Ohio's Braille Law


MEETING THE NEEDS OF STUDENTS WITH VISUAL DISABILITIES:


RESOURCE NOTEBOOK ON THE IMPLEMENTATION OF OHIO'S BRAILLE LAW (Amended Substitute House Bill Number 164) August 1995


TABLE OF CONTENTS


  1. LETTER OF TRANSMITTAL
  2. ACKNOWLEDGEMENTS

  1. BRAILLE LAW OVERVIEW
    1. Definitions
    2. Administrative Code

  2. READING AND WRITING MEDIA ASSESSMENTS
    1. Recommendations for a Comprehensive Reading and Writing Media Assessment
    2. Resources for Reading and Writing Media Assessments

  3. IEP DEVELOPMENT
    1. Factors to Address During IEP Conferences of Students with Visual Disabilities
    2. Who Should Learn Braille: Food for Thought
    3. Benefits of Braille Instruction
    4. State IEP Model Form with Addenda
    5. The IEP Sequence

  4. RESOURCES FOR REVIEWING PERTINENT LITERATURE

  5. ADDITIONAL RESOURCES
    1. Ohio's Special Education Regional Resource Center (SERRC) System Abstract
    2. Map of SERRC Centers
    3. Quick Reference SERRC Directory
    4. National Literary Braille Competency Test
    5. Amended Substitute House Bill Number 164




August 1995



Dear Colleagues:
The purpose of this resource notebook is to provide you with information, resources, and ideas that may be used to meet the individual needs of students with visual disabilities in Ohio, and, at the same time, meet the letter and intent of federal and state laws and regulations, including Amended Substitute House Bill Number 164 -- Ohio's Braille Law. The intent of Ohio's Braille Law is to call special attention to the particular instructional needs of students with visual disabilities and to outline steps to address those particular needs.

The materials in this document focus on implementation of Ohio's Braille Law, with sections corresponding to key elements of the law. The sections begin with a reference to the law and then follow with information. Section I contains an overview of Ohio's Braille Law. Section II presents resources for reading and writing media assessments. Section III offers resources to assist in documenting information required by Ohio law to be a part of the individualized education program (IEP) of a student with a visual impairment. Section IV contains resources and literature that focus on the benefits of Braille instruction in the context of selecting a medium for instruction in reading and writing, and Section V provides additional resources.

We hope that the following pages will be useful to you as you work with Ohio's students with visual disabilities and their families. More important, we hope that your efforts will lead to improved educational services for students while they are in school, as well as lifelong personal and professional growth after their school years.

Sincerely,

John Herner, Director,
Division of Special Education




ACKNOWLEDGEMENTS

We gratefully acknowledge the following persons for their contributions to this resource notebook:

Cheryl Boley

Paula Mauro

Ann Boyd

Cheryl Meyers

Eric Duffy

John Saylor

Dennis Holmes

Janet Stone Bard

Judy Hornsby

Marjorie Ward

Special thanks to Laura Lawlor and Deborah Telfer.




SECTION I: BRAILLE LAW OVERVIEW

Amended Substitute House Bill Number 164 addresses the educational needs of students with visual disabilities. This section includes:


Definitions

As stated in the Administrative Code: "VISUAL IMPAIRMENT INCLUDING BLINDNESS" means an impairment in vision that, even with correction, adversely affects a child's educational performance. The term includes children who have partial sight, and children with blindness.

As stated in Amended Substitute House Bill Number 164: (M) "Visual disability" for any individual means that one of the following applies to the individual:

  1. The individual has a visual acuity of 20/200 or less in the better eye with correcting lenses or has a limited field of vision in the better eye such that the widest diameter subtends an angular distance of no greater than twenty degrees.

  2. The individual has a medically indicated expectation of meeting the requirements of division (M)(1) of this section over a period of time.

  3. The individual has a medically diagnosed and medically uncorrectable limitation in visual functioning that adversely affects the individual's ability to read and write standard print at levels expected of the individual's peers of comparable ability and grade level.


Administrative Code

3301-23-43 RULE FOR ATTAINING A SPECIAL CERTIFICATE TO TEACH VISUALLY HANDICAPPED STUDENTS.

