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["RespondentID","Name:","Stakeholder Group Represented: (Please select an option below.)",null,"Organization: (If no organization, type self or none.)","County:","If you have any comments, please use the box below.","If you have any comments, please use the box below.","If you have any comments, please use the box below.","If you have any comments, please use the box below.","If you have any comments, please use the box below.","If you have any comments, please use the box below.","If you have any comments, please use the box below.","If you have any comments, please use the box below."]
["\u0000","Open-Ended Response","Response","Other (please specify)","Open-Ended Response","Response","Open-Ended Response","Open-Ended Response","Open-Ended Response","Open-Ended Response","Open-Ended Response","Open-Ended Response","Open-Ended Response","Open-Ended Response"]
[4869755124,"Ashley Grimes","Teachers",null,"SHAPE FLORIDA","Pinellas"]
[4869723672,"John J Sullivan ","School Administrators",null,"Broward County Public Schools ","Broward","Performance on Standards should be able to measured regardless of contact hours of instruction to allow for competency based educational models.    The State Plan should acknowledges that charter entities are also accountable for all provisions of ESSA and that the Governing Boards of the individual charter entities will be held accountable for the charter school's failure to comply, not the sponsoring district.    ","EL students should be held to the same academic standards as their peers and every effort must be focused on preparing this population for college and/or careers. However, provisions should be made to allow these students to demonstrate their content knowledge using measures that take into account their English language proficiency levels in order for ELs to demonstrate meeting the standards. Otherwise, one assessment for the EL subgroup brings double jeopardy and the content assessment becomes a language assessment and comprehension test, not a true indicator of the student’s content proficiency level.     EL, ESE, and all other identified sub-populations should be assessed on the same standards and have their results reported both disaggregated and in the entire school and LEA reports.   ","Content standards should be for mathematics, language arts and science.  State standards for reading and writing should be separate from content standards and should be based on the expectation of ALL students being independent readers no later than the conclusion of third grade and reading levels reported at fifth, eighth, and 10th grades.  Writing in both complex descriptive and informational formats should be reported at fifth, eighth, and 10th grades. Standards across disciplines should be aligned to use common language and references to enable implementation within the grade level.",null,null,"ESSA language should be modified to require World-class Instructional Design and Assessment (WIDA) standards or equivalent for all SEA standards","SEA's should be required to have all standards available on-line for LEA usage and public review and comment"]
[4869716110,"Khanh-Lien Banko","Parents and Families",null,"Alachua County Council of PTAs & 5forCHANGE.org","Alachua","My comment is for \"Challenging Academic Standards\" as a narrative that applies to all sections of this:  a.\tPutting adjectives on something to appear tough is pointless.  Challenging as a mandate is a mistake.  One’s interpretation differs from another.  There needs to be Academic Standards, period.  Accountability lay with the guardian of each student; therefore, \"challenging\" definition should be determined by each community.  Mandating an adjective at a national level asks for further dissension and makes it more difficult for the various levels of education governing bodies to effectively govern.  b.\tAs a parent, I expect challenging standards.  I do not want my lawmakers defining challenging from a singular national or state standpoint.  We are a diverse nation with diverse skill set.    c.\tProficiency should be the goal with measuring standards.  There should be an agreed minimum every citizen needs to be productive.  These should be determined by education professionals alongside community leaders.    d.\tState-level standards should express a minimum set of skills our state-wide community can expect of every citizen.    e.\tNuances to standards – objectives and goals for critical thinking and other aspects of learning that vary from person to person require observation over time.  These should not be a part of proficiency of a subject.  It is inappropriate to require such things of the entire population.  Again, diverse populations require individual observation and evaluation by a professional teacher not highly generalized standard and test.  "]
[4869689079,"Luralee Anderson","Teachers",null,"Partin Settlement Elementary","Osceola"," In 2008 the Florida Legislature passed SB 1908, which required the creation of Next Generation Sunshine State Standards. The State of Florida adopted Next Generation Sunshine State Standards (NGSSS) for the arts in 2011 organized by grade level for grades K-5 and by clusters for grades 6-8 and 9-12. These standards were developed for specific content to be taught in Dance, Music, Theatre, and Visual Arts organized under 5 Big Ideas common to all four arts disciplines. These 5 Big Ideas are the guiding principles with Enduring Understandings addressing each Big Idea designed specifically for each of the art disciplines. Three levels of complexity were designed to measure student success: Participatory, Supported, and Independent. Music standards have been established for all grade levels organized with three levels of complexity meeting the criteria. Thus, Music would be a viable choice for subject selection fulfilling Well Rounded Education. "," The NGSSS adopted by the State of Florida in 2011 are to be used as the guiding principles for Arts Education for all public schools and students in the four arts disciplines Dance, Music Theatre, and Visual Arts. The Big Ideas are the major organizing points for arts education in Florida and provide a broad overview of what students should know and be able to do. They include descriptive material to help focus sequential instruction throughout K-12. The 5 Big ideas are common to all four arts disciplines. They are: 1. Critical Thinking and Reflection.    2. Skills, Techniques, and Processes.    3. Organizational Structure.    4. Historical and Global Connections.    5. Innovation, Technology, and the Future. "," The State of Florida adopted the NGSSS in 2011 as guiding principles for Arts Education in the four arts disciplines Dance, Music, Theatre, and Visual Arts.  Therefore, state wide standards have been adopted for Music, enumerated as a viable subject in the classification well-rounded education, thus meeting the criteria.    ",null," As part of this process, Access Points for students with significant cognitive disabilities were developed. Access Points for the Arts are benchmarks written for students with a significant cognitive disability, allowing them access to the arts education curriculum. Next Generation Sunshine State Standards for the Arts (NGSSS-Arts) Access Points reflect the core intent of the standard at the Enduring Understandings level, with reduced complexity. The three levels of complexity include Participatory, Supported, and Independent, with the Participatory level being the least complex. "]
[4869656450,"Denise Ford","Civil Rights Organizations","Community member","NAACP St. Petersburg Branch #5130","Pinellas","I volunteer and serve as the Education Chair for the NAACP. However, my comments are as a community member and I am not speaking on behalf of the NAACP.","I do not have any concerns at this time for the standards. I have a concern for the delivery of helping our students master the standards.  Our schools do not allow our students to take home the text books, they do not bring home corrected homework, and they are not allowed to bring home their test.  Students are not allowed to engage in all of the components of the learning process and this is creating an achievement gap.   ","Our children are not being taught to read in kindergarten with a curriculum and program.  There are many curriculums and programs available that are not being used.  This practice has been the foundation to the school to prison pipeline for our African American children.  They should be reading at a second grade level by the end of their kindergarten year.  I have been told a kindergarten is identified as needing intervention if they do not know the letter name and the sound that it makes.  I am awaiting participating in the teacher training to see how our schools instruct our African American children to read in kindergarten.","Many after school programs and tutors do not align their curriculum and programs to how or what our students need to learn for their grade level.  Resources are not being used effectively to produce the academic results our student desire and the Districts need to demonstrate academic yearly progress.  We need to see the academic gains of each student with baseline data of what level of acadmic ability did they start and what level of academic ability did they end at each year.","Students who receive accommodations during the course of the year need to receive the same accommodations when taking High Stakes standardized test.  Parents need to be given the option to take an alternative test regardless of their students cognitive abilities.  Parents need a second measure to determine the validity and reliability of the High Stakes standardized test.  The High Stakes standardized test should not be punitive for the student, the teacher, the school and the District.","Our schools in the African American community need High Quality Teachers (HQT) for our children to meet the standard.  In neighborhood schools we need teachers with advanced college degrees, years of experience and expertise, and national board certification.  We need 60% of the teacher population to have this profile to enable our African American children to succeed.  We have 6,000 computers available in our Title I schools, but they are not signed out to 6,000 students.  Many of the enrichment programs are online to provide academic support to our children, but they are not accessible.  As a result, African American children do not have an equal, equitable or just education.  The system has created a narrative that our children can not learn because of the barriers of poverty and systemic racism.  The reality is our children have not received the same delivery of services and they do not know what is available to them.  Also, we have high teacher turnover which affects our children meeting the standard.  Our children will receive a substitute teacher for 16 weeks, and then the substitute is off for a few days, then brought back for another 16 weeks.  Our children get a teacher that is not credentialed, our children get a teacher that is not knowledgable in subject area, and our children get a teacher that has 0-3 years experience, our children get 4 substitute teachers in the same class for an academic year.  All of these senarios equate our children losing an academic year and this is a common practice and then we test them and give the false narrative of why our children did not experience academic success.","I am not clear what this section means.  I want our parents to know their parental rights, and to be treated with kindness, honor and respect.","I want our parents to know each school has a parent involvement liaison to help them to navigate through the existing standards and the ESSA initiative."]
[4869617812,"Gregory Roman","Parents and Families",null,"Self","Pinellas","Music – Well Rounded Education Subject. In 2008 the Florida Legislature passed SB 1908, which required the creation of Next Generation Sunshine State Standards.  The State of Florida adopted Next Generation Sunshine State Standards (NGSSS) for the arts in 2011 organized by grade level for grades K-5 and by clusters for grades 6-8 and 9-12.  These standards were developed for specific content to be taught in Dance, Music, Theatre, and Visual Arts organized under 5 Big Ideas common to all four arts disciplines. These 5 Big Ideas are the guiding principles with Enduring Understandings addressing each Big Idea designed specifically for each of the art disciplines.  Three levels of complexity were designed to measure student success: Participatory, Supported, and Independent. Music standards have been established for all grade levels organized with three levels of complexity meeting the criteria. Thus, Music would be a viable choice for subject selection fulfilling Well Rounded Education. ","The Arts – Well Rounded Education: The NGSSS adopted by the State of Florida in 2011 are to be used as the guiding principles for Arts Education for all public schools and students in the four arts disciplines Dance, Music Theatre, and Visual Arts. The Big Ideas are the major organizing points for arts education in Florida and provide a broad overview of what students should know and be able to do. They include descriptive material to help focus sequential instruction throughout K-12.  The 5 Big ideas are common to all four arts disciplines.  They are:   1.  Critical Thinking and Reflection.  2.  Skills, Techniques, and Processes.  3.  Organizational Structure.  4.  Historical and Global Connections.  5.  Innovation, Technology, and the Future.  ","Music – Well Rounded Education: The State of Florida adopted the NGSSS in 2011 as guiding principles for Arts Education in the four arts disciplines Dance, Music, Theatre, and Visual Arts.  Therefore, state wide standards have been adopted for Music, enumerated as a viable subject in the classification well-rounded education, thus meeting the criteria.  ",null,"Music – Well Rounded Education.  As part of this process, Access Points for students with significant cognitive disabilities were developed. Access Points for the Arts are benchmarks written for students with a significant cognitive disability, allowing them access to the arts education curriculum. Next Generation Sunshine State Standards for the Arts (NGSSS-Arts) Access Points reflect the core intent of the standard at the Enduring Understandings level, with reduced complexity. The three levels of complexity include Participatory, Supported, and Independent, with the Participatory level being the least complex."]
[4869590039,"Rosa Castro Feinberg","Civil Rights Organizations",null,"LULAC Florida","Statewide Representation","General  These comments are in response to a request from the Florida Department of Education  (FDOE) for public input on the components of ESSA in order to develop a draft state plan.  As part of that input, LULAC Florida voices support for selected proposed federal regulations for the Every Student  Succeeds Act  (ESSA) (https://www.federalregister.gov/articles/2016/05/31/2016-12451/elementary-and-secondary-education-act-of-1965-as-amended-by-the-every-student-succeeds?utm_content=&utm_medium=email&utm_name=&utm_source=govdelivery&utm_term=#h-11)  affecting English Language Learners (ELLs) and calls attention to one of the proposed regulations which we emphatically urge the U.S. Department of Education to reconsider.   We also identify the recommendations of the Task Force on Inclusion and Accountability authorized by the state board of education in 2012 related to the questions posed for public input and encourage the FDOE to include the cited provisions in the state plan for ESSA implementation.   The 73 page report on the Taskforce recommendations is available here  http://www.fldoe.org/accountability/accountability-reporting/eseaw.stml . A summary of key Florida ELL recommendations by Task Force member Superintendent Alberto Carvalho, prioritized for purposes of legislative drafting, is available at Subcommittee on English Language Learners Conference Call - July 30, 2012,  http://data.fldoe.org/winmed/esea/ESE73012.wmv and is copied below.  Key items will be identified as Florida Recommendations hereafter for brevity’s sake. This designation is a shorthand form of communicating broad community and stakeholder support for the Florida Recommendations.   Support for Florida Recommendations from civil rights, community based, and professional education organizations    There is extensive support from civil rights, community based, and professional education organizations for implementation of Florida ELL recommendations, as summarized below.  Section 3.C of Executive Order 13-276 directs the Commissioner of Education to take steps to revamp accountability provisions specifically for ESOL students. The Executive Order is here http://www.flgov.com/wp-content/uploads/2013/09/EO-13-276.pdf .  During October 2013, members of the following organizations expressed support for reform of accountability provisions for ESOL students by urging implementation of Florida ELL recommendations:   Broward Parent Leadership Council  Dade Association of School Administrators  Florida Chinese Federation  LULAC Florida  Miami-Dade County Commission  NAACP, Florida Conference  Sunshine State TESOL of Florida  United Teachers of Dade (UTD)  Their comments can be viewed on Governor Rick Scott’s page on Sunburst, beginning on Oct. 2 and ending on Oct. 31, 2013, the deadline for comments to the Florida Department of Education on new standards and assessments. (http://www.flgov.com/sunburst/)  LULAC Florida and Broward Leadership Council members also raised ESOL accountability issues at the public hearings held by the Florida Department of Education.  The following are among those who sent messages to members of the State Board of Education asking them to move ahead with approval of the Florida ELL recommendations in 2012.   ASPIRA of Florida  Carol Cortés, Retired Administrator, MDCPS  Dade Association of School Administrators  Ester de Jong, LULAC Representative to the Task Force and Associate Professor, University of Florida; Immediate Past President of Sunshine State TESOL and incoming President of TESOL International  Evelyn Torrey, TESOL Faculty, College of Education, Florida Atlantic University  Florida Association of Bilingual and ESOL Supervisors (FABES)  Florida Education Association (FEA)  Florida Public Employees Partnership  Hispanic Education Coalition, Palm Beach  Hispanics United Global Embassy (H.U.G.E.)  Institute of Mexicans in the Exterior   LULAC Florida, José A. Fernández, State Director  Maria Raftis, Marion County ESOL Teacher   Mary Sanchez, Retired Foreign Language Supervisor, Pinellas County Schools  Mercedes Pichard, ESOL teacher, Lee County Schools  Miami Dade TESOL/Bilingual Association of Florida  NAACP, Florida State Conference Education Committee  National Association of Cuban American Educators (NACAE)  Pat Grant, Duval County, President, Sunshine State TESOL of Florida  Rochelle Cisneros, Special Assistant on Education Policy, Florida Embassy LULAC Council, Brevard County  Rosa Castro Feinberg, International Director for Educational Affairs, LULAC International Embassy  United Teachers of Dade (UTD)   United Teachers of Dade (UTD) Intercultural and Human Rights Committee and Florida Education Association (FEA) Minority Affairs Committee  Quan Cao on behalf of Florida Asian Communities  (http://esolfl.blog.com/stakeholders-who-requested-that-the-state-board-of-education-move-forward-with-the-ell-recommendations-of-the-commissioners-task-force-on-inclusion-and-accountability/ )  Additional statements of support for implementation of the Florida ELL recommendation are available at the indicated links.              Andy Ford, FEA President  http://esolfl.blog.com/tf-letter-from-andy-ford-president-florida-education-association-fea-to-chairperson-kathleen-shanahanstate-board-of-education-may-2-2012/     Gepsie M. Metellus, Executive Director, Sant La Haitian Neighborhood Center  http://esolfl.blog.com/tf-letter-from-gepsie-m-metellus-executive-director-sant-la-to-governor-rick-scott/     Mario A. Nuñez, former ESOL Supervisor for the FDOE  http://esolfl.blog.com/tf-carta-de-mario-a-nunez-al-gobernador-rick-scott/      Marcos Regalado, President, Spanish American League Against Discrimination (SALAD)  http://esolfl.blog.com/tf-letter-from-marcos-regalado-president-spanish-american-league-against-discrimintation-salad-to-governor-rick-scott/  Maria Julieta Romano, Parent of an ESOL Student  http://esolfl.blog.com/tf-letter-from-maria-julieta-romano-parent-of-an-esol-student-to-governor-rick-scott/    Support for Florida Recommendations from Elected Officials    The state’s Hispanic political leaders and local elected officials in four counties have demonstrated their support for implementation of the Florida ELL recommendations.  State Elected or Appointed Officials    As reported by Jeff Solochek, Tampa Bay Times, in “Lawmakers urge Florida Board of Education to reconsider school grade rules for English-language learners”:  U.S. Rep. Iliana Ros-Lehtinen, state Sen. Rene Garcia and state Rep. Carlos Lopez Cantera have sent letters (attached below) to the board deploring its new policies, and the fact that several recommendations made by educators and activists were completely overlooked. They're asking the board to think again, with an eye toward removing barriers that could hurt schools and students who can't necessarily show their academic prowess in English.     The following sections from the statement sent by Senator René García, then Chairman of the Florida Hispanic Legislative Caucus, were quoted in this article.   “By not including any of the recommendations of the Task Force, your actions will severely impact the positive trend in student achievement made by Miami-Dade County Public Schools and various other school districts,\" wrote Garcia, chairman of the Florida Hispanic Legislative Caucus.  \"These actions will likely lead to more schools in the state dropping a letter grade, increase the number of schools statewide receiving an “F”, put schools/communities with a high percentage of students for whom English is a second language at an unfair disadvantage, and result in fewer students considered to be on grade level.  \"I am asking for the removal of all state impediments to the adoption of ELL Task Force recommendations and proceed to negotiate, face to face, recommendations that require federal approval. The negotiating team should include Task Force members. I am respectfully asking that you make a decision that is fair and benefits all of Florida’s students. Thank you.\"  http://www.tampabay.com/blogs/gradebook/content/lawmakers-urge-florida-board-education-reconsider-school-grade-rules-english-language-learne  The Florida ELL recommendations were crafted by the Task Force created by the State Board of Education. At the May 10, 2012 meeting of that board, then board member Roberto Martinez stated:  “I respect the work of the Task Force. All of the recommendations, for me, have the strong presumption that we should adopt them. All of them. “  Counter number 31.29 at http://data.fldoe.org/winmed/2012_05_09/SBOE51012pt1.wmv     Local Elected Officials    During 2012, city and county commissions, boards, and community based organizations adopted resolutions urging implementation of Florida recommendations for reform of accountability measures for vulnerable student populations. The group includes over a dozen government bodies and several community organizations from four counties in South Florida, Central Florida, and the Tampa Bay area including:  LULAC Florida, May 27, 2012;  City of Pembroke Pines Commission, unanimously adopted on June 20, 2012, sponsored by Commissioner Angelo Castillo;  Miami-Dade County Commission, unanimously adopted July 3. 2012, sponsored by Commissioner Rebeca Sosa;  City of Longwood Commission, unanimously adopted July 16, 201, sponsored by Commissioner Bob Cortes;  Hillsborough School Board resolution on testing adopted July 31, 2012; Paragraph 5 on Special Populations sponsored by Board Member Susan Valdés;  City of Hialeah Council, unanimously adopted Aug 14, 2012, sponsored by Councilman José Caragol;  Spanish American League Against Discrimination (SALAD) Board, Sept. 4, 2012, statement signed by SALAD President Marcos Regalado;  City of Aventura Commission, unanimously adopted on Sept. 4, 2012, sponsored by Commissioner Luz Urbáez Weinberg;  Miami-Dade County School Board, Item H-22, adopted on Sept. 5, 2012, calling for status report and support for continued advocacy by the Superintendent in support of fair and just accountability for Special Populations, sponsored by Board Member Perla Tabares Hantman;  City of Miami Gardens Council, unanimously adopted on Sept. 12, 2012, sponsored by Councilman David Williams, Jr.;  City of Homestead Council, unanimously adopted on Sept. 19, 2012, sponsored by Councilmember Patricia Fairclough-McCormick;  The Board of the Kendall Federation of Homeowner Associations (KFHA), adopted on Sept. 20, 2012, item sponsored by KFHA board member Libby Perez;  City of Sweetwater Commission, unanimously adopted on Oct. 1, 2012, sponsored by Mayor Manuel “Manny” Maroño and Commission Vice-Chair José Díaz;   Broward County School Board, unanimously adopted Nov. 7, 2012, sponsored by Board Members Robin Bartleman and Patricia Good;  City of Florida City Commission, Resolution 12-60 unanimously adopted on Nov. 27, 2012, sponsored by Mayor Otis Wallace. (http://esolfl.blog.com/2013/01/07/2012-resolutions-adopted-in-support-of-english-language-learners/ )  Summary of Key Recommendations from the ELL Subcommittee of the Task Force    1. Link English Language Proficiency (ELP) status to performance expectations by using weighted measures of performance on the FCAT and other content assessments in performance calculations.    2. Hold schools accountable for growth in English language proficiency by adding English Language Proficiency results to performance calculations, as recommended in the  USDOE review process (see attached summary).    3. Use multiple outcome measures to ensure a comprehensive picture of ELL progress, such as closing achievement gaps (achievement, promotion, graduation), improving levels, maintaining proficiency, cohort analysis, and permit home language content assessments as appropriate and feasible. Both NM and NY permit competency testing in home languages instead of in English, which the USDOE authorizes for three to five years. Home language assessment results could be included in performance calculations at 100% weight immediately.    4. Disaggregate ELL data by grade, ELP Level, mobility rate, school, district, and state. Add an additional category for tracking former ESOL students for as long as they are in Florida schools to get a full picture of their performance and of the effectiveness of ELL services.    5. Revise the date of entry to take into account Program (not school) Entry and Re-Entry dates, for accountability purposes.    6. Develop ways to include and follow the achievement of migrant students in state-wide and district-based accountability plans.    7. Identify and require research-based assessment accommodations appropriate for ELLs, including a paper and pencil alternative to computer testing.    8. Ensure appropriate resources for high quality instructional programs for ELLs, including resources, professional development, and teacher preparation.  This is especially relevant to the timing of assessments based on the Common Core State Standards (CCSS). English Language Learners will not have had access to CCSS instruction prior to profession development for their teachers on the CCSS and revised English Language Proficiency Standards and assessments based on the CCSS.    ",{"$nulls":4},"Excerpts from ESSA or from proposed regulations are presented in italics.     1.\tF. ENGLISH LANGUAGE PROFICIENCY STANDARDS    (F) ENGLISH LANGUAGE PROFICIENCY STANDARDS.— Each State plan shall demonstrate that the State has adopted English language proficiency standards that— (ii) address the different proficiency levels of English learners; and (iii) are aligned with the challenging State academic standards.     See also proposed regulation 200.13 on interim progress.  Florida Recommendation 1.  Link English Language Proficiency (ELP) status to performance expectations by using weighted measures of performance on the FCAT FSA and other content assessments in performance calculations.  "]
[4869581193,"Beverly Slough","Educator Organizations","School Board Member","Self","St. Johns","No comment","For consistency in measurement, it is essential that all students be measured by the same standards. The exception to this is alternative assessment for significantly impaired exceptional education students.","Florida should retain measurement of additional subjects that are currently in place in addition to math, ELL, and science.","No change needed.","* Clarity is needed on the definition of “most significant cognitive disability” and the process by which these students will be identified.      * How will the definition align with new legislative requirements?     * Does Florida currently have sufficiently clear standards for students with the most significant cognitive disabilities?   ","No recommended change at this time.","Support these provisions","No change needed at this time"]
[4869577543,"Alison Allen","Teachers",null,"Bay District Schools","Bay","Define \"Challenging\". Challenging for whom? Who determines if they are too challenging or not challenging enough?  ","Do these apply to charter school students, especially when the charter schools say they are public charter schools?","... \"may\" have such standards?","Not every student is interested in pursuing any education beyond high school.    Define \"Challenging\". Challenging for whom? Who determines if they are too challenging or not challenging enough?","Section E, i, III - Whose professional judgment - the student's teacher or a politician?    Students with significant cognitive disabilities should be able to have an advocate petition the chain of command and have the local Superintendents sign off on the validity of the need for a student's alternative achievement standards. These petitions should be investigated by someone from FLDOE, in person, on a case by case basis. This investigator must observe each student in the classroom.","Define \"Challenging\". Challenging for whom? Who determines if they are too challenging or not challenging enough?    How are the other subjects integrated in this? In Math, students must read word problems. In Science, students read non-fiction texts.","Define \"Challenging\". Challenging for whom? Who determines if they are too challenging or not challenging enough?    Who do they have to submit standards they have developed to?","Who will make that decision and why? I am tired of the constantly changing standards."]
[4869572485,"Susan Sanders","Teachers",null,"None","Bay",{"$nulls":4},"I want the state to ensure the students are challenged but the state recognizes the challenges students have with significant cognitive disabilities.  The state needs to establish a process that includes stakeholders in reviewing the current standards and develop corresponding assessments. ","Don't our standards comply with this requirement?  If not will stakeholders have an input?"]
[4869528506,"Vanessa Hilton","School District Administrators",null,"Pasco County Schools","Pasco",null,"Consistent standards throughout the state are important to ensure equity for our students.",null,"This is important to ensure that our students are set up for success and able to make informed and real choices after graduation.",null,"There has been recent change in this area in our state.  In order for teachers and leaders to truly understand the expectations for ELLs, we must be consistent with the standards, and provide the support necessary to promote a shared understanding."]
[4869507155,"Brittney Hunt","Employers",null,"Florida Chamber of Commerce","Leon","The Florida Chamber of Commerce is Florida’s largest federation of employers, local chambers, and trade associations; we are focused on securing Florida’s future. That means making choices for Florida that will ensure our students are the best prepared students in America. Every year, one of the top issues identified by our members is to continually close the gap between our educational outcomes and the needs of Florida’s employers. Too often, Florida’s employers have difficulty finding and hiring qualified talent. It is clear that talent is quickly replacing tax incentives as the most important tool for the continued economic development of our great state.     The Florida Chamber Foundation’s researchers estimate that by 2030, Florida will add six million more residents and we will need to create two million more jobs. Education is the key to every single one of those jobs. Education and economic development go hand-in-hand.    The President signed the “Every Student Succeeds Act” (ESSA) on December 10, replacing the 2001 Elementary and Secondary Education Act – No Child Left Behind (NCLB). The headline is that the responsibility for creating state accountability systems now rests with each state. The federal government is no longer going to dictate the criteria, goals, or metrics, nor are they going to dictate specific interventions for chronically underperforming schools. It is a huge victory for state control and an enormous call to action. Holding the line on the hard fought victories that focus schools on outcomes for every student—centered around high academic standards, rigorous coursework, end of year assessments aligned to standards, and closing the achievement gap—has never been more critical.    Florida has gone from one of the worst-performing states in the nation to the top quartile in K-12 academic achievement over the past 15 years. Our graduation rate is at a 12-year high and Florida is ranked third in the nation with the percentage of students passing Advanced Placement exams.     (ESSA) gives states greater flexibility and control over their accountability systems, which is important for each state to meet the unique needs of their students. However, states with strong accountability systems that measure student learning gains and other academic factors, like Florida, are at risk of backsliding.     Many groups see this new flexibility as a way to water down the way we measure student success. We need to stay the course and continue with our rigorous K-12 accountability systems that focus on student outcomes and give parents easily understandable information on their children’s schools.    There is still more work to do, not less. Florida needs to continue championing education reforms that ensure students are globally competitive and prepared for success in college, career and in life.     The following are key principles for your consideration:    • Student achievement must be the driving force: ESSA requires states to use multiple measures as part of their new accountability systems. While academic indicators must constitute a “much greater” proportion of the system, there is still much leeway for states to weigh non-academic indicators in a manner that masks whether schools are truly successful in ensuring their students are on track to be college and/or career ready. There is an opportunity for the business community to be a strong voice to ensure these new index systems are focused on meaningful academic outcomes instead of questionable inputs, such as teacher surveys and average daily attendance.    • What is measured matters: States with strong longitudinal data systems measuring “college ready” indicators will be in a position of strength.     Strong academic indicators include:  •Student Achievement in Math and English as measured in years 3-8 and once in high school  •Student Achievement Growth to promote continuous improvement for all students and ensure that schools serving those students most in need are not penalized  •Graduation Rates  •Postsecondary and Career Readiness  - AP, IB, college going rates, dual credit, vocational certificates, remediation rates (not required under the law)    • States must set challenging and meaningful goals: The new law continues the requirement that student achievement be reported by race, income, and special needs. Goals need to be set at the state, district, and school level every year. While there is no longer a 100% proficiency requirement as mandated under NCLB, states will still need to set clear, high goals that are both realistic and challenging for students.    • High standards and aligned assessments should be the foundation of a strong accountability system: ESSA requires “high standards aligned to entrance requirements for credit-bearing coursework in the system of public higher education in the State and relevant State career and technical education standards.”  How this new language impacts states that have adopted college- and career-ready standards over the last several years is something we will be watching closely. The law also affirmatively prohibits any federal official, including the Secretary of Education, from mandating or incentivizing states to adopt or maintain any particular set of standards, including the Common Core, which the bill language explicitly names. At the same time, it does not prohibit states from adopting Common Core.      • Teachers and parents must be provided real information that is accessible, actionable and improves instruction: ESSA continues the requirement for school report cards and expands the type of information that will be available to parents, students, and the public. However, current report cards have proven to be overly complex and are often presented in a way that is not useful. The business community can play a role working with states to ensure that data is not only available, but that it is presented in a meaningful way to help inform parents –particularly as they are making academic decisions for their child.    • States will no longer be required to maintain teacher evaluations systems: NCLB mandated that all teachers must be highly qualified, with the goal of addressing the teacher equity problem, wherein the least qualified teachers were disproportionately instructing the most disadvantaged students. NCLB did not go so far as to require teacher evaluation systems. However, the Department of Education, under the waiver system, did require states to develop and implement teacher evaluation systems in order to receive flexibility from the law. ESSA does not prohibit states from implementing teacher evaluation systems and, in fact, allows funds to be used to implement teacher and leader evaluation systems and to develop mechanisms for effectively recruiting and retaining highly effective teachers.    • There must be rigorous interventions based on proven practice implemented in the lowest performing schools: ESSA no longer prescribes the specific interventions low-performing schools must implement. Instead, districts and, in some cases, schools will be driving these decisions, while states will be required to provide oversight. The business community can play a role in ensuring that schools, districts and states are truly meeting the intent that interventions are meaningful and holding schools accountable.      • More choices of schools for parents and families: ESSA also provides flexibility for states to promote choice programs, such as course selection for students in low-performing schools to access courses otherwise not available in their school, seek tutoring, or have transportation provided if they enroll in other public schools.  The law also creates new opportunities for states to promote or expand charter schools.    The Florida Chamber of Commerce, which serves as the voice of job creators all over Florida, has consistently advocated for several key principles when it comes to meaningful education reform: high quality standards and annual assessments, transparency of student outcomes and school performance, accountability for the academic achievement of all students, consequences for low performing schools, and more choices for students and families.     ESSA requires the development of a state plan describing how Florida will implement the new law. The business community has an opportunity to be part of this process and has a role to play in helping to shape new state accountability systems; we stand ready to assist you in making Florida the most competitive state in America.   "]
[4869483017,"Stacy Merida","The Public",null,"Self","Escambia","Music – Well Rounded Education Subject. In 2008 the Florida Legislature passed SB 1908, which required the creation of Next Generation Sunshine State Standards.  The State of Florida adopted Next Generation Sunshine State Standards (NGSSS) for the arts in 2011 organized by grade level for grades K-5 and by clusters for grades 6-8 and 9-12.  These standards were developed for specific content to be taught in Dance, Music, Theatre, and Visual Arts organized under 5 Big Ideas common to all four arts disciplines. These 5 Big Ideas are the guiding principles with Enduring Understandings addressing each Big Idea designed specifically for each of the art disciplines.  Three levels of complexity were designed to measure student success: Participatory, Supported, and Independent. Music standards have been established for all grade levels organized with three levels of complexity meeting the criteria. Thus, Music would be a viable choice for subject selection fulfilling Well Rounded Education. ","The Arts – Well Rounded Education: The NGSSS adopted by the State of Florida in 2011 are to be used as the guiding principles for Arts Education for all public schools and students in the four arts disciplines Dance, Music Theatre, and Visual Arts. The Big Ideas are the major organizing points for arts education in Florida and provide a broad overview of what students should know and be able to do. They include descriptive material to help focus sequential instruction throughout K-12.  The 5 Big ideas are common to all four arts disciplines.  They are:   1.  Critical Thinking and Reflection.  2.  Skills, Techniques, and Processes.  3.  Organizational Structure.  4.  Historical and Global Connections.  5.  Innovation, Technology, and the Future.    ","Music – Well Rounded Education: The State of Florida adopted the NGSSS in 2011 as guiding principles for Arts Education in the four arts disciplines Dance, Music, Theatre, and Visual Arts.  Therefore, state wide standards have been adopted for Music, enumerated as a viable subject in the classification well-rounded education, thus meeting the criteria.  ",null,"Music – Well Rounded Education.  As part of this process, Access Points for students with significant cognitive disabilities were developed. Access Points for the Arts are benchmarks written for students with a significant cognitive disability, allowing them access to the arts education curriculum. Next Generation Sunshine State Standards for the Arts (NGSSS-Arts) Access Points reflect the core intent of the standard at the Enduring Understandings level, with reduced complexity. The three levels of complexity include Participatory, Supported, and Independent, with the Participatory level being the least complex."]
[4869456059,"Angie Fuller","School Administrators",null,"St. John's County Schools","St. Johns","We believe Florida currently meets this requirement and no change to statute or rule is needed.","We believe Florida currently meets this requirement and no change to statute or rule is needed.","We believe Florida currently meets this requirement and no change to statute or rule is needed.","We believe Florida currently meets this requirement and no change to statute or rule is needed.","We believe Florida currently meets this requirement and no change to statute or rule is needed.","We believe Florida currently meets this requirement and no change to statute or rule is needed.","We believe Florida currently meets this requirement and no change to statute or rule is needed.","We believe Florida currently meets this requirement and no change to statute or rule is needed."]
[4869438813,"Beth Sweeny","School District Administrators",null,"St. Johns County School District","St. Johns","We believe Florida currently meets this requirement and no change to statute or rule is needed.","We believe Florida currently meets this requirement and no change to statute or rule is needed.","We believe Florida currently meets this requirement and no change to statute or rule is needed.","We believe Florida currently meets this requirement and no change to statute or rule is needed.","We believe Florida currently meets this requirement and no change to statute or rule is needed.","We believe Florida currently meets this requirement and no change to statute or rule is needed.","We believe Florida currently meets this requirement and no change to statute or rule is needed.","We believe Florida currently meets this requirement and no change to statute or rule is needed."]
[4869430463,"Doreen Duncan","The Public","semi-retired educator","none","Hillsborough","I have read the content, but there was no definition given for \"Challenging.\" Educators need to know what is considered challenging content, so that each state will be able to identify this concept. If the Education Department has already set a criteria for what is considered \"Challenging academic standards,\" there should be no problem in this area.","No mention of students enrolled in charter schools. I assume that they are under the umbrella of \"public school students in the State.\"","No comment","No comment.","The plan seems plausible, however, there must be a differentiation of students with the most significant cognitive abilities. If the IEP is applied appropriately for each student then it will be easy to achieve the individual student's goal. If the standards are used as 'one size fits all,' they will not accomplish the required graduation goals. ","No comment","No comment","No comment"]
[4869388877,"Laurie Gaylord","School District Administrators",null,"Martin County School District","Martin",{"$nulls":4},"Are current Alternate Assessment and End-of-Course assessments for alternate assessments courses sufficiently rigorous to award a standard diploma option to an alternatively assessed student? What opportunities in post secondary life does the alternately assessed student have with a standard diploma? "]
[4869334960,"Meredith Mears","The Public","Students and Teachers","FLParentsRISE and Opt Out Leon","Leon","Florida standards=Common Core; age-inappropriate standards",null,null,null,"The standards are inappropriate and will harm these students","The standards are inappropriate and will harm these students",null,"Lets revisit our standards and have real educators contribute"]
[4869317113,"Patricia C. Franklin","Teachers",null,"self","Lake",{"$nulls":5},"ELL students should be given a longer time to be academically proficient in English."]
[4869302497,"Alison Atwood","Parents and Families",null,"self","Lake","I am a former teacher, and I have to tell you that this is a ridiculous survey.  Most of the parents I dealt with in Lake public schools are not going to wade through the information in the links.  It is also unlikely that they will understand it unless they are fluent in educational jargon."]
[4869300580,"Janene Fitzpatrick","School District Administrators",null,"Suwannee County School District","Suwannee","No Child Left Behind or NCLB was inflexible and states were not afforded much discretion in its implementation.  Consequently, many states had to receive a federal waiver in order to implement the provisions of NCLB.  One of the goals of ESSA is to reduce the federal mandates and to provide states, districts and schools with the flexibility to meet the broad goals and requirements of ESSA without forfeiting local control.  To that end, we recommend that FLDOE provide as much flexibility to local school districts as ESSA allows.  The state should support local flexibility and innovation while providing oversight to ensure compliance with ESSA.     Superintendents and educators have many questions about the implementation of ESSA.  The following is an outline of recommendations and questions.  In addition, several issues and concerns are raised that warrant further discussion and stakeholder input.    Funding is an issue.  Under NCLB the state was required to reserve at the state level 4 percent of every district’s Title I funds.  Under ESSA, 7 percent is reserved which represents a reduction of 3 percent to the districts. On top of that, if the state withholds the optional 3 percent for direct student services, a full 10 percent will be withheld from districts.  This is substantial and could significantly impact the services provided to students. For this and other reasons, superintendents do not support the 3 percent being withheld for direct student services.  Much more discussion is needed regarding funding issues surrounding ESSA.    In general, Florida’s accountability system is fairly in-line with ESSA.  Therefore, the statutory changes should be minimal.  However, ESSA affords states some flexibility and the opportunity for innovation.  Florida should take advantage of this flexibility in order to increase student achievement and maximize the efficient use of federal dollars without being overly prescriptive.      The ability to provide input electronically is appreciated.  However, as we read ESSA, “timely and meaningful consultation” with stakeholders is required.  While this is no doubt difficult to accomplish, having ongoing dialogue with representatives of stakeholder groups would result in better implementation of this legislation and for the development of a state plan.  Superintendents, administrators, principals and teachers have experience in working directly with schools and the students this revised federal law intends to serve.  Drawing on our expertise in a meaningful way will only assist in the overall implementation of the legislation.  We recommend that you meet and have ongoing dialogue with representatives of major education stakeholders.    ESSA also requires the involvement of the committee of practitioners established under s. 1603(b) in developing the state plan and monitoring its implementation.  This committee should be actively engaged.    The USDOE Secretary must establish a peer-review process to assist in the review of the state plan.  Will Florida have any representatives involved in this process?  If so, who are they?  How will they be selected?  ","  Section 1111(b)(1) requires challenging state academic standards.  As part of this requirement each state plan must have not less than three achievement levels.  Florida already has achievement levels for both assessments and school grading.  Superintendents do not think major statutory change is needed.    This section also requires standards to be aligned with entrance requirements for credit-bearing coursework in the public higher education system and state career and technical education standards.  To what extent are our standards aligned with this requirement?  Are the standards being reviewed to ensure such alignment?  Who will be doing the review and are district personnel involved in any review?  ",null,null,"Section 1111(b)(1)(E) authorizes the state to adopt alternate academic achievement standards for students with the most significant cognitive disabilities.  Superintendents support the state exercising this authority in a meaningful, thoughtful and sensitive way that ensures students are challenged to reach their highest potential while recognizing the challenges of students having significant cognitive disabilities.  First, the state should establish a process that includes stakeholders in reviewing the current standards and to develop recommendation for alternate standards and corresponding assessments.  Once the recommendations are made, any legislative and regulatory changes should also be developed and supported.","Section 1111(b)(1)(F) requires the state to develop English language proficiency standards.  Do Florida’s standards comply with this requirement?  If not, what changes need to be made and what process will be established to ensure stakeholder input?"]
[4869211247,"Heather Beaven","Community-Based Organizations",null,"The Florida Endowment Foundation for Florida's Graduates","Flagler","As Florida's largest school-to-work organization, we believe it is vital for standards and the tools used to measure impact must assess how the knowledge is put into practice and not just measure the level of comprehension."]
[4869168005,"Matt Minnick","Educator Organizations",null,"Teach For America--Florida","Statewide Representation","Teach For America--Florida firmly believes that great success begins with great expectations. Accordingly, we support Florida’s continued use of rigorous and ambitious statewide standards that set the expectation for all students to graduate high school with the requisite skills necessary to be successful in furthering their education and/or career. With specific respect to college readiness, the statewide standards should align with the expectation that students leave high school prepared to perform at a level that leads to college graduation, not just college acceptance. "]
[4869142642,"Mary","Parents and Families","I am also a Teacher","self","Brevard","The assessments for the standards are too high for most students.  The younger grades need to focus on explicit phonics and mastery of math facts.  Without these skills, most students flounder for the rest of their academic careers.",null,"There is absolutely NO REASON to subject students to tests in Physical Education, Music, and the Arts.  These are extremely important areas needed to develop well rounded individuals, and the testing takes the joy out of learning.  ","The assessments for the standards are too high for most students.  The younger grades need to focus on explicit phonics and mastery of math facts.  Without these skills, most students flounder for the rest of their academic careers.","Our system for students with disabilities has failed many children.  Instead of teaching what we know works, teachers are forced to include higher level thinking and rigor rather than focus on mastery of the basics (phonics, basic facts, etc.) for students with special needs.  My son as a learning disability and I am appalled at the lack of assistance he has received.  I'm not sure what is done with all of that extra money the state gives for him, but it doesn't help.  I have had to hire an outside tutor and he has made more progress with her in 5 months that he has in 7 years of public education.  It seems as if the system is set up to NOT meet the kids' individual needs, and instead force frustrated parents to McKay their children to private schools (who also are not set up to serve them)."]
[4869067518,"Wendy Perkins","Parents and Families",null,"Self","Lake","Sounds good - except your measuring standards ie; FSA tests are deplorable.",{"$nulls":4},"E) (i) (III) Reflect professional judgement-   what a joke!"]
[4868981696,"Erika Donalds","Educator Organizations","Elected School Board Members","Florida Coalition of School Board Members","Statewide Representation","•\tWe recognize that the Florida Standards are baseline academic standards intended to ensure our state’s students are ready for success in college and career. It is essential that Florida continues to use rigorous standards and that these standards are developmentally appropriate. We suggest convening a panel that includes experts in cognitive development to determine the neurodevelopmental appropriateness of the timing and sequencing of existing standards and consideration of other rigorous standards. ",null,null,null,"We support Florida’s approach (creation of access points) to establish high expectations for students with significant cognitive disabilities. These students deserve a quality education that meets their needs. ","We support Florida’s long-standing goal of English proficiency and the public reporting of such data."]
