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 state’s

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.

Minutes of the April 2011 Meeting of the State Board of Education of Ohio

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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 Deborah Cain Michael Collins Tess Elshoff Joe Farmer Dannie Greene Thomas Gunlock Jeffrey Hardin Robin C. Hovis Ann Jacobs C. Todd Jones Kathleen McGervey Kristen McKinley Jeffrey Mims Mary Rose Oakar Dennis Reardon Dennis Shelton Debe Terhar Bryan C. Williams

EX OFFICIO MEMBERS Senator Peggy Lehner Representative Gerald Stebelton 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 Board’s Executive Committee met beginning at 9 a.m.

_______________ The Board’s 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 Ohio’s 18 schools that have been selected as 2010 No

Child Left Behind Blue Ribbon Schools. Being named a Blue Ribbon School identifies a building

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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 INSTITUTE’S REPORT & RECOMMENDATIONS ON DIVERSITY STRATEGIES FOR SUCCESSFUL SCHOOLS AND TO DIRECT THE DEVELOPMENT OF AN IMPLEMENTATION PLAN (VOLUME 4, PAGE 1) (CAPACITY COMMITTEE)

26. RESOLUTION TO ADOPT PRESCHOOL CONTENT STANDARDS AND THEIR SUCCESSORS IN MATHEMATICS AND ENGLISH LANGUAGE ARTS (VOLUME 4, PAGE 35) (ACHIEVEMENT COMMITTEE)

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 O’Brien’s 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 Deborah Cain Michael Collins Tess Elshoff Joe Farmer Dannie Greene Thomas Gunlock Jeffrey Hardin Robin C. Hovis Ann Jacobs C. Todd Jones Kathleen McGervey Kristen McKinley Jeffrey Mims Mary Rose Oakar Dennis Reardon Dennis Shelton Debe Terhar Bryan C. Williams EX OFFICIO MEMBERS Senator Peggy Lehner Representative Gerald Stebelton

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C. Todd Jones Kathleen McGervey Kristen McKinley Jeffrey Mims Mary Rose Oakar Dennis Reardon Dennis Shelton Debe Terhar Bryan C. Williams Motion carried.

______________ Mr. Gunlock presented the following recommendation (Item 29): 29. STATE BOARD OF EDUCATION MOTION TO APPOINT INTERIM

SUPERINTENDENT 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. Heffner’s 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

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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 Superintendent’s 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. Collin’s 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. Heffner’s 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 Board’s 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 Board’s policy and procedure manual. President Terhar called for a roll call vote. YES VOTES Angela Thi Bennett Tess Elshoff Joe Farmer Thomas Gunlock Jeffrey Hardin C. Todd Jones Kathleen McGervey Dennis Shelton Debe Terhar Bryan C. Williams NO VOTES Deborah Cain Michael Collins Dannie Greene Robin C. Hovis Ann Jacobs Jeffrey Mims Mary Rose Oakar Dennis Reardon ABSTAIN Kristen McKinley Motion carried.

______________

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SEARCH:

K–12 EDUCATION

Jason Baran(609) [email protected]

Contact:

Princeton, N.J. (April 20, 2011) —

Viator, Heffner to Lead ETS's Common AssessmentWork

Educational Testing Service (ETS) today announced the hiringof two outstanding assessment leaders to guide the company's work in supporting the consortiaof states planning to develop common assessments.

Kit Viator will join ETS the beginning of May and Stan Heffner will join the company at thebeginning of August.

As senior executives with ETS's new K–12 Multistate Assessment Programs group, Viator andHeffner are eminently qualified to guide ETS's support of the Partnership for Assessment ofReadiness for College and Careers (PARCC) and the SMARTER Balanced AssessmentConsortium (SBAC), should ETS be fortunate enough to be awarded contracts by eitherconsortium in a competitive procurement process.

The state-led initiative to adopt Common Core State Standards and develop aligned commonassessments has created an unprecedented opportunity to develop a new generation ofintegrated systems of assessments and reporting tools that actively support improved teachingand learning to ensure that all students finish high school ready for college or a career.

