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["Name:","Stakeholder Group Represented: (Please select an option below.)",null,"Organization: (If no organization, type self or none.)","County:","Individual states or consortia of states may apply for grants to refine, enhance, and audit statewide assessments required under ESSA. Do you have specific comments about this section, its implementation, and effects on accountability provisions?","If you have any other comments, please use the box below.","Individual states or consortia of states may apply for grants to create innovative assessments and accountability systems. Do you have specific comments about this section, its implementation, and effects on accountability provisions?","If you have any other 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"]
["Ashley Grimes","Teachers",null,"SHAPE FLORIDA","Pinellas","Please include physical education and health in the discussions"]
["John Sullivan","School District Administrators",null,"Broward County Public Schools","Broward","> We support states or consortia of states applying for grants that may assist the state with developing, refining, improving, assessments for ELs which include both ELPs and academic assessments in languages other than English.    > Strongly support SEA's or consortia being apply to statewide assessments through a grant process.  Such implementation should emphasis measures of content knowledge and skills, literacy performance in reading, writing and speaking, ability to create projects or performances demonstrating standards proficiency, and other forms of competency based assessment.  The opportunity to take an assessment should not require any former instruction or set number of hours of instruction.",null,">Strongly support innovative assessment and accountability systems development.  Assessment systems should emphasize the use of performance tasks, competency based mechanisms, and portfolio development.    > Strongly support the opportunity to apply for grants and/or waivers that allow for an LEA to base accountability measures using instruments that use methods other than 100% student participation.  Such systemic measures utilize statistically valid sampling techniques and gauge progress on academic and SEL indicators.  Specifically, the use of the \"OECD Test for Schools based on PISA\" is advocated."]
["Rachel Palmer","Teachers",null,"Matanzas high school ","Flagler","More student performance should be considered for the state assessments.  While difficult, it is possible and important."]
["Beverly Slough","Educator Organizations","School Board Member","Self","St. Johns"," Given the state of Florida has recently completed a validity study regarding the Florida Standards Assessment, we recommend that no less than 95% of these funds be distributed to districts to be used for the purposes that are spelled out in the ESSA, including but not limited to: professional development, instructional coaches, assessment delivery (including technology and related infrastructure, assessment proctors, etc. We also recommend that input from district stakeholders be sought on this issue.   ",null,"Do not recommend implementation of a statewide innovative assessment, but would support pilot programs in districts wishing to pursue this.  A pilot program may be particularly useful in assessing ESE students who are not appropriate candidates for FAA or as general education students.  We also recommend the reinstatement of the special diploma   "]
["Rosa Castro Feinberg","Civil Rights Organizations",null,"LULAC Florida","Statewide Representation","3. GRANTS    The following grants would provide financial support for implementation of recommendations provided elsewhere in this set of comments.  (C) Developing or improving assessments for English learners, including assessments of English language proficiency as required under section 1111(b)(2)(G) and academic assessments in languages other than English to meet the State’s obligations under section 1111(b)(2)(F).    (J) Allowing for collaboration with institutions of higher education, other research institutions, or other organizations to improve the quality, validity, and reliability of State academic assessments beyond the requirements for such assessments described in section 1111(b)(2)     (K) Measuring student academic achievement using multiple measures of student academic achievement from multiple sources.  "]
["Angie Fuller","School Administrators",null,"Durbin Creek","St. Johns","This section requires each state to reserve not less than 20 percent of the grant funds awarded to states to make subgrants available to local educational agencies.  We recommend Florida applies for the grant and allocates the entire award amount to subgrants to LEAs. As provided for in ESSA these dollars could be used for instructional coaches, assessment delivery, including technology and assessment proctors.  ",null,"We do not believe Florida is ready to implement a statewide system of innovative assessments, but we do support opportunities for districts to pilot innovative assessments. We believe the state should consider moving torwards performance based assessments.    Additionally, we need some ability to assess ESE students who are in the middle, not FAA, but not general education students. It would be helpful if the state would allow districts to use grade appropriate assessments when testing ESE students.  "]
["Beth Sweeny","School District Administrators",null,"St. Johns County School District","St. Johns","This section requires each state to reserve not less than 20 percent of the grant funds awarded to states to make subgrants available to local educational agencies.  Given the state of Florida has recently completed a validity study regarding the Florida Standards Assessment we recommend Florida applies for the grant and allocate the entire award amount to subgrants to LEAs. As provided for in ESSA these dollars could be used for instructional coaches, assessment delivery, including technology and assessment proctors.  ",null,"We do not believe Florida is ready to implement a statewide system of innovative assessments, but we do support opportunities for districts to pilot innovative assessments. We believe the state should consider moving towards performance based assessments.","Additionally, we need some ability to assess the approximately 2% of ESE students who are not significantly cognitively impaired and participating in FSAA, but also are not able to meet general education standards due to mild cognitive impairment or other severe learning disabilities.  It would be helpful if the state would allow districts to use a more appropriate alternate assessment when testing these ESE students."]
