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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.","The State shall establish long-term goals and interim progress measurements for all students and separately for each subgroup for the following measures at a minimum.<br><br>- Academic achievement in English Language Arts and Mathematics<br><br>- High school graduation rates<br><br>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.","ESSA requires that accountability indicators include the following:<br><br>- achievement in English Language Arts and Mathematics<br><br>- may include student growth or another indicator<br><br>- progress toward English language proficiency<br><br>- an indicator of student or school success<br><br>- graduation rate for high schools<br><br>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.","The State’s accountability system must differentiate among all schools based on all indicators in the accountability system, for all students, and for each subgroup of students. Do you have specific comments about this section, its implementation, and effects on accountability provisions?","ESSA requires that the meaningful differentiation shall include differentiation of any public school in which a subgroup is consistently underperforming. 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.","ESSA requires that the system of meaningful differentiation will identify schools for comprehensive support and improvement and those schools shall include the lowest performing 5% of Title I schools, all high schools failing to graduate 1/3 or more of their students, and schools who qualified for comprehensive support and have not met the exit criteria. 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.","ESSA changes provisions related to the achievement denominator for schools that test less than 95% of students. For those schools, 95% of students will be used for the denominator of the achievement component rather than the number of students tested. 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.","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","Open-Ended Response","Open-Ended Response","Open-Ended Response","Open-Ended Response","Open-Ended Response"]
["Khanh-Lien R. Banko","Parents and Families",null,"Alachua County Council of PTAs & 5forCHANGE.org","Alachua","It seems that accountability accurately measures where one lives and the economic condition of a neighborhood.  We seem to be doing the same thing for the last 20+ years with the same results with little movement for most schools.  This seems the definition of insanity.  Tweaking will not help.  More services and time need to be given and funded to individuals identified as non-proficient."]
["Beverly Slough","Educator Organizations","School Board Member","Self","St. Johns","o There must be timely, meaningful, and truly collaborative involvement of Local Education Agencies and all other education stakeholders – including students -- in the effort to draft Florida’s entire ESSA Plan.  This is particularly important with provisions relating to the accountability system.     o Clear and concise definitions are needed for “economically disadvantaged students”, “students from major racial and ethnic groups”, “children with disabilities” and “English learners\", including, if needed, subgroups within these groups.  These definitions should also take into consideration the increasing difficultly and issues with self-identification.     o Determination of the minimum number of students within each subgroup should be consider the size of the school/site, with a floor of ten students, and must consider issues of student privacy.   ","o The state should set realistic, attainable goals and timelines for the achievement of those goals.     o There should not be any sanctions under the new system, such as automatically triggered reductions in letter grades.      o We recommend using BOTH the four-year cohort graduation rate and the extended year adjusted cohort graduation rate.      * The four-year cohort graduation rate should include students graduating in the summer after the “normal” cohort graduation date.      * The extended year adjusted cohort graduation rate should be used in limited cases to address specific situations, including, but not limited to, schools with high student mobility rates, schools that focus on drop-out retrieval programs, schools that serve certain populations of at-risk students (i.e. foster children, hospital/homebound students, homeless students, students with other extenuating family circumstances, etc.).  We also recommend the review of withdrawal codes associated with circumstances outside the school’s control that result in a dropout.      o We recommend that input from district stakeholders be sought on these issues, particularly in defining circumstances in which the adjusted rate would be used.       ",null,"Recommend that student growth be used as an indicator and strongly recommend that input from district stakeholders be sought on all of these indicators, particularly with regard to identifying the additional indicator(s) of student or school success and with regard to the relative weight that should be assigned to each indicator.   ",null,"o It is essential to have clear and distinct processes – including identification and exit criteria -- with regard to the Targeted Support discussed in this section and the Comprehensive Support discussed in (D) below.     o Consideration of how existing targeted support programs, such as current interventions in the 300 lowest performing elementary schools, will be integrated and/or adjusted under ESSA.      o The existing School Advisory Councils and the School Improvement Plan process must be integrated into the ESSA framework.  This should include streamlining the cumbersome SIP development process.     o Again, an emphasis must be placed on seeking input from district stakeholders on the best process to accomplish this.    ","o It is essential to have clear and distinct processes – including identification and exit criteria -- with regard to the Targeted Support discussed in (C) above and the Comprehensive Support discussed in this section.     o The existing School Advisory Councils and the School Improvement Plan process must be integrated into the ESSA framework.  This should include streamlining the cumbersome SIP development process.     o Again, an emphasis must be placed on seeking input from district stakeholders on the best process to accomplish this.    ",null,"o It is essential to have clear and distinct processes – including identification and exit criteria -- with regard to the Targeted Support discussed in (C) above and the Comprehensive Support discussed in this section.     o The existing School Advisory Councils and the School Improvement Plan process must be integrated into the ESSA framework.  This should include streamlining the cumbersome SIP development process.     o Again, an emphasis must be placed on seeking input from district stakeholders on the best process to accomplish this.    ",null,"Response:  Consideration must be given to the implications of the 95% tested requirement with regard to circumstances beyond the control of a district.  We recommend that input from district stakeholders be sought on this issue.   ",null,"  No recommended change at this time but  recommend that input from district stakeholders be sought on this issue.   "]
["Susan Sanders","Teachers",null,"none","Bay","What flexibility in measuring the performance of students with disabilities?  Can we measure growth which is a more valid measure of performance? It would be a more meaningful measurement for both the student and to evaluate the teacher but you need to have a realistic goal for students with disabilities."]
