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["Name:","Stakeholder Group Represented: (Please select an option below.)",null,"Organization: (If no organization, type self or none.)","County:","If you have any comments, please use the box below.","If you have any comments, please use the box below.","If you have any comments, please use the box below.","If you have any comments, please use the box below.","If you have any comments, please use the box below.","If you have any comments, please use the box below.","If you have any comments, please use the box below.","If you have any comments, please use the box below."]
["Open-Ended Response","Response","Other (please specify)","Open-Ended Response","Response","Open-Ended Response","Open-Ended Response","Open-Ended Response","Open-Ended Response","Open-Ended Response","Open-Ended Response","Open-Ended Response","Open-Ended Response"]
["Kathryn Moroney","Community-Based Organizations",null,"multiple","Manatee",{"$nulls":7},"1) I believe it is important to clearly define that \"arts\" include the dance, media arts, music, theatre, and visual arts as part of ESSA's definition of courses, activities, and programs for a \"well-rounded\" education.  2) Further, I encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural organizations, and national centers for the arts.   3) Arts courses, activities, and programs should be integrated into other goals established in ESSA, such as initiatives around attendance, graduation rates, literacy (including English-learning students and families), parent, students, and community partner engagement, school improvement, career and college prep, ESE, Gifted & Talented, and Pre-K programs."]
["Arlene  Costello","Community-Based Organizations","Professional Organization","United Filipino American Association and Florida State Sunshine TESOL","Escambia","The Student Achievement for Language Acquisition Advisory Committee should continue to serve as an advisory committee to the SALA Bureau Chief to provide assistance in implementing ESSA from the prospective of the ELs and their families. The advisory also acts as the sounding board of the SALA Bureau Chief. Thank you for the opportunity to provide input to this important law. The stakeholders must be involved from the inception of the transition stages of FL implementation of ESSA to the time that all of us in the education world are more comfortable with the provisions and how the implementation would look like on the district and classroom level. "]
["Khanh-Lien R. Banko","Parents and Families",null,"Alachua County Council of PTAs & 5forCHANGE.org","Alachua","a.\tMORE FUNDING NEEDED!  All of the statements are useless without MORE FUNDING for more teachers with smaller groups.  b.\tNeeds are going unmet, because we are focusing all funding and efforts on schools of high concentrations of poverty.  The funding is coming from higher performing schools with increasing student populations due to choice.  In our district, no school has 0% disadvantaged economic population.  No one is below 20%.  We need a better global approach to meeting the needs of all children.  c.\tIt starts with adequate funding of all Title programs.  d.\tThese programs need to adjust proficiency and effectiveness of documentation.  "]
["Beverly Slough","Educator Organizations","School Board Member","Self","St. Johns","Recommend that input from district stakeholders be sought on each of these Titles.   ","Recommend that input from district stakeholders be sought on each of these Titles.","Recommend that input from district stakeholders be sought on each of these Titles.","Recommend that input from district stakeholders be sought on each of these Titles.","Recommend that input from district stakeholders be sought on each of these Titles.","Recommend that input from district stakeholders be sought on each of these Titles.","Recommend that input from district stakeholders be sought on each of these Titles.","Recommend that input from district stakeholders be sought on each of these Titles."]
["Luralee Anderson","Teachers",null,"Partin Settlement Elementary","Osceola","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts."," It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.  ",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.    It is critically important that music and the arts continue to be specified in all appropriate Title programs."]
["Jeff Smith","School District Administrators",null,"Duval County Public schools ","Duval","It is critical that funding for arts programs continues to be made possible through Title I funds as per ESSA guidelines. Strong arts education programs play a critical role in the success of students, especially those students who come from disadvantaged backgrounds, ","Arts educators are greatly in need of professional development that will provide them with the tools and training to be successful in the classroom. ",null,"I strongly agree that arts education programs must be eligible for support as stipulated in ESSA. Arts education programs can increase student engagement, achievement, and attendance through extended learning time, ","Florida must have the flexibility to create accountability measures that provide meaningful student achievement data while not burdening or shackling our teachers with an abundance of unnecessary tests. "]
["Beth Sweeny","School District Administrators",null,"St. Johns County School District","St. Johns","ESSA provides that not less than 95% of the amount of School Improvement Grants would to LEAs on a formula or competitive basis… We recommend the state put as many dollars as possible into the grants above the 95% and the distribution be formula driven.    Title I Schoolwide programs – The state must ensure districts have the flexibility to set the percentage of FRL students a school must have to receive funding under this section.  We want to be able to target our dollars where they will be the most effective.  ","We have concerns with the new funding formula for distribution of state grants and subgrants to LEAs.  Any estimates on potential reduction of funds the department can provide to districts would be helpful.    Additionally, we recommend the state reserving as little amount as possible and pass as many dollars as possible along to the districts.  We oppose the state reserving the optional 3% for principals and other school leaders.  We believe local school districts can better utilize these dollars to meet their own unique needs.  ",null,"Charter school grants – We do not want to see the state make any changes to charter authorization processes, accountability or funding measures simply to qualify for these grants.  "]
["James Herzog","School Administrators",null,"Florida Conference of Catholic Bishops","Leon","ESSA makes it clear that services for nonpublic school students can include a variety of means.  These include direct instruction, tutoring handled on a one-on-one basis and even counseling.  It will be important for LEAs to be aware of these options and communicate about this with nonpublic school leaders.  In this way, they can begin to determine what services will look like in the 2016-2017 and 2017-2018 school years.  This will help to make sure there is a smooth transition.","Consultation should include how and when the districts will report funding levels to nonpublic school officials.  Transparency will be very important since districts will no longer be able to set aside funds for public school projects before determining the proportional share to make available to serve students from nonpublic schools.    It is also very important that nonpublic school personnel receive their share of professional development services available under Title II Part A activity handled at the statewide level.  This should be part of equitable services in other words.",{"$nulls":5},"Nonpublic school leaders from umbrella associations such as the Florida Association of Academic Nonpublic Schools should receive a timely update and meeting in light of the requirement for a state ombudsman to monitor and enforce the requirements of Every Student Succeeds Act (ESSA) of 2015.  The ombudsman will likely be involved in helping to facilitate the requirement in which states must inform nonpublic school officials in a timely manner regarding certain funding levels allocated by the districts.   This is for each federal education program serving nonpublic school students, teachers, and families.  We believe that it will be important for the ombudsman to be familiar with nonpublic schools and title programs so that services can be effectively provided.    Another change is that the districts will be instructed to spend the funds allocated for nonpublic school students, teachers, and families in the fiscal year for which the funds are received.  One of the ongoing issues prior to ESSA has been the availability of funds released by the districts for purposes of serving nonpublic school students, teachers and administrators.  This new requirement will help the state to make sure that LEAs release funds for services in a timely and equitable way. The ombudsman should be a key contact person for nonpublic school officials experiencing any challenges.    Against this backdrop, it should be noted that there are Catholic schools in 36 of the 67 districts in Florida.  All of the Catholic schools are eligible to participate in title programs and more than 90 percent of our students participate in at least one program.  The safeguard provided by the ombudsman provision will be very important to Catholic and other nonpublic schools that actively participate in federal education programs.  We would thus like to continue to be a part of key conversations to implement this new requirement as the state strives to ensure the legislative intent of ESSA is met.  "]
["Tracey Ritchie","Educator Organizations","The League of Environmental Educators in Florida (LEEF)","self","Alachua",null,null,null,"Student Support and Academic Enrichment Grants provides students with a “well-rounded” education including environmental education, history, civics, and STEM, among others. I would like to highlight the need to support environmental education in the state of Florida and make this a main component of Florida's state plan for the ESSA. Environmental education is inherently interdisciplinary and is an effective way to engage students in interesting content to address a multitude of state standards. Students can engage in inquiry, citizen science, STEM-based activities, service learning and 21st century skill development through environmental education programs. As many of the news stories in Florida show, we are in desperate need of a citizenry that is able to not only deal with but prevent a multitude of environmental issues as we continue to grow as a state while protecting our natural resources that are instrumental to our survival and well-being.     As a member of LEEF, the League of Environmental Educators in Florida, I am aware of the wealth of resources our organization and field of environmental education can provide for formal education schools and centers to help teachers meet standards in engaging and effective ways. The LEEF website serves as a clearinghouse of educational resources including ideas for field-based experiences, project-based learning, local experts that can provide outreach lessons to schools, and peer reviewed curriculum resources. LEEF is also a proud supporter of the Florida Environmental Literacy Plan. This document outlines how to develop collaboration among partners from across Florida including schools, state agencies and environmental organizations to provide environmental education resources to increase the environmental literacy of Florida students. There are an enormous amount of resources and programs that currently exist and this plan can better connect the resources to the people that need them. By increasing the environmental literacy of Florida's students, we are helping to build a citizenry of adults that can succeed in their career and personal lives as environmentally responsible individuals. I urge those within the Florida Department of Education become familiar with the Florida Environmental Literacy Plan and support it at the state level. This plan will allow for access to environmental education resources across the state and help support programs that benefit our students. Florida is a beautiful state with many natural wonders to appreciate. Our students need to not only understand how these ecosystems function, but how to protect those functions to ensure clean water and air for generations to come. Environmental Education is a necessary component of having \"well-rounded\" students and citizens. "]
["Jessie Ray","Community-Based Organizations",null,"Kindergarten Readiness Collaborative ","Indian River","Introduction:  To improve and sustain the quality of School Readiness early learning programs a significant  investment is needed. This investment will not only restore funding losses that occurred over the  last decade, it will also allow early learning to hit an all-time historic watermark. Through the  implementation of a revised payment structure aligned to performance funding, the state would  be able to improve the quality of programs required to prepare children for success, enhance the  private business model of early learning, and ensure accountability of public funds.  New research by Stanford University found that by 18 months of age toddlers from low-income  families are already several months behind children of more affluent families in language  proficiency; these delays are too often compounded to the point that children can be dramatically  behind in reading by third grade, which is the strongest predictor of high school graduation.  Quality early learning programs improve language skills and help reduce the achievement gap to  increase kindergarten readiness and early grade success.  Funding Request:  An annual increased investment of $85 million.  Rationale:   Florida has the 6th lowest payment rates in the nation for infants and toddlers and 7th lowest  for preschoolers; Gold Seal rates lift these rates to 7th, 8th, and 9th lowest rates for infants,  toddlers and preschoolers, respectively.   Florida payment rates undermine the ability of the child care industry to provide quality early  learning programs.   School Readiness payments average $5,000 while private rates are close to $10,000.   The average program breaks even when meeting minimal standards for licensed care.   The current payment structure creates disincentives for programs to improve quality.   Cost modeling completed by national early childhood finance experts confirmed that it is  difficult for child care businesses in Florida to provide quality early learning programs and  remain solvent due to Florida’s depressed child care market.  Return on Investment (“ROI”):   Increase the number of jobs and the number of well-paying jobs due to increased  investment in the workforce. The average hourly rate is $9.70 and often makes these  workers eligible for government subsidies including School Readiness. Child care  businesses pay higher wages when their reimbursement rates are more in line with market  rates. Additionally, increasing the skills of current workers through professional  development demands a higher wage.   Provide economic stabilization for working families in poverty and lessening reliance on  additional governmental services. Low-income children participating in School Readiness   are often unable to access quality programs due to the cost differential. Increasing the  reimbursement rate to providers, significantly reduces the amount that parents need to pay for  care.   For children most at risk of school failure, quality early learning programs will improve  educational outcomes including kindergarten readiness and later grade-level reading  proficiency, which leads to a higher graduation rate. Adults who graduate high school  generally earn higher wages, which reduces the need for government services and subsidies.  Investment and Accountability:  The performance payments should be made in increased rates based on recognized industry  standards and performance on key benchmarks:  1. Investment: High quality teacher-child interactions that support children’s development:  Teacher-child interactions are the strongest predictor of children’s outcomes, improving  language, reading, vocabulary, math and other cognitive skills, while also strengthening  skills that make children successful: the ability to pay attention, follow directions, take turns,  delay gratification, and get along with others.  Accountability: Programs would need to achieve specific scores on an evidence-based  program assessment tool.  2. Investment: Curriculum-based assessment: Teachers who implement regular observations  can individualize the care and instruction for each child to meet their learning needs and  measure growth over time. Through using data aligned to key developmental milestones,  teachers plan and implement experiences based on children’s individual needs, enhancing the  impact on their learning and development.  Accountability: Teachers would need appropriate training and to complete at least three  observations/year on children who receive public funds.  3. Investment: Professional development: Teachers with targeted training are better prepared to  deliver quality programs. With specialized skills in language, literacy, math, and other  content, teachers have the skills to plan and implement learning experiences that will prepare  children for success in school.  Accountability: Teachers and directors would need at least 20 hours of training/year and  lead teachers would have a CDA credential within 24 months.  4. Investment: Accreditation: Accreditation measures key aspects of programs including  teacher: child ratios, the learning environment, and materials that are linked to improved  children’s outcomes. Currently Gold Seal accredited programs receive up to a 20% cost  differential to offset some of the cost of providing care in accordance with these increased  standards.  Accountability: It will be important to revisit the accreditation standards and procedures to  ensure that all accredited programs are actively engaged in assisting their members in  maintaining Gold Seal standards.",null,null,null,"Increased access to quality early learning programs through aligned higher payment rates. Florida has some of the lowest reimbursement rates in the nation for the child care subsidy program because of its priority on quantity over quality. The Early Learning Consortium conducted a cost analysis to determine the impact of low reimbursement rates that made the systemic challenges in Florida’s current system clear. Florida can strategically improve program quality by investing in increased reimbursement rates based on an organized definition of quality. By deliberately incentivizing quality improvements early childhood, businesses will be able to improve and sustain higher quality programs while also serving the students at greatest risk of school failure. With intentional focus of the advocacy community to better educate the legislature on the impacts of quality and need for increased funding, the Florida legislature has made modest investments to increase funding in the child care subsidy program in the last few years. Building from early successes, there is significant opportunity and need to ensure the investments continue to increase and be targeted to support quality in concentrated areas of poverty to support children at greatest risk of school failure.    Development of a comprehensive system of accountability with emphasis on instructional supports that improve child outcomes. In the 2016 legislative session, lawmakers made clear the need for changes in the current accountability model relative to prekindergarten and kindergarten assessments. Within the next two years, the state Department of Education will make recommendations on accountability. This has resulted in an important window of opportunity to influence the recommendations that focus on protocols that 1) improve classroom instructional practices and increase opportunities for children to enter kindergarten and be successful, and 2) can be used secondarily as appropriate accountability measures for state investments. This work would have Florida well positioned to coordinate efforts to solidify the use of fewer assessments and focus on related teacher professional development."]
["Janet O McDonald","The Public","School Board","Flagler Schools","Flagler",{"$nulls":7},"In order to activate and develop our students' cranial operations research has proven that the impact of the arts and movement is most beneficial for development, learning, and creativity as well as excelling in the sciences, math, and technology areas. The Florida Department of Education ESSA Accountability Plan should:    1.  clearly define in writing that the \"arts\" include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA's definition of courses, activities, and programs for a \"well-rounded\" education; Note:  the term \"all-arts-defined\" referenced below means all five of these arts disciplines listed above;     2.  include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;    3.  include eligibility access to Title II funds for professional development for all-arts-defined teachers,teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;    4.  include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students' academic achievement by increasing the capacity of  Florida's Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;    5.  encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural  organizations, and national centers for the arts;    6.  include in Florida's Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;    7.  support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;    8.  include assessments and evaluation systems for student achievement in the all-arts-defined subjects;    9.  support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;    10.  integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today's and tomorrow's workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc."]
["Matt Minnick","Educator Organizations",null,"Teach For America--Florida","Statewide Representation",null,"Given the critical importance of effective teachers, as well as the current teacher shortage in high priority areas (e.g. STEM, harder-to-staff schools), we encourage the state to utilize funding—at least in part—to prioritize expanding and improving pathways into teaching, particularly alternative routes which focus on recruiting diverse, talented new educators and supporting these new teachers in classrooms.   We also encourage the state to look not only at recent college graduates as potential sources of new teachers, but also to support programs that recruit mid-career professionals such as military veterans.     Additionally, we support the utilization of Title II funding to enable highly effective teachers and principals to develop and lead professional development for their peers, and engage in peer coaching and mentoring.   "]
["Melanie Faulkner","School District Administrators",null,"Hillsborough County Public Schools","Hillsborough","Creating a well-rounded and high quality education includes music and the arts. Please include being able to access Title I funds for the arts (music, art, dance, theater) since these subjects are necessary for providing a well-rounded education for students.","Providing Title II funds for professional development in music and other arts for teachers helps train teachers to be highly effective.  This also help for recruitment and retention of teachers of the arts.","Continue to support ELL students through funding and grants.","Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students. STEM initiatives should include the arts and use funding for STEAM.",null,null,null,"Music and the arts should be guaranteed to students to complete a well-rounded education (Title VIII). Florida School Grades should reflect students' participation and academic achievement in music and/or the arts.  Music and the arts must be specified in Title programs for the benefit of our students."]
["Mark Amerson","Educator Organizations",null,"FEA","Broward"]
["Amanda Lipsey","Community-Based Organizations",null,"Jacksonville Symphony Association","Duval",{"$nulls":7},"A well-rounded education that includes all the arts prepares students  for success in school, higher education, the workforce, and   life-long engagement in their communities and in learning.   The Florida Department of Education ESSA Accountability Plan should    1.  clearly define in writing that the \"arts\" include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA's definition of courses, activities, and programs for a \"well-rounded\" education; Note:  the term \"all-arts-defined\" referenced below means all five of these arts disciplines listed above;     2.  include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;    3.  include eligibility access to Title II funds for professional development for all-arts-defined teachers,teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;    4.  include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students' academic achievement by increasing the capacity of  Florida's Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;    5.  encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural  organizations, and national centers for the arts;    6.  include in Florida's Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;    7.  support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;    8.  include assessments and evaluation systems for student achievement in the all-arts-defined subjects;    9.  support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;    10.  integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today's and tomorrow's workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc.  "]
["Lourdes Boza Meyer","Educator Organizations",null,"Broward County Association of Media Specialists","Broward","It is essential that school and public library personnel be involved in ESSA because research indicates that access to school librarians and effective school library programs demonstrates a positive correlation with increased student achievement, digital literacy skills and a positive school climate/culture. Although information is but a click away with ready technology, students sorely lack critical thinking and evaluation skills when navigating such a vast amount of data. There is more to digital literacy than access to technology. School librarians actively TEACH digital literacy skills as well as instill a love of reading and model being lifelong learning. It is imperative that school librarians/media specialists are included in the state planning group for ESSA and funding school library programs. Broward County Association of Media Specialists (BCAMS) provide powerful instruction throughout our district.","School librarians/Media Specialists are uniquely poised to have significant impact across an entire building and even beyond. The reach of school librarians/media specials extends farther than a class or grade level through collaboration and communication with our school community. It is imperative that school librarians/media specialists are included in ESSA funds targeted for professional development. School librarians/media specialists routinely share their learning with other professionals when they attend conferences, and learn new strategies and technologies. Broward County Association of Media Specialists meet every single month to share strategies, technologies, projects, materials to create meaningful learning experiences for our students. Access to professional development funds are well spent on library professionals.  School Librarians/Media Specialists are often successful in applying and garnering competitive grants; sharing their expertise through collaborative professional networks such as the Broward County Association of Media Specialists (BCAMS).  ","School Librarians/Media Specialists consistently impact the lives of the ELLs and Immigrant students through effective pedagogy and exemplary collection development and enthusiasm.  These professionals are well suited to guide the vision of the school through collaboration and leadership.","School Librarians/Media Specialists are the innovators and leaders of new and cutting edge educational technologies; promoting rigorous learning in order to create future ready students.  These professionals create an environment of professional development; often blazing the trail for other teachers to follow.  School Librarians/Media Specialists are the experts in addressing technology readiness needs, internet connectivity, and equitable access for all students and teachers.","Funding allocated to the Library/Media program benefit all students equitably.  These funds are used for a multitude of technologies and materials that provide a connected learning environment for our students and teachers.  The curriculum and language of the Library Media Specialists is informational literacy; shifting students to self directed learning and collaboration. ","Library Media Specialists have been trained and encourage cultural sensitivity and pride through actions and curriculum development.   ","We believe that all students should have access to a library/media program that would benefit their academic development creating critical thinkers of tomorrow. ","The Library/Media Specialists provide a hub for student activity; encouraging attendance; developing enthusiastic learners; and creating a desire within the student for daily attendance."]
["Anita ","Parents and Families",null,"Highland Oaks Elementary","Miami-Dade"]
["April M Griffin","School Administrators","School Board Member","Self","Alachua","Continued input from district stakeholders should be sought on this Title.","Continued input from district stakeholders should be sought on this Title.","Continued input from district stakeholders should be sought on this Title.","Continued input from district stakeholders should be sought on this Title.","Continued input from district stakeholders should be sought on this Title.","Continued input from district stakeholders should be sought on this Title.","Continued input from district stakeholders should be sought on this Title.","Continued input from district stakeholders should be sought on this Title."]
["Andrea Messina","School District Administrators","Elected School District Policy Makers","Florida School Boards Association","Leon","We recommend that input from district stakeholders be sought on each of these Titles.","We recommend that input from district stakeholders be sought on each of these Titles.","We recommend that input from district stakeholders be sought on each of these Titles.","We recommend that input from district stakeholders be sought on each of these Titles.","We recommend that input from district stakeholders be sought on each of these Titles.","We recommend that input from district stakeholders be sought on each of these Titles.","We recommend that input from district stakeholders be sought on each of these Titles.","We recommend that input from district stakeholders be sought on each of these Titles."]
["Martina Brawer","Educator Organizations","Academic, Public and School Librarians (Media Specialists)","Florida Library Association","Leon","A school librarian is the school’s reading specialist. In the National Endowment for the Arts'  comprehensive 2007 survey of American reading, “To Read or Not to Read,” researchers found that a  \"calamitous, universal falling off of reading\" occurs for many students at around age 13 and often continues through the rest of these students' lives. As students’ academic reading increases, their recreational reading decreases. It is imperative that students maintain the habit of reading as it is one of the few ways for a student to learn empathy and a variety of perspectives - critical skills in a global climate. Unfortunately many families just do not have the funds to purchase reading materials for their children. Disadvantaged children rely on the school media center and the librarians who staff them at a higher rate than non disadvantaged children.With an increase in funds for school library collections, school librarians will now be able to provide more resources, digital and print, that not only support the curriculum, but support the goal of developing readers for life.   ","School librarians and school library programs have been specifically included in ESSA because of the potential, important role school librarians have in ensuring our students have a wide array of literacy skills. The job description of today’s school librarian has been redefined. School librarians are now the specialists that both train our teachers and instruct our students on how to navigate and master the global digital world. In addition, librarians teach high level skills as well. Higher order questioning to analyze and evaluate, interactive collaboration to proficiently work with virtual and real groups, creative problem-solving to discover and design, intuitive interpretation to apply and assess information, reading advocacy to develop empathy are future-ready skills that are taught by today’s school librarians at all grade levels.      When school librarians teach, students learn to read and utilize print and digital resources for curricular and personalized learning needs. School librarians teach students how to be inquiring learners who evaluate and use both print and digital information efficiently, effectively, and ethically, with the goal of developing lifelong learning and literacy skills (AASL 2007). School librarians lead the way in digital learning and literacies by teaching and providing professional development in their school communities and districts. The role of the school librarian is to guide students and fellow educators through the intersection of formal and informal learning. The school librarian plays a prominent role in instructing students, faculty, and administrators in a range of literacies, including information, digital, print, visual, and textual literacies. As leaders in literacy and technology, school librarians are perfectly positioned to instruct every student in the school community through both traditional and blended learning.  In the ever-changing information and education landscape, the instructional role of school librarians is vitally important for staff and students. As print and digital literacies, inquiry, and reading.    Furthermore, the Florida Library Association supports the following position of the American Association:    The American Association of School Librarians (AASL) supports the position that school librarians are  instructors as well as collaborators with fellow educators in the pursuit of student learning in school libraries, classrooms, learning commons, makerspaces, labs, and virtual learning spaces. School librarian instruction results in students who read and utilize print and digital resources for curricular and personalized learning needs. School librarians teach students how to be inquiring learners who evaluate and use both print and digital information efficiently, effectively, and ethically, with the goal of developing lifelong learning and literacy skills (AASL 2007). School librarians lead the way in digital learning and literacies by teaching and providing professional development in their school communities and districts. The role of the school librarian is to guide students and fellow educators through the intersection of formal and informal learning. The instruction the school librarian offers is integral to a well-rounded education. As educators and instructional partners school librarians are critical to teaching and learning in the school community. The school librarian plays a prominent role in instructing students, faculty, and administrators in a range of literacies, including information, digital, print, visual, and textual literacies. As leaders in literacy and technology, school librarians are perfectly positioned to instruct every student in the school community through both traditional and blended learning.    ",null,"Not every school in Florida has a librarian in the media center, some have only clerks who can only check out books and then return them to the shelves. They are not training in accessing information on the internet. States are authorized to use funds to assist local educational agencies (LEAs) with identifying and addressing technology readiness needs, including Internet connectivity and access to school libraries.  States are authorized to use funds to assist LEAs in providing school librarians and media personnel with the knowledge and skills to use technology effectively, including effective integration of technology, to improve instruction and student achievement. In addition, grants, as in NCLB, can be used to support expanded library service hours.  ",null,null,null,"Through these public comments the Florida Library Association acknowledges school libraries and media centers inclusion in ESSA and we pledge our support of ESSA in recognition of the lasting, enormous affect it will have in enabling school libraries to improve programs, services and resources for students resulting in increased literacy for Florida youth. As a general comment the Florida Library Association endorses ESSA as the first piece of legislation in the past fifty years to provide funding to support school libraries and also includes “school librarians” as part of the definition of “Specialized Instructional Support Personnel”. This was not the case with No Child Left Behind.  The Florida ESSA Implementation Plan should include a review of state education statutes to ensure that definitions of school librarians in Florida match that in ESSA. This will ensure that Florida schools and districts can have full access to federal grant funding that includes \"Specialized Instructional Personnel\" in their definitions of eligible positions. Our recommendation will further allow school librarians to be fully integrated into the academic planning process on campus, and to improve student achievement."]
["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!!!  "]
["Carolyn L. Atkins","Community-Based Organizations",null,"The Association to Preserve the Eatonville Community, Inc. (P.E.C.)","Orange",{"$nulls":7},"we know most student no longer what to attend what one may call normal college. But, the arts in school give them a new created way of education to learn a grow. with a STEM-based and the arts can provide a fun leaning environment for students traditionally under-represented in the fields of science, technology, engineering and math. We just need to go back to when school was fun and a learning experence for kids and not a new policy or survery."]
["Robert Lewis, Ph.D.","Students","Teachers","LEEF","Citrus",null,null,null,"The point of diminishing returns may have all ready been crossed in the world's attempts to save the environment from collapse. I endorse the FLEP  as a serious effort to turn things around in favor of  our little blue planet. Pre service training of teachers does not always include background in environmental education. To the extent that it does not, our students grow into a world the challenges against which are misunderstood. This grant program will provide incentives to spread environmental literacy across the curriculum, and provide best practices models which can be integrated pre-K - 12.  As an interpretive naturalist and retired teacher, I whole heartedly endorse Title IV- 21st Century Schools !"]