[4868886916,"Shannon Minor","Parents and Families",null,"self","Pinellas","It's clear from the mountain of text and this cumbersome survey process that you don't truly want parent feedback, even though we’re the ones who really care about the kids whose futures are at stake. No one besides trained attorneys could make heads or tails of this crap, and you should be ashamed of yourselves for pretending to want feedback and going about getting it in this way.     Testing is out of control. Teachers are not allowed to do their jobs and determine who is ready for promotion or not. Tests are being crammed down our kids' throats without anyone being able to review them. Telling kids they can't talk about the tests with their parents?! Are you kidding me?!? Communication is the heart of any strong parent-child relationship.    Money is being siphoned off to private testing companies when it should be going to attract and retain good teachers, who are more than capable of handling student assessments. There is no privacy; you’re giving these for-profit private firms carte blanche as far as our kids’ sensitive data.     Libraries are closed for WEEKS in the name of testing. LIBRARIES! The foundations of learning!!!    PreK and Kindergarten kids DO NOT need to be tested! What kind of monsters are you?!? They should be learning how to be humans and playing, not forced to sit for hours taking tests that rob them of the joy of learning. It’s like you’re grooming future generations of people who hate school, drop out, and end up in the corrections system – another area unfairly controlled by private corporations who could not care less about the humans in their charge.    At Shore Acres Elementary in St. Petersburg, FL, which is a good school, 22 kids are being forced to repeat third grade, despite good report cards. Because of testing. Because they didn’t pass the FSA, the state test. Think of how these kids now feel about education. Think about the extra costs incurred in putting kids through another entire year of school.     Utah ditched these same tests, but then Florida bought them anyway. Even though they’re not aligned to Florida state standards.    And auditory questions for first graders? That can’t be repeated? WTF are you thinking?!? These are little, LITTLE kids! They can’t process this!    This is what needs to happen if you care AT ALL about public education:  Eliminate high-stakes testing.  Return assessments to teachers.  Make privacy a priority.  End promotion requirements based on test scores; leave the decision up to teachers’ evaluations.  Reduce overall testing days.    Teachers and educators can’t say anything – they’ve been threatened with their jobs, with low grades, with lost funding. People are being forced out of public education. Parents that care can’t bear to watch their kids sit in testing for ten days put them in private or charter schools, or home school them. If you’re gunning for the end of public education, so you don’t have to deal with the costs anymore, then you’re on the right track, friends.    I am a college educated business owner and an SICKENED by what’s going on with ESSA, testing, the way teachers are treated, and school funding. Stop this madness. Make learning fun again. There’s a reason the U.S. is so far behind other nations academically, why we’re not prepared for the jobs of the future: Because people like you are sucking all the joy out of learning and have completely forgotten your duty to educate the citizens of our state and country. Your alliances lie with making money.     SHAME ON ALL OF YOU!!!  "]
[4868804381,"Shawn Frost","Community-Based Organizations","School Board Member","Florida Coalition of School Board Members","Indian River","•\tWe recognize that the Florida Standards are baseline academic standards intended to ensure our state’s students are ready for success in college and career. It is essential that Florida continues to use rigorous standards and that these standards are developmentally appropriate. We suggest convening a panel that includes experts in cognitive development to determine the neurodevelopmental appropriateness of the timing and sequencing of existing standards and consideration of other rigorous standards. ",null,null,null,"We support Florida’s approach (creation of access points) to establish high expectations for students with significant cognitive disabilities. These students deserve a quality education that meets their needs. ","We support Florida’s long-standing goal of English proficiency and the public reporting of such data"]
[4868801186,"Andrea Messina","School District Administrators","Elected School District Policy Makers","Florida School Boards Association","Leon","No recommended change at this time","No recommended change at this time","No recommended change at this time","No recommended change at this time","• Clarity is needed on the definition of “most significant cognitive disability” and the process by which these students will be identified.   • How will the definition align with new legislative requirements?  • Does Florida currently have sufficiently clear standards for students with the most significant cognitive disabilities?","No recommended change at this time","We support these provisions","No recommended change at this time"]
[4868768784,"April M Griffin","School District Administrators","School Board Member","Florida School Boards Assoc.","Nassau","No recommended change at this time.","No recommended change at this time.","No recommended change at this time.","No recommended change at this time.","\"Most significant cognitive disability\" needs to clearly defined.  The process for identifying these students also needs clarity.  How will the definition align with the new legislative requirements?  Are Florida's current standards sufficiently clear for students with the most significant cognitive disabilities?","No recommended change at this time.","No recommended change at this time.","No recommended change at this time."]
[4868719161,"Florida Association of School Administrators","School Administrators",null,"Florida Association of School Administrators","Statewide Representation","We believe Florida has challenging/rigorous standards currently and we encourage the FLDOE to keep the standards as they are currently written.","We believe Florida has challenging/rigorous standards currently and we encourage the FLDOE to keep the standards as they are currently written.","We believe Florida has challenging/rigorous standards currently and we encourage the FLDOE to keep the standards as they are currently written.","We believe Florida has challenging/rigorous standards currently and we encourage the FLDOE to keep the standards as they are currently written.","Does Florida currently have sufficiently clear standards for students with severe cognitive disabilities to adequately measure progress in areas other than academies? FASA feels this is an opportunity to bring together stakeholder groups that would include experts in the field of ESE.","We believe Florida has challenging/rigorous standards currently and we encourage the FLDOE to keep the standards as they are currently written.","We believe Florida has challenging/rigorous standards currently and we encourage the FLDOE to keep the standards as they are currently written.","We believe Florida has challenging/rigorous standards currently and we encourage the FLDOE to keep the standards as they are currently written."]
[4868678267,"Deborah Nelson","Teachers",null,"none","Palm Beach",null,"Working with students on the one percent level and hearing about how the required testing doesn't match their cognitive level and the required materials used for instruction, I'm concerned with what alternate standards will look like.  Even if the group is called InD, they are not homogeneous in their needs.","The most profoundly challenged students may not even be able to communicate understanding of let's say the difference between a number and a letter so work as a teacher may there is little evidence of growth that is not due to the teacher's ability.  Many of the requisite pre skills for the academic areas are not or may never be in place.  Breaking down each area to less complex skills helps yet testing has been on grade level and not demonstrating their ability level and any growth or loss of skills.          ","Students with the most significant disabilities often are non verbal and need a lot of help to learn how to communicate.  Their behaviors are often similar to infants or toddlers; teething, impulsive, communicating by grabbing, moving, or loud vocal noises.  Before being able to focus on academics one needs functional skills.  Teachers need the time to help students practice these.  It sound good to say one can integrate reading into teaching functional skills but with all the custodial needs and evaluation requirements, it's daunting if not impossible since each child needs specific IEP goals met.  Try that with ten students in a class.","Really?  Students one the one percent level will be taught to be on track for employment or post-secondary education?  I wish I could cure my students.   I don't know of any of the students in my center school who will ever live independently and most will require custodial care their whole lives.  I'd love the language to focus more on quality of life issues like working towards independence.  Functional communication instead of the required higher level thinking and doing that our current evaluation tool requires.  In Palm Beach County we use the Dr. Marzano framework as our evaluation tool and teachers are required to meet all the Design Question areas even if students are not yet functioning on that cognitive level.  Sure students should be challenged but it their disability says they are not able to generalize why spend time on higher level thinking skills instead of building pre skills?  Would one read the US Constitution to a six month old?  It's challenging to bring materials and curriculum down to a less complex, interesting, understandable level.  It's also difficult to present abstract ideas to students on a concrete understanding level.","Students on the one percent level can and do learn.  They learn more slowly and need a lot of repetition and consistency.  I've seen it take eight years before a students would independently answer questions in class.  She was brought up on a Spanish speaking family.  Demanding they these students meet specific levels of understanding and progress when they are each unique individuals with a variety of challenges environmentally, physically, and mentally doesn't seem to make any sense to me.  It's also difficult to judge cognition in mother tongue vs English with individuals who have difficulties communicating on any level due to their physical and mental challenges.","How this all plays out in what's actually taught, the complexity levels of students' abilities, the standardized testing, cut points, school grading and how one uses best practices and research to facilitate student growth will be interesting.  There seems to be a disconnect with what we know works and what's being mandated.","For students who take alternate standardized testing I'd love to see the identical materials, pictures, and procedures used in teaching also used in testing since not being able to generalize is by definition one of the characteristics of having cognitive challenges.  More than working in isolated areas of what should or shouldn't happen with standards I'd look at the students' needs above all."]
[4868675859,"Patsy Johnson","Educator Organizations",null,"Self","Bay"]
[4868616404,"Anne-Marie Shaffer","Parents and Families",null,"Freedomschoolers Academy","Flagler","The Federal government has no authority to direct Florida's schools. Florida is an autonomous member of the federal union. The powers over Florida's schools, education, children, and failures is NOT one of the enumerated powers of the Federal government.","The Federal government has no authority to direct Florida's schools. Florida is an autonomous member of the federal union. The powers over Florida's schools, education, children, and failures is NOT one of the enumerated powers of the Federal government.","The Federal government has no authority to direct Florida's schools. Florida is an autonomous member of the federal union. The powers over Florida's schools, education, children, and failures is NOT one of the enumerated powers of the Federal government.","The Federal government has no authority to direct Florida's schools. Florida is an autonomous member of the federal union. The powers over Florida's schools, education, children, and failures is NOT one of the enumerated powers of the Federal government.","The Federal government has no authority to direct Florida's schools. Florida is an autonomous member of the federal union. The powers over Florida's schools, education, children, and failures is NOT one of the enumerated powers of the Federal government.","The Federal government has no authority to direct Florida's schools. Florida is an autonomous member of the federal union. The powers over Florida's schools, education, children, and failures is NOT one of the enumerated powers of the Federal government.","The Federal government has no authority to direct Florida's schools. Florida is an autonomous member of the federal union. The powers over Florida's schools, education, children, and failures is NOT one of the enumerated powers of the Federal government.","The Federal government has no authority to direct Florida's schools. Florida is an autonomous member of the federal union. The powers over Florida's schools, education, children, and failures is NOT one of the enumerated powers of the Federal government."]
[4868556569,"KATHY JAMES","Parents and Families",null,"none","Sarasota","Disclaimer: I do not know the lingo. I am not versed in “Eduspeak”. The last time I took economics classes was at least 25 years ago. It would take me longer than the window of opportunity for ESSA stakeholder input to get up-to-speed with trends, language, and sound like an informed professional in education giving the requested feedback in a public record forum and still sound intelligent.     I am important because I am a parent. Through my four children I see firsthand what teachers are required to do in a classroom of students, I see the effects of the current education system on my own children, and those of their classmates.    The education system of today is analogous to the current medical system in our country. Big business and their metrics have replaced the common sense relationship between teacher and student in much the same way as medical caregiver and patient. The business component has a broad societal reach and influence, thus creating a subtle requirement of “necessary” rules of cost-effectiveness, as opposed to fulfilling basic needs for successful outcomes.     For example, our school district is the largest employer in our county. The deep pockets of public taxation create an incentive for businesses to create a niche of usefulness to receive a share of the funds. Thus the local newspapers, the expansively diverse “construction” businesses, and the real estate communities have tethered themselves to cabinet members of the school district, the paid and elected school board members, and the principals/school leadership to influence decisions that enhance education processes from a business perspective, but not necessarily a teacher-student perspective.  After years of such financially driven decisions and legislative control, our public school system has now mandated teachers to abandon the traditional teaching methods and subscribe to new “best practices” from authoritative-sounding sources and studies and to produce results that primarily conform to perameters deduced from mathematical equations and algorithms, and public relations successes. To achieve this, students must produce data to quantify their learning, as though this is the only way to determine success or failure. The trilogy of the student-teacher-parent relationship and its importance is lost among the data and symantically correct “Eduspeak” and the independence, autonomy, and creative components of the learning process are lost in the metrics of standardized testing expectations.     The result of these changes over the years to our education system includes students that are more stressed, students that divert their attention to more interesting electronic gadgetry and “escapes”, and students feeling less understood, less unified, less important. Teachers consider promotions within their fields as anything that gets them out of classroom teaching. Like our medical professionals, teachers are stuck in the middle of the process with expectations from students and parents coupled with the demands of education “authorities” and political lawmakers who do not actively participate in the daily classroom requirements. Decisions are made on teachers’ behalf, without regard to the vital feedback and data that they could and should provide. Teachers justifiably feel underappreciated, overburdened, and unable to be successful.     Our educational system is broken. On paper, the autonomy of individual state decisions sounds like a great idea. Florida’s stakeholders are surely different than Alaska’s stakeholders. The bigger picture includes real accountability and involving teachers, students, and parents in the decision-making process. Their feedback is vital and should be utilized and collected in a manner that is not intimidating, provides legitimate value, and positively affects decisions for our students and teachers that are not inclusive of big businesses and “follow the money” processes. To create meaningful change for Title I students, ESE students, gifted learners, and all students in between, our education system both locally and nation-wide must focus on the individual successes and the learning capabilities of each student and their ability to be motivated and inspired by their teachers in conjunction with their parents so they can become independently and uniquely successful.  "]
[4868510549,"Bethany Learning Academy","School Administrators",null,"Bethany Learning Academy","Orange"]
[4868450273,"Talitha Roberts","Teachers",null,"St. Johns County School District","St. Johns"," Music and Arts are essential for a well-rounded education to every student. Academically challenged students benefit from and sometimes excel in an arts-music-dance rich program, so Title 1 funds should help reinforce and support arts enrichment for students with economic disadvantages. School-based training is sometimes the only exposure to the arts available to these students. It is critical for student success and academic development.",null,"21st Century centers are ideal forums for arts programs to reach and educate underserved populations or those at higher risk. STEAM (science, technology, engineering, arts, math) projects are much more effective and well-rounded than purely STEM (not recognizing the arts) projects.","Schools should be measured by the extent and depth of exposure to arts education. With an effective visual and performing arts program, education is well-rounded and more effective for preparing students for graduation and the workplace.","Access to high quality music and arts education for Florida students guarantees a well-rounded education as defined in Title VIII.  Include  at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts in Florida's School Grades.","Music, dance, theatre and art are effective tools for teaching language and culture for students who are learning English and who are new to the US. We learn to speak as children through songs, poems, games, etc. that build sequential language skills and cultural knowledge."]
[4868439867,"Mary Gwyn Morrow","Teachers",null,"FMEA","Volusia"]
[4868285397,"Rachel Kratzer","The Public",null,"None","Walton","I think \"Washington\" has no business dictating educational policy per state level. State and local governments should be mandating their school standards and graduation requirements, not the federal government. ","Different Core academic standards are needed for students not seeking a college degree and ESE students that would benefit from vocational training.","Not all students need algebra or geometry, nor should a student be penalized for not passing the end of course exam.",null,"I agree that each state be held accountable for developing Alternate academic standards for the disable. More vocational training needed for these students requiring alternate standards.",null,null,"Many of the existing academic standards taught in primary grades need revisions, because students aren't developmentally ready to learn them."]
[4868151580,"stacey cline","Parents and Families",null,"self","Manatee","No FSA, no FCAT. Standardized testing should ONLY be used as a tool to inform teachers of a child's progress. The tests should be written by EDUCATORS, and thoroughly vetted before allowing into classrooms as \"standard\". Never should ONE test determine a child's proficiency. Retention should NEVER be attached to ONE test. Teachers do not need to be evaluated by one test his or her class participates in. Learning gains yes, but never ONE test. IF there are mandatory standardized tests, they should be made available to teachers to see where the child needs help.  Recess should be mandatory every day, and NEVER removed for test-prep. Time period should be fully researched as to what is best for the age group. High school should start NO EARLIER than 8:30 am, as teenagers need more sleep as has been proven by research. ",null,null,null,"ANY child with disabilities, should not be subjected to standardized testing. Their teacher should never be evaluated from such testing as well.","Retention should NEVER be based on ONE test. Or an alternative battery of mini-tests. The teacher (with a teaching degree) is smart enough and more than capable of deciding if the child is proficient or not!",null,"Common Core should be abolished. This way of teaching is complete nonsense and confusing students further. Yes, allow children to explore other alternatives to finding a solution, but don't make it be standard. Good old-fashioned way of teaching/learning has allowed this society to grow and thrive since the beginning of public education. If it's not broke, don't \"fix\" it!!"]
[4868087232,"Gay Lewis","School District Administrators",null,"District","Liberty",null,"I agree with uniform standards.","I agree with the assessments that are currently offered.  ","There needs to be an assessment of students with disabilities that is different than the general education asessments and the alternate assessment.  The alternate assessment is still not appropriate for all students with significant cognitive disabilities.  While the general education assessments are too difficult.   There needs to be some middle ground. ",null,"Areas of speaking, listening, reading, and writing.",null,"Provides sufficient flexibility."]
[4868070975,"Stacie Dern ","Parents and Families",null,"none","Duval","I believe states should have challenging standards. I think we should set the bar and then work with our schools, with shared governance, to determine the best way to get each student to their level of success. Many of the elementary, specifically primary years, are not developmentally appropriate. We should not be focusing our education on a top down approach. ","Having the same standards does not mean all students will learn the same. We can have a set of standards and then work with each county and then adjust the standards to meet the needs of our schools. We can have a goal and then work to meet that goal, but each district must be able to accommodate their students' needs. ","It is acceptable to have standards that cover core curriculum. We can also ensure that the schools are equipped with the resources to guarantee students will have access to engage in the the core subjects. ","we do not need to ensure that our standards are aligned with course entrance exams. When we teach children how to unpack information, think critically, and engage in material, it won't matter what exam they take, they will succeed. We need to provide arts and music, time for collaboration and peer to peer to learning, and for teachers to go off the cuff in order to effectively reach every child. ","Alternate standards should be more accessible to more students. There are students with auditory and verbal disabilities who are being forced to take the stage exams instead of the alternate exam. I also believe that the alternate exam is not appropriate for students with disabilities. We need to find a way for parents and teachers to be able to opt their children out of any state tests when their disability interferes with the ability to truly test their knowledge. I do not think that state tests should judge students, be used to promote or retain students, or be part of a teacher's evaluation. We need to work with ESSA to bring evaluations and school grades to a local level. ","ESOL standards should be aligned with state standards, but the way we teach our students should be done in conjunction with practice-based programs that have been shown to teach students English while learning. Students should be offered the state exams in their native language and parents should be able to leave their children in ESOL classes even if their scores on ESOL exit exams show enough proficiency in the program. ","According to ESEA 1965, Federal control cannot coerce standards. This means federal funds should not be withheld when it comes to standards and testing. ","In order for this to be effective, the standards have to conform to the complexity of our school system and should focus on arts, music, physical education, and students with disabilities. One size does not fit all and should not be part of our system of education. Equality cannot be attained without equity. "]
[4868061340,"Suzie Anderson ","Parents and Families",null,"Self","Bay","I believe the Standardized tests in Florida are an unfair way of measuring a child's growth and learning. My kids are all in the gifted programs at their schools and still struggle to do well on these tests. ","I believe the Standardized tests in Florida are an unfair way of measuring a child's growth and learning. My kids are all in the gifted programs at their schools and still struggle to do well on these tests. ","I believe the Standardized tests in Florida are an unfair way of measuring a child's growth and learning. My kids are all in the gifted programs at their schools and still struggle to do well on these tests. ","I believe the Standardized tests in Florida are an unfair way of measuring a child's growth and learning. My kids are all in the gifted programs at their schools and still struggle to do well on these tests. ","I believe the Standardized tests in Florida are an unfair way of measuring a child's growth and learning. My kids are all in the gifted programs at their schools and still struggle to do well on these tests. ","I believe the Standardized tests in Florida are an unfair way of measuring a child's growth and learning. My kids are all in the gifted programs at their schools and still struggle to do well on these tests. ","I believe the Standardized tests in Florida are an unfair way of measuring a child's growth and learning. My kids are all in the gifted programs at their schools and still struggle to do well on these tests. ","I believe the Standardized tests in Florida are an unfair way of measuring a child's growth and learning. My kids are all in the gifted programs at their schools and still struggle to do well on these tests. I am in favor of removing standardized tests from Florida Schools"]
[4868033067,"Megan Hendricks","Parents and Families",null,"self","Pasco","This section specifically states that the federal government cannot specify which Standards states adopt. Given that, it is time that Florida move away from anything related to Common Core as quickly as possible. It is well-known that Common Core State Standards were developed mostly by test companies, businesses, and others with little to no classroom experience. That explains why so many educators and other child development experts across the state have come forward stating that the Florida Standards are developmentally inappropriate. I realize that the State's response to this is to blame districts, schools and even teachers for their implementation of the Standards. But, ultimately the responsibility falls on the State to make sure what we are asking kids to do falls within normal developmental time frames, and there is no evidence that this was done with our current Standards. As a citizen and taxpayer, I respectfully and strongly request that the State engage in a complete overhaul of the Standards, and include educators, child psychologists and other developmental experts in the process (and not just those hand-picked by the State because they are agreeable with State policies). ","See above. I request a complete overhaul of the Standards, and proof that each Standard fits within normal developmental expectations, particularly for elementary school students. "]
[4868024029,"James","Teachers",null,"None","Osceola"]
[4867965607,"David Bremer","School Administrators","Retired","None","DeSoto","Common core standards should be that - \"COMMON CORE\" not the core, plus the peel plus the Carmel plus the nuts. Let students know how they do in the common core and how those do beyond the common core.","Same standards are good. Parents want to know how their child compares to other students in the state/country. It's what we do with these scores that concern me.","Subject areas are fine.","Alignment of standards are fine. Keep it with the common core.","Your wasting your time and state money here. Students have IEP's Individual plans. State assessments are a waist of time for these students.","ESOL students are at a Hugh disadvantage here. I would like to send any legislature to the middle of Mexico and tell them in two years time they have to take an Hispanic standardized test and they can have a translation dictionary and all the time that day to take the test. What a panic mode they would be in.","No comment. Not quite sure what you mean here.","Break the standards down by common core, above common core, and higher. Now stop!! Instead of spending millions of dollars on grades and rating people, spend the money on materials and programs to help the student in their deficient areas. Students/parents get a score from the state with no idea how to improve. Then the state plays 'gotcha games' by giving totally mixing up the items on the next test. TELL the student what they need to improve on and HELP them then test them on those items to reward them for their efforts. Making humans accountable for how other humans (students) perform is a waste of money - Lots of money. If you want to know the effectiveness of a teacher ask a committee of administrators and teachers. Not a group of student scores. I could go on but nobody really cares."]
[4867904541,"Debra Olejarski","Parents and Families",null,"none","Brevard","The challenging State academic standards should be defined by experienced educators only. Not politicians or others. ","Any school that is given public funds for any reason (i.e., charter schools) should also have to comply with any requirements.","Some level of common sense has to be used in which subjects are chosen. For example, should intensive testing be done on elective subjects such as cooking, PE, or other subjects that are not deemed core classes?","If there are multiple levels of testing for these high academic standards, which levels does this standard apply to? Requirements to attend a college may vary significantly from requirements to attend a technical school or other avenues. The system should work for all levels of students' capabilities.","See comment for alignment. One problem that exists in schools is the all or nothing approach to disabilities in general. There should be systems in place to allow for those students who fall in between the lowest performing group & the average. It should be about allowing the students to excel to the best of their capabilities not held to a standard applied to too many.",null,null,"Changes are fine but repeated changes in the system are detrimental to the students. Furthermore, the standards themselves should be held up for review. As a parent volunteer, I have found numerous errors in testing preparation worksheets et al."]
[4867756047,"Richard McNeill","Parents and Families",null,"Alachua County Council PTA","Alachua","We need challenging content standards in Reading/Language Arts, Mathematics, and Science. We do not need standardized End of Course Exams. These standards need to be based upon a level of proficiency that shows the students have mastered a level to move on and ultimately be successful at the next grade level and prepared for success in a post education career or advanced education setting.","Provide opportunities for districts, professionals, teachers, and parents to determine what they want for the standards in Reading/Language Arts, Mathematics, and Science. ","Provide the authority for district school boards to set any other standards or adopt standards that meet local needs. ","In the three areas, standards should be aligned for students to be successful in schools where they can continue their education post high school graduation.","Alternative standards should be available for students with significant cognitive disabilities as well as students with limited mental abilities, remembering that in all things we have a bell curve in abilities and should offer career education options in addition to college-level proficiency.",null,null,"The federal and state government has gotten carried away setting standards in every course, for every student, in every public school. The government provides opportunities to thwart the system of standards by students provided with a voucher for a private school or admission to charter schools with different standards still supported by tax dollars."]
[4867726999,"Dr. Debra Elliott","Educator Organizations","Florida's Rural Consortia","Consortia","Statewide Representation","NO CHANGE","How do students who accelerate meet the the requirement for students to be assessed once in 10-12 science? Can Biology satisfy this requirement even if it was taken in grades 8 or 9?  We do not need any more additional assessments to meet this requirement.","Support current Florida exemptions for double testing of math","There is concern with the cap of 1% of students taking the FSAA and it being capped by subject rather than grade level. This may create additional problems if there are multiple grade levels taking biology. When capped by grade level, there are fewer students. The cap should be increased to reflect the understanding this change will bring or a waiver system will need to be utilized so that schools and students are not penalized","no changes","no changes","no changes","If this is what the state is thinking....I think there should be ONE assessment for the whole district. There should be an option given to parent to opt a child in or out of the FSA and into another assessment. This will create a logistic nightmare. Florida already has a system established for the use of concordant scores that can be utilized."]
[4867711123,"Nandranie Busjit Bhalai","School District Administrators",null,"Broward county public schools ","Broward","FL needs to allocate funds for foster care students as defined by federal definition of any student involved in dependency placed out of home on unlicensed and licensed care for help with transportation and food services","Foster care students need to be allocated funding for tutoring to help them with their academic weaknesses","Foster care students must be allocated funding from title 1 for extra curricula school related/community activities","Foster care students must be provided with assistance in removing barriers and leveling the educational field","Foster care students must be provided with additional assistance to help with their disabilities in order to be successful at school ","ELLEN who are foster care students must be provided school based interventions "]
[4867694455,"Tracye Brown","Educator Organizations",null,"Hillsborough County Public Schools","Hillsborough",null,null,null,"We suggest that the SEA continues the alignment of academic standards to new CTE courses as they are developed each year. This alignment demonstrates how academic content is infused in CTE courses. In addition, we suggest that students with disabilities continue to be able to use CTE courses with academic alignment to substitute for specific (non-EOC) core academic requirements."]
[4867432921,"Cheryl Rutenbar","School Administrators",null,"PCSB","Polk","I believe Florida has challenging/rigorous standards currently and we encourage the FLDOE to keep the standards as they are currently written.","I believe Florida has challenging/rigorous standards currently and we encourage the FLDOE to keep the standards as they are currently written.","I believe Florida has challenging/rigorous standards currently and we encourage the FLDOE to keep the standards as they are currently written.","Ibelieve Florida has challenging/rigorous standards currently and we encourage the FLDOE to keep the standards as they are currently written.","Does Florida currently have sufficiently clear standards for students with severe cognitive disabilities to adequately measure progress in areas other than academies? FASA feels this is an opportunity to bring together stakeholder groups that would include experts in the field of ESE.  ","We believe Florida has challenging/rigorous standards currently and we encourage the FLDOE to keep the standards as they are currently written.","We believe Florida has challenging/rigorous standards currently and we encourage the FLDOE to keep the standards as they are currently written.","We believe Florida has challenging/rigorous standards currently and we encourage the FLDOE to keep the standards as they are currently written."]
[4867307231,"Lori White","School District Administrators",null,"Sarasota County Schools","Sarasota","The current Florida Standards are sufficiently challenging and should be maintained.","The current Florida Standards are sufficiently challenging and should be maintained.","The current Florida Standards are sufficiently challenging and should be maintained.","The current Florida Standards are sufficiently challenging and should be maintained.","The state should establish a process that includes stakeholders in reviewing the current standards and to develop recommendations for alternate standards and corresponding assessments.","The current Florida Standards are sufficiently challenging for English Language Learners and should be maintained.",null,"The current Florida Standards are sufficiently challenging and should be maintained."]
[4867200350,"Reed Markham","Parents and Families",null,"Self","Lake",{"$nulls":4},"After visiting with ESE teachers I believe that students with disabilities would be benefited by alternative standards rather than requiring the mainstream curriculum standards."]
[4867155322,"Lori Hast","School Administrators",null,"Margaret K. Lewis School","Bay","We believe Florida has challenging/rigorous standards currently and we encourage the FLDOE to keep the standards as they are currently written.    The state should set realistic, attainable goals under this section. There should not be any sanctions under the new system like we used to have in place which triggered automatic letter grade drops. Additionally, we would like to see the state use both four-year cohort graduation rate and the extended year graduation rate. ","We believe Florida has challenging/rigorous standards currently and we encourage the FLDOE to keep the standards as they are currently written.",null,null,"There should be clear standards for students with severe cognitive disabilities to adequately measure progress in areas other than academies. This is an opportunity to bring together stakeholder groups that would include experts in the field of ESE.",null,null,"We believe Florida has challenging/rigorous standards currently and we encourage the FLDOE to keep the standards as they are currently written."]
[4867061384,"Lisa","Parents and Families",null,"Self","Bay","FSA should be completely eliminated.  Let teachers teach and use the students report cards as they have always done.  ",null,null,null,"If no testing this would not even be a issue.  But common sense says those with severe disabilities should not even participate."]
[4867013237,"Michele Fisher","Parents and Families",null,"none","Manatee",null,"I don't think that it is fair to hold ESE students to the same standards when so many of their disabilities limit what they can do.",null,"I think that the alignment section should address the country standards, not just the state standards.  Especially since some of Florida's existing standards are not aligned to other states.  If we move, I would want my children to know that their Florida education and what they learned will apply to other states and vice versa.","Again, students with disabilities should NOT be held to the same level or subjected to state mandated testing if they can not cognitively process it (low functioning).  We are setting up students to fail.."]
[4866996496,"Hunter Clary","Parents and Families",null,"none","St. Johns","I believe Florida currently meets this requirement and no change to statute or rule is needed. ","I believe Florida currently meets this requirement and no change to statute or rule is needed.","I believe Florida currently meets this requirement and no change to statute or rule is needed.","I believe Florida currently meets this requirement and no change to statute or rule is needed.","I believe Florida currently meets this requirement and no change to statute or rule is needed.","I believe Florida currently meets this requirement and no change to statute or rule is needed.","I believe Florida currently meets this requirement and no change to statute or rule is needed.","I believe Florida currently meets this requirement and no change to statute or rule is needed."]
[4866993530,"Wendy Carroll","Parents and Families",null,"Self","Broward",{"$nulls":4},"I'm not sure how to succinctly state my comments but I will start by saying that I have 2 students with a disabilities in general education in Broward County.  I prefer the general education setting even though my kids are not on grade level because I believe in inclusive education and not a segregated setting.  My dream would be for my kids to receive a modified curriculum based on the way that they learn best while remaining in the gen ed setting.  In my opinion, the current alternate standards are not challenging enough for them, while the Florida State Standards are too challenging for them as is the FSA.  I agree with the June 20th commentary of the District Superintendents which states that measuring for GROWTH and not necessarily proficiency is better for many students with disabilities.  As a mom, I want to make sure that my kids are challenged and grow to the best of their ability.  I believe testing can be made more meaningful and a valuable tool to measure their true growth if thoughtful study is put in and I would be happy to collaborate and share some opinions.  "]
[4866907586,"David Norona","Teachers","Parent","Self","Duval",null,null,"The Arts should be included"]
[4866840434,"Regina Keenan","The Public",null,"Self","Bradford","What is the purpose of this Act beyond \"providing an assurance\" in a vague format with vague requirements that is not enforceable? How is this authorized by the US Constitution? Does it trigger other laws and regulations? If so, they should be specifically referenced.    \"Assurance\" and \"Aligned\" and \"Three Levels of Achievement\" are not defined and are too vague. ","(1) Does this apply to homeschool certified teacher evaluations; (2) ‘‘Challenging State academic standards’’ is circular in that it refers back to the state's own standards. Subparagraph E is \"may\" and not mandatory.","Weak.","DOE does not accredit schools. Does this solely apply to the State University System? If not, if needs to be specific. A separate section for career and technical schools is necessary because it creates an entirely different level of standards.","This states \"may\" and therefore is not mandatory.","\"Demonstrate\" English programs to certain standards is vague. What are \"different proficiency levels\"","What is the purpose of this law if it is simply to make a plan that \"The Secretary shall not have the authority to mandate, direct, control, coerce, or exercise any direction or supervision over any of the challenging State academic standards adopted or implemented by a State.\" If it is triggered as a standard in other federal statutes, the statutes should be specifically referenced in the Act."]
[4866829710,"JORDANA HERGOTT","Teachers",null,"brevard school district ","Brevard",{"$nulls":4},"these students should not effect school grades. ","these students should not effect school grades","all schools should be included, not just public."]
[4866738690,"Karen","Teachers",null,"Martin County School District","Martin","I did not see anything where the Federal Government of or the State of Florida will ensure equity in funding to help counties have materials and correct quantity & quality of teachers to instruct ALL students (ELL, 504 & SWD).","Same standards is good, however, this year I had non -English speaking students added to one of my math classes. My school has only 1 Para-professional to help ALL ESOL students for all classes, where is the same funding to help these students achieve their best?","Where are the social studies, history standards? Why are they not included? Where are physical education standards? Our children NEED physical activity and exposure to health and fitness instruction.","Who is verifying the alignment of the standards to the available resources for the students, such as texts, CPalms (not very well aligned) and state testing. Aligned as in content and assessing of the content. Content is assessed online, are the instructional materials available similar or the same to the testing questions, as how to manipulate the assessment program to answer the questions. Since we are testing online, the Federal Government or the State of Florida should fully fund and ensure EVERY student has access to technology that matches the assessment format. How many students/classrooms with little or no access to technology are making technical errors on the test?","What about students that do not have the most significant disabilities and fall between the \"norm\" and most significant level?","What is the state doing to provide materials/teachers/paras to assist the teachers with the ELL?","They should prohibit changing standards during the school year for that years test.","There are too many math standards to effectively teach and the students to absorb and retain each year. "]
[4866677878,"Gayle Thawley","Charter School Leaders",null,"Marco Island Academy","Collier",null,"Within math there are Minimum Competencies necessary for all students.  Identifying those skills and then providing enrichment standards allows for individualizing instruction to meet the needs of ALL students which inarguably should be the goal of all instruction."]
[4866394422,"Cheryl Miranda","Teachers",null,"MCEA","Martin",null,"Private and Charter schools receiving any public funds should be held to the same standards."]
[4866309976,"Kenyetta Feacher","School Administrators",null,"Public School","Polk",{"$nulls":7},"I recommend adding that a state can revise the standards after pulling together a committee of experts from various counties to facilitate as well as participate in the revising process."]
[4865842026,"Pam Carr","The Public",null,"self","Pasco","Standards are important but the federal government does not put enough money into education to support the desire for good scores when testing. Low functioning schools and areas scuch as title one get the money - what about those who could excel with more money. Cuts to ESE budgets and less students qualifying are an issue.","Standards are expected but there is a lack of money, good programs such as ESE have been cut. This funding of private or charter schools needs to stop. If parents want their child to not go to a public school let them pay for it- mine did. I did.Good quality standards are important but children need time to learn the standards - there is a rush to teach all in a quick time that leaves children behind due to testing and money for schools.  ","Standards are important for all learners but lets face it some will never learn certain standards and the teachers, other students and schools should not be penalized. There have always been low functioning students do to IQ and   not everyone is gong to college so develop more training and vocational schools.","In Florida we have a large Spanish population that does not speak English and they are not new to our country. These individuals have chosen to not learn English and if we have to add English as a subject in pre and k and first grade then we need too. They need to learn English- period. More students need ESE help . The ADD and ADHD children are a lost sub group. They qualify for nothing. They are born that way and will dye that way. I got little to no help for my 2 children unless I paid for it.Also the gift population is left out of everything. It is not the job of a gifted child to tutor other children. They need to be developing their own skills. How would you like to have a gifted,ADD, and visual motor impaired child? The public school failed my two children as well as others.","Of course their standards should be different. No Autistic child should be held to the same standards. That is common sense. I suggest that everyone that works for the ed. dept spend time as a substitute teacher in different grades and see what it is like in a classroom with diverse students and their needs. Could you have class management skills and have you unpacked the standards so that you could teach a lesson that individual grade. I dare you to try it. Let the Governor try it too.","There needs to be a teacher recommendation to this component. Often the test used to determine service is the same one year after year of course a child is going to get better at it, but that does not mean the child is on grade level work and expectations are being met at grade level.","This lets the public know that the secretary has no clue as to what the standards are and what is needed to teach the standards to accommodate  student learners. Anyone who touches or has any influence in this should know these standards almost word for word- that include legislatures and representatives that vote on them.","If you change anything make sure it is done before school starts and don't do it in January and expect students to be tested and scored on new scales and standards. Play fair. If you continue to privatize education the state will end up like Louisiana with a private school on every corner. I have grandchildren in LA and their parents are scared to death about education. They are going to have to go to a private school. However they do have preK in the public school system and they have a gifted and talented prekindergarten where my grandson goes, but next year it will have to be a private school. Go visit schools in Baton Rogue, NOLA and then spend some time in the public schools in MS. Florida is heading there. You are loosing good teachers because of salary and how they are being treated. Many can't wait to retire because they are being treated unfairly by admin and are being pushed out as they make the most money. Look at the Fl retirement- get a grip that newer program of investment is a scam. FRS is the best one and you know it. The older teachers are the ones who really understand students, have the best classroom management and discipline in their classes. I also think that parents need to be held more accountable - make them volunteer several hours and this is in the poor or ricer socioeconomic schools. Make sure that RESPECT is a priority for staff and students."]
[4865836221,"Tammy Demps","School Administrators",null,"Lake County Schools","Lake","As standards are revised, human resources and capital should be put towards creating state resources that provide districts a clear, concise expectation of how standards should be taught and delivered to students. ",null,null,null,"Allow students to perform on assessments directly aligned with these standards."]
[4865773684,"Walter Halil","Teachers",null,"Country Isles Elementary","Broward","I see no provision for any type of oversight or verification that states are actually in compliance with the requirements of this act.","These standards should apply to all students whether in public schools or private schools since they are receiving the same high school diplomas. ","Standards for the Arts should also be included.","Why not align standards to entrance requirements for all public institutions of higher learning in the country? That way students will be prepared to pursue degrees at any postsecondary institution of their choice.",null,null,"Again, no provision for oversight."]
[4865758467,"Kimberly Cook","Teachers",null,"Self","Alachua",{"$nulls":7},"Florida does not have to stick to current standards which are actually rebranded Common Core State Standards. See http://www.schoolimprovement.com/common-core/what-does-ESSA-mean-for-CCSS:   “Senate Education Committee Chairman Lamar Alexander’s perspective this is exactly what he set out to do: restore responsibility to state and local leaders what to do about educational decisions. If a state decides to move away from Common Core, they don’t have to call Washington and ask permission—they can just do it.”   “’States have to have ‘challenging State academic standards.’ This requirement has been in effect since at least the 1994 Improving America’s Schools Act. But ‘challenging’ means what the states want it to mean. The Secretary and peer reviewers are strictly prohibited from reviewing the content of state standards, as the State does not have to submit the standards for review or approval, prohibited in section 1111(b)(1)(A) under the new law.  It’s the equivalent of checking a box.”  Since we are allowed to change the standards without penalty, it’s time for a real discussion of what they look like, especially in the primary grades. There are too many that are developmentally inappropriate and are frustrating children. See examples below (components of standards that are inappropriate are in bold):  First grade:    MAFS.1.OA.3.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).    MAFS.1.NBT.3.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.    MAFS.1.NBT.3.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.    We must bring together EXPERTS in early childhood education to determine what is appropriate for children.   "]
[4865698169,"Antoinette Golden","Parents and Families",null,"Self","Bay",null,null,null,"I believe that our current system does a disservice to children who may not aspire to going to college. We are squelching their opportunities by testing them out of the possibility for vocational/technical school. I believe that college bound students will typically be strong academically and take advantage of the AP classes, for example. The usually exceed the standards, but students who struggle seem doomed to dropping out and become discouraged from any type of vocational training.","I am in favor of alternate academic achievement standards for students with the most significant cognitive disabilities.",null,null,"I would like to see the states have authority to make revisions to the standards."]
[4865535863,"Marcia McKinney","Teachers",null,"Elementary school","Polk","If by 'challenging' you mean to disregard physical and neural child development, then we will continue to do a disservice to our yonger populations.  I have watched tears and anxiety from children over the last ten years because we are asking kindergarten and first grade children to learn things and do things that are not possible for their developmental abilities.  By second grade they have quit trying.  As a teacher of decades of children, I have watched our standards get pushed back by a year or two to expect kindergarten to do what was typically taught in first grade, etc up the elementary levels.  This is not challenging...this is damaging all except the brightest students who were born with a giftedness for learning. ","Allowances from section E seem to address the problem of schools being graded with all students meeting grade level standards regardless of their disability.  ","I agree with reading, language arts and math being tested ...and for a push for our children to have science knowledge...but the reading and science test scores seem to be so closely correlated..perhaps it is reasonable to conclude that a science test is an extra test and part of the cause for an outrageous amount of time being used just for test preparation.",null,"Hope this means that our educators will be allowed to stop testing some of our ESE and ESOL students as soon as they determine the test is beyond their ability instead of being forced to test them because 'the law says they have to all be tested'.","PLEASE change the school grading to reflect that kids thrown into our schools need more time to learn the language AND catch up academically before our grades are dropped.  They WILL catch up...but not to grade level standards immediately."]
[4865530014,"Ken Washio","Teachers","Retired teacher","none","Manatee",null,null,"I don't have a problem with States setting standards.  I have a MAJOR problem with computer based and/or paper standard testing questions not being released to the general public, like SAT and ACT past tests are.  ","I have a problem with many higher education institutions creating and/or continuing courses of study which do not correlate with career positions in the job market.  I was a history teacher.  I chose that as a profession because I liked history.  Most everyone in education is in the same position... they like something so they believe it is what everyone else should be exposed to and possibly pursue as a career.  That leaves some professions woefully short on qualified workers while other professions are inundated with too many applicants for few jobs. ","Not every student needs to take Algebra and/or Geometry!  You are reading this response.  When is the last time you used either of these two forms of math?  Students are being forced to take classes for which they will have little use in the future.  This problem is MAGNIFIED for students with significant cognitive disabilities.  There should be different standards for those students.","We need to have English Proficiency Standards and stick to them.  As a substitute teacher for six years, I had the opportunity to speak to many bilingual students.  I expressed my opinion that being bilingual made them more marketable in the job market than those people who only spoke one language.  I still profess that belief.","After reading the Prohibitions section, I wonder why the ESEA of 1965 was even written.  "]
[4865501337,"Jason K. Thompson","Teachers",null,"Hardee County Schools","Hardee","I agree with the devolution of power from the federal government to the states.  In my opinion as a public school educator, the State of Florida should further devolve to local governments these decisions.      For no reason should the State of Florida report to or be under the authority of the U.S. Secretary of Education.  Education is a right reserved for \"the states . . . or to the people\" via amendment 10 to the U.S. Constitution.  FLDOE should simply provide a signed statement stating that we have adopted challenging academic content standards as an assurance. ",null,"FLDOE should be sure to also place importance on History/Social Studies.  ",null,null,null,"FLDOE should not submit our specific standards to the federal government.  Section G clearly states that we are not required and cannot be coerced into doing so."]
[4865348776,"Diana","Teachers",null,"Brevard Public Scools","Brevard",null,null,"Why isn't history/social studies specifically listed?",null,"Why are the only two standards choices seemingly college bound or severe cognitive disability? What about students with learning disabilities that do not need as much adaptation as a student with severe disabilities, but may not be college bound? ",null,null,"To clarify, this means the standards developers could review current standards and deem them appropriate, correct?"]
