{"text_format":"2","workbook":"xls","n_sheets":1,"sheets":["Sheet1"],"not_rendered":{"charts":0,"images":0,"macros":0,"external_links":1,"defined_names":16,"comments":0,"pivot_tables":0},"unopened":[],"bounds":{"document_bytes":16777216,"sheet_cells":100000,"run_cost":"one","rows_first":2000,"rows_last":500,"rows_between":2000,"halvings":0,"cell_chars":16384,"cell_head_chars":4096},"cells_cut":0,"cells_raw":0,"read":"whole","date_system":"1900","formulas":"cached_only"}

{"sheet":"Sheet1","index":0,"n_rows":142,"n_cols":6,"rows_kept":142,"cut":false,"hidden":false,"merged":[],"flags":["formulas_cached_only"]}
["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."]
["Open-Ended Response","Response","Other (please specify)","Open-Ended Response","Response","Open-Ended Response"]
["Khanh-Lien R. Banko","Parents and Families",null,"Alachua County Council of PTAs & 5forCHANGE.org","Alachua","a.\tMore funds needed.  Where will they come from?  b.\tIf we insist on funding and providing these on a competition basis, we will continue to undermine our goal and widen the gap between the have and have-not communities.  Who has time to fill out the paperwork, when you are already trying to provide these services?  "]
["Nancy S. Lacasse RN BSN NSCN","Specialized Instructional Support Personnel","Registered Nurse","School Board Employee","Seminole","I am a school nurse for Seminole County Public Schools. I believe one of the state of Florida's priorities should be an RN in every school. Many Florida school districts, including my own, do not have a nurse in every school. These schools have a patchwork of health room & classroom assistants and secretaries caring for Florida's students who have a wide range of health concerns. School nurses are critical to assist our students with chronic medical conditions. The nurse assists the students and staff to manage the students' health needs while at school and the nurse coordinates student's care with the family and their health care providers. The nurse provides the school staff training and supervision to assist their students. This allows the students to maintain their health and attend school & learn. The nurse's involvement improves their attendance and learning. About 26% of Kg-12th grade students have chronic medical conditions like asthma, severe life threatening allergies, diabetes, seizures etc. that need to be managed in school. Florida students without chronic medical conditions benefit from school nurses to manage minor illnesses and injuries. School nurses return students back to class to learn. Schools without nurses have higher percentage of students sent home from their clinics. Many Florida school nurses cover several schools. They visit intermittently and are available by phone for their school staff for consultation. Please recognize the Registered Nurse as a Specialized Instructional Support Personnel. I am part of the Student Study Team at my schools along with the guidance counselors, school social workers and school psychologists. RNs are the teams Health Care Expert and many of our students have health issues that affect their learning. School nurses break down health barriers for student learning. Every student in Florida deserves a RN in their school."]
["Beverly Slough","Educator Organizations","School Board Member","Self","St. Johns","Wish to underscore the references in this section to “meaningful consultation with various district stakeholders and believe it is particularly important in this section.  Strongly recommend that the state continue entitlement grants and, in any instance where the state can set aside additional dollars, they should set aside the smallest amount possible and distribute as much funding as possible to local school districts.   "]
["Susan Sanders","Teachers",null,"none","Bay","I do not feel that FLDOE should withhold these funds."]
["Beth Sweeny","School District Administrators",null,"St. Johns County School District","St. Johns","Continue entitlement grants and in any instance where the state can set aside additional dollars, they should set aside the smallest possible amount and distribute as much funding as possible to local school districts."]
["Janene Fitzpatrick","School District Administrators",null,"Suwannee County School District","Suwannee","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."]
["Angie Fuller","School Administrators",null,"Durbin Creek","St. Johns","Continue entitlement grants and in any instance where the state can set aside additional dollars, they should set aside the smallest possible amount and distribute as much funding as possible to local school districts."]
["Laurie Gaylord","School District Administrators",null,"Martin County School District","Martin","1003A! Here it is the School Improvement 1% of total Title Allocation to SEA. That could be 11% we are looking for a local reduction"]
["Douglas W. Martin","Community-Based Organizations",null,"Communities In Schools of Florida","Statewide Representation","July 22, 2016    Pam Stewart  Commissioner  Florida Department of Education    Commissioner Stewart:    As you know, the Every Student Succeeds Act (ESSA) became law in December 2015. ESSA is the first major bipartisan restructuring of the federal education law in almost 15 years, and it includes many of the priorities that CIS values: strong emphasis on Integrated Student Supports (wraparound services), the use of evidence-based programs for improving schools, and the inclusion of non-academic indicators in state accountability systems. CIS, along with many partners, made a strong case to Congress that we need to support local programs proven to keep kids in school, improve their academic achievement and stay on the path to graduation.      Perhaps most importantly, ESSA transfers sizeable control over federal spending to states and communities, allowing them to have greater flexibility to design the kinds of supports that struggling students and low-performing schools need to succeed. That’s exactly where we have a 40-year track record as the largest provider nationally of Integrated Student Supports.    Integrated Student Supports are defined by ESSA as evidence-based wraparound supports and interventions and they are specifically identified in Title 1 as an allowable use of funds.     Communities In Schools, as cited by Child Trends, is the largest national provider of these supports.  Additionally, multiple independent studies conducted by partners like ICF International and MDRC demonstrate the effectiveness of Communities In Schools model of working in schools to facilitate success for the neediest students.    Living in poverty typically means struggling to obtain the most basic necessities — food, shelter and clothing. Communities In Schools relieves those burdens so students can focus on the academic goals that will propel them forward. We do it for nearly 43,000 students every year. Helping students identify and commit to academic goals is one key to our success. Site coordinators and students work together to set goals for attendance, academics and behavior.    “What Communities In Schools demonstrates is that children need an adult who’s constantly in their lives at the school level to help them through the pitfalls of being an adolescent… At the end of the day, it’s about a great principal, a great teacher and wraparound services to fill in the gaps for kids who don’t have support at home,” NIKOLAI VITTI, SUPERINTENDENT, DUVAL COUNTY SCHOOLS, JACKSONVILLE, FL    Here are some of the 2015 impacts and metrics of our Integrated Student Supports in Florida:  •\t42,800 students served (96 percent eligible for free and reduced-price lunch);  •\t8,100 parents, families and guardians participated in their children’s education through opportunities provided by Communities In Schools;  •\t215 nonprofit and youth development professionals carried out the Communities In Schools mission;  •\t85 schools received Integrated Support Services from Communities In Schools;  •\t730 volunteers donated their time;  •\t$2.9 million worth of volunteer time was accrued ; and   •\t570 community partners collaborated to meet students’ needs.    Among students receiving intensive services from CIS Florida in 2015, 87 percent of students met attendance goals, 85 percent met academic goals and 87 percent met behavior goals for the school year. Most importantly, 99 percent of potential dropouts stayed in school, 91 percent of seniors graduated, and 92 percent of K-11 students were promoted to the next grade. When you look at the metrics behind the stories of our kids’ success, the whole picture of education in America changes, looking brighter than ever.    ESSA’s flexibility holds great opportunity for our collective work on meeting students’ academic and non-academic needs. But it will require substantial planning by states, districts and communities. That includes ensuring that the forthcoming regulations, due this fall, match the law’s intent, and making sure the Florida Department of Education and school districts understand how to use federal funds to advance wraparound services as a means for school improvement. We would appreciate the opportunity to meet with you to understand how CIS Florida and Florida DOE can work together to promote understanding of ESSA’s opportunities and ensure even greater numbers of students in Florida graduate from high school ready to lead productive lives.    Thank you for the opportunity to comment on implementation of the Every Student Succeeds Act. Please let me know if I can provide additional information about our evidence based techniques and research validated model that has helped students in Florida succeed for nearly 40 years.    Sincerely,    Douglas W. Martin  Interim State Director  Communities In Schools of Florida, Inc.  444 Appleyard Drive | Tallahassee, FL 32304  Office: 850-201-9750  Cell: 850-212-7447  www.cisfl.org  "]
["Tina Calderone","School District Administrators","School Board Member","Seminole County Public Schools","Seminole","I believe in local control.  Funds should not be reserved at the state level.  We understand best how to support our students and community.  Thank you."]