["Florida Association of School Administrators","School Administrators",null,"Florida Association of School Administrators","Statewide Representation","no comment","FASA supports as much funding being directed the districts and if necessary, marked for the professional development of principals and other school leaders. ","no comment","no comment","no comment","no comment","no comment","no comment"]
["Kathy James ","Parents and Families",null,"self","Sarasota",{"$nulls":4},"Accountability requires the involvement and perspective of all stakeholders. To provide broad-reaching and independently inclusive data, Florida could create committees of parents and community members who are independent of educational ties, lobbyists, and government influence. They could attend statewide and national conferences pertaining to the educational services of our public education to remain abreast of the ever-changing needs of our students and teachers. Their feedback should be used to positively impact legislative policies and procedures both within State Statutes (funding, measurable goals, impact) as well as district compliance and community understanding.",null,null,"Disclaimer: I do not know the lingo. I am not versed in “Eduspeak”. The last time I took economics classes was at least 25 years ago. It would take me longer than the window of opportunity for ESSA stakeholder input to get up-to-speed with trends, language, and sound like an informed professional in education giving the requested feedback in a public record forum and still sound intelligent.     I am important because I am a parent. Through my four children I see firsthand what teachers are required to do in a classroom of students, I see the effects of the current education system on my own children, and those of their classmates.    The education system of today is analogous to the current medical system in our country. Big business and their metrics have replaced the common sense relationship between teacher and student in much the same way as medical caregiver and patient. The business component has a broad societal reach and influence, thus creating a subtle requirement of “necessary” rules of cost-effectiveness, as opposed to fulfilling basic needs for successful outcomes.   For example, our school district is the largest employer in our county. The deep pockets of public taxation create an incentive for businesses to create a niche of usefulness to receive a share of the funds. Thus the local newspapers, the expansively diverse “construction” businesses, and the real estate communities have tethered themselves to cabinet members of the school district, the paid and elected school board members, and the principals/school leadership to influence decisions that enhance education processes from a business perspective, but not necessarily a teacher-student perspective.  After years of such financially driven decisions and legislative control, our public school system has now mandated teachers to abandon the traditional teaching methods and subscribe to new “best practices” from authoritative-sounding sources and studies and to produce results that primarily conform to parameters deduced from mathematical equations and algorithms, and public relations successes. To achieve this, students must produce data to quantify their learning, as though this is the only way to determine success or failure. The trilogy of the student-teacher-parent relationship and its importance is lost among the data and semantically correct “Eduspeak” and the independence, autonomy, and creative components of the learning process are lost in the metrics of standardized testing expectations.     The result of these changes over the years to our education system includes students that are more anxious and stressed, students that divert their attention to more interesting electronic gadgetry and “escapes”, and students feeling less understood, less unified, less important. Teachers consider promotions within their fields as anything that gets them out of classroom teaching. Like our medical professionals, teachers are stuck in the middle of the process with expectations from students and parents coupled with the demands of education “authorities” and political lawmakers who do not actively participate in the daily classroom requirements. Decisions are made on teachers’ behalf, without regard to the vital feedback and data that they could and should provide. Teachers justifiably feel underappreciated, overburdened, and unable to be successful.     Our education system is broken. On paper, the autonomy of individual state decisions sounds like a great idea. Florida’s stakeholders are surely different than Alaska’s stakeholders. The bigger picture includes real accountability and involving the perspectives of teachers, students, and parents in the decision-making process. Their feedback is vital and should be utilized and collected in a manner that is not intimidating, provides legitimate value, and positively affects decisions for our students and teachers that are not inclusive of big businesses and “follow the money” processes. To create meaningful change for Title I students, ESE students, gifted learners, and all students in between, our education system both locally and nation-wide must focus on the individual successes and the learning capabilities of each student and their ability to be motivated and inspired by their teachers in conjunction with their parents so they can become independently and uniquely successful.  "]
["Anne-Marie Shaffer","Parents and Families",null,"Freedomschoolers Academy","Flagler","The Federal government has no authority to direct Florida's schools. Florida is an autonomous member of the federal union. The powers over Florida's schools, education, children, and failures is NOT one of the enumerated powers of the Federal government.","The Federal government has no authority to direct Florida's schools. Florida is an autonomous member of the federal union. The powers over Florida's schools, education, children, and failures is NOT one of the enumerated powers of the Federal government.","The Federal government has no authority to direct Florida's schools. Florida is an autonomous member of the federal union. The powers over Florida's schools, education, children, and failures is NOT one of the enumerated powers of the Federal government.","The Federal government has no authority to direct Florida's schools. Florida is an autonomous member of the federal union. The powers over Florida's schools, education, children, and failures is NOT one of the enumerated powers of the Federal government.","The Federal government has no authority to direct Florida's schools. Florida is an autonomous member of the federal union. The powers over Florida's schools, education, children, and failures is NOT one of the enumerated powers of the Federal government.","The Federal government has no authority to direct Florida's schools. Florida is an autonomous member of the federal union. The powers over Florida's schools, education, children, and failures is NOT one of the enumerated powers of the Federal government.","The Federal government has no authority to direct Florida's schools. Florida is an autonomous member of the federal union. The powers over Florida's schools, education, children, and failures is NOT one of the enumerated powers of the Federal government.","The Federal government has no authority to direct Florida's schools. Florida is an autonomous member of the federal union. The powers over Florida's schools, education, children, and failures is NOT one of the enumerated powers of the Federal government."]
["Georgia Wilson","The Public",null,"self","Manatee",{"$nulls":7},"A well-rounded education that includes all the arts prepares students for success in school, higher education, the workforce, and life-long engagement in their communities and in learning. The Florida Department of Education ESSA Implementation Plan should     1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education; Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;     2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;     3. include eligibility access to Title II funds for professional development for all-arts-defined teachers, teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;     4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students’ academic achievement by increasing the capacity of Florida’s Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education;     5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural organizations, and national centers for the arts;     6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement in one or more of the all-arts-defined subjects    7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;    "]
["Mary Gwyn Morrow","Teachers",null,"FMEA","Volusia"," As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.","t is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.    ",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.    ",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.    It is critically important that music and the arts continue to be specified in all appropriate Title programs.    "]
["Jennifer Martin","Parents and Families",null,"Self, but based on my position in the Florida Gifted Network","Broward","1.  Page 21  See this article for an excellent idea that is based on research by Morgan Polikoff, Ph.D. USC  on AYP where \"average scale scores\" should be used instead of \"proficiency rates.\"  http://www.npr.org/sections/ed/2016/07/18/486196906/here-s-an-idea-ask-experts-how-to-rate-schools    2.  The State of Florida should require LEAs, under ESSA, to use Title 1 funds  to support gifted and talented learners who are living in poverty or who are English learners.  Teachers and administrators must be educated about the characteristics and needs of gifted students and they must understand that giftedness is not the same thing as high achievement.  Under-performing students should not be excluded from consideration for gifted programs since many gifted students are under-achievers due to many reasons, some of which include improper academic programming that does not meet the needs of these children.  True gifted programming, not just AP and honors classes, should be supported for all gifted students, including the under-represented.  Educators should understand information presented on www.Sengifted.org , especially including the Misdiagnosis Initiative.  Each district should be REQUIRED to use research-based Universal Screening procedures to identify gifted children for consideration for gifted testing. Research supports this method and the results in Broward County confirm that Universal Screening and Testing MUST be used if we are to find under-represented populations for gifted programs.  https://www.washingtonpost.com/local/education/why-so-many-black-hispanic-and-poor-kids-miss-out-on-gifted-education/2016/07/03/f7612acc-3e7a-11e6-a66f-aa6c1883b6b1_story.html  Items from the previously proposed Gifted Rule change from February 2016 should be avoided at all costs due to the extreme inequities, ease of misuse by suburban white middle class populations, extreme costs to districts, lack of funding, questionable identification procedures (test of creativity, local scores), and inappropriate students being identified (i.e. athletes) for gifted programming in classes that are not designed for the special needs of gifted students.  While the Gifted Rule needs to be altered, do not \"throw the baby out with the bath water\" and completely change the Rule.  Instead, use the current Rule and just tweak it as the NAACP was part of its development.  Beware of writing a Rule that is so broad that it includes kids  who really are not gifted in an effort to find under-represented populations as finding the wrong kids hurts the under-represented gifted even more than it affects the upper middle class white gifted population; simply deciding that 10% of all kids should be gifted is not an appropriate identification method.  Finally, gifted children do not lose their need for support and appropriate education when they enter middle school and high school.  Please restore full funding for appropriate high school gifted programming.      3.  Be careful in over-using computers for teaching and testing.  More and more research is showing that students do not learn adequately when using computers and virtual programs as opposed to being able to interact with a skilled teacher.  As just one example, see this study:  https://www.sesp.northwestern.edu/news-center/news/2016/07/students-fare-worse-in-virtual-classrooms.html","The State of Florida DOE should require LEAs, under ESSA, to use Title ll to support gifted and talented learners.  Teachers and administrators must be educated about the characteristics and needs of gifted students and they must understand that giftedness is not the same thing as high achievement.  Under-performing students should not be excluded from consideration for gifted programs since many gifted students are under-achievers due to many reasons, some of which include improper academic programming that does not meet the needs of these children.  True gifted programming, not just AP and honors classes, should be supported for all gifted students.  Educators should understand information presented on www.Sengifted.org , especially including the Misdiagnosis Initiative.  Each district should be REQUIRED to use research-based Universal Screening procedures to identify gifted children for consideration for gifted testing. Research supports this method and the results in Broward County confirm that Universal Screening and Testing MUST be used if we are to find under-represented populations for gifted programs.  https://www.washingtonpost.com/local/education/why-so-many-black-hispanic-and-poor-kids-miss-out-on-gifted-education/2016/07/03/f7612acc-3e7a-11e6-a66f-aa6c1883b6b1_story.html  Items from the previously proposed Gifted Rule change from February 2016 should be avoided at all costs due to the extreme inequities, ease of misuse by suburban white middle class populations, extreme costs to districts, lack of funding, questionable identification procedures (test of creativity, the use of local scores), and inappropriate students being identified (i.e. athletes) for gifted programming in classes that are not designed for the special needs of gifted students.  While the Gifted Rule needs to be altered, do not \"throw the baby out with the bath water\" and completely change the Rule.  Instead, use the current Rule and just tweak it as the NAACP was part of its development.  Beware of writing a Rule that is so broad that it includes kids who really are not gifted in an effort to find under-represented populations as finding the wrong kids hurts the under-represented gifted even more than it affects the upper middle class white gifted population; simply deciding that 10% of all kids should be gifted is not an appropriate identification method.  Page 168  Gifted children do not lose their need for support and appropriate education when they enter middle school and high school.  Please restore full funding for appropriate high school gifted programming.  Please do not allow gifted students to be taught by non-endorsed teachers and in a non-gifted classroom with non-gifted children.    Please allow gifted students to be accelerated via an EP and not be held back by the requirements of ACCEL which may inappropriately be used to hold back these students so they don’t receive the education they need.  Please allow gifted students to progress at their own pace and not at a pace determined by Common Core programming for average and below average students.  Gifted students should be allowed to participate in a curriculum that goes deeper and / or goes faster than the curriculum for average and below average performing students.  Currently, we have a one-size-fits-all curriculum due to over-emphasis on high stakes, grade-level testing.  Please require the FDOE to require items and to monitor districts in their administration of gifted programs so that there is more similarity between districts than differences.  A child should be able to move seamlessly between districts, and currently that is not the case due to extreme differences in various district policies toward gifted education.  The FDOE should be able to enforce rules, especially rules pertaining to EPs.  EPs should be individualized for the student; currently, most districts have cookie-cutter EPs that do the individual student no good.",null,"Grant applications for the Jacob K. Javits Gifted and Talented Students Education Program should be encouraged.  Furthermore, the State of Florida should take full advantage of a National Research Center for the Education of Gifted and Talented Children and Youth.  State Universities should be encouraged to participate and apply for grants.",null,null,null,"Pg. 398   Gifted children often achieve in ways that are not recognized by standard educational practices.  Gifted children may under-achieve due to inappropriate educational practices by schools, to issues at home, to social / emotional issues caused by giftedness, to the ability to think out of the box or to think deeper than others of the same age, to bullying, to teacher bullying, to being misunderstood, etc.  Therefore, the federal definition of giftedness limits some of our truly gifted children to be able to achieve at their ability level.  Please do not limit gifted children just because they do not achieve the way non-gifted individuals who do not understand the gifted mind define standard high achievement.    I encourage the FDOE to modify Rule 6A-6.03013 to include  two specific requirements while retaining Gifted as a special instructional PROGRAM in the text and title of the Rule with continued funding under the ESE guaranteed allocation.  1.  REQUIRED PLAN FOR ENSURING EQUITABLE ACCESS:  Require ALL Florida Districts to have an approved plan for increasing the number of gifted students from underrepresented populations:  All districts would be required by the Department of Education to submit a school district plan for increasing the participation of underrepresented groups in programs for gifted students, defined as groups who are limited English proficient or who are from a low socio-economic status family.  WHY?  Current research indicates that districts with a quality Plan B are successfully increasing the number of gifted students from underrepresented populations in their gifted programs: McBee, Shaunessy, & Matthews (2012) found that Florida districts with an approved FLDOE plan for identifying underrepresented students for gifted programs (Plan B) were more likely to identify underrepresented students for gifted programs than districts without a Plan B. Reference: McBee, M. T., Shaunessy, E., & Matthews, M. S. (2012). Policy matters: An analysis of district-level efforts to increase the identification of underrepresented learners. Journal of Advanced Academics, 23, 326-344.  By requiring all districts to have a research-supported “Plan B”, all Florida districts will move to ensure equitable access to gifted program services.     UNIVERSAL SCREENING:  Require ALL Florida Districts to have a plan for Universal Screening. The required district identification plan would include universal screening procedures, which may include a review of existing data, to increase the number of students from underrepresented groups referred for evaluation.  WHY?  Research supports universal screening as a way to increase equity in gifted programs by removing the requirement for teacher referrals and considering all students as potentially gifted.       3.Retain Gifted as a special instructional program in the text and title of Rule 6A-6.03019 with continued funding under the ESE guaranteed allocation  WHY?  Language in the current Rule refers to “special instructional programs for students who are Gifted.” Special instructional programs are currently funded under the ESE Guarantee Allocation. “Programs” ARE funded by the state as part of the FEFP.  Language in the proposed rule refers to “gifted support services.” This language REMOVES Gifted as an ESE program with funding under the ESE Guaranteed Allocation. “Support services” are NOT funded.    In addition, the FDOE should:  1.  Require Title ll supported professional development focused on identification of gifted students and instructional strategies to respond to and support gifted students.  2.  Encourage Title ll supported professional development focused on instructional strategies to support high-ability students who have not been formally identified as gifted  3.  Encourage Title 1 supported efforts to identify and serve low income gifted students.  4.  Encourage Title 1 supported efforts to support high-ability students who have not been formally identified as gifted.    I encourage the FDOE to convene a stake holder group to include parents, advocacy groups, districts, and university experts to work together to collaboratively examine what is currently working in Florida's gifted programs, identify areas of needed improvement, examine relevant research, and determine goals for future directions.  "]
["Arlene Costello","Community-Based Organizations","Florida State Sunshine TESOL","United Filipino American Association, Inc. ","Escambia",null,"Increase attention in training of teachers in teaching ELs.","•\tThe definition of English Learners in ESSA is very broad. Please retain the definition of EL according to the definition stated in the Florida Consent Decree.   •\tELs continue to grow. Schools need more teachers who are ESOL endorsed or certified. Teachers should seek ESOL Endorsement in order to teach ELs.   •\tProfessional development for teachers –Invest in the professional development of teachers.   •\tForm a Commissioner’s Advisory Committee for different areas: EL - To design the implementation of ESSA as it pertains to Title III, Accountability of EL under Title I, and Family Literacy of Parents of ELs, Civics Education and English Development.   •\tSeek guidance from the U.S. Department of Education on the above areas.    ",{"$nulls":4},"Will the summary of the public input be published for the public to read? "]
["Andrea Conover","Parents and Families",null,"self","St. Johns",null,null,null,"I definitely support more environmental education for Florida's students.  Our children spend too much time indoors and looking at a phone, computer or TV screen.  Florida's natural environment will need attention from the next generation of citizens so they'll need a good understanding of Florida's unique waterways and land.  Getting kids outdoors will have health benefits, too, and will provide a good mental break from classroom lectures."]
["Lisa Kern","Specialized Instructional Support Personnel","School Nurse; Supervisor","Self","Pasco","Students with chronic health conditions require access to a registered professional school nurse all day, every day. It is estimated that one in four students in the U.S. may have a chronic health condition. The American Academy of Pediatrics’ June 2016 policy statement recommends a minimum of one professional school nurse in every school.    It is widely known that adverse health conditions disproportionately impact students from low socioeconomic backgrounds and can hinder their ability to learn. Allocating additional School Nurse supports particularly at Title I and low performing school locations, could have a direct and positive impact on the academic performance of students by improving health and attendance.     When we ask teachers to manage the daily health needs of students who are experiencing the impact of societal influences such as poverty, violence, hunger, and limited access to health care, this can have a direct impact on their ability to teach and meet the needs of the whole child. Rich data exist that make significant connections between student engagement, achievement and life readiness and student health, safety and wellness. If we are indeed focusing on creating a whole child approach to education, we must consider the Whole School, Whole Community, Whole Child (WSCC) model as recommended by ASCD and CDC and be prepared to reflect on the demands of the 21st century in order to fully prepare students for college, life, career, and citizenship.     Basch (2010) describes how the provision of more intensive school health service supports can have a direct impact on closing the achievement gap as relates to students with vision problems, inattention and hyperactivity, asthma, teen pregnancy, aggression and violence, physical activity, and school breakfast. The CDC provides compelling data supporting the link between health and academic success, indicating that health-related factors such as hunger, physical and emotional abuse, and chronic illness can lead to poor school performance.     School nurses act as the bridge between the educational environment and the healthcare system. They perform physical assessments to help identify health risks, design a plan of care to ensure student safety, share student health status with others, advocate for appropriate and effective health interventions to support student outcomes, communicate with health care provider and family, and keep children in school learning. In our state over 26 percent of our students come to school with a chronic health condition such as asthma, diabetes, severe life-threatening allergies, or seizure disorders. School nurses report a disproportionately higher number of students with health conditions (e.g., asthma) at Title I schools.     We have amazing health outreach services available in across the state that can be provided on site at low performing schools which can improve the health and well being of students and have a direct impact on academic performance (vision, dental, mental and physical health services). However, school nurses who are managing the coordination of health services at three or more schools have great difficulty prioritizing time to coordinate such services. These intensive supports are necessary and research has demonstrated that they can make a significant impact on student achievement and attendance.    Across the state (and the nation), we are experiencing high turnover of school nurse positions and most school nurses are leaving because of low salary and liability concerns. The training of new staff puts a drain on veteran staff who are very reluctant to invest time and support in light of this trend. The state average RN to student ratio is 1:2197. The reality is that some nurses are responsible for the health, safety and welfare of more than 3000+ students each day and they are not even present on campus every day.     Prioritizing the need for more school nurses can actually be a cost-saving measure in the long run. One study found that when there was a school nurse in the building, the principal saved nearly one hour and clerical staff about 45 minutes that they otherwise would have spent on student health. Teachers were also able to devote more time to instruction when a school nurse was present. Using these data, Baisch, Lundeen and Murphy (2011) calculated close to a $2.20 return on investment for every dollar invested in school nursing.     The National Association of School Nurses recommends that the severity of a student population’s health needs should factor into the school nurse allocation formula. In order to ensure the safety and welfare of our students and school communities, the state should consider convening a task force to review how School Health Services are being provided across the state, identify successful models of service and share best practice. Although student enrollment has increased, funding for School Health Services through the Department of Health has remained fixed for over 20 years, so that counties who have experienced significant growth have not received any additional funding.     ESSA also references school nurses as a member of the Specialized Instructional Support Personnel (SISP), although the state of Florida does not. Per F.S. 1012.01(6)(a), school nurses are classified as education support employees who perform “professional job functions which are nonadministrative/noninstructional in nature”. Conversely, F.S. 1012.01(2)(b) includes certified school counselors, social workers, career specialists, and school psychologists as staff providing Student Personnel Services. Both Florida's Student Services Personnel Evaluation Model and Guide (2011) and the Integrated Student Services in Schools: Action Guide (2013) reference school nurses as interdisciplinary team members who bring “essential expertise to the field of education”. This discrepancy could be another area for a task force to consider and make recommendations to Florida’s legislative body so that our state can be in alignment with these recent significant works and best practice.       Thank you for your time and consideration of these health concerns and their impact on the health, safety and academic achievement of Florida students.  "]
["Linda Cole","Community-Based Organizations",null,"Flagler Auditorium","Flagler",{"$nulls":7},"1.  clearly define in writing that the \"arts\" include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA's definition of courses, activities, and programs for a \"well-rounded\" education; Note:  the term \"all-arts-defined\" referenced below means all five of these arts disciplines listed above;     2.  include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;    4.  include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students' academic achievement by increasing the capacity of  Florida's Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;  10.  integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today's and tomorrow's workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc.  "]
["Carlos Franco","Teachers",null,"Self","Miami-Dade","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts."," It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.   It is critically important that music and the arts continue to be specified in all appropriate Title programs."]
["Dr. Debra Elliott","Educator Organizations","rural districts","none","Statewide Representation","Minimize competitive grants..small districts don't have personnel to write competitive grants...        ","new funding formulas are a concern especially if it reduces the amount of money coming to districts.  Districts need flexibility to set the percentage of FRL students a school must have to receive funding under this section.  Any estimates on potential reduction of funds the department can provide to districts would be helpful.    ","no comment","We do not want to see the state make changes to charter authorization prcessess, accountability or funding measures simply to help them qualify for these grants."]
["VH smith","Parents and Families",null,"none","Broward",null,null,"Establishing and implementing, with timely and  meaningful consultation with local educational agencies  representing the geographic diversity of the State, standardized  statewide entrance and exit procedures, including  a requirement that all students who may be English learners  are assessed for such status within 30 days of enrollment  in a school in the State.  does standarized mean all districts have to use same entry test?  clarify that 30 days mean school because of huricanes/Jewish holidays at beginning of school year"]
["Deborah Fahmie","Teachers",null,"School District of Osceola County","Osceola","ALL students, including those disadvantaged or at-risk, deserve a well rounded education which includes the arts.  Access to Title I funds that address the needs for learning of academically at-risk students in dance, music, theatre and visual arts is vital to their development and success in life.","We face a teacher shortage in many of our arts areas.  In an ever changing society it is critical that we have access to Title II funds for professional development that will help to prepare, train and recruit high quality arts teachers as well as keep our seasoned arts teachers on the cutting edge of all the educational changes that occur.  ",null,"Academic enrichment grants appropriated for dance, music, theatre and visual arts can help improve a students' academic achievements by helping to provide a well-rounded education that prepares students for success in schools, careers and life.  The arts instill so many 21st century skills in our students, particularly in the areas of creativity, flexible thinking, problem solving and collaboration.  These skills are necessary for a student to have a pathway to a high yield job after graduation.",null,null,null,"We need to guarantee acess to high quality music and arts education for ALL Florida students as part of their complete education as defined in Title VIII.  Additionally, we should include in Florida's School Grades at least one measure of students attendance, engagement and academic achievement through participation in music, dance, theater and viusal arts.  "]
["Saba Baptiste","Community-Based Organizations",null,"self","Hillsborough","Having competent administrators and teachers, support staff, and fidelity in the student processes. To Improve the accountability process from identifying special students to preparing them for life.     ","Administrators and teachers academies for a year prior to operate on their own.  As mentioned in title II, there need to be oversight committees and their need to community cultural commissions that acts as consults for school districts. Accountability.  ","Administrators and teachers who have mastered language acquisition. Improved skills of ELL support services. Expansion and inclusion of more non-English speakers curriculums and teaching workforce include French , Spanish, Portugal, Arabic,  Italian, Chinese-Mandarin and Korean. Form a language consortium that assist with researching evidence-based strategies that support students in learning to Read, Speak, listen, and write English effectively.      ","Title IV-21St Century Schools, the  information need to be shared in the community including parents, students, and other organizations. This information is important to get out into the community in order to avoid redundancy and promote awareness.   ",null,"Although, American Indians represent less than 1 percent of the student population. The students and parents are need to be recognized and receive equity in education. Accountability. ","Accountability.","How will accountability be enforced?"]
["Jerusha L. Logan","Civil Rights Organizations",null,"FCBNAACP","Flagler",{"$nulls":7},"ReAuthorization and the development of Regulations governing the Equal Education 4 Everyone (Title 1/ESEA).  Please stress the fact that Title 1 funds are supplemental to the State FTE funds and are to be used strictly for the benefit of the targeted students. Require Community Committees to monitor and hold the States and School Districts accountable for the appropriate spending of Title 1 funds. Require that funds be spent in the appropriate amounts for:  Parent and Community Engagement 1% $$$    Require that Accountability/Achievement Guidelines are met  $$$  Require Monies supplement FTE not supplant  $$$  Require money be available for Early Learning / Pre-School/VPK  $$$  Ensure money is available for Foster Students/DJJ/Special Ed/Surrogates/Guardian Ad Litem  $$$  Require adequate money is available for Assessment System Audits  $$$"]
["Chad Peck","Community-Based Organizations",null,"None","Lake",{"$nulls":7},"encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural  organizations, and national centers for the arts;"]
["Jessica Swere","Educator Organizations",null,"Committee of Practitioners","Hillsborough","Private School –     1.\tWill there be a clarification on what is and is not subject to equitable service as we work with private schools? There is a concern on how to reconcile taking a private allocation “off the top” and also aligning it with schools’ per-pupil allocation.       2.\tOmbudsman - We suggest that the SEA consider the ESSA-Section 1011(3)(B)\"ombudsman\" position to be involved at the state level as well as the deeply involved with LEA's to provide clarity on monitoring and implementation expectations, not solely to enforce requirements of this part. There are a significant amount of parent calls that are received by the LEA that will benefit from having this resource available.    3.\tProportionate Share of Funds - We are concerned about the change in proportional share of funds for private school students that is now to be determined based on the total funds received by the LEA.  Private schools are not included in the state accountability system and therefore not included in specific school improvement projects.  If school improvement does not apply to them, they should not receive a proportional share of those funds.    4.\tNew Allowable Expenditure - Further clarification regarding the parameters for funding expenditure regarding the newly allowable expense for counseling, mentoring, one-to-one tutoring or other benefits ESSA-Section 1011(A) is needed.       Committee of Practitioners –   1.\tESSA-Section 1601(c)(2) maintains the requirement for SEA’s to maintain the role of the Committee of Practitioners. It is suggested that the SEA keep the COP involved in their role of providing stakeholder feedback on ESSA implementation and technical assistance.    Supplement not Supplant –   1. Will we have specific guidelines as to how the new formula will work? Is the department able to carry out extensive TA for districts to fully understand the process? Will there be any type of oversight to insure our most vulnerable students are protected in all circumstances?      ",null,"1. Florida is the fourth largest Migrant state in the nation – students many times move up to four times per year.  If Part C funds are used in school-wide programs, how will the state be assured students arriving mid-year or later will be provided the supplement supports needed to meet the unique needs of highly mobile students?    2. ESSA allows for the testing of ELLs in their native language. Will the state provide or authorize the use of native language tests to test for subject area comprehension? If so, will the department vet the tests and provide a list of appropriate tests to be used by ELLs? "]
["Linda McAnarney","Teachers",null,"Julington Creek Elementary School","St. Johns","Title 1: Music and Arts are essential for a well-rounded education to every student. Academically challenged students benefit from and sometimes excel in an arts-music-dance rich program, so Title 1 funds should help reinforce and support arts enrichment for students with economic disadvantages. School-based training is sometimes the only exposure to the arts available to these students. It is critical for student success and academic development.    ","Title II: Professional development for music and arts teachers is critical for preparing, developing, recruiting and retaining high quality teachers in times of teacher shortage.  ","Title III: Music, dance, theatre and art are effective tools for teaching language and culture for students who are learning English and who are new to the US. We learn to speak as children through songs, poems, games, etc. that build sequential language skills and cultural knowledge.    ","Title IV: 21st Century centers are ideal forums for arts programs to reach and educate underserved populations or those at higher risk. STEAM (science, technology, engineering, arts, math) projects are much more effective and well-rounded than purely STEM (not recognizing the arts) projects.    ","Title V: Schools should be measured by the extent and depth of exposure to arts education. With an effective visual and performing arts program, education is well-rounded and more effective for preparing students for graduation and the workplace.    ","Title VI: Music, art, theatre and dance have always been an essential component of community, tribal, family and identity for indigenous populations. Including a well-rounded arts programs helps any culture examine and understand the world and our place in it.      ","This section does not apply to our County.  Not Applicable.","Title VIII: Access to high quality music and arts education for Florida students guarantees a well-rounded education as defined in Title VIII.  Include  at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts in Florida's School Grades."]