["Ester de Jong","The Public","Civil Rights Organization & Professional Organization","LULAC/ Sunshine State TESOL","Alachua",null,"How will ELLs be considered in ensuring VALID and RELIABLE results on academic achievement, in consideration of their English ability?","The 73 page report on the Taskforce recommendations is available here  http://www.fldoe.org/accountability/accountability-reporting/eseaw.stml . A summary of key Florida ELL recommendations by Task Force member Superintendent Alberto Carvalho, prioritized for purposes of legislative drafting, is available at Subcommittee on English Language Learners Conference Call - July 30, 2012,  http://data.fldoe.org/winmed/esea/ESE73012.wmv  ","How will policy and guidelines be established in collaboration with various stakeholders?     MISSING:  indicator of school quality and environment.  ",null,"Which indicator will be valued highest?  How will policy and guidelines be established in collaboration with various stakeholders? ",null,null,"Don't link identification with prescription of intervention.  Schools and districts need to be involved in formulating interventions that make sense for their context.  Avoid one-size-fits-all solutions.",null,"Danger of excluding accountability of ELLs"]
["Rosa Castro Feinberg","Civil Rights Organizations",null,"LULAC Florida","Statewide Representation",null,"4. (A) ESTABLISHMENT OF LONG-TERM GOALS and (B) INDICATORS    The state's dual responsibilities under federal law to increase the English proficiency and academic achievement of Florida’s English Language Learners includes tracking progress toward achievement of those goals.  Therefore, LULAC Florida recommends establishing goals and interim measurements in all subjects required for graduation and reporting academic achievement of ELLs on all required statewide assessments.  "]
["Beth Sweeny","School District Administrators",null,"St. Johns County School District","St. Johns","Subgroup size should be proportional to the size of the school with a floor of 10 students and a ceiling of 30 students.  A subgroup size that is too large may prevent smaller schools from being held accountable, but a subgroup size too small runs the risk of identifying students.  We believe a sliding scale between 10 and 30 would be adequate.    o\tClear and concise definitions are needed for “economically disadvantaged students”, “students from major racial and ethnic groups”, “children with disabilities” and “English learners\", including, if needed, subgroups within these groups.  These definitions should also take into consideration the increasing difficultly and issues with self-identification.","The state should set realistic, attainable goals under this section.  There should not be any sanctions under the new system like we used to have in place which triggered automatic letter grade drops.    Additionally, we would like to see the state use both the four year cohort graduation rate and the extended year adjusted graduation rate.  ",null,"Growth measures should continue to be included in the state’s accountability system.    Since the state already includes it in our current system, we recommend the continued use of student access to and completion of advanced courses as an indicator for secondary schools.  The state should ensure that an indicator of student or school success is weighted less than the other indicators.  ",null,"We believe Florida’s current Differentiated Accountability system meets the requirements of this section and should not be changed.","We believe Florida’s current Differentiated Accountability system meets the requirements of this section and should not be changed.  ","Consideration of how existing targeted support programs, such as current interventions in the 300 lowest performing elementary schools, will be integrated and/or adjusted under ESSA. ","We recommend using the extended year adjusted graduation rate for this calculation.",null,"We believe Florida’s current law requiring schools to assess 95% of students to receive a grade should continue.",null,"We believe current law and practice where a student must be present for both survey two and three in order for them to be counted in assessment result data meets this requirement and should continue."]
