal dollars to target school improvement assistance and planning to the districts with the highest need. The State System of Support and its regional educational service center (ESC) partners serve 1.2 million students in 299 districts and 159 community schools through deployment of the Ohio Improvement Process. HB 153 proposes new initiatives to identify the lowest performing schools, require local educators to implement turnaround plans and explore a pilot program for parent-initiated reforms. The reform options defined in HB 153 parallel those required for federal school improvement grants, and include
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closure, staff change or conversion to a community school. In addition to interventions for lowperforming schools, other new proposals from the Governor are aimed at recognizing schools which are succeeding at and encouraging innovation and creative approaches for all schools. Ohios RttT plan further provides for researching, recognizing, and promoting effective educational practices. Education Funding and Financing The primary source of state funding for public schools is foundation funding. School districts also receive payments for homestead and rollback programs, and reimbursements for reduced and eliminated tangible property taxes. The Executive and House versions both propose a temporary bridge foundation funding formula for school districts, which makes per-pupil adjustments to FY 2011 levels scaled by an equity-based index, and the House version adds a supplemental payment to cap districts funding reductions. I will let Barb Mattei-Smith of the Governors Office of 21st Century Education go into more depth on the bridge formula, plans for a new school funding formula and the restructuring of tangible property reimbursement phase-outs, but I do want to emphasize the importance of an equitable, effective system of school funding to the long-term success of the states education system. In addition to an appropriate funding distribution mechanism, state policies can help local districts make the most of their limited resources. It is imperative that we are responsible stewards of public resources, especially in these difficult economic times, and a key strategy for promoting efficient use of state funds is leveraging our regional infrastructure. Ohio has been moving towards increased regional coordination of educational services over the past 10 years, and many of our schools already participate in shared services opportunities. The forthcoming plan outlined in HB 153 for regional service agencies and increased attention on shared services is the next logical step. ODE looks forward to being a partner in crafting a regional system that best meets the needs of our educational providers in their efforts to meet the educational needs of our students. Participating in shared services arrangements gives local districts access to cost-effective and specialized educational services; however, the removal of state software support in the House version is an unfortunate step in the opposite direction. These funds (line item 200426) maintain financial and administrative software used by over 900 schools and districts, and eliminating them would increase costs for local entities and put the integrity of data reporting and processing at risk. Good data is critical for sustaining an effective accountability system that informs educational policy decisions at the state level and instructional and financial decisions at the local level. Conclusion Ohio has successfully completed major educational changes in the past few years in a number of critical areas, including curriculum, assessment and teacher licensure. These efforts will to continue to evolve with the provisions of HB 153. The Department of Education intends to maintain its focus on college and career readiness for all students to help lay the groundwork for Ohios economic revitalization.
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However, we have some concern about ODEs ability to assume all of the new responsibilities included in the budget bill, many of which I have already described, in addition to maintaining our ongoing regulatory and administrative responsibilities, given the cuts to our operations included in the House version of the bill. We understand that every agency must take its fair share of reductions to address the budget shortfall, but respectfully ask that administrative funding be restored to the levels proposed by the Executive version of the budget. Thank you for the opportunity to talk with you today; at this time I am happy to entertain any questions you may have.
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May 16, 2011 Good afternoon, Last Wednesday I testified before the Senate Finance Committee on the House-passed version of HB 153, the 2012-13 biennium budget bill. My testimony focused on the work conducted by ODE to prepare Ohios 1.8 million students to be ready for making successful college and career choices after high school graduation. Specifically, I highlighted the current work and new initiatives proposed in the bill around curriculum and assessment, the teaching profession, student supports and options, and accountability and intervention. My testimony is available here. Additional budget information can be found at education.ohio.gov, or by following this link: FY 2012-2013 budget information. The Senate is expected to approve the final version of the budget in early June and then the bill will go to conference committee with expected approval by June 30. This process is lengthy and I will continue to keep you updated on the development of the budget. I want to share two changes in ODE leadership so that you have updated information for your communication with two centers. First, Sasheen Phillips is now the interim associate superintendent of ODEs Center for Curriculum and Assessment. Second, Lori Lofton is now the executive director of the Center for the Teaching Profession. Thanks for your hard work in service to Ohios children. Make it a great week. Sincerely,
Stan Heffner Note: Below are news items of interest to all superintendents and principals. Please share these items as appropriate with other suggested educators who will benefit from the information. We are interested in your thoughts about how EdConnection fulfills your information needs. Please send any comments or suggestions to superintendent@ode.state.oh.us. For all administrators, especially EMIS managers and guidance counselors Further information on SSIDs provided; For leadership teams, treasurers and Safe and Drug-Free Schools coordinators Fiscal and planning activities required as Title IV Part A funds conclude; For curriculum leaders Meetings to help in transitioning to revised standards implementation; Good news for everyone Spotlight on Emerson Magnet School in Westerville.
For all administrators, especially EMIS managers and guidance counselors Further information on SSIDs provided As reported in last weeks newsletter, ODE is asking districts to begin including state student identifying (SSID) numbers on student records that high schools transfer to postsecondary institutions. As a note of clarification, we recommend that schools ask Information Technology Centers (ITCs) or software vendors to have SSIDs included when these documents are generated electronically. While adding the SSID by hand is possible, it is preferable to have the numbers printed by electronic means. For leadership teams, treasurers and Safe and Drug-Free Schools coordinators Fiscal and planning activities required as Title IV Part A funds conclude Because the Safe and Drug-Free Schools (SDFS) funds, which are Title IV Part A federal funds, will be eliminated as the federal fiscal year ends in September, districts are asked to take several steps: Fiscal activities ODE has extended the obligation period for these funds from June 30 to Sept. 30. The liquidation period and Final Expenditure Report (FER) deadlines will remain Sept. 30. School districts with Title IV Part A carryover funds may purchase materials, curriculum or services for school climate purposes, including: preventing violence in and around schools; preventing the illegal use of alcohol, tobacco and drugs; involving
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parents and communities in childrens education; fostering safe and drug-free learning environments that promote student academic achievement; and sustaining SDFS programs by collaborating and sharing resources with community partners. Additional guidance is available through an hour-long webinar titled Title IV Carryover Funds, which is posted on the SDFS Web page. If the district SFDS budget needs revisions, please contact the assigned ODE federal programs consultant. District treasurers will be contacted by ODE staff from May 23 to June 3 to discuss use of SDFS funds.