["Tracye Brown","School District Administrators",null,"Hillsborough County Public Schools","Hillsborough","1.\tOmbusman - We suggest that the SEA consider the ESSA-Section 1011(3)(B)\"ombudsman\" position to be involved at the state level as well as the deeply involved with LEA's to provide clarity on monitoring and implementation expectations, not solely to enforce requirements of this part. There are a significant amount of parent calls that are received by the LEA that will benefit from having this resource available.    2.\tProportionate Share of Funds - We are concerned about the change in proportional share of funds for private school students that is now to be determined based on the total funds received by the LEA.  Private schools are not included in the state accountability system and therefore not included in specific school improvement projects.  If school improvement does not apply to them, they should not receive a proportional share of those funds.    3.\tNew Allowable Expenditure - Further clarification regarding the parameters for funding expenditure regarding the newly allowable expense for counseling, mentoring, one-to-one tutoring or other benefits ESSA-Section 1011(A) is needed.       4.\tCommittee of Practitioners - ESSA-Section 1601(c)(2) maintains the requirement for SEA’s to maintain the role of the Committee of Practitioners. It is suggested that the SEA keep the COP involved in their role of providing stakeholder feedback on ESSA implementation and technical assistance.    ","1.\tTitle II - Title II funds are provided by the state to ensure training for the state adopted WIDA-English Language Standards."]
["Michael Shine","Teachers",null,"Self","St. Johns","Music and Arts are essential for a well-rounded education to every student. Academically challenged students benefit from and sometimes excel in an arts-music-dance rich program, so Title 1 funds should help reinforce and support arts enrichment for students with economic disadvantages. School-based training is sometimes the only exposure to the arts available to these students. It is critical for student success and academic development.","Professional development for music and arts teachers is critical for preparing, developing, recruiting and retaining high quality teachers in times of teacher shortage.","Music, dance, theatre and art are effective tools for teaching language and culture for students who are learning English and who are new to the US. We learn to speak as children through songs, poems, games, etc. that build sequential language skills and cultural knowledge.","21st Century centers are ideal forums for arts programs to reach and educate underserved populations or those at higher risk. STEAM (science, technology, engineering, arts, math) projects are much more effective and well-rounded than purely STEM (not recognizing the arts) projects.","Schools should be measured by the extent and depth of exposure to arts education. With an effective visual and performing arts program, education is well-rounded and more effective for preparing students for graduation and the workplace.","Music, art, theatre and dance have always been an essential component of community, tribal, family and identity for indigenous populations. Including a well-rounded arts programs helps any culture examine and understand the world and our place in it.",null,"Access to high quality music and arts education for Florida students guarantees a well-rounded education as defined in Title VIII.  Include  at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts in Florida's School Grades."]
["Kathleen Rayson","Teachers",null,"Sarasota County School District","Sarasota"," As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts."," It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.",null,null,null," Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.  It is critically important that music and the arts continue to be specified in all appropriate Title programs."]
["Douglas Ortner","School District Administrators",null,"none","Sarasota","Music is a fundamental aspect of learning for many reasons.  As a future music teacher, I not only support this, but I believe it is crucial.  Everyone in life needs to find something they are passionate about, and if music was not included in school districts, how would we know if music was a passion for these students?  Without it, I would not be who I am today, trying to teach and inspire young people through the gift of music.  Music must be included to create a well-rounded education."]
["Marjorie Murray","School District Administrators",null,"ECTAC","Seminole","1.\tPrivate Schools:  In developing the regulations pertaining to the ombudsman (1117(a)(3)(B) (pg 78), consideration should be given for ensuring that this person is not connected to any private school organization.  2.\tPlease provide LEAs with sample templates for required notifications, including right-to-know, LEA plans and report cards to meet requirements of Parent and Family Engagement (section 1111(h)(2)).  "]
["Michele Kimbrough","The Public",null,"self","Jackson",{"$nulls":7},"I am a working artist and I find that in our very on community we are lacking within our educational system on how to learn and use both sides of our brain. We currently have one art teacher in our Marianna High School who has done an incredible job with very little resources and with students who had no real art education prior to arriving in high school. Dr. Benton has over come these challenges but she will one day retire and no one to replace her. Nor do we have art educators in any of our surrounding schools in this county. Even though you educators in upper management know that not all students learn the same way, we still try to put everyone in one basket. Art is a very useful tool in all subjects. I hope this provision provides better tools for our educators."]
["Sondra Collins","Teachers",null,"FMEA","Marion","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts."," It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.    It is critically important that music and the arts continue to be specified in all appropriate Title programs."]
["Cheryl Rutenbar","School Administrators",null,"PCSB","Polk",null,"FASA supports as much funding being directed the districts and if necessary, marked for the professional development of principals and other school leaders. "]
["Linda Onorevole","The Public",null,"Self","Lee",{"$nulls":7},"The Florida Department of Education ESSA Accountability Plan should    1.  clearly define in writing that the \"arts\" include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA's definition of courses, activities, and programs for a \"well-rounded\" education; Note:  the term \"all-arts-defined\" referenced below means all five of these arts disciplines listed above;     2.  include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;    3.  include eligibility access to Title II funds for professional development for all-arts-defined teachers,teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;    4.  include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students' academic achievement by increasing the capacity of  Florida's Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;    5.  encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural  organizations, and national centers for the arts;    6.  include in Florida's Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;    7.  support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;    8.  include assessments and evaluation systems for student achievement in the all-arts-defined subjects;    9.  support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;    10.  integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today's and tomorrow's workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc."]
["Jennifer Marie Bailey","Teachers",null,"Self","Osceola","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.    ","It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.  ",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.    It is critically important that music and the arts continue to be specified in all appropriate Title programs.  "]
["Kathy Frericks","Teachers",null,"St Johns co. schools","St. Johns","Music and Arts are essential for a well-rounded education to every student. Academically challenged students benefit from and often excel in an arts-music-dance rich programs. Title 1 funds should help reinforce and support arts enrichment for students with economic disadvantages. School-based training is sometimes the only exposure to the arts available to these students. It is critical for student success and academic development.","Professional development for Visual and performing Arts  teachers is critical for the , development and retaining of  high quality teachers in times of teacher shortage.","The visual and performing arts are effective tools for teaching language and culture to students who are learning English and who are new to the US. We learn to speak as children through songs, poems, games, etc. that build sequential language skills and cultural knowledge.","21st Century centers are ideal forums for arts programs to reach and educate undeserved populations or those at higher risk. STEAM (science, technology, engineering, arts, math) projects are much more effective and well-rounded than purely STEM as STEAM includes the component of creativity to the equation.","Schools should be measured by the extent and depth of exposure to arts education. With an effective visual and performing arts program, education is well-rounded and more effective for preparing students for graduation and the workplace.","Music, art, theater and dance have always been an essential component of community, tribal, family and identity for indigenous populations. Including a well-rounded arts programs helps all cultures examine and understand the world and our place in it.",null,"Access to high quality music and arts education for Florida students guarantees a well-rounded education as defined in Title VIII.  Include  at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theater, and visual arts in Florida's School Grades."]
["William J. Molineaux","Teachers",null,"Self","Osceola","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.  ","It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts."]
["Amanda Kastner","Teachers",null,"Self","Indian River","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.","It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.    It is critically important that music and the arts continue to be specified in all appropriate Title programs."]
["Frank Howes","The Public",null,"self","Polk","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.","It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.  ",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.   It is critically important that music and the arts continue to be specified in all appropriate Title programs.  "]
["Emily Plasencia","School Administrators",null,"Hillsborough County Public Schools","Hillsborough","We have been excited to see the emphasis on flexibility in ESSA and hope that the flexibility will remain as school districts throughout the state implement Title I programming."]
["Hunter Clary","Parents and Families",null,"none","St. Johns","ESSA provides that not less than 95% of the amount of School Improvement Grants would go to LEA's on a formula or competitive basis... I recommend the state put as many dollars as possible into the grants above the 95% and the distribution be formula-driven.    Title I Schoolwide programs: The state must ensure districts have the flexibility to set the percentage of FRL students a school must have to receive funding under this section. Districts should be able to target their dollarswhere they will be the most effective.","I have concerns with the new funding formula for distribution of state grants and subgrants to LEA's. Any estimates on potential reduction of funds the department can provide to districts would be helpful.    Additionally, I recommend the state reserve as little an amount as possible and pass as many dollars as possible to the districts. I oppose the state reserving the optional 3% for principals and other school leaders. I believe local school districts can better utilize these dollars to meet their own unique needs.","No additional comments.","Charter school grants- I do not want to see the state make any changes to the charter authorization processes, accountability or funding measures simply to qualify for these grants.","No comment.","No comment.","No comment.","No comment."]
["Christina ","Teachers",null,"none","St. Johns","Music and Arts are essential for a well-rounded education to every student. Academically challenged students benefit from and sometimes excel in an arts-music-dance rich program, so Title 1 funds should help reinforce and support arts enrichment for students with economic disadvantages. School-based training is sometimes the only exposure to the arts available to these students. It is critical for student success and academic development.  ","Professional development for music and arts teachers is critical for preparing, developing, recruiting and retaining high quality teachers in times of teacher shortage.  ","Music, dance, theatre and art are effective tools for teaching language and culture for students who are learning English and who are new to the US. We learn to speak as children through songs, poems, games, etc. that build sequential language skills and cultural knowledge.  ","21st Century centers are ideal forums for arts programs to reach and educate underserved populations or those at higher risk. STEAM (science, technology, engineering, arts, math) projects are much more effective and well-rounded than purely STEM (not recognizing the arts) projects.  ","Schools should be measured by the extent and depth of exposure to arts education. With an effective visual and performing arts program, education is well-rounded and more effective for preparing students for graduation and the workplace.  ","Music, art, theatre and dance have always been an essential component of community, tribal, family and identity for indigenous populations. Including a well-rounded arts programs helps any culture examine and understand the world and our place in it.  ",null,"Access to high quality music and arts education for Florida students guarantees a well-rounded education as defined in Title VIII.  Include  at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts in Florida's School Grades."]
["Peretz Goldenberg","School Administrators",null,"Metzuyan Academy","Broward","Basing student aid on Zip Code is arbitrary and unfair. Should be based on need. Greater need should be given priority","Funds allotted for Title II should be given based on the cost of programs for schools, not just number of students. Schools with small numbers of students such as special needs schools will have few students and will still need enough funds to cover real PD courses.  Approved schools should be able to use funds to directly bring in specialists and trainers who they feel are most appropriate for their school and population"]
["Heather Hagy","Teachers",null,"sjcsd","St. Johns","Arts Ed improves attendance, helps ELL students, creates tolerance and understanding of diverse cultures, and creates students who have creative problem solving skills. Please set aside $ specifically for the visual and performing arts.  ","Art Ed Teachers are often overlooked for professional development that is relevant.  Please let aside $ for teachers to grow in their field- for assessment and instruction.","Art Ed improves language skills for ELL. Set funds aside specifically for Art Ed.","Creative thinking is needed more and more in the work force. Art Ed provides students the opportunity to be innovators.  $ needs to be set aside for Art Ed."]
["Janet","Teachers",null,"self","Sarasota"]
["Ana Rivero","Teachers",null,"None","Miami-Dade","Music and arts must be part of the sujects and vital for the students education and improvement in other subject areas","Continuing education and high quality workshops for music and arts teacher is as important as any other PD in order to improve a cross curriculum that helps students to find a meaning for learning. ","Music and arts is a universal language!"]
["Kathleen Sanz","Educator Organizations",null,"Center for Fine Arts Education","Leon","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for a high quality education for all children in academic subjects such as dance, music, theatre, and visual arts. Funding for teachers, equipment and instructional materials in music and the arts is necessary for successful teaching and learning.    The Florida plan needs to provide funding for early childhood education in music and arts programs to help ensure multi-sensory learning for young children.  ","Title II funds for professional development need to be included in the Florida ESSA implementation plan to be used for teacher training in music and the arts. Since Florida faces a teacher shortage in music and the arts, professional development becomes even more important to help prepare, train, and recruit high quality music and arts teachers.",null,"Title IV, Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students’ academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.  ",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida’s School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.     It is critically important that music and the arts continue to be specified in all appropriate Title programs.  "]
["Brian Hersh","School District Administrators",null,"Any Given Child Sarasota","Sarasota","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts","It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.  ",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.   It is critically important that music and the arts continue to be specified in all appropriate Title programs.  "]
["Lauren Young","Teachers",null,"none","Broward","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theater and visual arts.","It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.\u2028Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.  It is critically important that music and the arts continue to be specified in all appropriate Title programs."]
["Jennifer Schlechte","Teachers",null,"SJCSD","St. Johns"," Music and Arts are essential for a well-rounded education to every student. Academically challenged students benefit from and sometimes excel in an arts-music-dance rich program, so Title 1 funds should help reinforce and support arts enrichment for students with economic disadvantages. School-based training is sometimes the only exposure to the arts available to these students. It is critical for student success and academic development.","Professional development for music and arts teachers is critical for preparing, developing, recruiting and retaining high quality teachers in times of teacher shortage.","Music, dance, theatre and art are effective tools for teaching language and culture for students who are learning English and who are new to the US. We learn to speak as children through songs, poems, games, etc. that build sequential language skills and cultural knowledge."," 21st Century centers are ideal forums for arts programs to reach and educate underserved populations or those at higher risk. STEAM (science, technology, engineering, arts, math) projects are much more effective and well-rounded than purely STEM (not recognizing the arts) projects.","Schools should be measured by the extent and depth of exposure to arts education. With an effective visual and performing arts program, education is well-rounded and more effective for preparing students for graduation and the workplace.","Music, art, theatre and dance have always been an essential component of community, tribal, family and identity for indigenous populations. Including a well-rounded arts programs helps any culture examine and understand the world and our place in it.",null,"Access to high quality music and arts education for Florida students guarantees a well-rounded education as defined in Title VIII.  Include  at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts in Florida's School Grades."]
["Meredith Nation","The Public",null,"My family and I","Broward",": As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.","It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.  ",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.\u2028Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.  It is critically important that music and the arts continue to be specified in all appropriate Title programs."]
["Donna Haynes","School District Administrators",null,"Broward Public Schools","Broward","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.","It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts."]
["Brett Pikuritz","Teachers",null,"FMEA - Florida Music Education Associaition","Clay","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.  In my teaching experience, I have encountered many students who were disadvantaged in some way.  However, music was their bright spot.  Music helped them to succeed in their other academic areas.  Music kept them out of doing other (potentially bad) things. ","It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers, since we face a teacher shortage in these areas.  There is a state P.D. conference (FMEA) in Tampa every January & as well as the annual International Band & Orchestra Clinic in Chicago every December.  These are the two benchmark P.D. opportunities for Music Educators in the state of Florida.",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEA's to include music and the Arts in STEM initiatives, to be called STEAM, with the additional 'A' standing for Arts.",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.    It is critically important that music and the arts continue to be specified in all appropriate Title programs."]
["scott keys","Teachers",null,"Booker High School","Sarasota","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts."," It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas"," Century Schools – Student Support and Academic Enrichment Grants.    COMMENT: Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.","Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.     It is critically important that music and the arts continue to be specified in all appropriate Title programs."]
["Tammy Caraker","School District Administrators",null,"none","Collier","1.\tPrivate Schools:  In developing the regulations pertaining to the ombudsman (1117(a)(3)(B) (pg 78), consideration should be given for ensuring that this person is not connected to any private school organization.  2.\tPlease provide LEAs with sample templates for required notifications, including right-to-know, LEA plans and report cards to meet requirements of Parent and Family Engagement (section 1111(h)(2))."]
["Tommy Bledsoe","School District Administrators",null,"St. Johns County School District","St. Johns","Music and Arts are essential for a well-rounded education to every student. Academically challenged students benefit from and sometimes excel in an arts-music-dance rich program, so Title 1 funds should help reinforce and support arts enrichment for students with economic disadvantages. School-based training is sometimes the only exposure to the arts available to these students. It is critical for student success and academic development.","Professional development for music and arts teachers is critical for preparing, developing, recruiting and retaining high quality teachers in times of teacher shortage. ","Music, dance, theatre and art are effective tools for teaching language and culture for students who are learning English and who are new to the US. We learn to speak as children through songs, poems, games, etc. that build sequential language skills and cultural knowledge.","21st Century centers are ideal forums for arts programs to reach and educate underserved populations or those at higher risk. STEAM (science, technology, engineering, arts, math) projects are much more effective and well-rounded than purely STEM (not recognizing the arts) projects. ","Schools should be measured by the extent and depth of exposure to arts education. With an effective visual and performing arts program, education is well-rounded and more effective for preparing students for graduation and the workplace.","Music, art, theatre and dance have always been an essential component of community, tribal, family and identity for indigenous populations. Including a well-rounded arts programs helps any culture examine and understand the world and our place in it. ",null,"Access to high quality music and arts education for Florida students guarantees a well-rounded education as defined in Title VIII.  Include  at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts in Florida's School Grades."]
["Angela Hartvigsen","School District Administrators",null,"Sarasota County Schools","Sarasota","Music and the arts are part of a well-rounded education. Therefore, arts education should be included in access to Title 1 funds so that academically at-risk students can experience the advantages of art, music, theatre and visual art.","Title II funds  for professional development must be available for teacher training in music and the arts. We face a shortage of high-quality teachers and this will help in preparing, training and recruiting these teachers for our state's students.",null,"Title IV, Part A funds should be appropriated for music, theatre, visual art and dance for academic enrichment grants.By helping to provide access to a well-rounded education, these grants will improve Florida's students' academic achievement. ",null,null,null,"Please help us guarantee access to high-quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII. Also, please include in Florida's School Grades at least one measure of student engagement, academic achievement and attendance through participation in dance, music, theatre and visual art. It is vitally important that music and the arts continue to be specified in all appropriate Title programs."]
["rhonda alex","The Public","retired art teacher New York member of the UFT","member on the board of flagler auditorium","Flagler"]
["Joseph Luechauer","School District Administrators",null,"Self","Broward","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.    ","It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.   Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.    It is critically important that music and the arts continue to be specified in all appropriate Title programs."]
["James Samz","Teachers",null,"self","Lee","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.","It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts. "]
["Matthew Boswell","Teachers",null,"self","Martin","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts","It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.  ",null,null,null,": Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts."]
["Donald Isabelle","Teachers",null,"FBA","St. Johns","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.","It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII. In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.  It is critically important that music and the arts continue to be specified in all appropriate Title programs."]
["Kathleen C. Rose, RN MHA-N NCSN-E","Specialized Instructional Support Personnel",null,"Florida Association of School Nurses","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.    The American Academy of Pediatrics in their 2016 policy statement recommends a minimum of one school nurse per school.  This, at the very least, should be the goal of all Title I schools.  Adverse health conditions, including chronic diseases such as asthma, allergies, seizures, diabetes, etc., will disproportionately impact students from low socioeconomic backgrounds and hinder their ability to learn.     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!"]
["Denise Dumala","Educator Organizations",null,"FMEA","Palm Beach","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.","It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts."]
["Timothy L. Sloan","Parents and Families",null,"Self","Duval","None","Very informative. How do you recruit high quality teachers to low performing schools, if teachers are afraid if they don't produce, they don't have kob security? This is a real problem & it STOPS teachers from wanting to teach in low performing schools, regardless of cash incentives. Teachers, just like everyone, want job security. ","None","None","None","None","None","Learned alot & reinforced things I knew"]
["Daniel Shafer","Teachers",null,"Self","Miami-Dade","Title I funds are important because they provide a well-rounded education to our at-risk students. ","It is very important for Title II funds to sponsof teacher development. This is a great tool for recruiting and retaining high quality teachers. ",null,"Title IV funds should be appropriated for dance, art, music, theatre, and other fine art programs. These funds help stident acheivement grow. ",null,null,null,"guaranteed access to high quality music programs is a vital part of studen's well-rounded education. "]
["Walter Halil","Teachers",null,"Country Isles Elementary","Broward","the 2012 cohort study clearly demonstrated the beneficial effect of participation in the arts by all demographic groups. Please include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.","It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.",null,"Funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.",null,null,null,"Please guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts. "]
["Cynthia Johnson","Teachers",null,"Public school","Orange","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.","It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.  ",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.    It is critically important that music and the arts continue to be specified in all appropriate Title programs.  "]
["Candace Travis","Teachers",null,"FEMEA","Seminole","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts."," It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.","Music is an international subject in which students can explore the languages and cultures of the world through this medium. ","Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.     It is critically important that music and the arts continue to be specified in all appropriate Title programs."]
["David Rosa ","Teachers",null,"No ","Hillsborough","Music/Arts Teachers and Athletic Coaches should have an 35% increase in their stipend and allotted an annual transportation budget for cover after school practice, rehearsals, games, and concerts. Many of these students in TITLE 1 are deprived from after school activities that are know to increase attendance and reduce the drop out rate.  Many for theses are transported over 8 miles passing over 5 schools leaving the neighborhood school to fill under enrolled schools.  ","Principals should be allowed more flexibility in there day schedule to include more music and arts in the students day.    Funding for the arts should also be allotted through Title 1 for instruments and transportation.",null,"21st Century School should included instrumental music for all. ","There should be more flexibility in scheduling requirements and funding to include and support the music and arts. "]
["Emily Goode","Teachers",null,"FMEA","Marion","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.","It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.  As a music teacher, these funds would be so helpful in becoming a better teacher for my students.",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts."]
["Shelby McConnell","Teachers",null,"Florida Music Educator's Association","Leon","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.","It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.   It is critically important that music and the arts continue to be specified in all appropriate Title programs."]
["Bonnie Shea","Teachers",null,"self","Seminole","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.","It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music an",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.    It is critically important that music and the arts continue to be specified in all appropriate Title programs."]
["Thomas Bazzel","Teachers",null,"Bay District Schools","Bay",null,null,null,"Digital learning is not necessary.  "]
["Martha Satinoff","Educator Organizations",null,"Florida Dance Education Organization","Palm Beach",{"$nulls":7},"The arts should clearly include dance, media arts, music, theatre, and visual arts. Support policies and funding support for arts programs in K-12 education, including eligibility to access Title I and Title II funds, Title IV, and the federal Assistance for Arts Education Grants Program.  Include in Floirda's Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the arts-defined subjects.  Integrate all the arts courses, activities, and programs into other goals established in ESSA."]
["Teresa Cameron","Teachers",null,"FEMEA","Columbia"," As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.    ","It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.    "]
["Kristy Pagan","Teachers",null,"Self and FMEA","Miami-Dade"," As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.","It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.",null,null,null," Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.    It is critically important that music and the arts continue to be specified in all appropriate Title programs."]
["mary wright","Teachers",null,"self","Lake","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.","It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.    It is critically important that music and the arts continue to be specified in all appropriate Title programs.  "]
["Kevin Albright","Parents and Families",null,"self","Brevard","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.","It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.    It is critically important that music and the arts continue to be specified in all appropriate Title programs."]
["Benjamin Lieser","Teachers",null,"self","Seminole","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.","t is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.","Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.  ",{"$nulls":4},"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.    It is critically important that music and the arts continue to be specified in all appropriate Title programs.  "]
["Michael A Gabriel","Parents and Families",null,"Self","Palm Beach",{"$nulls":7},"As a future music teacher, I strongly support the inclusion of music as part of a well-rounded education. Music is universal and a fundamental pillar to society. Classrooms that teach music engage students in the development of invaluable skills. These skills include critical and abstract thinking, strong work ethic, creativity, collaboration, interpersonal communication, cultural awareness, emotional awareness, and process-based thinking.  Music is an abstract art; it is not describable--it is experiential. Exposing students to this art allows them the opportunity to experience and develop their humanity. Human beings are hard-wired to create and experience music, which is why it has been a constant phenomena in human society since the beginning of history. Music enhances cultural awareness and understanding, an essential asset for the future leaders of our ever-globalizing world. Music exposes students to a different way of thinking, which broadens their abilities to solve problems and create opportunities. Thus, guiding students to experience aesthetic and emotional reactions to this unique art shapes students to be more empathetic and thoughtful members of our society. I believe music advances the critical goals of a well-rounded education."]
["Haley Pomella","Teachers",null,"National Association for Music Education","Polk","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.","It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts."]
["Carol Elliott","The Public",null,"Flagler Auditorium Governing Board","Flagler",{"$nulls":7},"The Florida Department of Education ESSA Accountability Plan should clearly define in writing that the \"arts\" include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA's definition of courses, activities, and programs for a \"well-rounded\" education; and I encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural  organizations, and national centers for the arts.  "]
["Justin Danield","Teachers",null,"Self","Hillsborough","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.","It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM. Many successful STEM schools have switched to the STEAM model with high student/parent interest, involvement, and success.",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.    It is critically important that music and the arts continue to be specified in all appropriate Title programs.  "]
["Joanne Crowder","Parents and Families",null,"self","Marion","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.","t is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.","Beginning with the ABCs, singing helps develop language and cement learning.","Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.    It is critically important that music and the arts continue to be specified in all appropriate Title programs."]
["Lauren Martin","Teachers",null,"High School Band","Volusia","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.","It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.  ",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.",null,null,null," Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.    It is critically important that music and the arts continue to be specified in all appropriate Title programs."]
["Elizabeth Bricknell","Teachers",null,"FMEA","Duval","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.","It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.",null,null,null," Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.     It is critically important that music and the arts continue to be specified in all appropriate Title programs."]
["Dr. Jacquelyn Flanigan","Community-Based Organizations","Central Office Adminsitrator","Diocese of Orlando-Office of Catholic Schools","Orange","The state needs to provide better oversight for LEAs for which Title I services to non-public schools does not begin until well into the school year.","Guidance to LEAs regarding changes to the proportionate share for non-public schools has not been adequately shared."]
["Rodolfo A Castillo","Students",null,"none","Lee","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.    "," It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.    ",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts."]
["Sam","Teachers",null,"None","Brevard","As a well-rounded subject, as defined in ESSA, music and the arts are vital to providing a well-rounded education for Florida students; therefore include access to Title I funds that address the needs and goals for learning for academically at-risk students in dance, music, theatre and visual arts.","It is critically important that Title II funds for professional development be used for teacher training in music and the arts. This will help in preparing, training, and recruiting high quality teachers since we face a teacher shortage in these areas.",null,"Title IV Part A funds should be appropriated for dance, music, theatre, and visual arts for academic enrichment grants. These grants will help to improve students' academic achievement by helping to provide access to a well-rounded education for Florida students.  Encourage LEAs to include music and the arts in STEM initiatives to be called STEAM.",null,null,null,"Guarantee access to high quality music and arts education for Florida students as part of their well-rounded education as defined in Title VIII.  In addition, include in Florida's School Grades at least one measure of student engagement, attendance, and academic achievement through participation in music, dance, theatre, and visual arts.    It is critically important that music and the arts continue to be specified in all appropriate Title programs."]