["Angie Fuller","School Administrators",null,"Durbin Creek ","St. Johns","Subgroup size should be proportional to the size of the school with a floor of 10 students and a ceiling of 30 students.  A subgroup size that is too large may prevent smaller schools from being held accountable, but a subgroup size too small runs the risk of identifying students.  We believe a sliding scale between 10 and 30 would be adequate.","The state should set realistic, attainable goals under this section.  There should not be any sanctions under the new system like we used to have in place which triggered automatic letter grade drops.    Additionally, we would like to see the state use both the four year cohort graduation rate and the extended year adjusted graduation rate.  ",null,"Growth measures should continue to be included in the state’s accountability system.    Since the state already includes it in our current system, we recommend the continued use of student access to and completion of advanced courses as an indicator for secondary schools.  The state should ensure that an indicator of student or school success is weighted less than the other indicators.  ",null,"We believe Florida’s current Differentiated Accountability system meets the requirements of this section and should not be changed.","We believe Florida’s current Differentiated Accountability system meets the requirements of this section and should not be changed.",null,"We recommend using the extended year adjusted graduation rate for this calculation.",null,"We believe Florida’s current law requiring schools to assess 95% of students to receive a grade should continue.",null,"We believe current law and practice where a student must be present for both survey two and three in order for them to be counted in assessment result data meets this requirement and should continue."]
["Laura","Teachers",null,"Self","Bay",null,null,null,"The only real measure for student growth within a school year is by giving a valid and reliable pre and post assessment.  Comparing tests between years of different standards has too many variables and is not a true measure.  Nonproficient students can only show their growth if there is a beginning of the year pre assessment on the standards for that current year and then the same post test to show growth.  ",null,"When measuring all public schools the state should differentiate and not compare charter schools that do not have a proportionate representation of all the sub groups.  Schools of similar sub groups should be compared only.  Likewise not all charter schools limit their enrollment of these subgroups BUT in Bay County they do!  Some charter schools in Bay County ARE NOT public schools but are allowed within the law that distinction.  ",null,null,"Funding and support should be provided for struggling schools not more paperwork and oversight.  The help needed for struggling students is smaller teacher/ pupil ratio. ",null,"Maybe this gives a better picture; depends on the schools demographics.",null,"Attendance must be a consideration for meaningful interpretation of a student's performance.   To hold teachers and schools accountable for students missing large amounts of instruction IS NOT a valid interpretation of the student's, teacher's, or the school's level of proficiency.  "]
["Meredith Mears","Parents and Families","Students and Teachers","FLParentsRISE and Opt Out Leon","Leon","Our accountability system is a disgrace and should be revisited"]
["Janene Fitzpatrick","School District Administrators",null,"Suwannee County School District","Suwannee","Section 1111(c) relates to the Statewide Accountability System effective for the 2017-2018 school year.  While Florida’s accountability system is fairly aligned with ESSA, we must minimize confusion between the two and also maximize some of the flexibility offered under ESSA.  To that end, several issues need to be addressed.    ESSA identifies four subgroups of students –   •\tEconomically disadvantaged students  •\tStudents from major racial/ethnic groups  •\tChildren with disabilities  •\tEnglish learners    How will these be defined and to what extent do they align with Florida’s accountability system?      ESSA requires a minimum number of students and the number must be determined in collaboration with stakeholders.  How will this be accomplished?    ","The accountability system must be based on challenging standards for reading or language arts and math.  Florida has adopted challenging standards.    How will the state develop and establish long-term goals for all students and subgroups?    Superintendents generally support the extended-year adjusted cohort graduation rate and want to collaborate on setting a more rigorous long-term goal for such graduation rate, as compared to the goal set for the 4-year rate.  ",null,"For subgroups that are behind, the state plan must take into account improvement necessary to make significant progress in closing proficiency and graduation rate gaps.  How will progress be defined?  How will it be actualized for state plan and state accountability purposes?","To what extent is there flexibility in measuring the performance of students with disabilities?  For more of these students measuring growth is a more valid measure of performance than a determination of proficiency.  Does ESSA provide that flexibility?  Florida includes speech/language and gifted students in this cohort of students.  Proficiency should be measured for these students.  However, for students with disabilities, a measurement of growth is a more meaningful measurement for both the student and to evaluate the teacher.    For EL students, progress must be made in achieving proficiency within a state-determined timeline.  How will this progress be defined?  What is the state-determined timeline?    ESSA requires annual measurement of academic achievement for all students and each subgroup.  Florida already measures growth and should continue to do so.    ESSA requires an additional indicator that can be differentiated, related to performance, and is valid.  This indicator may include student engagement, educator engagement, student access to and completion of advanced coursework, postsecondary readiness, school climate and safety, and any other indicator chosen by state.  Selecting an additional indicator requires careful consideration and dialogue with stakeholders.  The additional indicator must be measurable.  ",null,null,"ESSA requires annual meaningful differentiation among schools.  One requirement is to include differentiation of any school in which any subgroup is consistently underperforming, as determine by the state.  How is this defined?  Does this impact non-Title I schools?  Is Florida’s accountability already in compliance?  If not, how will the state differentiate among subgroups?    ESSA requires the state to determine schools needing comprehensive support and improvement.  To what extent does Florida’s accountability system already comply with ESSA?      ",null,"ESSA requires that charter school accountability shall be overseen in accordance with state charter school law.  In Florida, charter schools are considered public schools and, as such, participate in the accountability system.  This should not change."]