  1. IN ADDITION TO THE REQUIREMENTS OF OHIO ADMINISTRATIVE CODES ECTION 3301-23-08, ANY PERSON WHO APPLIES FOR A SPECIAL CERTIFICATE FOR EDUCATING HANDICAPPED STUDENTS WITH VISUAL DISABILITIES SHALL BE REQUIRED TO DEMONSTRATE COMPETENCY IN READING AND WRITING BRAILLE.

  2. PRIOR TO RECOMMENDING INDIVIDUALS FOR CERTIFICATION, COLLEGES OR UNIVERSITIES OFFERING TEACHER PREPARATION CURRICULUM RELATING TO EDUCATING STUDENTS WITH VISUAL DISABILITIES SHALL ADMINISTER EXAMINATIONS THAT DEMONSTRATE COMPETENCY IN READING AND WRITING BRAILLE.

  3. EXAMINATIONS GIVEN BY COLLEGES OR UNIVERSITIES THAT DEMONSTRATE COMPETENCY IN READING AND WRITING BRAILLE SHALL BE CONSISTENT WITH STANDARDS ADOPTED BY THE NATIONAL LIBRARY SERVICE FOR THE BLIND AND PHYSICALLY HANDICAPPED OF THE LIBRARY OF CONGRESS.

  4. THE OHIO DEPARTMENT OF EDUCATION SHALL SET THE MINIMUM ACCEPTABLE SCORE THAT CAN BE RECEIVED ON BRAILLE EXAMINATIONS, THAT WILL SATISFACTORILY DEMONSTRATE COMPETENCY IN READING AND WRITING BRAILLE.

  5. COLLEGES AND UNIVERSITIES SHALL CERTIFY THAT APPLICANTS FOR SPECIAL CERTIFICATION TO TEACH VISUALLY HANDICAPPED STUDENTS HAVE RECEIVED THE MINIMUM EXAMINATION SCORE, REQUIRED BY THE OHIO DEPARTMENT OF EDUCATION, TO DEMONSTRATE COMPETENCY IN READING AND WRITING BRAILLE.

  6. TEACHERS CERTIFIED BY THE OHIO DEPARTMENT OF EDUCATION TO TEACH VISUALLY HANDICAPPED STUDENTS SHALL STAY ABREAST OF NEW TECHNOLOGY RELATED TO READING AND WRITING BRAILLE.

  7. RENEWAL OF A VISUALLY HANDICAPPED CERTIFICATE MAY BE OBTAINED AS SPECIFIED IN PARAGRAPHS (A) (1), (A) (2) OR (A) (3) OF OHIO ADMINISTRATIVE CODE SECTION 3301-23-22. HOWEVER, REQUISITE COLLEGE COURSE WORK OR OHIO DEPARTMENT OF EDUCATION APPROVED CONTINUING EDUCATION UNITS REQUIRED FOR RENEWAL OF THE CERTIFICATE MUST BE COMPLETED IN THE TEACHING, READING, AND WRITING OF BRAILLE UNLESS THE EXAMINATION REQUIRED FOR INITIAL CERTIFICATION OF TEACHERS OF THE VISUALLY HANDICAPPED HAS AGAIN BEEN SUCCESSFULLY COMPLETED SINCE THE ISSUANCE OF THE CERTIFICATE TO BE RENEWED.
3301-51-21 RULE FOR PROVIDING BRAILLE TRANSLATION COMPUTER MEDIA FOR SCHOOLBOOKS THAT ARE LISTED FOR SALE BYPUBLISHERS WITH THE SUPERINTENDENT OF PUBLIC INSTRUCTION.
  1. DEFINITIONS

    EXCEPT AS OTHERWISE SPECIFIED, THE FOLLOWING DEFINITIONS ARE USED IN THIS RULE.

    1. "NEWLY ADOPTED SCHOOLBOOK" SHALL MEAN SCHOOLBOOKS AVAILABLE FOR PURCHASE BY A SCHOOL BOARD THAT ARE NEW EDITIONS TO A SERIES OR VOLUME OF THAT SCHOOLBOOK.

    2. "CURRENT TECHNOLOGY" SHALL MEAN THE SCIENTIFIC METHOD OR PROCESS CURRENTLY EXISTING FOR TRANSLATING SCHOOLBOOKS TO THE AMERICAN STANDARD CODE FOR INFORMATION INTERCHANGE, OR ANOTHER APPROVED COMPUTER LANGUAGE, SO THAT THE TEXT OF THE SCHOOLBOOK MAY BE TRANSLATED INTO BRAILLE.