[4865142675,"Judy Evans","The Public",null,"Self","Collier",null,null,"The fine arts must be included to make all students well rounded.  Brain research for the last 20+ years proves that playing a band or orchestra instrument helps make many more connections between the left and right brain and helps all students reach their potential.  The skills learned help students in all their subjects as well as teach team work and creativtive thinking.  It is vital for ALL students to study the arts.",null,null,"Music helps students reading and writing skills.  I have worked with LES students and they have made significant progress by introducing music reading (L to R eye movement) and the steady beat.  Music needs to be offered at all grade levels pre-k through 12.  ",null,"STEM needs to become STEAM"]
[4865052330,"Thomas Bazzel","Teachers",null,"Bay District Schools","Bay",null,null,null,"If the state standards are aligned with the entrance requirements of public institutions of higher learning then the entrance requirements are leading (or determining) what the state standards will be.  If the public institutions of higher learning write (or construct) their entrance requirements then they are constructing the object to which the state standards are being aligned.  Therefore the public institutions of higher learning are constructing the state standards indirectly.  The more precise or specific the state standards are aligned with entrance requirements the more precisely state institutions of higher learning will be constructing those standards.  This poses a conflict with the rule of construction paragraph which does not authorize these institutions of higher learning to determine the state standards."]
[4865027230,"Dr. Elaine","School Administrators","Non-Profit 501.(c)3","Council for Educational Change","Broward","We recognize that the Florida Standards are challenging academic standards that will ensure our state's students are ready for success in college and career. It is essential that Florida continues to use rigorous standards.",null,null,null,"We support Florida's approach (creation of access points) to establish high expectations for students with significant cognitive disabilities. These students deserve a quality education that meets their needs.","We support Florida's long-standing goal of English proficiency and public reporting of such data."]
[4865025104,"Timothy L. Sloan","Parents and Families",null,"Self","Duval","None","None","None","None","None","None","None","None"]
[4865004713,"Dr. Jacquelyn Flanigan","Community-Based Organizations","Central Office Administrator; Catholic Schools","Diocese of Orlando-Office of Catholic Schools","Orange"]
[4865004312,"Nancy Rosso","Parents and Families",null,"Self","Pasco","I have major concerns over the End of Year Algebra 2 test and how it was factored into my child's GPA.  Even though my child received an A every quarter this school year she received a B on her report card because she earned a 3 on the Algebra 2 exam....She missed earning a 4 by ONE POINT!!! How could this bring her grade down an entire letter grade!!!  Up until this point she had unweighted GPA of a 4.0 ...  This is extremely unfair!!"]
[4864961652,"Mary Helen Arbogast","School District Administrators",null,"The School District of Palm Beach County","Palm Beach"]
[4864799547,"Monique Doward ","Parents and Families",null,"None","Bay",null,null,"When it comes to foreign language can this be a considered a standard from kindergarten? Think about it  every counytry advances and students can grasps the concept of multiple languages and well as excellent math skills. We as Americans fall far behind when compared to other countries, even the poorest counties."]
[4864770888,"ELENA DAVIS","Parents and Families",null,"NONE","Orange"]
[4864609527,"Patricia Levesque","The Public","Reform Organization","Foundation for Excellence in Education","Statewide Representation","We applaud Florida's challenging academic standards that will continue to ensure the success of our students. It is essential that Florida continue to use these rigorous standards.",null,null,null,"We continue to support Florida's approach, through the creation of access points, to ensure that our students with disabilities have access to a high quality education that meets their needs. ","We also support Florida's long-standing efforts and goal of English proficiency and its public reporting of results. "]
[4864584662,"Jenny Jimenez Estrella","Parents and Families",null,"none","Orange","Every state should have all the same testing methods & be on the same teaching methods & materials!!","Yes I totally agree on the same standards in the state & in all the same states!!","I agree with the same standards on the subjects standards as well!!","It DOESN'T specifically state anything!!","I AGREE WITH HAVING A DIFFERENT STANDARD FOR CHILDREN WITH DISSIBILITIES!!","I AGREE WITH THAT!!","I don't agree with that!! ","Are somewhat ok!! JUST PUT GODBACJ IN OUR SCHOOLS & LIFE WILL BE DIFFERENT!!"]
[4864535110,"Julie Eadie","Parents and Families","Teacher","Lynn Haven Elementary School","Bay","The state standards, in attempting to attain, \"academic rigor,\" have now required students to perform above their development. Because there is so much content to be presented in so little time, students are now challenged to truly master any of it in a meaningful way, especially if they have learning disabilities. "]
[4864497739,"Autumn Lunin","Educator Organizations",null,"Florida Intentional Character Partnership","Pinellas","The Florida Intentional Character Partnership, Inc. strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. ","The Florida Intentional Character Partnership, Inc. strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. ","The Florida Intentional Character Partnership, Inc. strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. ","The Florida Intentional Character Partnership, Inc. strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. ","The Florida Intentional Character Partnership, Inc. strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. ","The Florida Intentional Character Partnership, Inc. strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. ","The Florida Intentional Character Partnership, Inc. strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. ","The Florida Intentional Character Partnership, Inc. strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. "]
[4864436001,"Allen Anderson","School Administrators",null,"St. Johns County School District","St. Johns","None","Charter Schools should be added to this section along with Public and Private Schools.  ","None","None","How is section III done.  Who makes this determination for each individual student.  These students have a wide variety of abilities.  This section can also be painful for a parent to continually hear that their child is not making progress.  It may be advantageous if we had a way to exempt these severe students from these standards to help them enjoy a higher quality of life by focusing on only a couple items.  ","None"]
[4864212236,"Mark Hallett","Teachers",null,"Bay District Schools, Rutherford High School","Bay","For mathematics, please use the Common Core Standards for Mathematical Practice. These standards are essential to higher levels of mathematics. They also fit the three tier system required by the ESSA. ",null,"If World/Foreign Languages is a subject, please consider creating a new subject called Classical Languages/Cultures for Latin. This will allow Latin classes to proceed with higher expectations for their students without shackling them to the standards for other world languages. Other world language standards tend to focus on communication. This is not the case with Classical Language as the focus is on understanding culture and context, and comparing the old to the new. ","DO NOT ALLOW COMPUTER PROGRAMMING CLASSES TO COUNT AS FOREIGN LANGUAGE REQUIREMENTS FOR THE UNIVERSITY BOUND STUDENTS. A large number of universities are already against this plan. ",null,"This section refers to ESOL or ESL students. I feel our State has adequate programs in place and this area should not need evaluation or major changes. ","Great job. States should have the ultimate power in determining their educational practices and standards. "]
[4864143534,"Tracey Miller","School District Administrators",null,"Martin County School District","Martin","Clear expectations with funded mandates are expected","Since Florida just adopted the Florida Standards, I would not expect major changes to the standards.  "]
[4864032845,"Evelyn Ziccardi","School Administrators",null,"Brevard Public Schools","Brevard",{"$nulls":4},"This should be more individualized depending on the disability the child has.  Some students with severe disabilities can not complete the FSAA with true results.  If this is continued as has been the case, I say the accountability piece for the teachers of these students needs to be addressed in another format rather than test results.  ","The test the state of Florida uses WIDA and switched to recently is very time consuming and not practical in the least especially when that same child taking the WIDA has to turn around and take the FSA.  This change has truly been one of the most difficult to implement especially with schools with high numbers of ESOL students.  It is apparent this was not used in a pilot situation with a large number of students before changing.  Truly this has been the worst change the state has made regarding assessment",null,"I think it is ridiculous how the state pandered to politics and renamed our standards Florida Standards instead of Common Core especially when they are so similar.  I am a true believer in these standards that require students to respond beyond a bubbled in answer and with thought.  However, like I said earlier all it did when the name changed was increase costs because of materials already purchased in regards to CCSS as well as those 2 summers the state had conferences.  Oh, the money wasted to make some happy with truly very little change!"]
[4864031656,"Sarah Johnson","Parents and Families",null,"Self","Bay",null,"Should be developmentally appropriate",null,null,"Students should be allowed to use any accommodation they have used through the academic yr to be succesful with standrds and access the curriculum on state tests---quit taking these from them on state tests---if they need paper-based tests they get it; if they need calculator they get it; if they need highlighter they have it; and this does not put them in different diploma track",null,null,"Need to be developmentally appropriate"]
[4863492255,"Kristin Shuttz","Parents and Families",null,"self","Citrus","Again the state will have to much focus on making sure an above average and average student can succeed and once again pushing those that struggle to a lower standard.  Plus this will put the emphasis back on the teachers having to teach to meet a standard.","This is fine if we as a country in the whole could design a curriculum that allows adaptation for each student and that each state could be the same.  Plus with in one own's state there is too much deviation.",null,"to align these standards to higher education once again puts focus on an too few students when you survey the whole. ","(III) reflect professional judgment as to the  highest possible standards achievable by such students.    This statement is great because who gets to make the professional judgement.  Often time the ability of the child is overseen in the school setting because of the amount of work to be completed in a day.  Teachers often do not have the ability to know what is the best or what a child is capable of.  This is a vague statement that leave a lot of room for interpretation.  I am a professional for my child plus I have the experience and knowledge to back that up.  Therefore my own judgement could be and should be what is best for my child. ","If  a child has a deficiency in one of the areas mentioned what will be the acceptable method.  For instance my son has trouble with speech therefore he would not have mastery level skills in this area.  "]
[4863478632,"Valerie Gallina","Teachers","State Affiliate of Character.org (non-profit) ","Florida Intentional Character Partnership, Inc. (FICP)","Statewide Representation","The FICP strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. This applies to all sections.","The FICP strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. This applies to all sections.","The FICP strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. This applies to all sections.","The FICP strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. This applies to all sections.","The FICP strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. This applies to all sections.","The FICP strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. This applies to all sections.","The FICP strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. This applies to all sections.","The FICP strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. This applies to all sections."]
[4863376123,"Edie Jarrell","School Administrators",null,"Wards Creek Elementary","St. Johns","We believe Florida currently meets this requirement and no change to statute or rule is needed.","We believe Florida currently meets this requirement and no change to statute or rule is needed.","We believe Florida currently meets this requirement and no change to statute or rule is needed.","We believe Florida currently meets this requirement and no change to statute or rule is needed.","We believe Florida currently meets this requirement and no change to statute or rule is needed.","We believe Florida currently meets this requirement and no change to statute or rule is needed.","We believe Florida currently meets this requirement and no change to statute or rule is needed.","We believe Florida currently meets this requirement and no change to statute or rule is needed."]
[4863216421,"Donna Fraser","Teachers",null,"self","Pasco"]
[4863055108,"LaVerne M. Robinson","Parents and Families",null,"PTA","Escambia",null,"The children need to be taught the way I was 45 years ago.  Not from these state tests. ","The children need to be taught the way I was 45 years ago.  Not from these state tests. ",null,"All children should be taught the same","agree, also all students should be taught on the same level even is English language is there second for of speech"]
[4863021951,"Chuck and Cathy Harvey","The Public",null,"None","Palm Beach",{"$nulls":4},"Every Student Succeeds Act Update and Public Input Plan June 3, 2016 Page Two:   http://info.fldoe.org/docushare/dsweb/Get/Document-7643/dps-2016-87.pdf  “In Florida, the vast majority of students with disabilities are meeting the same general education standards as their peers without disabilities.”  The following references were sent to Ms. Pam Stewart’s office in April 2016 via certified letter.  https://www.washingtonpost.com/news/answer-sheet/wp/2013/05/06/they-made-him-take-the-test/  Valerie Strauss May 6, 2013  http://www.heraldtribune.com/article/20160228/article/160229651  Shelby Webb February 28, 2016  https://www.washingtonpost.com/news/answer-sheet/wp/2016/03/23/florida-insists-severely-disabled-teen-take-standardized-test-despite-pleas-from-family/?wpmm=1&wpisrc=nl_answer  Valerie Strauss March 23, 2016  We were shocked to read these articles and the damage to Florida’s image. You have the professional personnel to correct this problem. Please ensure that no special need child is forced into this position again. No matter how small their self-esteem is, it is one giant step. Be proud that you have done the right thing!   All our children come first!    "]
[4863015191,"Carla Frazier","The Public",null,"none","Manatee","elimination of the special ed diploma was a very bad decision by the DOE.  It is hurting children who have mild to moderate exceptionalities.","elimination of the special ed diploma was a very bad decision by the DOE.  It is hurting children who have mild to moderate exceptionalities.","elimination of the special ed diploma was a very bad decision by the DOE.  It is hurting children who have mild to moderate exceptionalities.","elimination of the special ed diploma was a very bad decision by the DOE.  It is hurting children who have mild to moderate exceptionalities.","elimination of the special ed diploma was a very bad decision by the DOE.  It is hurting children who have mild to moderate exceptionalities.","elimination of the special ed diploma was a very bad decision by the DOE.  It is hurting children who have mild to moderate exceptionalities.","elimination of the special ed diploma was a very bad decision by the DOE.  It is hurting children who have mild to moderate exceptionalities.","elimination of the special ed diploma was a very bad decision by the DOE.  It is hurting children who have mild to moderate exceptionalities."]
[4862988517,"Leslie Ricciardelli","School District Administrators",null,"Collier County Public Schools","Collier","Students are College Ready if they meet either the academic or standardized testing benchmarks listed below   GPA 2.8 out of 4.0 and one or more of the following benchmarks:  •\tAdvanced Placement exams (3+)  •\tAdvanced Placement Course (A, B or C)  •\tDual Credit College English and/or Math (A,B or C)  •\tCollege Developmental/Remedial English and/or Math (A,B or C)  •\tAlgebra II (A,B or C)  •\tInternational Baccalaureate Exam(4+)"]
[4862807849,"Kimberly Deins","Parents and Families",null,"none","Sarasota","High stakes should be removed from testing.  Quality schools serve students best by giving students, families, and educators the ability to work together to meet the needs of the chid. Research shows that students who fail a grade are 50% more likely to drop out of school.  If a child is retained twice, the drop out rate is nearly 100%.  Test based retention policies hurt our most needy students.  Student could benefit from a smaller class, proven reading strategies like Wilson Reading system, mentor programs, community outreach programs that support impoverished families and a school nurse/social worker in EVERY school.","One in five students are dyslexic.  That means 20% of our students in Florida are failing because their needs are not being met through proper screening and implementation of a high quality multisensory systematic reading program like Wilson or Barton.  We need to offer success to dyslexic students with early screening, offering Wilson or Barton with a highly trained teacher.","Parents and students want and need more classes like shop, mechanics, home economics/life skills, arts, music. Students that want and like these sort of vocations are being ignored. Standards should be a framework and teachers should be given the latitude and creative expression to meet the needs of their students within the standards. I would like to see more control given back to the county for things like curriculum, pass/fail of students, and choice of how to assess students in their county.  THAT means that counties can choose multiple means for assessing students such as: portfolios of student created work, tests, projects (project based learning), term papers, hands on assessments, computer assessments, paper based assessments.  ","Counties, schools, and teachers need to make decisions about the needs of their community, school, and students.  All students are not interested in college bound coursework, and some college bound students are being stifled by too many ridiculous rules.  We need to remove barriers in the educational system and let school focus on what is best for the child with families. ","Students with IEP's should be exempt RIGHT NOW from ALL high stakes testing and not be penalized by EOC's.  These students have cognitive impairments that prohibit them from being able to produce academic gains at the same rate as others.  The test is always stacked against them.  We must look at their gains and progress, not measure them against the standards of others.  ","Portfolio of the students best word should be the greatest measurement of students, not a one time test.  ",null,"We need to return to sensible standards that utilize sound academic/cognitive theorists live Piaget, Glasser, Maslow, and Garner.  Our curriculum is not developmentally appropriate, over tested, and our focus needs to be on the child  and progress and not on the word STANDARD.  Our top and bottom students are being shut out of a quality education.  We are loosing a generation."]
[4862803952,"Dr. Sue Harrell","School Administrators",null,"Bay District Schools","Bay"]
[4862739654,"Reed Markham","Parents and Families",null,"Self","Lake",{"$nulls":5},"Oral communication proficiency should be included as part of communication proficiency. One of the top universities in the Nation, the University of Colorado completed a recent survey of faculty and students across the curriculum.  Both groups agreed that students are deficient in the following: expressing ideas clearly, organizing messages, expressing ideas concisely, using evidence, using a speaking voice, controlling anxiety, and listening effectively.  Oral communication instruction should be required in both middle and high school curriculum.  A recent statement by the President of Wayne State University, David Adamany to his Board of Trustees:  “It has become increasingly clear that students are significantly deficient in their ability to make oral presentations.  Yet this skill has become steadily more important in a world which requires collaboration between specialists in widely varying fields. Contrary to some journalistic assertions, a technological age heightens the need for human collaboration and thus for effective oral communication—rather than diminishing it . . . I ask the commission to consider how the university might improve the ability of students to make oral presentations, which is certainly one of the basic skills required of most educated persons.”  The solution to this college’s problem is clear: require oral communication instruction.  "]
[4862685497,"Susan Wise","Teachers",null,"self","Bay"]
[4862678984,"Lisa Gibson","Parents and Families",null,"None","Bay",null,null,"I recommend that each subject that has a course code also has standards.  It should be required for history (AKA social studies), physical education, etc. Consider rewording the section that says, \"may have such standards for any other subject determined by the State.\"  "]
[4862643928,"Juanita bass","Parents and Families",null,"None","Leon"]
[4862640025,"Cylle Rowell","School District Administrators",null,"none","Bay","Florida has adopted challenging academic content standards that are nationally and internationally bench-marked.  ",null,null,"As a mathematics educator, our Florida Math Standards are aligned with entrance requirements for college or career.","I think that we should continue to create access points for each of our standards to be used for students with the most significant cognitive disabilities.",null,null,"Our standards have been revised 3 times in the last 8 years.  At this point, I hope the K - 8 math standards will not be revised again.  I do believe that the high school math standards need revising.  There are too many standards in the 3 high school courses (Algebra 1/2 and Geometry) to really meet the instructional needs of our high school students."]
[4862546975,"Starla Metz","School Administrators",null,"St. Petersburg Collegiate High School","Pinellas",null,null,"If student mastery will continue to be measured using state mandated testing, I would suggest we limit the subjects to reading/language arts, science, and mathematics to protect critical instructional time. "]
[4862511389,"Lynn O'Connor","School Administrators",null,"Fruit Cove Middle School","St. Johns","Florida currently meets this requirement.","Florida currently meets this requirement.","Florida currently meets this requirement.","Florida currently meets this requirement.","Florida currently meets this requirement.","Florida currently meets this requirement.","Florida currently meets this requirement.","Florida currently meets this requirement."]
[4862437014,"Phyllis Clemons","School Administrators",null,"School District of DeSoto County","DeSoto"]
[4862390180,"Lori Vocelle","Parents and Families","Homeschool Parent","Homeschool Parents","Bradford","Who is going to decide what is \"challenging\"?  This is too vague.  I believe standards to be set locally and overseen by the state.  What is \"challenging\" varies greatly depending on where exactly you live.","Who will set the state standards?  Whenever you have standards there are going to be people who don't meet them.  Saying \"every child\" is setting this up as unrealistic.  Many people don't want to succeed and to force them to devalues those who work hard to learn and succeed.","This seems too vague.  There need to standards for all required classes.","I believe it would be appropriate to have colleges set the standards for high school based on what one needs to know to enter.  Likewise it would be appropriate to have one grade higher to set the standards for any grade based on what a child needs to know to enter the next level.","There should only be alternate achievement standards where there are physical issues that prohibit the student and I don't believe there are physical abilities required in math and reading.  I am suspicious of what sort of things are going to be allowed to be called disabilities.","As long as we are talking about American schools there needs to be \"English\" proficiency standards and I believe those who don't meet those standards don't get push forward unless and until they meet those standards.","I believe the schooling standards need to be controlled at a local level and overseen by the state.","Saying \"every\" student succeeds is just a pipe dream, it's not realistic.  \"Every\" student can't and or doesn't want to.  Forcing students through a program just to say they have succeeded devalues those who work hard to learn and accomplish success.  "]
[4862314151,"Wendi Lowrey","Parents and Families",null,"none","Orange","The current system of grading schools, teachers and failing third grade students based on testing trounces the public education system with more negative, unintended consequences than positive.  We need to start over. The public has lost faith in the system. Elected officials should not be writing education policies. Public schools should not have to choose between money and what is in the best interest of students.","Same standards are a myth. They exist on paper. Even worse, students with first grade level maths skills waste valuable hours every week sitting through 4th and 5th grade lessons in order to be \"exposed\" to grade level standards. If that was my child I would be angry and have a case for how the state failed my child by denying them what they need. Same standards is not as simple as the phrase \"same standards\" implies. Each student is working toward mastery of same standards. Teachers and students know that children are not standard in growth. Standardization only exist when a large group is analyzed. Large groups are not individuals. Teachers and parents work with individuals. Huge difference that creates frustration.","Why does every student need the same math classes? They don't. As a professional with a Master's degree I don't need or use 90% of the math students are forced to take classes and test on. ","Sure. Unfortunately this has evolved into everything being about a test. Where has music, art and any other non college prep skill gone. Gone. Creating a generation of one dimensional thought process and skill sets. ","Absolutely. They need to be available and the eligibility requirements for those who meet criteria needs to be broadened.","Ridiculous. Students are testing using language they don't adequately comprehend. This issue is not simply whether a test counts. It is the cruelty of forcing a child to take any test in a language they do not understand adequately.","I don't understand this portion. The state has set rules and statutes that do not follow best practice for students. Current statutes are cloudy in areas and in others ignore research. Retention does not work and should be used as a last resort at the discretion of a team of educators who know the student and parents. Do not grade teachers on student growth. Absurd. The highest incomes neighborhood schools historically and consistently out perform low income schools. This systems discourages great teachers from working at low income schools.  There is so much more. Abandon grading schools and teachers. ","Allow teachers to teach more more independently. Stop allowing administration to micromanage. Classes move at different paces. Teachers know their students and their classes. As a mother of three I have watched my children be forced ahead of their skill set in order to keep the pace-in case an administrator walks in. Stop. "]
[4862292028,"Gildamary Espada","Parents and Families",null,"None","Palm Beach"]
[4862288362,"Cynthia Johnson","Teachers",null,"Brevard Public Schools","Brevard","Please integrate all arts courses, activities, and programs into goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc.",null,"Include arts, and clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education."]
[4862180177,"A. Teresa Williams","Parents and Families",null,"none","Leon"]
[4862085717,"Tom Barker","School Administrators",null,"Shady Hills Elementary School","Pasco","There are too many standards.  Looking at successful countries who lead the world in providing a world class education, they have adopted challenging standards but just a few.  This leaves ample time for teachers to teach them to deep conceptual understanding and for students to learn them and be able to use them with fluency and in an applied manner.  Our teachers cannot teach the number of standards  that we have adopted in the time allotted.  This is especially true in the area of Mathematics.  Therefore, in an effort to teach everything, kids learn at surface levels.  My recommendation is to keep our high level of standards, but to decrease the number of standards at each grade level by focusing on just the very essential standards so that teachers have the time to teach them fully and students have the time needed to learn them deeply.  "]
[4862083122,"Doralyn Smith","Teachers",null,"River Ridge High School","Pasco",null,null,"Not all students are college bound, but we force them to take subjects that are relevant only to college-bound students (chemistry, physics). The state should implement more vocational classes, as well as business math, to prepare those students who will have careers that are not white-collar.",null,"Students with significant cognitive disabilities should not be required to take academic assessments just as regular education students. They should take only their regularly required reevaluations (as stated on their TIEPs)."]
[4862073720,"Bridgette Hargadine","School Administrators",null,"St. Lucie County School Board","St. Lucie","That is fine.",null,"I think we need to rethink the math requirement for Algebra 2. It is ridiculous. "]
[4861925898,"Charitee Kuczynski","Specialized Instructional Support Personnel",null,"school","Pasco","Challenging is vague and each state and county have a different idea pertaining to what materials/standards qualify as challenging.","This paragraph is addressing the issue of students who move across the state but not when they move across the country. Each state will not have to have the same standards or pacing. This causes gaps when students have not covered the same materials and move.","The highlighted subjects do not include government or history. History provides many important lessons and valuable information which helps students gain respect for the struggle and sacrifices of those who were in this country before them. Government is equally important because we have generations of students coming of age who have no idea how this country should be managed. Voting is not taken seriously or revered as a privilege. Standards, pacing, and assessments for these subjects should still carry the same importance as the subjects listed.","State assessments do not align with the curriculum. They need to be written by teachers, current or former. Students who work hard, have a strong understanding of the standards are not scoring proficient on the assessments because they are not in alignment with the curriculum.","States need to have the freedom to create a learning environment that will provide these students with the skills and abilities they need to function in daily life, not attend college. ","These standards should be equal when assessing grammar with comprehension. ","If the federal government is not allowed to enforce any level of the standards, then there is no assurance that the states will use them correctly or with validity. States should be allowed to use the subject matter that they choose, but standards should be the covered."]
[4861923200,"Tinisha Dennis","Teachers",null,"self","Duval",{"$nulls":7},"The state should listen to the feedback that educators give them about the use of the current standards and the effects the currents standards have had on academic achievement.  Be willing to make adjustment to the scope and sequence based upon data and input of teachers who are doing work in the primary grades. The primary grades are the foundation of a students entire academic career."]
[4861848876,"John Counes","Teachers",null,"None","Palm Beach","The federal government should abolish the Dept. of Ed. and put all education back in the hands of the States, along with all monies","All Education should be State Run.","All Education should be State Run.","All Education should be State Run.","All Education should be State Run.","All Education should be State Run.","All Education should be State Run.","All Education should be State Run."]
[4861813641,"Tameca","Parents and Families","Teachers and Students","United School Employees of Pasco","Pasco","I am happy that each state gets to provide its own standards compliant  academic achievement standards that do not have to be evaluated and approved be the secretary.","Technical programs need to be included here for those students who are academically challenged in the standard areas.","This section is too vague.  Students should have the right to choose the highest level of completion for these courses.","Not every student enrolled in these courses has plans to attend an institution of higher learning.  Separate standards should be identified for those students.","Alternate academic achievement standards should be provided for all students, not just those with the most significant cognitive disabilities.","This is an area of concern for me, because sometimes students are identified proficient, but still have language barriers.","Thank you for this revision.","Thank you for allowing each state the flexibility to revise the standards to meet the needs of its diverse student body."]
[4861675284,"Jessica Richardson","School Administrators",null,"Elementary School","St. Johns","We believe Florida currently meets this requirement and no change to statute or rule is needed.","We believe Florida currently meets this requirement and no change to statute or rule is needed.","We believe Florida currently meets this requirement and no change to statute or rule is needed.","We believe Florida currently meets this requirement and no change to statute or rule is needed.","We believe Florida currently meets this requirement and no change to statute or rule is needed.","We believe Florida currently meets this requirement and no change to statute or rule is needed.","We believe Florida currently meets this requirement and no change to statute or rule is needed.","We believe Florida currently meets this requirement and no change to statute or rule is needed."]
[4861407056,"Saba Baptiste ","Community-Based Organizations",null,"Self","Hillsborough","The transition from NCLB to ESSA presents a concern because of the fact that Blacks, Hispanics, ESE and poor students   for the most part have not experienced equity in education. With the new ESSA being  fully implemented  in 2017, how will Black, Hispanics, ESE, and poor students experience equity in education?","We are Minority Majority school district and the teaching workforce is not aligned with the student body. We have a teachers shortage in many of the low-performing schools. We have a teachers union contract.   We have at least 40 schools by definition should be designated by \"state of emergency.\" As presented in the state statue per school designated as a state of emergency can suspend teachers'union contract, in order to, meet the demand of failing schools. How much of ESSA will be implemented in the improvement of the failing schools, if granted state of emergency status?  ","Respective of ESSA. This depends on teacher quality and specific groups of students receiving equity in education.","Respective of alignment of coursework with higher education. This depends on Teachers'quality and equity in education. ","Respective of alternate. As noted students with disabilities need to experience equity in education in order to live productive lives.","Respective of ELA. It depends on teachers quality and equity in education in order for all students to experience highly effective teachers in classrooms.","Respective of prohibition.  What measures will be put in place to assure the guidelines are followed?","Respective of existing standards.  What would be helpful oversight committees are needed because accountability and transparency is missing."]
[4861227695,"Anne K. Swanson","Institutions of Higher Education",null,"University of North Florida","Duval"]
[4861182677,"Mari Khoury","Community-Based Organizations",null,"Hollywood Education Advisory COmmittee","Broward"]
[4861179250,"Brent Stuart","Teachers","Also as a parent","District School","Okeechobee","3 levels?  Currently on our 5-level scale, a student must earn a 3 or higher to be considered proficient - if a student only has to score a 2 or higher on a 3-level scale, we should see more 'proficient' students after each test (in other words, a student will only have to show 33% proficiency instead of 40% proficiency to 'pass' - I don't suppose we'd call a score of 1 proficient, just as we don't currently call a score of 1 or 2 proficient on our 5-level scale).","Who determines the standards?  The State?  Does that mean legislators?  Many of them do not have Educational backgrounds - shouldn't there be others that determine the standards?  Part of the current problems with education are all of the 'experts' forcing there 'stamps' on Education.  When only 37% of ninth-graders passed the state Algebra test this year, we have a problem!","What about History?  PE?  Vocational classes?  Only 'requiring' Math, English, and Science will certainly exclude the aforementioned in many schools.  We had 4 principals in our district 'fired' this year because of low student achievement.  However, each of the principals offered additional 'Intensive Reading Classes', 'Algebra/Math Tutorials', added Inclusion Teachers, etc.  Some of the schools even stayed in classes for additional hour per day.  Are the low scores the fault of the staff?  These same schools have been 'A/B' schools in the past - what changed?  Not the teachers or the principals...even though we had more 'Math and English' classes.","Our county has about a 65% High School graduation rate, and maybe 20% of those students graduate from college with a 4-yr degree.  Many of our local kids could use more specific training to match the careers in our vicinity.  Even the prisons are teaching their clients how to lay brick, run waste-water treatment plants, plumbing, culinary arts, etc.  Why can't we do that with our kids?  Students' leaving school need to know how to file taxes, write a check, budget their incomes, etc.  These skills are not being taught because we're so focused on 'Higher Test Scores'.","Some of this is good - every student IS NOT created equally.  Professional staff should have some latitude about which kids can graduate.  However, how many in the State Congress have ever taken a look at an I.E.P.?  The I.E.P.s have gone from 1 page to around 20 in the last twenty years...this is utterly ridiculous.","Frankly, when a kid comes into the district and can't speak English (because he is from Mexico, Russia, or elsewhere), it is extremely difficult to assess and grow his skills.  It could take up to two years before he can understand the vocab, content, and context of many of our subjects.  Many teachers will do their best, but some of these kids will not see much growth due to the language barrier.","If the State no longer has to answer to the Secretary, why do we need to keep the Secretary?  I'm sure the Secretary has additional duties that need to be completed, but eliminating this 'burden' might require a lesser title/paygrade.  Or, those duties could be distributed to other staff - kind of like what we are having to do in the schools ('skeleton crew' I think it's called).","We need to be able to evaluate and re-evaluate if needed.  How is this process of 're-visiting' triggered?  How difficult and how long does it take to change these mandates if it's discovered that we need to do so?  Who is in charge of this (locally and at the state level)?"]
[4861166595,"KIMBERLY BROWN","Parents and Families",null,"NONE","Orange",{"$nulls":4},"we need to be very careful about where the limits are cut for significant disabilities.  SOme students are disabled and may not make the cut and may struggle with regular assesment.  Teachers and parents should be able judge where the student lies in this designation.  "]
[4861035392,"Mary Allyson Williams","Teachers",null,"Pinellas Preparatory/ Primary Academy","Pinellas"]
[4861023045,"Kristi Russell","Students with Disabilities Advocates","Teachers","School system ","Pinellas","Student need to know how to apply information they have mastered.","Not all students will master information at the same pace.","Academics need to be taught cross curriculum. ","Curriculum should be matched with ability level . Giving students with a lower cognitive level a chance to master information and be successful.","Provide academics with alligment to individual functional ability. Students are no longer prepared to enter the community. We are teaching academics that is not relevant to the student. We need functional academics"]
[4860946662,"Bill Hamrick","Teachers",null,"self","Pasco",null,"All students evaluated public, private, charter schools","All students evaluated public, private, charter schools","Same requirements in all states",null,"one language for all students",null,"All states use same evaluations"]
[4860841346,"Stephen Crilly","The Public",null,"Character education programs generally","Pasco","Academic standards will not be achieved unless substantial emphasis is placed on character education programs. This applies to the ESSA in its entirety."]
[4860799432,"Mayte Dovale","School Administrators",null,"MDCPS","Miami-Dade"]
[4860773340,"Carlos ","Parents and Families",null,"PBCSD","Palm Beach","In reference to the Language the use of  \"Challenging Curriculum\" consider changing  the statement to curriculum or minimum standards of learning, challenging is for above and beyond skills or standards. "]
[4860772482,"Christi Milan","Parents and Families",null,"Self","Manatee","Do not require testing in every subject for every grade.  Stop standardized testing.  It does not make every student succeed.  It detrimentally effects any child that is not a great test taker. Not only educationally, but emotionally.  When children (ages 8 and up) are vomiting prior to a test, something is wrong.  And when the state requires teachers to bag up the vomit soaked test packets and send them back to the state so no one can see the test, something is wrong.","Do not create standards beyond math, reading, science.  Stop standardized testing.  Not effective.  Let teachers and administrators do their jobs. They need to teach the course and administer a final exam.  The principle should manage their employees as far as raises and terminations.  It's something we in the private sector call management.","Stop asking  students in the 9th grade to take a standardized test that has been prepared for college entrance.  Examples are Algebra I EOC and the Language Arts EOC.  If you are giving a test to a 14 year old child that is harder than the ACT or PERT exam, then you are expecting too much.  Those exams were meant for College Entrance, not 10th grade.  Also,  when the majority of the 9-12 grade students fail a standardized test,  that means the test is a bad test.  When the child is told they have failed a test (at 14 or 15 years old) designed at the same level of a college entrance exam and now they must take a remedial course, that is a huge slam to their confidence and self esteem.","I agree with alignment, however, do it in a manner the allows the educators to integrate the information throughout the school year.  Stop blind high stakes testing.  It's not fair to anyone involved in education: the student, the educators, or the parents.  People complained for years that the children were being taught to a test,  so now you hide the test. Not fair to anyone.",null,null,null,"Discontinue standardized testing. "]
[4860492020,"Ed Nicholson","Parents and Families",null,"self","Pinellas"]
[4860221906,"ROBERT DE WARREN","Educator Organizations","Dance Education, Performance - Exhibitions - Dance and the Living Arts","Sarasota Dance Festival Inc.","Sarasota","www.sarasotainternationaldancefestival.org  ",null,"Our organization offers a wide roster of lectures on the origins, styles and development from the 16th to 21st centuries - Our success comes from being able to present  the courses through an internationally recognized artistic director, choreographer and master teacher with special commitment to Florida's artistic activities in all educational organizations, LongLife Learning  and assisted living residences for senior and children in need.","Through our specialized board members, as: Dr. Sherry lawrebce and Georgette D'Amelio, we have the security that they continue to control our organization is aligned with al best practices in Floria.","Our members assure we can fulfill our responsibility to include all demographic with disabilities. We find that motion and music are visually and  auditorily  appealing to many minds, no- matter  their cognitive condition.  ","Our practice is an artistic challenge where language is one of the complex partnering of different subjecta  ","Noted.","Noted"]
[4860087495,"John L. ellerbee","School Administrators",null,"none","Jackson",{"$nulls":7},"The Kindergarten LA standards need to focus on the five components of reading only. Research shows these basic skills are a must for students to read successfully. Fiction, nonfiction, drafting, publishing, informative text, research process need to be eliminated from the Kindergarten Standards and looked at being worked in starting with third Grade. "]
[4860058217,"Claire Richter","Teachers",null,"Brevard County Schools","Brevard",null,null,"Why not Social Studies?",null,"My concern is with students who are unable to accomplish the requirements.  "]
[4859872201,"Amy Dyal","School Administrators",null,"Clay County School District","Clay","New standards are more challenging for students and require students to have a deep understanding of the material.  "]
[4859659225,"Heather","Teachers",null,"Public schools","Santa Rosa"]
[4859578148,"Sal Harrison","Parents and Families",null,"self","Polk",null,"The same standards section is very important for those students who have been determined to be in need of accommodations in order to be successful in school. The states and the school districts need to have the flexibility to adjust these standards. There is no one test fits all. The standards, although necessary, need to be fluid enough to be adjusted when need be. And there is ALWAYS be a NEED!","Okay, my question is this- for those students that are listed as ESOL, is the State or the Federal Govt going to provide the needed funds to staff the needed amount of ESOL staff and teachers to accommodate the many ESOL students that are in our schools? If not, how are the proficient levels of compotency in ESOL going to be achieved if the funding nor the staff is there?  And as for as the four areas of measure- Is the State going to provide these standards and remove the current standards now or is this just ANOTHER set of standards which will muddle educators and parents asto WHICH STANDARDS ARE THE MOST IMPORTANT TO TEACH??? ","Question- whose responsibility is it going to be to coordinate, verify and adjust this alignment of standards? The State or the Counties? or the School Districts themselves? And, for that matter, who has the final decision asto whether the standards ARE aligned?","How is this alignment going to function when children who have been classified as \"having a disability\" each have their own IEP (Individual Education Plan)? Multiple alignments are going to have to be in place and who is going to be in charge of that or is that just going to be another \"added duty\" to the teacher and/school which no additional resources will be given?","You are going to need more staff and resources for this caveat since there is already a massive shortage of ESOL staff presently in ALL SCHOOLS in the STATE!!!!! ","So, if this measure stands, what happens when we elect a new governor every term? Who is the real person in charge of this?"]
[4859037335,"JEAN COLLETTI","The Public",null,"Ttout Lake Nature Center and Florida Native Plant Society member","Lake",null,null,"With the state of affairs in our state regarding stewardship of our land and water it should be absolutely necessary that education on the matters of protecting our wonderful state from abuse by greed and pollution should be added to the required studies of our students.  When I was in school, Conservation was a required subject in the state of TN.  We were taught from the early years how to respect and take care of our planet.  Education  is the only way to get this point across and it should start in our schools as it is not being taught at home as it should be."]
[4858891352,"Deborah L. Pierce","Teachers",null,"Brevard Public Schools","Brevard"]
[4858624916,"Toni Beckett","Teachers",null,"Lake County Schools","Lake",null,null,null,"This keeps the state in  control.","This is a logical step for children with disabilities as they have different abilities than regular students.","These are good standards","This also keeps the state in control.","The standards are fine and not the problem is that the laws are not followed.  Students are to come to school to learn but they do not because there are no consequences if they don't.  With out accountability there is there is reason to come to school.  Student's work  who donot attend is accepted at full credit because teachers  (who are now annual contract) are in fear of not being hired back because of a high failure a rate of students.  Teachers are judged on students who do not care, do not come to school and parents who are not held accountable for their children"]
[4858608184,"Cheryl Sattler","School Administrators",null,"Ethica, LLC","Gadsden","I believe that the standards Florida has put in place in the past few years are sufficient to meet this standard. Any changes in these standards would present a hardship to districts and schools which have invested many resources into learning the new standards and aligning curricular materials to them. ",null,null,"The FLDOE should present to the public, evidence that students who attain a passing score on FSA/EOCs (as aligned to Florida Standards) do not need remedial work when they enter postsecondary education.",null,"My concern here is that there is confusion across districts, particularly those with small numbers/percentages of ELs. The FLDOE needs to clarify the requirements of serving these students regardless of their numbers/concentrations. There is a great deal of misperception that small numbers of students not only do not require specialized staff, but also do not require programs or interventions. "]
[4858221990,"Leslie LaRue","Parents and Families",null,"None","Volusia","I am in no way opposed to rigorous academics; however, I believe we are pushing students often too early. In order to keep the trend of increasing graduation rates, this has to be considered.",null,null,"I am not a proponent of high-stakes testing and feel that it is not the best way to determine one's academic acumen. The amount of pressure placed on students for this test is ridiculous. This test in no way determines how a person will perform in a career or college.","I dirmly believe there are adequate alternative means to assess learning gains and believe there should be a portfolio to track a student with cognitive disabilities academic progress."]
[4858181213,"Matt Mederios","School Administrators",null,"Lee County School District","Lee","Rather than creating our own standards for students in the state of Florida, we should consider adopting either the Cambridge program or the International Baccalaureate program K-12 to raise the bar and rigor for all students. Adopting either of these programs would allow Floridians to compare our students and schools to international benchmarks of performance. ","As previously mentioned, adoption of an internationally benchmarked, rigorous K-12 curriculum would allow Floridians to be better prepared for the global workforce rather than solely comparing our students and schools to others across the state of Florida. In my opinion, that is too narrow in scope and is not what is best for future generations as we try to gain a competitive edge globally. ","The Cambridge program provides standards for all subjects and has an international testing organization that prepares and scores all assessments. When the country of Singapore adopted the Cambridge curriculum for their school system nationwide in the early to mid-80's, it vaulted them to one of the highest performing nations in the world. ","Adoption of either the Cambridge or IB programs aligns nicely with the university systems not just around the state of Florida or around the United States, but around the world. ","Either administer the appropriate Cambridge/IB assessments or maintain the FSAA already in place. ",null,"The standards and curriculum developed for the Cambridge program are developed in partnership with the University of Cambridge, a world leader in education and the oldest university in the world. ","Thank you for reading these comments. Let's make Florida a world leader in education and prepare future generations of Floridians to make significant contributions to the global society. "]
[4858115340,"Phyllis Curry","Teachers","Students with disabilities","Self as teacher of students with disabilities","Brevard","Yes, all students should have challenging academics.  My kindergarten students even with VPK or early intervention programs are not at grade level.  Why?  They need time to mature.  In a Verying Exceptionalities classroom, sometimes, I must wait, educate, modify, change, and support the appropriate classroom behaviors until the student is \"ready\" to learn!  Teachers cannot change the home situation.  We can only educate the little people parents send to school.","Yes, standards should be the same, however, give teachers and students time to absorb the material before the levels are increased beyond their capability.","You are not listening to teachers!  Sometimes, I wonder why I want to college for a Bachelor's of Arts and Master's of Science Degrees.  Why do I have twenty-five years of teaching experience IN the classroom and no one listens to my experience.  ",{"$nulls":4},"This feels like an exercise in writing that will result in the Florida Department of Education not changing academic standards to benefit ALL students!"]
[4857871253,"Jeana Valenty","Teachers",null,"Nina Harris ","Pinellas","After administering the Florida State Standards Assessment (FSAA), the standards and questions provided on the exam were not reflected in the courses that I taught to my students, and in turn, set them up for failure. I believe students with significant cognitive disabilities need to be challenged like other same-aged peers academically but the curriculum provided doesn't allow that at this time. To do this, they need the material from the county (such as pacing calendars, curriculum resources, etc) so that they too can experience significant/higher success rates in all domains especially academically. Moving back to this year, specifically these standards were not supported by the curriculum (Unique Learning Systems) or supplemental material provided by the school in the way that it was provided on the assessment. If materials/curriculum matched the test-standards, students could have a chance of being proficient. ","The standards provided by the county were rigorous but materials were not provided so that they could be taught at the same caliber as general education students.","The standards provided covered several disciplines within each subject (Access English, Algebra, and Biology). The assessment did cover some of these disciplines, however, the creators focused on a small sample of standards instead of including an increased number of standards/topics such as in algebra with coordinates/graphing. ","As stated above, the assessment standards were provided but didn't align with the curriculum or broken down standards as provided by the school.","The assessment was written well and covered various disciplines but material needed to be provided so students could practice the skills learned on their assessment. This could have lead to increased success and overall learning gains in all situations. My students are and should be treated, like other students with significant cognitive disabilities and all students with special needs, as general education students first. ",null,"I think if the secretary provided standard-approval from state- or county level, this would lead to improved accountability and fidelity that the standards are carried out at the county- and school-level, increased achievement on state-wide assessments and better outcomes for all students, especially those with significant cognitive disabilities, are treated as general education students first."]