["Tina Calderone","School District Administrators","School Board Member","Seminole County Public Schools","Seminole","In general, our grading system is outdated and needs a total reset to be transparent to our community.  We believe in accountability, but need to administer a valid and reliable test that doesn't disrupt instruction for weeks at a time.  Additionally, the test company must return results in a timely fashion to allow us to inform instruction.  The test should also be transparent, returning test questions and answers so individual students may be remediated or accelerated.  A national norm test should be an option.","The mathematics testing needs to be revisited.  For some districts, the majority of students take HS algebra and geometry in middle school and this tends to hurt school grades based on the current formula.","Additional pathways for achieving a high school diploma should be explored.  Industry certifications should be explored as another measure of success to earn a high school diploma."]
["Matt Minnick","Educator Organizations",null,"Teach For America--Florida","Statewide Representation",null,null,null,"Teach For America—Florida believes any accountability system is incomplete if it does not measure both student academic proficiency and growth. Accordingly, we strongly support Florida’s continued use of student growth in its school and district grading system.     Further, we believe that standardized assessments should play a role, as part of a larger system, in assessing how students, teachers/school leaders, schools, and school systems are faring. However, other factors beyond performance on formal assessments should also factor into the decision making process, as part of a holistic review of student achievement and growth.    Regarding the newly required “non-academic” factor, we believe there are merits to several different approaches and welcome robust conversation around this issue. Factors we would be supportive of include, but are not limited to:  \tSchool climate and culture surveys, including feedback from students, parents, teachers, administrators, and other school staff  \tStudent access to and success in advanced courses (high school only)  \t2/4 year college application and acceptance rates (high school only)   \tSchool discipline rates  \tTeacher effectiveness   \tMeasures of parent/guardian/family engagement  \tStudent access to PE, Art, Music, Media Arts, Foreign Language, etc.    ",null,"Teach For America—Florida recognizes that Florida has long been at the forefront of the movement toward annual meaningful differentiation, with the A-F school grading system becoming a model for the country. As such, we are fortunate that no great overhaul is needed. However, ESSA’s passage still provides an opportunity for the State to continue to refine or tweak how it tracks and communicates meaningful differentiation and we encourage the State to thoughtfully take advantage of this opportunity.     We believe in transparency over complexity. The ideal grading system provides clear and meaningful comparisons across schools and districts with respect to academic performance, student growth, equity, and school climate.  The information should be presented in a fashion that is understandable to stakeholders ranging from parents to school board members. Further, it is imperative that the information is well-publicized, easy to locate, and capable of being accessed by parents and community members of all backgrounds.      At the same time, transparent and simple should not be confused with incomplete and misleading. The ideal grading system captures performance of all subgroups, while making appropriate adjustments for student background and other contextual features. It should have clear explanations for how each indicator contributed to the overall letter grade.    Lastly, we believe an ideal grading system should provide a clear path forward for school improvement. Just as a teacher uses assessments to inform their instruction, principals and district administrators should be able to use their grades to inform their improvement and effectiveness plans.   ",null,null,"Teach For America—Florida believes in basing decisions on comprehensive sets of data. Therefore, we support a system where accountability-based decisions are based on multiple measures, gathered multiple times, over multiple years. This holds true for students, teachers, schools, and school leaders."]