District planning survey Because the SDFS funding will be eliminated, ODE will begin surveying districts this week to learn how they have planned prevention and intervention services with community partners, and identified risk factors and students nonacademic needs. Superintendents will be receiving an email with a link to a brief survey that they may complete themselves, or request a designated staff member to complete by the June 17 deadline. State resources Please review Ohios Climate Guidelines (2004) and A Comprehensive System of Learning Supports (2007) as the district develops its annual school improvement plan. These resources offer guidance for developing safe and supportive learning environments that promote student achievement. Please direct any questions to Jill Jackson at (614) 466-9540 or jill.jackson@ode.state.oh.us.
For curriculum leaders Meetings to help in transitioning to revised standards implementation Curriculum leaders from all Ohio schools (public and nonpublic) and Educational Service Centers (ESCs) will have another opportunity on June 3 to attend one of the spring/summer meetings ODE has been conducting related to Ohios revised academic content standards and model curricula. The meeting will be held from 12:30 to 3:30 p.m. at Columbus Northgate Center. Participants, who will be prepared to hold similar local meetings for their teachers, will conduct collaborative planning and learn about the stages outlined in a transition roadmap for the next few years. Also at this session, ODE will gather suggestions for future professional development, related information resources and effective planning strategies. Similar meetings were held in April for representatives of all 57 Ohio ESCs and district curriculum leaders (including those who are and are not currently working with an ESC). Please note that the meeting updates and expands content covered during fall meetings on this topic. To register for the June 3 meeting or to express interest in another meeting date, please contact Lisa Simpson at lisa.simpson@ode.state.oh.us. Good news for everyone Spotlight on Emerson Magnet School in Westerville When they learned that more than 4,000 children die every day from diseases caused by unsafe drinking water, students at Emerson World Languages and Cultures Magnet School in Westerville agreed to do what they can to make a difference. Emerson began a schoolwide service learning effort to support the P&G Safe Drinking Water Project. The students goals are to raise awareness of the safe drinking water issue, as well as funding for water purification packets through the P&G project for those without access to clean drinking water worldwide. Under the direction of third-grade teacher Beth Dalin and first-grade teacher Mary Taylor, students have done extensive research and problem-solving. They continue to talk about their project with fellow pupils, parents, faculty and staff within Westerville City Schools and its community. (Students at left staff a project information booth at a Westerville community event.) As a learning exercise when presenting to these groups, the students share bottles of donated water that display handmade labels describing their program. So far, audiences have donated more than $4,100, with many more events on the calendar. Through their efforts, Emerson students have raised enough funds to provide at least 547 children safe drinking water for a year. Principal Vicki Jarrell said, This project is growing in size and has presented a rich and relevant learning opportunity for our students across all grade levels. Jarrell also reported that Emerson was selected last year by The League (now part of the generationOn youth service movement) as the number one elementary school in Ohio for its overall community service programs, and the number six school nationwide in a League recognition competition. Note: If your students are engaged in helping their communities and you would like to share what they are doing, send an email to superintendent@ode.state.oh.us and include Spotlight and your school or district in the subject line. We also are pleased to receive digital images of these activities. Follow ODEs Twitter feed by clicking here.
A19 As Pending in the Senate Finance Committee 129th General Assembly Regular Session 2011-2012
Sub. H. B. No. 153
A BILL
To amend sections 7.10, 7.11, 7.12, 9.03, 9.06, 9.231, 9.24, 9.312, 9.314, 9.33, 9.331, 9.332, 9.333, 9.82, 9.823, 9.833, 9.90, 9.901, 101.532, 101.82, 102.02, 105.41, 107.09, 109.36, 109.57, 109.572, 109.64, 109.71, 109.801, 111.12, 111.16, 111.18, 117.101, 117.13, 118.023, 118.04, 118.05, 118.06, 118.12, 118.17, 118.99, 120.40, 121.03, 121.04, 121.22, 121.37, 121.40, 121.401, 121.402, 121.403, 121.404, 122.121, 122.171, 122.76, 123.01, 123.011, 123.10, 124.09, 124.11, 124.14, 124.141, 124.15, 124.23, 124.231, 124.24, 124.25, 124.26, 124.27, 124.31, 124.34, 124.393, 125.021, 125.15, 125.18, 125.28, 125.89, 126.021, 126.12, 126.21, 126.24, 126.45, 126.46, 126.50, 126.503, 127.14, 127.16, 127.162, 131.02, 131.23, 131.44, 131.51, 133.01, 133.06, 133.18, 133.20, 133.55, 135.05, 135.61, 135.65, 135.66, 145.27, 145.56, 149.01, 149.091, 149.11, 149.311, 149.351, 149.38, 149.43, 153.01, 153.012, 153.02, 153.03, 153.07, 153.08, 153.50, 153.51, 153.52, 153.54, 153.56, 153.581, 153.65, 153.66, 153.67, 153.69, 153.70, 153.71, 153.80, 154.02, 154.07, 154.11, 166.02, 173.14, 173.21, 173.26, 173.35, 173.351, 173.36, 173.391, 173.40, 173.401, 173.403, 173.404, 173.42, 173.45, 173.46, 173.47, 173.48, 173.501, 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
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Sub. H. B. No. 153 As Pending in the Senate Finance Committee Page 2104
(10) The implementation of a program to increase the cultural competency of both new and veteran teachers; (11) The implementation of a program to increase the subject matter competency of veteran teachers. (B) To qualify for a grant to implement one of the innovations described in division (A) of this section, a school must meet both of the following criteria: (1) Be hard to staff, as defined by the department. (2) Use existing school district funds for the implementation of the innovation in an amount equal to the grant amount multiplied by (1 - the district's state share percentage for the fiscal year in which the grant is awarded). For purposes of division (B)(2) of this section, "state share percentage" has the same meaning as in section 3306.02 3317.02 of the Revised Code. (C) The amount and number of grants awarded under this section shall be determined by the department based on any appropriations made by the general assembly for grants under this section. (D) The state board of education shall adopt rules for the administration of this grant program.
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Sec. 3319.58. (A) As used in this section, "core subject area" has the same meaning as in section 3319.074 of the Revised Code. (B) Each year, the board of education of each city, exempted village, and local school district, governing authority of each community school established under Chapter 3314. of the Revised Code, and governing body of each STEM school established under Chapter 3326. of the Revised Code with a building in the lowest ten percentiles of performance index score, as ranked under
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Sub. H. B. No. 153 As Pending in the Senate Finance Committee Page 2105
section 3302.21 of the Revised Code, shall require each classroom teacher teaching in a core subject area in such a building to register for and take all written examinations prescribed by the state board of education for licensure to teach that core subject area and the grade level to which the teacher is assigned under section 3319.22 of the Revised Code. (C) Each district board of education, each community school governing authority, and each STEM school governing body may use the results of a teacher's examinations required under division (B) of this section in developing and revising professional development plans and in deciding whether or not to continue employing the teacher in accordance with the provisions of this chapter or Chapter 3314. or 3326. of the Revised Code. However, no decision to terminate or not to renew a teacher's employment contract shall be made solely on the basis of the results of a teacher's examination under this section until and unless the teacher has not attained a passing score on the same required examination for at least three consecutive administrations of that examination.
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Sec. 3319.71. (A) The school health services advisory council shall make recommendations on the following topics: (1) The content of the course of instruction required to obtain a school nurse license under section 3319.221 of the Revised Code; (2) The content of the course of instruction required to obtain a school nurse wellness coordinator license under section 3319.221 of the Revised Code; (3) Best practices for the use of school nurses and school nurse wellness coordinators in providing health and wellness programs for students and employees of school districts, community schools established under Chapter 3314. of the Revised Code, and
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Educator Licensure Testing Information