[4857616172,"Yelitza Rivera","Teachers",null,"Polk County School Board","Polk"]
[4857433527,"Marjorie","Parents and Families",null,"self","Pasco",null,"All schools should be required to participate in the standards, including charter and private schools.  As it stands, only public schools are required to meet state standards.","We also need to keep standards for social studies and history, as this is still a core academic area that students need to learn.    I also think that the state should include standards for art, music, and PE.  These oft forgotten subject areas are an important part of raising healthy, well-rounded children.","As a parent and a teacher, I can attest that our current Florida Standards meet the alignment requirements.","Children with significant cognitive disabilities may not be able to achieve the same level of academic success with rigorous standards as children who have no disabilities.  While I believe that we should push our children to achieve at the best of their individual abilities, I do not think it is fair to subject students with severe cognitive problems to the same level of testing as healthy students.  I have witnessed first hand the affects of pushing children with cognitive disabilities to meet standards that are well out of their reach.  It is very disheartening to witness.","Florida has a great program for helping ELL students.  However, as a teacher, I have witnessed many occasions in which lack of support has left ELL's struggling.  In my last school, we had an ESOL IA who would provide push-in support for ELL's.  Because my school had a great quantity of students who needed the support, the decision was made by admin to only provide support to students who have the least experience with the English language.  I had a student who spoke some English, but he responded much better to Spanish.  Fortunately, I was able to provide this student with a bilingual approach, and I spoke to him in both English and Spanish.  BUT... not all teachers can do this."]
[4857111494,"Rosa Ugalde","Students","English Language Learner Students","Florida Association of Bilingual/ESOL Supervisors (FABES)","Statewide Representation",null,"EL students should be held to the same academic standards as their peers and every effort must be focused on preparing this population for college and/or careers.  However, provisions should be made to allow these students to demonstrate their content knowledge using measures that take into account their English language proficiency levels in order for ELs to demonstrate meeting the standards.  Otherwise, one assessment for the EL subgroup brings double jeopardy and the content assessment becomes a language assessment and comprehension test, not a true indicator of the student’s content proficiency level. ",null,null,null,"FABES supports that the state ensures that LEAs provide for an annual assessment of the English proficiency of all ELLs in their schools and that these assessments be aligned with the State’s English proficiency standards.      The critical issue is for the state to ensure that the English proficiency assessment, and the score required for classification as English proficient, CORRESPONDS to the language proficiency level that is required to successfully participate in the state’s ELA test.  This is an issue of “predictive” validity.  Every state that implements the WIDA annual assessment has the ability of setting scores to determine criteria for exit from EL classification to correspond to their state’s academic standards and assessments.  "]
[4856784213,"Lauren Simon","The Public",null,"none","Broward","Early Childhood education is important to our community. It also important to turn low performing schools around to best in class."]
[4856554289,"Kimberly DelGrosso","Teachers",null,"self","Broward",{"$nulls":4},"E1.  Adopting alternate achievement for students with moderate to significant cognitive disabilities as well.  LANGUAGE SHOULD INCLUDE STUDENTS WITH  MODERATE LANGUAGE AND COGNITIVE DISABILITIES, NOT JUST STUDENTS W/SIGNIFICANT COG. DISABILITIES."]
[4856289179,"Sheri Lane","Teachers",null,"Self","Pasco","As a teacher, I have had much interaction with CCSS. I agree with the increased rigor of the standards. The most important piece that is missing, are the curriculum resources necessary to teach these standards. The internet, without more in depth interpretation of the standards, is not an appropriate curriculum."]
[4854938164,"Danny","Parents and Families",null,"none","Pasco","I understand that we need to challenge kids to make them do better, however I think that the state has gone overboard.","These same standards should also be required of charter schools, since they too receive state funds."]
[4854850165,"Brittany Foster","Students",null,"self","Seminole","I am concerned there is not specific entity identified to approve the standards and evaluate them for rigor and fairness.","I think it is important that all public schools have the same standards, so I think this section is justified. ","I am happy that there will be academic standards for science as well as mathematics and reading. When the FCAT was in place, science was not given the same priority as mathematics or reading as there was not an FCAT test for it.","I also agree that academic standards need align with entrance requirements for credit bearing coursework. It is important to prepare all students for college. Even students who do not go to college will still need the critical thinking skills and 21st century literacy skills such an education will provide them to succeed in today's job market. In addition, supporting college aspirations of students will help combat the school to prison pipeline. ","I am glad that ESSA maintains that students with cognitive disabilities need to be kept on track of college or a career. Students need to be prepared with the skills to succeed in today's society. ","I believe that speaking, listening, reading, and writing are important areas to focus on when developing standards for English language proficiency. ",null,"I think that this section is important as states should be able to revise their standards as they gain data on the effects of the standards on their student bodies. "]
[4854554963,"Beth Cummings","School District Administrators",null,"Polk County Public Schools","Polk",{"$nulls":7},"The existing fine arts standards in Visual arts, Music, dance and theatre are in desperate need of revision. As a member of the original writing team, now that we have been able to utilize these standards, there are adjustments that need to be made."]
[4854362068,"Nympha  Girard","English Language Learners Advocates",null,"Broward County School System","Broward","There should be an immersion program for all incoming students who are ELL.","An immersion program is beneficial to the academic, etiquette and character traits of incoming ELL's.","Immersion programs outside of the tradition school setting allows ELL students develop their proficiency in an environment which is more conducive to beginning success in order to achieve maximum success upon entering the traditional school environment.","This purpose of this program is to encourage a desire for success in a culture where knowledge of the dominant language will provide opportunities for academic and life skills success.","Educating students in an environment where learning is palpable as well as uninterrupted. ","All incoming students with such needs entering school systems should be placed in an immersion programs OUTSIDE of the traditional classroom.  Broward County has removed this program and integrated all students with this need into the traditional classroom setting. This  has created a STRONG disadvantage for traditional students as well as this decision in practice serves as a divisive move which created many behavioral problems in the classroom. ELL students are entering traditional classrooms and their needs are sometimes lost because the teacher is juggling too many responsibilities at one time.  Broward County had an effective immersion program.  I received many students who were a product of that program and those students excelled after spending 2 years in immersion.  They received the attention in grammar writing and became skills in etiquette and acceptable character traits of the society in which they are being immersed into."]
[4854198586,"Kristina Malburg","Teachers",null,"none","Bay",null,null,null,"I have read sections A-D and I do not see any specific changes that I feel should be made.  However, in regards to academic standards, I would like to know what exactly that entails.  Is it simply a matter of HAVING standards?  To which, I would agree, but, as a teacher it has been quite frustrating that within the last five years there have been THREE different sets of standards required of us because the state can't make up their mind with what is \"good enough.\"  I do not want to be in favor of something that simply means standards can be changed whenever someone feels like it.",null,"These should be a high standards as well as students need our support in becoming English Language proficient, but the key of the matter is that they do in fact become proficient and not simply \"good enough.\"",null,"This ties back to what I stated in the previous section about Alignment.  It is not fair to students, teachers, or even parents to continually change standards.  I believe standards should be high because in most cases people rise to the occasion, but the changing of expectations makes teachers and students want to give up trying."]
[4854194592,"Michelle Hoskins","Teachers",null,"RBSMS","Pasco","1. We are assuming that every child will go to college and therfore must take courses that are not benefiting them. I'm fact,we are pushing some of these students right out the door. I don't want to loose these children. We need to offer these students classes where they have the opportunity to learn important trades.  2. Some of our ESE students are also being ripped off. The law does not specific what cognitively disabled means. I know if a class where according ti the standards that need to addresses for their skill mastery includes learning about positive and negative numbers. These students need to learn how to live independently and learn important job skills that will help them to be successful employable citizens.","See above","See above ","See above ","See above "]
[4853845224,"Leiland Theriot","Teachers",null,"McIntosh Middle School","Sarasota"]
[4853556510,"Comoelita Melendez","The Public",null,"none","Hillsborough","The levels stated in this section are not consistent with those listed in section  (C) \"Subjects\" which clearly states Mathematics, Reading or Language Arts and Science. There needs to be an \"amendment\" in this section that specifies exceptions for schools that may have a concentrated focus on \"Arts/History/Music\".These too, are three levels that particular local schools (such that of charter and magnet institutions). Core standards need to be either stated or section (C) needs to be removed or the wording in section (A) needs to better reflect that such subjects listed in (C) are mandated and therefor the state essentially has no option in which standards can be tailored to meet the needs of the students at the \"local\" levels within the state.","This section only contradicts what was stated in section (A). By having the \"SAME STANDARDS\" there leaves no room for exceptions that may not qualify under section (E). For an example, if a student fails to meet the strict statues of \"disability exceptions\", this does not ensure that this student is given the same opportunity to succeed like her counterparts. It is unfair to student that may not excel in what is \"considered\" a core subject as stated in section (B). For example. Music Theory is an intense subject [requires critical thinking and high level of competency; however, this is not considered a \"core subject\" and is not included in the 3 levels mentioned in section (A).","This section does not allow states to have the ability to choose \"3 LEVELS\" due to the wording and subsections listed above in the \"GENERAL\" section. All subjects chosen should be decided by the states and the federal government should not be allowed to indirectly determine what subjects are of importance. Though it lists that standards being taught should prepare one for higher institutions, the very institutions STILL require additional placement tests, and rudimentary courses to be taken before entering the general coursework. In fact, some colleges and universities are getting rid of some basic \"core subjects\" such as Mathematics as a requirement.Therefore, there needs to be \"careful\" consideration to the basic needs of the students. The state based upon statistical findings should allow local districts to decide what areas do students need to focus on;since every county has students that vary widely in needs from county-county basis.","Schools should not be force to regulate the requirements of varying higher institutions at the post secondary levels due to the nature of changing admission requirements. Many student may opt out of the college track and should not have to take more than is necessary. This needs to specifically address [Advanced] college preparatory paths that student can opt in or out throughout the duration of their school years before graduation. ","Just as one may receive in higher institutions, there needs to be specific plans for student that are able to function in a regular classroom but need some additional assistance with certain subject matters.Some students disabilities are not as severe as others, and their needs must be met so they too have the same opportunity to succeed in the classroom.","Everything stated under this sections and the subsections are appropriate as  long as it does not delay the student from exceeding in other subject matters. English Language proficiency is to further aid the student in success beyond the classroom; not limit their ability to learn [core subjects as determined by the local county district]  in the classroom.","This is okay, since it follows the states rights' as allowed in the U.S Constitution.","Needs to list clear exceptions for students, how it will be implemented by teachers in the classroom, and what will be done to allow teachers flexibility to make adjustments in the standards as need be depending upon the needs of the students within the school. Which is why the local districts should decide what subjects needs to be focused upon and the state should formulate a data spread analyzing what students throughout the state excel in. Then from there proper standards can be enacted based upon the states' school needs."]
[4852952841,"Cathy Hollar","Teachers","tax payer","self","Sarasota",{"$nulls":7},"1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and  visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education;  Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;  2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals  for standards-based learning for academically at-risk students;  3. include eligibility access to Title II funds for professional development for all-arts-defined teachers,  teaching artists, principals, and other educators involved in the development and implementation of  instructional delivery for grades Pre-K through 12;  4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic  Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined  courses, activities, and programs to improve students’ academic achievement by increasing the capacity of  Florida’s Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;  5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that  involves professional development for teachers; development and dissemination of arts-based  educational programming in multiple arts disciplines; and national outreach activities that strengthen  partnerships among local education agencies, local arts and cultural organizations, and national centers  for the arts;  6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement,  attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;  7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that  increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded  education;  8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;  9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;  10. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA,  such as average daily attendance; evidence-based programs; graduation rates; literacy programs for  low-performing students and English-learning students and families; engagement of parents, students, and  community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s  workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student  Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted  and talented students; programs that prepare Pre-K students for greater engagement and effective learning  and success in their future school experiences; etc."]
[4852722651,"LaTippinea Campbell","Community-Based Organizations","Educational Organization","Trust and Faith Community Outreach, Inc","Orange","The alignment of general standards are great however, students should have more options as it relates to academics to include Agriculture, Business Education, Arts, PE, drama and mechanics. This provides for a more well rounded, specifically skilled students. "]
[4852301275,"Elizabeth Chitko","Parents and Families",null,"self","Brevard","I am in agreement with teachers having basic set of standards taught to all students but not confined to so that they might meet the needs of their individual students, class and particular community.","Teachers need to have the flexibility to use their education and personal connection with the students to interpret how to use the standards and how to address their students specific capabilities and educational needs.","Standards have to be derived from educators who actively teach and not administrators who have only the big picture in sight or administrators in the political process.","Standards applied in an assembly line approach and check off list will not achieve the high level of education that is sought. Only a teacher working with the students can understand what and how skills can be achieved.",null,"All students have to have a proficiency in in the English Language. If not then they will be limited in their ability to communicate outside of their community and to further their education. Any Florida students should be able to succeed outside of Florida, if we are going to offer any real kind of education to our students."]
[4852260165,"Betty Morando","Teachers",null,"Orange River Elementary ","Lee",null,"Will these same challenging academic standards apply to charter schools?","Will Social Studies standards be included for elementary school students?"]
[4852205632,"Thomas Moloney","Legislators",null,"none","Clay","Math Curriculum Input -  3rd thru 7th grade.    The entire world and all USA trade companies use metric system everybody except USA citizens.  They use metric system for a reason – base 10 & simple.  Metric system is obvious curriculum change - USA has attempted 7 times in our countries history. If you look at the textbook “Customary and Metric” is barely covered and students are given a unit of measure in a reference sheet before all math FSA tests (3 thru 10 grades).     But thinking about the metric system, over the last 3 years, has made me evaluate FRACTIONS as a whole for K thru 7th grade.   Fractions are one of if not the hardest concept for a 3rd 4th 5th or 6th grader.  I know this is unheard of but just wait till 7th grade before exposing/spending any time on fractions.  More than 25% of (books, days, FSA, Grade Level Standards score) in 3rd, 4th, 5th & 6th grades are devoted to fractions.  Imagine using that time on: +, -, *,  /,  %,  $, scientific notation, ratios, metric system, decimals  etc. etc... And even after spending all that time on fractions is what we are currently doing working?? Are we as Americans really proficient in fractions – statistics say no.    Just let their math maturity increase before exposing students to the tougher pieces of fractions.    Extremely simple to test and implement this idea.  STEM – should be all over this concept.  I’m sure this is one of the most radical concepts to curriculum changes but hopefully the right person will think about and evaluate this proposal.  I truly feel the reason we focus so much time on fractions is because in the early years of public education cooking and measuring were critical tasks thus the large amount of time spent on fractions.     Thank you    Thomas R. Moloney  Thomas.Moloney@myoneclay.net   "]
[4851891288,"Barbara Hoffman","Community-Based Organizations","Cultural Arts County of Indian River County FL","Cultural Council of Indian River County","Indian River","No comment","Does this include Charter Schools?","Should include the arts","No comment","No comment","No comment","Question the lack of accountability and transparency","The process should consider accountability"]
[4850878645,"Jamie Hedger","Teachers",null,"None","Lake","The bar has been raised so high that the students who are already struggling become farther behind. The time needed to adequately teach these standards is not given.  ","It is good that across the state there are the same underlying standards. Different regions of each state should have some room to teach local history and topics that are relevant to the area.  ","There should be guidelines for each subject. The issue arises when the standards are so rigorous that students can't keep up. Elementary school should not be ran like a middle school or high school. Learning should be fun and inviting, but these high standards and sense of urgency to get all of the standards taught before testing is causing students and teachers a lot of stress. Students should not be expected to learn all of their current grade level material before the end of the year. "]
[4850698436,"Frank Vassell","Parents and Families",null,"Self","Orange","Must include an integration with numeracy and literacy education in K-12 students  challenging technical life skills standards such as agriculture; cooking and sewing; transportation (land, sea and air) repair training techniques; construction training; disaster preparedness training including tree climbing techniques; and defense training.","Same standards, to assure uniformity and success of all students whether graduated or not, whether dropped out or not, to be able to make a meaningful tactile contribution to their families and communities, first, and to the economy as the secondary goal.","Academic standards for mathematics; language arts and reading; and science should be applied in a real world setting in tactile and kinesthetic learning to achieve the most benefit to the student. These subjects in isolation of their real world application during the course of study should be considered deficient and below standard.","Alignment should first satisfy the needs of basic technical daily living of young learners for the benefit of  their families and communities, then followed by career and technical requirements in the monetary system economy.","These alternate standards that include hands-on skills for daily living will be very relevant to the basic technical training that is integrated with a modified academic standard for students having the challenges associated with cognitive and physical disabilities. Success is assured for these students as well.","English language standards are best exercised and demonstrated in the application with non-fictional papers; reading and writing, of a technical content as manuals, instructions, and how-to for daily living tasks in cooking (recipes) and in technical manuals related to the trades.. ","In good sense, the state should feel a collaborative need for review of the standards, by the secretary or other capable institution or individuals; though not mandatory, so that nothing is missed; and the adoption of best practice is achieved in the interest of the students' education and training.","The fact that basic technical training integrated with academic (numeracy and literacy) education achieves the best outcome for learners is automatic in adoption, as those practices are well documented and proven to be successful and ought not be overlooked nor neglected."]
[4850575626,"Brenda Lindquist","Teachers",null,"none","Orange","We do provide this.",null,null,null,"I dont know if this is utilized in this county.  I think all of our students are tested on FSA now, and teachers are held accountable for their growth, which I feel is totally wrong.  Its like holding a doctor accountable for your health when you may not follow his advice.  I had a student once who had seizures all the time.  I couldn't tell when she was having them and she was so cognitively behind yet her score counted against me and my school.   I could not have done anything to else to help her grow mentally.  I think it is so wrong to hold teacher's and schools accountable for some of these handicaps.  It is also way too much pressure on these poor kids and their families.","The state should not hold teachers accountable for ELL's until after 4 years of learning the language.  It is too hard on these poor kids and their families.  The families are not able to give adequate support and the students can take up to 5 years to be proficient in a new language not 2.",null,"How are teachers supposed to be proficient in teaching if you constantly change the standards and how they will be tested?  It is very difficult to help all the students and subgroups of students be successful if we are under constant change and scrutiny, but can't see how our students actually scored on the FSA."]
[4849478778,"Lora Caudill","Parents and Families",null,"Self","Duval","The Federal Government has no business regulating schools. This is the job of the individual states.","Any money spent on a federal level to sustain a school regulatory body are funds stolen from the education of children. ","Competition between schools on a district or county level would improve all. Allow parents to choose where their children attend, regardless of their residency. ","Eliminate compulsory education. Give children the freedom to lose their ability to be educated in a public school setting. Bad behavior should never be tolerated, much less criminal behavior. We're not helping the children by keeping them in the schools. We're only hurting the rest.","Allowing the freedom to fail will create a desire for children who do well in school to stay and ecxcel and remove those children from the classroom who prevent others from learning. ","Bring back handwriting. "]
[4848891799,"Tina McSoley","Teachers","Parent, Teacher, School Board Member","Martin County School District","Martin",null,"Any student or family receiving tax dollars for private, charter or homeschool of any kind should adhere to the same standards and requirements as public schools (or be required to follow ESSA",null,null,null,"Allow reasonable time (previously 2 years which was unreasonable) for non english speaking students to prepare for standardized testing and instructional evaluations"]
[4848861794,"Clarence Brooks","Educator Organizations",null,"Florida Dance Education Organization","Palm Beach","Please add \"Dance\" and \"Theatre\" to the list of arts. It does not make sense to add only music and visual arts. "]
[4848666260,"william eyerly","School Administrators","teacher","Canterbury School","Lee",null,null,"Theatre should be a co-curricular"]
[4848664497,"Myra Middleton-Valentine","The Public",null,"Self","Flagler","State for clarity that the standards include charter schools as public schools.",null,null,"This assumes that all non significantly impaired students will be attending college and some students need to be prepared to go directly to employment. Preparation for industry should be considered and expressed in the standards.","Define \"professional judgement.\""]
[4848660768,"Tina L. Foland","Parents and Families",null,"Self","Brevard"]
[4848545788,"Natalie P. Bruzzese","Teachers","Aspriring Administrator; Community Member, Aspiring Parent","self","Palm Beach","There is no requirement to submit the academically challenging three-tiered achievement-leveled content standards employed by a state to the U.S. Department of Ed. Only three tiers of achievement are provided for. Arguably, based upon that language, there is no need to stigmatize any school as D, or F. Arguably, The system could provide for accountability  for achievement school-wide and district wide by letter grades A,B,and C alone. Alternatively, Outstanding, Good, In Need of  Improvement. By taking out the stigma of failure, community, school, and individual morale could be maintained. Alternatively, outstanding, Passing, Failing could be employed. However, the stigma of failure of possible closure and mass firings could create unnecessary stress and panic.","There is no definition of public school or public school student and no language distinguishing between public and private charter school students. Pursuant to subsection ii, one set of academic standards shall provide for one base of content knowledge, one base or core of skills, and one three tiered measure of academic achievement for all public school students in the state. Arguably, Subsection ii. requires that every public school student in the state be taught the same exact knowledge and skills while subject to the same schematic for evaluating academic achievement. However, standards are goals to aspired to and can never be fully realized. See Greenleaf, R. (1979); Franklin, B. (1771) regarding the subject of goals as they relate to moral perfection.","There is no mention of social science, arts, or physical education. ","blank","need more time review","need more time to review","Repetition of the general section regarding no mandate on state to submit plan to federal government via the U.S. Department of Education. No authority provided to federal government to audit a state in connection with the requirements as stated in the act. Therefore, what is stated in the act is not required but rather suggested or recommended."]
[4847751538,"Donna","Teachers",null,"Pinellas County Scools","Pinellas",{"$nulls":4},"I have been teaching students who have the most significant cognitive disabilities for 29 years.  My goal as an educator has always been to teach my students skills that will prepare them to be as independent as possible  at home and in the community after graduation.  This includes self-care skills, social skills, communication and functional academics. The students at my school will always need full care and supervision in their adult life.  Each of my students has an individualized educational program that is based on their unique needs.  A one-size fits all policy that mandates teaching state standards with access points does not meet their needs nor does it focus on the skills that are needed to prepare my students for their future.  Although my students are middle school age their skills are at the pre-k academic level.  My concern with the alternate academic achievement standards which are based on grade-level content is that the skills are not developmentally based, and do not require students to possess  prerequisite foundational skills.  Most of the standards require the ability to follow complex instructions and understand abstractions and are not relevant or meaningful to those students with the most severe intellectual disabilities.  To empower students with the most severe intellectual abilities they need to be taught functional skills that are used at home and in the community.  Those students with the most severe intellectual disabilities are a very small minority of students with significant cognitive disabilities.  My passion is for those students to have a quality and meaningful education that meets their needs and prepares them for their future."]
[4847586795,"Suzanne Demasis","Teachers",null,"none","Brevard",null,null,null,"I teach middle school.  the brain research that has been done regarding the \"middle school brain\" is extensive regarding the ability to process information during puberty.  I feel that some of the standards are impossible for students to master during this time.  Students can learn concepts of algebra and grammar, but may not be able to master them until their early high school years.","I am both a parent and a teacher. The document states, \"(i) I N  GENERAL.—The State may, through a  documented and validated standards-setting process,  adopt alternate academic achievement standards for  students with the most significant cognitive disabilities,   provided those standards.\"   I believe this should not be limited to \"significant cognitive abilities.\"  Cognitive research proves there are all different kinds of learners, therefore if students can prove they have mastered the curriculum in project form (real world experience form) or some other way they should not be required to pass a test to determine their understanding.  Tests are generally geared to logical/sequential learners only."]
[4847458889,"Dr. John Harris","School Administrators",null,"Brevard schools","Brevard","Why has the school grading formula been changed so many times since it's inception in 1999?  I don't recall the ACT or SAT test changing as often and those assessments are the benchmark for national college placement.   ","Why are scores scaled from year to year on FSA and EOC's?  A 320 score on one test means something totally different on another test year to year.  Keep it simple like your report card in college or high school.  100-90 A, 80-89 B 70-79 C from grade to grade and test to test.  Right now the kids don't understand their scores and many college educated people don't either.  ","The new FSA algebra II test requires a student to only get 25% of the questions correct to earn a level 3 score.  Yet the state average pass rate for algebra II is very poor.  I am a veteran math teacher that questions the logic of designing a test where I expect some my brightest students to only get 1 out 4 answers correct.  If teachers designed their classroom assessments using the same criteria as the FSA does very few students would earn a math credit for graduation","The new learning gains formula is not representative of a years worth of growth.  A level 3 or level 4 student that remains in the same level each year should be considered a gain score.  A school grade has a range of scores whether you go up or down within that range.  The school grading scale is 90-100, 80-89, 70-79 and so forth.  As long as a student scores within that range year to year their high school GPA is not penalized.  The GPA is based on the letter grade not a variance within the level.  ",null,null,null,"Your school accountability plan for grading schools has become more and more like building a ship at sea.  When a plan is designed by people further and further from the ground floor that is the results you will get.  Allow the educators to create an school accountability plan."]
[4846638526,"Melanie Fields","Teachers","Parent","Public School","Broward","I think charter schools should not keep funds of students they release after October's FTE count. Year after year, our public school as well as others, receive an overflow of students from charter schools who do not come with their books (meaning that our students in the public schools sometimes have to share because the budget only supports those students who were in the count the previous school year) nor their funds. Charter schools are booming with funds, yet they are not providing the support and education to students, especially students with disabilities, students who speak another language, and students who face multiple severe factors. The second FTE should count as the overall, and not the October count. It is unfair.","More resources and an influential and positive support team should be in place for those schools in inner city communities. Applying the same standards would be fair if the resources and support were the same as those communities that are more wealthy and have a high parental and community support system. The same standards would be fair if students with disabilities and students who speak another language were assessed on their independent level and not on their grade level. Using the same standards would be fair, but it can also be bias.","I like the subjects for our students, especially English-Language Arts and Math. All of the subjects seem to flow, but unfortunately, when students move around, go to charter and/or private schools, and lack support at home, teaching the subjects can be very challenging for educators, students, and parents. ",null,"Job well done!","Progress is being made."]
[4846501589,"Dee E Webber","Community-Based Organizations",null,"Brothers and Sisters Doing the Right Thing","Sarasota",{"$nulls":7},"Please, find a meaningful and new way to work against absenteeism.  Without such, all else is fruitless - children must be present to learn - all children.  "]
[4846347601,"Alex ","Students",null,"None","Lee"]
[4846346367,"Barbara MacKenzie","Teachers",null,"none","Clay","Challenging state academic achievement standards need to be in place for any school or facility that accepts federal or state money in the education of students.  Charter and private schools are not held to the level demands that public schools are held at, yet they take a significant portion of public school funding.  In my experience, most students who return to public school from charter and private schools are significantly academically behind their public school counter parts.  This generates more work for the public schools in that they are held accountable for the deficits created by being out of public school.  This also holds true for homeschooling.  There are some incredible parents who do superior work in homeschooling, unfortunately though, most do not.  They do not hold their children to the rigor the public must require to keep the state and federal government happy. ","My concern for standards comes from the idea that \"all students learn at the same rate and will meet standards every year.\"  In my twenty years of teaching, I know this does not happen.  I have 7th graders who cannot read at 3rd grade level yet I am to assess them, per the state's instruction, on the 7th grade level for FSA.  While I would be thrilled if I could make up four years of learning in one school year, I know that is not reasonable.  Students with this type of deficit will not do well on a 7th grade assessment that involves a lot of reading, even with the accommodations of oral presentation.  I wonder, in Civics, Science, and Math am I assessing their ability to read or am I assessing their knowledge in the subject.  Children with significant cognitive disabilities are not the only ones who need alternative assessment.","How does one tell the college bound student and the technical school student apart?  Would they not require separate subjects and standards?  "]
[4846237584,"Katrena McMahan ","The Public","parent of special needs student","self","Indian River"]
[4846154102,"Georgette D'Amelio","Community-Based Organizations",null,"Dance and the Living Arts International","Manatee",{"$nulls":7},"1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and  visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education;  Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;  2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals  for standards-based learning for academically at-risk students;  3. include eligibility access to Title II funds for professional development for all-arts-defined teachers,  teaching artists, principals, and other educators involved in the development and implementation of  instructional delivery for grades Pre-K through 12;  4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic  Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined  courses, activities, and programs to improve students’ academic achievement by increasing the capacity of  Florida’s Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;  5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that  involves professional development for teachers; development and dissemination of arts-based  educational programming in multiple arts disciplines; and national outreach activities that strengthen  partnerships among local education agencies, local arts and cultural organizations, and national centers  for the arts;  6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement,  attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;  7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that  increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded  education;  8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;  9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;  10. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA,  such as average daily attendance; evidence-based programs; graduation rates; literacy programs for  low-performing students and English-learning students and families; engagement of parents, students, and  community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s  workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student  Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted  and talented students; programs that prepare Pre-K students for greater engagement and effective learning  and success in their future school experiences; etc."]
[4845891826,"Cara","Parents and Families",null,"self","Seminole","Many of these read so it's difficult for the general public to understand.  The DOE should be looking at additional research from our colleges and universities that much of the preparation done today with the standards is failing to prepare our children for college and career readiness.","I do believe that public schools should have the same standards.  That should be enforced in our charter schools that are part of a public system as well. But, again, are these standards meeting the goal of preparing children for college and life skills? The answer is no.","The state should allow flexibility for other subjects.  Social studies has become non existent.  There are not enough life skills classes and everything is test prep.  ","I don't know how to understand this section.  Colleges are telling us the students are not prepared.  The state is not listening.  ","The state should have a level of human decency on forcing these standardized tests (while inappropriate for any student) on the students you are speaking of here.  It makes absolutely no logical sense.  ","See above",null,"Give the teaching authority back to the teachers."]
[4845593028,"Jill Robinson","Teachers",null,"self","Lake","Who is defining \"Challenging?\"","State standards need to be looked at: in the primary grades many are not developmentally appropriate.",null,null,"But the standards are the same? If a student has a disability don't we want to change them?","How are we helping the student who is not proficient in English?",null,"Need to review and change."]
[4845537803,"tracy","Parents and Families",null,"none","Brevard",{"$nulls":5},"fl has 1 rule you must pass all class to  go on  when you have a child who does there best in all class but not in test thats hard a  child has medical  and disabilities that need to be look at  i am a parent that is going throu this "]
[4845520180,"Chris Hinkle","Parents and Families",null,"self","Brevard",null,null,"Please include the Arts in this section"]
[4845434043,"Don Gifford","Parents and Families",null,"Self","Brevard",null,"There should be a minimum set of standards for all students.",null,null,"There does not appear to be adequate safeguards in place to prevent a student from being placed in this category; professional judgement is quite subjective and open to numerous biases."]
[4845238447,"Dina Reider Hicks","Parents and Families",null,"None","Brevard",null,"In modern education, we continue to try to \"fit square pegs into round holes.\"  It is no secret that all children learn differently and excel in different areas. Some do well with rote memorization; others excel at tests, while some become so fearful of failure on tests that they do poorly; and still others excel at oral recitation of what they've learned. While I agree that student performance standards should be in place, we test our children far too much.  Furthermore, the fact that a child's promotion to the next grade is dependent on the outcome of one test is extremely unreasonable and unfair.  Additionally, testing a child solely to determine teacher performance is preposterous.  School administrators, parents, and students know who the best teachers are in their respective schools.  The market will dictate their performance."]
[4845139451,"Darlene F.","Teachers","Parents","Self","Volusia","You really didn't want general parental stakeholder opinions. Otherwise, you would have provided non-legislative language for the average parent to understand. You certainly didn't want ESOL parental stakeholder involvement. First glance at what he or she has been asked to read, they would have closed out the survey and quit; which I almost did. ","Every school across the state should follow the same standards.",null,"I slightly disagree here. Public institutions of higher education should have some say how the standards look. After all, they are the institutions having to deal with the graduates from the lower institutions. For example, I was an older college student, roughly 20 years senior to many of the students I went to school with. I would sit in class and listen to professors complain that the students couldn't even write a complete sentence or solve a basic algebra problem with out the use of a calculator. If you are going to create or manage standards then even higher education should have a say."]
[4844514992,"Amanda Beeler","Parents and Families","Teacher","Self","Charlotte","The Florida Academic Standards (LAFS and MAFS) appear to be well thought out and designed standards.  Many districts and teachers could use greater information in the effective implementation of both, including information on appropriate and effective sequencing and pacing of instruction for meeting the intent of the standards.",{"$nulls":4},"Consideration needs to be made to the academic research that indicates children do not achieve proficiency in academic English for five to seven years ON AVERAGE.  Students and teachers need to be held accountable for learning and instruction, but students also need to be given the appropriate amount of time to learn and receive instruction."]
[4844412866,"LaTrisha Portier-Williams","The Public","School Nurse","Volusia County Schools","Volusia","I think it is absolutely a great idea to set an academic standard, however where is the discretion for the teacher to adjust this standard to meet the learning needs of the students.","Totally disagree, a state wide standard should only be set if there is a state wide standard allowing for teachers and school staff to receive raises every year. It is not fair to set a standard when funding for schools are not allocated evenly. Students of schools in low income area where most of the population is on subsidized housing does not receive the same funding as students in a high income area, where the majority are homeowners.","Every child should be assessed on their learning style and their academic level, this will help to determine if such standards should be applied to that student and if the teacher should be penalized based on the student's test scores.","When will the standards be in alignment with reality? Not all students learn the same and not all students are college material, if these students are identified at an early stage, then there can be goals in place that target those students to ensure their success in the public education system.","How and when will this be assessed? When is the plan to ensure this is communicated from Elementary, Middle, and High School? Will teachers be trained to identify these students and not just ignore the issue?"]
[4844196636,"Kara Lewis ","Teachers",null,"School District of Palm Beach County, CO Taylor Kirklane Elementary ","Palm Beach",null,null,"The State should have standards for Social Studies/Civics for Elementary Aged children ",null,null,null,"If the state is going to revise standards they must get approval from the secretary "]
[4843527594,"TIMOTHY S HODAK","School Administrators",null,"Self","Hillsborough"]
[4843422933,"Trey Wise","Parents and Families",null,"None","Brevard","I have no problem with a rigorous curriculum for all students. However I have an issue with school grades.  Please find a way build our morale with our educators and schools. ","I have no problem with a rigorous curriculum for all students. However I have an issue with school grades.  Please find a way build our morale with our educators and schools. ",{"$nulls":5},"I have no problem with a rigorous curriculum for all students. However I have an issue with school grades.  Please find a way build our morale with our educators and schools. "]
[4843356151,"Gerald Bieringer","Parents and Families",null,"none","Brevard","\"A State shall not be required to submit such challenging  State academic standards to the Secretary\" Renaming and using Common Core will not be acceptable. We don't have to submit a plan for approval we just need a good plan that doesn't hamstring teachers and administrators but does educate the students. I care not at all that we teach to the same standard that California does. I care that my children know how to read, write, and calculate and can be accepted at the college of their choice given their aptitude.","You can set the same standards for every public school in the state. Believing that they will all excel at them is equivalent to poking your head in the sand. If you design them right most schools may meet them. All students are not equal in ability. If they were everyone would be a genius (or an idiot). I don't know about you but I wouldn't want to live in either world.","Seems OK don't mess it up.","\"—  (i) IN GENERAL.—The State may, through a documented  and validated standards-setting process, adopt  alternate academic achievement standards for students  with the most significant cognitive disabilities,  provided those standards— (I) are aligned with the challenging State aca- demic content standards under subparagraph (A)\"  Sure you will... Anyone knows you can train someone with an IQ of 120 and someone with an IQ of 60 to meet the same standards... By the way I have a bridge I'd like to sell you.","See comment in D above.","\"Each State plan shall demonstrate that the State has  adopted English language proficiency standards that—  (i) are derived from the 4 recognized domains of  speaking, listening, reading, and writing\"  Demonstrate How? and to Who? Not the DOE!!! They are the ones that have taken us from #1 to 17. Great accomplishment!","Scrap common core!!!!!!!","Scrap common core!!!!!!!"]
[4843286697,"Matthew J Preston","Parents and Families",null,"Self","Lee",null,"The standards for mathematics need to be condensed in every subject area. Currently, all subjects from 9 - 12 grade contain far too much material to be covered in a single school year. Teachers are having to skip topics and this only creates more problems when students take the next course. Particularly in Algebra 2, the amount of material is literally impossible to cover in a single school year. Probability and Statistics needs to be removed. This is a common sense solution to a problem, because these topics are their own individual class in every college and university in the United States.","The standards for mathematics need to be condensed in every subject area. Currently, all subjects from 9 - 12 grade contain far too much material to be covered in a single school year. Teachers are having to skip topics and this only creates more problems when students take the next course. Particularly in Algebra 2, the amount of material is literally impossible to cover in a single school year. Probability and Statistics needs to be removed. This is a common sense solution to a problem, because these topics are their own individual class in every college and university in the United States.",null,"This year, all students were required to take the mathematics EOC's. This was completely unfair to these students as they lack the ability to pass such a test to no fault of their own or their teacher's. It is fine to offer them the opportunity to take these courses if they are prepared for them, but it is unethical to make them complete a test that only serves to demoralize them academically. ",null,null,"The standards for mathematics need to be condensed in every subject area. Currently, all subjects from 9 - 12 grade contain far too much material to be covered in a single school year. Teachers are having to skip topics and this only creates more problems when students take the next course. Particularly in Algebra 2, the amount of material is literally impossible to cover in a single school year. Probability and Statistics needs to be removed. This is a common sense solution to a problem, because these topics are their own individual class in every college and university in the United States."]
[4843104789,"martha stewart","Parents and Families",null,"self","Brevard","I agree some sort of standards need to be in place and better done at the state level.","Not sure what you are looking for, but I agree that all counties should have the same standards",null,null,"I think it makes sense for schools to determine the standards of completion for persons with disabilities",null,null,"I'm not sure if I am understanding all that I am reading but if set standards are not working change them. I think these changes should remain in the state and local hands."]
[4843024973,"Karen Rousseau","Parents and Families","Public school based support personnel","Self","Brevard",{"$nulls":6},"I believe that top level state leaders have, for years, consistently short changed public schools with adequate funding and tied the hands of school district with worthless mandates and requirements. I do not agree that the US Secretary of Education should be limited, in any way, to oversee, require or correct any and all state made education decisions. I believe that state leaders have made clear that they will continue to attempt to move public education to the private sector instead of keeping it funded by tax dollars and equitable for all citizens of the state. I believe state leaders have, for years, taken an elitist view of education and that they have therefore relinquished their right to be sole decision makers concerning public education in the state of Florida. "]
[4843019063,"Amy Ballard ","Parents and Families",null,"Self","Brevard"]
[4842566276,"Denise Johnson","School Administrators",null,"Brevard Public Schools","Brevard","Agree","Agree","Agree","Agree","Agree","Agree","Agree","Agree.  I could not find anything different in this document from what we already do!"]
[4842510071,"Lynsie Guest","Parents and Families",null,"Self","Martin"]
[4842258567,"Christy M. Foust, Ph.D.","Teachers",null,"Middleton High School","Hillsborough","The state standards can be rigorous enough; however, how they are assessed is not aligned with how the standards are worded. Many biology standards state \"Students should be able to describe...\", and then then are assessed via a multiple choice question","Great that the standards should apply to all public school students. However, perhaps those standards should be reexamined to determined what will best help students in the real world.  ","Standards should exist for all classes, so that teachers and students know what they are getting out of the class. Again, in the case of biology, these standards should perhaps be looked at to determine what will provide the most benefit to students in the real world. ","Not all classes need to be aligned with college entrance, because not all students will go to college. For those who go a vocational path, let the standards be aligned with what will help to make them good global citizens.    Also, EOC biology tests are not aligned with the curriculum. Again, the standards often say \"Students should be able to describe...\" different biological concepts. They are unable to portray if they can do this via a multiple choice question.","No comment.","Teachers and students need more support in ensuring they reach these standards. Reading coaches, time to read for pleasure (e.g. time for study halls), teacher planning time for reading-based lessons. ","N/A","For biology, the tests should be reexamined and aligned with what the standards actually say."]
[4842229619,"Paula Mitchell","Parents and Families",null,"Self","Brevard"]
[4842205082,"Cheree Lewandowski","Students",null,"None","Brevard",{"$nulls":7},"The Florida Accountability System should be completely overhauled."]
[4842147443,"Diana Dolan","Teachers",null,"Meadowlawn Middle School","Pinellas","The standards for Florida are, as of now, far too broad at each grade level. In order to better meet the needs of our students, I recommend that the number of standards at each level be decreased so that those that remain can be covered at a much higher level of rigor. Our students need to have the time to cover each concept in depth if we are to acquire the desired level of understanding before students are passed on to the next level. The three levels of achievement will more clearly demonstrate student's skill set if the breadth of material to be covered mandated by the state were decreased. ","I agree each student in the state should have the same expectations. Following the thought process from above, I believe this would be more attainable were the number of standards at each level decreased. Given the high number of standards currently mandated at each level, it is impossible to believe every teacher spends the same energy and time teaching all of them. While all may be covered, the level of depth of each varies, which necessarily varies the skill levels of students depending on the preference of the teacher.  Were the number of standards reduced, however, it would be far more reasonable to believe that the same standards were covered to the same depth no matter where the classroom.","Our state does an honorable job of providing common standards for all subjects taught, not just those mandated in this document.","While many of the standards are well aligned, some standards we are required to teach do not have any alignment with that which is asked of students by institutions of higher education. These standards need to be re-examined and eliminated such that those of greater importance can be taught to a higher level of rigor.",null,null,null,"As mentioned by educational researchers like Marzano, if teachers were to maintain the same 180 school year, it would take an additional ten years to effectively teach all the standards currently mandated. It is therefore my recommendation that the state examine the current standards at each grade level and reduce their number such that they can be more effectively taught. Looking at the types of careers as well as the needs of students who wish to enter institutions of higher learning, I believe many of the standards currently mandated are superfluous to the success of our students."]
[4841828433,"Michelle Morgante","Teachers",null,"Key West High School","Monroe",null,null,"As long as this does not include state-wide Standardized Testing of these standards.",null,"The sections below should list disabilities and severity that may use Alternate Academic Achievement Standards if not already listed elsewhere in this document."]
[4841692972,"Joani","Teachers",null,"None","Brevard"]
[4841458544,"Martha Pessaro","Native American Tribes","Environmental Policy and Natural History","Native Heritage Gathering, Inc.","Brevard","Inclusion of history of original peoples. Support and recognition of Native American Heritage Month November","Inclusion of history of original peoples. Support and recognition of Native American Heritage Month November","Inclusion of history of original peoples. Support and recognition of Native American Heritage Month November","Inclusion of history of original peoples. Support and recognition of Native American Heritage Month November","Inclusion of history of original peoples. Support and recognition of Native American Heritage Month November","Inclusion of history of original peoples. Support and recognition of Native American Heritage Month November",null,"Inclusion of history of original peoples. Support and recognition of Native American Heritage Month November"]
[4841406057,"Brian Gaunt","Specialized Instructional Support Personnel","Through FLPBIS and FL PS/RtI Projects out of FLDOE","University of South Florida - FLPBIS","Hillsborough","I support this paragraph.","I support this paragraph.","I support this paragraph.","I support this paragraph.","I support this paragraph.","I support this paragraph.","I support this paragraph.","Implementing new standards to full fidelity of implementation takes many resources, much time, and considerable effort by many individuals.  My only hope is that the state does not engage in significant updates to standards frequently or at all if possible until current standards are deemed \"fully implemented\" to evaluate their impact and then to consider revisions."]
[4841119978,"Wendi Henderson","Parents and Families",null,"self","Bay","The following section is too vague:  \"achievement standards shall include not less than 3 levels of achievement, that will be used by the State, its local educational agencies, and its schools to carry out this part.\" WHY3 levels of achievement?  HOW are these \"used?\"","In this wording and in subsequent wording where the words \"public schools\" are used,  defining \"public schools\" to include \"charter schools\" is necessary.","Since History/Social Studies is typically a \"core subject,\" it should be listed here."]