["Brandon McKelvey","School District Administrators",null,"Orange County Public Schools","Orange",null,"We support the current measures of the percent of students meeting state standards (scoring Level 3 or above) on statewide assessments as the appropriate indicator to use in achievement measures for both school accountability and statewide achievement goals. ","The recommendation above is consistent with the feedback provided in our survey of 500 community members, parents and other stakeholders. ","We asked respondents to respond to the use of different indicators in the accountability system. We allowed respondents to decide if they wanted to see five additional indicators used in the school accountability system. They were permitted to choose as many as they wanted. The average respondent chose two additional indicators, and they are in order of percent selected:     (1) Teacher quality and experience  (2) School climate survey feedback  (3) Student participation in fine arts programs  (4) Advanced coursework participation  (5) Student discipline  ","We support the inclusion of an ‘additional indicator of school quality or student success’ that has the support of Florida’s parents, community members and other stakeholders. ",null,null,null,"We asked for respondents to provide open feedback on how schools should be targeted for support and what support they should receive. Similar to responses received throughout the survey, most asked for a more detailed look at schools that examined assessment and other factors. There was a shared concern for not penalizing schools for items out of their control and helping them partner with parents and the community. Many respondents said that local parents, communities, teachers and students should be able to identify a school's need for support. The community should be in agreement about the concern and committed to making significant changes. ","We support school identification for improvement based on a larger understanding of school performance rather than a school grade. ","We oppose excessively punitive measures of penalizing schools for testing less than 95% of students. For example, we oppose any recommendation to provide schools with an automatic rating in the lowest category or categories based on not meeting percent tested requirements. "]
["Erika Donalds","Educator Organizations","Elected School Board Members","Florida Coalition of School Board Members","Statewide Representation",null,"•\tWe support the establishment of aggressive goals to improve student achievement and graduation rates.  •\tWe encourage the department to consider establishing goals based on school grades.  •\tWe caution the department not to recreate NCLB-like categories of achievement.  •\tWe wholeheartedly support the requirement for goals to be based on proficiency, which can be confusing in Florida with changes to the definition of achievement levels by the department and State Board of Education. Level 3 is no longer defined as “proficient,” but rather “passing.”  We encourage the department to make clear to the public the difference between “passing” and “proficiency” in the meantime.  ",null,"•\tWe believe that Florida’s school grading model already meets ESSA requirements with the exception of English language proficiency.  •\tWe support the inclusion of learning gains for elementary and middles schools and graduation rate for high schools as “another academic indicator” in the school accountability formula.   •\tWe believe learning gains of the lowest 25 percent for all schools and acceleration success for middle and high school meet the requirements for “additional indicators of school quality or student success.”  ",null,"•\tWe believe Florida’s current A-F grading system already provides for the annual meaningful differentiation of schools via a single summative score that is easily understood by the public.",null,"•\tWe strongly urge the use of a weighted average approach to meet the ESSA requirement of § 200.18(c).  •\tWe strongly disagree with the proposed regulations § 200.18(b)(2)&(4) that require at least three distinct levels of performance for each indicator for each school. This regulation will likely lead to an NCLB-like system.  ","•\tWe support continued annual identification of schools and the strong presence of the department via oversight and accountability for identified schools. As noted in the Final Judgment of the adequacy lawsuit, there is concern when schools are allowed “to remain in F status for an extended period of time…”   •\tWe respect Florida’s progress in closing achievement gaps and have concerns over proposed regulation § 200.19(a)(3) that requires any targeted school with a subgroup that has not made the state required improvement over three years to be automatically identified as schools for comprehensive support and improvement.   "]
["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!!!  "]
["Andrea Messina","School District Administrators","Elected School District Policy Makers","Florida School Boards Association","Leon","• There must be timely, meaningful, and truly collaborative involvement of Local Education Agencies and all other education stakeholders – including students -- in the effort to draft Florida’s entire ESSA Plan.  This is particularly important with provisions relating to the accountability system.  • Clear and concise definitions are needed for “economically disadvantaged students”, “students from major racial and ethnic groups”, “children with disabilities” and “English learners\", including, if needed, subgroups within these groups.  These definitions should also take into consideration the increasing difficultly and issues with self-identification.  • Determination of the minimum number of students within each subgroup should be consider the size of the school/site, with a floor of ten students, and must consider issues of student privacy.","• The state should set realistic, attainable goals and timelines for the achievement of those goals.  • There should not be any sanctions under the new system, such as automatically triggered reductions in letter grades.   • We recommend using BOTH the four-year cohort graduation rate and the extended year adjusted cohort graduation rate.        * The four-year cohort graduation rate should include students graduating in the summer after the “normal” cohort graduation date.        *The extended year adjusted cohort graduation rate should be used in limited cases to address specific situations, including, but not limited to, schools with high student mobility rates, schools that focus on drop-out retrieval programs, schools that serve certain populations of at-risk students (i.e. foster children, hospital/homebound students, homeless students, students with other extenuating family circumstances, etc.).  We also recommend the review of withdrawal codes associated with circumstances outside the school’s control that result in a dropout.   • We recommend that input from district stakeholders be sought on these issues, particularly in defining circumstances in which the adjusted rate would be used.",null,"We recommend that student growth be used as an indicator and strongly recommend that input from district stakeholders be sought on all of these indicators, particularly with regard to identifying the additional indicator(s) of student or school success and with regard to the relative weight that should be assigned to each indicator.",null,null,"• It is essential to have clear and distinct processes – including identification and exit criteria -- with regard to the Targeted Support discussed in this section and the Comprehensive Support discussed in (D) below.  • Consideration of how existing somewhat targeted support programs, such as current interventions in the 300 lowest performing elementary schools or 3rd grade retention/intervention, will be integrated and/or adjusted under ESSA.   • The existing School Advisory Councils and the School Improvement Plan process must be integrated into the ESSA framework.  This should include streamlining the cumbersome SIP development process.  • Again, an emphasis must be placed on seeking input from district stakeholders on the best process to accomplish this.",null,"• It is essential to have clear and distinct processes – including identification and exit criteria -- with regard to the Targeted Support discussed in (C) above and the Comprehensive Support discussed in this section.  • The existing School Advisory Councils and the School Improvement Plan process must be integrated into the ESSA framework.  This should include streamlining the cumbersome SIP development process.  • Again, an emphasis must be placed on seeking input from district stakeholders on the best process to accomplish this.",null,"Consideration must be given to the implications of the 95% tested requirement with regard to circumstances beyond the control of a district.  We recommend that input from district stakeholders be sought on this issue.",null,"No recommended change at this time but we recommend that input from district stakeholders be sought on this issue."]