(as of January 2011) Licensure tests and qualifying scores listed in the following charts are subject to change by the Ohio State Board of Education.
Tests, Codes, and Qualifying Scores for Ohio Educator Licensure

Introduction The implementation of educator testing in Ohio is in response to standards adopted by the State Board of Education (see Ohio Administrative Code). The State Board of Education has selected Educational Testing Service (ETS) and the American Council on the Teaching of Foreign Languages (ACTFL) to provide the licensure examinations for Ohio. Successful completion of required tests is designed to ensure that candidates for licensure have acquired the minimal knowledge necessary for entry-level positions. The Praxis II tests are not designed to predict performance on the job nor can passing the licensure examination(s) guarantee good teaching. The tests are built to represent knowledge and skills imparted in educator preparation programs in the United States. Each test was verified for its relationship to the knowledge required by Ohio educators. New licensure examinations provided by ACTFLare required of all world language candidates. These examinations provide a comprehensive system of assessing and ensuring the spoken and written language proficiency of candidates for licensure to teach world languages. Passage of the prescribed test(s) is only one requirement for educator licensure in Ohio. Contact an Ohio College or University approved to offer educator preparation programs for more detailed information on additional requirements.
Who must take the educator licensure tests? Applicants for educator licensure who meet any of the following criteria are required to successfully complete applicable licensure examinations: Began college coursework AFTER July 1, 1987, OR Began coursework PRIOR to July 1, 1987, but did not complete licensure requirements until AFTER July 1, 1991, OR Adding an area (e.g., endorsement) to an existing license or seeking a new or additional license.
1 Last update 01/2011 kk
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The ODE requires only ONE PLT test be successfully completed in an educators career. However, new content or licensure areas require additional Praxis II subject assessment testing to establish minimum competency in that subject area. Any applicant interested in specific test requirements of an educator preparation program MUST contact the school, college, or department of education of an approved institution. Any person holding licensure in another state and interested in obtaining Ohio licensure should contact the Ohio Department of Education (ODE), Center for the Teaching Profession, Office of Educator Licensure, 25 S. Front Street, MS 105, Columbus, Ohio 43215-4183, (614) 466-3593. What tests are required? Praxis I tests are required by some Ohio colleges and universities as program entry requirements. The institutions set their own test qualifying scores for Praxis I tests. Praxis II tests consist of Principles of Learning and Teaching (PLT) and Subject Assessment tests (e.g., content tests). Refer to the following chart for Praxis II requirements for each area of licensure. Tests in World Languages are provided by ACTFL and include two components: the Oral Proficiency Interview (OPI) and the Writing Proficiency Test (WPT). Refer to the following chart for required languages assessments.
What are the registration procedures? . When and where are the tests administered? Praxis II tests are offered at seven regularly scheduled administration dates annually. Sites are geographically situated throughout Ohio and the United States. Consult the Praxis Series Registration Bulletin or the Educational Testing Service website for specific dates and test sites. Registration for Praxis II tests is processed through Educational Testing Service. Registration materials are included in the on-line Praxis Series Registration Bulletin available at: www.ets.org/Praxis. Registration for ACTFL tests is available on the ACTFL website, www.languagetesting.com. Registrants have a choice of applying online or of downloading the application and submitting it via fax or ground mail.
ETS The Praxis Series P.O. Box 6051 Princeton, NJ 08541-6051 Telephone Numbers: Email: praxis@ets.org Online: www.ets.org/praxis
Telephone Numbers: (609) 771-7395 (800) 772-9476
A24
ACTFL languages tests are administered at a date and time agreed upon between the examinee and ACTFL. The specifics are available on the ACTFL website, www.languagetesting.com
Where should score reports be reported? Praxis II tests: o Out-of-state applicants are responsible for authorizing Educational Testing Service to release the test results to the Ohio Department of Education (recipient number R 7945). http://www.ode.state.oh.us (Search Keyword: Educator Licensure) o In-state applicants are responsible for authorizing ETS to release the test to the college or university where the applicant is enrolled.
ACTFL tests: o Examinees will receive an email confirmation of the test date/time as well as an ID and password. The ID and password will permit the examinee to check the status of the test(s) as well as receive the final rating online. A certificate may be printed once the final rating is posted. The ACTFL Proficiency Certificate(s) must be included with credentials when applying for licensure. o If you have previously completed the ACTFL OPI and/or WPI in another state, or in Ohio prior to February 2009 and you would like that rating to apply to your licensure application, you will need to arrange for your test results to be electronically reported to the Ohio Department of Education. In order to do this, please send an email to: processing@languagetesting.com and specify that you need a Request for an Official Certificate form, which can then be sent to you via email, fax or mail. The request for a certified copy will be an additional $10.00, and payment should be included when you send in the form.
May a candidate retake failed tests? Yes, a candidate for licensure may retake any or all required Praxis II and ACTFL tests. Access the Praxis II and ACTFL websites for particulars regarding the retest policies of each test provider.
How may a candidate qualify for accommodations? All determinations for extra time or special needs are determined by test providers. For Praxis test accommodations see the ETS website: www.ets.org/praxis For ACTFL test accommodations policy see the ACTFL website: www.languagetesting.com
A25
Assessment/Test Requirements by Ohio Licensure Area