["Brandon McKelvey","School District Administrators",null,"Orange County Public Schools","Orange",null,null,"   ESSA provides new flexibility to states for statewide assessments. A majority of respondents (51%) would like the state to consider innovative options that separate end-of-year statewide assessments into smaller assessments. Only 10% of respondents would not like this, and 39% would like to receive more information. Given this feedback, we recommend that the state consider innovative methods of providing assessments. As a district fully committed to provided digital opportunities for all children, we believe that new methods of assessment hold considerable promise to increase the relevance of assessment while decreasing both assessment time and student stress.   "]
["Shannon Minor","Parents and Families",null,"self","Pinellas",null,"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!!!  "]
["Andrea Messina","School District Administrators","Elected School District Policy Makers","Florida School Boards Association","Leon","Given the state of Florida has recently completed a validity study regarding the Florida Standards Assessment, we recommend that no less than 95% of these funds be distributed to districts to be used for the purposes that are spelled out in the ESSA, including but not limited to: professional development, instructional coaches, assessment delivery (including technology and related infrastructure, assessment proctors, etc. We also recommend that input from district stakeholders be sought on this issue.",null,"We do not recommend implementation of a statewide innovative assessment, but would support pilot programs in districts wishing to pursue this.  A pilot program may be particularly useful in assessing ESE students who are not appropriate candidates for FAA or as general education students.  We also recommend the reinstatement of the special diploma."]
["April M Griffin","School District Administrators","School Board Member","Florida School Boards Assoc.","Alachua","Given the state of Florida has recently completed a validity study regarding the Florida Standards Assessment, I recommend that no less than 95%  of these funds be distributed to districts to be used for the purposes that are spelled out in the ESSA, including but not limited to: professional development,  instructional coaches, assessment delivery (including technology and related infrastructure, assessment proctors, etc.   I also recommend that input from district stakeholders be sought on this issue.  ",null,"I do not recommend implementation of a statewide innovative assessment, but would support a pilot program in districts wishing to pursue this.  A pilot program could be useful in assessing ESE students who are not appropriate candidates for FAA or as general education students.    I also recommend the reinstatement of the special diploma."]
["Florida Association of School Administrators","School Administrators",null,"Florida Association of School Administrators","Statewide Representation","Given the state of Florida has recently completed a validity study regarding the Florida Standards Assessment, we would recommend that all funds go to LEA's for uses that are spelled out in the ESSA, including but not limited to: instructional coaches, assessment delivery, including technology and assessment proctors. We also recommend consultation with stakeholder groups to make a plan for such uses.",null,"no comment"]
["Megan Hendricks","Parents and Families",null,"self","Pasco","Florida should completely overhaul its statewide assessment. Rather than paying lots of tax-payer money to a test development company, we should use the expertise and knowledge of our teachers who are on the front lines working with children every day and know better than any third party what is reasonable to expect of children. ",null,"Florida should consider innovative approaches to assessment that do not involve high stakes or standardized tests, such as the New York Performance Standards Consortium: http://performanceassessment.org/    And I do not mean using computer to continuously assess kids without their knowledge like what is suggested as part of Competency-based education. I mean truly meaningful assessments created and endorsed by teachers that will inform instruction and not unnecessarily measure teachers and schools. "]
["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."]