["Matt Minnick","Educator Organizations",null,"Teach For America--Florida","Statewide Representation","Teach For America—Florida encourages the State to take advantage of this new opportunity to promote and encourage the development of innovative approaches to improving student academic growth, particularly in the most underserved schools and districts—working to ensure that all students have access to rigorous coursework and personalized learning and support, as needed. We support setting aside Title 1 funding for Direct Student Service grants and look forward to participating in meaningful collaboration with local and statewide stakeholders in developing effective approaches. "]
["Anthony Graham","Charter School Leaders",null,"Triad Alternative Prorgam","Sarasota","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.     If the SEA reserves the 3% for Direct Student Services, the effect is:    1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.    2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.    3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement.    "]
["Cynthia Myers","Parents and Families",null,"my children","Lake","We spend too much time and money on how to get everyone to pass. You teach the material, the student has to learn it and then show they can do it. Stop pandering to whiny parents who want special treatment for everything under the sun from \"my child has an ingrown toenail\" to \"they can't take a test in an hour.\" Let's get back to basics and require our children to reach the highest bar rather than the lowest step."]
["John Wright","Teachers",null,"Self","Okeechobee","Add new funding, and do not play the shift the money game!"]
["Brandon McKelvey","School District Administrators",null,"Orange County Public Schools","Orange","We support allowing districts with the support and feedback of their local communities to control the maximum amount of federal and Title I funds. This will ensure that the input of all local stakeholders is respected and that they can be actively involved in the planning and execution of school improvement initiatives. "]
["Janet Jones","Service Provider",null,"School Nurse","Broward","Assess and clarifies student health status for the school community. Bridge between the educational environment and the health care systems. Coordinates school health care. advocates for appropriate and effective health interventions in the school setting. Provides health education classes to teaching personnel and students. Brings essential expertise to the field of education and reduces absenteeism. The school nurse is an essential interdisciplinary team member and there should be one in each school. The State of Florida ranks 48th out of the 50 states for the number of students per school nurse and it's time that student health became a priority because sick kids don't learn."]
["April M. Griffin","School Administrators","School Board Member","Self","Alachua","\"Meaningful consultation with various district stakeholders\" is very important to this section.  The state should continue entitlement grants, and insure that as much funding as possible be allocated to local school districts. "]
["Wendy Coker","School District Administrators",null,"Okeechobee County Schools","Okeechobee","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.     If the SEA reserves the 3% for Direct Student Services, the effect is:  1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.  2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.  3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement.  "]
["Andrea Messina","School District Administrators","Elected School District Policy Makers","Florida School Boards Association","Leon","We wish to underscore the references in this section to “meaningful consultation with various district stakeholders\" and believe it is particularly important in this section.  We strongly recommend that the state continue entitlement grants and, in any instance where the state can set aside additional dollars, they should set aside the smallest amount possible and distribute as much funding as possible to local school districts."]
["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!!!  "]
["Deborah Wood","Specialized Instructional Support Personnel",null,"School Board of Highlands County","Highlands","I do not think the state should take out an additional 3% for Direct Student Services.  I am concerned that the new changes in the ESSA will strain our Title 1A budget already.  Even though this appears to not be the old SES, our district did not see the gains that were needed to be seen when we did have SES.  The approved SES providers in our county were limited, and only a few providers were really helping students make the gains. The district would rather have the flexibility to provide that direct student services."]
["Felita Grant","School District Administrators",null,"Pinellas","Pinellas","We would like to request that the Local Educational Agencies be permitted to continue administering our own academic support programs versus moving to use state approved providers. We strongly believe that our LEA has the internal capacity to provide high quality academic tutoring, comprehensive & targeted support to our students, and would like to maintain this, in part or whole, as a local policy decision. We thank you kindly for your consideration. "]
["Shawn Frost","Legislators","School Board Member","self","Indian River","We encourage the department to consult with districts about the most effective way to use these funds to support improved academic achievement. "]
["Florida Association of School Administrators","School Administrators",null,"Florida Association of School Administrators","Statewide Representation","Continue entitlement grants and in any instance where the state can set aside additional dollars, they should set aside the smallest amount possible and distribute as much funding to local school districts."]
["Maggie ","Teachers",null,"Self","Okeechobee"]
["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."]
["Loretta Patricia Taylor Lee","Community-Based Organizations","Title l Elemntary School SAC Chairperson","Medulla Community Development Organization","Polk","As a director of a local AfterSchool Program . I have found that students in need of assistance with a daily curriculum don't normally have the appropriate support at home for numerous reasons. Working closely with parents and trying to involve them in the educational process has pros and cons parents who have no contribution because of their insufficient education and are willing to work with the organization can influence the child's productivity. One parents are insecure because of their inadequate education and withdraw this causes the child to react the same. There is little or no process. Parent Literacy programs have been helpful but are still a progress in work. We attempt to engage the parents in simple activities to get them involved. Most children are wirking below level and are in the no child left behind status which has has its proscandccon innmybopinion. Age apprpiate advanced will never be equivalent to being on academic target, in the longvrunbthey never catch up and are worse off in high schools because they can't past test they can comprehend. Early Education is a solution but that is up to the parent to understand the necessity. I do believe ifvthey understand the years  between 2 and 5 are the most important in developing educational skills or possibly earlier they initiate involvement in programs likevVPK their success rate would improve. Thiscisca taskbyet before us. "]
["Michelle Branham","Parents and Families",null,"self","Okeechobee","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.     If the SEA reserves the 3% for Direct Student Services, the effect is:  1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.  2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.  3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement."]