  1. PUBLISHERS WHO LIST SCHOOLBOOKS WITH THE SUPERINTENDENT OF PUBLIC INSTRUCTION SHALL BE RESPONSIBLE FOR PROVIDING THE WHOLESALE PRICE OF COMPUTER MEDIA FOR TRANSLATING THE TEXT OF SCHOOLBOOKS INTO BRAILLE, FOR ONLY THOSE SCHOOLBOOKS THAT WILL BE NEWLY ADOPTED BY A SCHOOL BOARD.

    PUBLISHERS SHALL NOT BE RESPONSIBLE FOR PROVIDING THE WHOLESALE PRICE OF COMPUTER MEDIA FOR SCHOOLBOOKS THAT HAVE BEEN PREVIOUSLY ADOPTED, AND REORDERED BY A SCHOOL BOARD.

  2. NOTHING IN THIS RULE SHALL BE DEEMED TO OBLIGATE PUBLISHERS TO PROVIDE TO THE SUPERINTENDENT OF PUBLIC INSTRUCTION THE WHOLESALE PRICE OF COMPUTER MEDIA FOR SCHOOLBOOKS PUBLISHED BEFORE THE EFFECTIVE DATE OF SECTION 3329.01 OF THE REVISED CODE.

  3. PUBLISHERS SHALL PROVIDE COMPUTER MEDIA FOR TRANSLATING THE TEXT OF SCHOOLBOOKS INTO BRAILLE TO SCHOOL DISTRICTS WITHIN SIXTY DAYS OF RECEIVING WRITTEN NOTICE THAT COMPUTER MEDIA ARE NEEDED.

  4. PUBLISHERS SHALL PROVIDE COMPUTER MEDIA FOR TRANSLATING THE TEXT OF SCHOOLBOOKS INTO BRAILLE, FOR ALL NEWLY ADOPTED SCHOOLBOOKS LISTED WITH THE SUPERINTENDENT OF PUBLIC INSTRUCTION FOR WHICH CURRENT TECHNOLOGY EXISTS FOR TRANSLATING THAT SCHOOLBOOK INTO BRAILLE. PUBLISHERS SHALL NOT BE RESPONSIBLE FOR PROVIDING COMPUTER MEDIA FOR SCHOOLBOOKS FOR WHICH NO TECHNOLOGY EXISTS FOR TRANSLATION INTO BRAILLE.

  5. PUBLISHERS SHALL ENDEAVOR TO STAY ABREAST OF NEW DEVELOPMENTS IN BRAILLE TRANSLATION TECHNOLOGY.

  6. AS NEW TECHNOLOGY BECOMES AVAILABLE, PUBLISHERS SHALL BE RESPONSIBLE FOR PROVIDING COMPUTER MEDIA FOR THOSE SCHOOLBOOKS FOR WHICH NO TRANSLATION TECHNOLOGY EXISTED PREVIOUSLY.




SECTION II: READING AND WRITING MEDIA ASSESSMENTS

Amended Substitute House Bill Number 164 states that "The Board of Education of each school district shall annually assess the reading and writing skills of each student with a visual disability enrolled in the district in each medium in which instruction is specified as appropriate for the student pursuant to division (A)(2) of section 3323.011 of the revised code. The results of each assessment shall be provided in a written statement that specifies the student's strengths and weaknesses in each medium assessed." This information shall become part of the student's IEP.

This section contains reading and writing media assessments that can be used to help determine current levels of performance and which instructional medium -- Braille, large print, audiocassette tape, or standard print -- is appropriate to meet the student's needs.



Recommendations for a Comprehensive Reading and Writing Media Assessment

It is recommended that:

  1. A teacher who is certified to teach students with visual disabilities be responsible for conducting the reading and writing media assessment;

  2. Information be collected from multiple sources, using an interdisciplinary or team approach. The information collected should include, but not be limited to, the following measures:
    1. A current eye report from an eye specialist;
    2. A clinical low vision evaluation;
    3. A functional vision evaluation;
    4. Teacher observations;
    5. Parent observations;
    6. Student observations;
    7. An assessment of fine motor skills;
    8. An assessment of the student's abilities and current educational plan; and
    9. A full or partial reading and writing media assessment.