["eileen branham","Parents and Families",null,"self","Alachua"]
["VH Smith","Parents and Families",null,"none","Broward",null,"LANGUAGE ASSESSMENTS.—  (i) IN GENERAL.—Each State plan shall identify the languages other than English that are present to a significant extent in the participating student popu- lation of the State and indicate the languages for which annual student academic assessments are not available and are needed.  does this mean that EOC will have to be in Spanish","LF ELLs (those monitored for two years) need to be provided testing accommodations---many other states do this","A demonstration that the innovative assessment system will—(v) be developed in collaboration with—  (I) stakeholders representing the interests of children with disabilities, English learners, and other vulnerable children;  (II) teachers, principals, and other school leaders;  (III) local educational agencies;  (IV) parents; and  (V) civil rights organizations in the State--need to bring all above as focus group"]
["Dr. Debra Elliott","Educator Organizations","Florida Rural Consortiums and rural districts","rural districts","Statewide Representation","Please allocate the highest amount of funding to the districts that is possible.  ",null,"There is support for districts who choose to...to pilot innovative assessments","Some flexibility should be allowed for ESE students who are in the middle...not FAA, and not gen ed students. It would be helpful if the state would allow districts to use grade appropriate assessments when testing ESE students."]
["Cheryl Rutenbar","School Administrators",null,"PCSB","Polk",null,"Given the state of Florida has recently completed a validity study regarding the Florida Standards Assessment, we would recommend that all funds go to LEA's for uses that are spelled out in the ESSA, including but not limited to: instructional coaches, assessment delivery, including technology and assessment proctors. We also recommend consultation with stakeholder groups to make a plan for such uses."]
["Heather Hagy","Teachers",null,"sjcsd","St. Johns",null,"I would like to see grants for Art Assessments- to help educators make me project based assessments that have real world practices."]
["Hunter Clary","Parents and Families",null,"none","St. Johns","This section requires each state to reserve not less than 20 percent of the grant funds awarded to states to make subgrants available to local education agencies. I recommend Florida applies for the grant and allocates the entire award amount to subgrants to LEA's. These dollars could be used for instructional coaches and  assessment delivery, including technology and assessment proctors.",null,"I do not believe Florida is ready to implement a statewide system of innovative assessments, but I do support opportunities for districts to pilot innovative assessments. I believe the state should consider moving towards performance based assessments.    Additionally, districts need the ability to assess ESE students who are in the middle: not FAA, but not general education students. It would be helpful if the state would allow districts to use grade-appropriate assessments when testing ESE students."]
["Kristin Shuttz","Parents and Families",null,"self","Citrus",null,null,"This is always great because there needs to be a continually analysis of what works for students.  However, there should be more involvement of parents than just the professionals.  Many parents do understand what is needed in the testing. This may even break down the barrier that often parents feel about testing."]
["Cheryl Miranda","Teachers",null,"MCEA","Martin"]
["Diana","Teachers",null,"Brevard Public Schools ","Brevard","I think that is good, as long as educators are involved. I also like the sections that give provisions for different types of assessment - formative, over time, portfolio, etc."]
["Cathy Boehme","Teachers",null,"FEA Program and Policy Council","Statewide Representation","1.\tAdvocate for a statewide OPPAGA testing audit to examine the impact on student learning opportunity in lost instructional time, not just the number of minutes required to administer the test. The audit should reflect actual time used (not length of exam) for all state, district and school assessments. The report should include descriptions of:     •\thow much instructional time is lost to direct testing administration  •\thow much time is devoted to practice and orientation assessments (practice tests)   •\thow many class periods are covered by a substitute while regular teacher administers exams  •\thow many students are assigned testing during a different course assignment (for example ELA testing during normal math class time)  •\thow many hours are the media center and computer labs are closed to normal student instruction and use  •\tstrategies to minimize lost instructional time (For example: Students in CTE may not have access to their teacher, computers or classroom while other students are testing. Learning labs may become testing labs, bandwidth restrictions may be imposed during district tests.)  •\thow often are substitute teachers or replacement teachers assigned to classrooms while regular teachers are assigned testing duties  •\tdifferences in the amount of time lost among various student groups, school or subjects or school levels  (e.g. 5th grade, 7th grade, 10th grade, ACCESS and ELL testing)  •\tamount of staff time used for student testing readiness (practice tests and preparations for testing)  •\tamount of staff time used for logistical arrangements for testing  •\twhat staff work is not being done in order to meet testing demands  •\thow teachers are provided timely, actionable feedback from their students’ state and district assessments by standard and benchmark (as required by statute)  Goal: Understand testing process impact on student opportunities to learn.  Goal: Promote problem-solving through better understanding of the time required for testing.    "]
["Thomas Bazzel","Teachers",null,"Bay District Schools","Bay","It would be a waste of funds for the states to apply for these grants.  The states will become focused on the money rather than whether or not the statewide assessments meet the needs of students.  Data will be gathered in a misleading format bolstering not those efforts which will help students, but rather those that do not.",null,"Innovative assessments for students should be developed.  There should not be grants for these.  Local educational authorities should only develop these assessments."]