["April M Griffin","School Administrators","School Board Member","Self","Alachua","There must be timely, meaningful, and truly collaborative involvement of Local Education Agencies and all other education stakeholders – including students -- in the effort to draft Florida’s entire ESSA Plan. This is  particularly important with provisions relating to the accountability system.  Clear and concise definitions are needed for “economically disadvantaged students”, “students from major racial and ethnic groups”, “children with  disabilities” and “English learners\", including, if needed, subgroups within these groups. These definitions should also take into consideration the increasing difficultly and issues with self-identification.   Determination of the minimum number of students within each subgroup should take into consideration the size of the school/site, with a floor of ten students, and  must consider issues of student privacy.  ","The state should set realistic, attainable goals and timelines for the achievement of those goals.  There should not be any sanctions under the new system, such as automatically triggered reductions in letter grades.  I recommend using BOTH the four-year cohort graduation rate and the extended year adjusted cohort graduation rate.  • The four-year cohort graduation rate should include students graduating in the summer after the “normal” cohort graduation date.  • The extended year adjusted cohort graduation rate should be used in limited cases to address specific situations, including, but not limited to, schools with  high student mobility rates, schools that focus on drop-out retrieval programs, schools that serve certain populations of at-risk students (i.e.foster children, hospital/homebound students, homeless students, students with other extenuating family circumstances, etc.). I also recommend the review of withdrawal codes associated with circumstances outside the  school’s control that result in a dropout.   Input from district stakeholders should be sought on these issues, particularly in defining circumstances in which the adjusted rate would be used.",null,"Student growth should be used as an indicator and I recommend that input from district stakeholders be sought on all of these indicators, especially in identifying the additional indicator(s) of student or school success and the relative weight that should be assigned to each indicator.",null,"It is essential to have clear and distinct processes – including identification and exit criteria -- with regard to the Targeted Support discussed in this section and the Comprehensive Support discussed in (D) below.  Consideration of how existing targeted support programs, such as current interventions in the 300 lowest performing elementary schools, will be  integrated and/or adjusted under ESSA.  The existing School Advisory Councils and the School Improvement Plan process must be integrated into the ESSA framework. This should include streamlining the cumbersome SIP development process.   Again, an emphasis must be placed on seeking input from district stakeholders on the best process to accomplish this. ",null,null,"It is essential to have clear and distinct processes – including identification and exit criteria -- with regard to the Targeted Support discussed in (C) above and the Comprehensive Support discussed in this section.  The existing School Advisory Councils and the School Improvement Plan process must be integrated into the ESSA framework. This should include streamlining the cumbersome SIP development process.  Again, an emphasis must be placed on seeking input from district  stakeholders on the best process to accomplish this.   ",null,"Consideration should be given to the implications of the 95% tested requirement with regard to circumstances beyond the control of a district.  I recommend that input from district stakeholders be sought on this issue.",null,"Input from district stakeholders should be sought on this issue."]