Tests and qualifying scores listed in the following charts are subject to change by the Ohio State Board of Education. Early Childhood
(Grades PK-3)
Area of Licensure
(Type and Code)
Early Childhood (71-no code)
Praxis II PLT required

Test name Principles of Learning and Teaching Early Childhood (P-3) Test number Qualifying score
Praxis II subject assessment/test required

Test name Test number Qualifying score
0521
166
Education of Young Children
0021
166
Middle Childhood
(Grades 4-9)
Area of Licensure
(Type and Code)
Middle Childhood License specifies areas of concentration in at least two of the following: Reading and Language Arts (62-050150) Mathematics (62-110100) Science (62-130102) Social studies (62-150003)


Candidates must take the two subject assessment tests corresponding to their two areas of concentration Principles of Learning and Teaching: Grades 5-9*
0523
168 Middle School English Language Arts 0049 156
* While this Praxis test only covers grades 5-9, the licensure band is grades 4-9. ETS does not offer a PLT test for grades 4-9.
Middle School Mathematics
0069
143
Middle School Science
0439
144
Middle School Social Studies
0089
151
A26
Adolescence to Young Adult

(Grades 7-12 Integrated Areas)
Area of Licensure
(Type and Code)
Integrated Language Arts (63-050145) Integrated Mathematics (63-110094)

Test name Principles of Learning and Teaching: 7-12 Principles of Learning and Teaching: 7-12 Test number 0524 Qualifying score 165

Test name English Language, Literature, and Composition: Content Knowledge Mathematics: Content Knowledge Choose one option: Option 1 1A. Chemistry, Physics & General Science and 1B. Biology: Content Knowledge Option 2 2A. Biology and General Science and 2B. One of the following: Chemistry: Content Knowledge or Physics: Content Knowledge or Earth and Space Sciences: Content Knowledge Test number 0041 Qualifying score 167
0524
165
0061
139
0070
520
0235
148
Integrated Science (63-132010)
Principles of Learning and Teaching: 7-12
0524
165
0030
560
0245 0265 0571
152 132 151
Integrated Social Studies (63-150004)
Principles of Learning and Teaching: 7-12
0524
165
Social Studies: Content Knowledge
0081
157
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Adolescence to Young Adult
(Grades 7-12 Single and Dual Subject Areas) (Note: Applications for dual science subject areas require subject assessment tests for both science subject areas)
Area of Licensure
(Type and Code)
Life Sciences (63-132030) Earth Sciences (63-132040) Physical Sciences: Chemistry (63-132150) Physical Sciences: Physics (63-132160) Physical Sciences: Chemistry and Physics (63-132020) Life Sciences/Earth Sciences (63-132034) Life Sciences/Physics (63-132035) Life Sciences/ Chemistry (63-132036) Earth Sciences/ Physics (63-132045) Earth Sciences/ Chemistry (63-132046)

Test name Principles of Learning and Teaching: 7-12 Principles of Learning and Teaching: 7-12 Principles of Learning and Teaching: 7-12 Principles of Learning and Teaching: 7-12 Principles of Learning and Teaching: 7-12 Principles of Learning and Teaching: 7-12 Principles of Learning and Teaching 7-12 Principles of Learning and Teaching: 7-12 Principles of Learning and Teaching: 7-12 Principles of Learning and Teaching: 7-12 Test number 0524 0524 0524 Qualifying score 165 165 165

Test name Biology: Content Knowledge Earth and Space Sciences: Content Knowledge Chemistry: Content Knowledge Test number 0235 0571 0245 Qualifying score 148 151 152
0524
165
Physics: Content Knowledge
0265
132
0524
165
Chemistry: Content Knowledge and Physics: Content Knowledge Biology: Content Knowledge and Earth and Space Sciences: Content Knowledge Biology: Content Knowledge and Physics: Content Knowledge Biology: Content Knowledge and Chemistry: Content Knowledge Earth and Space Sciences: Content Knowledge and Physics: Content Knowledge Earth and Space Sciences: Content Knowledge and Chemistry: Content Knowledge
0245 0265 0235 0571 0235 0265 0235 0245 0571 0265 0571 0245
152 132 148 151 148 132 148 152 151 132 151 152
0524
165
0524
165
0524
165
0524
165
0524
165
A28
Multi-Age
(Grades PK-12)
Area of Licensure
(Type and Code)
Bilingual Education (64-180600)