["Timothy L. Sloan","Parents and Families",null,"Self","Duval","None",null,"None"]
["Beth Cummings","School District Administrators",null,"Polk County Public Schools","Polk","Florida should apply for this grant to determine the validity and reliability of the FSA.",null,"I would like to see us move from a computer based test to portfolios and performance tasks that provide students the opportunity to demonstrate their learning.  This is proving to be a more reliable measure of students learning."]
["Valerie Gallina","Teachers","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."]
["Edie Jarrell","School Administrators",null,"Wards Creek Elementary","St. Johns","This section requires each state to reserve not less than 20 percent of the grant funds awarded to states to make subgrants available to local educational agencies.  We recommend Florida applies for the grant and allocates the entire award amount to subgrants to LEAs. As provided for in ESSA these dollars could be used for instructional coaches, assessment delivery, including technology and assessment proctors.  ",null,"We do not believe Florida is ready to implement a statewide system of innovative assessments, but we do support opportunities for districts to pilot innovative assessments. We believe the state should consider moving torwards performance based assessments.    Additionally, we need some ability to assess ESE students who are in the middle, not FAA, but not general education students. It would be helpful if the state would allow districts to use grade appropriate assessments when testing ESE students.  "]
["Dr. Sue Harrell","School Administrators",null,"Bay District Schools","Bay"]
["Lynn O'Connor","School Administrators",null,"Fruit Cove Middle School","St. Johns","I recommend Florida applies for the grant and allocates the entire award amount to subgrants to LEAs.",null,"Florida is not ready to implement a statewide system of innovative assessments but piloting such is a good idea."]
["Phyllis Clemons","School Administrators",null,"School District of Desoto County","DeSoto"]
["Wendi","Parents and Families",null,"none","Orange","STOP linking everything to numbers and data on assessments. Children need more than what is based on assessments.",null,"Again, stop. Everything is about a score on a test. We lost the purpose of education."]
["Saba","Community-Based Organizations",null,"Self","Hillsborough","Yes, we should grant funding but need to be monitored very closely to ensure it does effectively what it was designed to do. An independent community  formal oversight committee should be in-charge of grant funding spending and evaluate efficacy of deliverables.",null,"Need better and more innovative tracking systems to ensure that the grant funding touches students in the most effective educational manner."]
["Gildamary Espada","Parents and Families",null,"None","Palm Beach"]
["Destiny Woods","Parents and Families",null,"self","Leon"]
["Jessica Richardson","School Administrators",null,"Elementary Schools","St. Johns","This section requires each state to reserve not less than 20 percent of the grant funds awarded to states to make subgrants available to local educational agencies.  We recommend Florida applies for the grant and allocates the entire award amount to subgrants to LEAs. As provided for in ESSA these dollars could be used for instructional coaches, assessment delivery, including technology and assessment proctors.  ",null,"We do not believe Florida is ready to implement a statewide system of innovative assessments, but we do support opportunities for districts to pilot innovative assessments. We believe the state should consider moving towards performance based assessments.    ","Additionally, we need some ability to assess ESE students who are in the middle, not FAA, but not general education students. It would be helpful if the state would allow districts to use grade appropriate assessments when testing ESE students.    "]
["Jeana Valenty","Teachers",null,"Nina Harris School","Pinellas","Florida should have the opportunity to receive a grant to enhance state-wide assessments to provide year-round assess to state-wide standards through formative/ongoing performance assessments that could be used as field-tests, and possibly overtime, be included in scoring of student's success at the state-level especially for students with significant cognitive disabilities. The state should also develop linkages with other research/organizations to improve fidelity, retention, and reliability which should be presented to state, county, and school then checked by the secretary to ensure follow-through. ",null,"I believe that Florida should have increased assess to computer-based measures when practicing for the Florida State Standards Assessment with the inclusion of new/continuing testable accommodations such as using various devices for better student choice-making like iPads or AACs if a computer is too cumbersome or difficult due to student capability (physical impairment). "]
["Rosa Ugalde","Students","English Language Learner Students","Florida Association of Bilingual/ESOL Supervisors (FABES)","Statewide Representation","FABES supports states or consortia of states applying for grants that may assist the state with developing, refining, improving, assessments for ELs which include both ELPs and academic assessments in languages other than English.      "]
["jacquelyn masterski","Community-Based Organizations",null,"orange audubon society","Seminole","Please take advantage of this opportunity for the State of Florida.  ESSA is a tremendous victory for advocates of environmental education…numerous studies show the positive effect of experiential outdoor learning on student development and academic achievement.         ","      The new block grant, part of ESSA, provides students with a ‘well-rounded’ education including environmental education. The 21st Century Community Learning Centers, an existing grant program under NCLB, has now included environmental education as one of the eligible activities, along with STEM.  "]
["Tina McSoley","School District Administrators","Parent, Teacher, SB Member","Martin Schools","Martin","This entire section is quite disturbing...it essentially funds and encourages additional money and resources to go into assessments instead of STEAM programs and other priorities. I will copy and paste this to each answer in this section.",null,"This entire section is quite disturbing...it essentially funds and encourages additional money and resources to go into assessments instead of STEAM programs and other priorities. I will copy and paste this to each answer in this section."]