[4841116190,"Emily Donalson","Parents and Families",null,"Self","Santa Rosa","I feel that the standards we have in place should remain as we need some consistency over time to measure student success.","While this only addresses public schools, I feel charter schools should be held to the same standards since they will get a share of my tax dollars.","We need social studies standards as well.  Please consider putting as much control in local hands as possible.",null,"The current process is ridiculous.  Students with significant cognitive disabilities are being as to do math and reading when they cannot speak or feed themselves.  Common sense measurers need to be looked at for this population",null,"This same attitude should be reflected in the state's dealing with districts.  The state should allow districts to govern themselves."]
[4840777142,"Sue Faulk","Teachers",null,"Self","Marion",null,"I'm bothered that charter schools are not required to abide by the new standards despite receiving state and federal money.  It's not fair."]
[4840749565,"Jean Faulk","Teachers",null,"self","DeSoto","Testing is causing our students to stress and receive lower scores. As long as you have this excessive testing, students will continue to struggle. When teachers spend all their time proctoring state tests, they have no time for teaching. ","Keep the standards the same","Please stop treating history as a 2nd class citizen to concentrate on STEM. If our children do not learn history (which includes reading and writing it) they will struggle in other areas.","no issue here",null,"Teaching students newly arrived in this country a class which has no one to help in translation, no extra classes where they can communicate in their language, is simply stupid. We must increase our understanding of ESOL and stop cutting positions because we want these students to speak English. They have to be able to learn it first."]
[4840606271,"Tiffany Mayhugh","School Administrators",null,"Charter School","Lake"]
[4840221751,"Pam McGuffey","Teachers",null,"Clay County Schools","Clay","The goal for the standards should not be to have \"challenging\" standards, but to have 'developmentally age appropriate' standards.    When we define a standard as challenging, exactly which students are expected to be challenged by it?  If it is challenging for the top academic students, it may simply be impossible for those who might be the average or below average student.  If it is challenging to the average student, then it will not be challenging to the higher achieving student...So setting a challenge as 'standard' doesn't work for all students. The focus needs to be on developmentally/age appropriate standards and instruction.  Standards should be there to establish attainable foundations to build on, not to be challenging hurdles.","Standards should apply to all public schools, including charter schools.","Although this allows room for it, Social Studies, Civics, Personal finance (economics), and Health should not be left out.","The use of testing that is used to evaluate this alignment, and the high level of some courses (particularly in math) needs to be reconsidered.  There should be NO REQUIRED RETENTION in 3rd grade.  This mandate is backfiring, making schools afraid to retain students in 1st grade (where it is generally agreed would do the most good...if it's needed) for fear the student will get \"caught\" in 3rd grade and have to be retained again.  Anytime there is a high stakes test, the system will start to work with that test in mind, and everything, including getting students help they need, becomes about that test.  The thinking begins to be that they don't need help 'yet', they have time before the 3rd grade test, so help is delayed.  It is not an intentional delay, it is a systemic problem created by this artificially designed goal.      ",null,null,"Agreed that one person should not have power to adopt or change the standards, but there is no clarification here as to who may make those changes.  Transparency in the development and adoption of standards is needed and should be done and reviewed by multiple, current, educators from every grade level, and from a variety of socio-economic environments.  As far as Federal Control, the state should work within federal guidelines and not expend time and money, or lose funding in an effort to fight those guidelines.","Transparency in the development and adoption of standards is needed and should be done and reviewed by multiple, current, educators from every grade level, and from a variety of socio-economic environments."]
[4840147695,"Bridget Mendel","Community-Based Organizations",null,"Opt Out Florida-Manatee","Manatee","Take the high stakes off of the FSA or or out numbers will explode again next year too. You can work on increasing graduation rates but ranking schools based on the invalid FSA is a huge waste of time and parents will not stand for it much longer. We are not anti test. We demand teacher made assessments graded by our teachers. We want to better protect our children's data and we trust our teachers, not AIR or our legislators. ","These standards are convoluted rewritten versions of the failed common core standards. They are failing miserably in NY, and they are useless here too. 40% of our FSA is not even aligned to our state standards anyway so why bother. Either pay to get new test bank questions that have fidelity or dump the 40% of the test that is meaningless to our students in FL. ","Do not write standards for anything but reading, math, science, and social studies. Electives teachers should have the freedom to enrich their classes as they see fit. Teachers know what is developmentally appropriate and are well trained in their field, whether it be tech, the arts, or business education. Never have a state standardized test for these enrichment classes, ever. ","Not every child is college ready or even interested in college nor should they have to be. Not every track of classes should be aligned to college admissions. Return vocational classes to our high schools and write standards for a track like that for students. Career ready is just as important as college ready especially as college costs continue to rise and many students are shut out financially. Parents is students interested in a trade are over all of this college ready nonsense. It makes our Vo-tech kids feel stupid and worthless and dependent upon on the job training if they are lucky to get it. ","This is a must. And no child should ever be denied accommodations for a state standardized test. In addition never ever obsessively remediate students with learning differences using CBE like Achieve 3000 at the expense of electives and enrichment courses, ever! ","You MUST teach a child to read in their native language first. There is neurological brain based research that shows, time after time, that a child will never become a proficient grade level reader trying to learn in their non native, non dominant language. This just perpetuates failure, year after year. Brain research does not lie. Please follow it and return proper bilingual services to out at risk ELL students. Stop wasting money on standardized tests that they can't read or comprehend and never will under their learn basic literacy skills in their home language. ","The FLDOE should never ever prohibit a parent from opting their child out of the FSA. ","The existing standards are fine as long as teachers are not obsessively teaching to and assessing them daily. It's mind numbing for children and teachers. The standards were not written by educators and parents find them foolish and difficult to understand. The numbering system is a huge waste of time and bogs teachers down with mindless paperwork. Write the standards in lay and terms for parents not this Ed babble that parents find pointless. "]
[4839964160,"Ruth Turner","Teachers",null,"Parker Elementary School","Bay",null,null,"Social studies is not included.  I believe that this subject should be also included."]
[4839912722,"Carole Gauronskas","Paraprofessionals",null,"St. Johns Educational Support Professional Associations","St. Johns","All public and CHARTER schools must follow the same strict testing standards. ","Public and CHARTER school students. ",null,null,"Have you ever spent 80 minutes on a test where the student was done in 20 and is then forced to not do ANYTHING during the remainder of the test.  Children with disabilities should not be forced into the same standards of testing as a general Ed student. ",null,"Prohibiting the schools to use alternative forms of testing is a disservice to the CHILD!!"]
[4839840515,"Virginia Horton","Paraprofessionals",null,"OCPS","Orange","none","None","None","None","(IV) are designated in the individualized edu- cation program developed under section 614(d)(3) of the Individuals with Disabilities Education Act (20 U.S.C. 1414(d)(3)) for each such student as the academic achievement standards that will be used for the student; and  (V) are aligned to ensure that a student who meets the alternate academic achievement stand- ards is on track to pursue postsecondary edu- cation or employment, consistent with the pur- poses of Public Law 93–112, as in effect on July 22, 2014.  (ii) PROHIBITION ON ANY OTHER ALTERNATE OR  MODIFIED ACADEMIC ACHIEVEMENT STANDARDS.—A State shall not develop, or implement for use under this part, any alternate academic achievement stand- ards for children with disabilities that are not alter- nate academic achievement standards that meet the requirements of clause (i).","None","None","None"]
[4839828457,"Barbara Stockford","Teachers",null,"none","Sarasota","ALL schools receiving public money should be held to the same high standards.  Exactly the same standards.  That means all private and charter schools.","The same child should not be counted against the school score more than once.  ","There is too much emphasis on testing, people have no idea how much of the school year is taken up with testing the each subject multiple times throughout the year.  It is stressful and sometimes the students just shut down.","All students are in the regular classroom, the standards have gotten a lot tougher, and the testing is out of control.  Combine that with not holding charter schools to the same level of standards and you get the perfect storm ; students without IEP's are leaving the public schools.  The students who are kicked out due to behavior issues and those that only get services at the public schools are left behind. It is not fair to the public schools and everyone in them.    ","There should be different tests for students who learning disabled AND for those who can't speak English yet."]
[4839729006,"Theresa Boring","Parents and Families",null,"Self","Clay","Rescind the law requiring that 30% of student's grade is based in EOC. Many of them arbitrarily set standards impossible for teachers to cover and are developmentally inappropriate in many cases. You are causing our students to be unable to compete with students in other states for college admission and scholarships!!!! A district should be able to develop their own final exams and determine their weight. Rescind this law and retroactively take out the 30% requirement for the FSA based eoc exams given this last yer!!!!!!!","Stop trying to push algebra 2 into algebra 1 !!!!! ",{"$nulls":5},"Stop trying to push algebra 2 into algebra 1 !!!!! "]
[4839726065,"Martha Myers","The Public","Retired public school speech/language pathologist","None","Hernando","Did this part remain unchanged from 1965?","Do these standards apply to public charters also and what accountability is established to track those?",null,null,"ACCESS standards exist but are poorly implemented and materials/resources are lacking for full implementation due to lack of funding. It appears that there will be no real oversight on any of these any longer. I guess we're counting on everyone's good intentions (can't wait to see this one play out).",null,null,"It appears that the ESSA is attempting to return local control to school districts which is a step in the right direction in my opinion. But parents will need to be educated more than they have been in order to maintain accountability. I know the law continues to require 95% participation in standardized testing but I do not believe this will insure accountability for students with disabilities (the FL Alternate Assessment is such a joke when the teacher is administering it 1:1 and can write down any response they want-this is NOT accountability by any stretch of the imagination and is a huge cost to taxpayers). "]
[4839421759,"Jane","Parents and Families",null,"None ","Pasco"]
[4839312445,"Amy S Meyer","Teachers",null,"self","Sarasota","no comment","no comment","no comment","no comment","no comment","no comment","no comment","no comment"]
[4838654481,"Lee Ann","Teachers",null,"Charlotte County Public Schools","Charlotte",null,"Are charter schools and private schools required to meet the same standards? If not it seems that education requirements should be the same for all students.","\"reading or language arts\" implies that it is either one or the other. Since they are so closely aligned, maybe it should read \"reading and language arts\"."]
[4838414384,"cristy brown","Educator Organizations",null,"Martin County School Board","Martin","Too many standards, expectations are unrealistic for the average student.  Many students require intervention due to not being developmentally ready for the rigorous expectations.","Too many standards, expectations are unrealistic for the average student.  Many students require intervention due to not being developmentally ready for the rigorous expectations.","Again, there are too many standards expected to be taught in one school year.  Students and teachers are stressed by the unrealistic expectation.  Because there are so many standards for each subject, the pace is too quick and students don't have time to grasp the concepts needed to build into further knowledge.  Due to the amount of standards and rigor of the standards, many students need intervention and there is just not time in the school day to give the extra support many students need.",{"$nulls":4},"It would be most helpful if there were less standards  and if standards could be clustered in all subject areas.  There are too many.  Students struggle with the rigor of the reading content.  Most students struggle with the grade level reading content expectation.  It's very difficult to know if students' weaknesses are in the actual reading fluency or the comprehension of the text."]
[4837726288,"Meryl Jefferson","Teachers",null,"Broward Schools","Broward",null,"I agree that the standards should be rigorous.  However, I think teacher input would be taken into account for promotion/retention.  Not all students test well and some who test well and not really ready to move on.  "]
[4837560125,"Karol Hirschberger","Teachers","Center based Special Education Teacher","Pinellas County Schools","Pinellas",{"$nulls":4},"I am a teacher of some of the most severely mentally and physically challenged students that attend public school. Their cognitive abilities are for the most part on the level of an infant under 1 year of age. They all are in wheelchairs and diapers and are dependent on a caregiver for all of their self care needs including feeding through a g-tube by a school nurse or fed by an adult that has pureed their food like a baby would eat. They do not walk or talk and some are not able to move their bodies and need to be positioned daily.  I have assistants in my room to help with lifting and changing diapers and helping the students with hand over hand assistance for the children to participate in classroom activities. We deal with daily seizures, vomiting, positioning out of chairs, lifting for diaper changing, pushing wheelchairs to wherever the students need to be and changing their clothes as needed. These students are profoundly mentally and physically handicapped and will need assistance their entire lives to survive. They are not going to ever have the skills to seek employment. We do a variety of sensory stimulating activities as well as expose them to academics.  Even the alternate academic achievement standards are way, way, way to high for the students in my class and many of the other classes in my center school and the pacing calendar contents is just silly for my students.  Furthermore, the testing (FSAA) that has been required for these severely intellectually limited students is beyond the scope of reason and makes absolutely no sense.  If I were the parent of one of these students, I would refuse to allow them to take the tests. Someone has got to be the face of reason and realize that this makes no sense for these particular students. Thank you."]
[4837231645,"Stacey Lovelock","Parents and Families",null,"self","Brevard",null,"re: same standards - I would hope there is adequate verbiage about students who cannot be employed or who do not have the ability to be held to that standard due to the profound nature of their disability",null,null,"I am a layman but I don't see anywhere the ability of the school, teacher or system to NOT hold the student accountable for learning gains if they are NOT capable of performing in one or any of the areas tested."]
[4836315878,"Pennie","School Administrators",null,"Brevard Public Schools","Brevard","The section seems to align what our state/district does now.","The section seems to align what our state/district does now.","The section seems to align what our state/district does now.",null,"The section seems to align what our state/district does now.","The section seems to align what our state/district does now."]
[4836122008,"Kimberly LeChien","Teachers","Parents and Families","none","Brevard",null,"See response in (A) in general.  We are going to leave a group of students not ready for post secondary education or career.  If they aren't successful in the classroom they will begin to give up on themselves.  ",null,"ESE students (before SB 850) were able to be a special diploma/ FCAT taker if the IEP team (to include parents) felt this was the best option for the student.  Now only students with severe cognitive disabilities qualify.  We have students who have an IQ of 70-79 who are struggling with the state standards and will probably not graduate with a diploma.  My son being one of them.  The state needs to bring back the option of a diploma on ACCESS points for students with lower IQs.  It is an Individual Education Plan and that should include the diploma option as well.  We are going to leave a group of students not ready for post secondary education or career.  If they aren't successful in the classroom they will begin to give up on themselves. We are not doing what is in the best interest of each child.  The state needs to come up with another diploma option if they are going to leave it as students with severe cognitive disabilities (below 70 IQs) are the only students to graduate on ACCESS points.    "]
[4834649782,"Thomas R. Dahlinger","Teachers",null,"Orange County Public Schools","Osceola",{"$nulls":6},"Good"]
[4834532978,"Ingrid Lee","Parents and Families",null,"self","Palm Beach","no comment","1. B. (i) apply to all public schools and public school  students in the State; and  CAN THE ESSA ALSO BE APPLIED TO CHARTER SCHOOLS RECEIVING PUBLIC $$$?  (ii) with respect to academic achievement standards,  include the same knowledge, skills, and levels of  achievement expected of all public school students in  the State. AS A PARENT, I HOPE THAT THE STATE HELPS EQUALIZE THE PLAYING FIELD AND ASSIST POPULATIONS THAT ARE NOT ACHIEVING CURRENTLY.","no comment","sounds good","How will you define \"most significant cognitive disabilities\"?  Can you have several sets of achievement standards for the various levels of disability?  I would hope that educators, parents and specialists be intensely involved in developing these standards and are representative of the entire state.","no comment","This scares me a bit.  This means that my state can come up with subpar standards, call it high-achieving...and not have anyone at the federal level correct it.  I like regional flexibility in education but there are some backwards folks across the US censoring topics, pushing religious agendas, or presenting biased materials to children.  I know curriculum is different from standards.  I don't like to think my kids will be getting education worse off than kids in another state OR that there are kids in say MS who are getting subpar education compared to us.  I disagree with this portion of the ESSA.","Revising, as needed, sounds good to me."]
[4834193831,"robert","School Administrators",null,"education","Statewide Representation"]
[4833690484,"Elisa M. Hernandez","Parents and Families",null,"self","Orange","I would like to see less standardized testing for all students, especially students with learning disabilities."]
[4833361422,"Humbelina Sabangan","Teachers",null,"OCPS","Orange","Having the Level 3 as the goal of our students from K-12 as a demonstration of their achievement of the Standards has been an ardous task for them especially for our ESE and ELL students. I hope we can provide a \"safety net\" for our students as they try to reach for the challenging level of the standards , to prevent them from harboring emotional negativity within themselves as they embark on their learning journey.","The standards that are required for the students to meet every quarter do not have the realistic time frame given in the classroom so students could practice and master the Level 3 level.  Conducting extra remedial classes for our Level 1 and 2 students can ease this problem. ","Standards that have been well-researched and that are adequate to the cognitive and emotional level of our children considering their natural developmental growth would be perfect for teachers and administrators to implement in the schools.","Indeed, the standards should definitely align with the course credits and and entrance requirements in school institutions.  However, are those standards attainable in a given regular time frame and the average student in our country? Or are we magnifying the gap between the highly cognitive individuals from the low academic achievers during this period?","Our most severe cognitive/behaviorally/emotionally challenged students in our district have been consistently provided with academic supports that will help them move forward in our society.  However, there are students in our cluster sites, special day schools, and even in regular classes who do not achieve the Level 2 or 1  standards.  Teachers should be able to provide the Alternate Achievement Standards to these students, even if they are in the regular classrooms.  ","Proficiency in English is demonstrated in the four area skills in reading, speaking, writing, and listening.  However, problems arise with our ELL students, particularly students who have migrated from other countries and are entering the school during the mid-term.  Providing our ELL students with basic English instruction initially will help them alleviate the emotional and academic burden in the school setting, before they are mainstreamed into the regular classrooms. Second, our regular students who demonstrate below Level 3 in the ELA standards should attend Intervention classes before or after school. ","I agree, and also, the State should not even provide assessments for each course and for each school year.  Classroom teachers should be able to provide an accurate and reliable assessment of their own students for the course they are teaching each school year.  ","I think the State has the duty of providing a nationwide assessment for the general academic level such as Primary Level (K-3), Intermediate Level (4-5), Middle School (6-8), and High School Level (9-12).  The courses of ELA, Science, Social Studies, and Math can be in one assessment for one time only.    The purpose of giving assessments for each course every year is counter intuitive.  It defeated the purpose of instilling in the student the value of education and their hard work.  Most of the students during the entire fourth quarter did not care about the results or the repercussions of their tests. Fourth quarter was devoted to completing the assessments paving the way to neglect the academic instructions for that quarter.  Moreover, can we also question the validity of the assessments because of the physical arrangement of the computers during testing?"]
[4832993680,"Jessica Hughson","Parents and Families",null,"none","Bay"]
[4832888434,"Kevin LeVine","Parents and Families",null,"Self","Polk"]
[4832787994,"Bentonne Snay","Employers",null,"The Snay Group, Inc.","Miami-Dade"]
[4832761977,"Cathy Burton","Teachers",null,"none","Pasco",{"$nulls":4},"There cannot be a standard test for students with significant disabilities. Consider the blind student learning colors or street signs. What is the significance for this? The number of students that are exempt from testing is far too low. Just like IEPs being individualized so must their tests. You cannot make a cookie cutter test for students with disabilities.","The reading score should not be combined with the writing score. Although these forms of communication are connected they are not the same. When determining if a child needs remediation for reading then reading skills are looked at. When the scores were blended this year students scored lower due to reading and writing being combined."]
[4832588827,"Ted Hunter","Teachers",null,"Fort White High School","Columbia"," \"which achievement standards shall include not less   than 3 levels of  achievement,\" add 'and not more than 5' between the number 3 and the word levels",null,"Why avoid the word English in \"reading or language arts\"? All other countries promote a unifying language all citizens must understand. Understanding a second, or more language(s) is a benefit to the individual and should be addressed in foreign language requirements","Employers should be polled for specific input on minimum requirements for hiring and promotions about every 5 years to keep standards in line with needs. Perhaps a sampling of Fortune 500 companies and Small Business Administration input."]
[4832552127,"Lori Lovetere","Parents and Families","Parent first, teacher second","Pascoe County Schools","Pasco","Challenging is fine.  However, most of the standards or set at a level too high for the cognitive abilities of these children.  It's a scientific FACT that children's brains develop cognitive abilities at certain times.  Many of these standards are unattainable for these kids.  Set fair expectations.",null,null,"Colleges and Universities do not look at state testing scores when they are considering an applicant.  They do not view them as a reliable indicator.",null,null,null,"TOO rigorous.  Expecting 7th graders to read 11th grade material and comprehend it is akin to abuse."]
[4832341260,"We should not have to provide a name","Teachers",null,"Public schools ","Martin","As an educator what I see now is that the critical thinking and processing required of kids is not aligned with what a child at that age is capable of. We are asking kids to do something their brains aren't ready for. Which effects their emotional state.",null,null,"The problem that I see arising is you are trying to make everyone into something they might not be. Forcing everyone into higher education when not everyone is is causing more failures and kids who give up. It is impossible to have eighteen different education plans so every kid is learning specifically what they need. You would need eighteen teachers in a classroom for that. ",null,null,"Good"]
[4831877970,"carol cooper","Parents and Families",null,"self","Orange",{"$nulls":7},"Why are you using standards from the 60's?"]
[4831554057,"Dr. Nelson F. Garcia","Students with Disabilities Advocates",null,"Self","St. Johns","Provide extended time frames for students with disabilities to meet \"challenging academic standards\" based in IEP documentation.","Provide target driven remedial instruction to students scoring in the lower 25th percentile on State Mandated Assessment Tests. ","Develop and implement an SAT conversion scale for Senior High School Students that will utilize scores on related Reading Comprehen-sion and Mathematics sub-tests as alternatives to Language Arts, and Mathematics (Algebra 1)  FSA scores. ","Develop and Implement a uniform curriculum plan that will specify by month and day specific Anchor Standards and related objectives to be covered by subject area teachers in each school district.","Provide extended individual time frames for eligible students based on student IEP's during the administration of district and state mandated exams.","Waive state mandate testing requirements for Level 1, 2, and 3 English proficiency students and students whose USA residency is less than 2 years.","Prohibit the retention of students with documented disabilities, and/or  limited English language proficiency."]
[4831354458,"Kelly Daniels","Teachers","Parent","Mosley High School","Bay","I've been an educator for fourteen years and see an increasing need for an alternative track for students. Many students do not fit into the college preparatory group, but neither do they fit into an access point group. It would be ideal to have options for those interested in vocational placement to not have to meet typical state standards.",null,null,null,"The focus of curriculum needs to be put back on functional or life skills."]
[4831262589,"kourtney oliver","Community-Based Organizations","Public health","Florida Department of Health Alachua Countyh","Alachua"]
[4831160723,"Tammy Burrows","Teachers",null,"Duval County Public Schools","Duval",null,null,"We need to have AND enforce standards for Social Studies in order to have an educated civil population.",null,"In Florida, we have a problem with this. We have many students, with IEPs, who cognitively cannot meet the state standards, yet somehow are not labeled as having a \"significant cognitive ability.\" We need to revisit that term and what it means. With the current state standards, students who have an IQ below 100 (70 to 99) cannot successfully meet the standards, nor pass the state assessments. Those kids can dress themselves, which is one of the indicators given for needing an alternative assessment, but they cannot academically perform at the current level. The current standards are tough for regular education students. We need some decisions made so that those students have an alternative path. Saying that we are giving them the opportunity to pass an assessment they are in no way able to do isn't giving those students an \"opportunity.\" It is an oppressive measure against those children. If the state continues on the current path regarding these students, then we need to discontinue differentiating their instruction. You can't differentiate their day to day work then expect them to pass the state assessments. Again, that is just cruel.",null,"This is great! Changes can be made to help ESE students be successful at their academic level without the federal government interfering.","Again, excellent! Social Studies can be added back in as an important subject."]
[4830853580,"Carleen Coote","Teachers",null,"Broward County Schools","Broward","Rigor must be standard for all and not set by individual states as they see fit to please the public's needs","Agree",null,null,null,"Disagree.  I believe the federal government should have oversight for states who water down standards.  Harsh language - Coerce"]
[4830148125,"Deborah Smith","Teachers",null,"BPS","Brevard"]
[4829983081,"Kristen Mercurio","Teachers",null,"LCSD","Lee","\"Challenging standards\" should be clearly defined so there are no discrepancies ","This is impossible. There are far too many students who can and will NEVER meet those standards and we need to provide education for each student under IDEA. A student with an IQ of 80 may never need to solve algebraic equations or know how to write an argumentative essay yet they will be instructed in a class at these standards and among peers who are ABLE to which is not honoring their individual needs.  ",null,"Not all students plan to go to college and that needs to be OKAY too. There are other options for students who do not wish to pursue higher institutes of education based on their ability/disability. ","There is no \"in-between.\" Students are either placed in GEN ED classes or Life SKills/profound classes. What about all of the students who do not fit either of those categories?","Something needs to be done about this standard. Students who are ELL/ESOL but also ESE are not serviced by both due to \"funding\" and that is not meeting the needs of the students. Also, students who enter the U.S from another country in mid-late teens need modified instruction and cannot be taught at the same standard as general ed students who speak the language. "]
[4829888076,"Bertina Busch","Community-Based Organizations",null,"Pine Hills Community Council / School Advisory Council","Orange","Orange County uses technology..laptops for classroom learning.  The new math standards may still be causing difficulties.  High school students are scoring very low on the state exam especially in algerbra, but demonstrating school readiness on college level exams.  Either the language/directions are unclear to minority learners or the method of taking the tests are not addressing true levels of learning.  FL has a very diverse population of second language students...Math is math...why is there such a discrepancy between the state exams and college level readiness exams?","Learning gains groups/levels are currently handicapping the lower levels learner who are not adequately being recognized for there gains. and higher level students should not be penalized for not demonstrating gains if they are maintaining at capacity for learning.","History and civics need to be solid and taught in depth.  How can children continue our way of life without knowledge of what preceded them?   ","Standards need to reflect a continuity of learning so all students in a school system are taking classes, that if mobility among schools does occur, it will not put them out of step from their classmates or create life-long learning gaps.","The should not be counted into standardized state testing pools or mandated with learning gains.","Continue English proficiency testing in all grades to identify deficiencies.  By graduation, all students need to be able to read, write and compose English at high school levels with a required level of vocabulary needed for passing grades.."]
[4829869503,"Angie Gilbride","School Administrators",null,"Martin County Schools","Martin",null,"The Florida Standards are highly rigorous for our students and should remain in place for many years to come.  Students are building strong critical thinking skills and are held to a high standard.  As a parent of young children and also an administrator I feel the Florida Standards are of high quality and teach more depth than our old NGSS and the spiral of the LAFS/MAFS is supportive of developmental progress..","It is important to have subject area standards so teachers know what is expected and have a goal for their teaching.",null,null,"The areas within the LAFS is critical for our state.  In order to become a reading and a writer, students need instruction in these areas.  The Speaking and listening standards are essential so students can continue to learn how to have conversations around academic content which also will prepare them for real world application later in their lives."]
[4829834596,"Dr. Shirin Gibson","School Administrators",null,"B.D. Gullett ES","Manatee"]
[4829536309,"Megan Putnam","Teachers",null,"self","Alachua","As a whole, I do not think this does anything for our education system and will not currently change the course of action in a classroom.  It seems unnecessary to have this act at all."]
[4829314363,"Lorraine ","Parents and Families",null,"None","Bay","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based"]
[4829234508,"Carrie Gerace","Teachers",null,"Brevard Public Schools","Brevard","Questions about the meanings:  (1) “provide an assurance that the State has adopted challenging academic content standards”.  Does this refer to the current standards we have right now, the FSA which is modified from the Common Core?  Or does this mean that we will have an opportunity in the future to create different standards that are improved from the Common Core/FSA?  (2) “which standards….will be used ….to carry out this part.”  This is so vague, what are they implying?  Is this statement referring to the current situation that we have now where the FSA annual assessments are supposed to be aligned to the FSA standards?  If we have the opportunity to challenge our state academic standards this is what I recommend:  first, go back to what we had under the Sunshine State Standards and look at what needs to be modified.  There are so many errors in the Common Core/FSA standards that it would be too much work to attempt to fix them.  Teachers from all levels of education should be sitting on the committees to create new standards.  It should not be something that is created by a small group of people who are not directly involved in education like what happened with the design of Common Core.  ","(B) (i) I have a problem with “the standards shall apply to all public school students in the state.”  This is because there will always be students who cannot reach or achieve the academic grade level standards due to disability or language and therefore should not be held accountable nor should the teacher.    (B) (ii) This has unrealistic wording:  “the same knowledge, skills, and levels of achievement”.  Have you ever sat in a public school classroom?  Enter any classroom in our state and you will see a diverse group of learners.  It is wholly unrealistic for students to achieve the “same”.  What is realistic is for students to show personal learning gains in their own academic accomplishments.  ",{"$nulls":4},"I think this is a vast improvement from the over-reach that has occurred during the Obama Administration and the implementation of Common Core.  To return the control of education to the states and get the federal government out of the decision making is going to be a benefit to everyone involved in the education system."]
[4829112294,"Loretta Mistrot","Teachers",null,"none","Bay",null,"Yes all students need access to the same challenging standards; however, it is not fair for an ESE student to work on ability level standards and then be tested on grade level standards.  These students are in ESE due to a disability and to expect them to perform on a grade level assessment when they are taught on an ability level. To see true learning gains, the student needs to be tested on an ability level test - DIFFERENTIATION."]
[4828894123,"Mace","Teachers",null,"School","Alachua","The standards are so high that students are failing and dropping out.  I'm in favor of high expectations and academic rigor but not at the expense of students self esteem and belief that they can achieve and succeeds.  By the time students reach 3rd grade, they already believe that they are stupid and that school is hard.  They've given up on themselves and rarely feel success again.  Is this what we truly want for our students; for them to drop out in 3rd grade emotionally?  Because, if they do, drop out in third grade, they will never graduate in 12th.",null,null,"Courses should be aligned and enable students to be prepared for college, not trying to do college level work in elementary, middle and high school."]
[4828765022,"Hillary Cribbs","School Administrators",null,"Levy County School Board","Levy"]
[4828505887,"Samira Goode","Teachers",null,"School","Palm Beach","Standards need to Spirl over grade levels. The current curriculum tests students in 5th grade Science on what they have learned in 3rd grade-plants, and expects students to \"remember\" what they learned 2 years ago, which is unfair to students and schools.","The current curriculum is not defined by a definite program- every teacher teaches differently and students in the same school can get a very different education depending on which teacher they have, because the cureent curriculum requires the teacher to adapt based on the \"needs \" of the students.  We need to go back to Basal Readers, that had a story- the kids LOVED the stories, and had Reading skills,Grammar, Spelling, and Writing in a comprehensive program. All the students were taught the same standards, and teachers could enrich or reteach based on student needs.","The State needs to provide textbooks to all students that align with the said standards. Currently we are using old math textbooks, that we are still paying for every year, with old standards. When the standards have changed, the textbooks need to change too.","The standards and the textbooks and curriculum are not aligned, and they do not prepare the students for the FSA . The state needs to provide students with textbooks that align with the standards. Also, the state needs to provide every child and teacher with a laptop or Ipad, so they are comfortable with technology , and prepared for computerised testing.",null,"Currently there is no definitive program for teaching Grammar, Spelling and Vocabulary in Elementary schools. These are the foundational skills that students need for English Language Proficiency. Students and teachers need to given a comprehensive program with textbooks for proficiency.","Parents should be required to show respect to public schools and teachers. ","The existing standards should be taught using aligned textbooks and curriculum that enables students to be successful."]
[4828333232,"Kids Therapy Services Inc.","School Administrators",null,"Kids Therapy Services Inc.","Miami-Dade"]
[4827218652,"Kim Von Burg","Parents and Families",null,"self","Hillsborough",null,". Same standards should include schools that get voucher tax credit funding"]
[4826911063,"Akiya Smith","Parents and Families",null,"None","Bay"]
[4826707700,"Tenaj Davis","Educator Organizations",null,"Florida Dance Education Organization","Miami-Dade","C) SUBJECTS. -this area should clearly list the performing and visual arts in the subjects. And may have such standards for any other sub- ject determined by the State.",null,"C) SUBJECTS. -this area should clearly list the performing and visual arts in the subjects. And may have such standards for any other sub- ject determined by the State."]
[4826613421,"Patti Vickers","School District Administrators",null,"School District of Osceola County, FL","Osceola",null,null,"I believe that if we are going to develop students who will be able to compete in the global market place, we need to ensure that all students have access to foreign languages from kindergarten through grade 12. Waiting until high school to learn a foreign language is too late and rarely results in a true bilingual student."]
[4826076716,"Stefanie","Parents and Families","Parent with a student with a disability (ADD)","self","Bay","I have a daughter whom at first was experiencing stress, anxiety and depression. I took her in for counseling and the counselor suggested that I take her to be tested for ADD. She was also experiencing horrible stomach problems, which I have now (after having a light ran down and biopsy) found out that she is on the verge of having an ulcer. After having multiple test ran from the ADD Dr. We have found out that she DOES have ADD and all these things are related. NOW, my problem with the school is that we have 45 min. class periods that end up being 30 mins after everything is said and done. That is not enough time to learn and take test. ALSO, my problem with the state is that there are WAY TOO MANY TESTS!!! It is ridiculous the pressure that is put on the students. I will give you an example, my daughter was given a series of tests from the DR that diagnosed her with ADD. When she was tested with no time limits, she tested on a 12th grade level. She is a 9th grader! When she WAS timed she tested on a 5th grade level!!! Huge difference! She feels defeated because everything she does is timed, from YOUR standardized test to the test in the class room because the classes are TOO short. STOP testing the kids to death and stop timing them!      ",null,null,null,"I have a daughter whom at first was experiencing stress, anxiety and depression. I took her in for counseling and the counselor suggested that I take her to be tested for ADD. She was also experiencing horrible stomach problems, which I have now (after having a light ran down and biopsy) found out that she is on the verge of having an ulcer. After having multiple test ran from the ADD Dr. We have found out that she DOES have ADD and all these things are related. NOW, my problem with the school is that we have 45 min. class periods that end up being 30 mins after everything is said and done. That is not enough time to learn and take test. ALSO, my problem with the state is that there are WAY TOO MANY TESTS!!! It is ridiculous the pressure that is put on the students. I will give you an example, my daughter was given a series of tests from the DR that diagnosed her with ADD. When she was tested with no time limits, she tested on a 12th grade level. She is a 9th grader! When she WAS timed she tested on a 5th grade level!!! Huge difference! She feels defeated because everything she does is timed, from YOUR standardized test to the test in the class room because the classes are TOO short. STOP testing the kids to death and stop timing them!      ",null,null,"Too Many TESTS! Time limits stress kids out!"]
[4825890850,"Cara ","The Public",null,"Self","Palm Beach","It is ideal but unrealistic to expect all schools  to include the same knowledge, skills, and levels of  achievement  of all public school students in  the State due to the fact that all schools do not have equal access to materials, resources, and technology. There are many schools in this state where classrooms do not have any computers at all or the computers they have are very outdated and do not work properly. While other schools have ipads in each classroom.  Until, each school is provided with the same materials, resources, and technology the achievement gap will always be a major issue. ",null,null,"The top down model that is currently in place in the state is fantastic in theory. However, what the reality of this top down model is that in the primary grades especially the standards are NOT AGE APPROPRIATE and many of the students become frustrated and feel like a failure because they can not perform to these unrealistic standards. I agree that the standards do need to be  aligned so that a student will be successful in higher education but we are currently pushing students too far and instead of promoting higher achievement we are promoting an environment where students feel they are not good enough. For example, there is not scientific proof that a student who can read a Level D by the end of Kindergarten will become a stronger reader by third grade than a student who can only read a Level B by the end of Kindergarten. Many students are just not developmentally ready to do this task. There are many students who enter Kindergarten and do not know any letter or sounds and are expected to reach the same end goal as a student who enters Kindergarten knowing all the letters and sounds. What happens in the lower grades is that teachers are not provided the time to properly teach strong academic foundations and when this does not happen you end up with a student who struggles. The students today are expected to run before they can even walk in order to achieve this top down model.   "]
[4825645699,"Rebecca Carlson-Burke","Teachers",null,"Christa McAuliffe Elementary ","Brevard",{"$nulls":4},"Students with disabilities that affect their intelligence level should not have the same academic standards as regular education students. Yes the should continually grow and achieve higher levels but not at the same level."]
[4824946801,"Nancy Moral","School Administrators",null,"Family Tree Private School","Madison",null,"  \"Levels  of achievement  expected  of  all public  school  students\" should be expanded by \"or the level consistent with the curriculum of the parents' choice.\" Students should be allowed independent study and a mix of on campus, online, self instructional curriculum, community based apprenticeships, etc.  A frame work for vetting the quality, organization and completion of a parent led program is doable and a great idea.","Unless a student is meeting minimum basic skills in Math, Reading and English, they should not have other activities or subjects notwithstanding English and Reading can use as it's content History and Science content.",null,"Academics are not as important as life skills for EMH, etc., yet I don't see any constructs to address this as a priority over academics.",null,"If the state can revise at any time any of the standards, then that means that any input here is subject to change and that's not using public input in good faith.  Parents need a lot more say and control, and the decisions need to be DE-centralized in my opinion so that parents can experiment with creative programs and community centered learning."]
[4824659397,"Athby M. Tamburrino","Teachers",null,"self","Duval",null,null,"Arts Education should be included as a core subject, or at the very least, co-curricular.  This should include both performing arts and visual arts."]
[4824654291,"Laura Rouveyrol","Parents and Families",null,"none","Brevard","The standards should be challenging but also age appropriate. The standards should be based on brain development research. ","All core courses should have the same standards set for all Florida children at each grade level.","All core courses should have standards that are age appropriate. "]
[4824341846,"Karen Sanchez","Teachers",null,"Self","Polk","State education standards should apply to all students in the state, regardless of whether school is public, charter, or private."]
[4824252771,"Diana Latta","Teachers",null,"Public school","Putnam"]
[4823989865,"Lisa Thomas","Parents and Families",null,"None","Brevard",{"$nulls":5},"English should be the 1ST AND ONLY LANGUAGE in our schools.  I didn't see the English language was mentioned at all.  If children can't speak English than there should be outside sources ( not the public school system) that are will to teach this before entry into out public school system.  "]
[4823769595,"jeff butler","Parents and Families",null,"self","Lee"]
[4823700657,"Sandy Rist","Teachers",null,"Polk County Schools ","Polk",{"$nulls":4},"I feel that it would be much more beneficial to the students with the most significant cognitive disabilities to learn functional life skills rather than academics such as World History or Algebra, etc. For many of these students even the Access Points are much too advanced for them."]
[4823640791,"Cathy Pague","Parents and Families",null,"Self","Brevard"]
[4823400529,"Sharon","Parents and Families",null,"Self","Palm Beach","Please name \"charter schools\" and add section for students with IEP or 504 plans","Please name \"charter schools\" and add section for students with IEP or 504 plans","Please name \"charter schools\" and add section for students with IEP or 504 plans",{"$nulls":4},"I do believe the Secretary should be allowed to review such state standards to see how they align state by state.  Perhaps to offer collaberation and feedback, but not to enforce such behavior.  I beleive this will help unify our country and make education as equitable as possible, no matter where one lives. "]
[4823254094,"Barbara Brightman","Teachers",null,"School district","Hillsborough",null,"Any discussion on moving to the NGSS national science standards?","Any discussion on moving to the NGSS national science standards?",{"$nulls":4},"Any discussion on moving to the NGSS national science standards?"]
[4823177194,"Kristen Faircloth","Teachers",null,"Public school","Sarasota","Too many tests.  We skip important information because it s \"not on the test.\"  Kids these days can't even read or write in cursive.  Their signature is their printed name.  I was always taught NOT to teach to the test.  Yet, here we are.","I don't mind the same standards in the State, so long as we are not skipping around.","Again, as long as we are not skipping pertinent information.",null,"I believe everybody should have an equal chance to succeed.  If that means different standards for those with significant cognitive disabilities, then I agree with this.",null,null,"Need to be changed.  Make the standards based on importance and not because it is on some test.  There was nothing wrong with CTBS testing and semester exams.  Those of us who grew up with that were less stressed and turned out better.  Kids today are way too stressed and end up giving up easily out of frustration.  We did better on CTBS testing because we were not constantly reminded of its importance!"]
[4823175227,"Tonia Murray","Teachers",null,"Emerald Coast Middle","Walton",null,null,"I currently teach fifth grade science. The diversity and quantity of standards taught and tested at this level exceeds what most of my students can take in, absorb and really grasp before testing. I find myself rushing to review previously covered, including Third and Fourth grade materials to ensure my students have afresh memory of the material before testing. I am then left with a month to go deeper into the material we covered. How can we create a STEM based model when there is so little background from previous years? Teachers in the lower grades are terrified of the math, language arts and writing assessments that science takes a back seat. It requires materials and time to do inquiry and analysis, time that is in short supply. The desire to go deeper has not been met. "]
[4822476812,"Mamie Curry","Teachers",null,"JHPA","Escambia"]
[4822398199,"Keri Ann Noftall Soto","Teachers",null,"self","Sarasota","Since it is the purpose and intent for ALL STANDARDS  to be  aligned, planned and taught to students for consistency then I feel that the format of the STANDARDS curriculum be distributed to teachers as a STATEWIDE document rather than each county creating their own standards guide for teachers to follow. We all hold a STATE License so it should be held accountable as a STATE document so that there is consistency in how the document is worded and written."]
[4822294509,"Nubia","Students with Disabilities Advocates",null,"none","Miami-Dade","Note that is very necessary to understand the criteria and to know the tools and means used to determine which students can access to the challenging academic standards, and which ones are considered to have the most cognitive disabilities and access the alternate standards.",null,"Emphasize the option to integrate new and more creative subjects, up to date for the 21st century work market requirements. For instance, music and arts, robotic engineering and new technologies.",null,"Once included in the Alternate Academic Standards, which type of assessments will the students have to study for and its contents.","What resources are available for students with special needs, from foreign countries whose first language is not English, and/or don't speak English at all.","It's crucial to make public any measure or decision that the State takes or modifies, in virtue of our students. While using all the social and communication media, both in English and Spanish.","Very important to make public any decision or modification that State can eventually make over those standards."]
[4822200301,"Debra Allen","Parents and Families","Retired Curriculum Support Specialist MDCPS","self","Martin","In general the standards adopted are challenging and for many students appropriate.","Having common academic standards are necessary to ensure a quality education for all students","All subjects must have standards.","   The following alignment is not appropriate for emerging readers and writers: State  academic   standards are aligned with entrance requirements for credit-bearing coursework in the system of public higher education in the  State  and relevant State career and technical education standards. Common sense tells us that emergent readers and writers should not be subject to this goal so early in their academic exposure.","A student's personal IEP should trump anything in this section. Parents and educators who know the student can better access what is appropriate and meaningful for each student.","Every person learns a new language at a different pace and that includes students. Acceleration of language acquisition should be promoted and when needed support provided for those students who cannot perform at the accelerated pace of learning how to read and write in a new language.",null,"Yearly revision of standards (all stakeholders should have input) should take place. Standards should be modified and/or removed if the standards are deemed inappropriate or not developmentally suitable. Standards should not change substantially from year to year as this creates dissonance from one academic year to the next. "]
[4821977000,"DB-L","Parents and Families",null,"NONE","Broward"]
[4821912725,"Laura Clark ","Parents and Families","Parent of children with disabilities ","None","Clay","Explain in layman terms ","Same"]
[4821534323,"Lisa Herr","Parents and Families",null,"self","Osceola",null,"Public schools and charter schools should test on the same standards. ","I think subjects should be tested for mastery, but high stakes testing should not happen and is not appropriate.","Students need to be prepared for college. I think that this has been taken to far when we are putting so much stress on our Kinder and 1st grade students who at times are working above what is developmentally appropriate.","I believe students with significant disabilities in certain areas should be allowed to take the alternative tests for the particular area they are significantly deficit in, instead of it being all or nothing testing.",null,"I agree that it should be a state by state process.","I agree that revisions should be based on the state not federal requirements. With that said, they need to be revised. "]
[4821402029,"D Lewandowski","Parents and Families",null,"Family","Clay",null,null,"(1)(C) In this section on topics, I would specifically add \"civics/history\" to the list of math, reading/language arts, and science.  Understanding our government and how we got to be this way is just as important as math, etc."]