Test name Principles of Learning and Teaching: EC or K-6 or 5-9 or 7-12 Principles of Learning and Teaching: EC or K-6 or 5-9 or 7-12 Principles of Learning and Teaching: EC or K-6 or 5-9 or 7-12 Principles of Learning and Teaching: EC or K-6 or 5-9 or 7-12 Principles of Learning and Teaching: EC or K-6 or 5-9 or 7-12 Test number 0521 0522 0523 0524 0521 0522 0523 0524 0521 0522 0523 0524 0521 0522 0523 0524 0521 0522 0523 0524 Qualifying score 166 168 168 165 166 168 168 165 166 168168 165 166 168 168 165 166 168 168 165
Praxis II or ACTFL subject assessment/test(s) required

Test name No subject assessment test required at this time Test number N/A Qualifying score N/A
Computer Information Science (64-111780) Dance (64-080302)
No subject assessment test required at this time
N/A
N/A
N/A
N/A
Drama/Theater (64-050338)
N/A
N/A
Foreign/World Language Modern LanguageFrench (64-060230)
1 ACTFL Oral Proficiency Interview and Writing Proficiency Test
Intermediate/ High
Foreign/World Language Modern LanguageGerman (64-060235) Foreign/World Language Modern LanguageSpanish (64-060265)
1
Principles of Learning and Teaching: EC or K-6 or 5-9 or 7-12
0521 0522 0523 0524
166 168 168 165
ACTFL Oral Proficiency Interview and Writing Proficiency Test
Intermediate/ High
0521 0522 0523 0524
166 168 168 165
ACTFL Oral Proficiency Interview and Writing Proficiency Test
Intermediate/ High
A29
Foreign/World Language Modern Language -
0521 0522 0523 0524
166 168 168 165
1 ACTFL Oral Proficiency Interview and Writing Proficiency Test
Intermediate/ High
Other and Classical Language-Other (64-xxxxxx) (Contact Office of Licensure for codes) Health (64-080115) Principles of Learning and Teaching: EC or K-6 or 5-9 or 7-12 0521 0522 0523 0524 0521 0522 0523 0524 0521 0522 0523 0524 0521 0522 0523 0524 0521 0522 0523 0524 166 168 168 165 166 168 168 165 166 168 168 165 166 168 168 165 166 168 168 165
(Access the ACTFL website for list of languages. At this time there are no tests for Classical Latin & Classical Greek)
Praxis II Health Education
0550
480
Library/Media (64-505675)
Praxis II Library Media Specialist
0311
148
Music (64-120050)
Praxis II Music: Content Knowledge
0113
154
Physical Education (64-080305)
0091 Praxis II Physical Education: Content Knowledge 153
TESOL (Teaching English to Speakers of Other Languages) (64-050250) Visual Arts (64-020012)
Praxis II English to Speakers of Other Languages
361
126
0521 0522 0523 0524
166 168 168 165
Praxis II Art: Content Knowledge
0133
157
A30
Intervention Specialist
(Grade bands as indicated)
Area of Licensure
(Type and Code)
Early Childhood Intervention Specialist (PK-3) (72-no code) Gifted (K-12) (65-196212) Hearing Impaired (PK-12) (65-196116) Mild/Moderate (K-12) (65-196140) Moderate/Intensive (K-12) (65-196142) Visually Impaired (PK-12) (65- 196109)

Test name Test number
Qualifying

Score
Principles of Learning and Teaching Early Childhood Principles of Learning and Teaching: EC or K-6 or 5-9 or 7-12 Principles of Learning and Teaching: EC or K-6 or 5-9 or 7-12 Principles of Learning and Teaching: EC or K-6 or 5-9 or 7-12 Principles of Learning and Teaching: EC or K-6 or 5-9 or 7-12 Principles of Learning and Teaching: EC or K-6 or 5-9 or 7-12
0521
166
Special Education: Preschool/Early Childhood
0690
530
0521 0522 0523 0524 0521 0522 0523 0524 0521 0522 0523 0524 0521 0522 0523 0524 0521 0522 0523 0524
166 168 168 165 166 168 168 165 166 168 168 165 166 168 168 165 166 168 168 165
N/A
N/A
Education of Deaf and Hard of Hearing Students
0271
158
Special Education: Core Knowledge and Applications
0354
145
Special Education: Core Knowledge and Applications
0354
145
Teaching Students with Visual Impairments
0281
140
A31
Endorsements
(Endorsements may be added to any standard teaching certificate, or provisional or professional teaching license, unless limited by age or grade as noted below)
Area of Licensure
(Type and Code)
Adapted Physical Education (PK-12) (limited to Physical Education license) (xx-080505) Adult Education (limited to full-time adult programs) (xx-510250) Bilingual Education (PK-12) (xx-180500) Career Based Intervention (limited to grades 7-12) (xx-600100) Career Technical (Vocational) Work Site Teacher/Coordinator (limited to professional career technical/ vocational license) (xx-600120) Computer/Technology (xx-111770) Driver Education (limited to AYA or Multi-Age license or high school or special education certificate) (xx-210100) Early Childhood Generalist (4-5) (Limited to Early Childhood Prekindergarten through grade 3 license holders to meet additional requirements to teach grades four and five.) (xx-185000)