["Joan Gringer","Community-Based Organizations","After School Program","Quiet On The Set! Teen Filmmakers Program","Broward","Partnering with Big Brothers Big Sisters Broward   Museum in Pompano Beach interested in program Could they apply for grant with Quiet On The Set as a program."]
["Cara","Parents and Families",null,"self","Seminole",null,null,"If this means the schools may have more flexibility in the testing and the amount of testing they administer then yes please.  "]
["Chris Hinkle","Parents and Families",null,"self","Brevard","No money needed if there are not tests!  This would help the budget for education."]
["Gerald Bieringer","Parents and Families",null,"none","Brevard","In general it needs to be cut to 5 to 7 pages max.","Delete Common Core"]
["Cheree Lewandowski","Students",null,"None","Brevard",null,null,null,"The Florida Accountability System should be completely overhauled."]
["Brian Gaunt","Specialized Instructional Support Personnel","USF FLPBIS and FL PS/RtI Projects through FLDOE","University of South Florida - FLPBIS","Hillsborough","My only concern is the influence such activities have on states making frequent changes to standards.  Standards and the trickle down practices that are tied to them take many years to fully implement as designed.  Each change can amount to significant concerns with fidelity of teaching practices, and cost considerable money to provide sufficiently matched PD for those implementing changes in standards.  If the state seeks opportunity to receive more money by participating in grants like these, what assurances do educators and families have that the costs will off-set the financial burden of having to implement changes in standards and their related changes in practices...particularly assessment changes?",null,"I like the idea of having an assessment system that prioritizes and allows for differentiated instructional design and delivery so that every student is appropriately matched to their instructional needs.  However, significant resources and PD will be needed to ensure teachers have the requisite skills and knowledge to use assessment data effectively and efficiently in a context of instructional planning.  This section appears to require a multiple-source, multiple method approach to student instructional assignments.  I support that, but I worry teachers may not have the requisite skills or supports to effectively work with an increased array of assessment options.  A data-based decision-making framework such as a structured problem solving process (advocated through multi-tiered systems of supports) would be valuable in helping to organize this array of assessment options for teachers to make efficient and effective decisions with data."]
["Hollie Newnam","Educator Organizations",null,"SHAPE Florida-Society of Health and Physical Educators","Volusia",null,null,"We would like to see funding for innovative physical educator programs similar to the PEP Grants which have provided many Florida schools with opportunities to provide effective professional development for their teachers, technology for students and an abundance of equipment to enhance physical education  and health education programs."]
["N/A","Teachers",null,"Public school","Martin","The assessment that the state uses should be voted on like an election by the people of the state. The company that scores the test should be voted on by the people of the state. That way we aren't using a shady test and a shady company that our Governor bought stock in so he could make money.",null,"I see it says provide teachers with data on how student performed. I hope this is true because if our students didn't do well the how are we going to fix the problem if we don't know what areas need improvement. We also don't know what types of questions were asked. This idea of keeping the questions a secret and not providing reliable practice material for the kids is ludicrous. With the SAT you can even take courses that help you pass it."]