John Oswald, Vice President for K–12 Assessment Solutions and Multistate AssessmentPrograms in ETS's Student and Teacher Assessment division, said, "Kit and Stan's combinedexperience and expertise will bring a strong state-centered perspective to our service to theseconsortia. As we prepare our offerings to help PARCC and SBAC to achieve their goals, and aswe deliver any work we are awarded, both of these strong leaders will keep us focused on qualityin 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 MassachusettsDepartment of Elementary and Secondary Education that designed and implemented theMassachusetts Comprehensive Assessment System (MCAS), and was the director of studentassessment for Massachusetts for over a decade. Prior to that, she worked as a researcher atthe Center for the Study of Testing, Evaluation and Educational Policy (CSTEEP) at BostonCollege, where she worked on a national assessment reform initiative focusing on urban schoolsin the United States. She has served on the Council of Chief State School Officers' EducationInformation Advisory Committee's Permanent Standing Task Force on Assessment, the NationalAssessment Governing Board's Accommodations Policy Advisory Committee, and Governor PhilBredesen's (TN) Assessment Advisory Group. She holds an Ed.M. in administration, planningand social policy from the Harvard Graduate School of Education and an A.B. from the Universityof California, Berkeley.

Heffner currently is the interim Superintendent of Public Instruction for Ohio. In his previous roleas the Ohio Department of Education's associate superintendent for the Center for Curriculumand Assessment, he was prominent in national efforts to create model curricula aligned to thenational Common Core State Standards in English language arts and mathematics. Hisleadership 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. Heffnerhas overseen the state's academic content standards and ensured that the state's assessmentprograms are aligned to those standards, as well as provided oversight for the state's career-technical education policy and implementation. He also was responsible for the state'saccountability system, which develops and issues annual report cards on the performance ofOhio public school districts. His recent work included an international benchmarking project toguide revision of the state's content standards. Previously, he was a teacher in South Dakota andbecame the state's youngest high school principal. He later served as South Dakota's deputysecretary 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 degreein secondary education from Northern State University in South Dakota.

About ETSAt nonprofit ETS, we advance quality and equity in education for people worldwide by creatingassessments based on rigorous research. ETS serves individuals, educational institutions andgovernment agencies by providing customized solutions for teacher certification, Englishlanguage learning, and elementary, secondary and post-secondary education, as well asconducting education research, analysis and policy studies. Founded in 1947, ETS develops,administers and scores more than 50 million tests annually — including the TOEFL® andTOEIC® tests, the GRE® tests and The Praxis Series™ assessments — in more than 180countries, at over 9,000 locations worldwide. www.ets.org

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Stan W. HeffnerInterim Superintendent of Public Instruction

Stan Heffner became Ohio’s Interim Superintendent for Public Instruction onMay 1, 2011. He was named to the position by the State Board of Educationafter 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 assessmentsaligned to the national Common Core State Standards in English language arts and mathematics. Hetransformed curriculum and assessment in Ohio by leading an international benchmarking project that appliedbest practices in curriculum and instruction and multiple-measure assessments from the world’s topperforming countries to new world class standards for Ohio’s classrooms. Heffner has also provided oversightfor the state’s career-technical education policy and implementation, blending awards of academic and careerprogram credits and expanding use of career-technical education facilities to support workforce developmentstrategies. He was also responsible for the state’s accountability system, currently under development to rankschools in performance and efficiencies and to convey more robust feedback on the academic progress ofOhio’s schools.

Under Heffner’s leadership, his center launched a pilot project for a new generation of assessments thatrelies less on single, paper-pencil tests and infuses student performances among other, multiple measuresof student achievement. He is committed to including performance assessment projects as part of Ohio’snext generation of assessments. In addition, he led the effort to develop online support tools for studentsand teachers, and to provide teachers with more research-based instructional best practices.

Heffner began his career teaching in South Dakota where he became the state’s youngest high schoolprincipal. He later served as South Dakota’s deputy secretary of education and cultural affairs. In Ohio, heserved on the local school district level beginning in the mid-1980s, including 15 years as superintendentof the Madison Local School District in Lake County.

Heffner completed doctoral course work at the University of Idaho after receiving his master’s degree inschool administration and his bachelor’s degree in secondary education from Northern State University inSouth 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 developa new generation of integrated assessment systems and reporting tools that actively support and inform improvedteaching and learning to ensure that all students finish high school ready for college or a career.

Departmentof EducationODE Leadership Profile

Ohio Depar tment of Educat ion • 25 South Front Street • Columbus, Ohio 43215-4183 • 877-644-6338 • educat ion.ohio.gov

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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 Week’s 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 technology-

based 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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http://www.legislature.state.oh.us/bills.cfm?ID=129_SB_167


http://www.legislature.state.oh.us/bills.cfm?ID=129_HB_96


http://www.lsc.state.oh.us/analyses129/h0096-i-129.pdf

http://www.lsc.state.oh.us/analyses129/h0096-i-129.pdf











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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, R-

Wooster) regarding the biennial budget from Stan Heffner, Interim Superintendent of Public Instruction,

Robert Sommers, Director of the Governor’s 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 Heffner’s testimony.