[4821306175,"John Fowler","Teachers",null,"US citizen ","Seminole","I am not clear about the alternative standards for the learning disabled or the English requirements.  We get some very bright non English speakers who need a year or 2 more to function better on the state tests.   ","This part is more clear.  I am not a Lawyer, but it sounds like they want to have 3 levels of achievement. Would it be like Advanced Placement, Advanced, and standard?","Its good that we have math, science, and language arts.  I wonder why History and social studies are always left out or absent. As a science teacher I have so much to cover in terms of material and critical thinking skills.  The tests are always more of a tricky reading test and never straight forward.  I think it is unfair that History and Social studies teachers are not held as accountable as other subjects.  Many of our leaders are former social studies or other non tested subjects and I feel that they have no understanding of the process and their pomposity and poor decisions are related to it.  Also our society and law is based so much on history, the only reason not to make it important is to keep more students ignorant so they won't cause much  trouble when they are older.  America keeps making the same mistakes as in the past and since history never gets past the civil war it is not surprising.   ","Is it wise to try to send everyone on an academic college track.  That shoe does fit a lot of students, but more vocational training would reach more of the standard students.  I really noticed the difference as an 8th grade physical  science teacher when they quit offering mechanical drawing in 7th grade.  Other countries such as Germany and the UK offer and require way more vocational and technical training for all students even the top tracked students.  The Bush concept of jobs Americans won't  do has continued to extend the myth that unless you go to college you are a loser or low class.  They had a lot of good ideas in the past that have been swept away by leaders that don't really understand how important the industrial arts really are, unless they are planning to send all such work overseas.  ","Yes we need to have alternate assessments for the disabled while keeping in mind that they are not simply stupid, but just need more time to develop and that in the less profound cases they can make growth.","I wish they could be tested in their native language for their 1st and 2nd year in the states if they want.  I teach a lot of students that are ELL and ESOL and many are very high acheiveing, but struggle with the social and academic challenges of having to learn a new language and opperate in it before they are ready.  I am sure our schools scores would jump higher if they coulod be tested on a more level playing field. ","This section appears to remove any need to for a state to actually comply with this new act.  If they don't have to answer to the secretary I am not clear on how compliance is to be enforced.  Hopefully, there is more detail in the actual act that is not included here  ","This part seems good. Let the states revise their standards rather than having all new ones.  Lets not keep reinventing the wheel.  Overall, this new act seems to be just another political stunt that has a catchy title like Bush's \"No Child Left Behind\" that actually caused way more harm to education at the school level.  I just hope it does not include a lot of heavy handed stuff designed by people that have no concept that \"No Child Left Behind\" had.  Example: scoring schools lower just because they had no native Americans enrolled.      "]
[4821018955,"Tamara Hatcher","The Public","odyssey prepatory academy","self","Brevard","none","none","none","none","none","none","none","none"]
[4820964324,"Kimberly Humphrey","School Administrators",null,"None","Brevard","1E seems to state that \"state  academic\" content standards must be aligned and challenging for  students with significant cognitive disabilities. After overseeing the administration of statewide assessments that are considered standards-based, being administered to students who have to be tested using the same test of students without cognitive disabilities, I find it difficult to hope for standards that meet their needs but are aligned with challenging academic standards. What is challenging for one student, may or may not be challenging for the next. I think standards (aligned and challenging) for students with significant cognitive disabilities needs to be addressed in a completely separate act/law etc... Students with significant cognitive disabilities need standards that are specifically created to meet their individual needs and level of academic/social ability. EIII speaks to professional judgment in regards to alignment of standards. My question would be: \"whose\" professional judgment?. Many times the people making decisions for and about students are not those who are in the trenches with them everyday and who know them best. Challenging students is good. Overwhelming them with unreasonable expectations in regards to standards is debilitating.","It is always difficult when we are expecting the \"same\" of students in regards to level of achievement. Students do not come from the same backgrounds and do not enter school at the same academic and social level. While educators can provide instruction in the same standards to all, Educators cannot dictate the student's life experiences or guarantee that the student will go home to an environment that supports this type of learning. The hours in a school day can be spent teaching all students the same standards; however, if one student entered school after being in several foster home situations and/or living on the streets with their parent(s), this will interfere with the pace and level at which that students gains understanding of the standards. The student may not fit in the disability category; however, that does not mean they don't have great disadvantages that must be overcome before education in standards can begin.","I think standards for each subject is a wise expectation. These standards will ensure that each of the subject components are being addressed sufficiently.","We must align our standards with college and career readiness for certain. I am apprehensive about this alignment and how it will cover those students who will not end up going to college, with the same standards. I support the concept that we are looking to graduate our students and prepare them for college or technical training opportunities; however, there are many people who did not take these routes but are successful. Standards have to address all types of learners.","The effect of previous legislation/acts etc... in regards to educating students with the most significant cognitive disabilities is that students are given an alternate assessment asking them to answer questions that they cannot answer. I have experienced non-verbal students being asked to \"tell\" their teacher what is the correct answer. Why do these type of students even need to be tested at the state level? Why are we not trusting our in class Educators to assess individual growth for the sake of communicating this information to parents and fellow colleagues so the student continues to set goals, reach them and move forward at a pace that is effective for them. The whole structure and concept of creating standards for students with this level of cognitive disability needs to be rethought and reworked. As I mentioned earlier: Whose professional judgment are we asking for? If we are not asking the teachers of students with this level of disability to come up with a plan of action, then we are \"not\" asking the right people. Without the input of our Educators throughout all of the steps in the process, there is no way that the needs of our students with cognitive disabilities will truly ever be met.","Having standards be derived from the different components is highly beneficial to our students. The four components are ways we communicate in the real world. As I mentioned earlier, when their are standards, it ensures that the various communication methods will be addressed. This is a quality way to differentiate instruction to meet the diverse needs of students.","I do like that the control of standards is placed in the states hands. I am a bit cautious as I don't know exactly what this means for statewide assessments.","Even the words \"Every Student Succeeds\" makes me nervous. This sounds too much like \"No Child Left Behind\".  I do believe that every student can succeed; however, I also think the definition of success varies from person to person. The child who only knew 5 letters at the beginning of the year and knows 10 by mid year has succeeded. The child who know 15 letters at the beginning of the year and still knows 15 letters at the middle of the year has not necessarily succeeded in the area of academic growth. So, while states have liberty to tweak standards as they need to as long as they meet the guidelines in this section, how does this liberty guarantee that this act won't put Educators in the same situation as they work to meets students needs as they were with No Child Left Behind?"]
[4820964259,"Kim Hampton","Teachers",null,"Alachua County Schools","Alachua","I certainly hope that teachers, administrators and others that have expertise in CHILDREN and LEARNING are consulted and listened to in this process. ","Make sure that standards are developmentally appropriate.  Consult those that are experts in child development, and set standards of achievement that are reasonable and age appropriate.  Asking a child to think abstractly when they are not in that phase of development is frustrating for them.  Early frustration leads to disengaged learners, and sets them up to fail later!","Social Studies should not be ignored!  Our children are NOT learning geography, history, or how the American government works!  We are raising a generation of politically ignorant citizens.  "]
[4820945947,"Kelly","Teachers",null,"NAEA, MAEA, FAEA, NEA, FAE, and MEA ","Manatee","As a visual arts specialist students are often times held back from my class, removed and late to my class due to remediation in other standards areas. Because of the the emphasis of language arts and math standards in the FSA test subject areas that are not language arts or math are often subjected in time and availability to all students. ESE students suffer a double standard as they often are the only ones not allowed to attend arts classes because of their disabilities in other so called academic areas. Lower socio-economic students are often unable to have access to arts classes as the have higher populations of ESE students and they resources are not given to them for arts access. "]
[4820737679,"Sharon Bowen","Teachers","Parent","self","Brevard"]
[4820654280,"Kristel Robertson","The Public","School support staff member","Brevard Public Schools","Brevard"]
[4820169041,"Missy Neal","Teachers",null,"BPS","Brevard","any schools receiving funds from the state, not just \"public\" schools.  Charter schools receive state funding and should be required to hold the same standards",null,"What happened to Social Studies?  We don't have state standards for history anymore?  The NGSSS have applied previously.",null,"Can we please add life skills to this?  Why cannot students with the most significant cognitive disabilities also receive life skills if we know they will not be able to comprehend a medical textbook?  Let's prepare them to take care of themselves upon exiting the school system."]
[4820127597,"Michelle","Parents and Families",null,"Self","Brevard"]
[4820109367,"Susan Bowles","Teachers",null,"self?  School Board of Alachua County?  All teachers everywhere?  ","Alachua","The standards need to be developmentally appropriate for the age level for whom they are written.  Standards in the elementary grades are often above where a child at that age is cognitively.  Early childhood experts, speech pathologists, and developmental psychologists should be consulted along with experienced classroom teachers.","Having challenging standards is fine if they are appropriate and reasonable, given the age of the children who will be expected to master these same standards.  Having standards that are above the children's level does not make them good standards.  You can make standards for Kindergarten that 5 year olds should use prefixes and suffixes to derive meaning from words, or to teach them parts of speech because that would be considered challenging, but it is not age-appropriate.  (Those are Kindergarten standards, by the way.)","Well, this is wonky thinking.  You don't want to adjust standards for children with disabilities?  Do you think all children are the same?  Do you think they all have the same abilities?  We need to teach each child to the fullest.  Making severely handicapped children take tests to see whether they mastered the standards is cruel - to the children and to those who love them.  Ask their teachers and parents.  they can tell you that the material is beyond the ability of their child.  Have compassion.  Children are more than statistics.  They are people.","So this seems to states there can be modified standards.  However, my question to you is what are we not trying to meet the needs of all the children?  There should be different diplomas that children can attain whether it be college prep, technology, industrial arts, caregiving, or even a certificate of completion.  NOT ALL CHILDREN WILL GO TO COLLEGE.  THIS IS NOT THE GOAL OF EDUCATING CHILDREN.","Sadly, while it appears that Florida has a bit of a heart in this area, EVERY YEAR there are children with severe disabilities who are forced to take standardized tests.  SOME CHILDREN ARE NOT CAPABLE OF THIS.  Stop bullying and abusing children.","We want our children to learn English because that will best serve them as they leave school and become employed members of society.  However, we need to realize that that can not be done with a flip of a switch.  There should be some sort of monitoring BY THE TEACHER, SCHOOL and ADMINISTRATION to be sure each child is developing their English skills.  Standardized tests do not do these children any service except to make them feel poorly about themselves until they have mastered the language.  I would like for the politicians and members of the DOE to take tests in another language the first year they have studied that language.  Remember, we are teaching children.  We are not downloading information onto the hard drive of a brain.  ","These guideline are not followed by the state of Florida.","Because of the chaos the standards are now in, I think we need to change the standards from \"challenging\" to \"meaningful, appropriate and engaging\" and we need to consider the age of the children for whom the standards are written."]
[4820075170,"Frances Gordon","Parents and Families",null,"Self","Bay","Measuring academic achievement based on individual needs and responsibilities may widen the achievement gap amongst students who are not offered advanced courses like honor students.  ","\"Same\" standards may not be covered during the school year, when students will be measured via academic achievement guidelines or assessments.","Students should take advance mathematics in middle school (i.e., Pre-Algebra and Geometry in 6th Grade; Algebra I in 7th Grade; and Integrated Math in 8th Grade); for High School students should be able to Algebra II, Math for College Success, Statistics, and Trig or Calculus.   Reading classes should be offered in 6th grade to cover structured learning basis; however, students should have poetry, English Lit, and Communications courses focusing on writing and speaking in 7th and 8th Grade.   These subjects should be offered to students who tested below basic, as well.  It is not fair to students, parents, nor teachers to teach students below their potential.  ","What are the purpose of PERT and ACT Plan Readiness? These exams prepare students for college better than any alignment assessments.  Remedial college courses should be offered to 11th graders as electives.  12th Graders should work on note-taking, study groups.  In addition, ASVAB  preparations should be offered/aligned with 9th and 10th graders.","As it relates to Alternative Academic Achievements, there should be more collaboration with medical providers and school psychologists.","Every student should have an opportunity to learn a second language (world language), beginning in Pre-K.  Teachers should have the option to learn/teach students, based on the needs of the district.","No comments.","School personnel should have the right to review and reflect on the success of standards, and how these standards can be changed to meet the needs of student dynamics."]
[4819916262,"Torrey Gaines","Teachers",null,"Enterprise Elementary","Brevard"]
[4819913934,"Sheila Dyer","School Administrators",null,"Polk County Public Schools","Polk",{"$nulls":4},"Section 1111(b)(1)(E) authorizes the state to adopt alternate academic achievement standards for students with the most significant cognitive disabilities. I  support the state exercising this authority in a meaningful and sensitive way that ensures students are challenged to reach their highest potential while recognizing the challenges of students having significant cognitive disabilities. The state should establish a process that includes stakeholders in reviewing the current standards and to develop recommendation for alternate standards and corresponding assessments. Once the recommendations are made, any legislative and regulatory changes should also be developed."]
[4819840835,"Virginia White","Specialized Instructional Support Personnel",null,"Northside Elementary School","Bay","I have no problem with the standards being set by the state. However, some of the standards are not developmentally appropriate for primary age children.","I have no problem with the same standards for all children. However, I do have a problem with how the testing to measure these standards is used and the amount of time testing takes away from instructional time.","The subject areas are appropriate.","I do not believe that the standards are in alignment with vocational requirements for post-secondary school involving students who are not attending a college.","I agree that for students with the most significant cognitive disabilities alternate academic achievement standards should continue.","I believe that students whose primary language is not English should have more than a two year waver for counting testing scores on school grades and teacher evaluations.","No comment.","The standards should be revised maximum input from a variety of educators who work with varying students and from various schools of differing socio-economic levels."]
[4819574493,"Vern Barth","Teachers",null,"Bay High School ","Bay","A movement toward state and even local based decisions are long overdue. ","Agreed that all districts should be on the same standards statewide. ","Agreed that the state should set standards for math, reading etc. They know their own students better than Washington and what works there may not work for our kids. ","N/A","Agree with highlighted standard","Agree all states should adopt a set ELP standard. ","I feel the states should still have to submit materials or details to the secretary for accountability purposes. I do not feel that they federal agency should have control over standards, but they should be able to make recommendations. ","Do not care for the existing standards"]
[4819181954,"Susan Pleasanton","Teachers",null,"Self and school","Brevard","In multiple countries throughout the world, assements aren't given to young children. I've been a primary teacher for 24 years. The current assements do not accurately indicate students achievement, especially in younger children. In addition, I feel that all school should receive the same funding, regardless of the location of the school. Students from families who are  professionals consistantly score higher. The affluent  schools are given advantages due to their location, but are given identical assessments as students from low income, in Title One schools. I don't feel that teh assements should cause stress to the teachers and students. Lastly, teacher's salaries should not be tied to student success scores or VAM scores, as created by the FDOE, especially considering that the teachers most frequently have never taught or met the students scores whose scores are included. ","When considering this section, to have the same standards, this should apply to students regardless of their socio-economic groups. However, teachers should not have financial consequences based on the test scores.","According the the language as written in the subject section, the wording should also include charter schools and private schools.  have the option to have their children attend charter and private schools, they should be held at the same academic standards.","The assessments should align with the curriculum and how each subject matter is taught. ","When students are determined to have learning disabilities, they should have alternative and modified assessments. ","Non-English speaking students should be allowed two-three years to learn English, then be required to take the same assessments. ",null,"The standards need to correlate with assessments. "]
[4819175929,"Brenda Harrell","Teachers",null,"Bratt Elementary","Escambia","As the state and local government are developing these standards, I hope they will consider making the standards developmentally appropriate standards. As a kindergarten teacher I see too often children being asked to demonstrate skills they are not developmentally ready for.  It is also important to remember that not all students develop at the same rate. ",{"$nulls":6},"Local school systems should develop and amend standards to meet the needs of students in their schools. High performing students need higher level of standards but the lower performing students need a different path that helps them build a solid foundation that they can build on so that they can reach their highest potential. We should not keep trying to force students to be at the same level at the same time. Kindergarten students should be 5 or 6 years old but because of the September 1st cut off and the early August start date, we have children entering Kindergarten at 4 years old. These students struggle with cognitive skills and small motor skills. Add this to students whose parents are illiterate and can not or will not help them at home its a recipe for failure. All students have the potential to succeed if the goals are with in their ability to reach them.  "]
[4818865479,"Elizabeth Cote","Parents and Families",null,"Self","Brevard","Our children desperately need the State to give our local educators and administrators ultimate authority regarding setting goals for our students and evaluating their progress toward those goals based on their experience working together. Any efforts of setting standards for students on anything other than an individual level discourages individuality and minimizes opportunity for exercising a student's potential. What else can we do to participate in this very important decision making process?","Our children desperately need the State to give our local educators and administrators ultimate authority regarding setting goals for our students and evaluating their progress toward those goals based on their experience working together. Any efforts of setting standards for students on anything other than an individual level discourages individuality and minimizes opportunity for exercising a student's potential. What else can we do to participate in this very important decision making process?","Our children desperately need the State to give our local educators and administrators ultimate authority regarding setting goals for our students and evaluating their progress toward those goals based on their experience working together. Any efforts of setting standards for students on anything other than an individual level discourages individuality and minimizes opportunity for exercising a student's potential. What else can we do to participate in this very important decision making process?","Our children desperately need the State to give our local educators and administrators ultimate authority regarding setting goals for our students and evaluating their progress toward those goals based on their experience working together. Any efforts of setting standards for students on anything other than an individual level discourages individuality and minimizes opportunity for exercising a student's potential. What else can we do to participate in this very important decision making process?","Our children desperately need the State to give our local educators and administrators ultimate authority regarding setting goals for our students and evaluating their progress toward those goals based on their experience working together. Any efforts of setting standards for students on anything other than an individual level discourages individuality and minimizes opportunity for exercising a student's potential. What else can we do to participate in this very important decision making process?","Our children desperately need the State to give our local educators and administrators ultimate authority regarding setting goals for our students and evaluating their progress toward those goals based on their experience working together. Any efforts of setting standards for students on anything other than an individual level discourages individuality and minimizes opportunity for exercising a student's potential. What else can we do to participate in this very important decision making process?","Our children desperately need the State to give our local educators and administrators ultimate authority regarding setting goals for our students and evaluating their progress toward those goals based on their experience working together. Any efforts of setting standards for students on anything other than an individual level discourages individuality and minimizes opportunity for exercising a student's potential. What else can we do to participate in this very important decision making process?","Our children desperately need the State to give our local educators and administrators ultimate authority regarding setting goals for our students and evaluating their progress toward those goals based on their experience working together. Any efforts of setting standards for students on anything other than an individual level discourages individuality and minimizes opportunity for exercising a student's potential. What else can we do to participate in this very important decision making process?"]
[4818862758,"Cathy Odom","Teachers",null,"self","Bay","Primary teachers feel early childhood developmental stages (K-2)  been ignored by our state legislators and FLDOE!!!  Developmental stages as defined by Piaget or Erikson (which are scientifically proven and still taught at the college level)  have not changed and the stages of cognitive development that children go through are the same as 100+ years ago.  Yet the new standards and assessments do not take this into consideration.  Many children are unsuccessful because their brains are growing and changing and it makes no sense.  Children still learn to walk, talk, eat, dress, read, write, and do math in the same way.  Yes, some earlier than others, but that does not make up for the fact we expect them to do levels of work/assessments that are not appropriate for their brains!!!! Please research this and stop making children grow up before they are ready.  I expect to hear from you in some format.  This is a big concern for our children.","Are the standards and DOK levels appropriate for our students cognitive level of development?  We are hurting our youngest students (primary) because they can't reach the higher DOK levels in their assements because really their brains don't function like that yet.  According to Piaget or Erikson's stages of development their brains aren't ready to do what the standards ask of them until age 10.  I think those of you working at DOE have forgotten this and more research on your part needs to be done to make the standards more appropriate for students in elementary school.","Can we please teach the children to first  read, write, and do math successfully in the primary grades before we add higher DOK levels to standards/assessment?  Students need a good strong foundation first!!!","ok"]
[4818628441,"Mari-Lynn Hoffman","Teachers",null,"self","Collier","I've been teaching long enough to remember, do you?  Ralph Turlington and the Florida DOE vs Debra.  She was awarded a diploma and couldn't fill out a job application.  As a second grade teacher, at that time, I was; along with every other teacher, asked to produce my lesson plans to verify that all subjects were being taught.  It made extra work for the rank and file and didn't bother me, but I knew that the request was unreasonable and not really authentic.  Standards puts what you do in the classroom in the sunshine and I think that's a good thing.","Public education needs uniformity in its standards.  Long gone are the days,  \"go to M. for a high school diploma, you can be illiterate and still get one.\"  ","In the interest of national pride and homeland security…..standards for Civics and American History need to exist.  There's no excuse for a student going through the school system knowing less about their own country than a new citizen passing the test to become a citizen.","Yes, the standards need to align with what's taught in the classroom.","I would prefer than these students not be exposed to \"different\" standards at all.  Allow them to experience a different academic training experience. Career paths should be an option.  Students with disabilities soon figure out that there's a \"difference\" and it is an inadequate self-fulfilling prophecy for them.  They will sit and wait for a teacher or an assistant to provide them with the answers.  They don't benefit from the creation of a work ethic.  To me,  this is wrong.  Why can't they be in a work preparation environment where they can succeed in an area that is relevant and meaningful to them?  I have a dog groomer that makes more in one day than I do in a week.  She spells things wrong, but I couldn't care less as she leaves work in an Infinity, and I'm driving a car from S. Korea.","Unfortunately,  the students that learn English the fastest are those that are accidentally placed in classes with all English speakers.  They struggle and tend to learn rapidly.  The students that leave the classroom to get extra assistance will speak with each other in their native language and their progress is significantly less.","I've been teaching for 45 years, and have worked in several settings with students from all demographics…….I've assisted new teachers in the induction process, and am convinced that  the really great teachers are intuitive and proficient in teaching what the students need to know. Everything they do circles back to the standards, which makes sense to me.  The public schools need to begin blowing their own horns in many instances.  The power of public education made us the greatest nation on earth……it needs to be supported.","A new name for the same thing…….I couldn't care less, though I must confess, \"No Child Left Behind,\"  was not my favorite.   Every child succeeding covers more area and if we can institute technical centers that don't kick out students for having an average of 79 or less,  then YES, EVERY CHILD CAN SUCCEED."]
[4818596699,"Rebecca Allen","Teachers",null,"Palm Bay Magnet High School","Brevard"]
[4818581456,"Denelle Newcomb","Specialized Instructional Support Personnel","returned to classroom due to FL law frustrations....","none","St. Johns","If there are 3 levels, the top level should be what most students strive for.  Level 2 could be for moderate disabilities, and Level 1 for severe impairments.","Please keep the standards aligned with what is happening in most other states.  This is what is best for kids so we don't create gaps as students move around both in and out of Florida.  Before Common Core, this was a HUGE problem.  We have many military families in FL.  They deserve consistency as they move.",null,"Please keep this aligned with with other states are doing so we don't have gaps for our students.  I worry about the very vocal minority that will scream about \"FL should do their own thing.\"","This is needed, but only for our most severe students.  Also, the state really needs to look at how we grade schools and teachers of these students - you are driving teachers from serving these students with current policy.",null,null,"Again, please stay aligned with Common Core or whatever most other states are doing.  Calling ourselves \"leaders\" and forging our own path to meet the demands of a very small but vocal minority is damaging to our students.  Please use common sense."]
[4818517426,"Sonja Sherman","Teachers","Parents and Families","Deerfield Beach High School","Broward","We are already in compliance with everything in this section. We have rigorous standards in place for all students including students with disabilities and English language learners. We have 5 levels of achievement that we report, and I think we should keep it that way. ","We currently apply all of our standards to all all public school students. ","We have standards in place for these subjects.","How will we demonstrate this? What format will that take?  We are already aligned to secondary institution's entrance requirements.   ",null,null,null,"Just because we CAN revise our standards does not mean we HAVE to! I do not believe we need to revise our k-12 literacy standards. We just went through this rigorous process, and are becoming comfortable with our Florida Language Arts Standards. They are far superior to the design of our former sunshine state standards, and we should leave them alone!!!!!!"]
[4818508151,"Paul Merritt","Parents and Families",null,"self","Brevard","none","none","none","none","none","none","none","none"]
[4818084664,"Jamie Tibaquira","Students",null,"self","Bay","I understand the need for creating and having standards for teachers to follow. ","I appreciate that all students int eh state will be taught the same standards at the same age/grade. ","The more a subject is Tested, the more a subject is Detested. By high school the number of students who hate math, English, science, and school in general is enormous because of the constant testing. ",null,"It is a shame that only those students that can pass those terrible tests are able to receive a standard diploma. A shame. ","I cannot believe a student who, through no fault of his/her own, moves to this country without a fluent knowledge of English. Then, he/she becomes alienated and punished because of a test. ","Standards should NOT be set be a governmental official. They SHOULD be set by a panel of teachers and administrators from various parts of the state because THOSE are the people who know what the students should learn, as well as when those things are cognitively appropriate. "]
[4817816018,"Sarah Aloise","Teachers",null,"Brevard Schools","Brevard","I think the standards are appropriate and rigorous enough for basic and advanced students.  They are, however, so vague and complex that teachers do not know or understand them well (and have trouble teaching to them).  Teachers are better able to teach from clearly defined objectives to be covered in a school year.   ","The same standards should be applied to all students seeking the same degree (from any kind of school) or the degree is meaningless.  However, all students in Florida do not need to seek the same degree.  We need to reinstate Special Education and Vocational Degrees.  The current curriculum is not designed for all students.","I believe that Social Studies is critical, as well, in a democratic society and should be considered a core testing subject if the others are.","Standards for regular and advanced students should be driven by higher education standards.  Not all students are on higher education paths.  Alternate paths need to be available and should not require the same academic rigor.","Students do not receive the same education in AP classes, regular ed classes, and inclusion classes.  Trying to put them all in the same mold actually waters down the curriculum and makes meaningless the degree. ","I like the current standards for college bound students, but they need to be redesigned/written for ease of teacher use when planning  ","I think students benefit when standards are the same across states.  However, we need different standards for students on different ability/career tracks.","Testing disrupts education from Feb.-May in our district.  Students are pulled from their classes since tests do not fit into class periods and computer labs are lacking.  Students and teachers lose access to computers for other purposes during this time.  Counselors and librarians are unavailable to students/teachers/parents during these months since they are used to proctor high stakes tests.  This is destroying our schools."]
[4817677422,"Pamela Fox-Dhople","Parents and Families",null,"self","Brevard"]
[4817646396,"Corey Power","Teachers",null,"None","Brevard","Standards should be age appropriate. More play needs to occur. "]
[4817509378,"Laura Cronin","Parents and Families",null,"self","Polk","I am completely in favor of having high academic standards. However, I also believe standards should be developmentally appropriate, and currently some of our standards, especially in the youngest grades, are not developmentally appropriate according to many child development experts. Children are now expected to read long lists of sight words before they leave kindergarten and are constantly drilled on these words. Kindergarten children should be learning to read by being read to by their teacher, not being forced to try to memorize lists of words and being made to feel stupid when they can't remember them. This is only going to create students who hate reading and school before they hardly get started. My daughter who just finished kindergarten happens to already be reading on a fourth grade level. But I feel the need to speak up for the students who aren't ready yet, which is the majority. Reading is a child development skill that comes to them much like walking or talking, they get it when they are ready and many are not ready when they are at such a young age. Kindergarten and even first grade students should be doing much of their learning through play, and this is not currently happening in our academic standards."]
[4817327173,"Lakeska Kelsey","Teachers",null,"Palm Beach County School District","Palm Beach","subsection i: should include \"Apply to all public school students receiving state funding including  public, private, and charter school students.\"","again: Subsection i: should be applied to students that receive public school funding including students receiving public school VOUCHERS should be treated the SAME. Including students in private and charter schools.","In my opinion, Science should not be included.","No issues here","Parents with students with IEP's should be given an opportunity to decide what is best for the child. It also shouldn't determine if a student would be on track for receiving a \"different\" diploma.","No issue here.",null,"None"]
[4817317906,"Sandra","Community-Based Organizations",null,"Brevard Gifted","Brevard","What may be viewed as challenging standards to normalized IQ is not challenging to higher intellects, 1,2, 3, 4 and more standard deviations above. ","Under ESSA all students are entitled to academic gains... however, the course standards for elementary in FL are the same for all students. Many gifted students (and academically advanced students) know 75% or more of the grade that they are entering - and Florida does not yet offer a separate advanced academic standards course code(s) for elementary. These students academic gains are limited and gain reduced by nature of a non-challenging environment. ","Math, LA and science in elementary need a separate high  achieving math course code that allows Gifted and talented students to be able to make academic gains. ",null,"Just as you have alternative achievement standards for students with significant cognitive disabilities ( 3 standard deviations) - you need advanced alternative achievement standards for students 3 standard deviations or more above normal IQ!!! Our 3+ standard deviations above are bored out of their gord with current standards. ESSA does not do what it is supposed to do to enable all student academic gain if it does not address this!"]
[4817309459,"Ronald Langbecker","Parents and Families",null,"Self","Brevard",null,"Subsection (i) should explicitly state this applies to Charter Schools, to avoid confusion.",null,null,"Section E should also apply to Gifted or Exceptional Students, so a modified curriculum can be made for those students. ","This section should include a clause excusing children who have been in the country for a short period of time, and English is not their primary language.  ","Section (ii) Federal Guidelines should be taken into consideration."]
[4817282983,"Jennifer Cardani","Parents and Families",null,"None","Brevard"]
[4817157349,"Brooke Owen-Thomas","Teachers",null,"self","Brevard","no comment","needs further definition","Social Sciences must be included. There are many areas that of the Social Sciences that are actually hard sciences that needs more recognition.","This is one of Florida's weak areas, especially in middle and high school social studies. Example general lack of knowledge of the global complexities the today's complex world such as locational/socio-political/economic forces at scale.  ","I have not taught severe and profound in the state of Florida but have in other states.  The classroom teacher and the district need to be able to work in conjunction to create reasonable standards of growth for these students."]
[4817154082,"Erin Harrigan","Teachers",null,"Rockledge High School","Brevard",{"$nulls":7},"The social science standards are realistic and the Florida EOC has been created well to test for appropriate knowledge and application of said knowledge."]
[4817081181,"Joseph P. Alexander","Parents and Families",null,"none","Brevard","The tests for these \"standards\" aren't equitable to what's being taught. The tests are so hard and each year the scores are curved because not enough students \"perform well\". Florida needs to QUIT letting business people make educational decisions and STOP wasting tax dollars on standard curriculum that they DON'T stick to (NGSS to Common Core- to FL aligned Standards). The accountability vs return on investment (waste of tax dollars) doesn't add up and when coupled with the fact that these scores aren't respected or kept- is frustrating.","I strongly feel that the designation of \"public schools\" needs to include ANY school that gets any public funds- via waiver, voucher, etc. When that happens and all schools receiving funds take the same tests on the same standards- then we can talk about it truly being the same.",null,"this section was left blank","The amount of test items these students are exposed to is  unacceptable. This is a group of students that are profoundly disadvantaged, yet the state is imposing tests to assign these kids a scores- but it's not for their benefit. So, if it's not for the betterment of the students, then why are they being tested as such?"]
[4817041562,"Wendy","Students",null,"self","Brevard","students need to be grouped more appropriately so EVERY teacher is not trying to meet the needs of every ability group, if you have three levels of standards, students should be grouped so teachers are teaching mid to low and mid to high ability students so ALL students will learn based on their ability, not teaching to the middle and letting the upper students be bored",null,null,null,"there are many students that do not qualify for an IEP that could use alternate means to learn new information, again if the students were grouped more by ability, teachers would be able to reach more students on their level.  My daughter was in two different Brevard county public schools last year for K, and NEITHER school was able to meet her higher academic needs, very disappointed, and as a former Brevard county teacher, it was even more of a disappointment!  All students in both classes were given the exact same work no matter their ability level, it was a very frustrating year.  If first grade goes the same way, I may have to homeschool her, which should not be the case.  Metting the needs of all students is very difficult when the IQ range in each class is from 80 - 130.  No teacher should have to try to meet that expectation."]
[4817038909,"Jake Schweich","Parents and Families",null,"Self","Brevard",null,"Who will determine whether or not the standards are adequate and what penalty, if any, will be imposed should the standards be deemed inadequate?"]
[4817015462,"Wendy Vidor","Teachers",null,"Matanzas High School","Flagler",null,"Standards need to be aligned with college and career readiness, not just state assessment for the core courses.  We need to be proactive and preparing students for real world situations and critical thinking. ","Does this include elective courses?  Input and development of new standards need teacher input. ","The alignment process needs to have focus groups on how the three levels of achievement are calculated.  Where is the data coming from? ","What are the impacts on the career and technical courses? The rigor in these courses are very high to achieve industry certifications.  What type of alternative programs will be available for these students?",null,"I think that this is better for the states, but what oversight from the federal government will apply? ","These existing standards need to be developed and reviewed by certified teacher groups.  "]
[4816931850,"c.Spiers","The Public",null,"self","Brevard"]
[4816924000,"Fred DAvanzo","School Administrators",null,"self","Brevard","your fla test is to hard for the kids, you have to lower the standards for which you have put into place, everyone I spoke to agrees the fla testing is to tough for them","I never had this kind of teaching when i was in school, this is way to hard to start teaching little ones this kind of math, reading, science "," I feel that the math that is being taught is way to tough for the students. I have talked with other parents and all agree along with the teachers that i have spoken with, one teacher told me she has to go rent a video over the weekend just to understand how to teach the kids?","no comment ","the learning curve helps the students that need the extra help with all subjects, the ones with a leaning disability should have a different test and the teachers all know who they are","you have to remember if a student comes from a home of two languages it is tougher on them to be up to your standards and this should be changed","sucks","existing standards should be changed for all the students that are having a hard time learning, also teachers should change the way they teach the children, get away from just putting them on the computer and walk away, that is no way to teach, when i was in school you were taught by eye to eye contact and read from a book, change your way in the schools"]
[4816886893,"Diane Gillis","Parents and Families",null,"Self","Brevard"]
[4816881716,"Stephany Williams Lyons ","Parents and Families",null,"Self","Brevard","The public school system in Florida is absolutely abhorrent. I find it interesting that Common Core math has been introduced into my child’s education and she’s failing math each term. Even with individual lessons, extra classes, medication and help at home. The persons in charge of the Public Education in Florida are not looking out for our children they are looking out for their PAYCHECKS! Everything in today’s standards revolves around end of the year testing. How absurd. Your teachers are FAILING our children because the fat cats in Tallahassee don't know their asses from a hole in the ground. These teachers have college degrees but yet children are failing? How is that possible? It is NOT the child’s fault; it is the schools and faculty for being unable to properly help the child. THEY GET PAID TO TEACH OUR CHILDREN AND THEY ARE FAILING! I’d say that means they are not doing their job which means they shouldn’t be getting paid. I do not get paid when I don’t do my job. I despise the public school system here in Florida. This past year alone I had to threaten the school with a LAWSUIT and bring two police officers to the school! The principle would not speak a word to me. You have complete assholes running this system. I cannot put into words just how much I loathe the public school system in Florida.","The public school system in Florida is absolutely abhorrent. I find it interesting that Common Core math has been introduced into my child’s education and she’s failing math each term. Even with individual lessons, extra classes, medication and help at home. The persons in charge of the Public Education in Florida are not looking out for our children they are looking out for their PAYCHECKS! Everything in today’s standards revolves around end of the year testing. How absurd. Your teachers are FAILING our children because the fat cats in Tallahassee don't know their asses from a hole in the ground. These teachers have college degrees but yet children are failing? How is that possible? It is NOT the child’s fault; it is the schools and faculty for being unable to properly help the child. THEY GET PAID TO TEACH OUR CHILDREN AND THEY ARE FAILING! I’d say that means they are not doing their job which means they shouldn’t be getting paid. I do not get paid when I don’t do my job. I despise the public school system here in Florida. This past year alone I had to threaten the school with a LAWSUIT and bring two police officers to the school! The principle would not speak a word to me. You have complete assholes running this system. I cannot put into words just how much I loathe the public school system in Florida.","The public school system in Florida is absolutely abhorrent. I find it interesting that Common Core math has been introduced into my child’s education and she’s failing math each term. Even with individual lessons, extra classes, medication and help at home. The persons in charge of the Public Education in Florida are not looking out for our children they are looking out for their PAYCHECKS! Everything in today’s standards revolves around end of the year testing. How absurd. Your teachers are FAILING our children because the fat cats in Tallahassee don't know their asses from a hole in the ground. These teachers have college degrees but yet children are failing? How is that possible? It is NOT the child’s fault; it is the schools and faculty for being unable to properly help the child. THEY GET PAID TO TEACH OUR CHILDREN AND THEY ARE FAILING! I’d say that means they are not doing their job which means they shouldn’t be getting paid. I do not get paid when I don’t do my job. I despise the public school system here in Florida. This past year alone I had to threaten the school with a LAWSUIT and bring two police officers to the school! The principle would not speak a word to me. You have complete assholes running this system. I cannot put into words just how much I loathe the public school system in Florida.","The public school system in Florida is absolutely abhorrent. I find it interesting that Common Core math has been introduced into my child’s education and she’s failing math each term. Even with individual lessons, extra classes, medication and help at home. The persons in charge of the Public Education in Florida are not looking out for our children they are looking out for their PAYCHECKS! Everything in today’s standards revolves around end of the year testing. How absurd. Your teachers are FAILING our children because the fat cats in Tallahassee don't know their asses from a hole in the ground. These teachers have college degrees but yet children are failing? How is that possible? It is NOT the child’s fault; it is the schools and faculty for being unable to properly help the child. THEY GET PAID TO TEACH OUR CHILDREN AND THEY ARE FAILING! I’d say that means they are not doing their job which means they shouldn’t be getting paid. I do not get paid when I don’t do my job. I despise the public school system here in Florida. This past year alone I had to threaten the school with a LAWSUIT and bring two police officers to the school! The principle would not speak a word to me. You have complete assholes running this system. I cannot put into words just how much I loathe the public school system in Florida.","The public school system in Florida is absolutely abhorrent. I find it interesting that Common Core math has been introduced into my child’s education and she’s failing math each term. Even with individual lessons, extra classes, medication and help at home. The persons in charge of the Public Education in Florida are not looking out for our children they are looking out for their PAYCHECKS! Everything in today’s standards revolves around end of the year testing. How absurd. Your teachers are FAILING our children because the fat cats in Tallahassee don't know their asses from a hole in the ground. These teachers have college degrees but yet children are failing? How is that possible? It is NOT the child’s fault; it is the schools and faculty for being unable to properly help the child. THEY GET PAID TO TEACH OUR CHILDREN AND THEY ARE FAILING! I’d say that means they are not doing their job which means they shouldn’t be getting paid. I do not get paid when I don’t do my job. I despise the public school system here in Florida. This past year alone I had to threaten the school with a LAWSUIT and bring two police officers to the school! The principle would not speak a word to me. You have complete assholes running this system. I cannot put into words just how much I loathe the public school system in Florida.","The public school system in Florida is absolutely abhorrent. I find it interesting that Common Core math has been introduced into my child’s education and she’s failing math each term. Even with individual lessons, extra classes, medication and help at home. The persons in charge of the Public Education in Florida are not looking out for our children they are looking out for their PAYCHECKS! Everything in today’s standards revolves around end of the year testing. How absurd. Your teachers are FAILING our children because the fat cats in Tallahassee don't know their asses from a hole in the ground. These teachers have college degrees but yet children are failing? How is that possible? It is NOT the child’s fault; it is the schools and faculty for being unable to properly help the child. THEY GET PAID TO TEACH OUR CHILDREN AND THEY ARE FAILING! I’d say that means they are not doing their job which means they shouldn’t be getting paid. I do not get paid when I don’t do my job. I despise the public school system here in Florida. This past year alone I had to threaten the school with a LAWSUIT and bring two police officers to the school! The principle would not speak a word to me. You have complete assholes running this system. I cannot put into words just how much I loathe the public school system in Florida.","The public school system in Florida is absolutely abhorrent. I find it interesting that Common Core math has been introduced into my child’s education and she’s failing math each term. Even with individual lessons, extra classes, medication and help at home. The persons in charge of the Public Education in Florida are not looking out for our children they are looking out for their PAYCHECKS! Everything in today’s standards revolves around end of the year testing. How absurd. Your teachers are FAILING our children because the fat cats in Tallahassee don't know their asses from a hole in the ground. These teachers have college degrees but yet children are failing? How is that possible? It is NOT the child’s fault; it is the schools and faculty for being unable to properly help the child. THEY GET PAID TO TEACH OUR CHILDREN AND THEY ARE FAILING! I’d say that means they are not doing their job which means they shouldn’t be getting paid. I do not get paid when I don’t do my job. I despise the public school system here in Florida. This past year alone I had to threaten the school with a LAWSUIT and bring two police officers to the school! The principle would not speak a word to me. You have complete assholes running this system. I cannot put into words just how much I loathe the public school system in Florida.","The public school system in Florida is absolutely abhorrent. I find it interesting that Common Core math has been introduced into my child’s education and she’s failing math each term. Even with individual lessons, extra classes, medication and help at home. The persons in charge of the Public Education in Florida are not looking out for our children they are looking out for their PAYCHECKS! Everything in today’s standards revolves around end of the year testing. How absurd. Your teachers are FAILING our children because the fat cats in Tallahassee don't know their asses from a hole in the ground. These teachers have college degrees but yet children are failing? How is that possible? It is NOT the child’s fault; it is the schools and faculty for being unable to properly help the child. THEY GET PAID TO TEACH OUR CHILDREN AND THEY ARE FAILING! I’d say that means they are not doing their job which means they shouldn’t be getting paid. I do not get paid when I don’t do my job. I despise the public school system here in Florida. This past year alone I had to threaten the school with a LAWSUIT and bring two police officers to the school! The principle would not speak a word to me. You have complete assholes running this system. I cannot put into words just how much I loathe the public school system in Florida."]
[4816841805,"shannon eads","Parents and Families",null,"self","Brevard"]
[4816827480,"Jeff Higginbotham","Teachers",null,"Brevard Public Schools","Brevard","No comment","This is sufficient","Sufficient","Sufficient","Sufficient","Sufficient","Sufficient","Sufficient"]
[4816626103,"Julie","Teachers",null,"Manatee County Schools","Manatee","I HIGHLY disagree that all students should be treated the same regarding testing and academics! Functionally illiterate students and many ELL students, in some circumstances, should not be required to take EOC and FSA testing. I have had a student that had just arrived from Mexico one week prior to my Civics EOC who was required to take the test! How will my former student who has dexterity issues take the Writing FSA when he types approximately one word a minute and his handwriting is illegible? Or my illiterate student not being allowed to have someone read the EOC to him because we were told that \"The Civics EOC is a READING test.\" I thought that I was teaching about our government, not reading!","I who's heartedly disagree that all students should meet the same requirements for graduation! I had a student, 15 years old in 7th grade, with a 90 IQ who could function as a person but could not read or write. Yet she will be held to the same so called \"standards\" as someone with a 130 IQ and is to be held responsible for the same work presented in a general education class! This is ludicrous!","Great! We all need standards, but again each student learns differently and teachers should be allowed to modify instruction as needed","Not all students will go to college! We need to establish a college path and career path that would allow our students to explore what they are good at, not demanding that they comply with academic standards that may not apply to their career choice! ","How are the \"most significant cognitive disabilities\" criteria established? Many of my former students are not highly functioning, yet they are integrated into our general education classes! By using the current standards to determine student placement, we are doing teachers, general education and ESE students a disservice because teachers simply cannot teach the required standards at the needed levels in one class! A student who is on the spectrum that has difficulty speaking, writing, understanding social skills and has anger issues should not be in a general education class without a dedicated aide. This cannot happen in many districts because of funding or simply because there is not a sufficiently trained aide available. These students are falling into the cracks and it can severely hamper the teachers ability to teach the required standards not to mention impacting our pay!","Teachers should be provided with instructional materials for ELL learners! At one point in my teaching career I had students that spoke 4 different languages and I spent countless hours translating the materials into their native languages! Yes, I did this to help my students learn but support for these students is negligible in most districts. Like many teachers, I have spent a lot of money purchasing materials for our ELL learners that we are not reimbursed for!"]