["Kim Von Burg","Parents and Families",null,"self","Hillsborough","minimum amount of grant being $1,500,000 is too high. Some states have student populations proportionally smaller as well as smaller tax paying populations","there should be tiers based on student populations"]
["Tenaj Davis","Educator Organizations",null,"Florida Dance Education Organization","Miami-Dade","include access to Title IV 21st Century Schools and Student Support and Academic Enrichment Grants for school and community partnerships that provide dance, theatre or music 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;"]
["Mamie Curry","Teachers",null,"JHPA","Escambia"]
["Tamara Hatcher","The Public","Odyssey Prepatory Academy ","self","Brevard","none","none","none","none"]
["Susan Bowles","Teachers",null,"none","Alachua","Reduce tests, give money to the districts.",null,"Too much emphasis on accountability and data, which is manipulated to be what those in power want it to be.  Corrupt system."]
["Sheila Dyer","School Administrators",null,"Polk County Schools","Polk",null,"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). I  recommend that the FLDOE not withhold these funds"]
["Colt Hartstein","Teachers",null,"Mariner High School","Lee",null,"State assessment expectations and test question items need to be communicated to teachers in the state of Florida and not be hidden or witheld from in preparation for EOC or similar assessments."]
["Elizabeth Cote","Parents and Families",null,"Self","Brevard","This section is terrifying. My mind flashes to the future and I see huge financial \"investment\" by the federal government being wasted by the State to impose requirements on students that will continue to damage their beliefs surrounding education while preventing them from reaching their academic potential. I fear the future of education in Florida is dismal at best. It would take strong intelligent leaders to implement carefully worded standards that will allow our educators to help our students reach their potential. With this much money at stake, I fear we will not be mindful of the individual needs of our students.","This section is terrifying. My mind flashes to the future and I see huge financial \"investment\" by the federal government being wasted by the State to impose requirements on students that will continue to damage their beliefs surrounding education while preventing them from reaching their academic potential. I fear the future of education in Florida is dismal at best. It would take strong intelligent leaders to implement carefully worded standards that will allow our educators to help our students reach their potential. With this much money at stake, I fear we will not be mindful of the individual needs of our students.","This section is terrifying. My mind flashes to the future and I see huge financial \"investment\" by the federal government being wasted by the State to impose requirements on students that will continue to damage their beliefs surrounding education while preventing them from reaching their academic potential. I fear the future of education in Florida is dismal at best. It would take strong intelligent leaders to implement carefully worded standards that will allow our educators to help our students reach their potential. With this much money at stake, I fear we will not be mindful of the individual needs of our students.","This section is terrifying. My mind flashes to the future and I see huge financial \"investment\" by the federal government being wasted by the State to impose requirements on students that will continue to damage their beliefs surrounding education while preventing them from reaching their academic potential. I fear the future of education in Florida is dismal at best. It would take strong intelligent leaders to implement carefully worded standards that will allow our educators to help our students reach their potential. With this much money at stake, I fear we will not be mindful of the individual needs of our students."]
["Jennifer Pace","Educator Organizations",null,"Professional Educators Network of Florida","Duval",null,null,"Yes, we should apply for this grant with the understanding that more power needs to be put in the hands of the teacher. So, to explore how we can use what we have in a way that gives more power to teachers when it comes to assessment. And more power to the principal when it comes to which student growth data is used to evaluate teachers. So, for example, you have a STEM teacher. And you say as the principal, hey valued teacher, \"which assessment do you think would best be an indicator of your teaching ability\"? The teacher says, \"well we have this one test where the students can get certifications, can this test be used for my student growth analysis instead of the FCAT which has nothing to do with my course\"? And the principal says yes. And a \"basket of data\" is used to point towards teacher effectiveness, not one lonely VAM score. "]
["Paul Merritt","Parents and Families",null,"self","Brevard"]
["Elizabeth Leung","Parents and Families",null,"none","Palm Beach",null,"Section 1203 should be section 1201. The first thing you do in 1201 is refer to 1203. And it is not an assessment, but a high stakes test. The SAT and ACT are tests, not \"assessments.\" Assessing individual student ability is what you have teachers for.","\"assessments that administrators, teachers,  principals, other school leaders, parents, and students,  if appropriate, do and do not find useful\"--we have been told we are not allowed to see tests; how can we determine usefulness? \"the extent to which assessment data is presented in an accessible and understandable format for all stakeholders.\" The data is \"presented,\" but parents are given no way of determining legitimacy. I have been told that even the teachers don't see the test.  ","Parents are not allowed to receive their child's test. How am I to help my child in a particular area of study? There is a huge disconnect and flaw to all these Acts. Parents. I'm sure there is a huge correlation between kids doing well and parents who care. The those who care need these tests (not the scores) to help our children succeed and  more emphasis needs to be placed on parent participation."]