Resources for Reading and Writing Media Assessments

The following reading and writing media assessments rely on checklists that can be used for conducting initial and ongoing assessments, information from which can be used to develop long- and short-term instructional goals and objectives. The following list of assessments, while not exhaustive, addresses a variety of issues, including student's sensory channels, functional and clinical low vision evaluations, reading readiness, change in media, multiple media use, and educational and environmental assessments. The assessments are appropriate to use with individuals of all ages, with nonreaders, and with students who have other disabilities.

Addressing Unique Educational Needs of Individuals With Disabilities: An Outcome-Based Approach
William D. Frey, Senior Research Associate

This resource contains comprehensive lists of skills students with visual disabilities should have mastered before entering kindergarten, exiting 2nd grade, exiting 5th grade, exiting 8th grade, and exiting 12th grade. The two sections that focus on assessment are titled "Communicates Effectively Through the Creation of Written/Print Material" and "Completes Reading Task Efficiently."

Basic Reading Rate Scale (Large Type & Braille) &
Braille Unit Recognition Battery: Grade 2 Literary Braille
American Printing House for the Blind

These assessments, available from the American Printing House for the Blind (APH), measure a student's Braille reading rates and Braille unit recognition.

Diagnostic Reading Scales (DRS): Adapted Editions
American Printing House for the Blind

The large type and Braille editions of the DRS allow test administrators to evaluate the reading abilities of students and adults with visual disabilities.

Foundations of Braille Literacy
Evelyn J. Rex, Ph.D., Alan J. Koening, Ed.D., Diane P. Wormsley, Ph.D., & Robert L. Baker, Ed.D
American Foundation for the Blind

The authors address the teaching of Braille reading and writing in the context of literacy in general, the whole language approach, and how print reading and writing are taught. Chapter 7 is titled "Assessment of Braille Literacy."

Informal Assessment of Developmental Skills for Visually Handicapped Students
Edited by Rose-Marie Swallow, Sally S. Mangold, & Philip Mangold
American Foundation for the Blind

This book includes informal checklists and inventories to aid teachers in determining the individual needs of students with visual and/or multiple disabilities. Areas of assessment include:

  1. Tactile perception
  2. Braille and letter recognition
  3. Listening
  4. Visual functioning
  5. Script writing
  6. Self-orientation and mobility
  7. Vocational skills
  8. Language cognition
Learning Media Assessment of Students with Visual Impairments - A Resource Guide for Teachers
Alan J. Koenig and M. Cay Holbrook
Texas School for the Blind and Visually Impaired

This resource guide offers a number of checklists and forms that will facilitate the process of reading and writing media assessment. The guide contains the following six chapters:

Chapter 1 provides an overview of the reading and writing media assessment process.
Chapter 2 documents the student's use of sensory channels using an objective procedure and recording form.
Chapter 3 helps team members translate the student's use of sensory channels into appropriate general learning media.
Chapter 4 presents a process for making an initial decision on the literacy medium in which the student will begin a conventional reading and writing instructional program.
Chapter 5 presents a process for continuous assessment of the student's literacy media.
Chapter 6 presents a comprehensive process for selecting functional learning and literacy media for students with additional disabilities.

The Oregon Project: For Visually Impaired & Blind Preschool Children - Skills Inventory - Fifth Edition
Jackson Education District

This developmental assessment, primarily for the preschool child, addresses the needs of children who are adventitiously or congenitally blind.

Patterns: The Primary Braille Reading Program
American Printing House for the Blind

Patterns, comprised of textbooks, worksheets, and mastery tests, teaches reading skills to primary grade students who will use Braille as their primary reading medium.

Also available from APH are:

Patterns: Pre-Braille Program
Cost: $36.93

The Patterns Pre-Braille Program , designed for use with students who have visual disabilities, assumes that there is a need to develop a child's auditory, tactual, conceptual, and language abilities in preparation for Braille reading.

Read Again: A Braille Program for Adventitiously Blinded Print Readers
Cost: $106.20

This program helps teenagers and adults who were print readers make the transition from print to Braille. Its purpose is to present the Braille code, not to teach reading skills.

TOOLS for Selecting Appropriate Learning Media
Hilda Caton, Ed.D., Editor

Tools can be used in developing educational goals and individualized education programs for students with visual disabilities. The manual is divided into five sections as follows:

  1. The Target Populations
  2. The Interdisciplinary Assessment Team
  3. Assessment Procedure
  4. Assessment of Child Attributes
  5. Assessment of Environmental Attributes
TOOLS also includes an excellent list of assessment instruments.




