Ø  training on use of physical restraint or seclusion,

Ø  training on harassment, bullying, and intimidation,

Ø  CPR and AED training,

Ø  crisis prevention training,

Ø  establishing wellness committees,

Ø  establishment and review of school emergency management plan, and

Ø  compliance with nutritional standards.

Ø  Adds language to the definition of “educational assistants”: nonteaching employees working in a federally funded program that directly assist a teacher.

Ø  Requires ODE to issue educational aide permits and educational paraprofessional licenses for educational assistants who undergo a criminal background check without any of the offenses listed in current law (3319.31(B) and (C)).

Ø  Removes language that allowed ODE to prescribe minimum qualifications including special training of education courses and qualifications for education, health, and character. Retains the language that the ODE rules may provide for licenses of several types.

Ø  Provides that nonteaching employees that substitute as educational assistants are not required to hold an educational aide permit or educational paraprofessional license.

Ø  Provides that boards must update their standards-based teacher evaluation policy by July 1, 2018, to conform to the framework adopted under 3319.112, which will become operative when the collective bargaining agreement in effect on the effective date of the amendment expires (and must be included in renewal or extension of such agreements).

Ø  Eliminates requirement to use value-added data and provides that student performance data used as evidence in a teacher’s evaluation must be considered “high quality student data.”

Ø  Teachers rated “accomplished” on their most recent evaluation may still be evaluated once every 3 years as long as they submit a self-directed professional growth plan which focuses on specific areas identified in the observations and evaluations AND the evaluator determines that progress is being made on the plan. Removes language that states that the student academic growth measure must be average or higher for the most recent year that data is available for the teacher to remain eligible for the evaluation exemption.

Ø  Skilled teachers may still be evaluated once every 2 years as long as the teacher and evaluator jointly develop a professional growth plan which focuses on specific areas identified in the observations and evaluations AND the evaluator determines that progress is being made on the plan. Removes language that states that the student academic growth measure must be average or higher for the most recent year that data is available for the teacher to remain eligible for the evaluation exemption.

Ø  For accomplished or skilled teachers, in any year the teacher is not formally evaluated, the teacher will receive one observation and one conference with a qualified evaluator. Adds language that the conference must include discussion on progress on the teacher’s professional growth plan.

Ø  Removes language that allows a board by resolution to require only one formal observation of accomplished teachers as long as the teacher completes a project to demonstrate continued growth and practice at the accomplished level.

Ø  Requires ODE to revise the state framework based on the ESB recommendations, and the state board to adopt an updated framework by May 1, 2018.

Removes from the framework:

Ø  The student growth measure as a component of the final evaluation rating

Ø  The requirement to use the value-added progress dimension as a component of the final evaluation rating for teachers who teach value-added courses

Ø  ODE’s list of student assessments that measure mastery of course content for grade levels and subject for which the value-added progress dimension or alternative student academic progress measure do not apply

Adds to what the framework must include:

Ø  Use of student assessment instruments approved by the board of education

Ø  A prohibition on use of shared attribution of student performance data among all teachers in a district, building, grade, content area, or other group

Ø  A professional growth or improvement plan for a teacher that is based on the results of the evaluation and is aligned to the district or building improvement plan created in accordance with ESSA

Adds to what ODE must do to assist districts with the evaluation framework:

Ø  Provide guidance on how high-quality student data may be used to attribute student learning to a particular teacher with examples of appropriate use of the data under the framework

Ø  Provide guidance on how student surveys, peer review evaluations, teacher self-evaluation, and other components “determined appropriate by the district” may be used as part of the evaluation process

Ø  Requires ODE to update the framework by July 1, 2018

This means that short- and long-term substitute licenses would no longer be used.

Ø  Only unexcused absences would count toward requirement to provide parental notification of excessive absence (38 hours in one school month, 65 or more in one school year). Removes excused absences from being counted toward the threshold level for parental notification.

Adds new language that a minimum of 10 hours of services per week will be provided for each child served by a center-based teacher unless an IEP specifies otherwise.

Removes the requirement that the school district must pay for textbooks, and removes textbooks from the list of items that school districts and colleges may enter into an agreement for an alternative fee structure.

New Revised Code Section 3365.072: Requires students from public, nonpublic, or nonchartered nonpublic schools to pay for 50% of the cost of all required textbooks, and requires the student’s secondary school to pay for 50% of the cost of all required textbooks.

Requires ODE to adopt rules that define economically disadvantaged students, and provides that for students defined as such, the secondary school will pay 100% of the cost of the required textbooks.

Requires that home-instructed students participating in CCP be responsible for 100% of the costs of the required textbooks.

The study must include information on whether participants save money on college tuition and reduce the time to complete a degree and whether it is cost-effective for school districts.