["Erin Harrigan","Teachers",null,"Rockledge High School","Brevard"]
["Jake Schweich","Parents and Families",null,"Self","Brevard"]
["Loral Monn","Teachers","Public","self","Bay",null,"So the state is going to use more money to write more assessments because the assessments we have now are not valid and reliable?  ",null,"Why spend more money to make more assessments?  If in the end, SAT and/or ACT can still be used an an alternative to provide a concordance score for whichever state assessment is provided, why not just use the money to have (at least) high school students just take the SAT and/or ACT?"]
["Jay DiMartino","The Public","I am a parent of two high school students","Self","St. Johns","The requirements associated with these grants have proven to be detrimental to school environment, teacher morale, and student attitudes toward education. Also, the multiple -choice format of these tests does NOT measure true application or any of the strands besides reading. Therefore, we are essentially giving several reading tests (math, science, ELA, etc.), so all the same struggling kids will suffer. ","These tests have resulted in untold stress and anxiety and effects on self-esteem in kids and mass job dissatisfaction among teachers and admin, I have never seen a system so in need of repair.","The requirement that all kids be tested on computers has crippled many school and districts, eating up massive amounts of learning time for the \"testing season.\"  ","The remedy - allow districts more flexibility in how they measure their students AND relax the requirements on how and when they measure them. Thanks!"]
["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."]
["Vickie Jones","Teachers","n/a","none","Columbia","n/a","n/a","n/a","n/a"]
["Karen","Teachers",null,"None","Duval","N/A",null,"After reading this section, grants should be provided to those individual states to improve the quality of the test and ensure that all students are fairly treated."]
["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.  ","Maybe we could apply for a grant that assessed whether the FSA was fair, valid and reliable for at risk subpopulations of students OR whether it is a valid determinant of third grade retention OR whether it tests reading levels at grade level.","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.  ","Please see my comments about the New York Consortium."]
["Angela Fortune","Teachers",null,"Okaloosa County School District","Okaloosa","This is wonderful!  I believe it meets the concerns I have about the following comment I made on an earlier survey: \"Add a clause stating that the state will provide funding to ensure that there are enough computers (and additional test administrators) in the schools to minimize educational disruptions.  Set an acceptable amount of disruptions for testing purposes.  During the last two months of school, frequently, half of my students are in testing while the other half is in class with me trying to learn.  In addition, I am pulled from my classroom for at least 3 days during the last couple of months of school so that I can assist in giving tests.  Meanwhile, my own students have a substitute teacher and must try to learn without my expertise and assistance.  In other words, the entire last two months of school at the high school level is a big series of interruptions due to all of the testing going on throughout the school.  There are a ridiculous amount of interruptions to the educational process during the last two months of school, thereby severely impeding the educational process.\" "]
["Jay-Scott Moylan","Teachers",null,"School District of Palm Beach County","Palm Beach"]
["Valerie Scotella","Teachers",null,"none","Pasco",") Measuring student academic achievement using  multiple measures of student academic achievement from  multiple sources. YES!!!","Develop individualized tests for varying levels of ability.  ","(1) competency-based assessments, instructionally embedded  assessments, interim assessments, cumulative year-end assessments,  or performance-based assessments that combine  into an annual summative determination for a student, which  may be administered through computer adaptive assessments;  and  (2) assessments that validate when students are ready to  demonstrate mastery or proficiency and allow for differentiated  student support based on individual learning needs.    YES!!!","Please do not let all of this fall to one person at the school because then, it will go to the testing person who is used to doing it the old way, and things will continue as before."]
["Kevin Woodward","Teachers",null,"Orange County Public Schools","Orange","We need to be taking some of this money and developing apprenticeship opportunities for our lower level students who are not going to college.  ","The state needs to offer better practice problems for teachers to present in class to help students prepare for the types of problems they will see on the FSA end of course exams."]
["Jennifer Byers ","Parents and Families",null,"None ","Orange",null,null,"Waste of money. We do not need high stakes tests "]
["Barbara DiAlberto","Educator Organizations",null,"The Princeton Review","Broward","What happened to the lottery money?"]