No PLT required
N/A
N/A
No PLT required
No subject assessment test required at this time No subject assessment test required at this time
N/A
N/A
No PLT required
N/A
N/A
No PLT required
N/A
N/A
No PLT required
N/A
N/A
No PLT required
N/A
N/A
No PLT required
N/A
N/A
No PLT required
Elementary Education: Content Knowledge
0014
143
A32
Gifted Intervention Specialist (xx-196210) Literacy Specialist (candidates applying for this endorsement must have at least 3 years of successful experience in the teaching of reading under a standard teaching certification or license, and have previously obtained the Reading Endorsement) (xx-050315) Mathematics Specialist (PK-6) (limited to prekindergarten, elementary or early childhood license or middle childhood, high school, or AYA mathematics licenses) (xx-110315) Middle Childhood Generalist (4 6) (limited to Middle Childhood license with two areas) Reading and Language Arts (4-6) (xx-050155) Mathematics (4-6) (xx-110155) Science (4-6) (xx-130155) Social Studies (4-6) (xx-150155) Pre-kindergarten (limited to ages 3-5) (limited to kindergarten-primary, elementary, family and consumer sciences (home economics), or special certificate for education of the handicapped) (xx-180108) No PLT required No subject assessment test required at this time N/A N/A
No PLT required
N/A
N/A
No PLT required
N/A
N/A
A. Elementary Education: Content Knowledge OR B. The content area test(s) for each content area being added to the MC License B1. Middle School English Language Arts No PLT required B2. Middle School Mathematics B3. Middle School Science B4. Middle School Social Studies
0014
143
0049
156
0069
143
0439
144
0089
151
No PLT required
Pre-Kindergarten Education
0530
550
A33
Pre-kindergarten Special Needs Children (formerly Early Education of Handicapped Children) (limited to a prekindergarten, special education teaching certificate or the early childhood education teaching license and is valid for teaching learners in pre-kindergarten, ages 3-5 only) (xx-196095) Reading (PK-12) (xx-059902) School Nurse Wellness Coordinator (limited to a professional school nurse license or a professional or permanent school nurse certificate. Issued based on 3 years of successful experience) (xxxxxx) (Contact Office of Licensure for code) Science Specialist (PK-9) (limited to kindergarten-primary, elementary or early childhood license or middle childhood, high school, or AYA science licenses. Issued based on 3 years experience) (xx-130160) Teaching English to Speakers of Other Languages (TESOL) (PK-12) (xx-050275)
No PLT required
Special Education: Preschool/Early Childhood
0690
530
No PLT required
Teaching Reading
0204
154
No PLT required
N/A
N/A
No PLT required
N/A
N/A
No PLT required
English to Speakers of Other Languages
0361
126
A34
Teacher Leader (limited to a professional teaching license or permanent teaching certificate. Issued based on masters degree and at least 4 years experience) (xx-550100) Transition to Work (limited to intervention specialist license or career technical/ vocational license) (xx-600010) Urban Principal (xx-280400)
No PLT required
NA
NA
No PLT required
N/A
N/A
No PLT required
N/A
N/A
A35
Career-Technical Baccalaureate
(Grades 4-12 and beyond)
Area of Licensure
(Type and Code)
Agriscience (66-010100) Family and Consumer Sciences (66-090120) Integrated Business (66-140550) General Marketing (66-040800) Technology Education (66-160610)

Test name Principles of Learning and Teaching 5-9 or 7-12 Principles of Learning and Teaching 5-9 or 7-12 Principles of Learning and Teaching 5-9 or 7-12 Principles of Learning and Teaching 5-9 or 7-12 Principles of Learning and Teaching 5-9 or 7-12 Test number 0523 0524 0523 0524 0523 0524 0523 0524 0523 0524 Qualifying score 168 165 168 165 168 165 168 165 168 165

Test name No subject assessment test required at this time Family and Consumer Sciences Business Education Test number N/A Qualifying score N/A
0121
148
0101
148
Marketing Education
0561
124
N/A
N/A
There is presently no licensure testing requirements for Career-Technical 24 Semester Hour Non-Baccalaureate license.
A36
Administrator Area of Licensure
(Type and Code)

Praxis II subject assessment/ test required

Principal (grades PK-6)

(limited to an Early Childhood, Middle Childhood, MultiAge, or Intervention Specialist license) (73-280100)
Principal (grades 4-9)

(limited to a Middle Childhood, Multi-Age, Adolescence to Young Adult, or Intervention Specialist License) (73-280200)
Principal (grades 5-12)

(limited to a Middle Childhood, Multi-Age, Intervention Specialist, Adolescence to Young Adult or Vocational/Career Technical license) (73-280300)
Superintendent
(limited to a Principal or Administrative Specialist license) (68-no code)
Curriculum Instruction and Prof. Development

(limited to a valid professional teacher license or professional pupil services license) (80-281300)
Educational Research
No PLT required
Educational Leadership: Administration and Supervision
0411
149
Educational Staff Personnel Administration

Pupil Services Administration

School-Community Relations
Career Technical (Vocational) Education Administration

A37
Professional Pupil Services

(Grades all)
Area of Licensure
(Type and Code)
School Audiologist (74-270100) School Counselor (74-270200) School Nurse (74-270800) School Psychologist (74-270700) School SpeechLanguage Pathologist (74-270400) School Social Worker (74-270300) Orientation and Mobility Specialist (74-270900) Occupational Therapist (74-270500) Physical Therapist (74-270600)


Test name Audiology School Guidance and Counseling No subject assessment test required at this time School Psychologist School Speech-Language Pathology No subject assessment test required at this time No subject assessment test required at this time No subject assessment test required at this time No subject assessment test required at this time Test number 0340 0420 N/A 0401 0330 Qualifying score 600 510 N/A 161 600
No PLT required No PLT required No PLT required No PLT required No PLT required
No PLT required
N/A
N/A
No PLT required
N/A
N/A
No PLT required No PLT required
N/A N/A
N/A N/A
A38
Associate
Area of Licensure
(Type and Code)
Educational Paraprofessional (67-282100) Interpreter for the Hearing Impaired (67-282200) Occupational Therapy Assistant (67-270550) Physical Therapy Assistant (67-270650) Prekindergarten (67-180109)


Test name No Praxis II subject assessment test required. Test number Qualifying score
No PLT required
School Districts may opt to use the Praxis ParaPro Assessment. It is not required1. No subject assessment test required at this time No subject assessment test required at this time No subject assessment test required at this time Pre-kindergarten Education
N/A
N/A
No PLT required
N/A
N/A
No PLT required
N/A
N/A
No PLT required
N/A
N/A
No PLT required
0530
550
Praxis and ACTFL tests and qualifying scores listed in these charts are subject to change by the Ohio State Board of Education.
For the ParaPro Assessment, the State of Ohio has set a suggested qualifying score of 456. Contact your local school district to decide whether this assessment is required and if the state qualifying score is used.
A39
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Registration Fee
Registration (paper-delivered tests only) Nonrefundable registration fee charged once per testing year (September to August). Fee $50
Praxis I Test Fees