Next Week’s 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 Kline’s 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 Kline’s 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

Obama’s FY12 levels (-23%). The total appropriations committee 302(b) allocations are 2.9% below FY

11 and 10.7% below the President’s 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 Ohio’s 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 state’s 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 Ohio’s 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. Ohio’s 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 Ohio’s 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, Ohio’s participation in the Common Core was a critical

element in winning the federal RttT competition. Ohio’s 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

A12

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.”

Ohio’s 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,

Ohio’s 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 Ohio’s 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. Ohio’s 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 RttT’s

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

A13

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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

Ohio’s 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. Ohio’s 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

A14

closure, staff change or conversion to a community school. In addition to interventions for low-

performing 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. Ohio’s 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 Governor’s 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 state’s 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 Ohio’s economic revitalization.

A15

However, we have some concern about ODE’s 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.

A16

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 Ohio’s 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 ODE’s 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 Ohio’s 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 [email protected].

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 week’s 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

A17

parents and communities in children’s 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 Ohio’s 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 [email protected].

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 Ohio’s 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 [email protected].

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 [email protected] and include “Spotlight” and your school or district in the subject line. We also are pleased to receive digital images of these activities. Follow ODE’s Twitter feed by clicking here.

A18

As Pending in the Senate Finance Committee

129th General Assembly

Regular Session Sub. H. B. No. 153

2011-2012

A B I L L

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,

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12

13

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20

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25

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(10) The implementation of a program to increase the cultural

competency of both new and veteran teachers;

65418

65419

(11) The implementation of a program to increase the subject

matter competency of veteran teachers.

65420

65421

(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:

65422

65423

65424

(1) Be hard to staff, as defined by the department. 65425

(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).

65426

65427

65428

65429

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.

65430

65431

65432

(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.

65433

65434

65435

65436

(D) The state board of education shall adopt rules for the

administration of this grant program.

65437

65438

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.

65439

65440

65441

(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

65442

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65444

65445

65446

65447

Sub. H. B. No. 153 Page 2104As Pending in the Senate Finance Committee

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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.

65448

65449

65450

65451

65452

65453

(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.

65454

65455

65456

65457

65458

65459

65460

65461

65462

65463

65464

65465

65466

Sec. 3319.71. (A) The school health services advisory council

shall make recommendations on the following topics:

65467

65468

(1) The content of the course of instruction required to

obtain a school nurse license under section 3319.221 of the

Revised Code;

65469

65470

65471

(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;

65472

65473

65474

(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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65478

Sub. H. B. No. 153 Page 2105As Pending in the Senate Finance Committee

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Last update 01/2011 kk

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.

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The ODE requires only ONE PLT test be successfully completed in an educator’s 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?

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.

.

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.

ETS – The Praxis Series Telephone Numbers:

P.O. Box 6051 (609) 771-7395

Princeton, NJ 08541-6051 (800) 772-9476

Telephone Numbers:

Email: [email protected]

Online: www.ets.org/praxis

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http://www.languagetesting.com/


mailto:[email protected]


http://www.ets.org/praxis


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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: [email protected] 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

A24



http://www.ode.state.oh.us/

http://www.ode.state.oh.us/







4


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)

Praxis II PLT required Praxis II subject assessment/test required

Test name Test

number

Qualifying

score Test name

Test

number

Qualifying

score

Early Childhood

(71-no code)

Principles of Learning

and Teaching

Early Childhood

(P-3)

0521 166 Education of Young Children 0021 166

Middle Childhood (Grades 4-9)

Area of



Test name Test

number

Qualifying

score Test name

Test

number

Qualifying

score

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)

Principles of

Learning and

Teaching:

Grades 5-9*

* 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.