["eileen branham","Parents and Families",null,"self","Alachua"]
["Lashawn Frost","School Administrators",null,"Booker Middle School","Sarasota","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.     If the SEA reserves the 3% for Direct Student Services, the effect is:    1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.    2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.    3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement.    "]
["Emily Streelman","School Administrators",null,"Yearling Middle School","Okeechobee","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.         If the SEA reserves the 3% for Direct Student Services, the effect is:    1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.    2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.    3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement."]
["Dr. Debra Elliott","Educator Organizations","rural districts","rural districts","Statewide Representation","Continue entitlement grants and provide the highest level of support to the districts"]
["Richard McNeill","Parents and Families",null,"Alachua County Council PTA","Alachua","Prioritize services to students who are lowest-achieving while making sure that all students are challenged and that the state is providing the resources for districts to provide the services that each student needs."]
["Jessica Swere","Educator Organizations","Committee of Practitioners","FDOE Group","Hillsborough","Direct Services –     1.\tThe taking of monies up to the 3% off the top to sub-grant back creates additional work for districts to write yet another grant to ask for additional monies that could have already been allocated to support student learning. Districts should be able to receive their full amount to plan for programs; the state already has experience with SES programs; unfortunately there was waste and fraud in our past experiences across the state. The SES program took away capacity from the districts that could have served the children and resulted in fewer supports in some areas. Provider guidelines must not leave any room to experience the same problems districts had to deal with that ultimately affected student learning.      2.\tThe withholding of 3% for direct student services is optional for the state. It is recommended that the 3% be dispersed to LEA’s to continue the DSS that are working well for LEA’s. The 3% that can be used for DSS includes many options, one of them describes service very similar to SES. We suggest that the SEA consider rejecting the reservation of 3% under subsection (a) of direct student services required to participate in (e) \"provider and schools\" as outlined in ESSA. Based on historical implementation of this option, LEA's were unable to report sound results of direct student services achievement outcomes provided by tutoring companies as each company used different curriculum and assessments. Academic material were often both developed and assessed by the company thus potentially skewing the purity of data outcomes by creating a conflict of interest. Our students find academic success via use of current direct student services, and the LEA is able to publicly report the results of direct student services via unbiased data analysis. Should the SEA decide to exercise an application process for the 3%, it is suggested that the Project Application be the platform for this process. Additionally, the language used in this section is contradictory and is in need of clarification.  "]
["Trayce Brown","School District Administrators",null,"Hillsborough County Public Schools","Hillsborough","a.\tThe withholding of 3% for direct student services is optional for the state. It is recommended that the 3% be dispersed to LEA’s to continue the DSS that are working well for LEA’s. The 3% that can be used for DSS includes many options, one of them describes service very similar to SES. We suggest that the SEA consider rejecting the reservation of 3% under subsection (a) of direct student services required to participate in (e) \"provider and schools\" as outlined in ESSA. Based on historical implementation of this option, LEA's were unable to report sound results of direct student services achievement outcomes provided by tutoring companies as each company used different curriculum and assessments. Academic material were often both developed and assessed by the company thus potentially skewing the purity of data outcomes by creating a conflict of interest. Our students find academic success via use of current direct student services, and the LEA is able to publicly report the results of direct student services via unbiased data analysis. Should the SEA decide to exercise an application process for the 3%, it is suggested that the Project Application be the platform for this process. Additionally, the language used in this section is contradictory and is in need of clarification."]
["Linda Davis","Teachers",null,"self","Okeechobee","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.      If the SEA reserves the 3% for Direct Student Services, the effect is:  1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.  2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.  3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement  "]
["Thelma Jackson","School Administrators",null,"Okeechobee School District","Okeechobee","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.     If the SEA reserves the 3% for Direct Student Services, the effect is:  1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.  2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.  3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement."]
["Melissa Reno","Teachers",null,"self","Okeechobee","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.      If the SEA reserves the 3% for Direct Student Services, the effect is:  1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.  2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.  3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement."]
["Jody Hays ","School Administrators",null,"Yearling Middle School ","Okeechobee","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.     If the SEA reserves the 3% for Direct Student Services, the effect is:  1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.  2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.  3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement."]
["Marjorie Murray","School District Administrators",null,"ECTAC","Seminole","The State should not exercise its option to reserve an additional 3% for Direct Student Services.  Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.    If the SEA reserves the 3% for Direct Student Services, the effect is:  1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.  2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.  3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement.  "]
["Frank Vassell","Parents and Families",null,"Self","Orange","The allocated funds would partly supply capital investment and serve more students and the community, reducing lost period time; of up to two class periods; in traveling by integrating the vocational, technical life skills training in each institution as applied learning of students' numeracy and literacy education. "]
["Dr. Walt Griffin","School District Administrators",null,"Seminole County Public Schools","Seminole","The State is required through ESSA to reserve 7% for school improvement, which is 3% more than what was required in NCLB. This results in 3% less funding to the LEAs.  If the State reserves an additional 3% for Direct Student Services, it would result in a net decrease of 6% in LEA funds.  In addition to the concern of the decrease of funds to LEAs, It is our feeling that districts are much better able to determine the best use of these funds to increase student achievement. For these reasons, we strongly oppose the State exercising their option of implementing Sect. 1003A Direct Student Services."]
["Vicki Goggans","School Administrators",null,"Okeechobee High School","Okeechobee","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.     If the SEA reserves the 3% for Direct Student Services, the effect is:  1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.  2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.  3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement."]
["Antonia Lupari-Keenan","Specialized Instructional Support Personnel",null,"school nurse","Broward"]
["Linda Mccloud","School Administrators",null,"Cranberry School","Sarasota","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.   If the SEA reserves the 3% for Direct Student Services, the effect is:  1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.  2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.  3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement.  "]
["Susan Nations","School Administrators",null,"Sarasota County Schools ","Sarasota","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.   If the SEA reserves the 3% for Direct Student Services, the effect is:  1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.  2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.  3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement.  "]
["Rebecca Drum","School Administrators",null,"Sarasota County School District","Sarasota","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.   If the SEA reserves the 3% for Direct Student Services, the effect is:  1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.  2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.  3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement.  "]
["Brandon Johnson","School District Administrators",null,"Lamarque Elementary School","Sarasota","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.   If the SEA reserves the 3% for Direct Student Services, the effect is:  1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.  2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.  3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement.  "]
["Billy Ball","School Administrators",null,"Okeechobee County Schools","Okeechobee","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.     If the SEA reserves the 3% for Direct Student Services, the effect is:  1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.  2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.  3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement.  "]
["Yvette","Educator Organizations",null,"Columbia County Schools","Columbia","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.   If the SEA reserves the 3% for Direct Student Services, the effect is:  1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.  2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.  3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement."]