["Lauri Kirsch","Educator Organizations",null,"Florida Gifted Network","Hillsborough","p. 21 AYP  While it is important to consider continuous and substantial adequate performance for all students, it is suggested that “average scale scores” be used rather than “proficiency rates” per the research of Morgan Polikoff, Ph.D., USC.  p. 58  It is agreed that each LEA plan should include how to assist schools in identifying and serving gifted students.  ","p. 166  It is agreed that the State educational agency will improve the skills of teachers, principals, and other schools leaders to enable them to identify students who are gifted and talented and provide instruction based on the needs of these students.  p. 168  It is agreed that LEA funds should be used to develop, implement, and evaluate programs and activities that address the needs of gifted and talented students.  p. 171  It is agreed that inservice training  for school personnel should include training to support the identification of students who are gifted and talented, including high-ability students who have not been formally identified for gifted education services and implementing instructional practices that support the education of these students including early entrance to kindergarten, enrichment, acceleration, and curriculum compacting activities, and dual/concurrent enrollment in secondary school an postsecondary education  ",null,"p. 295, 296  It is agreed that grant funding must be provided to “Support High-Ability Learners and Learning” by promoting and initiating the coordinated program, the Jacob K Javits Gifted and Talented Students Education Program, of evidence-based research, demonstration projects, innovative strategies, and similar activities designed to build and enhance the ability of elementary and secondary schools to identify gifted and talented students and meet their special educational needs.   p. 296  It is agreed that the Center for Research and Development establish a National Research Center for the Education of Gifted and Talented Children and Youth through grants to institutions of higher education or State education agencies , or a combination of consortium; The National Center shall be headed by a Director; Coordination of evidence based activities shall be carried out in consultation with the Instituted of Education Sciences; priority shall be given to programs and projects designed to develop new information to improve the capability of schools to identify and serve gifted and talented students, including economically disadvantaged individuals, individuals who are English learners, and children with disabilities who may not be served through traditional assessment methods.  ",null,"p. 339  It is agreed that efforts to support Native Hawaiian Education include efforts and means to authorize activities that address the special needs of Native Hawaiian students who are gifted and talented.  ",null,"p. 398  It is agreed that the definition of Gifted and Talented include refers to the term gifted and talented as students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities.  "]
["Caroline Kaiser","Community-Based Organizations",null,"Florida Studio Theatre","Sarasota",{"$nulls":7},"A well-rounded education that includes all the arts prepares students for success in school, higher education, the workforce, and life-long engagement in their communities and in learning. The Florida Department of Education ESSA Implementation Plan should      Clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education; Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;     Include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;     Include eligibility access to Title II funds for professional development for all-arts-defined teachers, teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;     Include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students’ academic achievement by increasing the capacity of Florida’s Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education;     Encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural organizations, and national centers for the arts    Include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;     Support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education.    Include assessments and evaluation systems for student achievement in the all-arts-defined subjects;     Support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;     Integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc.   "]
["Ozell Ward","The Public",null,"none","Lake",{"$nulls":7},"A well-rounded education that includes all the arts prepares students    for success in school, higher education, the workforce, and    life-long engagement in their communities and in learning.    The Florida Department of Education ESSA Accountability Plan should    1.  clearly define in writing that the \"arts\" include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA's definition of courses, activities, and programs for a \"well-rounded\" education; Note:  the term \"all-arts-defined\" referenced below means all five of these arts disciplines listed above;    2.  include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;    3.  include eligibility access to Title II funds for professional development for all-arts-defined teachers,teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;    4.  include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students' academic achievement by increasing the capacity of  Florida's Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;    5.  encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural  organizations, and national centers for the arts;    6.  include in Florida's Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;    7.  support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;    8.  include assessments and evaluation systems for student achievement in the all-arts-defined subjects;    9.  support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;    10.  integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today's and tomorrow's workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc."]
["Heidi Schroeder","Parents and Families",null,"none","Manatee",{"$nulls":7},"1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and  visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education;  Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;    2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals  for standards-based learning for academically at-risk students;    3. include eligibility access to Title II funds for professional development for all-arts-defined teachers,  teaching artists, principals, and other educators involved in the development and implementation of  instructional delivery for grades Pre-K through 12;    4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic  Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students’ academic achievement by increasing the capacity of Florida’s Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education;    5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that  involves professional development for teachers; development and dissemination of arts-based  educational programming in multiple arts disciplines; and national outreach activities that strengthen  partnerships among local education agencies, local arts and cultural organizations, and national centers  for the arts;    6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement,  attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;    7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that  increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded  education;    8. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;    9. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA,  such as average daily attendance; evidence-based programs; graduation rates; literacy programs for  low-performing students and English-learning students and families; engagement of parents, students, and  community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s  workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student  Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted  and talented students; programs that prepare Pre-K students for greater engagement and effective learning  and success in their future school experiences; etc."]
["Janice Paine","Community-Based Organizations",null,"United Arts Council of Collier County","Collier",{"$nulls":7},"A well-rounded education that includes all the arts prepares students for success in school, higher education, the workforce, and life-long engagement in their communities.     The Florida Department of Education ESSA Accountability Plan should:    1.  clearly define in writing that the \"arts\" include the subjects of dance, media arts, music, theatre, and visual arts as part of ESSA's definition of courses, activities, and programs for a \"well-rounded\" education; Note: the term \"all-arts-defined\" referenced below means all five of these arts disciplines listed above;     2.  include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;    3.  include eligibility access to Title II funds for professional development for all-arts-defined teachers, teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;    4.  include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students' academic achievement by increasing the capacity of  Florida's Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education;    5.  encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural  organizations, and national centers for the arts;    6.  include in Florida's Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;    7.  support the integration of one or more of the all-arts-defined arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;    8.  include assessments and evaluation systems for student achievement in the all-arts-defined subjects;    9.  support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;    10.  integrate the all-arts-defined courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today's and tomorrow's workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; and programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences.  "]
["Terry Drayer","The Public",null,"none","Orange",{"$nulls":7},"Regarding Arts in Education, clearly define in writing that the \"arts\" include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA's definition of courses, activities, and programs for a \"well-rounded\" education; Note:  the term \"all-arts-defined\" referenced below means all five of these arts disciplines listed above.    Include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students.    Include eligibility access to Title II funds for professional development for all-arts-defined teachers,teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12.    Encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural  organizations, and national centers for the arts.    Integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today's and tomorrow's workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc."]
["Casey Saxon","Parents and Families",null,"Self","Orange",{"$nulls":7},"The Florida Department of Education ESSA Accountability Plan should    1.  clearly define in writing that the \"arts\" include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA's definition of courses, activities, and programs for a \"well-rounded\" education; Note:  the term \"all-arts-defined\" referenced below means all five of these arts disciplines listed above;     2.  include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;    3.  include eligibility access to Title II funds for professional development for all-arts-defined teachers,teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;    4.  include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students' academic achievement by increasing the capacity of  Florida's Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;    5.  encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural  organizations, and national centers for the arts;    6.  include in Florida's Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;    7.  support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;    8.  include assessments and evaluation systems for student achievement in the all-arts-defined subjects;    9.  support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;    10.  integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today's and tomorrow's workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc."]
["David Feder","Community-Based Organizations",null,"ICE","Monroe"," encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural  organizations, and national centers for the arts; Integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today's and tomorrow's workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences"]
["Valerie Gallina","Students","All Florida Schools","Florida Intentional Character Partnership, Inc. (FICP)","Statewide Representation","The FICP strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. This applies to all sections.","The FICP strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. This applies to all sections.","The FICP strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. This applies to all sections.","The FICP strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. This applies to all sections.","The FICP strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. This applies to all sections.","The FICP strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. This applies to all sections.","The FICP strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. This applies to all sections.","The FICP strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. This applies to all sections."]
["Frank Moore","Parents and Families",null,"none","Columbia",{"$nulls":7},"A well-rounded education that includes all the arts prepares students  for success in school, higher education, the workforce, and  life-long engagement in their communities and in learning.    The Florida Department of Education ESSA Accountability Plan should    1.  clearly define in writing that the \"arts\" include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA's definition of courses, activities, and programs for a \"well-rounded\" education; Note:  the term \"all-arts-defined\" referenced below means all five of these arts disciplines listed above;    2.  include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;    3.  include eligibility access to Title II funds for professional development for all-arts-defined teachers,teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;    4.  include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students' academic achievement by increasing the capacity of  Florida's Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;    5.  encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural  organizations, and national centers for the arts;    6.  include in Florida's Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;    7.  support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;    8.  include assessments and evaluation systems for student achievement in the all-arts-defined subjects;    9.  support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;    10.  integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today's and tomorrow's workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc."]
["Luther Ross","The Public",null,"self","Pinellas","I am pleased that environmental education is a component of the state plan for the 21st Century Schools proposal.    I fail to comprehend a 'well rounded' student finishing school without some considerable biology and environmental education.",null,"Our natural resources are valuable to us, and not just in a monetary way.  I hope that we can extend educating students and the general public about our valuable nature."]
["Mary Giraulo","Community-Based Organizations",null,"United Arts of Central Florida","Orange",{"$nulls":7},"A well-rounded education that includes all the arts prepares students for success in school, higher education, the workforce, and life-long engagement in their communities and in learning.     The Florida Department of Education ESSA Accountability Plan should    1.  clearly define in writing that the \"arts\" include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA's definition of courses, activities, and programs for a \"well-rounded\" education; Note:  the term \"all-arts-defined\" referenced below means all five of these arts disciplines listed above;     2.  include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;    3.  include eligibility access to Title II funds for professional development for all-arts-defined teachers,teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;    4.  include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students' academic achievement by increasing the capacity of  Florida's Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;    5.  encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural  organizations, and national centers for the arts;    6.  include in Florida's Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;    7.  support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;    8.  include assessments and evaluation systems for student achievement in the all-arts-defined subjects;    9.  support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;    10.  integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today's and tomorrow's workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc."]
["Diane Robaina","Community-Based Organizations",null,"Coral Springs Museum of Art","Broward",{"$nulls":7},"        Below are recommendations that qualify for support in ESSA; HOWEVER, we must ask the Florida Department of Education BEFORE July 22, 2016, to consider the inclusion of these suggested policies for arts education in Florida's ESSA Accountability Plan:     A well-rounded education that includes all the arts prepares students  for success in school, higher education, the workforce, and   life-long engagement in their communities and in learning.   The Florida Department of Education ESSA Accountability Plan should    1.  clearly define in writing that the \"arts\" include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA's definition of courses, activities, and programs for a \"well-rounded\" education; Note:  the term \"all-arts-defined\" referenced below means all five of these arts disciplines listed above;     2.  include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;    3.  include eligibility access to Title II funds for professional development for all-arts-defined teachers,teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;    4.  include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students' academic achievement by increasing the capacity of  Florida's Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;    5.  encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural  organizations, and national centers for the arts;    6.  include in Florida's Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;    7.  support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;    8.  include assessments and evaluation systems for student achievement in the all-arts-defined subjects;    9.  support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;    10.  integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today's and tomorrow's workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc.         "]
["Brandon Newman","Employers","Performing Arts Center","The Raymond F. Kravis Center for the Performing Arts, Inc.","Palm Beach",{"$nulls":7},"A well-rounded education that includes all the arts prepares students  for success in school, higher education, the workforce, and   life-long engagement in their communities and in learning.   The Florida Department of Education ESSA Accountability Plan should    1.  clearly define in writing that the \"arts\" include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA's definition of courses, activities, and programs for a \"well-rounded\" education; Note:  the term \"all-arts-defined\" referenced below means all five of these arts disciplines listed above;     2.  include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;    3.  include eligibility access to Title II funds for professional development for all-arts-defined teachers,teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;    4.  include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students' academic achievement by increasing the capacity of  Florida's Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;    5.  encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural  organizations, and national centers for the arts;    6.  include in Florida's Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;    7.  support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;    8.  include assessments and evaluation systems for student achievement in the all-arts-defined subjects;    9.  support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;    10.  integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today's and tomorrow's workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc.  "]
["Dr. Sue Harrell","School Administrators",null,"Bay District Schools","Bay"]
["Carolyn Wathey-Lee","Community-Based Organizations",null,"Kravis Center for the Performing Arts","Palm Beach",{"$nulls":7},"1.  clearly define in writing that the \"arts\" include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA's definition of courses, activities, and programs for a \"well-rounded\" education; Note:  the term \"all-arts-defined\" referenced below means all five of these arts disciplines listed above;     2.  include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;    3.  include eligibility access to Title II funds for professional development for all-arts-defined teachers,teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;    4.  include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students' academic achievement by increasing the capacity of  Florida's Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;    5.  encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural  organizations, and national centers for the arts;    "]
["Leslie LaRue","Parents and Families",null,"None","Volusia","To me \"...fair, equitable, and a high quality education\" means providing traditional public schools with this funding and not allowing charter schools to swoop in and potentially fail. Often these charter schools are afforded the opportunity to have programs that traditional public schools cannot offer. This makes educational opportunities inequitable.","I think having incentives to work at the most challenging environments is a great idea.",null,"I am extremely grateful to see STEM as a funded program. I would love to see arts added to it as well.","The only concern I have would be elected school board member unfamiliar with education serving politicians rather than their constituents' wants. These decisions should be based on what is important to our students' and community's success -- not political pandering.",null,null,"I believe ALL students who need to be given the opportunity to ever exist additional support services should be given that chance. I truly believe if more students received intervention in elementary school, we would reap the benefits of a higher graduation rate and students ready for college or a career."]
["Marte Siebenhar","Community-Based Organizations",null,"New World Symphony","Miami-Dade","clearly define in writing that the \"arts\" include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA's definition of courses, activities, and programs for a \"well-rounded\" education; Note:  the term \"all-arts-defined\" referenced below means all five of these arts disciplines listed above;","include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;",".  include eligibility access to Title II funds for professional development for all-arts-defined teachers,teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;","include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students' academic achievement by increasing the capacity of  Florida's Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;  ","encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural  organizations, and national centers for the arts;","include in Florida's Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;","support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;","include assessments and evaluation systems for student achievement in the all-arts-defined subjects;"]
["Janeen Mason","Community-Based Organizations",null,"Lighthouse ArtCenter","Palm Beach","A well-rounded education that includes all the arts prepares students for success in school, higher education, the workforce, and life-long engagement in their communities and in learning. The Florida Department of Education ESSA Accountability Plan should clearly define in writing that the \"arts\" include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA's definition of courses, activities, and programs for a \"well-rounded\" education; Note:  the term \"all-arts-defined\" referenced below means all five of these arts disciplines listed above.   ",{"$nulls":6},"A well-rounded education that includes all the arts prepares students for success in school, higher education, the workforce, and life-long engagement in their communities and in learning. The Florida Department of Education ESSA Accountability Plan should clearly define in writing that the \"arts\" include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA's definition of courses, activities, and programs for a \"well-rounded\" education; Note:  the term \"all-arts-defined\" referenced below means all five of these arts disciplines listed above;   "]
["Ana Andreu","Community-Based Organizations",null,"The Roxy Theatre Group Inc.","Miami-Dade","I agree 100%. I feel that everyone should be included in the arts because they can all have a significant contribution to the arts.","Higher training for teachers is essential. They should be able to teach their students what they themselves have learned in training while applying it to a classroom setting and should constantly be up to date to current guidelines to relate to students as they progress throughout their year.",null,"We have two 21st century programs and are helping the school expand and provide an arts education which the schools have not provided individually."]
["Pattie Pardee","Educator Organizations",null,"Museum of Art, DeLand, Florida ","Volusia",{"$nulls":7}," Support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;"]
["Caroll Vick","The Public","Arts Education administrator with arts organization","Arts Council of Hillsborough County","Hillsborough","Florida's  ESSA plan should include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;","Florida's ESSA plan should include eligibility access to Title II funds for professional development for all-arts-defined teachers, teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12",null,"Florida's ESSA plan should  include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students' academic achievement by increasing the capacity of  Florida's Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education;","Florida's ESSA plan should  include in Florida's Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects; and also include assessments and evaluation systems for student achievement in the all-arts-defined subjects;  ",null,null,"Florida's  ESSA definition should clearly state, in writing, that the \"arts\" include the subjects dance, media arts, music, theatre, and visual arts as part of  a \"well-rounded\" education; "]
["Holly Finch","The Public",null,"self","Palm Beach",{"$nulls":7},"I strongly encourage 100% participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local history and cultural  organizations."]
["Dave Barton","The Public",null,"Self","Pinellas",{"$nulls":7},"The Florida Department of Education ESSA Accountability Plan should    1.  clearly define in writing that the \"arts\" include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA's definition of courses, activities, and programs for a \"well-rounded\" education; Note:  the term \"all-arts-defined\" referenced below means all five of these arts disciplines listed above;     2.  include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;    3.  include eligibility access to Title II funds for professional development for all-arts-defined teachers,teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;    4.  include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students' academic achievement by increasing the capacity of  Florida's Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;    5.  encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural  organizations, and national centers for the arts;    6.  include in Florida's Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;    7.  support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;    8.  include assessments and evaluation systems for student achievement in the all-arts-defined subjects;    9.  support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;    10.  integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today's and tomorrow's workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc.  "]
["Claire Orologas","Community-Based Organizations","Art Museum","Polk Museum of Art","Polk",{"$nulls":4},"The Florida Department of Education ESSA Accountability Plan should    1.  clearly define in writing that the \"arts\" include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA's definition of courses, activities, and programs for a \"well-rounded\" education; Note:  the term \"all-arts-defined\" referenced below means all five of these arts disciplines listed above.      2.  include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;    3.  include eligibility access to Title II funds for professional development for all-arts-defined teachers,teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;    4.  include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students' academic achievement by increasing the capacity of  Florida's Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;    5.  encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural  organizations, and national centers for the arts;    6.  include in Florida's Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;    7.  support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;    8.  include assessments and evaluation systems for student achievement in the all-arts-defined subjects;    9.  support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;    10.  integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today's and tomorrow's workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc."]
["Gabrielle Lester","The Public",null,"None","Broward",{"$nulls":7},"1.  clearly define in writing that the \"arts\" include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA's definition of courses, activities, and programs for a \"well-rounded\" education; Note:  the term \"all-arts-defined\" referenced below means all five of these arts disciplines listed above;   2.  include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;  3.  include in Florida's Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;  4.  support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;"]
["andrew witt","Parents and Families",null,"self","St. Johns",{"$nulls":7},"A well-rounded education that includes all the arts prepares students  for success in school, higher education, the workforce, and   life-long engagement in their communities and in learning.   The Florida Department of Education ESSA Accountability Plan should    1.  clearly define in writing that the \"arts\" include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA's definition of courses, activities, and programs for a \"well-rounded\" education; Note:  the term \"all-arts-defined\" referenced below means all five of these arts disciplines listed above;     2.  include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;    3.  include eligibility access to Title II funds for professional development for all-arts-defined teachers,teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;    4.  include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students' academic achievement by increasing the capacity of  Florida's Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;    5.  encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural  organizations, and national centers for the arts;    6.  include in Florida's Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;    7.  support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;    8.  include assessments and evaluation systems for student achievement in the all-arts-defined subjects;    9.  support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;    10.  integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today's and tomorrow's workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc.  "]
["Wendi","Parents and Families",null,"none","Orange","Money here is valued. Unfortunately too many principals are not informed enough to use the money wisely.","When you have a Title 1 school (Three Points Elementary in Orange County) and the principal Jessica Abrew does not provided basic teaching supplies readily to teachers morale plummets. Teachers are forced to buy their own pencils, pencil sharpeners, paper, staplers and more. No high quality teacher will stay. Moral beater.",null,null,"More flexibility should be given. Lower the class sizes. Eliminate instructional coaches unless they are going to do the dirty work of prepping materials etc. (No degree needed there)",null,null,"Spend money on field trips and experiences."]
["Gildamary Espada","Parents and Families",null,"None","Palm Beach"]
["Jane A. Rose","Institutions of Higher Education",null,"University of South Florida Sarasota-Manatee","Sarasota",{"$nulls":7},"A well-rounded education that includes all the arts prepares students for success in school, higher education, the workforce, and life-long engagement in their communities and in learning. The Florida Department of Education ESSA Implementation Plan should      1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education; Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;     2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;     3. include eligibility access to Title II funds for professional development for all-arts-defined teachers, teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;     4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students’ academic achievement by increasing the capacity of Florida’s Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education;     5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural organizations, and national centers for the arts;     6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;     7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;     8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;     9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;     10. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc.     "]
["Teresa Powell","Teachers","foster parent","self","Sarasota",{"$nulls":7},"Recommendations:   A well-rounded education that includes all the arts prepares students for success in school, higher education, the workforce, and life-long engagement in their communities and in learning. The Florida Department of Education ESSA Implementation Plan should          1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education; Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;           2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;           3. include eligibility access to Title II funds for professional development for all-arts-defined teachers, teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;           4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students’ academic achievement by increasing the capacity of Florida’s Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education;           5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural organizations, and national centers for the arts;           6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;           7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;           8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;           9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;           10. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc.   "]
["Cynthia Johnson","Teachers",null,"Brevard Public Schools","Brevard","Include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students.","Include eligibility access to Title II funds for professional development for all-arts-defined teachers, teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12.",null,"Include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students’ academic achievement by increasing the capacity of Florida’s Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education."]
["Jennifer Devine","Teachers",null,"Self","Seminole",{"$nulls":7},"Clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education; Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;    Encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural organizations, and national centers for the arts;    Integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc."]
["Bonnie Thomas","The Public",null,"Self","Manatee",{"$nulls":7},"A well-rounded education that includes all the arts prepares students for success in school, higher education, the workforce, and life-long engagement in their communities and in learning. The Florida Department of Education ESSA Implementation Plan should:    1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education; Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;     2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;     3. include eligibility access to Title II funds for professional development for all-arts-defined teachers, teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;     4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students’ academic achievement by increasing the capacity of Florida’s Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education;     5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural organizations, and national centers for the arts;     6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;     7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;     8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;     9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;     10. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc.   "]
["Robin Morrissey-Jones","Teachers","Parent","Sarasota County School Board ","Sarasota",{"$nulls":7},"1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education; Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;  2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;  3. include eligibility access to Title II funds for professional development for all-arts-defined teachers, teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;  4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students’ academic achievement by increasing the capacity of Florida’s Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education;  5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural organizations, and national centers for the arts;  6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;  7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;  8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;  9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;  10. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc.  "]
["Lisa Kern - Florida NASN Director","Educator Organizations",null,"Florida Association of School Nurses (FASN)","Statewide Representation","The Florida Association of School Nurses (FASN) welcomes the opportunity to play a key role in Florida’s ESSA needs assessment in support of healthy schools and student health and wellness. FASN as an affiliate of the National Association of School Nurses (NASN) is the representative organization for school nurses across the state. FASN is available to provide additional data and resources related to the critical specialty practice area of school nursing and its direct impact on the health and academic success of Florida’s students. The following are aspects of ESSA, Title I, IV and VIII provisions that FASN feels should be considered by FDOE:    The NASN recognizes that students with chronic health conditions require access to a registered professional school nurse all day, every day. It is estimated that one in four students in the U.S. may have a chronic health condition and some may have multiple conditions (Halfon & Newacheck, 2010). That means that in Florida, over 25 percent of students with a chronic health condition come to school every day, often lacking access to a school nurse. A recent review of data available at the Florida Department of Health website demonstrate the significant increases in student health needs in recent years. From 2008 to 2014, the FDOH reported a 33% increase in students with health conditions overall, and a 62% increase in those with identified mental health concerns (FDOH State School Health Summary reports).     Such students encounter daily challenges with respect to adherence to treatment, disease acceptance and lifestyle modification (Resave & Pollock, 2015) - all areas that can be managed effectively with school nurse support. Students with chronic health conditions are at risk for below-average performance on standardized achievement tests, may experience bullying, display disruptive behaviors, and are often unengaged in the learning process (Forrest, Bevans, Riley, Crespo, & Louis, 2011). Particularly in light of the American Academy of Pediatrics’ June 2016 policy statement recommending a minimum of one professional school nurse in every school, Florida policy makers should consider additional school health supports for students at Title I schools. A focus on expanding direct school health supports for students, including a school nurse at all Title I schools, would benefit all students; although it is widely known that adverse health conditions disproportionately impact students from low socioeconomic backgrounds, and can hinder their ability to learn.    Although ESSA references (in Title VIII) school nurses as a member of the Specialized Instructional Support Personnel (SISP), it is significant to note that the state of Florida does not. According to 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”. Conversely, F.S. 1012.01(2)(b) includes certified school counselors, social workers, career specialists, and school psychologists as staff providing Student Personnel Services. Yet, both Florida's Student Services Personnel Evaluation Model and Guide (2011) and the Integrated Student Services in Schools: Action Guide (2013) reference school nurses as interdisciplinary team members who bring “essential expertise to the field of education”. Clearly Florida’s legislative body needs to be in alignment with these recent significant works and best practice.     ESSA (in Title IV) acknowledges the school nurse’s role in leading “chronic disease management” in schools. The school nurse has the primary responsibility for assessing and clarifying a student’s health status for the school community; acting as the bridge between the educational environment and the healthcare system; delegating and coordinating in-school health care; and advocating for appropriate and effective health interventions in the educational setting. By assisting students to manage their chronic health condition, the school nurse’s efforts directly impact return to class rates, absenteeism, academic achievement and translate into cost savings for families, educational settings and healthcare systems (CDC, 2015; NASN, 2015).    FASN appreciates the opportunity to contribute to the state plan and supports the state's commitment to make significant connections between student engagement, achievement and life readiness and student health, safety and wellness. If we are indeed focusing on creating a whole child approach to education, we must consider the Whole School, Whole Community, Whole Child (WSCC) model as recommended by ASCD and CDC and be prepared to reflect on the demands of the 21st century in order to fully prepare students for college, life, career, and citizenship.  Florida must recognize that school nurses, as health leaders, are important members of the interdisciplinary support teams who can make a significant and sustainable contribution to students’ academic success, and life long health. Thank you. "]
["Sperow, Katherine C. ","Teachers",null,"Florida Art Education Association (Member)","Sarasota","A child shall be considered well-rounded with an education that includes each of the arts. This prepares students for success in school, higher education, the workforce, and life-long engagement in their communities and in learning. The Florida Department of Education ESSA Implementation Plan should clearly include:     1. a definition of \"the arts\" in writing that includes the subjects of dance, media arts, music, theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education (Note: the term “all-arts-defined” referenced below means all five of these arts disciplines aforementioned.);     2. eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;     3. eligibility access to Title II funds for professional development for all-arts-defined teachers, teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;     4. eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students’ academic achievement by increasing the capacity of Florida’s Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education;     5. encouragement of full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural organizations, and national centers for the arts;     6. at least one measure of student engagement in Florida’s Adequate Yearly Progress (AYP) that could also include attendance and academic achievement through participation in one or more of the all-arts-defined subjects;     7. support for STEAM education (STEAM is an acronym which stands for science, technology, engineering, arts, and math.) in which the integration of one or more of the all-arts-defined-arts subjects is present within the programs and activities that are currently known as STEM to improve attainment of STEAM-related skills and promote a well-rounded education;     8. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;     9. integration of all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc.   "]
["Andrea Bailey Cox","The Public",null,"self ","Seminole",{"$nulls":7},"Please add arts instead of just listing music. The arts as a whole are critical to learning and future career success."]