0523

168

Candidates must take the two subject assessment tests

corresponding to their two areas of concentration

Middle School English

Language Arts

0049 156

Middle School Mathematics

0069 143

Middle School Science

0439 144

Middle School Social Studies 0089 151

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Adolescence to Young Adult (Grades 7-12 Integrated Areas)

Area of



Test name Test

number

Qualifying

score Test name

Test

number

Qualifying

score

Integrated Language

Arts

(63-050145)


and Teaching: 7-12 0524 165

English Language, Literature, and

Composition: Content

Knowledge

0041 167

Integrated

Mathematics

(63-110094)


and Teaching: 7-12 0524 165 Mathematics: Content Knowledge 0061 139

Integrated Science

(63-132010)



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

0070

0235

0030

0245

0265

0571

520

148

560

152

132

151

Integrated Social

Studies

(63-150004)



Social Studies: Content

Knowledge 0081 157

A26

6


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



Test name Test

number

Qualifying

score Test name

Test

number

Qualifying

score

Life Sciences

(63-132030)


and Teaching: 7-12 0524 165 Biology: Content Knowledge 0235 148

Earth Sciences

(63-132040)



Earth and Space Sciences: Content

Knowledge 0571 151

Physical Sciences:

Chemistry

(63-132150)


and Teaching: 7-12 0524 165 Chemistry: Content Knowledge 0245 152

Physical Sciences:

Physics

(63-132160)


and Teaching: 7-12 0524 165 Physics: Content Knowledge 0265 132

Physical Sciences:

Chemistry and

Physics

(63-132020)



Chemistry: Content Knowledge

and Physics: Content Knowledge

0245

0265

152

132

Life Sciences/Earth

Sciences

(63-132034)



Biology: Content Knowledge

and Earth and Space Sciences:

Content Knowledge

0235

0571

148

151

Life

Sciences/Physics

(63-132035)


and Teaching 7-12 0524 165



0235

0265

148

132

Life Sciences/

Chemistry

(63-132036)




and Chemistry: Content

Knowledge

0235

0245

148

152

Earth Sciences/

Physics

(63-132045)




Knowledge


0571

0265

151

132

Earth Sciences/

Chemistry

(63-132046)




Knowledge

and Chemistry: Content

Knowledge

0571

0245

151

152

A27

7


Multi-Age (Grades PK-12)

Area of


Praxis II PLT required Praxis II or ACTFL subject

assessment/test(s) required Test name Test

number

Qualifying

score

Test name Test

number

Qualifying

score

Bilingual Education

(64-180600)


and Teaching: EC or

K-6 or 5-9 or 7-12

0521

0522

0523

0524

166

168

168

165

No subject assessment test

required at this time

N/A N/A

Computer

Information Science

(64-111780)


and Teaching: EC or

K-6 or 5-9 or 7-12

0521

0522

0523

0524

166

168

168

165



N/A N/A

Dance

(64-080302)


and Teaching: EC or

K-6 or 5-9 or 7-12

0521

0522

0523

0524

166

168168

165



N/A N/A

Drama/Theater

(64-050338)


and Teaching: EC or

K-6 or 5-9 or 7-12

0521

0522

0523

0524

166

168

168

165



N/A N/A

1Foreign/World

Language

Modern Language-

French

(64-060230)


and Teaching: EC or

K-6 or 5-9 or 7-12

0521

0522

0523

0524

166

168

168

165

1ACTFL

Oral Proficiency Interview

and Writing Proficiency Test

Intermediate/

High

1Foreign/World

Language

Modern Language-

German

(64-060235)


and Teaching: EC or

K-6 or 5-9 or 7-12

0521

0522

0523

0524

166

168

168

165

1ACTFL



Intermediate/

High

1Foreign/World

Language

Modern Language-

Spanish

(64-060265)


and Teaching: EC or

K-6 or 5-9 or 7-12

0521

0522

0523

0524

166

168

168

165

1ACTFL



Intermediate/

High

A28

8


Foreign/World

Language

Modern Language -

Other and Classical

Language-Other

(64-xxxxxx)

(Contact Office of

Licensure for codes)


and Teaching: EC or

K-6 or 5-9 or 7-12

0521

0522

0523

0524

166

168

168

165

1ACTFL



(Access the ACTFL website for

list of languages. At this time

there are no tests for Classical

Latin & Classical Greek)

Intermediate/

High

Health

(64-080115)


and Teaching: EC or

K-6 or 5-9 or 7-12

0521

0522

0523

0524

166

168

168

165

Praxis II Health Education

0550

480

Library/Media

(64-505675)


and Teaching: EC or

K-6 or 5-9 or 7-12

0521

0522

0523

0524

166

168

168

165

2Praxis II Library Media

Specialist

0311

148

Music

(64-120050)


and Teaching: EC or

K-6 or 5-9 or 7-12

0521

0522

0523

0524

166

168

168

165

Praxis II Music: Content

Knowledge

0113

154

Physical Education

(64-080305)


and Teaching: EC or

K-6 or 5-9 or 7-12

0521

0522

0523

0524

166

168

168

165

Praxis II Physical Education:

Content Knowledge

0091

153

TESOL

(Teaching English to

Speakers of Other

Languages)

(64-050250)


and Teaching: EC or

K-6 or 5-9 or 7-12

0521

0522

0523

0524

166

168

168

165

Praxis II English to Speakers of

Other Languages

361

126

Visual Arts

(64-020012)


and Teaching: EC or

K-6 or 5-9 or 7-12

0521

0522

0523

0524

166

168

168

165

Praxis II Art: Content

Knowledge

0133

157

A29

9


Intervention Specialist (Grade bands as indicated)

Area of



Test name Test

number

Qualifying

Score Test name

Test

number

Qualifying

score

Early Childhood

Intervention

Specialist

(PK-3)

(72-no code)


and Teaching Early

Childhood

0521

166

Special Education:

Preschool/Early Childhood

0690

530

Gifted

(K-12)

(65-196212)


and Teaching: EC or

K-6 or 5-9 or 7-12

0521

0522

0523

0524

166

168

168

165


required at this time N/A N/A

Hearing Impaired

(PK-12)

(65-196116)


and Teaching: EC or

K-6 or 5-9 or 7-12

0521

0522

0523

0524

166

168

168

165

Education of Deaf and Hard of

Hearing Students 0271 158

Mild/Moderate

(K-12)

(65-196140)


and Teaching: EC or

K-6 or 5-9 or 7-12

0521

0522

0523

0524

166

168

168

165

Special Education: Core

Knowledge and Applications 0354 145

Moderate/Intensive

(K-12)

(65-196142)


and Teaching: EC or

K-6 or 5-9 or 7-12

0521

0522

0523

0524

166

168

168

165

Special Education: Core

Knowledge and Applications 0354 145

Visually Impaired

(PK-12)

(65- 196109)


and Teaching: EC or

K-6 or 5-9 or 7-12

0521

0522

0523

0524

166

168

168

165

Teaching Students with Visual

Impairments 0281 140

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10


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



Test name Test

number

Qualifying

score Test name

Test

number

Qualifying

score

Adapted Physical

Education

(PK-12)

(limited to Physical

Education license)

(xx-080505)

No PLT required No subject assessment test


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) No PLT required



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 Pre-

kindergarten through

grade 3 license holders

to meet additional

requirements to teach

grades four and five.)

(xx-185000)

No PLT required Elementary Education: Content

Knowledge 0014 143

A31

11


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)

No PLT required



N/A N/A

Mathematics Specialist

(PK-6)

(limited to pre-

kindergarten,

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)

No PLT required

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

B2. Middle School

Mathematics

B3. Middle School Science

B4. Middle School Social

Studies

0014

0049

0069

0439

0089

143

156

143

144

151

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 Pre-Kindergarten Education 0530

550

A32

12


Pre-kindergarten

Special Needs Children

(formerly

Early Education of

Handicapped Children)

(limited to a pre-

kindergarten,

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)

No PLT required

Special Education:

Preschool/Early Childhood

0690

530

Reading

(PK-12)

(xx-059902)

No PLT required Teaching Reading 0204 154

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 English to Speakers of Other

Languages 0361 126

A33

13


Teacher Leader

(limited to a

professional teaching

license or permanent

teaching certificate.

Issued based on

master’s degree and at

least 4 years

experience)

(xx-550100)


required at this time NA NA

Transition to Work

(limited to intervention

specialist license or

career technical/

vocational license)

(xx-600010)



Urban Principal

(xx-280400) No PLT required



A34

14


Career-Technical Baccalaureate (Grades 4-12 and beyond)

Area of



Test name Test

number

Qualifying

score Test name

Test

number

Qualifying

score

Agriscience

(66-010100)


and Teaching 5-9 or

7-12

0523

0524

168

165



Family and

Consumer Sciences

(66-090120)


and Teaching 5-9 or

7-12

0523

0524

168

165

Family and Consumer

Sciences 0121 148

Integrated Business

(66-140550)


and Teaching 5-9 or

7-12

0523

0524

168

165 Business Education 0101

148

General Marketing

(66-040800)


and Teaching 5-9 or

7-12

0523

0524

168

165 Marketing Education 0561

124

Technology

Education

(66-160610)


and Teaching 5-9 or

7-12

0523

0524

168

165



There is presently no licensure testing requirements for Career-Technical 24 Semester Hour Non-Baccalaureate

license.