["Toni Wiersma","School District Administrators",null,"Okeechobee County Schools","Okeechobee","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.     If the SEA reserves the 3% for Direct Student Services, the effect is:  1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.  2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.  3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement."]
["Melanie Stinnett","Teachers",null,"Everglades Elementary","Okeechobee","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.      If the SEA reserves the 3% for Direct Student Services, the effect is:  1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.  2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.  3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement.  "]
["Hunter Clary","Parents and Families",null,"none","St. Johns","Continue entitlement grants and in any instance where the state can set aside additional dollars, they should set aside the smallest possible amount and distribute as much funding as possible to local school districts."]
["Emily Plasencia","School District Administrators",null,"Hillsborough County Public Schools","Hillsborough","Please do not opt to add the 3% set-aside for Direct Student Services."]
["Sean Downing","Parents and Families",null,"none","Okeechobee","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.     If the SEA reserves the 3% for Direct Student Services, the effect is:  1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.  2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.  3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement.  "]
["Sara Sparks ","Specialized Instructional Support Personnel",null,"Self ","Okeechobee"]
["vanessa","Parents and Families",null,"self","Okeechobee","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.      If the SEA reserves the 3% for Direct Student Services, the effect is:  1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.  2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.  3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement."]
["Maria Leon","Parents and Families","Parent and families ","self  ","Okeechobee","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.          If the SEA reserves the 3% for Direct Student Services, the effect is:    1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.    2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.    3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement.  "]
["Erica Swant","Specialized Instructional Support Personnel",null,"self","Okeechobee","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.      If the SEA reserves the 3% for Direct Student Services, the effect is:  1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.  2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.  3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement.  "]
["Samantha Page","Teachers",null,"Okeechobee County","Okeechobee","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.          If the SEA reserves the 3% for Direct Student Services, the effect is:    1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.    2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.    3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement.     "]
["Lauren Myers","School Administrators",null,"Okeechobee County Schools","Okeechobee","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.     If the SEA reserves the 3% for Direct Student Services, the effect is:  1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.  2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.  3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement."]
["Lisa Bell","School District Administrators",null,"Okeechobee County School Board","Okeechobee","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.     If the SEA reserves the 3% for Direct Student Services, the effect is:  1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.  2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.  3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement.  "]
["Kimberly Rathbun","Teachers",null,"Okeechobee county school board","Okeechobee","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.      If the SEA reserves the 3% for Direct Student Services, the effect is:  1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.  2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.  3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement"]
["Joseph Stanley","School Administrators",null,"Okeechobee County Schools","Okeechobee","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.     If the SEA reserves the 3% for Direct Student Services, the effect is:  1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.  2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.  3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement.  "]
["Patience Washington","Teachers",null,"Okeechobee County School","Okeechobee","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.      If the SEA reserves the 3% for Direct Student Services, the effect is:  1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.  2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.  3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement."]
["Randal Weigum","School Administrators",null,"Okeechobee Achievement Academy","Okeechobee"]
["Tracy Downing","School Administrators",null,"South Elementary School","Okeechobee","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.     If the SEA reserves the 3% for Direct Student Services, the effect is:  1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.  2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.  3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement.  "]
["leslie lundy","Parents and Families",null,"none","Okeechobee","The State should not exercise its option to reserve an additional 3% for Direct Student Services. Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.     If the SEA reserves the 3% for Direct Student Services, the effect is:  1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.  2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.  3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement.  "]
["Lonnie Steiert","School District Administrators",null,"Okeechobee County School District","Okeechobee","The State should not exercise its option to reserve an additional 3% for Direct Student Services.  Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.    If the SEA reserves the 3% for Direct Student Services, the effect is:  1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.  2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.  3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement.  "]
["Tammy Caraker","School District Administrators",null,"none","Collier","The State should not exercise its option to reserve an additional 3% for Direct Student Services.  Under NCLB, SEAs were required to reserve up to 4% for school improvement; under ESSA, the SEAs are required to reserve 7% for school improvement and may reserve an additional 3% for direct student services.    If the SEA reserves the 3% for Direct Student Services, the effect is:  1. 6% less funding directly to the LEAs, because the SEA is required to already take an additional 3% for school improvement.  This is a substantial reduction in LEA funding which could significantly impact services to students.  2. If the SEA takes the 3% for Direct Student Services and LEAs have to apply to receive back the funds, this penalizes small and rural LEAs that do not necessarily have the same grant-writing resources as larger LEAs.  3. Much of the language in this section mirrors ESEA’s Supplemental Educational Services (SES) which was never successful.  Districts are much better able to determine the best use of these funds to increase student achievement."]
["Timothy L. Sloan","Parents and Families",null,"Self","Duval","None"]
["Kathleen Rose","Specialized Instructional Support Personnel",null,"self","Lee","ESSA Public Comment    As a Lee County school nurse for 30 years, I have firsthand knowledge of how diligently the registered nurses in this district work to decrease absences and keep our students safe, healthy and ready to learn.  Over 26%, 1:4 students, in Florida have one or more chronic health conditions.  Our work with them increases their attendance and subsequently their test scores rise, their hospitalizations and absences decrease and parents do not miss valuable time from work.    Thousands of Individualized Health Care Plans are written each year for students with health concerns.  These Individualized Health Care Plans give vital information to teachers and other staff to keep our students safe, removing many of the fears of teachers as they do their job, educating all their students.    Education is difficult, at best, when students cannot see or hear.  School nurses spend hundreds of hours doing thousands of vision and hearing screenings each year.  For those who fail, school nurses send home medical referrals, seek community resources when necessary and make multiple parent contacts to follow the referrals to completion.    Often the first indication of a bullying situation or a mental health issue in a student comes from the school nurse.  Taking the time to speak to our “frequent flyers” who show up repeatedly with “headaches” or “stomach aches” reveals the real reason for their visit.  Recent research shows over 30% of a school nurse’s day is spent dealing with mental health issues.    It is not unusual for school nurses to function as translators, bridging the gap between the educational system, the medical system and parents, helping each domain to understand the terminology specific to them.  Each domain functions much more effectively if they truly understand what everyone is saying.  And our students receive better care and a better education as a result.    In my county, as in many others, we have used trained clinic assistants to assist the school nurse in the care of our students.  It is important to know that unless our clinic assistants are trained, monitored, supervised and evaluated by a registered nurse (RN), they cannot function in the school.  The school nurse’s role in this process has enabled continuity of care for thousands of students, allowing them to remain in school and continue their education.    The Every Student Succeeds Act (ESSA) references school nurses as a member of the Specialized Instructional Support Personnel (SISP), yet Florida does not.  I believe that Florida’s legislative body needs to be in alignment with ESSA.  Furthermore, Florida’s Student Services Personnel Evaluation Model and Guide (2011) and the Integrated Student Services in Schools: Action Guide (2013) both include school nurses as interdisciplinary team members who bring “essential expertise to the field of education.”  Our expertise does make a difference!"]