[4816578101,"Allen Ashley","Teachers",null,"Florida Education Association","Sumter",null,"Our current standards are very rigorous.  I not only teach in Florida, but I have three children that attend public school.  I challenge my students daily, and my children in turn are challenged.",null,"We need textbooks that align with the standards!  Don't excuse this comment as a district decision.  As the districts are mandated what we teach, we need the resources to teach the new standards."]
[4816490544,"Elizabeth Leung","Parents and Families",null,"none","Palm Beach","Extremely general. Who determines the 3 levels? What are they? Per each academic year?","A statement of equality in teaching between schools. Commendable, but completely impossible given the current state of our schools, administrators and teachers. Not to mention what you can't policy to control: students and their parents.","Concise.","Nothing new. We have always had requirements for high school students entering college.",null,null,"Seems to be more about protection from oversight.","The smartest sentence in the entire piece. "]
[4816489836,"Jennifer Knight","Parents and Families",null,"Self","Clay","I'm going to use this box for all of these sections. I think these state standards are horrible. I think they are trying to set these children up to fail. At my daughters high school, if the IB students have a hard time passing on these tests, then that should tell you it is going to be hard for everyone. I don't understand how these state assessments help everyone. It always ends up back to money. Use the money to help improve the schools, not these dumb tests."]
[4816483327,"Cheryl","Parents and Families",null,"none","Lee",null,"I think the Common Core Standards should be substituted for more age and developmentally appropriate standards for our children. And that any assessments are closely aligned ( more than 90%) to those standards taught.",null,"All standards and state assessments should be reviewed together in order to ensure that the standards taught are at least 90% of what is assessed. The current FSA test shows, in some cases, that the FSA test questions only align with 60-65% of the standards taught in the classroom.","Disabled and cognitively challenged learners should definitely have a standards-based curriculum that better meets their unique needs.","These proficiency standards should be mastered before state assessments are given. Students who are English Language learners who struggle with the secondary English language acquisition, need more consistent and  intensified English language instruction before being expected to take very difficult state-mandated tests that their natural-born English speaking classmates are expected to complete.","I agree with this section.","I agree that existing standards should have the potential for review, modification and change if necessary. This belief also includes any state tests that have been purchased and other economic considerations to be regarded in a manner that is secondary to the needs of the students first."]
[4815985424,"Fern","Teachers","Homeschool","Self","Bay"]
[4815635148,"Genoa Burgess","Parents and Families",null,"Self","Bay","no","no","no","no","My child has a 504plan, how does children with 504 plans fit under the ESSA identifying four subgroups of student with a plan. Also, what assistance does children with an MTSS plan have with succeeding in Reading and Language Arts when it comes to the ESSA"]
[4815574951,"Carlos Gamez","Students",null,"Self","Polk","Should also include private schools and create a optional plan for homeschools.","Should be state and national/federal career and technical education standards. ","Good as is","Good as is.","List specifics of the alternate academic achievement standards.","Good as is. ","The state should be required to submit when a new standard is developed to determine if it is valid.","Good as is."]
[4815550369,"Nancy Frederick","Teachers",null,"none","Pinellas","Should apply to private and charter schools also.",null,null,"Students with disabilities are expected to learn the same material in the same amount of time.  Most of these students are very far behind but, are passed on to the next grade level.  As years go by, this creates a tremendous gap and all the problems that go with that.","Many of these children can learn the same material but, need more time.  Now they are just being promoted.  There are fifth grade students reading at a first grade level."]
[4815411197,"Joan DeMelio","Teachers","Grandmother","School","Indian River","The State does not have enough information to develop standards that fit the grade levels.  They are out of touch with schools, students, economic levels, teachers, and normal developmental abilities of students.  ",null,"The standards are too high and not age appropriate.  Math students in the 6th grade are expected to know 9th grade algebra.  All subject areas as I teach and know others who teach, who are in the classrooms with students,who are in the front lines, who know what is best for the students in their area and all say it is ridiculous what these standards are requiring of these students!  Not to mention that they were changed 3 times in the last 10 years and nothing was implemented in stages.  ","What the state has done is terrible for our children.  You have mandate after mandate and don't provide enough money for districts to comply.  That means districts are dumping everything down hill on the backs of their staff.  Principals are afraid to say anything because of fear of loosing their jobs.  Districts don't say anything because they might loose their money from the state.  But no one seems to care that the children are suffereing.","All ESE students are placed in general education classes.  Most of those classes do not have ESE teachers to help out to  comply with the students IEP, but the district does not have the funding to comply so students do not have ESE teachers in the classroom.  Sometimes there are over 50% ESE students in the classroom with no ESE teacher or ESE aide.  This is wrong.  ",null,"Stop all this testing and relying on data, data, data.  Data can be skewed and it is to get state funding.  Something has to be done.  We are testing for almost 2 months at the end of the school year, where is the time for teaching. Please stop the nonsense and let us educate our schools without the control and micromanagement of the State.  Thank you!","Asking a 6th grader who is coming into 6th grade not being able to borrow in subtraction or knowing the mult. tables to perform Mean Average Deviation is ridiculous.  These children can't even multiply with two digits."]
[4815325691,"Susan Crawford","Teachers",null,"none","Leon"]
[4815301825,"Laura Murrell","Parents and Families",null,"self","Bay","...not less than 3 levels of achievement.  How will the child's achievement level be measured?","none","none","none","none","none","none","none"]
[4815266835,"Veronica Newmeyer","Parents and Families",null,"None","Broward"]
[4815237291,"Loral Monn","Teachers","The Public","Self","Bay",null,null,"the wording read \"reading or language arts\" does this mean only one or the other, not both?  Is reading being treated as a separate subject area from English (language arts, which is both reading and writing)?"]
[4815194496,"Cheryl Marrs","Teachers",null,"none","Leon","I would like to see ALL schools held to the same standards. The Public school standards are challenging but ALL schools should have to meet those standards. Charter schools, and private and parochial schools as well. These schools all receive state monies and should have to follow the same standards as the public schools.  ","Again I feel that ALL schools should have to comply with and stay in alignment with the standards. Charter schools,  private and parochial too.  ","I would like to see the Arts included in these standards along with PE too."]
[4815018748,"Richard LeBlanc","Parents and Families",null,"self","Orange","\"(F) ENGLISH LANGUAGE PROFICIENCY STANDARDS.—  Each State plan shall demonstrate that the State has  adopted English language proficiency\".  I would recommend that the State adopt English as the official language of the State and discontinue offering multi-language communications.  Proficiency in a language is best achieved when a family/village is forced to utilize it.",null,null,null,"What is the definition of \"significant\" and what is the definition of \"the most significant\"?  And how is each determined?","\"(F) ENGLISH LANGUAGE PROFICIENCY STANDARDS.—  Each State plan shall demonstrate that the State has  adopted English language proficiency\".  I would recommend that the State adopt English as the official language of the State and discontinue offering multi-language communications.  Proficiency in a language is best achieved when a family/village is forced to utilize it.","Amen!!! Does this mean that the State (of Florida) can now free itself from the noose of Common Core?"]
[4814972564,"Nordin Weinberger","Parents and Families",null,"ESE Committee","Broward","The testing has not been consistent and has not shown great improvement in Florida. I would relook at the testing and do something more in line with ACT or SAT at each grade level the same in all states.     ","From what I have seen we have continued to lower the standards to get better grades in Florida. So our Standards are not relevant in the rest of the country thereby very missleading","Subjects should only be Math Reading and writing/spelling ","Need National alignment not State"]
[4814954611,"Betsy","Teachers",null,"CCEA","Citrus","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.","Most systems have done away with true vocational education. We still need blue color workers.  They should have different requirements than college bound.","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.","Remember These are the students who were once identified as Educable Mentally retarded. These students need vocational and life skills training, not Algebra, geometry, and defenses for or against the reading passages they were required to do this year. We need to be cognizant of what these students will be doing after high school.","Have a heart!","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based."]
[4814871696,"Karen Smith","Parents and Families",null,"self","Duval","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system. •End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  •Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  •Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  •Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  •Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.    •There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).  •Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  •The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  •State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  •Institute a ban on standardized testing in pre-K through grade 3.  •End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.    •Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  •Protect student data and make student data privacy a top priority. •Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  •Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  •The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.    ","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system. •End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  •Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  •Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  •Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  •Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.    •There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).  •Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  •The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  •State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  •Institute a ban on standardized testing in pre-K through grade 3.  •End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.    •Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  •Protect student data and make student data privacy a top priority. •Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  •Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  •The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.    ","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system. •End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  •Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  •Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  •Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  •Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.    •There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).  •Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  •The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  •State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  •Institute a ban on standardized testing in pre-K through grade 3.  •End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.    •Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  •Protect student data and make student data privacy a top priority. •Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  •Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  •The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.    ","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system. •End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  •Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  •Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  •Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  •Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.    •There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).  •Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  •The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  •State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  •Institute a ban on standardized testing in pre-K through grade 3.  •End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.    •Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  •Protect student data and make student data privacy a top priority. •Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  •Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  •The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.    ","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system. •End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  •Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  •Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  •Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  •Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.    •There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).  •Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  •The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  •State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  •Institute a ban on standardized testing in pre-K through grade 3.  •End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.    •Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  •Protect student data and make student data privacy a top priority. •Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  •Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  •The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.    ","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system. •End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  •Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  •Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  •Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  •Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.    •There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).  •Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  •The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  •State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  •Institute a ban on standardized testing in pre-K through grade 3.  •End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.    •Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  •Protect student data and make student data privacy a top priority. •Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  •Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  •The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.    ","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system. •End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  •Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  •Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  •Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  •Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.    •There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).  •Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  •The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  •State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  •Institute a ban on standardized testing in pre-K through grade 3.  •End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.    •Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  •Protect student data and make student data privacy a top priority. •Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  •Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  •The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.    ","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system. •End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  •Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  •Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  •Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  •Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.    •There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).  •Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  •The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  •State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  •Institute a ban on standardized testing in pre-K through grade 3.  •End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.    •Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  •Protect student data and make student data privacy a top priority. •Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  •Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  •The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.    "]
[4814806660,"Cheryl Cox","Parents and Families",null,"none","Lake","I feel as though the standards have become a joke. My 6th child just graduated high school in June. With each child I feel like that the state is just pushing everyone through to make it look good. Students are not prepared for the real world/life because you just have teachers teaching to pass a test which doesn't have many things that pertain to real life. I have a child entering 3rd grade in August that was tested for gifted and didn't test in the top 2% only the top 10% so she is left to basically teach herself because she is too smart for a mainstream class but not smart enough to be considered gifted. We've decided as parents if she is teaching herself anyways why not homeschool. All the public school is teaching her is how to be naughty. Also I'm tired of the thought process that everyone is a winner because once they ger in the real world that's not true. I'm also tired of my kids getting graded on science fair projects and reports that they have written/done by themselves when most of their peers parents do the work for the kids.My friends that are teachers complain because their students can't do things for themselves, but they are the exact ones doing their kids stuff so they make all A's. Our system is totally screwed up. Kids these days are very good at cheating and no one cares because you just push them through like herds of cattle. My child is a straight A student so far, but that isn't saying much. I have never seen her studying for anything she just knows it. She is so bored.",{"$nulls":6},"They are a joke."]
[4814770573,"Gail Williams","Specialized Instructional Support Personnel",null,"ASHA","Bay","I believe that every student should be provided the same standards, but not every student should be graded according to those standards. Not every student can achieve the same level of proficiency, especially when they are not learning on the same level. For example, a third grader who reads on a kindergarten level, even with academic services or accommodations through an IEP or through MTSS, should not be scored on FSA based on the same criteria as a third grader who reads on a fifth grade level. This is contrary to IDEA and is a lawsuit waiting to happen.","I believe that every school should provide the same standards, but not every school should be graded according to those standards. Not every school can achieve a passing level of proficiency, especially when they have a large percentage of students who are not learning according to standardized criteria. For example, a school with large poverty, ESE and ELL populations should not be scored according to the same criteria as a school with a very low population of these students. This is unethical. ","The State needs to consider the need for rigor not only in academics, but in life skills courses, starting in elementary school. The State needs to consider the role of education not only for academic purposes, but for crime prevention. The State needs to consider that the burdening standards on low achieving students are causing them to despair, have behavior problems, and drop out of school and into crime. ",null,"What about students whose cognitive abilities are not average, yet they also do not qualify for a cognitive disability? How can a student with a below-average IQ who is labeled SLD or LI or ELL be expected to make passing scores on estandardized curriculum and assessments? How can a school with a large number of these students b graded on the same level as a school with a low number of these students?","This section does not take into consideration the cultural diversities of ELL students, and how our curriculum and standards to not set these students up for success. This section only states that ELL students must meet general education standards, which are based on general ed, non-ELL students' ability levels. How biased!"]
[4814700848,"Amanda Wootton","Parents and Families",null,"None","Bay","I strongly disagree with testing students to determine weather they will pass or fail. That is completely unfair. When it came time for my child to take the FSA test he was so nervous that he did not eat at all that day, and was sick to stomach! That is WAY to much stress to put on these children, whom can have passing grades all year long and fail do to a ridiculous test! Test them to determine their progress, but not a high stakes test such as the FSA! And common core MUST GO!!! These poor teacher and students spend all year preparing for one test.. and in that time they learn absolutely NOTHING they can use in the real world!! There is so much pressure on the teachers for the students to do well on these tests... that teachers are quitting, and/or there is a shortage of teachers. Please take a step back and look at how this new curriculum is negatively affecting teachers, parents and most importantly the students!!! Things NEED TO CHANGE!!!"]
[4814684217,"Kerry M. Chapdelaine","Specialized Instructional Support Personnel","Learning Resource Specialist, Instructional Coach & Digital Curriculum Coach","OCPS / Edgewater HS","Orange"]
[4814598869,"Shelly Word","Teachers",null,"self","Highlands","I agree that the Secretary should not require the standards, but that they are set by the state."]
[4814532108,"Melissa Johnson","Parents and Families",null,"Self","Pinellas"]
[4814520575,"Chester Klinger","The Public","Retired engineer and former teacher","Self","Pinellas","No comment","No comment","No comment","No comment","No comment","No comment","No comment","No comment"]
[4814491507,"April Warren","Parents and Families",null,"PTA","Palm Beach","Are the \"CHALLENGING STATE ACADEMIC STANDARDS\" a new test standard you will be implementing or are these standards that are being tested in the FSA's",null,"Why is it left open at the end to test any other subject they see fit. Academically the main areas are listed I think it seems like you are leaving a loop hole that is unnecessary. If later you wanted to add a subject can it not be added as a addendum. ",null,"I agree there should be a alternate standard allowed for students with disabilities. Though I feel it is the schools responsibility to try and help all students succeed to the best of their abilities. Another words if the alternative standard is much lower and we aim for that for these students, are we not doing them a injustice of not trying to push them to achieve more even if it seems out of their ability at first attempts. How will you determine \"Most significant cognitive disabilities\"",null,null,"Are our existing FSAs consistent with the Every child succeeds act? Will you be revising them or keeping them?"]
[4814424141,"Gina McNally","School Administrators",null,"Bay High School","Bay"]
[4814355453,"Angela Powers","Teachers","students","self","Flagler","Social studies and history have gone by the wayside.  Our children need to be educated on all the factual events that have occurred in our country.  Common core curriculum makes a very obvious attempt to put a spin events in our country's past.  Educators should not be in the business of indoctrinating children.  All should be exposed, both bad and good, so that individuals can draw their own conclusions.",null,null,null,"The purpose of education should be to help each child reach his/her full potential drawing on strengths to enable each individual to become a productive member of society.  With this goal in mind, educational success takes on new meaning."]
[4814340471,"Sandra Reckseit","Teachers",null,"none","Levy",null,null,"Social Studies:  FL made a grave mistake dropping Civics into the Middle School Curriculum for 3 reasons:    1.  Middle School students are simply not mature enough to understand the concepts, or to understand why they should care about it.    2.  Geography was sacrificed.  Middle school students now don't know where anything is, which makes teaching other social studies classes difficult.  In those affluent school districts who recognized that they could not give up all of geography, they have worked it into a lunch time class, along with something else.  However in the rural school district, simply put:  \"Mrs. Reckseit, isn't England in Africa?\"  Florida students need geography.  ","The high school course, American Government is a civics course, which FL already had.  It just needed a name adjustment."]
[4814304490,"Jackie","School District Administrators",null,"Polk County School Board","Polk","Statewide science assessments should be consistent and equitable with ELA and Mathematics and only test one-year of content learned (as opposed to three years of content assessed on SSA grade 5 and SSA grade 8). To hold students and teachers accountable to three-years of science content is not equitable to other subject areas, including social studies (civics and USH EOCs only assess one year of content).",null,null,"Revise grade 5 science and grade 8 science course descriptions so that the Statewide science assessments are consistent and equitable with ELA and Mathematics and only test one-year of content learned (as opposed to three years of content assessed on SSA grade 5 and SSA grade 8). To hold students and teachers accountable to three-years of science content is not equitable to other subject areas, including social studies (civics and USH EOCs only assess one year of content)."]
[4814293177,"Linda Bailey","Teachers",null,"None","Santa Rosa",null,null,"Consider including history to the subjects. Knowledge of historical events and the causes and results of those events is important information for an informed citizenry.",null,"Realize that if students are to manage grade-level work, they cannot use below grade level work consisently over a long period of time. If SWD are to fulfill the requirements for a diploma, they must be given the tools and coping mechanisms to achieve those standards in spite of whatever disability they have. That cannot be achieved with a pattern of substandard expectations in the lower grades. Don't allow these children to be further disadvantaged by a system of too many accommodations. A vast safety net builds dependence, not skills.",null,null,"If the state is revising the standards, consider that in some areas, skills have prerequisite knowledge/skills that must be mastered in turn. Give the students time to master those pre-requisites. If necessary, make changes over time so that students aren't expected to learn too much over a short time period. "]
[4814253029,"Robert Wilson","The Public",null,"none","Duval","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based."]
[4814219440,"Gayle Pass Buford","Teachers",null,"Orange County Public Schools","Orange"]
[4814109766,"Celeste Dalesio","Teachers",null,"self","Lee",{"$nulls":4},"There should be a continuum of standards based upon level of disability. \"The most significant cognitive disabilities\" is a subjective term. There are many students who would fall in the cracks and have cognitive disabilities, but not \"most significant cognitive disabilities.\" As a teacher I see many students with cognitive disabilities who feel very unsuccessful and like they are a failure because they are held to unrealistic academic standards. For example, a 4th grader who can barely read being expected to read 2 long, complex texts and analyze the themes, points of view, perspective, etc. They become overwhelmed as anyone would who is given a task so far above their current level of academic achievement. So, please find a way to have more than just 2 levels of \"alternate academic achievement standards.\" Perhaps start with 3 or 4 levels, so all students can experience some success and feeling of self-worth. It's tough failing almost every assessment you take."]
[4814095907,"Jennifer Kennedy","Parents and Families",null,"Voluisa County Schools Technology Services","Volusia"]
[4814031183,"Rosa Dyer ","Teachers",null,"MDCPS","Miami-Dade"]
[4813989869,"Vickie Jones","Teachers",null,"none","Columbia","n/a","n/a","n/a","n/a","n/a","n/a","n/a","n/a"]
[4813408106,"BARBARA WIESENBERG, M.L.S.","Teachers",null,"HCTA/FEA Member","Hillsborough","Since The State is not required to submit to The Secretary, to whom is The State accountable? What system of checks and balances will be in place to assure the integrity and fairness of ESSA for all stakeholders? How will ESSA's language be interpreted, broken down and presented to the public?","Since charter schools receive public funding either directly or indirectly, where and what is their fiduciary accountability to the taxpayers and state under ESSA?","How is the word, \"challenging,\" defined under ESSA in terms of academic standards?","What supports will be in place to align standards to the higher education standards mentioned? How will these supports be funded? How will under-performing low income schools be potentially impacted by these changes, and what is the plan to provide the necessary social, psychological and economic resources to students in these schools?","How will testing methodologies change for differently abled students who cannot read, write or speak? Will FL unreasonably demand they \"perform\" tasks they are cognitively and/or physically unable to do? ","Since WIDA is the new ESOL measurement tool, how does the state plan to fund this time-consuming test long-range in terms of students being pulled from classes to take it? What is the state's plan for lowering the overall test-load on ELLs? Since the speaking part of WIDA is one-on-one with a certified teacher or paraprofessional, how does the state plan to fund the extra personnel needed to support this test in schools with over 50% ELLs?","Does FL plan to follow precedent on current standards? Does FL plan to lessen the amount of time required to prepare and test students? ","Recent studies have shown that children who have recess time and access to fresh air and physical activity do better academically (see EU countries' data). What is FL's plan to give its children some \"breathing room\" each day from the rigors of academics? What is FL's plan to implement more access to music and the arts? What is FL's plan to implement more technically based programs into schools to prepare students for STEM careers? What is FL's plan to place technology into the hands of every teacher and student in every classroom, and how will standards align technology-driven curricula with college or skill-based career readiness? "]
[4813387352,"Therese Schultz Nourse","Teachers",null,"Marion County Public Schools ","Marion",null,"In regards to the standards - will they be the same standards that were recently adopted (the Florida Standards as a variation of the Common Core Standards) or are new standards going to be created and adopted? ",{"$nulls":5},"Same question I asked above? Is Florida looking to re-create/revise it's existing standards? "]
[4813384581,"Crystal Hatziyianis","Teachers",null,"self","Lee"]
[4813308099,"Francesca Tulski","Teachers",null,"Island Village Montessori Charter School","Sarasota","This is my 8th year teaching Montessori in a public school, my fifth teaching in Florida and I taught both Montessori and regular elementary for 10 years in CT. I have taught primary to grade 6. I have taught 8 years in inner city school and a third of my students had special needs, including autism.","This is only section that can be read.","This section is not accessible.","This section is not accessible.","This section is not accessible or shown.","This section is not shown.","This section is not shown.","This section is not shown."]
[4813304250,"Julie Poling","Teachers",null,"none","Pasco","Speaking on behalf of our students in special education with severe cognitive disabilities, I have to say that the access points standards are too difficult if not impossible for our students to achieve. The idea behind the standards is to 'expose' students to these standards. We are not teaching to 'mastery.' However, our students with severe cognitive disabilities are expected to actually show mastery via the alternate assessment. Also, our students with disabilities have more standards than the students in basic education. For every one basic standard, there are 2 or more access points standards. ",null,null,null,"Speaking on behalf of our students in special education with severe cognitive disabilities, I have to say that the access points standards are too difficult if not impossible for our students to achieve. The idea behind the standards is to 'expose' students to these standards. We are not teaching to 'mastery.' However, our students with severe cognitive disabilities are expected to actually show mastery via the alternate assessment. Also, our students with disabilities have more standards than the students in basic education. For every one basic standard, there are 2 or more access points standards. Our students with severe cognitive disabilities have many needs to be met before we can focus on academics. All of our students need one-on-one assistance in order to participate in their academic sessions. More staff support is needed in order for students to achieve any type of academic success. Communication should be the foundation for any type of educational standards for students with severe cognitive disabilities. "]
[4813299498,"Rory Sponsler","Teachers",null,"none","Broward",null,"ELL (ESOL) students should be tested in their language of most comfort based on how long they have been attending school in Florida.","The state of Florida should maintain academic standards for ALL subject areas and courses (either required or elective) presently offered."]
[4813236112,"Sue Woltanski","Parents and Families",null,"self","Miami-Dade","In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  ","In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  ","In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  ","In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  ","In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  ","In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  ","In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  ","In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  "]
[4813110394,"Sharon Hackney","Specialized Instructional Support Personnel",null,"Self","St. Johns","I believe that the current Florida State Standards are sufficient.  To continue to make changes to curriculums is detrimental to student success.",null,null,"I feel the current standards are in alignment with skills needed to be successful in  post secondary schools.","Access to these standards should be available to more students.  "]
[4813083824,"Lara X Libretto ","Parents and Families",null,"None","Clay",{"$nulls":5},"Stop requiring educators to complete 300 hours of Iin/service "]
[4813075557,"Sophia McDaniels-Owens","Teachers",null,"Palm Beach School District","Palm Beach"]
[4813014241,"Shawna","School Administrators",null,"self","Clay"]
[4813004208,"Kathryn Andriola","Teachers","The Public-concerned voter, parent, grandparent","public school-  Stanton Weirsdale Elementary","Marion"]
[4812988187,"Michelle Bigenho","Teachers",null,"none","Miami-Dade",{"$nulls":4},"I believe there are too many students with disabilities being forced to participate in state and district curriculum and testing. Many students in my school, have been tested and shown to have extremely low academic IQ scores. However, since they can communicate and have social skills, they pass many other forms of IQ testing which gives them a \"score\" that requires them to take state and district testing (SAT, FSA). These students are retained and fail the same grade, then are passed on for \"good cause\". These poor children learn to hate school and I can only guess they will fall into the \"dropout' category in the future. There needs to be more than 1 form of test done (that counts since an academic IQ doesn't) to place these children in classes where they can feel successful. What a disservice to these kids. "]
[4812955306,"Karen Gaylor","Teachers",null,"None","Duval","I am becoming familiar with the new FSA standards that have been implemented.  I feel they are challenging for the students.  When studying the standards and item specifications, I would like them explained more thoroughly with examples that are easy to understand to ensure that I am creating types of questions that are similar.","The same standards should not apply to students who are unable to speak the English Language or those students who have severe learning disabilities.","Social studies and science teachers should be held accountable to FSA reading standards.  Students who take EOC tests are given study guides, and if they do better on the end of the year test compared tot he beginning, the teacher shows growth.  Reading teachers are required to show growth based on their last year's growth.  The test is ever harder because it is a new grade level.  Teachers are held accountable for showing gains compared to a grade level below.  They only have the FSA standards to go by and some of these are difficult to understand in regards to the way they are worded.  It seems totally unfair in our accountability.","I agree the standards should be aligned with expectations of higher education.  Students should be held accountable in middle school and high school. In other words, if standards are not met, they should not be promoted to the next grade level.  This is true for third grade, but it should be true for all grade levels.","I strongly believe that alternate academic standards should be given to any student that has severe learning disabilities.  ","English Language proficient students should NOT be held accountable to the same higher level standards.  How can students who struggle with the English Language possibly perform well on a higher level test that is difficult for most English speaking students?","Why would revisions not be sent for approval?  ","The existing standards are challenging but should be written more clearly with well-defined examples. The present item specifications need to be written with clearly defined examples.  Sometimes I am not sure if I am teaching them correctly.  We have not seen any example test items.  That would be helpful."]
[4812926729,"Alejandro","Parents and Families","Making of education funding aprofit for a few.","Self","Miami-Dade","Do not put the quality of education in the hand of the profit seeking individuals. ","Rise the standard to meet the needs",null,null,"The State must take control of the education. It cannot be in the hand of the profit seeking people only.",null,null,"The State should do much more the than evaluating the school. It must help the to succeed."]
[4812874504,"Kayla Tuttle","Parents and Families",null,"self","Bay",null,"The common core method is not conducive to learning for children who already know the subject. For example, our son is way ahead in math since my husband and I are very good at the subject. He is already doing long multiplication in the way that we were taught.However, he would come home from school and challenge the way we taught him since the school teaches him different ways to add. This caused a lot of his previously correct work to come up with incorrect answers because the common core way is unclear. This causes parents to not be able to assist their children with their homework as well, as the child is marked wrong if they do not show the proper common core way, even if their answer is correct. Our child is able to do difficult math in his head, and doesn't show his work often, but will get the answer marked wrong because of this.     I understand the need to try and simplify math for children who have difficulties with it. However, I don't feel that this method helps the greater good with the children who are already excelling at the subject, causing them to start being incorrect in their math abilities. I feel it should be up to the teacher, who would know both ways, to use the regular way for the class, and then the new way to try and help the children who are struggling. That's what part of teaching is, finding what works for each child, instead of deciding what is best for the group as a whole. "]
[4812748926,"Cynthia Warren","Teachers",null,"St. Lucie County Public Schools","St. Lucie","I believe the current Florida State Standards meets this requirement.","I believe the same standards should be used throughout the state.  The consistency of standards taught is important for student growth year over year.  In addition, leaders can compare \"like\" data statewide to get a valid result on standards selected and the outcomes.","I believe the Florida State Standards meets this requirement.  However, I would like to see more consistency within school districts as far as curriculum to teach the standards.  For example, within one district there may be 5 different reading programs, which are not used as a whole program, but used in bits and pieces.  When students change schools, within the school district, the student has to readjust to the new curriculum, as well as the new environment, which hinders the level and continuity of learning for the student.","Alignment, it is my belief that the Florida State Standards is in alignment with Common Core, however, within the curriculum and sequencing of the curriculum, there is more work to be done.","The Florida State Standards meets this requirement.  I believe it is the teacher's responsibility to differentiate instruction in accordance to individual student needs, while still meeting the rigor of the grade level standards.  Additionally, funding for more assistive technology for students with the most significant cognitive disabilities is needed.  Districts should partner with local Independent Living Centers to receive grants, equipment, and assistance in development of IEPs to better serve and education students with severe disabilities.","The English Language proficiency standards are challenging, but with instructional consistency and chunking information, along with a proven researched base curriculum, students should rise to the top.",null,"I believe the existing standards in Florida meet the requirements."]
[4812712940,"Anke Gunn","Teachers",null,"Bay District Schools","Bay",null,"Some courses have entirely too many standards and under the current testing regiment it is extremely hard to teach all of these standards before the EOC.  Students should be able to finish a course before taking the EOC.  If this means taking a paper based test instead of commuter bases, then let it be.","Why are the current Algebra II standards harder that College Algebra Standards"]
[4812576021,"Scott Hastings","Parents and Families",null,"Self","Pasco","Why are they \"The Teachers\" just preparing the students for the FSA? Instead of teaching children HOW TO WRITE AND SPELL?! We have all of our daughters class work & test from this past year, & NOT 1 thing was with writing or reading. ","How can a report card with good grades & class work & test with all passing scores from all year not be used to promote a child to the 4th grade? Why even do that work if it can't be used? Only the FSA counts?! When the state statute stats not ONE TEST can be the determination of promotion. ","FSA NOT WORKING. "]
[4812530954,"Barbara Kalfin","School Administrators",null,"Palm Beach State College","Palm Beach","no comment","Same","same","same","no comment","Must be proficient in English to succeed in post-secondary education. Too many students enter program, can't speak English well, conflict with primary language from another country. Experience failure.","no comment","no comment"]
[4812510134,"Standriff","Parents and Families",null,"Self","Collier","Why does Florida think they know more than other states? Creating our own Florida Standards was ignorant. ","The standards are a joke. ","The text books used by our district do not prepare students for the FSA. ",null,null,"It is so insane that you do not value the teachers more and use the score of one test to determine a students future. ",null,"Standards do not prepare the students enough for the real world because teachers are forced to stick to a curriculum in less amount of time of the school year. "]
[4812500403,"lisa ","Teachers",null,"pinellas county schools","Pinellas","The standards that are currently in place are a major stumbling block for our children and need to be changed.  They are developmentally inappopriate and are not fully understood by students, which is not a result of \"bad teaching\", but is a result of their inability to be able to reason at the levels expected, at certain ages.  If half of all children are failing a test after a year of learning, all across the state, that points to a faulty education system, not bad teaching.  The standards need to do be changed to actual skills that all adults use like reading, basic writing, and math and not \"reasoning\" in all areas.  Noone uses reading two texts and then integrating them, then writing an essay (which is the entire elementary school curriculum) in real life.  It's not fair to children and we are ruining the love of learning.  ","There is a huge difference between rigor/challenge and developmentally inapproprate.  Our current standards are not only useless for the majority in real life, but they are not challenging but rather are developmentally inappropriate.       The standards that are currently in place are a major stumbling block for our children and need to be changed.  They are developmentally inappopriate and are not fully understood by students, which is not a result of \"bad teaching\", but is a result of their inability to be able to reason at the levels expected, at certain ages.  If half of all children are failing a test after a year of learning, all across the state, that points to a faulty education system, not bad teaching.  The standards need to do be changed to actual skills that all adults use like reading, basic writing, and math and not \"reasoning\" in all areas.  Noone uses reading two texts and then integrating them, then writing an essay (which is the entire elementary school curriculum) in real life.  It's not fair to children and we are ruining the love of learning. ","The standards that are currently in place are a major stumbling block for our children and need to be changed.  They are developmentally inappopriate and are not fully understood by students, which is not a result of \"bad teaching\", but is a result of their inability to be able to reason at the levels expected, at certain ages.  If half of all children are failing a test after a year of learning, all across the state, that points to a faulty education system, not bad teaching.  The standards need to do be changed to actual skills that all adults use like reading, basic writing, and math and not \"reasoning\" in all areas.  Noone uses reading two texts and then integrating them, then writing an essay (which is the entire elementary school curriculum) in real life.  It's not fair to children and we are ruining the love of learning. ","The standards that are currently in place are a major stumbling block for our children and need to be changed.  They are developmentally inappopriate and are not fully understood by students, which is not a result of \"bad teaching\", but is a result of their inability to be able to reason at the levels expected, at certain ages.  If half of all children are failing a test after a year of learning, all across the state, that points to a faulty education system, not bad teaching.  The standards need to do be changed to actual skills that all adults use like reading, basic writing, and math and not \"reasoning\" in all areas.  Noone uses reading two texts and then integrating them, then writing an essay (which is the entire elementary school curriculum) in real life.  It's not fair to children and we are ruining the love of learning. ",null,"It is not right to make ELP children who have been in a country for 1 year to take a state test.  It is also not right to have any child who has been in the country for only 2 years count towards the schools' grades.  If it takes at least 7 year for full language acquisition (according to educated research), then why are we requiring every student, even one who may have moved here from a tiny village in another country 2 days ago, take a major test?? And why if they have been here for only 2 years, and speak their native language at home and in their neighborhoods, would they count toward school, teacher and principal evaluations???",null,"The standards that are currently in place are a major stumbling block for our children and need to be changed.  They are developmentally inappopriate and are not fully understood by students, which is not a result of \"bad teaching\", but is a result of their inability to be able to reason at the levels expected, at certain ages.  If half of all children are failing a test after a year of learning, all across the state, that points to a faulty education system, not bad teaching.  The standards need to do be changed to actual skills that all adults use like reading, basic writing, and math and not \"reasoning\" in all areas.  Noone uses reading two texts and then integrating them, then writing an essay (which is the entire elementary school curriculum) in real life.  It's not fair to children and we are ruining the love of learning. "]
[4812455296,"Renee Rawe","Institutions of Higher Education",null,"none","Lee","Good.This should have been done years ago!","I agree.  Wording is confusing though. ","Good.","I agree.","Good.","Ok, as it is IF the meaning is that the state and federal government cannot over rule the authority of the curriculum requirement levels. \" —A State shall  not be required to submit any standards devel- oped  under this subsection to the Secretary for review or  approval.  (ii) FEDERAL CONTROL.—The Secretary shall not  have the authority to mandate, direct, control, coerce,  or exercise any direction or supervision over any of the  challenging State academic standards adopted or implemented  by a State.  (H) EXISTING STANDARDS.—Nothing in this part shall  prohibit a State from revising, consistent with this section,  any standards adopted under this part before or after the  date of enactment of the Every Student Succeeds Act.\"    The wording is understandable but it is put under the Prohibitions heading which makes it confusing to me.  The double negative of the \"Prohibitions\" heading and the wording taking power away from the state or federal government to make changes to the curriculum standards is good.  However, does putting this paragraph under the Prohibitions heading give a double negative which equals a positive meaning: the state and/or federal government CAN make changes as they see fit?","Ok, as it is IF the meaning is that the state and federal government cannot over rule the authority of the curriculum requirement levels. \" —A State shall  not be required to submit any standards devel- oped  under this subsection to the Secretary for review or  approval.  (ii) FEDERAL CONTROL.—The Secretary shall not  have the authority to mandate, direct, control, coerce,  or exercise any direction or supervision over any of the  challenging State academic standards adopted or implemented  by a State.  (H) EXISTING STANDARDS.—Nothing in this part shall  prohibit a State from revising, consistent with this section,  any standards adopted under this part before or after the  date of enactment of the Every Student Succeeds Act.\"    The wording is understandable but it is put under the Prohibitions heading which makes it confusing to me.  The double negative of the \"Prohibitions\" heading and the wording taking power away from the state or federal government to make changes to the curriculum standards is good.  However, does putting this paragraph under the Prohibitions heading give a double negative which equals a positive meaning: the state and/or federal government CAN make changes as they see fit?","I totally disagree with this paragraph. \"EXISTING STANDARDS.—Nothing in this part shall  prohibit a State from revising, consistent with this section,  any standards adopted under this part before or after the  date of enactment of the Every Student Succeeds Act.\"  It is negating the entire previous work of the educational system.  The state or federal government should not have the power to over ride the state education department's curriculum standards.  "]
[4812426340,"Tina","Teachers",null,"Self","Pinellas","We need to include and provide more vocational education in all grades. Students need to learn practical skills to be successful . For example, why can't science class include a section on farming and planting to ensure students know where their food comes from and what nutrients are needed in the soil ... That would lead to the periodic table and a better understanding of chemistry . And how about including investments in math classes or budgeting ? This would help to peak interest in all and give a reason for the question , \" What am I going to use this for ? \"   PRACTICAL EDUCATION FIRST .","The standards need to be as broad as possible to allow teachers the descression to how it should be taught .","If these subject could be broken down not only into \"remedial\" or advanced, but specific again to daily life . For example math class that takes a simple recipe and tells the class what a 1/4 cup is or a language arts class that takes a story and asks how that can be interpreted today. ","Each grade should have an alignment of lessons and assignments built to emphasize key elements , words and phrases. This should not be mandatory .","If possible , these students will be given the opportunity to learn basic skills . ","The system needs to bring back ESOL classes and not throw students into a classroom.",null,"It's up to the educators, administrators and parents to come up with solutions for every student to succeed . Students must be held accountable , even at home, to meet the standards.    At the beginning of school , every year, parents/guardians should be given the standards that are required for their student to meet for all subjects; So , the whole community of people can participate in the success of this child."]
[4812386215,"Madalee Huffman","Parents and Families",null,"self","Bay",{"$nulls":4},"WHAT WOULD BE REALLY NICE IS IF PARENTS COULD ACTUALLY UNDERSTAND WHAT THEIR READING. AS IT STANDS RIGHT NOW MY SON IS IN AN ESE CLASS WITH AN ALTERNATIVE ASSESSMENT PLAN AND THAT'S WHERE HE NEEDS TO STAY."]
[4812321503,"Jeff R. Odom","Teachers",null,"none","Lake",{"$nulls":7},"B. ii  Why? Our students have different needs. Lets meet their needs by differentiating diplomas.    As a 34 year veteran teacher, I watch as students struggle in Algebra 2.  In our haste to prepare our students for college, we overlook the fact the Department of Labor estimate that 20.5 % of all jobs in the US will need a 4-year or higher degree in 2020.  May of our students would be better served with a consumer math curriculum."]
[4812301651,"Neil Blumengarten","Teachers",null,"Self","Hernando","\"Challenging\" should not mean developmentally inappropriate.  ","Please ensure that the standards are not only met by all public schools, but by all schools (private, public, and charter).  ",null,null,"If you are willing to use alternate standards for students with the most significant cognitive disabilities then you must consider alternate assessments, as well.  Students who are significantly disabled (physically, as well as cognitively) should not be forced to take the FSA or other standardized tests.  What the Florida Department of Education was forcing Ethan Rediske, Madison Drew, and others to do by taking the tests is child abuse, plain and simple.","Again, ensure these are developmentally appropriate.","Florida is allowed to continue to revise these standards.  Continually monitor to ensure the standards are fair, reasonable, and developmentally appropriate.","Florida is allowed to continue to revise these standards.  Continually monitor to ensure the standards are fair, reasonable, and developmentally appropriate."]
[4812235635,"Carol","The Public","Parent of students who have graduated high school","self","Brevard","\"challenging academic standards\" is so vague it will be hard to measure or enforce...especially if the states will not submit standards to the Secretary. I'm in favor of state's control of standards, but I'm also concerned that some states may \"fall behind\" in standards. How can this be monitored? What will be the role, if any, of the federal govt in education standards?","I agree with states controlling curriculum, but how will achievements be measured by colleges for entry if there is no federal guidelines? Maybe some sort of \"compromise\" or hybrid is beneficial. Is the plan for the federal govt to issue \"guidelines\" that the state can choose to implement or not?","Seems fine, except for concerns stated in (B) above","This may help with my concerns above. Who will monitor this alignment? \"Demonstrate\" to whom?","Glad to see this is being included. Will the definition of \"most significant cognitive disabilities\" be clarified in any way?","Aligning with state standards is very important, otherwise there is no way to measure success. Establishing minimum criteria for \"proficient\" may be helpful as a guideline to the states.","I agree with the states having control over the standards, but as stated above, how will states who \"fall behind\" in the standards be monitored? Each state should be able to establish their own specific standards and process. But what about states that don't address education properly?","Absolutely needed!"]
[4812222408,"Hattie Mercdr-Gilley","Teachers",null,"Hillsborough County Public Schools","Hillsborough",{"$nulls":7},"All academic state standards apply to all students, regardless of the students background or student's uncontrollable living conditions."]