["Shawn Frost","Legislators","School Board Member","Florida Coalition of School Board Members","Indian River",null,"•\tWe support the establishment of aggressive goals to improve student achievement and graduation rates.  •\tWe encourage the department to consider establishing goals based on school grades.  •\tWe caution the department not to recreate NCLB-like categories of achievement.  •\tWe wholeheartedly support the requirement for goals to be based on proficiency, which can be confusing in Florida with changes to the definition of achievement levels by the department and State Board of Education. Level 3 is no longer defined as “proficient,” but rather “passing.”  We encourage the department to make clear to the public the difference between “passing” and “proficiency” in the meantime.  ",null,"•\tWe believe that Florida’s school grading model already meets ESSA requirements with the exception of English language proficiency.  •\tWe support the inclusion of learning gains for elementary and middles schools and graduation rate for high schools as “another academic indicator” in the school accountability formula.   •\tWe believe learning gains of the lowest 25 percent for all schools and acceleration success for middle and high school meet the requirements for “additional indicators of school quality or student success.”  ",null,"•\tWe believe Florida’s current A-F grading system already provides for the annual meaningful differentiation of schools via a single summative score that is easily understood by the public.  •\tWe strongly urge the use of a weighted average approach to meet the ESSA requirement of § 200.18(c).  •\tWe strongly disagree with the proposed regulations § 200.18(b)(2)&(4) that require at least three distinct levels of performance for each indicator for each school. This regulation will likely lead to an NCLB-like system.  ",null,null,"•\tWe support continued annual identification of schools and the strong presence of the department via oversight and accountability for identified schools. As noted in the Final Judgment of the adequacy lawsuit, there is concern when schools are allowed “to remain in F status for an extended period of time…”   •\tWe respect Florida’s progress in closing achievement gaps and have concerns over proposed regulation § 200.19(a)(3) that requires any targeted school with a subgroup that has not made the state required improvement over three years to be automatically identified as schools for comprehensive support and improvement.   "]
["Florida Association of School Administrators","School Administrators",null,"Florida Association of School Administrators","Statewide Representation","FASA would request clear guidance to determine the meaning of \"economically disadvantaged,\" \"major racial and ethnic groups,\" and \"disabilities.\"","The state should set realistic, attainable goals under this section. There should not be any sanctions under the new system like we used to have in place which triggered automatic letter grade drops. Additionally, we would like to see the state use both four-year cohort graduation rate and the extended year graduation rate.",null,"This section requires and demands a meaningful conversation beyond one way input with stakeholders, including administrators from all school levels, teachers and parents.",null,"no comment",null,null,"no comment",null,"no comment",null,"no comment"]
["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.","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."]
["Marie-Claire Leman","Parents and Families",null,"self","Leon",null,"While I understand the importance identifying the proficiency of sub-groups of the student population, there is a danger with setting separate goals for different groups of students. If the goals are lower for say economically disadvantaged students or students of color for instance, then our expectations for them are also lower and the disparity will only widen. I hope that Florida's long-term goals will not discriminate against economically disadvantaged students and students from minority groups.",null," clause (v) seems to indicate that elementary schools can no longer simply be graded based on test scores. Some indicator such as student engagement, educator engagement, or school climate and safety must now be included. ",{"$nulls":4},"The ESSA is not prescriptive in its determination of what is \"comprehensive support and improvement\". Accountability and differentiation is only worth doing and paying attention to if we respond by allocating resources and overcoming the hurdle. We can't just chase a grade. ",null,"While requiring 95% of public school students take the test, the state is using public dollars to education kids in private schools where they are completely off the accountability radar.",null,"Again here, we are saying that students who suffer from high mobility and have to change schools in mid-year are not important enough to factor into the accountability system. Following the logic of your accountability system, if you won't hold a student's score against the school and teacher anywhere, you are making those kids invisible to your system of accountability. Ironically, these are probably, for the most part, kids that have high needs. Why would  teachers feel it a priority to try to address those needs, day in and day out, if you aren't counting on the score from that student...? With such high stakes on testing, this situation is the reverse of \"teaching to the test\".... it's more like \"don't bother teaching that kid - he won't count anyway\"..."]
["Megan Hendricks","Parents and Families",null,"self","Pasco","The ESSA gives states more flexibility in how to evaluate and measure schools, and I strongly recommend that FL take advantage of that with a complete overhaul of the accountability system. Stop evaluating teachers and schools based on test scores, and start looking at factors that matter to parents. The current state grading system is complete arbitrary and can change on a whim based on what a small group of people on the BOE think is right at the time. It has changed so many times since inception, it has lost credibility. Realtors are touting school grades when making home sales, and people are making important life decisions based on a school grade which could change any given year. It is incredibly irresponsible to allow this to happen. The school grading system currently being used has absolutely nothing to do with school quality. Rather than being given an A - F score, schools should provide a \"scorecard\" of sorts that includes a range of factors that parents find important such as student to teacher ration, experience level of teachers, programs provided and other things. Schools do not need to be measured against each other because it creates unnecessarily competition and kills collaboration, which is sorely needed. ","Interim progress does not have to be measured by a test (or by a computer-based proficiency measurement either). It can be measured by portfolios created and managed by teachers. ",null,"These indicators do not have to be measured using a standardized test. The state should develop a better, more appropriate way to measure these things that does not place an undue burden on schools and cause excellent teachers to leave the profession.",null,"The State should find another differentiator other than school grades. A simply scorecard system would meet this qualification without creating unnecessary competition. Parents could make their own decisions and form their own opinions about school quality without the burden of a state-directed school grade. ","The State should look at the real reasons a particular subgroup may be underperforming at a school, and address those reasons rather than punish the school or teacher with a bad grade or evaluation. There's a reason there is a direct correlation between school grades and income levels at the schools. If we start addressing societal issues like poverty, schools will automatically improve. ",null,"The comprehensive support should come from teachers, not consultants or other hired from external sources that have no idea what it's like to teach at that school. Additional resources should be provided to these schools, as determined by the people who work at the schools and have the knowledge and expertise to know what is truly needed. ",null,"The way you positioned it in your statement, it makes sense. If the school tests less than 95% of its students, they would only be measured based on the achievement of the students tested and would not receive punishment for not testing 95%. That is not the way the ESSA reads to me, so I'm not sure what you are asking."]