["Joyce Menz","School District Administrators",null,"Nassau County School District","Nassau",null,"Regarding SEC. 2002. ø20 U.S.C. 6602¿DEFINITIONS.  I do not believe that a one-year residency as a principal is anywhere near the equivalent of a typical master's degree program with a leadership practicum component.  The one-year residency would be an outstanding complement to a degree program if a district was able to fund a salary for the residency position that was not dependent upon FTE, so that it would truly be a residency / internship.   Additionally, there should be prerequisites that include teaching experience with student data that show effectiveness as a teacher.     In this title: (1) SCHOOL LEADER RESIDENCY PROGRAM.—The term ‘‘school leader residency program’’ means a school-based principal or other school leader preparation program in which a prospective principal or other school leader— (A) for 1 academic year, engages in sustained and rigorous clinical learning with substantial leadership responsibilities and an opportunity to practice and be evaluated in an authentic school setting; (AND FURTHER...)  4. (D) results in a certificate of completion or degree that the State may, after reviewing the academy’s results in producing effective teachers, or principals, or other school leaders, respectively (as determined by the State) recognize as at least the equivalent of a master’s degree in education for the purposes of hiring, retention, compensation, and promotion in the State.   "]
["Gladys Fraticelli","Parents and Families",null,"Self","Clay","The florida school department failed my son when we got here, they had his special education papers & place him in a school that couldn't handle him, then a situation came up & they call the police. My son spend a week in a mental institution for no reason & the school department want it to expelled him that was ridiculous you are hurting these kids, then he was send to bannerman. "]
["Jan Messer","School District Administrators",null,"Collier County Public Schools","Collier",null,null,null,"PART C - Expanding Opportunity through Quality Charter Schools Pp 192  •\tAdvocating for a State Agency to Promote the creation of charter schools  •\tAgency will assist applicants with applications, budgeting financing  •\tAgency will oversee yearly financial audits and academic performance  •\tGrant funding for building facilities   •\tFunding available through federal grant funds to states using this model.  Florida just approved FL State University to perform this function. District Authorizers are not happy with this government agency  •\tForesee many more charters in the District’s future based on the feds and state legislatures promoting them with funding to assist applicants.  •\tI also see much of the District’s responsibilities as Sponsor, being overtaken by this state agency  •\tA sad day for PUBLIC education  SEC. 4311. AUTHORIZATION OF APPROPRIATIONS.  ‘‘There are authorized to be appropriated to carry out this  part—  (1) $270,000,000 for fiscal year 2017;  (2) $270,000,000 for fiscal year 2018;  (3) $300,000,000 for fiscal year 2019; and  (4) $300,000,000 for fiscal year 2020."]
["Jaclyn Lopez","The Public",null,"Center For Biological Diversity","Pinellas",null,null,null,"On behalf of the Center For Biological Diversity (the “Center”) I am pleased to offer comments on Florida’s implementation plan for the Every Student Succeeds Act (“ESSA”). More specifically, the Center wants to voice its support for an emphasis on environmental education as one of the grant-eligible activities in the Student Support and Academic Enrichment Grants (“SSAEG”) program. The opportunity for students to engage with their environment will foster environmental literacy for the next generation.    \tEnvironmental education is “the use of a diverse range of activities to teach individuals of all ages and backgrounds, as well as communities of varying scales, to explore their environments, engage in critical thinking and problem solving, and make informed decisions about how to use and conserve resources and environments.” 2015 Report to the U.S. Environmental Protection Agency Administrator, National Environmental Education Advisory Council 4 (2015), https://www.epa.gov/sites/production/files/2015-10/documents/final2015neeacreport-08_7_2015_2.pdf [hereinafter 2015 NEEAC Report]. The intended outcome of environmental education is environmental literacy. Environmental literacy is “the extent to which a person is concerned about the environment, equipped to make informed decisions about it, and has the skills and motivation to take environmentally responsible actions.” Id. at 8.     \tThere is a “disconnect between the availability of information and the ability to use that information constructively, which depends on education.” Id. at 15-16. Environmental education uses different audiences, providers, and activities to bridge that gap. “For example, a youth organization implementing an after-school program may use an environmental community action project to teach self-confidence and personal development.” Id. In that scenario, the youth organization is the “provider”, the community action project is the “activity”, and the students who attend after school are the “audience.” This process connects students to their surroundings and brings communities together. Through environmental education, entities from the private, public, and governmental sector come together to achieve a common goal. See Id. at 42-47; Our Partners, North American Association For Environmental Education, https://naaee.org/our-partners.     \tFlorida has a strong environmental education infrastructure that can be utilized by the SSAEG grants. The grant provides financial support to “local educational agencies in providing programs . . . offer[ing] well-rounded educational experiences to all students,” 22 U.S.C. § 7114(b)(3)(A) (2012), that “are coordinated with other schools and community-based services and programs.” 22 U.S.C. §7117(a)(1). Groups like the League of Environmental Educators in Florida (“LEEF”), have established many partnerships with non-profits, community organizations, and agencies that can take advantage of extra funding in their existing programs. See Environmental Education Organizations, LEEF, http://leef-florida.org/net/content/search.aspx?s=0.0.0.37432&load=1&btid=3&tid=38021. In addition to nurturing community partnerships partnerships, LEEP has created a Florida environmental education curriculum, the Florida Environmental Literacy Plan (“FELP”). FLEP lays out different ways environmental education programs can “build on existing national and state education mandates, . . . promote continuity, collaboration, and where appropriate consolidation to better share and promote resources, . . . and recognize the value in implementing small, practical, and no or low-cost steps that yield measurable results.” Florida Environmental Literacy Plan 2014-2015 at 2, http://leef-florida.org/Files/eefl/2015/FELP_Nov2015.pdf. Because the foundation for a strong environmental education program in Florida has already been laid, an emphasis on environmental education in the SSAEG implementation plan will yield fast, effective results.    \tPromoting environmental education does more than just foster a sense of community; it brings green jobs into the area. The Vice President’s Middle Class Task Force has defined green jobs as “jobs that provide sustainable family wages and benefits, are accessible to diverse workers in all working classes (i.e., blue and white collar), and involve improving the environment.” 2015 NEEAC Report at 12. “Recent years have seen notable growth in the size of the nation’s ‘green workforce.’” Id. In 2012, the Economic Policy Institute (“EPI”) did an in depth assessment of the green job market in the United States. See Ethan Pollack, Counting Up To Green: Assessing The Green Economy and Its Implications For Growth and Equity, Economic Policy Institute (Oct. 9, 2012) [hereinafter Counting Up To Green]. In the study, EPI found that: (1)“[g]reener industries grow faster than the overall economy”; (2) “[s]tates with greater green intensity have generally fared better in the current economic downturn”; and (3) “[g]reen jobs are accessible to workers without a college degree.” Id. at 2. Green jobs are a great way to provide fulfilling, stable opportunities to members of the workforce that did not participate in higher-level education.    \tA focus on environmental education in the SSAEG program will make students more qualified when they enter the workforce. “As the nation’s green economy continues to grow, there is a need for an environmentally literate workforce to produce goods and services with environmental benefits.” 2015 NEEAC Report at 13. A recent study of employers revealed that, when interviewing a prospective employee, “65% of respondents value job candidates’ environmental and sustainable knowledge while 78% of respondents thought the value of job candidates’ environmental and sustainability knowledge would increase in importance as a hiring factor within five years.” Id. at 13-14. Environmental education is a great way to give Floridians the environmental knowledge that will give them an upper hand when they apply for jobs.  \tThe Center asks that the Florida Department of Education make environmental education a priority in its SSAEG program plan. With an emphasis on environmental education, the Florida SSAEG plan can foster a feeling of community, improve job prospects for students, increase the number green jobs in the state, and protect our environment. Thank you for considering these comments. Please do not hesitate to contact me any questions or concerns at jlopez@biologicaldiversity.org or 727-490-9190.  "]
["Richard Duggan","School District Administrators",null,"Collier County Public Schools","Collier",null,null,null,"SEC. 4108.  •\t“provide comprehensive school-based mental health services and supports and staff development for school and community personnel working in the school that are…based on trauma-informed care”  •\tThis is consistent with the State’s and local mental health center’s focus on trauma informed care.  •\tMay have implications beyond School Intervention Therapist training in trauma-informed care – may indicate a move to have School Counselors or other staff trained/familiar with trauma-informed care (in the future). "]
["Skip Pardee","School District Administrators",null,"Collier County Public Schools","Collier",null,null,null,"Fine Arts  •\t“core academic subjects” from NCLB replaced with “well-rounded education,” which now includes music and the arts in the definition, as standalone  •\tESSA, Title IV, Part A: 21st Century Schools defines a requirement for LEA (local education agencies) to conduct a school needs assessment with respect to student access (for all students) to a well-rounded education, which now includes music and the arts.  •\tFlexibility of Title I Funds to Support a Well-Rounded Education; Section 1008 School-wide Title 1 Schools includes music/arts as part of whole school reform, including not just academic achievement but school culture/climate  •\tSection 1009 – Targeted Assistance Title I Schools  •\t“using resources under this part to help eligible children meet the challenging State academic standards, which may include programs, activities, and academic courses necessary to provide a well-rounded education” (which now includes music and the arts)  •\tESSA discourages removing students from the classroom (“Pull Outs”) including music and the arts, for any remedial instruction  •\tSection 1009 (Targeted Assistance Programs) – (ii) “minimize the removal of children from the regular classroom during regular school hours for instruction provided under this part”"]
["Eileen Vargo","School District Administrators",null,"Collier County Public Schools","Collier",null,null,null," Activities to Support Safe and Healthy Students  •\tDistricts can choose to fund activities that support safe and healthy students (Blue Zones); mental health awareness training; school-based health services;  drug and violence prevention; school-based counseling; nutrition education; physical education, bullying and harassment prevention; integrated systems of student and family supports.  •\tDistricts that receive an allocation greater than $30,000 must conduct a needs assessment every 3 years, and then expend 20% of its grant on safe and healthy school activities.  •\tIs the needs assessment to be done by the District or individual schools?  •\tThe funds can be used to develop, implement and evaluate comprehensive activities or programs that:  •\t Foster safe, healthy, supportive and drug-free environments that support student academic achievement; promote parent involvement;  •\tAre coordinated with community-based services and programs;  •\tPromote parent involvement;  •\tMay be conducted in partnership with higher education institutions, nonprofits, or public-private entities with a demonstrated record of success.  •\tWhat types of limitations exist on use of the funds?   •\tWhat type of documentation and reporting will be required?  Health and Safety Practices  •\tActivities may include: integration of health and safety practices into school or athletic programs; nutritional education and regular, structured physical education activities and programs that support a healthy lifestyle and well-being, and may address chronic disease management.  •\tCan funds be used to support activities of Healthy School Teams?  •\tInstruction may be provided by school nurses or other appropriate professionals  "]
["Traci Kohler","School District Administrators",null,"Collier County Public Schools","Collier",null,null,null,"•One identified purpose:  improve the use of technology in order to improve the academic achievement and digital literacy of all students.  •Blended learning definition:  leverages technology based and face to face instruction to provide an integrated learning experience to include - Interactive learning resources -\t Access to online databases - Online and computer based assessments - Learning environments structured for collaboration - Use of data to personalize instruction   • Access to online courses for students who live in rural areas    **State activities  • Receive funds to support Local Education Agencies (LEAs) with: Increasing student access to and improving engagement and achievement in high quality STEM courses, including computer science.     • Provide technical assistance to LEAs with: - Identification of technology readiness needs - Technology support around the principals of universal design for learning -\tAccess to online courses - Training for teachers, paraprofessionals, school librarians, instructional support personnel, and administrators on effective technology integration    • Florida recently passed K-12 computer science standards. Will states be required to create a computer science assessment in K-12?    **LEA activities  Should an LEA receive funds, the LEA shall:  • Use a portion of funds to improve digital literacy of all students through options such as:               * Professional learning tools, devices, content and resources for educators and administrators to:  - Personalize learning to improve student academic achievement  - Share high quality resources - Use technology effectively in the classroom  - Create personalized learning     * Improved infrastructure and technology capacity (15% cap) -Devices and software    * Delivery of specialized or rigorous courses through the use of technology  * Carry out blended learning projects                    - Professional learning to support the project(s)   - Provide professional learning through the use of technology to increase student achievement in STEM, including computer science  - Provide resources to students in rural, remote and underserved areas    Will FLVS openly share its course content with school districts without cost in identified areas?"]
["Shari Huene-Johnson","School District Administrators",null,"Collier County Public Schools","Collier",null,"s.1177—119 PD in training for evaluation  (I) Continued emphasis on ensuring inter-rater reliability of evaluation results  (II)Use of evaluation results to inform decision-making about professional learning  (II-iii) improving equitable access of effective teachers  •\t(II-Iv) carrying out programs that establish, expand, improve alternative routes for State certification—paraprofessionals!  s.1177-120 support for teacher/adm. Induction/ mentoring programs  (I) Support for peer-led professional learning  (III) Strategies to recruit/retain teachers/school leaders"]
["Terrie Mitev","School District Administrators",null,"Collier County Public Schools","Collier","Sec 1009 Targeted Assistance Schools  • 2) (b) Methods and instructional strategies to strengthen academic program of school to include:  • (i)expanded learning time; before/afterschool programs, summer programs, etc.  • MTSS process and early intervention  • Some of the language has been changed but not anything significant that I noted  Sec 1003 – School Improvement  • Funds awarded to state can be distributed through competitive grants  • Should go to highest need schools  • 95% of funds must be used for grant purposes;  planning, monitoring of fund usage   •  As outlined in ESSA Summary by Joy Frank; much is unclear as to accountability, funding, process etc.  I would echo those questions and concerns"]
["Angie Cruz","School District Administrators",null,"Collier County Public Schools","Collier","Private School Equity  • As ESSA stands, there is a concern that the proportional share of funds for private schools shall be determined based on the total amount of funds received by the LEA prior to any allowable expenditures.   • Set asides such as homeless, neglected and delinquent , parent involvement and HQT would have to be calculated after private schools funds are calculated  Supplement not Supplant  • Under ESSA itemized costs are no longer required for judging the impact of Title I money on state and local funds, the three tests presumably no longer apply.   • ESSA provides more flexibility and will be measured by the methodology used to allocate state and local funds to each Title I school ensuring that Title I schools receive state and local funding it would otherwise receive if it were not receiving Title I funds.  • Further information is needed on how can districts show their methodology for allocating state/local funds to satisfy supplement not supplant?"]
["Courtney Zmach","School District Administrators",null,"Collier County Public Schools","Collier","PFS  • I would recommend that the State take the PFS rules in the law literally and not limit the federal definition of a migrant move to within the past year or limit to the current school year. I would advocate for a full 12 month period (Early departures and late arrivers). This will be the most beneficial to students.   • I would be interested how children in PreK-3 will be determined to be failing or most at risk to fail. It has been more challenging to identify PreK and K as PFS.  If early intervention is desired, we need timely measures. Will age/grade discrepancy and EL status still be factors? I'm sure there is variation by county how early learning documented on report cards, but basic skills from the standards are common across the State. Perhaps this can be factored in some way. The bottom line is that I'd like to see more flexibility for LEAs to identify our younger students."]
["Tammy Caraker","School District Administrators",null,"Collier County Public Schools","Collier","•The federal School Improvement Grants - 1003(g) are eliminated.  Under NCLB, states are allowed to withhold 4% for school improvement before calculating Title I allocations to school districts.  In ESSA, states shall withhold 7% for school improvement, rather than the current 4%.  The difference of 3% equates closely to the national funding of SIG 1003(g).  The state would decide whether to send the money out by formula, to everyone, or competitively, as they do now with SIG dollars."]
["Lori Sessions","Teachers","I am also a parent of a high school and middle school student.","self","Broward",null,"We need teacher certifications in all areas (including dance)",{"$nulls":5},"Please  clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education; Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;    - include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;    - include eligibility access to Title II funds for professional development for all-arts-defined teachers, teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;    -. include eligibility access to Title IV 21st Century Schools and Student Support and Academic    Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students’ academic achievement by increasing the capacity of Florida’s Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education;    - encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural organizations, and national centers for the arts;    - include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;    - support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;    - support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;    "]
["Leslie Ricciardelli","School District Administrators",null,"Collier County Public Schools","Collier","Sec 1401: At-Risk Students  •Funding to support students at risk of not graduating  •Includes career and technical education/preparation  •Strategies must include involvement of parents/community  •Timely re-enrollment to earn a regular high school diploma   •‘‘facilitate postsecondary and workforce success for children and youth returning from correctional facilities, such as through participation in credit-bearing coursework while in secondary school, enrollment in postsecondary education, participation in career and technical education programming’’;    Sec 1501-Flexible Spending (Differentiated Staffing/Support)  •School funding in weighted amounts  •More pupil funding from Federal, State and local sources  •During the first year of the demonstration agreement   •Weights/allocations should be ‘substantially’ more for ELL, low-income and educationally disadvantaged students than for ‘other students’"]
["Bridget Shannon","Students",null,"Florida Music Education Association ","Duval",{"$nulls":7},"Music is an abstract art; it is not describable--it is experiential. Exposing students to this art allows them the opportunity to experience and develop their humanity. Human beings are hard-wired to create and experience music, which is why it has been a constant phenomena in human society since the beginning of history. Music enhances cultural awareness and understanding, an essential asset for the future leaders of our ever-globalizing world. Music exposes students to a different way of thinking, which broadens their abilities to solve problems and create opportunities. Thus, guiding students to experience aesthetic and emotional reactions to this unique art shapes students to be more empathetic and thoughtful members of our society. I believe music advances the critical goals of a well-rounded education."]
["Kim Ragusa","School District Administrators",null,"Collier County Public Schools","Collier",null,"Secondary Math PD  •\tWill the state provide guidelines for the use of Title II funds for professional development?    •\tI ask this question as I would like to continue the Summer Institute that Secondary Math has offered for the last two years to prepare middle school teachers certified in math 5-9 to pass the certification test 6-12."]
["Beth Coryell","School District Administrators",null,"Collier County Public Schools","Collier","•\tTitle I funds may be used to identify and serve students identified as gifted (first time included)","Students identified as Gifted               Title II funds may be used to provide training on gifted education-specific instructional practices – such as enrichment, acceleration, and curriculum compacting         "]
["Travis Anthony Ando","Students",null,"Florida Music Education Association","Pinellas",{"$nulls":7},"As a future music teacher, I strongly support the inclusion of music as part of a well-rounded education. Music is universal and a fundamental pillar to society. Classrooms that teach music engage students in the development of invaluable skills. These skills include critical and abstract thinking, strong work ethic, creativity, collaboration, interpersonal communication, cultural awareness, emotional awareness, and process-based thinking.  Music is an abstract art; it is not describable--it is experiential. Exposing students to this art allows them the opportunity to experience and develop their humanity. Human beings are hard-wired to create and experience music, which is why it has been a constant phenomena in human society since the beginning of history. Music enhances cultural awareness and understanding, an essential asset for the future leaders of our ever-globalizing world. Music exposes students to a different way of thinking, which broadens their abilities to solve problems and create opportunities. Thus, guiding students to experience aesthetic and emotional reactions to this unique art shapes students to be more empathetic and thoughtful members of our society. I believe music advances the critical goals of a well-rounded education."]
["Ryan Ross","Teachers",null,"FMEA","Brevard",{"$nulls":7},"As a future music teacher, I strongly support the inclusion of music as part of a well-rounded education. Music is universal and a fundamental pillar to society. Classrooms that teach music engage students in the development of invaluable skills. These skills include critical and abstract thinking, strong work ethic, creativity, collaboration, interpersonal communication, cultural awareness, emotional awareness, and process-based thinking.  Music is an abstract art; it is not describable--it is experiential. Exposing students to this art allows them the opportunity to experience and develop their humanity. Human beings are hard-wired to create and experience music, which is why it has been a constant phenomena in human society since the beginning of history. Music enhances cultural awareness and understanding, an essential asset for the future leaders of our ever-globalizing world. Music exposes students to a different way of thinking, which broadens their abilities to solve problems and create opportunities. Thus, guiding students to experience aesthetic and emotional reactions to this unique art shapes students to be more empathetic and thoughtful members of our society. I believe music advances the critical goals of a well-rounded education."]
["Dana Warner","School Administrators",null,"Hillsborough County Public Schools","Hillsborough",{"$nulls":7},"clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and  visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education;  Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;    include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals  for standards-based learning for academically at-risk students;    include eligibility access to Title II funds for professional development for all-arts-defined teachers,  teaching artists, principals, and other educators involved in the development and implementation of  instructional delivery for grades Pre-K through 12;    include eligibility access to Title IV 21st Century Schools and Student Support and Academic  Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined  courses, activities, and programs to improve students’ academic achievement by increasing the capacity of  Florida’s Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;    encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that  involves professional development for teachers; development and dissemination of arts-based  educational programming in multiple arts disciplines; and national outreach activities that strengthen  partnerships among local education agencies, local arts and cultural organizations, and national centers  for the arts;    include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement,  attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;    support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that  increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded  education;    include assessments and evaluation systems for student achievement in the all-arts-defined subjects;    support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;    integrate all the defined-arts courses, activities, and programs into other goals established in ESSA,  such as average daily attendance; evidence-based programs; graduation rates; literacy programs for  low-performing students and English-learning students and families; engagement of parents, students, and  community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s  workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student  Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted  and talented students; programs that prepare Pre-K students for greater engagement and effective learning  and success in their future school experiences; etc."]
["Karen Johns","Parents and Families",null,"self","Sarasota",{"$nulls":7},"A well-rounded education that includes all the arts prepares students for success in school, higher education, the workforce, and life-long engagement in their communities and in learning. The Florida Department of Education ESSA Implementation Plan should     1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education; Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;     2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;     3. include eligibility access to Title II funds for professional development for all-arts-defined teachers, teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;     4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students’ academic achievement by increasing the capacity of Florida’s Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education;     5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural organizations, and national centers for the arts;     6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;     7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;     8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;     9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;     10. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc.   "]
["Maria Torres","School District Administrators",null,"Collier County Public Schools","Collier"," Expectations for Students  •\tMany of our Title I students fall in the low socio-economic and ELL categories. When designing expectations for all students, the state should take into consideration the sub-groups. They should take into consideration that when dealing with ELL students, it will take from 2-3 years to acquire the “social language” and from 5-7 years to acquire the “academic language” (Jim Cummins, 2002, 2003, 2006). I suggest developing an increasing differentiated point system for different sub-groups until they reach the achievement, thus, closing the gap.  "]
["lori weaver","Community-Based Organizations",null,"orlando shakespeare theater","Orange",{"$nulls":7},"1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and  visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education;  Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;  2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals  for standards-based learning for academically at-risk students;  3. include eligibility access to Title II funds for professional development for all-arts-defined teachers,  teaching artists, principals, and other educators involved in the development and implementation of  instructional delivery for grades Pre-K through 12;  4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic  Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined  courses, activities, and programs to improve students’ academic achievement by increasing the capacity of  Florida’s Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;  5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that  involves professional development for teachers; development and dissemination of arts-based  educational programming in multiple arts disciplines; and national outreach activities that strengthen  partnerships among local education agencies, local arts and cultural organizations, and national centers  for the arts;  6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement,  attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;  7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that  increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded  education;  8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;  9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;  10. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA,  such as average daily attendance; evidence-based programs; graduation rates; literacy programs for  low-performing students and English-learning students and families; engagement of parents, students, and  community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s  workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student  Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted  and talented students; programs that prepare Pre-K students for greater engagement and effective learning  and success in their future school experiences; etc."]
["Marilyn Nunan","Institutions of Higher Education",null,"PAInT","Sarasota",{"$nulls":7},"Include ALL arts areas in exposing students to the programs and performances available in the area and work with partners to incorporate arts education in the classroom throughout the year as well as sponsoring summer opportunities to those who normally would not be exposed to these."]
["Stephanie Bertig","Parents and Families",null,"JWMHS AND WCHS","Pasco",{"$nulls":7},"The rule that students must sit idle once their test is completed MUST be revisited.    There are bright students that are completing their assessments with 45 minutes are more remaining during the testing period.  These students are forced to sit in their seats quietly and are told they are not even allowed to read a book or draw.  I feel this is cruel and painful.  These students should be allowed to read a book - even if it is one provided by the school.  The idea that the other students would \"rush through the test\" to get to read the book is ludicrous.    I feel we are punishing some of our students to benefit the others.  My own daughter has dread for the tests, not because of the material or test, but because she knows she will be forced to sit in this form of \"solitary confinement.\"    This is a problem that needs to be addressed immediately.  As a parent and teacher, I would be happy to work on a committee to help come to a resolution of this problem."]
["Deborah L. Pierce","Teachers",null,"Brevard Public Schools","Brevard"]
["Michael Gabriel","Teachers",null,"Florida Music Education Association","Leon",{"$nulls":7},"As a future music teacher, I strongly support the inclusion of music as part of a well-rounded education. Music is universal and a fundamental pillar to society. Classrooms that teach music engage students in the development of invaluable skills. These skills include critical and abstract thinking, strong work ethic, creativity, collaboration, interpersonal communication, cultural awareness, emotional awareness, and process-based thinking.  Music is an abstract art; it is not describable--it is experiential. Exposing students to this art allows them the opportunity to experience and develop their humanity. Human beings are hard-wired to create and experience music, which is why it has been a constant phenomena in human society since the beginning of history. Music enhances cultural awareness and understanding, an essential asset for the future leaders of our ever-globalizing world. Music exposes students to a different way of thinking, which broadens their abilities to solve problems and create opportunities. Thus, guiding students to experience aesthetic and emotional reactions to this unique art shapes students to be more empathetic and thoughtful members of our society. I believe music advances the critical goals of a well-rounded education."]
["Francine Vassell","The Public",null,"none","Orange","Provide information to the parents regarding methods of how their children can have access to certain programs to help them with their basic skills and/or more difficult classes and highly encourage parent involvement with incentives.","If permissible, let a new teacher/principal/school leader visit the classrooms and just observe teaching styles and notice which ones are effective.   A highly effective teacher, leader, etc is one who shows interest in a child's learning as to what specific skills/traits they can pass on that will help the student be successful.","It is fine if they can speak their native tongue, but when learning english the best way to see it done in real life applications, encourage the students to speak english to their friends, other teachers and ask for feedback."]
["AUDREY S REED","The Public",null,"self","Lake",null,null,null,"Be sure students have education that includes field trips, outdoor and environmental (hands-on) education.  None of our kids should be the \"Last Child in the Woods.\""]
["Jeana Valenty","Teachers",null,"Nina Harris School","Pinellas","I believe that students with special needs especially those who have significant cognitive disabilities are and need to be treated as general education students first and foremost in their educational courses, standards, and overall school life. To achieve this, the state-county need to work together to monitor schools to ensure curriculum-learning and assessments are truly followed-through at the school level with consistent, constant, and increased fidelity and effectiveness so students experience all-around success.","I believe that the state should work in connection with administration in providing access to fidelity measures to test student outcome through teacher-created assessments and state-developed practice assessments both based on the same unit and standards. These two measures can be collected and evaluated by the state to ensure if standards are being taught with fidelity and being retained by students. ",null,null,"I think the flexibility and accountability should be used after a school fills out a needs-based assessment and fiscal funds should be allocated accordingly. If additional funds are requested, the state should investigate and the school should fill out a new or revised/modified needs based assessment. "]
["Barbara Walter","The Public",null,"none","Lake",null,null,null,"What a wonderful opportunity for the children of Lake Co to visit a place like Trout Lake Learning Center.  The diversified topics they have to offer about the different animals, insects, flora and funa would excite and wonder each child.  It's a healthy and informative fun place to go.  "]
["Mary","The Public",null,"NONE","Brevard",null,"Schools can provide resources for student achievement but they cannot force student achievement - i think this focus on student achievement rather than teacher skills and programs is the wrong metric. I believe this is what is causing the uselessness of grades. Schools are pressured on student scoring so the student work is \"dumb-downed\" or so much \"help\" is given just to get the grade or score that little real learning takes place.",{"$nulls":5},"I support these items:  Clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education; Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above.  Support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education.  Include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students’ academic achievement by increasing the capacity of Florida’s Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education.  "]
["Rosa Ugalde","Students","English Language Learner Students","Florida Association of Bilingual/ESOL Supervisors (FABES)","Statewide Representation",null,"TITLE II - PREPARING, TRAINING, AND RECRUITING HIGH-QUALITY TEACHERS, PRINCIPALS, OR OTHER SCHOOL LEADERS    Ensure that Title II funds provided by the state are utilized to deliver training for general education teachers, as well as, ESOL teachers, on strategies to address the state adopted WIDA-English Language Standards.  ","TITLE III – LANGUAGE INSTRUCTION FOR ENGLISH LEARNERS AND IMMIGRANT STUDENTS:  It is critical that Title III funding continues as a separate funding stream and not be co-mingled with Title I funding.  The co-mingling of funds with other funding sources may lead to diminished services provided for ELs and the opportunity for misappropriation of such funds not targeting eligible ELLs and immigrant students.      It is important to continue maintaining strict SUPPLEMENT vs. SUPPLANT definitions that clearly specify that Title III, unlike other federal and state funds, including Title I, must be used ABOVE AND BEYOND, all FEDERAL, STATE and LOCAL funds and must be used to SUPPLEMENT, not SUPPLANT services for ELs. As the Title III “accountability” is has been moved to Title I, SUPPLEMENT and SUPPLANT regulation must continue to be clearly defined for Title III."]