A35

15


Administrator

Area of Licensure (Type and Code)

Praxis II PLT required Praxis II subject assessment/

test required

Test

name

Test

number Qualifying score Test name

Test

number Qualifying score

Principal (grades PK-6) (limited to an Early Childhood, Middle Childhood, Multi-

Age, 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 (limited to a valid professional teacher license or

professional pupil services license) (80-281100)

Educational Staff Personnel Administration (limited to a valid professional teacher license or


(80-281200)

Pupil Services Administration (limited to a valid professional teacher license or

professional pupil services license) (80-281400)

School-Community Relations (limited to a valid professional teacher license or


(80-281500)

Career Technical (Vocational) Education

Administration (limited to a valid professional teacher license or


(80-281600)

No PLT required

Educational

Leadership:

Administration

and

Supervision

0411

149

A36

16


Professional Pupil Services (Grades – all)

Area of



Test name Test

number

Qualifying

score Test name

Test

number

Qualifying

score

School Audiologist

(74-270100) No PLT required Audiology 0340 600

School Counselor

(74-270200) No PLT required

School Guidance and

Counseling 0420 510

School Nurse




School Psychologist

(74-270700) No PLT required School Psychologist 0401

161

School Speech-

Language Pathologist

(74-270400)

No PLT required School Speech-Language

Pathology 0330 600

School Social

Worker

(74-270300)



Orientation and

Mobility Specialist

(74-270900)



Occupational

Therapist

(74-270500)



Physical Therapist




A37

17


Associate

Area of



Test name Test

number

Qualifying

score Test name

Test

number

Qualifying

score

Educational

Paraprofessional

(67-282100)

No PLT required

No Praxis II subject assessment

test required.

School Districts may opt to use

the Praxis ParaPro Assessment.

It is not required1.

N/A

N/A

Interpreter for the

Hearing Impaired

(67-282200)



Occupational

Therapy Assistant

(67-270550)



Physical Therapy

Assistant

(67-270650)



Prekindergarten

(67-180109) No PLT required Pre-kindergarten Education 0530 550

Praxis and ACTFL tests and qualifying scores listed in these charts are subject to change by the

Ohio State Board of Education.

1For 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.

A38

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Test and Service Fees

Registration Fee

Registration (paper-delivered tests only) Fee

Nonrefundable registration fee charged once per testing year (September toAugust).

$50

Praxis I® Test Fees

Computer-delivered Tests

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 singletesting session.

Number of Tests Fee

1 Test $80

2 Tests $120

3 Tests $160

Combined Test $130

The testing session for each computer-delivered PPST test is two hours. A combined test (allthree tests) is 4½ hours. This allows time for tutorials and the collection of backgroundinformation from test takers. The length of actual testing time for each test is listed below.

Test Code Duration Fee

Praxis I: Reading 5710 1 hour $80

Praxis I: Mathematics 5730 1 hour $80

Praxis I: Writing 5720 1 hour $80

Praxis I: Combined Test 5750 4 hours $130

Paper-delivered Tests

Tests Code Session Duration Fee

Praxis I: Reading 0710 1 1 hour $40

Praxis I: Mathematics 0730 1 1 hour $40

Praxis I: Writing 0720 2 1 hour $40

Praxis II® Test FeesThe testing sessions for the computer-delivered Elementary Education: Content Knowledge andElementary Education: Curriculum, Instruction and Assessment tests are three hours. Thetesting 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 thecollection of background information from test takers. The length of actual testing time for eachtest is listed below.