Computer-delivered Tests
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The computer-delivered Praxis I Pre-Professional Skills Tests (PPST) in Reading, Mathematics and Writing can be taken as separate tests or as a combined test in a single testing session. Number of Tests 1 Test 2 Tests 3 Tests Fee $80 $120 $160 $130
State Requirements --Select-
Combined Test
Go!
The testing session for each computer-delivered PPST test is two hours. A combined test (all three tests) is 4 hours. This allows time for tutorials and the collection of background information from test takers. The length of actual testing time for each test is listed below. Test Praxis I: Reading Praxis I: Mathematics Praxis I: Writing Praxis I: Combined Test Code 5710 5730 5720 5750 Duration 1 hour 1 hour 1 hour 4 hours Fee $80 $80 $80 $130
Paper-delivered Tests
Tests Praxis I: Reading Praxis I: Mathematics Praxis I: Writing Code 0710 0730 0720 Session 1 1 2 Duration 1 hour 1 hour 1 hour Fee $40 $40 $40
Praxis II Test Fees

The testing sessions for the computer-delivered Elementary Education: Content Knowledge and Elementary Education: Curriculum, Instruction and Assessment tests are three hours. The testing sessions for the computer-delivered French: World Language, German: World Language, and Spanish: World Language tests are 3 1/2 hours. This allows time for tutorials and the collection of background information from test takers. The length of actual testing time for each test is listed below.
Computer-delivered Tests
Test Praxis II: Elementary Education: Curriculum, Instruction and Assessment Praxis II: Elementary Education: Content Knowledge Praxis II: French: World Language Praxis II: German: World Language Praxis II: Spanish: World Language Code Duration Fee 5011 5014 5174 5183 5195 2 hours 2 hours $120 $120
2.5 hours $140 2.5 hours $140 2.5 hours $140
g 5304 5306
$ 3.5 hours $130 2.5 hours $130
A40
Praxis II: Reading for Virginia Educators (RVE): Reading Specialist Praxis II: Reading for Virginia Educators (RVE): Elementary and Special Education
Paper-delivered Tests
Test Agriculture Agriculture (CA) Agriculture (PA) Art: Content Knowledge Art: Content, Traditions, Criticism, and Aesthetics Art Making Audiology Biology and General Science Biology: Content Essays Biology: Content Knowledge, Part 1 Biology: Content Knowledge Business Education Business Education: Content Knowledge Braille Proficiency Chemistry: Content Essays Chemistry: Content Knowledge Chemistry, Physics, and General Science Citizenship Education: Content Knowledge Communication (PA) Cooperative Education Driver Education Early Childhood: Content Knowledge Early Childhood Education Earth and Space Sciences: Content Knowledge Economics Education of Deaf and Hard of Hearing Students Education of Exceptional Students: Core Content Knowledge Education of Exceptional Students: Learning Disabilities Education of Exceptional Students: Mild to Moderate Disabilities Education of Exceptional Students: Severe to Profound Disabilities Educational Leadership: Administration and Supervision Educational Leadership: Administration and Supervision Education of Young Children Elementary Education: Content Area Exercises Elementary Education: Content Knowledge Elementary Education: Curriculum, Instruction, and Assessment English Language, Literature, and Composition: Content Knowledge English Language, Literature, and Composition: Essays English Language, Literature, and Composition: Pedagogy English to Speakers of Other Languages English to Speakers of Other Languages Environmental Education Family and Consumer Sciences French: Content Knowledge Code Session Duration Fee 0700 0900 0780 0133 0132 0131 0340 0030 0233 0231 0235 0100 0101 0631 0242 0245 0070 0087 0800 0810 0867 0022 0020 0571 0910 0271 0353 0382 0542 0544 0410 0411 0021 0012 0014 0011 0041 0042 0043 0360 0361 0830 0121 0173 1 1 1 1 2 2 1 2 1 2 2 1 1 1 1 2 1 1 2 1 1 1 1 2 1 1 2 1 1 1 1 1 2 2 1 1 1 2 2 2 2 1 1 2 2 hours 2 hours 2 hours 2 hours 1 hour 1 hour 2 hours 2 hours 1 hour 1 hour 2 hours 2 hours 2 hours 4 hours 1 hour 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 1 hour 1 hour 1 hour 1 hour 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 1 hour 2 hours 2 hours 2 hours 2 hours 2 hours $80 $80 $80 $80 $80 $80 $80 $80 $80 $65 $80 $80 $80 $90 $80 $80 $80 $80 $80 $80 $80 $80 $80 $80 $80 $90 $65 $80 $80 $80 $80 $80 $90 $95 $80 $80 $80 $95 $80 $80 $80 $80 $80 $80
A41
French: Productive Language Skills Fundamental Subjects: Content Knowledge General Science: Content Essays General Science: Content Knowledge, Part 1 General Science: Content Knowledge, Part 2 General Science: Content Knowledge Geography German: Content Knowledge German: Productive Language Skills Gifted Education Government/Political Science Health and Physical Education: Content Knowledge Health Education Interdisciplinary Early Childhood Education Introduction to the Teaching of Reading Latin Library Media Specialist Life Science: Pedagogy Marketing Education Mathematics: Content Knowledge Mathematics: Pedagogy Mathematics: Proofs, Models, and Problems, Part 1 Middle School: Content Knowledge Middle School English Language Arts Middle School Mathematics Middle School Science Middle School Social Studies Music: Analysis Music: Concepts and Processes Music: Content Knowledge Physical Education: Content Knowledge Physical Education: Movement Forms Analysis and Design Physical Education: Movement Forms Video Evaluation Physical Science: Content Knowledge Physical Science: Pedagogy Physics: Content Essays Physics: Content Knowledge Pre-Kindergarten Education Principles of Learning and Teaching: Early Childhood Principles of Learning and Teaching: Grades K6 Principles of Learning and Teaching: Grades 59 Principles of Learning and Teaching: Grades 712 Psychology Reading Across the Curriculum: Elementary Reading Specialist Safety/Driver Education School Guidance and Counseling School Psychologist School Social Worker: Content Knowledge Social Sciences: Content Knowledge Social Studies: Analytical Essays Social Studies: Content Knowledge
S i l St di I t t ti fM t i l
0171 0511 0433 0431 0432 0435 0920 0181 0182 0357 0930 0856 0550 0023 0200 0600 0311 0234 0561 0061 0065 0063 0146 0049 0069 0439 0089 0112 0111 0113 0091 0092 0093 0481 0483 0262 0265 0530 0521 0522 0523 0524 0390 0201 0300 0860 0420 0401 0211 0951 0082 0081
0083
1 2 2 1 1 1 2 2 1 1 1 2 2 1 1 1 1 1 1 1 2 2 2 1 2 1 2 2 2 1 1 2 2 2 2 2 1 2 2 2 2 2 2 2 2 1 2 1 2 1 2 1
2
1 hour 2 hours 1 hour 1 hour 1 hour 2 hours 2 hours 2 hours 1 hour 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 1 hour 2 hours 2 hours 1 hour 1 hour 2 hours 2 hours 2 hours 2 hours 2 hours 1 hour 1 hour 2 hours 2 hours 1 hour 1 hour 1 hour 1 hour 1 hour 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 1 hour 2 hours
1h
$80 $80 $80 $65 $65 $80 $80 $80 $80 $80 $80 $80 $80 $80 $80 $80 $80 $80 $80 $80 $80 $80 $80 $90 $90 $90 $90 $80 $80 $80 $80 $80 $80 $65 $80 $80 $80 $80 $90 $90 $90 $90 $80 $90 $80 $80 $80 $80 $80 $80 $80 $80
$80
A42
Soc ial St udies: Interpret ation of Mat erials Social Studies: Pedagogy Sociology Spanish: Content Knowledge Special Education: Core Knowledge and Applications Special Education: Core Knowledge and Mild to Moderate Applications Special Education: Core Knowledge and Severe to Profound Applications Special Education: Preschool/Early Childhood Special Education: Teaching Students with Behavioral Disorders/Emotional Disturbances Special Education: Teaching Students with Learning Disabilities Special Education: Teaching Students with Mental Retardation Special Education: Teaching Students with Visual Impairments Speech Communication: Content Knowledge Speech-Language Pathology Teaching Foundations: Mathematics Teaching Foundations: English Teaching Foundations: Science Teaching Foundations: Multiple Subjects Teaching Reading Teaching Speech to Students with Language Impairments Technology Education Theatre Vocational General Knowledge World and U.S. History: Content Knowledge World Language Pedagogy
0083
0084 0950 0191 0354 0543 0545 0690 0371 0381 0321 0281 0221 0330 0068 0048 0438 0528 0204 0880 0050 0640 0890 0941 0841
2
2 2 1 1 1 1 1 2 2 2 1 1 2 1 1 1 1 1 1 1 1 1 1 1
1 hour
1 hour 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 1 hour 1 hour 1 hour 2 hours 2 hours 2 hours 4 hours 4 hours 4 hours 4 hours 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours 2 hours
$80
$80 $80 $80 $80 $90 $90 $80 $65 $65 $65 $80 $80 $80 $115 $115 $115 $115 $90 $80 $80 $80 $80 $80 $90
State Surcharge Fees (Paper-delivered tests only)