["Charlie Smoke","The Public","executive director of a non-profit arts organization","Choral Society of Pensacola","Escambia",{"$nulls":7},"The Florida Department of Education ESSA Implementation Plan should    1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and  visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education;  Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;    2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;    3. include eligibility access to Title II funds for professional development for all-arts-defined teachers,  teaching artists, principals, and other educators involved in the development and implementation of  instructional delivery for grades Pre-K through 12;    4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic  Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined  courses, activities, and programs to improve students’ academic achievement by increasing the capacity of Florida’s Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education;    5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based  educational programming in multiple arts disciplines; and national outreach activities that strengthen  partnerships among local education agencies, local arts and cultural organizations, and national centers  for the arts;    6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement,  attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;    7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;    8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;    9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;    10. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA,  such as average daily attendance; evidence-based programs; graduation rates; literacy programs for  low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc.  "]
["Bonnie Hurley","The Public",null,"Florida Master Naturalist Program and Audubon Society","Sarasota",null,null,null,"I feel it is especially important to follow the guidelines that dictate providing student access to and achievement in environmental education. Florida's natural environment, a fundamental resource in the state's economy, is threatened by both unfettered land development and rapid sea level rise. We need informed citizens, taught about environmental science in our schools, as future caretakers of this precious resource."]
["Susan Flaster","Community-Based Organizations",null,"Trout Lake Nature Center","Lake",null,null,null,"I support a well-rounded education including EE, history, civics, & STEM.  I endorse FLDOE partnering with non-profits like Trout Lake Nature Center and other environmental agencies."]
["Ralph Nelson","Community-Based Organizations",null,"Trout Lake Nature Center","Lake",null,null,null,"Please support the implementation of the recently-passed Every Student Succeeds Act (ESSA).  This federal program could fund block grants to improve environment education in Florida.      The Florida Environmental Literacy Plan (FELP) is being revised to align it with ESSA.  FELP funds should be available for the state's  contribution toward a Florida's application for “Student Support and Academic Enrichment Grants” for environmental education.    Most of Florida's residents and tourists place high value on clean water and interesting and educational parks.  Florida's students need to learn how to enjoy and to protect and to enhance the natural environment they are inheriting.  This new funding source will facilitate this education.    Thank you."]
["Leiland Theriot","Teachers",null,"McIntosh Middle School","Sarasota",{"$nulls":7},"  1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education; Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;  2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;  3. include eligibility access to Title II funds for professional development for all-arts-defined teachers, teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;  4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students’ academic achievement by increasing the capacity of Florida’s Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education;  5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based  educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural organizations, and national centers  for the arts;  6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;  7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;  8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;  9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;  10. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc"]
["Albena Arnaudova","Teachers",null,"Hillsborough County Public Schools","Hillsborough",{"$nulls":7},"The Florida Department of Education ESSA Implementation Plan should  1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and  visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education;  Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;  2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals  for standards-based learning for academically at-risk students;  3. include eligibility access to Title II funds for professional development for all-arts-defined teachers,  teaching artists, principals, and other educators involved in the development and implementation of  instructional delivery for grades Pre-K through 12;  4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic  Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined  courses, activities, and programs to improve students’ academic achievement by increasing the capacity of  Florida’s Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;  5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that  involves professional development for teachers; development and dissemination of arts-based  educational programming in multiple arts disciplines; and national outreach activities that strengthen  partnerships among local education agencies, local arts and cultural organizations, and national centers  for the arts;  6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement,  attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;  7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that  increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded  education;  8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;  9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;  10. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA,  such as average daily attendance; evidence-based programs; graduation rates; literacy programs for  low-performing students and English-learning students and families; engagement of parents, students, and  community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s  workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student  Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted  and talented students; programs that prepare Pre-K students for greater engagement and effective learning  and success in their future school experiences; etc."]
["Minette Perez","Teachers",null,"Self","Miami-Dade",{"$nulls":7},"Clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education. Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above. Support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education. Integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences.  "]
["Dolly Cummings","Educator Organizations",null,"Camp Bayou Outdoor Learning Center","Hillsborough","Please include environmental education (EE) in the state plan. Studies show the interdisciplinary approach of EE is a valuable learning tool for disadvantaged students.","Please include environmental education (EE) in the state plan. Studies show the interdisciplinary approach of EE is a valuable professional development tool for educators.","Please include environmental education (EE) in the state plan. Studies show the interdisciplinary approach of EE is a valuable learning tool for non-English speaking students.","FLDOE (or perhaps school districts) may partner with institutions of higher education, non-profit organizations, community-based organizations and businesses in developing these programs (may want to point out the connections and resources available throughout Florida from EE providers.  The Florida Environmental Literacy Plan (FELP), currently spearheaded by the League of Environmental Educators in Florida (LEEF), has been in place for several years and is now undergoing revision to bring it in alignment with ESSA; FELP will be available for use by state in its funding.   ","“Student Support and Academic Enrichment Grants”, new block grant, provides students with a “well-rounded” education including environmental education, history, civics, and STEM, among others.  •\tMany of the EE providers are agencies such as Florida Forestry Association, Florida Fish and Wildlife, nature centers, national, state, and local parks systems; resources are already available (materials, trainers, instructors, sites, etc.)","Please include environmental education (EE) in the state plan. Studies show the interdisciplinary approach of EE is a valuable learning tool for native  student education.",null,"Please include environmental education (EE) in the state plan. Studies show the interdisciplinary approach of EE is valuable on many levels."]
["Phyllis Hall","Parents and Families",null,"Self","Seminole",null,null,null,"Endorse the Florida  Environmental Literacy Plan (FELP)  • School System Goal—Graduating Environmentally Literate Students   • Partnerships Created with Non-Profits, Community Organizations, Agencies • Environmental literacy across the curriculum rather than an add-on to an already overcrowded curriculum  • Connect schools and school systems to on-the ground partners, programs, and resources to support integration of environmental education into classroom instruction   • Disseminate best practices and models for integrated preK-12 environmental education  Other considerations  • The League of Environmental Educators in Florida (LEEF) is a major clearing house for EE in Florida by connecting environmental educators as well as collecting and providing information on environmental education  • Florida relies on its natural resources for its tourism; sustaining Florida’s environment begins with educating the public about Florida’s unique and fragile resources"]
["Hilmi Isikli","Institutions of Higher Education",null,"University of Central Florida","Orange",null,"About Sec. 2001. General Provisions;   The relationship between effective instruction leading to positive student outcomes had been stress again and  wording has been improved. In this sense ISBE will be a great starting point to develop alternative pathways for preparation, such as a teacher, principal, or other school leader preparation academy that utilizes regional offices of education and school partners. ",{"$nulls":5},"Section 8002. adds new definitions of dual enrollment, early college high school, cohort graduation rates, exemplary teacher, core academic subjects, expanded learning time, evidence-based, school leader, and professional development as well as other items (pp. 778-807). This improvement will help greatly to students at any grade since college and career readiness is not a simple process with one simple formula. It is a combination of significant effort student, teacher, administrators and family. For students to prove their success they need programs dual enrollment, early college high school etc. I strongly believe that this act will benefit greatly to our school communities greatly. "]
["Sheridan Kushner","Teachers",null,"Orange County Public Schools","Orange","Early Literacy skills are one of (if not, the) most crucial developmental skills necessary for future academic successes. Like an arm when a cast comes off, the brain shrinks when it is not activated during early childhood development. At the age of 5, a child's brain reaches a large rate of decrease in it's growing. Meaning, children who were not receiving these skills between 0-3 will have a physical difference in the size in their brain, and will have a much higher chance of being at an academic disadvantage for the remainder of their life.  Another way children grow (both socially AND academically) is through play. Play gives them the opportunity to learn cognitively, socially, and emotionally. Play teaches children boundaries, social skills, and how to successfully build peer relationships. These are skills that we carry with us throughout our lives. Children with disabilities, such as those on the Autism Spectrum, are at a greater disadvantage of obtaining these skills, as they are born with a lower social competency and then have a hard time learning these skills growing up. With an increased focus on testing, and high-stakes tests starting at a younger and younger age, teachers are providing less time for children to play (and to learn through play) and are starting to drive more worksheets to the desks of these children. Continued testing at the Elementary level is an extreme detriment to the social and emotional development of all children, but it is a particular disadvantage to those who are already at a disadvantage. Recess and \"centers\" are necessary, and P.E. does not equally replace recess. ","In Florida, a lot of people decide to go into teaching as their second or third career. While this is great because we always need teachers, it is imperative that before people start working with kids in the classroom, they participate in a course of some kind to learn classroom management, accommodations, and other general teaching skills. It is one thing to be well versed in a subject’s curriculum, but it is another thing to actually teach it. College courses for Education cover in-depth the importance of accommodating students to ensure they reach their highest levels of success, the importance of using joining language with parents/guardians, and the importance of establishing classroom rules and procedures. While there are professional development meetings that cover some skills, they are spread out throughout the year and cannot possibly cover a percentage of what is learned during a four-year degree.   Juxtaposing this, those in Florida who do start their careers in teaching are changing careers at higher rates and earlier ages. Havning no programs like tenure, combined with high levels of stress and little pay, teachers are experiencing burn out more quickly and have little incentive to continue in the field. It is a huge disservice to public education for people who have a passion for teaching to be leaving the field due to these factors.   "]
["Christine Klein","The Public","Individual professor, not representing a group","Self","Alachua",null,null,null,"I write in support of including Environmental Education as a priority area for the state's plan of education. The environmental is critical to Florida's economy, quality of life, and self-identity. The schools could perform no greater service than to teach our young people about the natural environment. Thank you."]
["Ian Martin","Educator Organizations",null,"League of Environmental Educators in Florida, and the Florida Keys Wild Bird Center","Monroe",null,null,null,"•\t“Student Support and Academic Enrichment Grants”, new block grant, provides students with a “well-rounded” education including environmental education, history, civics, and STEM, among others  •\tFLDOE (or perhaps school districts) may partner with institutions of higher education, non-profit organizations, community-based organizations and businesses in developing these programs (may want to point out the connections and resources available throughout Florida from EE providers  •\tThe Florida Environmental Literacy Plan (FELP) has been in place for several years and is now undergoing revision to bring it in alignment with ESSA; FELP will be available for use by state in its funding proposals  •\tThe environmental educators in Florida have already aligned FS and NGSSS standards to a multitude of EE programs and lesson activities; there are trained facilitators that can work with the administration, faculty, and students to implement these programs and activities  •\tLEEF and FELP have been working with STEM and Health Departments at FLDOE to coordinate programs and could ‘ramp up’ the collaborative efforts as needed  "]
["Kristina Malburg","Teachers",null,"none","Bay",null,"It is my understanding that this is not the place or the legislation that deals with teacher evaluation but I just want to make it perfectly clear that if it is at all related, the teacher evaluation system (RTTT) must be reevaluated and allow teacher input.  What is expected of teachers is beyond ridiculous and almost unattainable.  I know that for me personally, I have almost quit teaching (literally-I applied for jobs elsewhere) and have witnessed friends who did.  It is only because I have a job now at a charter school that I have been able to make it.  I 100% believe in accountability, but I do not believe in blaming others, which is what I feel is happening to teachers and that there are better alternatives to improving teacher quality."]
["Cynthia Estrada","Community-Based Organizations",null,"Children's Science Museum","Palm Beach","Grants that target Title 1 schools and afterschool programs in 21st Century Community Learning Centers should be authorized. Extra funding will allow students to be bussed to established ground partners, programs, and resources to support environmental education and help teachers with classroom instruction. Much research has been done to show the benefits of environmental education for disadvantaged students on overall academic achievement. ","Many of the EE providers are already trying to provide resources materials, trainers, instructors, sites, etc. This program will help fund more programs aimed at disseminating best practices and models for integrated preK-12 environmental education. ",null,"Florida relies on its natural resources for its tourism; sustaining Florida’s environment begins with educating the public about Florida’s unique and fragile resources. The School System Goal needs to be—Graduating Environmentally Literate Students. This should be accomplished by engraining environmental literacy across the curriculum rather than an add-on to an already overcrowded curriculum. "]
["Monique Badal","The Public",null,"Self","Palm Beach","I feel like this act will show great improvement within the disadvantaged student community. Ensuring that each and every student is given equal opportunity for as many resources possible that are available to them is extremely important to me, as a future educator. I am all for closing that achievement gap between not only high and low performing children, but also every other circumstance students may encounter, such as socioeconomic status and well-being. I also know that resources may be available to students, but they may not have access to obtaining them. Passing this act will give students, as well as their parents, several opportunities to take advantage of the resources needed. ","I stand by this act. From experience, I have had teachers who were not qualified to teach the subject they were teaching. They were simply hired because they were needed, not because they were certified to teach different subjects. I believe this act will prevent something like this from happening in several schools. Making sure that new teacher, principals, and other administrators are properly certified and qualified based on several assessments, content and achievement standards, etc. will strengthen schools."]
["Mary Keim","The Public",null,"none","Orange",null,null,null,"I think it is vital that this plan include a strong environmental education component.      I support the Florida Environmental Literacy Plan so that   graduates are environmentally literate.  The best practices for environmental ed need to be shared among school districts.  Florida's people and economy  rely on its environment.  Maintaining our air, land and water depend on educating our children about these important resources."]
["Carolyn Dehlinger","Institutions of Higher Education",null,"Keiser University","Duval",null,null,null,"Endorse the Florida Environmental Literacy Plan (FELP). Help create stewards of our state environment. Many students receive no other opportunity to be outdoors and learn about their surroundings. Students and their parents are often from out of state, so it is important they learn about the unique and fragile environment we have. It cannot be protected for our enjoyment, and in order to continue the demand for tourism, unless the citizens of Florida respect and understand its value. "]
["Jim Shirley","The Public",null,"Arts and Cultural Alliance of Sarasota County, Inc.","Sarasota",{"$nulls":7},"The Florida Department of Education ESSA Implementation Plan should  1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and  visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education;  Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;  2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals  for standards-based learning for academically at-risk students;  3. include eligibility access to Title II funds for professional development for all-arts-defined teachers,  teaching artists, principals, and other educators involved in the development and implementation of  instructional delivery for grades Pre-K through 12;  4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic  Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined  courses, activities, and programs to improve students’ academic achievement by increasing the capacity of  Florida’s Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;  5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that  involves professional development for teachers; development and dissemination of arts-based  educational programming in multiple arts disciplines; and national outreach activities that strengthen  partnerships among local education agencies, local arts and cultural organizations, and national centers  for the arts;  6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement,  attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;  7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that  increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded  education;  8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;  9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;  10. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA,  such as average daily attendance; evidence-based programs; graduation rates; literacy programs for  low-performing students and English-learning students and families; engagement of parents, students, and  community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s  workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student  Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted  and talented students; programs that prepare Pre-K students for greater engagement and effective learning  and success in their future school experiences; etc.  "]
["Dawn Truax","Community-Based Organizations",null,"Stageworks Theatre","Highlands",{"$nulls":7},"Importance of arts education:  My life was forever changed by a play.  It inspired within me a profound sense of empathy.  A text book has never done that.  STEM subjects are important but I also don't want to live in a world lacking in empathy.  "]
["Thomas Moloney","Charter School Leaders",null,"none","Clay","Math Curriculum Input -  3rd thru 7th grade.    The entire world and all USA trade companies use metric system everybody except USA citizens.  They use metric system for a reason – base 10 & simple.  Metric system is obvious curriculum change - USA has attempted 7 times in our countries history. If you look at the textbook “Customary and Metric” is barely covered and students are given a unit of measure in a reference sheet before all math FSA tests (3 thru 10 grades).     But thinking about the metric system, over the last 3 years, has made me evaluate FRACTIONS as a whole for K thru 7th grade.   Fractions are one of if not the hardest concept for a 3rd 4th 5th or 6th grader.  I know this is unheard of but just wait till 7th grade before exposing/spending any time on fractions.  More than 25% of (books, days, FSA, Grade Level Standards score) in 3rd, 4th, 5th & 6th grades are devoted to fractions.  Imagine using that time on: +, -, *,  /,  %,  $, scientific notation, ratios, metric system, decimals  etc. etc... And even after spending all that time on fractions is what we are currently doing working?? Are we as Americans really proficient in fractions – statistics say no.    Just let their math maturity increase before exposing students to the tougher pieces of fractions.    Extremely simple to test and implement this idea.  STEM – should be all over this concept.  I’m sure this is one of the most radical concepts to curriculum changes but hopefully the right person will think about and evaluate this proposal.  I truly feel the reason we focus so much time on fractions is because in the early years of public education cooking and measuring were critical tasks thus the large amount of time spent on fractions.     Thank you    Thomas R. Moloney  Thomas.Moloney@myoneclay.net   "]
["Amanda Bauman","Teachers",null,"SCSB","Sarasota",{"$nulls":7},"1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and  visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education;  Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;  2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals  for standards-based learning for academically at-risk students;  3. include eligibility access to Title II funds for professional development for all-arts-defined teachers,  teaching artists, principals, and other educators involved in the development and implementation of  instructional delivery for grades Pre-K through 12;  4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic  Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined  courses, activities, and programs to improve students’ academic achievement by increasing the capacity of  Florida’s Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;  5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that  involves professional development for teachers; development and dissemination of arts-based  educational programming in multiple arts disciplines; and national outreach activities that strengthen  partnerships among local education agencies, local arts and cultural organizations, and national centers  for the arts;  6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement,  attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;  7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that  increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded  education;  8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;  9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;  10. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA,  such as average daily attendance; evidence-based programs; graduation rates; literacy programs for  low-performing students and English-learning students and families; engagement of parents, students, and  community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s  workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student  Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted  and talented students; programs that prepare Pre-K students for greater engagement and effective learning  and success in their future school experiences; etc.  "]
["Nancy Roucher","Community-Based Organizations",null,"Arts & Cultural Alliance of Sarasota County","Sarasota",{"$nulls":7},"  The Florida Department of Education ESSA Implementation Plan should  1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education; Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;  2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;  3. include eligibility access to Title II funds for professional development for all-arts-defined teachers, teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;  4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students’ academic achievement by increasing the capacity of Florida’s Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education;  5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based  educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural organizations, and national centers  for the arts;  6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;  7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;  8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;  9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;  10. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc."]
["Larry Chambers","Teachers",null,"OCPS","Orange"]
[" Ria Cooper","Educator Organizations",null,"Asolo Repertory Theatre","Sarasota",{"$nulls":7},"The Florida Department of Education ESSA Implementation Plan should  1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and  visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education;  Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;  2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals  for standards-based learning for academically at-risk students;  3. include eligibility access to Title II funds for professional development for all-arts-defined teachers,  teaching artists, principals, and other educators involved in the development and implementation of  instructional delivery for grades Pre-K through 12;  4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic  Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined  courses, activities, and programs to improve students’ academic achievement by increasing the capacity of  Florida’s Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;  5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that  involves professional development for teachers; development and dissemination of arts-based  educational programming in multiple arts disciplines; and national outreach activities that strengthen  partnerships among local education agencies, local arts and cultural organizations, and national centers  for the arts;  6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement,  attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;  7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that  increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded  education;  8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;  9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;  10. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA,  such as average daily attendance; evidence-based programs; graduation rates; literacy programs for  low-performing students and English-learning students and families; engagement of parents, students, and  community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s  workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student  Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted  and talented students; programs that prepare Pre-K students for greater engagement and effective learning  and success in their future school experiences; etc.  "]
["Petie Brown","Teachers","Students primarily, parents, families","Self, SAEA, FAEA","Sarasota",{"$nulls":7},"1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education; Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;  2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;  3. include eligibility access to Title II funds for professional development for all-arts-defined teachers, teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;  4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students’ academic achievement by increasing the capacity of Florida’s Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education;  5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural organizations, and national centers for the arts;  6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;  7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;  8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;  9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;  10. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc."]
["Christina","The Public",null,"University of Central Florida","Orange","Each student should be treated equally and afforded high-quality education. Minority students should be given opportunities to expand their knowledge and education. Without an opportunity, how is one expected to grow as an individual? Minority students should be encouraged, supported, and included into all academic programs. For example, females are a minority in the STEM fields and should be given the opportunity and support to explore and enroll into STEM classes and extracurricular activities such as school clubs that focus on STEM projects and causes. On promotional school material make sure that it includes minorities on them for positive representation. Representation truly matters and can have a positive influence on students perception of themselves and who they identify with. For example, on a school poster promoting a student club based on a STEM field, do not have nothing but Caucasian males on them. Include females, a variety of races, and females of races other than Caucasian on the promotional material.    ","The education system is in need of inclusive and 21st century adapted and focused teachers, principals, school leaders, and professional school counselors. Educators should be trained to be made aware of their biases and to keep their biased and unprofessional perspectives to themselves. The school system is meant to support and educate students to be the best that they, the student, could be. The school system, nor any societal system, should not be a place of negative and derogatory commentary. A high-quality educator is also one who is adapted to using 21st century technology well in order to utilize a variety of technology into their educational program. Educators should encourage students to utilize technology positively to assist with the students education and individual and global awareness. Thus, a high-quality educator should also be someone who is of a high-quality openness and professionalism.    "]
["Renee Pesci-Smith","Community-Based Organizations",null,"Florida Repertory Theatre","Lee",{"$nulls":7},"The Florida Department of Education ESSA Implementation Plan should:     1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education; Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;    2. include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students’ academic achievement by increasing the capacity of Florida’s Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education;    3. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural organizations, and national centers for the arts;    4. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education."]
["Mary Register","Teachers","Elementary Music Teacher and District Developer","Leon County Schools","Leon",{"$nulls":7},"There are way too many inconsistencies in contact music and visual arts contact minutes.  A state supported mandate would constantly provide equitable exposure to the arts for all children.  Meaningful music and visual art experiences provide a catalyst for learning in all subject areas and also for some struggling students, a reason to come to school and persevere!"]
["Corinne","The Public",null,"Asolo Repertory Theatre","Sarasota",{"$nulls":7},"1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education; Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;  2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;  3. include eligibility access to Title II funds for professional development for all-arts-defined teachers, teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;  4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students’ academic achievement by increasing the capacity of Florida’s Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education;  5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural organizations, and national centers for the arts;  6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;  7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;  8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;  9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;  10. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc."]
["Billy Bass","Teachers",null,"OCPS","Orange"]
["Jennifer Bell","Teachers",null,"Orange County Public Schools/Winter Park High School","Orange"]
["william eyerly","School Administrators","teacher","Canterbury School","Lee",{"$nulls":7},"1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education; Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;  2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;  3. include eligibility access to Title II funds for professional development for all-arts-defined teachers, teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;  4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students’ academic achievement by increasing the capacity of Florida’s Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education;  5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based  educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural organizations, and national centers  for the arts;  6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;  7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;  8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;  9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;  10. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc."]
["Sarah Bennett","Educator Organizations","FATE (Florida Association of Theatre Educators) State Organization","FATE (Florida Association of Theatre Educators) State Organization","Palm Beach"]
["Susan Snyder","Educator Organizations","small business owners","FAAE, Florida Cultural Alliance, arts education IDEAS","Broward","Include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students.","Include eligibility access to Title II funds for professional development for all-arts-defined teachers, teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12.","Include music and the arts as essential strategies for effective language instruction for English Language Learning.","Include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students’ academic achievement by increasing the capacity of Florida’s Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education.","Include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects.    Include assessments and evaluation systems for student achievement in the all-arts-defined subjects.",null,"Encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural organizations, and national centers for the arts.","Clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education; Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above.    Support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education.    Include assessments and evaluation systems for student achievement in the all-arts-defined subjects.    Support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects.    Integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc.    The research is clear and incontrovertible; the arts are essential to a well-rounded education!  Thank you."]
["Jana Tift","Institutions of Higher Education",null,"FL Atlantic University","Palm Beach",{"$nulls":7},"I would like to comment that \"the arts\" include theatre, dance, media arts, vocal and instrumental music and visual arts.  Students who are exposed to arts education exhibit improved test scores and \"the arts\" support STEM education.  STEAM is a stronger arts education model:  STEM plus the arts produces students who can think, problem solve and innovate.  Thank you for including arts education in ESE education, at-risk students, and among the general student population.  You will be glad you did!"]
["Rodney Savickis","Teachers",null,"Melbourne High School","Brevard",{"$nulls":7},"1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education; Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;  2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;  3. include eligibility access to Title II funds for professional development for all-arts-defined teachers, teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;  4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students’ academic achievement by increasing the capacity of Florida’s Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education;  5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural organizations, and national centers for the arts;  6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;  7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;  8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;  9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;  10. Integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc."]
["Deborah D. Raulerson","Teachers",null,"Okeechobee High School ","Okeechobee",{"$nulls":7},"Please clearly define in writing that the \"arts\" include dance, media arts, music, theatre and visual arts as part of the ESSA's definition of courses, activities, and programs for a \"well-rounded\" education.  "]
["Donalda McCarthy","The Public",null,"self","Palm Beach",{"$nulls":7},"encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that    involves professional development for teachers; development and dissemination of arts-based    educational programming in multiple arts disciplines; and national outreach activities that strengthen    partnerships among local education agencies, local arts and cultural organizations, and national centers    for the arts; and that clearly define in writing that the “arts” include the subjects dance, media arts, music,     theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education;    Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;"]
["Jeremy Henry","Teachers",null,"Haines City High School","Polk",{"$nulls":7},"clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education"]
["Michael Vasallo","Teachers",null,"Self","Pinellas",{"$nulls":7},"1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education; Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;  2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;  3. include eligibility access to Title II funds for professional development for all-arts-defined teachers, teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;  4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students’ academic achievement by increasing the capacity of Florida’s Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education;  5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural organizations, and national centers for the arts;  6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;  7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;  8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;  9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;  10. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc."]
["kathy follensbee","Teachers","Dance Educators","self & FDEO","Orange",{"$nulls":7}," clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and  visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education;  Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;  2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals  for standards-based learning for academically at-risk students;  3. include eligibility access to Title II funds for professional development for all-arts-defined teachers,  teaching artists, principals, and other educators involved in the development and implementation of  instructional delivery for grades Pre-K through 12;  4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic  Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined  courses, activities, and programs to improve students’ academic achievement by increasing the capacity of  Florida’s Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;  5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that  involves professional development for teachers; development and dissemination of arts-based  educational programming in multiple arts disciplines; and national outreach activities that strengthen  partnerships among local education agencies, local arts and cultural organizations, and national centers  for the arts;  6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement,  attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;  7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that  increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded  education;  8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;  9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;  10. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA,  such as average daily attendance; evidence-based programs; graduation rates; literacy programs for  low-performing students and English-learning students and families; engagement of parents, students, and  community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s  workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student  Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted  and talented students; programs that prepare Pre-K students for greater engagement and effective learning  and success in their future school experiences; etc."]