SECTION III: IEP DEVELOPMENT

The individualized education program (IEP) for a student with a visual impairment must include information directly relating to Ohio's Braille Law. The resources contained in this section relate to the areas that must be addressed on the child's IEP.

Included are factors to address, the sequence to follow during the IEP process, and a copy of Ohio's State IEP model form and Addenda, which you may want to use to ensure compliance with this portion of the law. Amended Substitute House Bill Number 164 states explicitly what must be included on the IEP. Regardless of the format chosen for a child, the educator must be aware of the requirements of the law and address these requirements when developing and implementing IEPs.



Factors to Address During IEP Conferences of Students with Visual Disabilities

All individualized education programs (IEPs) for students with visual disabilities should:
  1. Indicate that a print/Braille assessment was made, the date that is was administered, and that it will be repeated annually;
  2. Indicate that Braille instruction was considered;
  3. Indicate that literature describing the benefits of Braille instruction was reviewed by those developing the IEP; and
  4. Specify one or more reading and writing media in which instruction is appropriate.

All IEPs for students with visual disabilities who are print readers should include a statement each year specifying why Braille is not taught. Statements such as "has read print or been taught print in the past" are not sufficient. Instead it is suggested that a statement indicating that the "student is a visual learner capable of reading print at this time" be used.

All IEPs for students with visual disabilities who are Braille readers should:

  1. Include a statement indicating the instruction in Braille reading and writing that the student is to receive;
  2. Indicate the beginning date of instruction;
  3. Indicate the frequency and duration of instructional sessions;
  4. Specify the Braille competency to be achieved annually;
  5. Specify all measures used to assess the student's competency level; and
  6. Note that Braille reading and writing will be used in the student's entire curriculum.

Thanks to Janice Jensen, Cuyahoga County Board of Education for developing and sharing this information.



Who Should Learn Braille: Food For Thought

Editor's note: The following is an excerpt from a document written by members of the National Federation of the Blind of Maryland and staffers from the Maryland Department of Education, which is titled "Selection of Reading and Writing Media for Students with Visual Disabilities: Braille, Print, or Both?"

Decision-Making Process
The decision to teach Braille, print, or both will take into consideration all of the information gathered during the assessment. The assessment information will help the team select from among the following options. Students may be taught to use: The remainder of this section provides examples of the kinds of assessment data that will assist a team in choosing one of the four options. Of course, assessment descriptions provided below are somewhat generic, i.e., not all parts of the descriptions will apply to each student. Since students are individuals, not everyone will fit neatly into one of the four categories. In reviewing these descriptions, team members should ask which factors best describe the individual student.

It is also important to remember that, when the selected option includes both Braille and print, the amount of use of one or the other will vary with each student. Student input should be obtained so that the team decision is sensitive to student preference and concerns. Additionally, as a student's vision or visual demands change over time, the use of one medium over another may change.

However, even though a student may use one medium more than another at a given time, it is critical that the student develop proficient use of both. For the preschool student this will mean that opportunities for visual and tactual activities are provided equally. Later, the amount of time teaching or practicing with a certain medium will depend on all assessment data and the current needs of the student. The team must continually focus on the ultimate outcome most functional for a given situation.

Which Students Should Learn Braille?

Medical Factors: Student is: Physical Factors: An additional disability does not interfere with the ability to learn Braille.

Environmental Factors: Adjustments in natural and artificial lighting do not enhance student ability to read print.

Print Reading Factors: If the student can read print at all, reading is extremely slow and laborious, even when all print factors have been adjusted for maximum efficiency.

Handwriting Factors: Student cannot read own handwriting to carry out functional handwriting demands.

Low Vision Technological Factors: Student cannot read print at any comfort level, even using a CCTV or other non-portable devices.

Which Students Should Learn Print?

Medical Factors: Student has: Physical Factors:

Environmental Factors: Student does not require extensive modifications in natural or artificial lighting in order to read comfortably for extended periods of time.

Print Reading Factors: Student reads regular print comfortably and efficiently in most settings and circumstances. Reading rate accuracy is commensurate with student's expected grade level. Performance level is commensurate with overall ability. Student can use print easily for all academic, nonacademic and vocational needs.