[4812180920,"Melissa","The Public",null,"Self","Lake",{"$nulls":4},"Individualized standards for those with disabilities is a must.  However, I believe that students with less extreme disabilities should be included as well.  "]
[4812156338,"E. Edwards","Parents and Families",null,"self","Palm Beach","Some of the present standards are developmentally inappropriate and need to be revised. Children should not be penalized for not having reached the maturity level to be able to understand or process certain content.  I am sure that in the future it will be addressed, perhaps legally, but in the meantime children's mental and physical health will be negatively impacted as children are being shackled to their desks at school, many of them in tears, reviewing age inappropriate lessons that they will not be able to fully grasps until their brains are biologically ready.","Some of the present standards are developmentally inappropriate and need to be revised. Children should not be penalized for not having reached the maturity level to be able to understand or process certain content.  I am sure that in the future it will be addressed, perhaps legally, but in the meantime children's mental and physical health will be negatively impacted as children are being shackled to their desks at school, many of them in tears, reviewing age inappropriate lessons that they will not be able to fully grasps until their brains are biologically ready.","Some of the present standards are developmentally inappropriate and need to be revised. Children should not be penalized for not having reached the maturity level to be able to understand or process certain content.  I am sure that in the future it will be addressed, perhaps legally, but in the meantime children's mental and physical health will be negatively impacted as children are being shackled to their desks at school, many of them in tears, reviewing age inappropriate lessons that they will not be able to fully grasps until their brains are biologically ready.","Some of the present standards are developmentally inappropriate and need to be revised. Children should not be penalized for not having reached the maturity level to be able to understand or process certain content.  I am sure that in the future it will be addressed, perhaps legally, but in the meantime children's mental and physical health will be negatively impacted as children are being shackled to their desks at school, many of them in tears, reviewing age inappropriate lessons that they will not be able to fully grasps until their brains are biologically ready.","Some of the present standards are developmentally inappropriate and need to be revised. Children should not be penalized for not having reached the maturity level to be able to understand or process certain content.  I am sure that in the future it will be addressed, perhaps legally, but in the meantime children's mental and physical health will be negatively impacted as children are being shackled to their desks at school, many of them in tears, reviewing age inappropriate lessons that they will not be able to fully grasps until their brains are biologically ready.","Some of the present standards are developmentally inappropriate and need to be revised. Children should not be penalized for not having reached the maturity level to be able to understand or process certain content.  I am sure that in the future it will be addressed, perhaps legally, but in the meantime children's mental and physical health will be negatively impacted as children are being shackled to their desks at school, many of them in tears, reviewing age inappropriate lessons that they will not be able to fully grasps until their brains are biologically ready.","Some of the present standards are developmentally inappropriate and need to be revised. Children should not be penalized for not having reached the maturity level to be able to understand or process certain content.  I am sure that in the future it will be addressed, perhaps legally, but in the meantime children's mental and physical health will be negatively impacted as children are being shackled to their desks at school, many of them in tears, reviewing age inappropriate lessons that they will not be able to fully grasps until their brains are biologically ready.","Some of the present standards are developmentally inappropriate and need to be revised. Children should not be penalized for not having reached the maturity level to be able to understand or process certain content.  I am sure that in the future it will be addressed, perhaps legally, but in the meantime children's mental and physical health will be negatively impacted as children are being shackled to their desks at school, many of them in tears, reviewing age inappropriate lessons that they will not be able to fully grasps until their brains are biologically ready."]
[4812112621,"Geneva Ziller","Paraprofessionals","Waiver Support Cordinator","genevaworks, llc","Alachua"]
[4812100454,"Angela Fortune","Teachers",null,"Okaloosa County School District","Okaloosa","It is extremely important to include experts in education in determining these standards.  Wording should include that these standards will be formed by a committee of highly effective teachers from each level of education, from elementary, middle school, secondary, and post-secondary institutions.  These content experts know what students need to know in order to advance to the next level, so they should be included in forming the standards.  Also, if charter schools are receiving state subsidies, they should be subject to the same standards.","It is extremely important to include experts in education in determining these standards.  Wording should include that these standards will be formed by a committee of highly effective teachers from each level of education, from elementary, middle school, secondary, and post-secondary institutions.  These content experts know what students need to know in order to advance to the next level, so they should be included in forming the standards.  Also, if charter schools are receiving state subsidies, they should be subject to the same standards.","Are we going to include writing in this paragraph?","This sounds acceptable.","Acceptable.","Acceptable.  Also include that English is our primary language and is to be used as such in our schools.","This section is excellent and protects the influence in our children's education at the local level.","This sounds great."]
[4812066583,"Rose Goldman","English Language Learners Advocates",null,"Self","Palm Beach",{"$nulls":5},"English Learners shouldn't be held at the same standards as everyone else. I"]
[4812043654,"Amy Cunningham","Teachers","Parent","none","Bay","In preparing our children for the future, I 100% agree that standards need to be kept high and challenge our students to reach their fullest potential.  With that being said, we should not lower standards in AP or DE classes so that MORE students can be successful in those classes.  This merely sets these students and those who could have been successful with more challenging material up for failure at the next level.  Lawmakers should take into account the chronological brain development of students as they are setting these standards so that we are not asking students to perform tasks that their brain is not developed enough to perform. This is setting unrealistic expectations and gives students a negative reaction to school and its challenges.","ALL students is a totalitarian position.  ALL students do not fit into one category so therefore they should ALL not be expected to meet the same standards.  In General MOST students should have the same standards set before them, however law makers need to realize that setting unrealistic standards for some children sets them up for failure.","Every course should have a set of challenging standards.","I think that the states standards should not only be aligned to institutions of higher learning \"in the state\" but of the nation.  Why are we trying to limit our students to an \"in-state\" school?  If we do so we are possibly limiting our students.  There is nothing wrong with Florida schools, however, there are those students who attain to go to Ivy league schools, or Military Academies, we should help them reach these goals.","Students with Significant Cognitive Disabilities SHOULD have Alternative Achievement Standards, and those standards should be flexible since no two children are alike in their needs.  Students that fall into these categories should be kept with their peers when possible as this helps them grow socially as well as academically.  However, teachers need flexibility to help these children reach the successes that are possible for them.",null,null,"Change can always be a good thing, however, when we change the standards as much as we have over the last couple of years we create gaps in student achievement as well as create a group of educators who are in a constant whirlwind trying to learn and achieve the new standards.  Growth is good, but when we overwhelm teachers with so many demands and a realistic and challenging standards and allow teachers to spend their time focusing on teaching those standards to the students."]
[4812037058,"Jacqueline Unger","Parents and Families",null,"Gemini elementary ","Brevard","Horrible- no reinforcement of skills-especially math. Moves way too fast- teachers do not have enough time to get all of the lessons in and then have to move on, even when class doesn't understand. They have to be taught at home. Very unfair to students, parents, and teachers! Children are getting left behind!!",{"$nulls":4},"Insane for elementary students- causing children to hate reading and writing. Way too advanced for elementary level.",null,"I had to send my child to private school.  I hated leaving the public school because the teachers and administrators were wonderful, but this is ridiculous. Teachers don't have enough time. The lessons go way to fast. No reinforcement of previous lessons because they have to keep moving forward. I hired a tutor and had to teach my child and she still was on overload and couldn't understand. Forcing new material everyday makes a child go on overload, then they can't think or remember. It is horrible! It has made school a terrible experience for the child, family and teachers, let the teachers teach!! This is what they know best and they have no control over how and what will be taught because of the pressure being put on them!!! We are making a bunch of pressure cooking, stressed out, low self esteem children that aren't any smarter, actually less intelligent, then the childen before that had a normal curriculum. This is from a upper class family! That had to pay money for tutors and change to a private school. This is even worse for the minorities that don't have the extra resources or even parents to help teach them every night! The whole system stinks! It is a crime to do this to children, parents and teachers. You don't allow teachers to be teachers. They are robots that have no autonomy or allowed to make any decisions. That is why the good teachers are leaving. They have zero control of how their classroom works. Why go to college? Anyone can tell kids how to do the concept and go home and get taught there because they have to move on! There is nothing good about common core or the standards you are trying to achieve. They are being taught for assesments, not for life long learning. My child is relearning 3rd and half of 4th grade plus keeping up with her current work! I am so glad I took my daughter out because she will not be let"]
[4812029364,"Brad Hall","Teachers",null,"Brevard Public Schools","Brevard"]
[4812018175,"Lynn Taylor","Teachers",null,"Glades Central High School","Palm Beach",{"$nulls":5},"My students are arriving to high school with no English. Some of my Haitians and Latinos have never been to school. However the students are placed in a class based on their age. If they are 16 they are put in the 11th grade. I am expected to teach with the same materials as the ELA teachers at a slower pace. Last year I was expected to teach the anchor archaic text Of Plymouth Plantation written 300 years ago, that their teacher with a Masters degree had to study very carefully to comprehend! Knowing they hadn’t yet learned I or she, is completely contradictory to how we acquire language, through comprehensible input. Would I teach my French AP students in the same way as I do my French 1 students? Yet it has been stressed upon us that as a Title I low performing school, with frequent visitors that I must use the same materials and standards as the ELA curriculum because of a former lawsuit giving ESL learners fairness and equity?     They are also expected to be assessed in the same way as native English speakers. Please go to fsaassessments.org. and try to take an 11th grade test as an English speaker. Try a 7th grade for that matter! Imagine if this test was not in your language. They not only are expected to read several complex texts but are also expected to analyze these texts. Needless to say my students who arrived less than a year in the country stare at the text, copy the text verbatim or fall asleep for 90 minutes when we could be using that valuable instructional time to teach them the basic foundation of the language. This is in addition to the countless diagnostic and end of course exams for all subject areas that must take. Then throw poverty in to the mix!  Students are here often without their parents because they are still in their home country or they don't have a stable place to live or food on the table. These students are set up for failure.     I suggest that we have an English course for those new students during their first year in the United States, where they can be immersed in a beginner program. I observed an actual school in the Columbus Public Schools while in my TESOL program at Ohio State. This school offers a program to all beginners for their first 2 years after being identified as a beginner. I also suggest that until they have completed this program, they should not be assessed or even practice being accessed in the ELA curriculum.   I am certain that if these changes were made the data would reflect more gains and graduation rates for ESOL students. I started in education twenty years ago, second language students were placed with students with disabilities. This was obviously very wrong. However now Florida has taken a one hundred and eighty degree turn with with expectations that my college aged daughter who has been in the US her entire life would fine most challenging. WIDA foreign language standards are fair. Florida ELA State Standards for second language learners are NOT.  "]
[4812015459,"Deborah Gordon","Teachers",null,"Lake Butler Middle School","Union"]
[4812011783,"Jon E Soskis","Community-Based Organizations",null,"Gadsden Coalition for Change","Gadsden","Providing unworthy 60% \"credit\" for ANY work on any given day is discriminatory, given that nearly all students can do better. That 60% is foolishly equivalent to a \"D\" grade in Florida (should be an \"F\"). Many of us would \"get by\" doing the minimum if allowed, and WE allow the students to do that. As they approach high school graduation the less-than-motivated students have plenty of (unworthy) \"credits\", but less than the 2.0 GPA that's required to graduate. It is very difficult at that point to go back and retake enough classes to raise their GPA significantly, so they do not graduate. WHY in the world would WE allow any student to do less than (at least) 75% level work (which should be 85%)? Every student, every day, on any kind of work assignment, project or test should be REQUIRED to make at least a 75% OR REDO THEIR WORK ON THE SPOT. They will quickly learn that it is easier to do adequate work in the first place. Students making \"C's\" will begin to make \"B's\" and students making \"B's\" will begin to make \"A's\". Teachers will have a lot of redo's to grade INITIALLY, but that will taper off and the rewards will begin to be felt by all. THAT IS WHAT IS REQUIRED TO LIVE UP TO OUR ADULT RESPONSIBILITES AND TO CAUSE EVERY STUDENT TO GRADUATE FROM HIGH SCHOOL.","See \"general\".","Regarding STEM, NASA has world class lesson plans and should be at the center of every school's science program. To not take advantage of that is inconceivable. ",null,null,"Gadsden County has about 65% African American students and 30% Hispanic students. They face the corporate world which is directed largely by Caucasians who may be biologically prejudiced when hiring. The single most important tool that these prospective employees need in their tool kit is the ability to portray themselves as capable and as having learned in school. In our county we have a \"dress for success\" day each week. Unfortunately, we do not have a \"SPEAK for success\" day, at least yet. EVERY middle school and high school should be required to have both a WEEKLY \"dress for success\" and \"speak for success\" day, and every TEACHER in every class should be required to correct any student who speaks incorrectly. That will soon catch on and the kids will begin to correct themselves and others, leading to a better opportunity when they face the human resource person as they apply for a high paying, high quality, Caucasian monopolized job. (I am Caucasian). We owe this to the students. Teachers should be required to take an English proficiency test before being hired, as that is part of the problem at least in Gadsden County. Again, the only way to level the employment playing field is to remove any negative impression that can provide the prejudiced employer a reason to say \"no\". How one speaks is a huge issue here. That may be seen as culturally insensitive, but the question is whether or not we should provide the non-Caucasian students with the tools they need to get the best jobs.",null,"See \"general\"."]
[4812004810,"Vincenza Metress","Parents and Families",null,"self","Brevard"]
[4811944961,"Diana Anderson","Students with Disabilities Advocates",null,"Self","Seminole","This section, as written seems contradictory to what was written above it.  (See below)    (ii)  P  ROHIBITION      ON    ANY      OTHER      ALTERNATE      OR  MODIFIED       ACADEMIC       ACHIEVEMENT       STANDARDS  .—A   State    shall   not    develop,    or  implement    for    use    under   this    part,    any    alternate    academic    achievement    stand  -   ards    for    children    with    disabilities    that   are    not    alter  -   nate    academic    achievement    standards    that   meet    the   requirements   of clause   (i).","Are students with disabilities covered in this Section?  Subparagraph E is not included, so I am unable to review it.  ",null,null,"See my comments in Section A",null,"If it is not reviewed by the Secretary (and I am assuming it is the Secretary of Education), who is accountable for ensuring this is correct and does not violate State and/or Federal laws?"]
[4811886626,"Eldard Fenelon","Teachers","Parent","self","Broward",null,null,"Assessed subjects should only include Math, Reading (3-8 only), and English.  Students are overly tested. The number of test giving each year is excessive and as a result the curriculum is rushed or cut short just so that the testing deadline is met.","The Standards should be written so that it is aligned with institutions of higher education (specifically state public institutions). The Standards should be written so that it is clear to all stakeholders.  The current standards leaves to much room for interpretation. ","Students with the most significant cognitive disabilities should be scheduled in a class that is conducive to their leaning abilities.  "]
[4811824624,"Crystal Moseley","Parents and Families",null,"NONE","Bay","Children/Students have bad days and their knowledge should NOT be based upon one test.","The current standards are extremely challenging for the students, parents, and teachers.","As long as their average grades throughout the year in these subjects are passing then there should not be an additional and separate testing in these subjects.",null,"Every student learns differently regardless of disabilities and a standard test for all students should not be a deciding factor in them advancing. ",null,null,"Existing standards are exhausting for students, parents, and teachers and are only stressing the students out due to the significance that the state has placed on them. "]
[4811747231,"Carol yerdon","Parents and Families",null,"None","Osceola","It seems to me the state does nothing for the preschool student that can do school work above their age. The state makes it extremely difficult for family's with bright students to start school early.","The state does a good job preparing the disadvantaged child or the child with disabilities before they start school.IT DOES NOTHING FOR THE CHILD THAT Is BRIGHT BUT UNDERAGE.. A child that misses the cut off date to enter school but is capable of doing schoolwork is a missed opportunity for that bright child to be a more productive member of society.",{"$nulls":5},"More should be done to provide the bright child with more opportunity to be in school without regard for their birth date."]
[4811710973,"Jay-Scott Moylan","Teachers",null,"School District of Palm Beach County","Palm Beach",{"$nulls":5},"The overwhelming body of research on English mastery by ELL students shows that it takes about five years for these students to achieve proficiency level. However, in the school accountability system, ELL students count against a school's grade if they are not proficient in only two years. This standard is impossible for most students to meet and needs to be adjusted for equity.","What is the point of having a secretary if they are prohibited from providing review or regulation?"]
[4811704049,"Regina Land","Teachers",null,"Self","Hamilton","I believe that each state should have control over educational needs for our specific populations and work forces.  ",null,null,"My only concern would be if students attend college in a different state or come from a different state that the coursework would transfer and be accepted.  I had to redo classes when I transferred in.","I agree.  Just think some students are best in full time special needs classes.  See a lot of students struggle with being pulled out, they miss time and instruction. "]
[4811595824,"Kam Camara","Teachers",null,"Self","Sarasota","Please take into account the obvious fact that not all students are created equal.  They should have choice of plans to best educate them in a variety of skills. ","Offer the standards to all, but stop requiring ALL students to pass certain tests. As a teacher, I have seen how these tests have ruined many childrens' attitude toward learning. ","Give our children a sense of the history of their state, social studies, and appreciation for all cultures. Too many schools disregard this in favor of \"common core\" ridiculous math notions!!",null,"Alternate academic achievement standards for all students that need it, not just the most severe. ","Start teaching English and its grammar for ESOL students is focused classes, not just hoping they catch on by immersion. Too often, they are immersed in poor language skills. Get the parents in for class too.",null,"Parse the existing standards down to more useful skills rather than adding more. The results will be less confusion and more applicable information."]
[4811592514,"Arthur H Tafero","Parents and Families",null,"easternstudiesdatabase.us","Martin","Asian Studies, and, in particular, Chinese Studies are currently substandard in Martin County.  After checking at Indian River State College (where Asian and Chinese Studies are also substandard and practically non-existent), we found that IRSC college students are ill-prepared to work for multinational companies upon graduation.  Why? Because multinationals do over 20% of their business with China and now recruit at least 20% of their work force with either Chinese Language or Chinese Studies skills.  This puts IRSC students at a great disadvantage with their business degrees.  However, the problem does not start with IRSC; it begins at the elementary and secondary school levels in Martin County (and just about every other county in Florida).  According to the US Census Bureau, Asian-Americans have replaced the Hispanic population as the fastest growing segment of the US population both in the US and in Florida.  Florida's statewide curriculum needs to be updated to catch up with that data.  Currently, it is grossly substandard.         It is similar to the situation that Florida (and the rest of the US) faced in the 1960s when it came to updating their curriculum to include far more Hispanic and Black Studies that reflected changing US populations then.  Let us not make the same mistakes we made then. ","The US did 800 Billion in trade with China last year; and that number only projects upward.  Unfortunately, we have a trade deficit of several trillion dollars with China because they understand US English and History, and American Students only have a superficial understanding of Chinese culture (and almost no language skills).  We cannot afford to continue to stick our heads in the sand.","These subjects need to be augmented at the high school and college levels; Mandarin 1 and 2 need to be implemented at the elementary school level as well.    Syllabi for Chinese Studies Program    1.  Basic Mandarin CS101  2.  Intermediate Mandarin CS102   3.  Advanced Mandarin CS103   4.  Business Mandarin CS104   5.  Chinese History and Philosophy CS105   6.  Modern Chinese Socialism CS106    7.  The Economic Rise of China CS107   8.  Learning Chinese Culture Through Chinese Cinema CS108   9.  Classic Chinese Literature and Poetry CS109  10. Possible China-US Relations Scenarios CS110   11. Pre-Han Dynasties - Xia, Shang, Zhou, Qin CS111  12. Han, Sui, and Tang Dynasties CS112  13. Sung, Yuan (Mongol), Ming and Qing Dynasties CS113   14. Understanding Mao Zedong in China CS114   15. Confucianism CS115  16. Taoism CS116  17. Understanding the Modern Chinese Communist Party CS117  18. The Art History of China  CS118  19. Chinese Herbal Medicine History: Separating History from Myth CS119  20. Chinese Mythology CS120      All of this course content is available at easternstudiesdatabase.us.  All of the content has been favorably reviewed previously by both the New York and Virginia state education departments (but both cited budgetary constraints as reasons for not implementing some of the materials).  That was in the year 2000.  We didnt do a lot of business with China and we did not owe China a dollar back then; things have changed.",{"$nulls":4},"Please do the right thing for the students of your state and counties; get up-to-date curricula for Chinese Studies in your schools as soon as possible.  If not from easternstudiesdatabase.us, then from some other reputable vendor.  There is still time to correct the problem.    best regards  Arthur H Tafero    feel free to access my Linkedin.com profile"]
[4811026944,"carmen concepcion","Teachers",null,"miami dade public schools","Miami-Dade"]
[4810978174,"Dorothea Anderson","Teachers",null,"Concerned Taxpayers","Pinellas","Standards need to be developmentally appropriate in elementary grades.  The assessment format used to test writing standards in elementary school is not developmentally appropriate.  ","ELA standards assessed at elementary school should focus on reading comprehension, not text based writing.  ","Elementary school standards should be divided into Reading and Writing and only reading should be assessed on state tests.  Writing does not need to be tested every year and should begin in middle school.","There is plenty of time in middle and high school for students to  learn multi-paragraph essay writing.  Elementary writing assessments should focus on grammar, spelling, and conventions of writing.  The curriculum will still be aligned to higher education expectations, and the testing will cost a lot less if we aren't testing multi-paragraph text based essay writing in elementary school.",null,null,null,"I think we need to revise the current standards to make them developmentally appropriate for the average elementary school student.  There is no need to rush the learning in elementary school.  Many children are being pushed to hard and being labeled as struggling before they even have time to build a foundation."]
[4810950570,"Valerie Scotella","Teachers",null,"none","Pasco","I think the standards should only apply to core subjects.  half the time, the schools change the electives before any standards can be set, planned for and incorporated. ","I think the standards should only apply to core subjects.  half the time, the schools change the electives before any standards can be set, planned for and incorporated.","I think the standards should only apply to core subjects.  half the time, the schools change the electives before any standards can be set, planned for and incorporated.","Unless those with significant disabilities are not mainstreamed, how are you going to adapt the standards inn each class?","ESOL students didn't even have the option of testing separate for the state and district exams! You think they have extra people on hand to teach different standards within the same classes but they don't and they never give the elective teachers any support for disabled or ESOL.","ESOL students didn't even have the option of testing separate for the state and district exams! You think they have extra people on hand to teach different standards within the same classes but they don't and they never give the elective teachers any support for disabled or ESOL."]
[4810944412,"Warren Pugh","The Public",null,"Self (Chess Promotion)","Statewide Representation","Broward County has adopted chess in the 2nd grade curriculum. It is by the far the best way for children to start their day. Google 'Chess in the Elementary Curriculum.","Lets listen to one another. In his treatise THE MORALS OF CHESS he wrote. \"Chess is no idle amusement\". Goethe? \"Chess Is the touchstone of human intellect.\".  Before passing away F.B. Skinner placed chess in the forefront of education  because of research in South America.","Google Benefits of Chess in Education. Then start a revolution. 33 foreign countries have chess in their curriculum. Asian countries, in particular India, are following Broward's and Quebec Provinces lead.","Chess improves grades and marks, even reading, in all academic disciplines.","Severity is an issue, but many, many kids settle down with the built in discipline of chess. Some autistic and special education children flower with chess.","Bilingual children play better chess than students with just one language. We ae just learning how this functions.","I do not understand this.","Need more  background, but have very strong feelings about this. For sure, children and their parents who wish to enjoy the challenges of education throughout summer should be encour-  aged and rewarded for doing so.  Perhaps we should pick up on the Asian work ethic rather than ignore it. Summer Bridge programs are great, but most parents receive absolutely no support from schools.  Remember, thousands of school districts have a four day week and produce comparable or better marks. There is more."]
[4810875702,"Elizabeth Vance","Teachers","Parents and families","Public Schools","Brevard","Are the 3 levels of achievement mentioned in this section, actually delineated?  Also, the State body adopting challenging academic standards should be composed primarily of teachers, administrators, and those familiar with the educational process.","We have Honors students, regular students, students with learning disabilities, and students on special diploma. We have students with Ivy League Post-Secondary plans and students intending to work in trades/technical fields.  Although the standards should be the same (content), the level of achievement (or depth of knowledge/application) perhaps should not be the same.  Students have differing post-secondary goals, and should have the option to choose an educational path that allows them to achieve their goals rather than drop out of high school. ",null,"amend to read 'or'  for credit-bearing coursework in the system of public higher education in the State OR relevant State career and technical education standards","delete E (ii) or amend to allow (not prohibit) alternate standards for student with learning disabilities as deemed appropriate to meet each student's individual educational program needs and post-secondary goals."]
[4810819519,"Jessica Torrence","Parents and Families",null,"Self","Orange","Please develop a definition of \"challenging\" as that is highly subjective and not defined in ESSA or ESEA.",null,"\"Reading or language arts\" could mean that we focus on one and not necessarily both...also, since students are not required to take reading courses, a reading score could be used to direct them to reading courses, but not necessarily retain them from advancing.","It seems to me that this means we could be using the PERT, SAT, ACT, and other standardized exams to determine student achievement, since it specifically states \"aligned with entrance requirements for credit-bearing coursework in the system of public higher education in the State and relevant State career and technical education standards.\" Also, if this is the case, how are exams for 3rd and 8th graders aligned properly? Surely students at these grades should not be able to complete competencies \"aligned with entrance requirements for credit-bearing coursework in the system of public higher education in the State and relevant State career and technical education standards.\" It seems to me that this means we could remove the 3rd and 8th grade exams from being high-stakes (retaining children) and instead make them instructive.",null,null,"People hate the Common Core adopted standards, that were then just (not-so) cleverly renamed \"Florida Standards\". ESSA gives the state the ability to revise their standards and not have to submit those for approval to anyone. Let's do it!","We are not prohibited. Let's start revising."]
[4810795010,"Nancy Tucker","Teachers",null,"Lee County Schools","Lee","(ii) PROHIBITION ON ANY OTHER ALTERNATE OR  MODIFIED ACADEMIC ACHIEVEMENT STANDARDS- If i understand this children with disabilities will not have  alternate curriculum.  i am opposed to this as a special education teacher.  The standards are not achievable.",null,null,null,"Students with the most cognitive disabilities are not pursuing secondary schooling.  They need life skills to attain basic understanding. These are students unable to talk, read, perform skills they need a alternate program"]
[4810781646,"tina plyler","Teachers","parent","Clay county School District","Clay"]
[4810738987,"Tammy Hirsch","Teachers",null,"None","Volusia"]
[4810727732,"Beverly Hamilton","Teachers",null,"self","Brevard",null,"Students with the most significant cognitive disabilities, and those with specific learning disabilities, should have true and rigorous adapted standards curriculum that scaffolds them up to average academic achievement. This scaffolded curriculum should be developed as a part of adopted curriculum. ","Any textbook adoptions should require publishers provide challenging, standards based curriculum, regardless of the student's cognitive disability or specific learning disability.","Students with the most significant cognitive disabilities, and those with specific learning disabilities, should have true and rigorous adapted standards curriculum that scaffolds them up to average academic achievement. This scaffolded curriculum should be developed as a part of adopted curriculum. ",null,"Any textbook adoptions should require publishers provide challenging, standards based curriculum, regardless of the student's cognitive disability, specific learning disability, or English Language Proficiency needs. Instructional material to scaffold these students should be the responsibility of the textbook publisher and school district- not to be placed on the teacher."]
[4810709590,"catherine giles","Students with Disabilities Advocates",null,"self","Broward","Yes, the state has challenging standards for the special education students I teach.  I believe the state should include social studies as one of the subjects.","na","Social Studies should be included.","na","The standards maybe to difficult for students who are incapable of producing sufficient answers based on medical issues.  Some students are medically fragile and this may produce stress that may interfere with their producing answers to the challenging academic standards.","The standards are challenging but some students are new to the country and they cannot perform at the level the state would like because they have not assimilated in their new country.","na","The state should be able to adjust the standards for students who cannot obtain the challenging academic standards."]
[4810702694,"Chris Robinson ","Parents and Families",null,"None ","Bay"]
[4810691465,"Sandra Burleson","Teachers",null,"retired educator","Bay","To much testing being done.","I believe in high standards but I do think all standards should be develpmentally appropriate.  I believe children are being stressed to the max and can't enjoy the learning process.",null,null,"I believe children should have standards appropriate for them. All children do not learn at the same rate.  Children should not be punished for a developmental delay they can't help.","If you are going to live in the United States you need to speak English fluently.    ",null,"They are to high."]
[4810673713,"Jennifer Byers","Parents and Families",null,"None ","Orange","I do not believe in high stakes testing. We cannot judge children based on testing alone or allow a test to dictate that a student should be promoted","I do not believe in high stakes testing ","I do not believe in high stakes testing ",null,"Students with ANY significant disability should be exempt. Specifically, students with documented cases of anxiety should not be subjected to these tests ","English should be the only language provided ",null,"I do not believe in high stakes testing "]
[4810627955,"shirley robinson","Parents and Families",null,"self","Bay","We need to change this testing if you want our kids to take this test you need to make sure they are getting the correct material for the test given to them how can they pass a test when they're not taught what's on the test.. why are they given a test that the teachers and parents can't even pass..   "]
[4810600301,"Anissa Dyen","Parents and Families",null,"Self","Orange","Challenging, rigorous standards does not look like the same thing for every student. What may be challenging to one student might easy for another student. The problem is not the standards but instead the way the standards are tested. By making the tests so hard even the teachers seem confused about the answers.   The standards are vague for a reason so the teachers can have some room to individualize it for each student   But if they are all given the same very hard test on things that were not taught it doesn't make sense except for the testing companies who are laughing their way to the bank  ","The problem is not the standards but instead they why the questions from the testing company words the tests ",null,null,null,"Research has proven that it takes 7 years to be fluent in a foriegn language so why are students help responsible in only two short years to master Englush? "]
[4810592952,"Carolyn Lamborn","Parents and Families",null,"Self","Charlotte","Some standards are not developmentally appropriate for students. Students in kindergarten need time to learn through play. With current standards, there is no time for that. Math standards are cumbersome and take more work than the old way of doing math. Students are often confused by these new methods. Students can have the right answer, but still get the question wrong because they did not complete the problem a certain way.",null,null,null,"The standards for the most significant population are ridiculous. For many students that are IND, the access points are appropriate. For the students with the most significant disabilities, the access points are a joke. While teaching these students skills they will never master because the have IQs in the low 40's, are missing parts of their brain, or other issues that cause them to be so low, are missing out on learning important life skills because we are forced to teach chemistry, algebra, etc. I don't ever foresee my non verbal student who are in wheelchairs and have significant brain damage ever using geometry, algebra and whatever the government is forcing us to teach them.  "]
[4810549863,"Jeffrey Ackerman ","Teachers",null,"None","Duval","Agree","Agree","Agree","Agree","Agree","Agree","Agree","Agree"]
[4810531042,"Charles Wilkinson","Teachers",null,"Wakulla County School Board","Wakulla","Seems to have been in place since 1965."]
[4810526458,"Glynis Benson","Teachers",null,"Broward County Schools","Broward","The ESE exception is fraught with potential for abuse. High  Schools are graded on what percentage of  students graduate, so virtually ALL students with disabilities who are mainstreamed get waivers.  These students then go merrily out in the world without skills or abilities to succeed and end up working for minimum wage.  It is unfair!"]
[4810501802,"Jacqueline Boyle","Teachers",null,"ST. LUCIE PUBLIC SCHOOLS","St. Lucie"]
[4810480577,"Connie ","Teachers",null,"None","Clay"]
[4810423596,"Sandra Velez","Teachers",null,"self","Palm Beach","It doesn't look much different from what is established now.","It doesn't look much different from what is established now.","It doesn't look much different from what is established now.","It doesn't look much different from what is established now.","It doesn't look much different from what is established now.","It doesn't look much different from what is established now.","It doesn't look much different from what is established now.","It doesn't look much different from what is established now."]
[4810418711,"Wesley Locke","Charter School Leaders","School Principal at a Conversion Charter","Spring Creek Charter School","Lake"]
[4810414313,"Judy Burleson","Parents and Families",null,"self","Martin",null,"As k-12 is required to have curriculum linked to college, shouldn't K-12 also link to VPK curriculum and child assessment.  The present VPK assessment does not link but rather requires some skills that come in First or Second grade.","I would hope counties and districts would preserve art, physical education,  science as daily activates too.  Especially in elementary grades.","none","none","Florida should go farther to also permit children who speak a first language to demonstrate their competency in a skill in their home language.","I agree with this standard, but Florida should do better with curriculum and standards with parent and community input.","none"]
[4810396253,"William Blake","Teachers","Parent","Teacher","Osceola"]
[4810390277,"Kim Barker","Teachers",null,"School District of Palm Beach County","Palm Beach",null,null,"I think the State should consider including social studies with the language arts, math and science. Some teachers overlook this subject at the elementary level."]
[4810377942,"Riva Trowbridge","Teachers",null,"self","Broward","The Florida standards are very challenging. Has there been any consideration as to what is developmentally appropriate for children in each grade and age level? I think the standards are back-loaded so much that it makes it very difficult and at times inappropriate for all students in the primary grades. I think the standards should build up not back load from college. ",null,null,"Who is in charge of making sure that standards are aligned with entrance requirements for credit-bearing coursework in the system of public higher education in the State and relevant State career and technical education standards? Why aren't educators at the table to write these standards? Which universities are considered the benchmark? What is considered a relevant state career? If these colleges, universities, and tech/ career schools are not constructing the standards, who is? What majors are these colleges offering that public schools need to be preparing them for? What type of jobs are students able to attain after getting degrees from these colleges? Are they actually preparing students for the work force? ","Students with any disability not just the most significant cognitive disabilities need access to alternative standards or at least accommodations/ modifications to the Florida Standards. -Otherwise, you create a culture of teachers not wanting to teach but being forced to teach students who are not capable of meeting high stakes testing requirements. ","Research shows it takes an average of 5-6 years for an ESL student to master listening, speaking, reading, and writing in the new language, English enough to be proficient on academic challenging state standards assessments, (FCAT, FSA). Unfortunately, in Broward County Public School District a child is only given 2 years until he or she has to take the standardized test and have his or her data count in teacher and school accountability data evaluations. Why is this the case? Is this the case across the state? What will this law do to ensure these students are given the time they need to master the language in an appropriate amount of time? I don't see how ANY consideration is being made for these students at their levels. An A1 ESOL student and C2 ESOL students BOTH are forced to take the FSA!!! This just doesn't make sense!!! ","I do not understand this section. ","In the last 9 years I have been teaching I have learned 3 different sets of learning standards. Just one you master them you change them again! Students in high school have not had a cohesive set of standards in their public school career. -And we wonder why they aren't scoring well on FSA..."]
[4810362109,"Candace Leebrick","Teachers","Parents and families","none","Bay",null,"How are we planning to keep standards rigorous enough to qualify for that while providing avenues for students with learning disabilities and other challenges to succeed? I work with middle schoolers (and have three of my own at the moment) and there is a real plateau that happens to students with certain disabilities at this age. A child might have always had to work twice as long to gain a skill as his/her classmates. Now, when classmates are working 4-5 hours on a skill, the child is facing 8-10. Well, it would be 8-10, but brain research tells us that there is a point well before that where students reach practice saturation and need to rest the skill a little before returning to practice. But this kid can't because it takes so many hours of practice and the delay before the next skill is so short, he/she will fall behind. What do we do for that kid?","I hope we will do so for social studies classes at certain grade levels, too.",null,"I find it discouraging that a student whose learning disability puts his/her specific area skills (let's say math) on the level with a student who has a significant intellectual disability will still be expected to work like a typical learner in math just because he is not disabled across the board. It shows a sad lack of understanding of students' learning situations."]
[4810360179,"Sara","Teachers",null,"self","Palm Beach"]
[4810349819,"Kimberly Draine","Parents and Families",null,"Self","Polk","Please STOP making the students standardized Common Core a pass/fail requirement. Students matriculation thirteen years in elementary /secondary education. I one test should not determine a students high school graduation."]
[4810336578,"Beth","Teachers",null,"None","Osceola",null,"This states that it applies to all public school students and public schools. It should apply to charter school students and charter schools as well.",null,null,"It is ridiculous to believe that all students other than those with significant cognitive disabilities dhould not be able to have access to alternate academic achievement standards. There are so many students that may excel in history and language arts, but are not able to comprehend math past Algebra and/or Science past Biology.  Further more, how are we assessing whether or not students have mastered these standards. If it is still through an ENd of course exam that is created by someone and graded by someone that has absolutely no experience as a teacher then the test and its results are not reliable. Furthermore, one test should not determine all. This must be changed."]
[4810317986,"Alexis ","Specialized Instructional Support Personnel",null,"Bay district school ","Bay",{"$nulls":4},"There needs to be a definition for those students who fall in to this section. "]
[4810274656,"Harriet Taylor","Parents and Families",null,"none","Bay","Leave the standards alone. The teachers and students and parents do not even know them well enough to teach them, students do not understand them and parents can't help their children because they don't understand them. ","Leave the standards alone. Every time they are changed, students get further and further behind. There are gaps for the ninth graders because they were caught during the change of standards when they were in elementary school.","Core subjects are changing too often.","The amount of assessments is redicious. ",null,null,null,"Leave the standards as they currently are. Stop all of the state and district assessments. All students are not great test takers but are good students and successful in the classrooms."]
[4810267498,"Laurie Gach","Institutions of Higher Education",null,"Miami Dade College School of Education","Miami-Dade","The Florida Standards, modeled directly from the Common Core Standards, aren't developmentally appropriate for the designated grade levels. ","The Florida Standards, modeled directly from the Common Core Standards, aren't developmentally appropriate for the designated grade levels. ",null,"The Florida Standards are not aligned to higher education competencies. Too many students entering higher education institutions with open door policies are not prepared for college coursework. The State has removed mandatory college preparation coursework, providing students the ability to opt out and into college coursework whether they have the cognitive ability or skill set to succeed.","Considering everyone is awarded a \"regular\" high school degree in Florida whether they have significant cognitive disabilities or not, why worry about a modified curriculum? ",null,null,"Due to the lack of validity and reliability of Florida's \"standardized\" assessments, serious analysis needs to take place centered around the lack of correlation between the standards and assessments."]
[4810263455,"Tracy Merritt","Parents and Families",null,"Santa Rosa County School District","Santa Rosa","General agreement.","General agreement.","General agreement.","General agreement, this is important.","General agreement, as long as the children with disabilities get the best education they're able to receive.","General agreement.","General agreement, I'm very happy that the states are now in control of education.","General agreement."]
[4810246259,"Wendonna Kelly","Parents and Families",null,"Self","Bay","In general, students are tested only on certain information. These children are learning all year long and this test that is given over a weeks time is what matters most. This really needs to change. This process is no fair to the children. I believe that their grades through out the year should be the major thing that say if they move to the next level or not."]
[4810239982,"dudley ronnenkamp","Teachers",null,"Pinellas County Schools","Pinellas"]
[4810235972,"Susan Leeds","Teachers",null,"OCPS","Orange","In theory it sounds great - in practice we assume every student is going to college. We push too many into too many high level classes and we are stressing our teens out","Same standards are fine as long as the standards are attainable and content accurate","It does not seem to leave room for revision ","I do not see it saying anything different from one paragraph to the next. ","If you are providing an alternate why not make realistic standards for the population why should they have to align to the general standards",null,"If there are going to be nationalized standards I think the state should put the state developed standards up for review","So why bother"]
[4810199967,"Dawn","School District Administrators",null,"Pre-K Programs","Santa Rosa"]
[4810198354,"James MEars","Teachers",null,"Self","Calhoun",{"$nulls":6},"To say that the Secretary shall not have any influence is an insult to out intellect. They just wrote bathroom policy for public schools in Florida and you expect us to believe that they have not input into educational standards? "]
[4810180177,"Natalina Lane","Teachers",null,"Cedar Grove Elementary","Bay","It is imperative that our students get the best education in the world. Challenging academic content should be the goal, a path, not the final destination. Individual difference has to be taken into consideration.",{"$nulls":4},"I wish more help and support was provided for ELL students. Handing out a heritage dictionary or providing additional time is not the answer when a child cannot read the English script. We can do better than what we have been doing for our children. Constantly telling the student in poor demographic neighborhoods that they are failures is failing our children. Testing should be limited to transition grades. Elementary to secondary and secondary to higher secondary. let students learn and enjoy knowledge not fear it as a skills test. Make adults accountable without reducing children to political pawns in the blame games.",null,"Nothing wrong with the standards but are we testing student's comprehension skills in math or computational skills. Many of my students who are special education or ELL students are lost by the time they have understood what the question is asking them to do even with accommodation and test materials read to them. "]
[4810087809,"Fern E. Albritton","Paraprofessionals",null,"Lucille Moore Elementary School","Bay",null,null,"There is a need for all schools to include in the subjects taught more time for History in the daily schedule at the elementary level. Ten to Twenty minutes a week is not enough. The History of our county, State, Country and the World is a vital part of education. STEM is important but without knowing the History behind Science, Technology, Engineering and Math, the students will not grasp the reasons why they need to know these subjects.   "]
[4810083437,"Nicole Nichols","Students",null,"Self","Bay"]
[4810037618,"Annabel Sims","Parents and Families",null,"self","Bay","As a parent of a rising 6th and rising 11th grader in public school,  I feel it is time to do away with Standardized testing. The students feel unnecessary pressure from overwhelmed and stressed teachers. The teachers deserve praise and support to teach what is expected of grade level without consequence.  I see many teachers no longer loving their jobs.  I see elementary students panicking before standardized tests and fearing failure (my daughters included!). I see my National Honors Society student achieving a 4.0 GPA only to be knocked down by an EOC because of standardized test anxiety that she has suffered since 3rd grade.  Government mandated tests need to be removed from the curriculum, no government test should affect student GPA in HS, and no standardized test score should supersede excellent teacher reviews and school evaluation.  School administrators are elected and hired to keep our students and teachers up to par on a personal level. We do not need big government overstepping the boundaries. Do away with Standardized testing. ","As a parent of a rising 6th and rising 11th grader in public school,  I feel it is time to do away with Standardized testing. The students feel unnecessary pressure from overwhelmed and stressed teachers. The teachers deserve praise and support to teach what is expected of grade level without consequence.  I see many teachers no longer loving their jobs.  I see elementary students panicking before standardized tests and fearing failure (my daughters included!). I see my National Honors Society student achieving a 4.0 GPA only to be knocked down by an EOC because of standardized test anxiety that she has suffered since 3rd grade.  Government mandated tests need to be removed from the curriculum, no government test should affect student GPA in HS, and no standardized test score should supersede excellent teacher reviews and school evaluation.  School administrators are elected and hired to keep our students and teachers up to par on a personal level. We do not need big government overstepping the boundaries. Do away with Standardized testing. ","As a parent of a rising 6th and rising 11th grader in public school,  I feel it is time to do away with Standardized testing. The students feel unnecessary pressure from overwhelmed and stressed teachers. The teachers deserve praise and support to teach what is expected of grade level without consequence.  I see many teachers no longer loving their jobs.  I see elementary students panicking before standardized tests and fearing failure (my daughters included!). I see my National Honors Society student achieving a 4.0 GPA only to be knocked down by an EOC because of standardized test anxiety that she has suffered since 3rd grade.  Government mandated tests need to be removed from the curriculum, no government test should affect student GPA in HS, and no standardized test score should supersede excellent teacher reviews and school evaluation.  School administrators are elected and hired to keep our students and teachers up to par on a personal level. We do not need big government overstepping the boundaries. Do away with Standardized testing. ","As a parent of a rising 6th and rising 11th grader in public school,  I feel it is time to do away with Standardized testing. The students feel unnecessary pressure from overwhelmed and stressed teachers. The teachers deserve praise and support to teach what is expected of grade level without consequence.  I see many teachers no longer loving their jobs.  I see elementary students panicking before standardized tests and fearing failure (my daughters included!). I see my National Honors Society student achieving a 4.0 GPA only to be knocked down by an EOC because of standardized test anxiety that she has suffered since 3rd grade.  Government mandated tests need to be removed from the curriculum, no government test should affect student GPA in HS, and no standardized test score should supersede excellent teacher reviews and school evaluation.  School administrators are elected and hired to keep our students and teachers up to par on a personal level. We do not need big government overstepping the boundaries. Do away with Standardized testing. ",null,null,null,"As a parent of a rising 6th and rising 11th grader in public school,  I feel it is time to do away with Standardized testing. The students feel unnecessary pressure from overwhelmed and stressed teachers. The teachers deserve praise and support to teach what is expected of grade level without consequence.  I see many teachers no longer loving their jobs.  I see elementary students panicking before standardized tests and fearing failure (my daughters included!). I see my National Honors Society student achieving a 4.0 GPA only to be knocked down by an EOC because of standardized test anxiety that she has suffered since 3rd grade.  Government mandated tests need to be removed from the curriculum, no government test should affect student GPA in HS, and no standardized test score should supersede excellent teacher reviews and school evaluation.  School administrators are elected and hired to keep our students and teachers up to par on a personal level. We do not need big government overstepping the boundaries. Do away with Standardized testing. "]
[4809967608,"Christe Weber","Parents and Families",null,"none","Bay","These tests should be strictly for assessments purposes. Kids failing a grade due to failing these state tests is unfair and to stressful for children. Many children do well in their classes only to fail because they did not test well on a test that determines the next grade level. Chidren are physically sick and emotionally stressed out. "]