["Barbara Stalbird","Educator Organizations",null,"League of Environmental Educators in Florida","Pinellas",null,null,null,"There are many resources available throughout Florida from Environmental Educators. The Florida Environmental Literacy Plan is currently being revised to better align with ESSA. Environmental Educators in Florida have already aligned FS and NGSSS standards to many programs and lesson activities and there are trained facilitators that can work with administration, faculty, and students to implement these programs and activities. The League of Environmental Educators in Florida (LEEF) has been working with STEM and Health Departments at FLDOE to coordinate programs that could increase collaborative efforts. The Florida Environmental Literacy Plan (FELP) must be endorsed. Graduating environmentally literate students must be a school system goal and this must be across the curriculum rather than an add-on to an already overcrowded curriculum. "]
["Darlene J. Stewart","Teachers",null,"None","Volusia",{"$nulls":7},"clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and  visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education;  Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above; encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that  involves professional development for teachers; development and dissemination of arts-based  educational programming in multiple arts disciplines; and national outreach activities that strengthen  partnerships among local education agencies, local arts and cultural organizations, and national centers  for the arts; support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that  increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded  education; integrate all the defined-arts courses, activities, and programs into other goals established in ESSA,  such as average daily attendance; evidence-based programs; graduation rates; literacy programs for  low-performing students and English-learning students and families; engagement of parents, students, and  community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s  workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student  Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted  and talented students; programs that prepare Pre-K students for greater engagement and effective learning  and success in their future school experiences; etc    "]
["Mary Becht","The Public",null,"self","Broward","n their communities and in learning.  The Florida Department of Education ESSA Implementation Plan should  1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and  visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education;  Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;  2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals  for standards-based learning for academically at-risk students;  3. include eligibility access to Title II funds for professional development for all-arts-defined teachers,  teaching artists, principals, and other educators involved in the development and implementation of  instructional delivery for grades Pre-K through 12;  4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic  Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined  courses, activities, and programs to improve students’ academic achievement by increasing the capacity of  Florida’s Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;  5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that  involves professional development for teachers; development and dissemination of arts-based  educational programming in multiple arts disciplines; and national outreach activities that strengthen  partnerships among local education agencies, local arts and cultural organizations, and national centers  for the arts;  6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement,  attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;  7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that  increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded  education;  8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;  9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;  10. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA,  such as average daily attendance; evidence-based programs; graduation rates; literacy programs for  low-performing students and English-learning students and families; engagement of parents, students, and  community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s  workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student  Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted  and talented students; programs that prepare Pre-K s"]
["Darren Liebman","Parents and Families",null,"Self","Hillsborough",null,null,null,"Please include eligibility access to Title IV 21st Century Schools and Student Support and Academic  Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined  courses, activities, and programs to improve students’ academic achievement by increasing the capacity of  Florida’s Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education.",null,null,null,"1. Please clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and  visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education.    2. Please include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students.    3. Please include eligibility access to Title II funds for professional development for all-arts-defined teachers,  teaching artists, principals, and other educators involved in the development and implementation of  instructional delivery for grades Pre-K through 12.    4. Please include eligibility access to Title IV 21st Century Schools and Student Support and Academic  Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students’ academic achievement by increasing the capacity of Florida’s Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;    5. Please encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based  educational programming in multiple arts disciplines; and national outreach activities that strengthen  partnerships among local education agencies, local arts and cultural organizations, and national centers  for the arts;    6. Please include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement,  attendance, and academic achievement through participation in one or more of the all-arts-defined subjects.    7. Please support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;    8. Plerase support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;    9. Please integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for  low-performing students and English-learning students and families; engagement of parents, students, and  community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s  workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student  Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted  and talented students; programs that prepare Pre-K.    Thank you!"]
["Vicki Crisp","Educator Organizations",null,"League of Environmental Educators in Florida (LEEF)","Clay",null,null,null,"I would like FLDOE to include a focus on Environmental Education (EE) that is being submitted as part of the state plan for the implementation of ESSA Title IV-Parts A and B.  In the past, FLDOE worked with the Florida Department of Environmental Protection (DEP) to administer the Office of Environmental Education (OEE).  The Regional Service Projects (RSP’s) were put in place around the state to provide environmental education and to serve as a liaison between the formal and non-formal environmental educators in the state.  Many educators received professional development, made connections with agencies and organizations working in environmental fields, and implemented EE as an integrated curriculum in their classes.  After the funding for the OEE was no longer available, the emphasis on environmental education in Florida’s schools faded away.  Some school districts in the state, however, maintained a strong emphasis on EE and still continue to include EE as a vital part of their general student education.  Sadly, though, other districts have abandoned all plans and programs that included EE. Because the traditional curriculum is often subject specific, EE often falls through the cracks in our educational system, leaving a gap in the essential knowledge that students need in a well-rounded curriculum.  The Florida State Standards and the Next Generation State Standards do include some environmental literacy concepts that are infused throughout the PK-12 curriculum, mainly as part of science and social studies standards.  However, to be effective, education for environmental literacy needs to be integrated throughout the PreK-12 curriculum in Florida’s classrooms and include connected, sustained opportunities for students to participate in direct outdoor learning experiences and classroom activities that increase awareness of environmental topics and core content knowledge.  \"We often forget that all education is environmental education - by what we include or exclude, we teach the young that they are part of or apart from the natural world.”  Dr. David Orr (Environmental educator, author, and professor - Oberlin College)  EE is a multi-disciplinary field integrating disciplines such as biology, chemistry, physics, ecology, earth science, atmospheric science, mathematics, history, and geography. It helps students connect and apply learning from all content areas such as math, science, language arts, social studies, physical education, practical living, and arts and the humanities.    STEM includes science, technology, engineering, and mathematics. EE is often minimally included in STEM activities.  Consider as an example, though, the field of environmental engineering.  In recent years, it has broken away from civil engineering to become a much more important field on its own to encompass water, wastewater, soil pollution, air pollution, risk assessment, ecosystems, human health, toxicology, sustainable development, and much more. If we have students pursuing this field, clearly their education about the environment must be started at an early school grade and continued through the college years.     Please include environmental education in the state plan for the implementation of ESSA and associated funding.    "]
["Angela S Chandler","Teachers","School Counselors","self","Polk","I have worked for some time with students who are disadvantaged. I have always worked in Title I schools and specifically with the self-contained student population.  I feel that it is very important to ensure that students who are in Self Contained receive high-quality instruction. I have had students who could not read and who had other learning disorders who were simply sent to self-contained for their behavioral issues which stemmed from their lack of academic success and their consequential frustration with that. ALL students, especially those in self-contained, deserve appropriate resources. The Individuals with Disabilities Education Act stipulates that students should be educated in the Least Restrictive Environment. If this is not possible as a result of behavioral issues, that student should have a fully-implemented behavior plan and should receive the necessary services in order to fulfill the legal requirements under IDEA and that student's potential. School Counselors should play a role in the Self-contained classroom as well. Too often, these students spend most of their day excluded from peers and receiving inferior educational services. ","Title II lists professional school counselors among the eligible recipients of professional development dollars.  The education that professional school counselors receive is extensive. We are trained to promote safe learning environments, to promote the achievement of all students, and most importantly to provide counseling services for students experiencing distress. However, there is an ongoing need for additional mandated professional development. Issues which students face and the climate within schools rapidly changes. Additionally, there is a rising need for an increase in multicultural awareness. The ongoing education of professional school counselors is pivotal in our rapidly-changing field. The role of a professional school counselor is vital to the well-being of students and of the schools that they serve. ",null,"The first and foremost ethical principle which guides professional school counselors is the need for all students to be treated with dignity and individuals. A school counselor is trained to and tasked with providing mental health services to students and collaborating with other professionals, students, and parents to maximize the potential of all students. Florida schools should fully utilize the training of professional school counselors in the most beneficial way possible for students and schools. By this I mean that school counselors should be accountable to the American School Counseling Association ethical standards and to the guidelines set forth for our profession. The term \"guidance counselor\" is an outdated term that reflects a lack of awareness of the full potential for school counselors within schools.  "]
["Steele","Community-Based Organizations",null,"Young Performing Artists (YPAs), Inc.","Sumter",{"$nulls":6},"I reviewed this section because of an error.  As an art advocate, it was intended to look over title 8 instead of title 7.  Anyhow and after review, I don't think, with sections like remedies for state violations, insufficient funds, remaining funds, emergency grants, limitation on amount of funds, etc., that an impact will happen until we have total inclusion.  As long as we splinter, not only funds but the ideology of who are and what is more important in education or to educate, can we make an impact?  The question is can we remove the obstacles that prevent us from making an impact in educating our future generations?  ","With all the research to support, 'the Arts' are important and significant in the educating of our children.  No arguments needed.  Within this provision which speaks of set asides, flexibility in funding, consolidating state and local plans, etc.,  I believe that 'the Arts' will still receive inadequate funding as in the past.  We need to integrate 'the Arts' into all subjects.  Teachers need to use 'the arts' to enhance, enrich and encourage the art of learning.  With 'the Arts' being integrated then all subjects, students, departments, etc. will receive adequate funding and all students will receive a well rounded education.  Enough said."]
["Cheree Lewandowski","Students",null,"None","Brevard",{"$nulls":7},"The Florida Accountability System should be completely overhauled."]
["Amy Wiggins","Community-Based Organizations",null,"Imperial Symphony Orchestra","Polk",{"$nulls":7},"clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and  visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education     integrate all the defined-arts courses, activities, and programs into other goals established in ESSA,  such as average daily attendance; evidence-based programs; graduation rates; literacy programs for  low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc."]
["Jennifer McInnes","The Public",null,"Volusia County Cultural Alliance","Volusia",{"$nulls":7},"We ask Florida DOE and our county school districts to:     1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education; Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;  2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;  3. include eligibility access to Title II funds for professional development for all-arts-defined teachers, teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;  4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students’ academic achievement by increasing the capacity of Florida’s Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education;  5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural organizations, and national centers for the arts;  6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;  7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;  8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;  9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;  10. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc."]
["Jennifer Sabo","The Public",null,"Self","Hillsborough",{"$nulls":7},"The Florida Department of Education ESSA Implementation Plan should:  1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education;   2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;   3. include eligibility access to Title II funds for professional development for all-arts-defined teachers, teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;   4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students’ academic achievement by increasing the capacity of Florida’s Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education."]
["Daniel Calleja","Parents and Families",null,"Self","Orange","The plan should:     1. clearly define in writing that the “arts” include the subjects - dance, media arts, music, theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education;     2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals  for standards-based learning for academically at-risk students;    3. include eligibility access to Title II funds for professional development for all-arts-defined teachers,  teaching artists, principals, and other educators involved in the development and implementation of  instructional delivery for grades Pre-K through 12;    4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic  Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined  courses, activities, and programs to improve students’ academic achievement by increasing the capacity of  Florida’s Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;    5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that  involves professional development for teachers; development and dissemination of arts-based  educational programming in multiple arts disciplines; and national outreach activities that strengthen  partnerships among local education agencies, local arts and cultural organizations, and national centers  for the arts;    6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement,  attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;    7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that  increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded  education;    8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;    9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;    10. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA,  such as average daily attendance; evidence-based programs; graduation rates; literacy programs for  low-performing students and English-learning students and families; engagement of parents, students, and  community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s  workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student  Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted  and talented students; programs that prepare Pre-K students for greater engagement and effective learning  and success in their future school experiences; etc."]
["Cindy Balistreri","Community-Based Organizations",null,"Arts and Cultural Alliance of Sarasota County","Sarasota",{"$nulls":7},"A well-rounded education that includes all the arts prepares students  for success in school, higher education, the workforce, and  life-long engagement in their communities and in learning.  The Florida Department of Education ESSA Implementation Plan should  1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and  visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education;  Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;  2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals  for standards-based learning for academically at-risk students;  3. include eligibility access to Title II funds for professional development for all-arts-defined teachers,  teaching artists, principals, and other educators involved in the development and implementation of  instructional delivery for grades Pre-K through 12;  4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic  Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined  courses, activities, and programs to improve students’ academic achievement by increasing the capacity of  Florida’s Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;  5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that  involves professional development for teachers; development and dissemination of arts-based  educational programming in multiple arts disciplines; and national outreach activities that strengthen  partnerships among local education agencies, local arts and cultural organizations, and national centers  for the arts;  6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement,  attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;  7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that  increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded  education;  8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;  9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;  10. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA,  such as average daily attendance; evidence-based programs; graduation rates; literacy programs for  low-performing students and English-learning students and families; engagement of parents, students, and  community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s  workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student  Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted  and talented students; programs that prepare Pre-K students for greater engagement and effective learning  and success in their future school experiences; etc.  "]
["Dena Stewart","Community-Based Organizations",null,"Center for Folk and Community Art","Miami-Dade","We are grateful when we receive funding so that we may facilitate our outstanding art-outreach programming in the schools that do not have art as part of its curriculum. ","We (Center for Folk and Community Art facilitators) implement our outstanding, nationally recognized \"Telling Stories Through Visuals\" issue-addressing programming in the schools and hope to continue our service. ","n/a","n/a","We are flexible and accommodate schools based on testing and other restrictions.","n/a","We do videos of our programming to document the impact our writing & art-making projects have on participants. ","n/a"]
["Richard Gamble","The Public",null,"self","Palm Beach",{"$nulls":7},"1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and  visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education;  Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;  2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals  for standards-based learning for academically at-risk students;  3. include eligibility access to Title II funds for professional development for all-arts-defined teachers,  teaching artists, principals, and other educators involved in the development and implementation of  instructional delivery for grades Pre-K through 12;  4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic  Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined  courses, activities, and programs to improve students’ academic achievement by increasing the capacity of  Florida’s Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;  5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that  involves professional development for teachers; development and dissemination of arts-based  educational programming in multiple arts disciplines; and national outreach activities that strengthen  partnerships among local education agencies, local arts and cultural organizations, and national centers  for the arts;  6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement,  attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;  7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that  increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded  education;  8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;  9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;  10. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA,  such as average daily attendance; evidence-based programs; graduation rates; literacy programs for  low-performing students and English-learning students and families; engagement of parents, students, and  community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s  workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student  Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted  and talented students; programs that prepare Pre-K students for greater engagement and effective learning  and success in their future school experiences; etc.  "]
["Pam Coffman","Community-Based Organizations",null,"Museum of Art DeLand","Volusia",{"$nulls":7},"1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and  visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education;  Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;  2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals  for standards-based learning for academically at-risk students;  3. include eligibility access to Title II funds for professional development for all-arts-defined teachers,  teaching artists, principals, and other educators involved in the development and implementation of  instructional delivery for grades Pre-K through 12;  4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic  Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined  courses, activities, and programs to improve students’ academic achievement by increasing the capacity of  Florida’s Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;  5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that  involves professional development for teachers; development and dissemination of arts-based  educational programming in multiple arts disciplines; and national outreach activities that strengthen  partnerships among local education agencies, local arts and cultural organizations, and national centers  for the arts;  6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement,  attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;  7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that  increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded  education;  8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;  9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;  10. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA,  such as average daily attendance; evidence-based programs; graduation rates; literacy programs for  low-performing students and English-learning students and families; engagement of parents, students, and  community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s  workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student  Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted  and talented students; programs that prepare Pre-K students for greater engagement and effective learning  and success in their future school experiences; etc.  "]
["Jonathan Anderson","Teachers",null,"None","Volusia",{"$nulls":7},"clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and   visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education;   Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above"]
["Ava Greene","Teachers",null,"self","Hillsborough",{"$nulls":7}," The State of Florida must encourage full participationin the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based  educational programming in multiple arts disciplines; and national outreach activities that strengthen  partnerships among local education agencies, local arts and cultural  organizations, and national centers  for the area."]
["Richard T. \"Dick\" Grillo","Employers","Healthcare/Retirement Community","Advent Christian Village  (Dowling Park, FL)","Suwannee","yes","move forward","yes",null,"yes","yes","no","no"]
["Rhett Del Campo","Community-Based Organizations",null,"Seraphic Fire, Inc.","Miami-Dade",{"$nulls":7},"Please remember that the “arts” include the subjects dance, media arts, music, theatre, and  visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education.    The Florida Department of Education ESSA Implementation Plan should include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students.    I strongly encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based  educational programming in multiple arts disciplines; and national outreach activities that strengthen  partnerships among local education agencies, local arts and cultural organizations, and national centers  for the arts."]
["Shelby Bender","Community-Based Organizations",null,"East Hillsborough Historical Society, Inc.","Hillsborough",{"$nulls":7},"A well  -  rounded education that includes all the arts prepares students  for success in school, higher education, the workforce, and   life  -  long engagement in their communities and in learning.   The Florida Department of Education ESSA Implementation Plan should  1.    clearly define in writing that the   “  arts  ”   include the subjects dance, media arts, music, theatre, and   visual arts as part of ESSA  ’  s definition of courses, activities, and programs for a   “  well  -  rounded  ”   education;   Note:    the term   “  all  -  arts  -  defined  ”   referenced below means all five of these arts disciplines listed above;   2.    include eligibility access to   Title I   funds for all  -  arts  -  defined programs that address the needs of and goals   for standards  -  based learning for academically at  -  risk students;  3.    include eligibility access to   Title II   funds for professional development for all  -  arts  -  defined teachers,  teaching artists, principals, and other educators involved in the development and implementation of  instructional delivery for grades Pre  -  K through 12;  4.  include eligibility access to   Title IV 21st Century Schools   and   Student Support and Academic   Enrichment Grants   for school and community partnerships that utilize one or more of the all  -  arts  -  defined  courses, activities, and programs to improve students  ’   academic achievement by increasing the capacity of    Florida  ’  s Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well  -  rounded education;  5.    encourage full participation from Florida in the federal   Assistance for Arts Education Grants Program  that   involves professional development for teachers; development and dissemination of arts  -  based   educational programming in multiple arts disciplines; and national outreach activities that strengthen   partnerships among local education agencies, local arts and cultural  organizations, and national centers   for the arts;  6.  include in Florida  ’  s Adequate Yearly Progress (AYP) at least one measure of student engagement,   attendance, and academic achievement through participation in one or more of the all  -  arts  -  defined subjects;  7.  support the integration of one or more of the all  -  arts  -  defined  -  arts subjects into programs and activities that   increase participation in STEM to improve attainment of STEM  -  related skills and promote a well  -  rounded   education;  8.    include assessments and evaluation systems for student achievement in the all  -  arts  -  defined subjects;  9.    support policies and funding  -  eligibility support for Pre  -  K education that includes all  -  arts  -  defined subjects;  10.    integrate all the defined  -  arts courses, activities, and programs into other goals established in ESSA,   such as average daily attendance; evidence  -  based programs; graduation rates; literacy programs for   low  -  performing students and English  -  learning students and families; engagement of parents, students, and   community partners; school improvement, identity, and engagement; preparation for today  ’  s and tomorrow  ’  s   workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student   Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted   and talented students; programs that prepare Pre  -  K students for greater engagement and effective learning   and success in their future school experiences; etc"]
["Anita Unrath","The Public","I am a retired teacher.","none","Brevard",null,"How do you expect to recruit and retain teachers with no job security (continuing contract or tenure) for new hires? Senate Bill 736, signed by Gov Scott, changed how teachers are paid and retained across the state. This bill is a disaster for the future of our schools in Florida. There are going to be many teachers retiring  and few who will want to come to Florida!","ESOL instruction is very necessary in Florida's schools. It should be funded to the highest degree possible. I am glad to see increased funding for the next several years. ","21st century schools must encourage foreign language study as part of the core curriculum. It should not be an elective. Speaking a foreign language is imperative in today's world. Only Americans are content with knowing only their own language, English. The rest of the world is way ahead of us because most people from other countries speak several languages.   Additionally, why are there no environmental education standards in our Science curriculum? Sustainability, conservation, ecology should be taught at ALL levels in our schools. Students need to learn about our native Florida animals and plants every year. They need to learn how to preserve Florida's ecosystems for future generations. ",null,null,null,"  The Florida ESSA plan must clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and  visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education;  Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;  - must include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals  for standards-based learning for academically at-risk students;  - must include eligibility access to Title II funds for professional development for all-arts-defined teachers,  teaching artists, principals, and other educators involved in the development and implementation of  instructional delivery for grades Pre-K through 12;  - must include eligibility access to Title IV 21st Century Schools and Student Support and Academic  Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined  courses, activities, and programs to improve students’ academic achievement by increasing the capacity of  Florida’s Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;  - must encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based  educational programming in multiple arts disciplines; and national outreach activities that strengthen  partnerships among local education agencies, local arts and cultural organizations, and national centers  for the arts;  6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure  of student engagement,  attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;  7- must support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that  increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded  education;   - must include assessments and evaluation systems for student achievement in the all-arts-defined subjects;  - must support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;  - must integrate all the defined-arts courses, activities, and programs into other goals established in ESSA,  such as average daily attendance; evidence-based programs; graduation rates; literacy programs for  low-performing students and English-learning students and families; engagement of parents, students, and  community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s  workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student  Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted  and talented students; programs that prepare Pre-K students for greater engagement and effective learning  and success in their future school experiences; etc.    "]
["Bill","The Public","Hunting and fishing","None","Lake",null,"It is extremely important to have highly-qualified teachers in every classroom and to support continuing professional development with flexibility for the teacher to pursue important topics, not just the ones mandated by school districts. Administration and school leaders also needs to participate in professional development and often do not. Much professional development is done in a one day training but should make follow-up a part of the process and not just a hinderance and  something to get out of the way.","No comment.","Environmental education needs to be included in all parts of the plan and throughout grade levels. It can be coupled with STEM. The Florida Environmental Literacy Plan has been in place for several years and addresses many of the needs of this section. For decades EE providers have aligned their programs with current education standards and incorporate relevant pedagogy into their programming. Florida has a group of highly qualified EE providers throughout the state. They are experienced in working with both students and teachers. They provide professional development workshops that use EE as a thematic way to teach other subjects.    Student often connect with learning about things in their backyards and local wildlife. It is important with the shift from an outdoors nation to an indoors nation that students become environmentally literate and begin to understand basis concepts and principals so they can become the solutions to our problems. ","It is important to be accountable but not to the point of being a burden and taking away from the implementation of programs or teaching. We have gotten to the point where testing is the most important thing in the classroom. Not understanding, developing critical thinking or progressing to the next logical step. ","No Comment","No comment.","It is extremely important that Florida finally make EE an approved and accepted part of the curriculum and formal education with the help of already existing providers. "]
["Joy Frank","Educator Organizations",null,"Florida Association of District School Superintendents","Statewide Representation","Florida Association of District School Superintendents  ESSA Input – Additional Comments     Setting Standards  English Learners  The English Learners (EL) subgroup is substantially different from other subgroups and therefore should be treated differently.  The ELs are still acquiring English proficiency and therefore are not yet able to demonstrate their knowledge and skills on content tests in English.  The requirement of setting the same standard for academic achievement for ELs as for other subgroups is not reasonable.  We recommend the use of a weighted indicator that takes into account the English proficiency and/or the number of years in the program (including student who have exited)       Setting Long Term Goals  English Learners  ESSA requires that any underperforming subgroup would have a greater rate of improvement in proficiency.  The requirement of setting a higher standard for academic achievement for ELs as for other subgroups is not reasonable due to the transient nature of the subgroup.  We recommend setting the goals for the EL subgroup based on achieving learning gains as opposed to reaching proficiency on the content state assessments.  Students with Disabilities or ESE  Similar to ELs, we recommend setting the goals for the ESE subgroups to be based on achieving learning gains as opposed to reaching proficiency on the content state assessments."]
["Jim Sorensen","Educator Organizations",null,"American Stage Education","Pinellas",{"$nulls":7},"1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and  visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education;  Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;  2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals  for standards-based learning for academically at-risk students;  3. include eligibility access to Title II funds for professional development for all-arts-defined teachers,  teaching artists, principals, and other educators involved in the development and implementation of  instructional delivery for grades Pre-K through 12;  4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic  Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined  courses, activities, and programs to improve students’ academic achievement by increasing the capacity of  Florida’s Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education;  5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that  involves professional development for teachers; development and dissemination of arts-based  educational programming in multiple arts disciplines; and national outreach activities that strengthen  partnerships among local education agencies, local arts and cultural organizations, and national centers  for the arts;  6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement,  attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;  7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that  increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded  education;  8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;  9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;  10. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA,  such as average daily attendance; evidence-based programs; graduation rates; literacy programs for  low-performing students and English-learning students and families; engagement of parents, students, and  community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s  workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student  Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted  and talented students; programs that prepare Pre-K students for greater engagement and effective learning  and success in their future school experiences; etc."]
["Amy Weiss","Teachers",null,"Hillsborough Art Education Association","Hillsborough",{"$nulls":7},"Provide equal amount for music and time in art. Our county has two days of music and one day of art. Students miss out on having time in art and those that shine in the area have almost no time in the subject. Districts should be on a four day rotation to ensure students can benefit from both subject matters."]
["Donna McBride","Community-Based Organizations","Performing Arts Education Provider","Straz Center for the Performing Arts","Hillsborough",{"$nulls":7},"A well-rounded education that includes all the arts prepares students for success in school, higher education, the workforce, and life-long engagement in their communities and in learning.  The Florida Department of Education ESSA Implementation Plan should  1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education; Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above;  2. include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals for standards-based learning for academically at-risk students;  3. include eligibility access to Title II funds for professional development for all-arts-defined teachers, teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;  4. include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined courses, activities, and programs to improve students’ academic achievement by increasing the capacity of Florida’s Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education;  5. encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural organizations, and national centers for the arts;  6. include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of the all-arts-defined subjects;  7. support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;  8. include assessments and evaluation systems for student achievement in the all-arts-defined subjects;  9. support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects;  10. integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc."]