["Diana","Teachers",null,"Brevard Public Schools","Brevard"]
["Saba Baptiste","Community-Based Organizations",null,"self","Hillsborough","Direct Student Services are very loaded with embedded restrictions. How will this portion of the law impact students?  This information will have to be unpacked in order to inform parents prior to fully implementation of ESSA in 2017.   "]
["Thomas Bazzel","Teachers",null,"Bay District Schools","Bay","How can the state have a list of academic tutors? Is this to be restricted to professional tutoring companies/services that apply for a license from the state.  Individual, private tutors usually provide better services than these companies.  The local educational agency should hire personnel to serve as tutors and distribute to schools as needed."]
["Dr. Elaine Liftin","School Administrators","Non Profit 501 (c) (3)","Council for Educational Change","Broward","We encourage the department to consult with districts about the most effective way to use these funds to support improved academic achievement."]
["Deidre Skaggs","Specialized Instructional Support Personnel",null,"Polk County Public Schools - School Counseling Services","Polk","As school counselors work to empower students to meet the academic and career demands of the 21st century, there is an enormous need for elementary school counselors to implement emotional social learning programs in schools. School Counselors are experts in working with students to remove the emotional barriers that inhibit academic achievement.      I would request and encourage the ESSA funds to be dispersed to develop elementary school counseling programs that will support students in their emotional social learning which will lead to a healthier successful and happy future for all. All students needs to be emotional healthy to be academically successful.    "]
["Mary Mann","Students","parent/RN","RN","Citrus","Most professional and lay people do not fully understand or are aware of the responsibility that a School Nurse has. There are many significant medically needy children who come to school everyday. We are one component that serves them."]
["Patricia Levesque","The Public","Reform Organization","Foundation for Excellence in Education","Statewide Representation","We encourage the department to consult with districts about the most effective way to use these funds to support improved academic achievement."]
["Valerie Gallina","Students","All Florida Schools","Florida Intentional Character Partnership","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."]
["Dr. Sue Harrell","School Administrators",null,"Bay District Schools","Bay"]
["Wendi","Parents and Families",null,"None","Orange","Stop writing laws that allow non-teachers to teach.   Stop writing laws that benefit For Profit Charters and state leaders to make money off public school dollars. We see it. "]
["Gildamary Espada","Parents and Families",null,"None","Palm Beach"]
["Destiny Woods","Parents and Families",null,"self","Leon"]
["Cheryl Sattler","School District Administrators",null,"Ethica, LLC","Gadsden","The State should NOT participate in direct student services. Districts already will undergo a significant cut in resources due to the implementation of the new school improvement funding in school year 2017-18. There is no reason for the state to take an additional 3% off the top of districts' Title I allocations and then grant the funds back to districts to accomplish what districts already  may opt to do either through Title I or other federal funds. Districts do not have the time or resources to apply for yet another program, operate another separate program, and separately report on such a program. Many districts already use Title I funds for personalized learning activities and the other allowable activities enumerated in ESSA for DSS."]
["Jeana Valenty","Teachers",null,"Nina Harris School","Pinellas","I think this would be a great addition if direct student services could benefit students with significant cognitive disabilities or at centers in programs that work in connection with in-school or post-secondary vocational options, personalized learning approaches for academics or careers, and/or local education agencies. "]
["Jennifer Stull","Parents and Families",null,"None","Martin","Section e - Providers and Schools - discusses giving parents meaningful choices and high quality tutoring.  In Martin County, students requiring tutoring as a direct result of the change in standards are losing out to a system that is fraught with teacher and support staff frustration as well as beurocratic processes which are designed to dissuade use of interventions and assistance and result in the perception by parents that if your child requires additional assistance due to diagnosed learning disabilities and classification as \"ESE\" they are better served by leaving the public schools.  Every Student Succeeds must address these problems if not for the children in public school today who may have already lost the battle for the children that will come after them.  "]
["Mary E.  (Libby) McNaron","Parents and Families",null,"SELF","Washington","We cannot continue to require the \"same\" from all students. This totally ignores the multicultural and diversity of our student population and the future of our nation.     Students should be tested and given opportunities that match their interests and talents. While everyone needs to be able to balance a checkbook, not everyone needs to know algebra.  Emphasis on providing student specific individualized  plans based on objective testing and student/family input. We need people in all types of jobs.      High school tracks for either career/work force training and college entry should be planned in middle school with student entry outlined for their four years using all resources available including dual enrollment and advanced placement.         "]
["Shelley Bumm","The Public",null,"Self","Lee","I have been a School Nurse for 27 years. Throughout those many years of service, the needs of our students, Staff and communities have changed tremendously.  I have seen the increase of students with complex medical needs and co-morbidities rise requiring medical interventions to keep them safe and cared for at school, while making sure they are in school to learn. It means educating our staff so they have an understanding of what those needs are so appropriate educational accommodations are made to ensure academic success.  It means working as a team as identified in the Integrated Student Services model so that my health expertise is advocating for student success and learning.  Students with chronic health conditions in Florida, comprise 26% of schools populations.  This correlates to an increase in absenteeism, missed instruction time, lower classroom performance, incidences of bullying and low self esteem.  School Nurses can and do make a difference when addressing the impact of these situations thereby improving outcomes for these students IF there is access on a daily bases. The American Academy of Pediatrics 2016 policy statement recommends a minimum of one professional school nurse in every school.  As I serve a Title One poverty school this 2016-17, I am excited for the opportunity to assist in removing barriers to health conditions, lack of health care and lack of preventative health education to focus on the my school communities health needs to enhance educational opportunities for success. A healthier student comes to school ready to learn!  While I am very fortunate that my school district recognizes and places value on the role of the School Nurse as an integrated Student Services Team Instructional member , I am also aware Florida Statue 1012.01 classifies school nurses as education support employees.  ESSA does reference school nurses as Specialized Instructional Support Personnel.  An alignment of definition by the Florida Legislative body needs to occur to recognize the significant work and best practices of School Nurses within our state.  School Nurse's efforts directly impact return to class rates, absenteeism, and academic achievement.  This translates to cost savings for our families, educational settings and healthcare systems.  I am proud of my profession as a School Nurse and know that everyday I am contributing to my students academic success and life long health.  Validate our importance proportional across the state.  Sincerely, Shelley Bumm, BSN,RN,NCSN"]
["Jane Mahler","School District Administrators",null,"Sarasota County School District","Sarasota","Direct Student Services are best handled at the school level.  We ask that the State does NOT reserve an additional 3% for direct student services, which reduces the Title I Part A funding for districts."]