Computer-delivered Tests

Test Code Duration Fee

Praxis II: Elementary Education: Curriculum, Instruction andAssessment

5011 2 hours $120

Praxis II: Elementary Education: Content Knowledge 5014 2 hours $120

Praxis II: French: World Language 5174 2.5 hours $140

Praxis II: German: World Language 5183 2.5 hours $140

Praxis II: Spanish: World Language 5195 2.5 hours $140

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A39

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Praxis II: Reading for Virginia Educators (RVE): Reading Specialist 5304 3.5 hours $130

Praxis II: Reading for Virginia Educators (RVE): Elementary andSpecial Education

5306 2.5 hours $130

Paper-delivered Tests

Test Code Session Duration Fee

Agriculture 0700 1 2 hours $80

Agriculture (CA) 0900 1 2 hours $80

Agriculture (PA) 0780 1 2 hours $80

Art: Content Knowledge 0133 1 2 hours $80

Art: Content, Traditions, Criticism, and Aesthetics 0132 2 1 hour $80

Art Making 0131 2 1 hour $80

Audiology 0340 1 2 hours $80

Biology and General Science 0030 2 2 hours $80

Biology: Content Essays 0233 1 1 hour $80

Biology: Content Knowledge, Part 1 0231 2 1 hour $65

Biology: Content Knowledge 0235 2 2 hours $80

Business Education 0100 1 2 hours $80

Business Education: Content Knowledge 0101 1 2 hours $80

Braille Proficiency 0631 1 4 hours $90

Chemistry: Content Essays 0242 1 1 hour $80

Chemistry: Content Knowledge 0245 2 2 hours $80

Chemistry, Physics, and General Science 0070 1 2 hours $80

Citizenship Education: Content Knowledge 0087 1 2 hours $80

Communication (PA) 0800 2 2 hours $80

Cooperative Education 0810 1 2 hours $80

Driver Education 0867 1 2 hours $80

Early Childhood: Content Knowledge 0022 1 2 hours $80

Early Childhood Education 0020 1 2 hours $80

Earth and Space Sciences: Content Knowledge 0571 2 2 hours $80

Economics 0910 1 2 hours $80

Education of Deaf and Hard of Hearing Students 0271 1 2 hours $90

Education of Exceptional Students: Core ContentKnowledge

0353 2 1 hour $65

Education of Exceptional Students: Learning Disabilities 0382 1 1 hour $80

Education of Exceptional Students: Mild to ModerateDisabilities

0542 1 1 hour $80

Education of Exceptional Students: Severe to ProfoundDisabilities

0544 1 1 hour $80

Educational Leadership: Administration and Supervision 0410 1 2 hours $80

Educational Leadership: Administration and Supervision 0411 1 2 hours $80

Education of Young Children 0021 2 2 hours $90

Elementary Education: Content Area Exercises 0012 2 2 hours $95

Elementary Education: Content Knowledge 0014 1 2 hours $80

Elementary Education: Curriculum, Instruction, andAssessment

0011 1 2 hours $80

English Language, Literature, and Composition: ContentKnowledge

0041 1 2 hours $80

English Language, Literature, and Composition: Essays 0042 2 2 hours $95

English Language, Literature, and Composition: Pedagogy 0043 2 1 hour $80

English to Speakers of Other Languages 0360 2 2 hours $80

English to Speakers of Other Languages 0361 2 2 hours $80

Environmental Education 0830 1 2 hours $80

Family and Consumer Sciences 0121 1 2 hours $80

French: Content Knowledge 0173 2 2 hours $80

A40

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French: Productive Language Skills 0171 1 1 hour $80