Surcharge per Test Nevada Fee $5
Special Service Fees

Service Late registration (Praxis I and Praxis II paper-delivered tests) Change to test, test center or test date (Praxis I and Praxis II paper-delivered tests) Emergency registration (Praxis I and Praxis II paper-delivered tests) Phone re-registration (Praxis I and Praxis II paper-delivered tests) File correction (Changes to personal profile information) Scores by phone (Usually available within four weeks after test) Additional score reports Fee $45 $45 $75 $35 $40 $30 per request $40 per report
Score Verification Fees

Test Format* Multiple-choice Constructed-response Combined multiple-choice and constructed-response Teaching Foundations Fee $40 $55 $55 $80
*Praxis tests include either multiple-choice or constructed-response questions or both. You
A43
can find out what types of questions are on the test by referring to the Test at a Glance for your particular test.
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Educator Licensure Testing Information

Tests, Codes, and Qualifying Scores for Ohio Educator Licensure

1 Last update 01/2011 kk

Telephone Numbers: (609) 771-7395 (800) 772-9476

2 Last update 01/2011 kk

3 Last update 01/2011 kk

Assessment/Test Requirements by Ohio Licensure Area

Praxis II PLT required

Praxis II subject assessment/test required

Education of Young Children

Praxis II PLT required

Praxis II subject assessment/test required

168 Middle School English Language Arts 0049 156

Middle School Mathematics

Middle School Science

Middle School Social Studies

4 Last update 01/2011 kk

Adolescence to Young Adult

Praxis II PLT required

Praxis II subject assessment/test required

Integrated Science (63-132010)

Principles of Learning and Teaching: 7-12

0245 0265 0571

152 132 151

Integrated Social Studies (63-150004)

Principles of Learning and Teaching: 7-12

Social Studies: Content Knowledge

5 Last update 01/2011 kk

Praxis II PLT required

Praxis II subject assessment/test required

Physics: Content Knowledge

6 Last update 01/2011 kk

Praxis II PLT required

Praxis II or ACTFL subject assessment/test(s) required

Computer Information Science (64-111780) Dance (64-080302)

No subject assessment test required at this time

No subject assessment test required at this time

No subject assessment test required at this time

Foreign/World Language Modern LanguageFrench (64-060230)

1 ACTFL Oral Proficiency Interview and Writing Proficiency Test

Principles of Learning and Teaching: EC or K-6 or 5-9 or 7-12

0521 0522 0523 0524

166 168 168 165

ACTFL Oral Proficiency Interview and Writing Proficiency Test

Principles of Learning and Teaching: EC or K-6 or 5-9 or 7-12

0521 0522 0523 0524

166 168 168 165

ACTFL Oral Proficiency Interview and Writing Proficiency Test

7 Last update 01/2011 kk