["Juliana Stewart","Parents and Families",null,"Self","Pinellas","I am highly in favor of having a nurse at every school every day.  My son has epilepsy.  We have to worry every single day whether he will be given the proper care in case of a seizure or worse.  It puts stress on him, as well the teachers and other staff members who might not feel comfortable dealing with those circumstances.  I'd rather leave his well-being up to someone who has been properly trained and feels comfortable handling these types of situations than someone who took an hour of seminar training.  This is not in their job description and should not be asked of them.  Please consider what is best for our kids here.  Thank you!"]
["Jodi Shingledecker","School District Administrators",null,"Pinellas County Schools","Pinellas","A school nurse in every school all day every day is needed in Pinellas County  for the increase in chronic illness.  Teachers and office staff take care of all the sick children when a  nurse is not at the school.   In Pinellas County a Registered Nurse usually has a case load of 3-4 schools per week.  That leaves schools without any medical staff for the average of 4 days a week.  School nurses help keep students in school and healthy to learn.  "]
["Kathy Browning","Service Provider","Registered Nurse working for Local School District","Self","Pasco","Every child should have the opportunity to receive the required and individual health services needed in order attend school daily, including the identification of potentially devastating vision and hearing deficits that significantly impact learning.  In addition to health screening, the school nurse, in collaboration with the child, parent/guardian, medical provider and school staff, is the link to chronic disease management in the school setting.  In my 25 years of school nursing practice, I have observed that students with conditions such as asthma, diabetes, common skin issues/nuisance diseases, or other health conditions may unnecessarily be sent home rather than remain in class without planning, coordination and provision of health services.  A child with asthma in one school this past year, for instance, had multiple barriers for receiving adequate health care services including poor access to medical care and medication, family speaking English as a second language, low socioeconomic status and history of absenteeism.  During a visit by an Advanced Registered Nurse Practitioner with the student and family on the school campus, it was also discovered that the child had been the victim of violence in the family and was referred immediately for counseling.  Although significantly delayed in academic skills initially, with multiple health, mental health and academic interventions, the student was showing health improvement and academic gains by the end of the school year.  It has been reported in by national organizations as well as in the literature, very recently by the American Academy of Pediatrics (July 2016), that there is a strong connection between access to \"a qualified school nurse\" and academic progress.  Inherently we know that healthy students are better learners.  As a registered professional school nurse, I have witnessed this in my practice.  I am proud to request that Florida aggressively seek to improve student access to the school nurse by considering the registered nurse as part of the Specialized Instructional Support Personnel and perhaps consider legislation to align with recent best practice reported in the research.  As a registered nurse committed to the students in my community, I will continue to contribute to the expected outcomes of higher graduation rates, improved academic success, and smart health choices for lifetime."]
["Leslie Wurster","The Public","N/A","None","Leon","There is tremendous disparity in the registered nurse staffing levels between districts and many schools with no clinic staff where students are sent home for minor health complaints.  Thus, the students that are sent home lose classroom time.    Title I schools in particular have  a higher need for registered nursing presence as this student population often is not able to access health services at the same level as students in higher socioeconomic status schools - hence these students often have undiagnosed and untreated health conditions that pose barriers to learning.  For these students to learn at the same level as their more affluent students, this playing field (health) needs to be leveled. Registered nurses not only detect health issues that may need further evaluation and or treatment, they also assist parents in learning how to access available health services in their communities.    Florida's registered nurse to student ratio has ranked among the worst five in the nation for many years running.  Currently, it stands at one registered nurse to 2,200 students.      For every student to succeed, every school clinic must have a registered nurse.                                                Fl"]
["Cheryl  & Lauren Martin","Students","Parent and Student","none","Brevard","We read the above titled act and agreed that it needs to be simplified. Our experience with \" Direct Student Services\" have been bad, ugly & then good at times. The compassion, we feel has gone out of the hearts of many and the clinical attitude has begun to rule. Sad, really."]
["Lisa Ross","School Administrators",null,"None","Pinellas","We need a full time nurse in every school.   Clerks and secretaries should not be responsible for dispensing medicine to students. "]
["Heather Papp","Parents and Families",null,"Self","Pinellas","We need a designated school nurse in every school. We need recess. We needed water provided as a cafeteria option."]
["Linda Hubner","Parents and Families",null,"self","Pinellas","Every school needs a registered nurse."]
["Cheree Lewandowski","Students",null,"None","Brevard","The Florida Accountability System should be completely overhauled."]
["Virginia Hamilton","Students",null,"Self","Brevard","Why is no funding for gifted education given to the programs?"]
["Bridget Vest","Students","Nurses in every school every day","None","Pinellas","I believe every student needs and deserves to receive an LPN or RN's knowledge, expertise and skills in every school, every day. Please put these funds into good use!!!"]
["Bridget ","Students","The need and necessity of nurses in every school","Self","Pinellas","I believe that our children deserve to be taken care of educationally including medically as far as having a nurse in every school. This is not just in case of an emergency but also for those who need daily medications, procedures and treatments. Obesity and Diabetes is on a rise  and the teachers can not and do not have the time to teach about prevention or help those newly diagnosed understand the importance of self health and management. Children are being diagnosed on a daily basis with new concerning issues. The front office staff can never be trained enough medically to handle situations that an LPN or RN can. Let the teachers educate, the administration teams adminstrate and get nurses in each school to help with any and all medical issues. It take one accident to ruin a life/family,etc. Lets reduce those risk and put our future in better health hands!!!!    NURSES IN EVERY SCHOOL IS A MUST!!!! Lets use these funds properly and for our children!"]
["Ann","Parents and Families",null,"Self","Brevard"]
["Carol Kathke","The Public",null,"Pinellas County School Board","Pinellas","I feel it is imperative every school have a full time (on a daily basis) nurse to attend to students' medical needs and promote quality of care as well as continuity of care. This would go full circle in promoting 100% student success. A healthy student is a better learner !!! "]
["Martha Pessaro","Native American Tribes",null,"Native Heritage Gathering, Inc.","Brevard","Inclusion of history of original peoples. Support and recognition of Native American Heritage Month November"]
["Sheila Bodle","Students","Health Services","self","Pinellas","Schools need full time licensed health providers IN EVERY SCHOOL-EVERY DAY to keep our children health. Diabetic students should not be cared for by unlicensed personal. Students with medical needs, seizures, alleergies, physical and mental handicaps, need fully licensed staff to provide  direct care , learning about there diseases and treatments. Schools nurses are the center piece of care outside the home during the school day. Do not short change our students health needs to unlicensed, untrained care assistants."]