Handwriting Factors: Student has legible handwriting and can easily read own and others' notes at a comfortable distance, even after some time has elapsed.

Low Vision Technological Factors: Student reads regular print without low vision devices and comfortably uses pocket-size magnification for reading fine print, such as the telephone book, medicine labels, dictionary and encyclopedia.

Which Student Should Learn Braille Complemented with Print?

Medical Factors: Student has: Physical Factors: Student: Environmental Factors: Glare and/or lighting variations make reading difficult or impossible in many settings.

Print Reading Factors: Student('s):

Handwriting Factors: Student:

Which Students Should Learn Print Complemented with Braille?

Medical Factors: Student has: Physical Factors: Student('s): Environmental Factors: Glare and/or lighting variations make reading difficult or impossible in some settings.

Print Reading Factors: Student:

In preschool, observations should include how a student approaches learning, i.e., a visual versus tactual approach.

Handwriting Factors: Student has difficulty producing and reading own or others' handwriting.

Low Vision Technological Factors: Student may use CCTV or other non-portable devices for visual materials such as maps and diagrams.

Article reprinted with permission from the National Federation of the Blind of Maryland. Article previously appeared in the National Federation of the Blind of Ohio publication "The World Under My Fingers, Personal Reflections on Braille"; Barbara Pierce, Editor.



Benefits of Braille Instruction

Amended Substitute House Bill Number 164, passed into law by the Ohio General Assembly in 1994, requires that literature describing the benefits of Braille instruction be reviewed by IEP developers.

Braille instruction for students who have functional blindness is beneficial in the following ways:


The information in this section has been adapted, in part, from:
School, G.T. (Ed.). (1986). Foundations of education for blind and visually handicapped children and youth: theory and practice.
New York: American Foundation for the Blind.




SECTION IV: RESOURCES FOR REVIEWING PERTINENT LITERATURE

The law requires that the individualized education program (IEP) include "A statement that instruction in Braille reading and writing was carefully considered for the student and that pertinent literature describing the educational benefits of instruction in Braille reading and writing was reviewed by the persons developing the student's individualized education program." This literature should be available to parents prior to the IEP conference.

Included in this section is a listing of pertinent literature describing the educational benefits of instruction in Braille reading and writing. This is not an exhaustive list of resources, but rather represents examples of the types of information that could be disseminated to parents prior to the IEP conference. These resources have been disseminated to Ohio's Special Education Regional Resource Centers.



Caton, Hilda, (Ed.) (1991). Print and Braille Literacy: Selecting appropriate learning media.
American Printing House for the Blind

Contains guidelines to assist teachers in selecting the appropriate learning media for students with visual disabilities.



Leland, Jon. (1993). Understanding Braille literacy. videocassette. VHS. 25 minutes. American Foundation for the Blind
American Book Center

Reviews all aspects of a Braille education program from preschool through high school. Teachers and students describe the benefits of learning Braille. A special animation sequence demonstrates how the Braille code works.



National Federation of the Blind. (1995). That the blind may read. videocassette. VHS. 27 minutes.
National Federation of the Blind

Discusses the need for teaching Braille to students with visual disabilities.



Pierce, Barbara (Ed.). (1995). The World under my fingers: Personal reflections on Braille.
National Federation of the Blind of Ohio

Contains personal accounts of both Braille users and individuals denied learning Braille and the resulting impact on their lives.



Rex, Evelyn J., Koenig, Alan J., Wormsley, Diane P., & Baker, Robert L. (1994). Foundations of Braille literacy. American Foundation for the Blind

Presents both theory and applications for instruction in Braille literacy.



Spungin, Susan J. (1990). Braille literacy: Issues for blind persons, families, professionals and producers of Braille.
American Foundation for the Blind

Contains a revision of a speech focusing on Braille literacy presented by the author at the National Convention of the National Federation of the Blind, July, 1989.




SECTION V: ADDITIONAL RESOURCES

The additional resources in this section supplement information contained in the other notebook sections. This section includes The activity which is the subject of this report was supported in whole or in part by the U.S. Department of Education through the Ohio Department of Education. However, the opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education or the Ohio Department of Education, and no official endorsement by the U.S. Department of Education or the Ohio Department of Education should be inferred.

The Franklin County Board of Education ensures equal employment and equal educational opportunities regardless of race, color, creed, national origin, sex, or age in compliance with state directives and federal recommendations.


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