["Gabrielle Grundy-Lester","Community-Based Organizations",null,"Coral Springs Museum of Art","Broward",{"$nulls":7},"1.  include eligibility access to Title I funds for all-arts-defined programs that address the needs of and goals  for standards-based learning for academically at-risk students    2.  include eligibility access to Title II funds for professional development for all-arts-defined teachers,  teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12    3.  include eligibility access to Title IV 21st Century Schools and Student Support and Academic  Enrichment Grants for school and community partnerships that utilize one or more of the all-arts-defined  courses, activities, and programs to improve students’ academic achievement by increasing the capacity of  Florida’s Department of Education, local educational agencies, schools, and local communities to provide  all students with access to a well-rounded education    3.  support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that  increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded  education    4.  integrate all the defined-arts courses, activities, and programs into other goals established in ESSA,  such as average daily attendance; evidence-based programs; graduation rates; literacy programs for  low-performing students and English-learning students and families; engagement of parents, students, and  community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s  workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student  Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted  and talented students; programs that prepare Pre-K students for greater engagement and effective learning  and success in their future school experiences; etc    5.  clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and  visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education;  Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above  "]
["Melissa Gilleland","Community-Based Organizations",null,"Jacksonville Zoo and Gardens","Duval",{"$nulls":7},"1: clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and  visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education;  Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above  2: support the integration of one or more of the all-arts-defined-arts subjects into programs and activities that  increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded  education  3: support policies and funding-eligibility support for Pre-K education that includes all-arts-defined subjects  4: encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that  involves professional development for teachers; development and dissemination of arts-based  educational programming in multiple arts disciplines; and national outreach activities that strengthen  partnerships among local education agencies, local arts and cultural organizations, and national centers  for the arts"]
["Lynne Oakvik","School District Administrators",null,"Broward County Public Schools","Broward","In Title 1, Part A, LEAs are allowed to develop effective school library programs.  School libraries staffed by a certified media specialist play a vital role in ensuring equity and access to information and resources that support academic achievement and digital literacy PK -12. Please include the development of effective school library programs as an option for Districts in the  planning and application process  for Title 1, Improving the Academic Achievement of the Disadvantaged section. Characteristics of an effective school library program:  The ALA Washington Office (n.d.)Education/School Libraries:Elementary and Secondary Education Act and School Libraries. District Dispatch.   http://www.districtdispatch.org/policy-issues/educationschool-libraries/ (accessed 1/29/2016)    1.\tThere is a full-time, state certified school librarian in every school.  This person’s credentials are comparable to the credentials of a classroom teacher.  2.\tThe library contains up-to-date books, equipment, and technology, including broadband Internet   3.\tTeachers and librarians collaborate with one another to design and implement instruction.  Librarians are involved with teachers in developing the curriculum of the school or district.  4.\tLibrarians support students’ digital literacy skill development.  5.\tThere is dedicated, annual funding to support acquisition of materials and equipment and professional development of librarians.   ","Title II, Part A supports effective instruction.  Certified Media Specialists are teachers and must be included in professional development that supports the development of effective, \"future ready\" school library programs that support both students and teachers in digital teaching and learning.    Title II, Part B, Subpart 2 addresses Literacy Education for All, Results for the Nation (LEARN).  Comprehensive literacy instruction PK-5 and 6-12 should include school libraries and media specialists in curriculum planning, design and implementation. This section should include collaborative planning and curriculum development for the media specialist and classroom room teacher to support cross-curricular units of study that support guided inquiry and the application of  the research process.    Title II, Part B, Subpart 2  addresses Innovative Approaches to Literacy (IAL).  Include the development and enhancement of school library programs through professional development, books, and up-to-date equipment and materials.",null,"Title IV, Part A  allows the LEA to increase student access to rigorous, personalized learning supported by technology, including school libraries.  Please include effective school library programs as part of 21st Century schools section to support student readiness to use technology in college and careers, access to rigorous, personalized learning, and professional development for the library media specialist to serve as a school support for technology integration across the curriculum."]
["Haleigh Hitzing","Educator Organizations",null,"UCF","Orange","I was so pleased to specifically see a section of the Every Student Succeeds Act outlining ways to improve academic achievement of the disadvantaged. As a future school counselor studying at the University of Central Florida, I was so happy to see eight instances where using school counselors or counseling techniques to help this unique population of students. Specifically, I found interest in the use of career and college counseling. This is a topic that I feel very strongly about and have chosen to take additional coursework in to be better equipped to counsel students on this. I would like to comment the great need for this starting in the elementary level, not just high school. Furthermore, there are so many niches within this counseling realm, for instance: at risk students transitioning from one level of schooling to another, high achieving students facing stresses and pressures preparing for college, and career exploration with young children. I know that many high schools offer programs like AVID and freshman seminar type courses to introduce students to some college prep, but I would love to see a mandatory college/career readiness course in the state of Florida required for graduation. This course would tie in so many benchmarks, and make the school counselor visible for all students.",{"$nulls":6},"As a future school counselor and current teacher, the Every Student Succeeds Act holds great significance for me as a stakeholder. I appreciate its efforts and visions for the future of education. As I have read the General Provisions portion of the act, I notice school counselors are only referenced three times. Additionally, those references are mere definitions. While I see other school personnel have multiple sections defining their roles and duties, it alarms me those are not outlined for school counselors. I feel that if these roles were more specifically outlined, it would provide school counselors support from the state if/when there are conflicts between the school counselor and administrators. While I appreciate flexibility in my future career, if the duties were more clearly outlined, perhaps clerical and administrative duties could be minimized."]
["Sherron Long","The Public",null,"self","Palm Beach",{"$nulls":7},"In Florida's ESSA Implementation Plan, please     1. clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education;     2. include eligibility access to Title I funds for all arts-discipline programs that address the needs of and goals for standards-based learning for academically at-risk students;    3.  include eligibility access to Title II funds for professional development for all arts-discipline teachers, teaching artists, principals, and other educators involved in the development and implementation of instructional delivery for grades Pre-K through 12;    4.  include eligibility access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the defined-arts courses, activities, and programs to improve students’ academic achievement by increasing the capacity of  Florida’s Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education;    5.  encourage full participation from Florida in the federal Assistance for Arts Education Grants Program that involves professional development for teachers; development and dissemination of arts-based educational programming in multiple arts disciplines; and national outreach activities that strengthen partnerships among local education agencies, local arts and cultural  organizations, and national centers   for the arts;    6.  include in Florida’s Adequate Yearly Progress (AYP) at least one measure of student engagement, attendance, and academic achievement through participation in one or more of all the defined-arts subjects;    7.  support the integration of one or more of the defined-arts subjects into programs and activities that increase participation in STEM to improve attainment of STEM-related skills and promote a well-rounded education;    8.  include assessments and evaluation systems for student achievement in all the defined-arts subjects;    9.  integrate all the defined-arts courses, activities, and programs into other goals established in ESSA, such as average daily attendance; evidence-based programs; graduation rates; literacy programs for low-performing students and English-learning students and families; engagement of parents, students, and community partners; school improvement, identity, and engagement; preparation for today’s and tomorrow’s workforce, careers, and higher education; expanded learning time in and out of school; Exceptional Student Education (ESE) programs for children with intellectual and developmental disabilities; programs for gifted and talented students; programs that prepare Pre-K students for greater engagement and effective learning and success in their future school experiences; etc.    Thank you very much."]
["Kevin LeVine","Parents and Families",null,"self","Polk",{"$nulls":7},"Music and the fine arts are well-rounded subjects and need to be funded by the state so that all students have access to them daily."]
["Robin Saenger","The Public",null,"Self","Pinellas",null,null,"ESOL classes should be available is every community for all grade levels including adult learners.",{"$nulls":4},"Arts education including visual arts and music must be included in our schools. Creativity and non linear thinking are skills to be nurtured in order to complement the focus on math and science. We will need creative problem solvers increasingly in the future and that is a skill which can be learned through exposure to the Arts."]
["Zadda Bazzy","Specialized Instructional Support Personnel",null,"School District of Manatee County","Manatee",{"$nulls":7},"One of the strengths of ESSA is that it specifically addresses the need for a well-rounded education. Often students who are not performing on grade level are pulled from art, music, dance, and theatre classes to receive remediation. This is like robbing Peter to pay Paul. My hope is that the Florida Department of Education will require participation in art, music, dance, and/or theatre classes for ALL students, including lower-performing students. The arts are a critical component of a comprehensive education."]
["Robyn Vegas","Community-Based Organizations",null,"Business for the Arts of Broward","Broward",{"$nulls":7},"clearly define in writing that the “arts” include the subjects dance, media arts, music, theatre, and  visual arts as part of ESSA’s definition of courses, activities, and programs for a “well-rounded” education;  Note: the term “all-arts-defined” referenced below means all five of these arts disciplines listed above; "]
["Tenaj Davis","Educator Organizations","Florida Dance Education Organization","Florida Dance Education Organization","Miami-Dade",null,"include access to Title II funds for professional development for all performing and visual arts teachers  and other educators involved in the development and implementation of instructional learning opportunities for Pre-K and grades 1 through 12. ",null,"nclude access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that utilize one or more of the visual and performing arts-discipline courses, activities, and programs to improve students’ academic achievement by increasing the capacity of Florida’s Department of Education, local educational agencies, schools, and local communities to provide all students with access to a well-rounded education;"]
["Deborah Edwards","Teachers",null,"Self","Pasco",{"$nulls":7},"Music is the universal language.  It is a way to include people of any culture or language.  Yet it is severely discounted as a form of education and extremely low on the scale when it comes to budgeting.  I receive $75 per year to teach 500 students.  Hopefully, this new act will help to bring music programs into the light as an educational resource."]
["Julia House","Teachers",null,"Bay District Schools","Bay","Under ESSA the state will be required to withhold from each district 7% of Title I funding.  NCLB only kept 4%. If the state also keeps the \"optional\" 3% for direct student services that will total 10% being withheld from each district.    My school has more than 50% Title 1 students.  We cannot afford to loose that extra 3%.  I do not support the state keeping the \"optional\" 3 %."]
["Suzanne M. Johnson","School Administrators","Private school","Robert F. Munroe Day School","Gadsden","We have been able to enhance students who struggle in a particular area through the Title 1 tutoring program.  Our scores on SAT10 have improved, and students enrolled in the program have benefitted from increased self esteem and more proficiency in Reading/Math."]
["Mamie Curry","Teachers",null,"JHPA","Escambia"]
["Christine Broyles","Teachers",null,"Charlotte County Public Schools","Charlotte",null,"Having been a highly effective teacher since the start of the Marzano evaluation system it was an insult to link a SAT score that was taken in 1975 to receiving $$$. Telling these teachers that they would have to retake the SAT, if not getting the required score originally, added further insult. Shame on the legislature for this latest insult to teachers.",null,null,"Document incomplete"]
["Jennifer Day","Parents and Families",null,"self","Santa Rosa",{"$nulls":7},"A well-rounded education includes arts. It is important to me that this part of my child's education is not reduced or eliminated."]
["Joann Kinder","The Public",null,"Self","St. Lucie",{"$nulls":6},"Music should be an integral part of every school. That being said, there should be ample funding to support it. "]
["Janelle Kaufmann","Teachers",null,"Osceola county schools ","Osceola","Students still need to have the choice of their elective. They will not be successful if they are forced into an elective they are not passionate about. ","Great plan!","Great plan!",null,"Just remember, standardized testing doesn't necessarily show accountability for the \"disadvantaged\" (Title 1)  The IPGP program is very accountable and accurate and I support that system "]
["Philip Halladay","Teachers",null,"Self","Broward",{"$nulls":7},"It is imperative that certified and licensed teachers are hired to teach the arts (music, drama, dance and visual art) in our schools. All students should have access to the classes in a K-12 setting.  Furthermore arts courses should be funded appropriately based on the needs of the program.  "]
["Christine Lauen","Teachers",null,"self","Holmes",{"$nulls":7},"As a K-4 music teacher at a rural school, i encourage you to continue funding for the arts. I know that you believe in well-rounded education for the whole child, That is impossible without inclusion of music,art, and drama. The majority of students in our area would not have the opportunity of learning to express themselves through the arts if it were not for those classes being offered in school. We have only 1 piano teacher in our town and she is booked solid with students eager to learn more. Our district is improving but there is always room for more support for the arts. "]
["Katherine","Teachers",null,"FMEA","Pinellas",null,null,null,"There should be more access to technology in schools, especially for those schools with students with disabilities needing more accommodations.",null,null,null,"Keep the arts in schools. It has been proven time and time again the arts and music aid students in their futures and are incredible community builders."]
["Dr. Jim Wilson","Community-Based Organizations","(and Institutes of Higher Learning)","Florida Literary Arts Coalition","St. Johns",null,"Raise faculty pay to attract and keep well-qualified teachers.",{"$nulls":5},"Please support the Arts--most schools lost the ability to offer creative writing courses during No Child Left Behind"]
["Morgan Burburan","The Public",null,"Self","Hernando",null,null,null,"This is necessary, thank you.",null,null,null,"A well rounded, holistic education is essential for all students regardless of sociology-economic status, parent involvement, race, or culture. Every child deserves this type of education."]
["Tamara Hatcher","The Public","Odyssey Prepatory Academy","self","Brevard","none","none","none","none","none","none","none","none"]
["Ellen Harvey","Teachers",null,"CCPS","Charlotte",{"$nulls":7},"It is important that the arts be considered part of the core curriculum for graduation and education.  The arts are part of history and culture and can not be removed as a well rounded education.  Please ensure the arts are considered in our schools."]
["Evan Powers","Teachers",null,"Avalon Middle School","Orange",{"$nulls":7},"In order to provide a well-rounded education that includes the arts, sufficient arts funding needs to be provided to each district and school to guarantee at least one (1) full-time music teacher in every elementary school and three (3) full-time music teachers (band, chorus, orchestra) in every middle and high school. Students should no longer be pulled from arts classes for remediation or make-up work in other classes, as this directly diminishes their arts education. Every student should be required to take 1 fine arts course in middle school and at least 1 fine arts class in high school. School grade expectations need to be adjusted to reflect standards for a well-rounded education, rather than putting an emphasis on AP, IB and AICE courses. Students should not be pushed to take multiple math or science courses in one academic year or a double-blocked AP course in one academic year, as this detracts from their education in other equally important subject areas. Guidance counselors need to be reprimanded for discouraging students from taking arts courses (this happens in nearly every school in the state, but is often dependent on the counselor). Fine arts credits should only be able to be fulfilled in person, as they are all activity-based, and they should only be assigned to true fine arts classes (music, drama, art, dance).    Thank you for your time and consideration!"]
["Rachelle Kaufman","Teachers",null,"Self","Palm Beach",{"$nulls":7},"I can't stress enough the importance of the arts in helping children whose learning style is visual and tactile to retain more of what they learn. The arts also help students become the creative thinkers they need to succeed in all facets of life. "]
["Bob Ingram","Parents and Families",null,"self","Brevard","Afterschool mentoring and tutoring programs are the solution here.     Science research, computer programming, writing & journalism after school programs should be given as much or more priority than sports programs. They must be funded by the schools.","There should be a system for parents to provide feedback concerning the performance of teachers.   Thoughtful survey criteria could include items like:    1. Do they return tests and homework for students \"and parents\" to evaluate and make corrections. This should all be available online. There should be a good reason why assignments are not being performed online.    2. Can I see my students progress online at glance. Grades, upcoming tests, projects, homework assignments.  3. Are homework assignments online with due dates.  4. Reference material provided to both students and parents such as Khan Academy. A majority of the time the instructors in the online videos do a better job presenting the material. Teachers need to be required to make greater use of online training.     Teachers should be tested in the subjects that they teach and the results compared to national results.    The parents know who the good and bad teachers are and the administration dismisses our input. Parents are constantly being asked to take a more active role in the child's education but we lack the tools to help. It is not OK for a teacher to completely waste a year of my child's life with substandard instruction.   ",null,"We are leaving the decisions to bring technology into the classroom in the hands of school administrators who do not have incentives to innovate.     It is easier to stay status quo than to step up and possibly face criticism. Administrators need to be held accountable for failing to modernize. "]
["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.  It is paramount to abuse on both the student population and the teachers of those students to base an entire year's worth of learning and progress on one test that is taken during a 90 minute period in a 180 day school year. It pressure heaped on both populations is counterproductive and effectively kills the love and spirit of true learning in the classroom. Students are teachers are MUCH more than one test score and it is PAST time for government officials with no knowledge of education or educational pedagogy to get out of the classroom!  ","Allow teachers to actually teach students to love learning instead of making them teach students how to jump through Pearson's ideal of \"education\" and learning. Until teachers stop being the societal whipping children, will all blame for a lack of achievement heaped on their backs, there will ALWAYS be a teacher shortage. Amazing teachers are running away from the classroom each year, driven out because the people who create all of these \"rules\" about education and what achievement and learning look like are not teachers, have never been trained as teachers, and probably have never even has a child IN public school, let alone attended public school themselves. No one would EVER think to tell a surgeon how to operate on a patient, but it seems as though, while teachers have professional degrees and must constantly take classes and tests in order to keep their licenses current (like doctors), every person who has ever walked inside a classroom considers themselves an educational expert. Wrong! You are damaging another generate of students who will not be able to think for themselves and will never have a true love of learning. ","Allow teachers to actually teach students to love learning instead of making them teach students how to jump through Pearson's ideal of \"education\" and learning. Until teachers stop being the societal whipping children, will all blame for a lack of achievement heaped on their backs, there will ALWAYS be a teacher shortage. Amazing teachers are running away from the classroom each year, driven out because the people who create all of these \"rules\" about education and what achievement and learning look like are not teachers, have never been trained as teachers, and probably have never even has a child IN public school, let alone attended public school themselves. No one would EVER think to tell a surgeon how to operate on a patient, but it seems as though, while teachers have professional degrees and must constantly take classes and tests in order to keep their licenses current (like doctors), every person who has ever walked inside a classroom considers themselves an educational expert. Wrong! You are damaging another generate of students who will not be able to think for themselves and will never have a true love of learning. ","Allow teachers to actually teach students to love learning instead of making them teach students how to jump through Pearson's ideal of \"education\" and learning. Until teachers stop being the societal whipping children, will all blame for a lack of achievement heaped on their backs, there will ALWAYS be a teacher shortage. Amazing teachers are running away from the classroom each year, driven out because the people who create all of these \"rules\" about education and what achievement and learning look like are not teachers, have never been trained as teachers, and probably have never even has a child IN public school, let alone attended public school themselves. No one would EVER think to tell a surgeon how to operate on a patient, but it seems as though, while teachers have professional degrees and must constantly take classes and tests in order to keep their licenses current (like doctors), every person who has ever walked inside a classroom considers themselves an educational expert. Wrong! You are damaging another generate of students who will not be able to think for themselves and will never have a true love of learning. ","Allow teachers to actually teach students to love learning instead of making them teach students how to jump through Pearson's ideal of \"education\" and learning. Until teachers stop being the societal whipping children, will all blame for a lack of achievement heaped on their backs, there will ALWAYS be a teacher shortage. Amazing teachers are running away from the classroom each year, driven out because the people who create all of these \"rules\" about education and what achievement and learning look like are not teachers, have never been trained as teachers, and probably have never even has a child IN public school, let alone attended public school themselves. No one would EVER think to tell a surgeon how to operate on a patient, but it seems as though, while teachers have professional degrees and must constantly take classes and tests in order to keep their licenses current (like doctors), every person who has ever walked inside a classroom considers themselves an educational expert. Wrong! You are damaging another generate of students who will not be able to think for themselves and will never have a true love of learning. ","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.  It is paramount to abuse on both the student population and the teachers of those students to base an entire year's worth of learning and progress on one test that is taken during a 90 minute period in a 180 day school year. It pressure heaped on both populations is counterproductive and effectively kills the love and spirit of true learning in the classroom. Students are teachers are MUCH more than one test score and it is PAST time for government officials with no knowledge of education or educational pedagogy to get out of the classroom!  ","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.  ","Allow teachers to actually teach students to love learning instead of making them teach students how to jump through Pearson's ideal of \"education\" and learning. Until teachers stop being the societal whipping children, will all blame for a lack of achievement heaped on their backs, there will ALWAYS be a teacher shortage. Amazing teachers are running away from the classroom each year, driven out because the people who create all of these \"rules\" about education and what achievement and learning look like are not teachers, have never been trained as teachers, and probably have never even has a child IN public school, let alone attended public school themselves. No one would EVER think to tell a surgeon how to operate on a patient, but it seems as though, while teachers have professional degrees and must constantly take classes and tests in order to keep their licenses current (like doctors), every person who has ever walked inside a classroom considers themselves an educational expert. Wrong! You are damaging another generate of students who will not be able to think for themselves and will never have a true love of learning. "]
["Lorrie Williamson","Parents and Families","The Public","self","Palm Beach","I would like to know how the 15 billion to 17 billion plus is allocated to improving the academic achievement of the disadvantaged in Florida public schools.  Who gets the money, and how much for what?  I am for the program but would like to cut the waste and over-spending.","Seniors with teaching experience and high-quality ratings should be welcomed in the recruitment process.  They require less training, and offer years of experience.","A necessity, in fact English learners should have to learn one other language, whether it be Spanish, French, of other."]
["Jennifer Pace","Educator Organizations",null,"Professsional Educators Network of Florida","Duval",null,"More principals need training on leading. It seems like, in my experience when teachers contact PEN a huge majority of emails we get deal with a hostile work environment created by administration. I feel that leadership development is needed among principals. Many principals love learning, or were great teachers, or great at the data side of things, but not necessarily great at inspiring other or great at leading a team. Training activities need to be centered around getting people to rally behind you without using fear/control tactics. Many teachers will complain that something happened inter-personally with a principal and then all they sudden they feel like they get retaliation. So, they get on their principals bad side and then all the sudden the teacher gets a duty change right afterwards to a undesired duty. Or a run in happens with a principal and all the sudden the teacher gets a poor observation. So, many times a principal will do sneaky things in order to assert their authority instead of understanding how to motivate and correct their teachers in a healthy way. ",null,null,"When it comes to which tests are used in order to demonstrate student growth for a teacher evaluation. The teacher and principal together should be in the driver seat to indicate which test should be used to demonstrate teacher effectiveness for the student growth element. VAM is too standardized. "]
["N Straney","The Public","Mostly responded as a member of the public, a parent and someone who works with students with disabilities.","none","Orange","I think schools should be smaller so that a sense of community and accountability is greater - for all. Develop professional training for instructional and support staff for team building and examine ways to enhance positive attitudes between students and school staff while also reviewing response to poor student decision making. Extracurricular programs are essential in developing interest and passion in students. Such programs are visual and performing arts, journalism, photography, sports, science programs like robotics, debate, etc. Accomplishment is a great motivator and esteem builder. Cell phones are not an accomplishment, unless you build one ... watching a video screen is not an accomplishment, unless you created to video being shown ... etc. Creating must be part of the learning process.","In a nutshell, mentorship and co-teaching programs for first-step teachers would be great. Also, it would be interesting if school systems would set a trial program to hire teachers with degrees and/or demonstrated skills in the subject area they would teach, rather than all the focus being on 'education' as the primary skill set. Example: if you are going to teach math, have a degree in math or have worked for some time in the business sector with relevant math. Do school systems get so caught up in requiring education skills that it misses the opportunity to hire stellar academic staff ? Couldn't much of the education, jargon, methods be available and required via supplemental teacher, staff training?","Not my area of expertise, but my own experience was that extensive conversational language - plus formal language learning (grammar, reading, writing) was very effective. I had French instructors that spoke very little English. The classes were daily and lengthy ... of course this was for older students.","Technology is a tool. Although tech training and learning is essential to keep up with the 21st century. It is still critical that fundamental education - material content, understanding, analysis be at the core. The technology is only another means of teaching. I believe international studies have shown that more technology does not always improve student success.  Training classroom technology for all instructional and instructional support should be offered and required (at least the basics) ... it should be made available via onsite, offsite or online training classes. These classes should be made available on a regular basis so staff can access easily and repeatedly, if needed.","Any way to ease and streamline the process is helpful. Of course accountability is necessary.",null,"Build more but smaller schools. Shared expensive resources, ie sports, technology for bus. development ... investigate the possibility of transport from small schools to central hub ( central hub would house and staff extracurricular facilities that are costly to build and and maintain for most individual campuses. Cost, logistics and liability analysis. Would this type of arrangement increase the ability to meet the 21st century needs of students in a way that does not distract from core academic learning.","Some  comments  may not have addressed the legal paragraphs directly or completely. I have tried to provide some thoughts based on observations and consideration. I do work for the school system but I responded as a member of the public since I do not 'represent' the school in my responses."]
["Carole Williams","The Public",null,"self","Palm Beach",{"$nulls":7},"The arts are VERY important for children in school.  It has been proven that it gives them a well rounded education and life.  Art classes, music, theatre and physical education are very important. Please don't take them away and if they already are taken please reinstate them. Thank you"]
["Jake Schweich","Parents and Families",null,"Self","Brevard"]
["Richard LeBlanc","Parents and Families",null,"self","Orange",null,null,null,"This Title does not define what is a 21st Century School is as opposed to any other century.  Further this Act should be named: Health, Safety, and Achievement Act."]
["Joy Frank","School District Administrators","Florida Association of District School Superintendents","Florida Association of District School Superintendents","Statewide Representation",{"$cut":{"chars":17678,"head":"Florida Association of District School Superintendents  Input/Comments    Florida’s State Plan –ESSA      General Comments    No Child Left Behind or NCLB was inflexible and states were not afforded much discretion in its implementation.  Consequently, many states had to receive a federal waiver in order to implement the provisions of NCLB.  One of the goals of ESSA is to reduce the federal mandates and to provide states, districts and schools with the flexibility to meet the broad goals and requirements of ESSA without forfeiting local control.  To that end, we recommend that FLDOE provide as much flexibility to local school districts as ESSA allows.  The state should support local flexibility and innovation while providing oversight to ensure compliance with ESSA.     Superintendents and educators have many questions about the implementation of ESSA.  The following is an outline of recommendations and questions.  In addition, several issues and concerns are raised that warrant further discussion and stakeholder input.    Funding is an issue.  Under NCLB the state was required to reserve at the state level 4 percent of every district’s Title I funds.  Under ESSA, 7 percent is reserved which represents a reduction of 3 percent to the districts. On top of that, if the state withholds the optional 3 percent for direct student services, a full 10 percent will be withheld from districts.  This is substantial and could significantly impact the services provided to students. For this and other reasons, superintendents do not support the 3 percent being withheld for direct student services.  Much more discussion is needed regarding funding issues surrounding ESSA.    In general, Florida’s accountability system is fairly in-line with ESSA.  Therefore, the statutory changes should be minimal.  However, ESSA affords states some flexibility and the opportunity for innovation.  Florida should take advantage of this flexibility in order to increase student achievement and maximize the efficient use of federal dollars without being overly prescriptive.      The ability to provide input electronically is appreciated.  However, as we read ESSA, “timely and meaningful consultation” with stakeholders is required.  While this is no doubt difficult to accomplish, having ongoing dialogue with representatives of stakeholder groups would result in better implementation of this legislation and for the development of a state plan.  Superintendents, administrators, principals and teachers have experience in working directly with schools and the students this revised federal law intends to serve.  Drawing on our expertise in a meaningful way will only assist in the overall implementation of the legislation.  We recommend that you meet and have ongoing dialogue with representatives of major education stakeholders.    ESSA also requires the involvement of the committee of practitioners established under s. 1603(b) in developing the state plan and monitoring its implementation.  This committee should be actively engaged.      Specific Comments    Section 1003A authorizes, but does not require, that no more than 3 percent of the funds be used by local education agency for direct student services.  This provision is reminiscent of supplemental education services (SES).  Superintendents did not support SES and do not support implementing this provision of ESSA.  We recommend that the FLDOE not withhold these funds.  Withholding the funds also has funding implications for districts.  See comments above.    Section 1111(a) requires that the state file a plan that is developed with timely and meaningful consultation with education stakeholders.  See above general comments.      The USDOE Secretary must establish a peer-review process to assist in the review of the state plan.  Will Florida have any representatives involved in this process?  If so, who are they?  How will they be selected?    Section 1111(b)(1) requires challenging state academic standards.  As part of this requirement each state plan must have not less than three achievement levels.  Flori"}}]
["Robert Wilson","The Public",null,"none","Duval","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.","Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child’s data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based."]
["Vickie Jones","Teachers","n/a","none","Columbia","n/a","n/a","n/a","n/a","n/a","n/a","n/a","n/a"]
["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.  ","In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  ","In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  ","In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  ","In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  ",null,"In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  ","In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  "]
["Crystal Moseley","Parents and Families",null,"NONE","Bay",null,"If we are to continue with this state testing requirements the Teachers need to be adequately trained on the subjects they are teaching and be more attentive to the needs of the students as most of them are not comprehending the material, and parents are having difficulties trying to help as we were not subjected to these exhausting testing procedures nor the newly acquired curriculum. "]
["Beth","Teachers",null,"None","Osceola",null,"In the 10 years that I have been with this district, I have yet to observe a time where there have been incentives for high quality teachers to stay here, much less come here.  I will believe it when I see it."]
["Rick Lueallen","Parents and Families",null,"self","Lake",null,"Giving teachers a bonus based on ACT scores isn't fair to hard working teachers who took this test back in 1990's.  There are great teachers who deserve this bonus who will never qualify because of something they did in high school??"]