Fundamental Subjects: Content Knowledge 0511 2 2 hours $80

General Science: Content Essays 0433 2 1 hour $80

General Science: Content Knowledge, Part 1 0431 1 1 hour $65

General Science: Content Knowledge, Part 2 0432 1 1 hour $65

General Science: Content Knowledge 0435 1 2 hours $80

Geography 0920 2 2 hours $80

German: Content Knowledge 0181 2 2 hours $80

German: Productive Language Skills 0182 1 1 hour $80

Gifted Education 0357 1 2 hours $80

Government/Political Science 0930 1 2 hours $80

Health and Physical Education: Content Knowledge 0856 2 2 hours $80

Health Education 0550 2 2 hours $80

Interdisciplinary Early Childhood Education 0023 1 2 hours $80

Introduction to the Teaching of Reading 0200 1 2 hours $80

Latin 0600 1 2 hours $80

Library Media Specialist 0311 1 2 hours $80

Life Science: Pedagogy 0234 1 1 hour $80

Marketing Education 0561 1 2 hours $80

Mathematics: Content Knowledge 0061 1 2 hours $80

Mathematics: Pedagogy 0065 2 1 hour $80

Mathematics: Proofs, Models, and Problems, Part 1 0063 2 1 hour $80

Middle School: Content Knowledge 0146 2 2 hours $80

Middle School English Language Arts 0049 1 2 hours $90

Middle School Mathematics 0069 2 2 hours $90

Middle School Science 0439 1 2 hours $90

Middle School Social Studies 0089 2 2 hours $90

Music: Analysis 0112 2 1 hour $80

Music: Concepts and Processes 0111 2 1 hour $80

Music: Content Knowledge 0113 1 2 hours $80

Physical Education: Content Knowledge 0091 1 2 hours $80

Physical Education: Movement Forms – Analysis andDesign

0092 2 1 hour $80

Physical Education: Movement Forms – Video Evaluation 0093 2 1 hour $80

Physical Science: Content Knowledge 0481 2 1 hour $65

Physical Science: Pedagogy 0483 2 1 hour $80

Physics: Content Essays 0262 2 1 hour $80

Physics: Content Knowledge 0265 1 2 hours $80

Pre-Kindergarten Education 0530 2 2 hours $80

Principles of Learning and Teaching: Early Childhood 0521 2 2 hours $90

Principles of Learning and Teaching: Grades K–6 0522 2 2 hours $90

Principles of Learning and Teaching: Grades 5–9 0523 2 2 hours $90

Principles of Learning and Teaching: Grades 7–12 0524 2 2 hours $90

Psychology 0390 2 2 hours $80

Reading Across the Curriculum: Elementary 0201 2 2 hours $90Reading Specialist 0300 2 2 hours $80

Safety/Driver Education 0860 1 2 hours $80

School Guidance and Counseling 0420 2 2 hours $80

School Psychologist 0401 1 2 hours $80

School Social Worker: Content Knowledge 0211 2 2 hours $80

Social Sciences: Content Knowledge 0951 1 2 hours $80

Social Studies: Analytical Essays 0082 2 1 hour $80

Social Studies: Content Knowledge 0081 1 2 hours $80

S i l St di I t t ti f M t i l 0083 2 1 h $80

A41

Social Studies: Interpretation of Materials 0083 2 1 hour $80

Social Studies: Pedagogy 0084 2 1 hour $80

Sociology 0950 2 2 hours $80

Spanish: Content Knowledge 0191 1 2 hours $80

Special Education: Core Knowledge and Applications 0354 1 2 hours $80

Special Education: Core Knowledge and Mild to ModerateApplications

0543 1 2 hours $90

Special Education: Core Knowledge and Severe to ProfoundApplications

0545 1 2 hours $90

Special Education: Preschool/Early Childhood 0690 1 2 hours $80

Special Education: Teaching Students with BehavioralDisorders/Emotional Disturbances

0371 2 1 hour $65

Special Education: Teaching Students with LearningDisabilities

0381 2 1 hour $65

Special Education: Teaching Students with MentalRetardation

0321 2 1 hour $65

Special Education: Teaching Students with VisualImpairments

0281 1 2 hours $80

Speech Communication: Content Knowledge 0221 1 2 hours $80

Speech-Language Pathology 0330 2 2 hours $80

Teaching Foundations: Mathematics 0068 1 4 hours $115

Teaching Foundations: English 0048 1 4 hours $115

Teaching Foundations: Science 0438 1 4 hours $115

Teaching Foundations: Multiple Subjects 0528 1 4 hours $115

Teaching Reading 0204 1 2 hours $90

Teaching Speech to Students with Language Impairments 0880 1 2 hours $80

Technology Education 0050 1 2 hours $80

Theatre 0640 1 2 hours $80

Vocational General Knowledge 0890 1 2 hours $80

World and U.S. History: Content Knowledge 0941 1 2 hours $80

World Language Pedagogy 0841 1 2 hours $90

State Surcharge Fees (Paper-delivered tests only)

Surcharge per Test Fee

Nevada $5

Special Service Fees

Service Fee

Late registration (Praxis I and Praxis II paper-delivered tests) $45

Change to test, test center or test date (Praxis I and Praxis II paper-deliveredtests)

$45

Emergency registration (Praxis I and Praxis II paper-delivered tests) $75

Phone re-registration (Praxis I and Praxis II paper-delivered tests) $35

File correction (Changes to personal profile information) $40

Scores by phone (Usually available within four weeks after test) $30 perrequest

Additional score reports $40 perreport

Score Verification Fees

Test Format* Fee

Multiple-choice $40

Constructed-response $55

Combined multiple-choice and constructed-response $55

Teaching Foundations $80

*Praxis™ tests include either multiple-choice or constructed-response questions or both. You

A42

can find out what types of questions are on the test by referring to the Test at a Glance for yourparticular test.

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A43