["Lejane Sailors","Specialized Instructional Support Personnel",null,"FASN","Orange","It is estimated that one in four students in the US suffer from a chronic health condition. Research tells us that more than 20% of school children have some degree of visual impairment, and that 37% of children with mild hearing loss have major learning challenges. Hunger, dental pain, lead exposure, anemia, and behavioral health problems have a serious impact on a child's cognitive development and engagement in learning. Along with asthma, which can cause up to 10.5 million missed school days in the US each year, these conditions constitute what may be called the eight \"health barriers to learning\". (Redlener, Education Week, Vol. 33, Issue 37, Aug. 2014).  ESSA acknowledges the school nurse's role in leading \"chronic disease management\", and recognizes the link between health and educational success. Educational settings require access to a registered professional school nurse all day, every day to  respond to the challenges our students face daily and especially those fighting to manage chronic health conditions. These school nurses assess student's health status, act as a bridge between the child and the family and the child and the health care system, delegate and coordinate in-school health care and advocate for the appropriate and effective health interventions in the educational setting. The goal of such interventions is to effectively improve the daily health of students with chronic health concerns which leads to improved attendance and educational outcomes and decreased absenteeism.  It is a win-win for both students, families, school leaders and staff, and for the overall community.    The American Academy of Pediatrics' June 2016 policy statement recommends a minimum of one professional school nurse in every school. This staffing model is especially vital to support students in Title I schools. It is widely understood that adverse health conditions disproportionately impact students from low socioeconomic backgrounds and can create barriers to optimum  learning.     One additional key area needs to be addressed. ESSA references school nurses as members of the Specialized Instructional Support Personnel (SISP). But, amazingly, the state of Florida DOES NOT!!! Checking state statute, F.S. 1012.01(6)(a), school nurses are classified as \"education support employees\" who perform \"professional job functions which are nonadministrative/noninstructional in nature\". However, F.S. 1012.01(2)(b) does include certified school counselors, social workers, career specialists, and school psychologists as staff providing \"Student Personnel Services\"...  This exclusion is an incredible injustice, as students' overall health status directly impacts their attendance...and educational success in the same manner as counselors, social workers, career specialists, and psychologists.   Confusingly, Florida's Student Services Personnel Evaluation Model and Guide (2011) and the Integrated Student Services in Schools: Action Guide (2013) both reference school nurses as interdisciplinary team members who bring \"essential expertise to the field of education\".  It seems that a change in Florida statutory language is imperative to bring it into alignment with the more recent significant works and best practice expectations.    It is vital to remember that by assisting students to successfully manage their chronic health conditions, school nurses efforts directly impact return-to-class rates, absenteeism, academic achievement, and translate into cost savings for families, educational settings, and health care systems. "]
["Kathy Vaught","Paraprofessionals",null,"pcsb","Pinellas","As nurses, seeing students at low points or painful times in  their life we practice 100% student success. In doing this it is impossible to succeed when school nurses are not present in EACH and EVERY school in the county. This is definitely a problem in the school system and really needs to be addressed ASAP."]
["Janne Hyland RN","Service Provider",null,"School Nurse","Pinellas"]
["Sara O'Toole","School District Administrators",null,"Pinellas County School Board","Pinellas","Our students deserve a registered nurse in every school.  This MUST be a funded mandate, as school districts struggle in the face of ever-shrinking funding.  Registered nurses should be recognized as part of the school Student Services team.  "]
["Deborah Lopez","Paraprofessionals","Parent","Self","Orange"]
["Karen Bodwell, RN","Charter School Leaders","Registered Nurse","FASN","Palm Beach","I feel every school should have a fulltime registered nurse on staff.  And the registered nurses should be a part of the Student Services Team and be included as Instructional Staff."]
["Mary Fischer","The Public",null,"Lee County, FL School Board, District 1","Lee"]
["Cynthia Pelosi","Parents and Families","Teachers","Bad Ass Teachers Association","Sarasota","Too much jargon and not enough specific regulations for \"Direct Student Services\".  What direct student services are allowed or not allowed?  How does this apply to special education services? Where are these designated?? "]
["Paige","Parents and Families",null,"none","Orange","Not sure of this is where O shold be but I am going to write hete anyway.   I feel that of you want every child to succeed at OCPS then you need to provide teachers for IEP programs. Not make IEP students learn in an environment that has mostly students that learn and catch on fast. I believe if there were teachers that only taught IEP students they would learn faser and and Graduate. "]
["Kristin Edwards","Students with Disabilities Advocates",null,"Florida Association of School Psychologists","Hillsborough","Academic achievement must rest upon a foundation of positive mental health, and students as well as school personnel must feel safe and welcome in schools in order to make progress. The prevention of and intervention for mental health problems must be a priority if our state expects to meet educational goals, to close the achievement gap, and to prevent the disastrous consequences of mental illness, chronic behavioral problems, and breaches in school safety, both in fiscal and humanitarian terms. Ensuring comprehensive school psychology service provision demonstrably improves school safety, student behavior, and academic outcomes in a cost effective manner.    • Provide technical and financial assistance to districts and schools in order to improve mental health services for students  • Support a plan to increase gradually the number of school psychologists in Florida schools so that each elementary and middle school has at least one full-time school psychologist.  • Enact legislation to reduce the ratio of school psychologists to students in Florida from the current 1:1,948 toward the National Association of School Psychologists (NASP) recommended ratio of 1:500-700, depending upon the needs of the setting."]
["Athby M. Tamburrino","Teachers",null,"none","Duval","All children in public school should have access to a quality education in the Arts (Visual and Performing).  "]
["Paula Alford","Parents and Families",null,"none","Polk","The American Academy of Pediatrics recently issued a policy statement recommending one professional school nurse(RN) in every school. Florida, unfortunately has excluded the registered nurse as an important part of the \"Team\"  (social workers/guidance) with regard to essential student service providers. Students with adverse health conditions are better served by having the availability of a registered nurse as part of the essential student services team. Florida needs to wake up and recognize the academic implications of not providing a registered nurse for students, especially those in lower income areas(Title I-Schools). Registered nurses can and do provide  very complicated and often pivotal  health assessments and services for  students in the academic setting.  "]
["Mamie Curry","Teachers",null,"JHPA","Escambia"]
["Dana Godek","School District Administrators",null,"School District of Palm Beach County","Palm Beach","7% is reserved which represents a reduction of 3% to the districts. The State may withhold an optional additional 3% for direct student services. This is substantial and could significantly impact the services provided to students."]
["Tamara Hatcher","The Public","Odyssey Prepatory Academy","self","Brevard","none"]
["Kim Jacobs","Paraprofessionals",null,"Bay Base","Bay","Please get rid of Common Core. The math is something I help students with everyday at school. They will NEVER learn higher mathematics using this model. It is time consuming and frustrating to the child and parent/grandparent that is helping them. "]
["Jamie","Students",null,"self","Bay","If the students were not inundated with high stakes assessments, low achievement and graduation rates would not be as much of a problem. These students feel the test scores are more important that their learning and cause them huge amounts of stress. Students are feeling powerless and discouraged through the constant testing.    If you truly believe that cutting funds or increasing funds to schools based on test scores, you truly do not understand the amount of harm you are heaping on students and teachers. It does not matter how much money you throw at a problem, if the students are frustrated and unmotivated due to the constant pressure of testing and being thought of as solely a test score, the greatest teacher in the world will NOT be able to do anything for them-no matter HOW much those teacher try or how hard they work. Punishing the teachers for conditions outside of their control is EXACTLY why there is a teacher shortage both in OUR state and in the entire country. This constant testing that has taken over our schools has lowered the moral of students, teachers, administrators, and parents; however, while the blame should sit with the legislature for wasting valuable educational money to pay Pearsons to create tests that are biased at best, the blame sits at the feet of the teachers who work countless hours for their students’ success-only to be slapped down by the pronouncement that they are not doing enough. Enough is enough.  "]
["Jennifer Pace","Educator Organizations",null,"Professional Educators Network of Florida","Duval","Guidance Counselors are not guidance counselors in a lot of schools. The low performing schools need way more access to funds in order to have more social workers and more guidance counselors who work not just on schedule planning. More effort needs to be made on being able to focus on the individual child who needs help and getting his basic needs met so that he/she can learn. "]
["Paul Merritt","Parents and Families",null,"self","Brevard","none"]
["Sandra Sullivan","Community-Based Organizations",null,"Brevard Gifted","Brevard","A statewide mandate is needed that specifies the services for Gifted students specifically, as just as students with disabilites are 3 standard deviations needs recognized for modified services -  so too should those with !Q +3 standard deviations. These students go unchallenged in Districts like Brevard that do canned EPs and and hour or 2 pull-out a week, and no Gifted policy.  To satisfy ESSA, minimum Gifted Services need to be spelled out by the state.  Minimally these students need to be clustered (this is proven) and offered a higher standards based track.  Also students with IQ > 145 should have a required full-time specialized program available for highly Gifted, Exceptionally Gifted and Profoundly Gifted in each district with busing so that it is available to diverse sections of students identified."]
["Jake Schweich","Parents and Families",null,"Self","Brevard"]
["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."]
["Vickie Jones","Teachers","n/a","none","Columbia","n/a"]
["Tina Baker","Community-Based Organizations",null,"Clay Action Coalition","Clay","Sadly, for student to learn they must be mentally, emotionally and physically health. There is good emphasize on academics but none on social/emotional, and mental health.  Students will not learn no matter how much academics you throw at them if they are not provided support or direct services to help them mentally or emotionally.  This is a grave oversight. "]
["Sue Woltanski","Parents and Families",null,"self","Monroe","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.  "]
["Vance Moulton","Teachers",null,"Dr. Henry E. Perrine Academy of the Arts","Miami-Dade","Is it possible that schools that have high retention rates but do not qualify for Title 1 funding could still obtain funding for direct student services, such as tutoring programs by state-approved providers?"]
["Rena James","Parents and Families",null,"Self","Palm Beach","Parents need to know money is available. Make the information known at SAC meetings, school website, office, etc. Transparency on how funds are used needs to be a priority as well."]
["Donna Sawin","Teachers",null,"none","Lee","I think that it is important to make all schools equal. The schools that are in low income areas seem to get shortchanged. The children that need the most experiences get the least. For example a school in a high income area provides more opportunities for field trips and guest speakers than a low income school. teachers in the low income area have to invest more of their own money in order to have adequate resources for their students. Even the amount of copy paper allowed is different between schools. The district should have one pot of money and allocate it equally. Even extra services are not equal. One school may get an extra person to help with an Esol population and another would not. One school has a behaviorist that comes once a week another does not. Because of the this a higher income area school scores higher on standardized tests. The students are not getting equal educational opportunities."]
["Marijana Vuletic","Teachers",null,"Egret Lake Elementary","Palm Beach","My biggest challenge as well as stress factor is to be able to complete all mandated benchmarks and standards during the school day as well as the school year. The school day is not long enough to teach and fit in all that is expected (8a.m-2p.m); Language arts/reading(90 min. Block), writing, math, science, social studies, LLI, recess/mandated P.E, lunch, fine arts(specials). I am so saddened by the fact that social studies and science are placed on the back burner and only given tops 20min a day. You can not possibly accomplish much in 20 min. By the time you get started- your time is up.   "]
["MD MOORE","Parents and Families",null,"self","Clay","I believe that this county needs to revamp its services provided for students classified as ESE in the mainstream classroom.  These students need additional resources and help which they are not receiving at the level they need.  They are forced in a mainstream classroom because \"ESE\" classes are no longer provided for students unless you want to put them in an \"Access Points\" class.  Many ESE students CAN achieve the level of the standard students but may not be able to function fully in the general education classroom because of their disability.  These students are being pushed out of the public schools and forced either into 'low achieving classrooms\" or in private schools where the parents are having to PAY something out of their own pockets.  The parents have paid the taxes and the McKay Scholarship does not always cover the complete cost of a student who may need OT or PT or Speech if the private school does not offer such services.  So, parents seeking those services in a school for their child they are having to add transportation costs to make sure their child receives the education they deserve and is suppose TO BE provided by the State!"]
["Patricia Douglas","School Administrators",null,"School District ","Citrus","Including direct student services in the state plan would have a negative impact on meeting the needs of our most at-risk students. The additional 3% reduction in the school district's allocation would result in less fiscal resources for our students. The school districts know the needs of their students and how best to utilize the funds. "]
["robin","Parents and Families",null,"Lake County Anti Bullying","Lake"]
["Miroslaw Wysocki","Service Provider",null,"www.FinallyUnderstand.com  (The Virtual Tutoring Center)","Statewide Representation","We provide video math tutorials for Mid, HS and college students.      I look forward to hearing from you.    Regards,    Miroslaw Wysocki  Community Relations Manager  www.FinallyUnderstand.com  The Virtual Tutoring Center  Tel: 917.539.7140  Fax: 718.975.8698  Email: mwysocki@finallyunderstand.com    "]
["Kevin ricks","Parents and Families",null,"Self","Santa Rosa"]