["Dr. Debra Elliott","Educator Organizations","Florida's Rural Consortia and rural districts","rural districts","Statewide Representation",null,"Please refrain from sanctions like used to be place which triggered automatic letter grade drops.","It would be nice if the state used both the four year cohort graduation rate and the extended year adjusted graduation rate.","Continue to use growth measures....and continue to use student access and completion of advance courses as an indicator for secondary schools. Ensure that an indicator of student or school success is weighted less than the other indicators.",null,"current DA system seems to meet these requirements",{"$nulls":4},"consider using the extended year adjusted graduation rate for this calculation.","95% of students to receive a grade should continue","Student should be a least present during survey 2 and survey 3 to be counted"]
["Mark D. Landreth","Community-Based Organizations","501(c)(3) Charitable/Educational Foundation","American Heart Association","Statewide Representation","None","No","None","Exercise their minds. Include PE.","All kids deserve a chance to be healthy and succeed at school. And the fact is, healthy kids learn better. As Florida develops its ESSA state accountability plan and report cards, daily physical education should be included as a core component. With daily PE, we can keep kids’ hearts healthy and their minds in gear to do their best at school. And the benefits don’t end there. Physical education has positive impacts on kids’ physical, mental, and emotional health. We strongly encourage you to include physical education as an indicator of the well-rounded education every child must receive. This must include a minimum of 30 minutes per day for elementary schools, 45 minutes per day for middle/high schools and as a requirement for graduation. In addition, we also advocate Title IV funding to support PE implementation at the school district level. Exercise their minds. Include PE.","No","No","No","No","No","No","No","No"]
["Lennette Daniels","The Public",null,"None","Alachua",null,"I do not believe students should have high-stakes testing every year.",null,"I do not agree that students should be assessed every year. I also feel that focusing on the lowest performing schools only will allow struggling students in the non-low performing schools to fall through the cracks. ",null,"I do not agree with schools having the ability to set the terms for \"success\" and \"struggling\". I feel there is too much room for the state to set its own parameters for success.","I don't feel the state should be able to set the parameters for underperformance. I also there may be a way for smaller groups of underperforming students to be overlooked.",null,"There are struggling students in all schools. While it is important to focus on the lowest performing schools, it is also important to not overlook struggling students in high performing schools. Additionally, the level of support provided currently is not adequate to assist districts in making changes. There needs to be more funding and more assistance to make sure that all services are being provided for these students. ",null,"Only that steps need to be taken to make sure that all scores are accurate and all students needing assistance receive it. "]
["Tracye Brown","School District Administrators",null,"Hillsborough County Public Schools","Hillsborough",null,"We suggest an allowance for an extended fifth year and the adjusted cohort graduation rate for English language Learners who do not meet graduation requirements due to limited English proficiency as evident via the English language proficiency assessment. This allowance by the SEA would increase the percentage of English language learners graduating with a standard diploma.",{"$nulls":8},"We suggest that the statewide accountability system factors in students who pass CTE Career Dual Enrollment courses and earn Industry Certifications on the Secondary CAPE Industry Certification Funding List."]
["Dr. Walt Griffin","School District Administrators",null,"Seminole County Public Schools","Seminole",{"$nulls":5},"I apologize if this is a duplicate entry.  The following comments may have been omitted from my previous submission.  The use of letter grades to define schools has created misrepresentation of school performance and student achievement because for the most part, the school grades can be aligned to the percent of Free/Reduced Meal Students at each school. Governor Scott charged the FDOE with developing a transparent accountability formula that parents, business leaders and community members can understand. The methodology for calculating learning gains, a significant component of school grades, is complicated and lacks research-based foundations. Rather than ranking schools with A-B-C-D-F levels, which represent excellent to failing performance to many people, schools could be rated in three tiers, for example, proficient, progressing, promising, or some other three-tiered description. "]
["Marjorie Murray","School District Administrators",null,"ECTAC","Seminole","Although this section was intended to pertain only to “In General”, there were topics not included on the survey that we felt should be addressed. We have included those remarks below:  Aggregation of assessment results include the subgroup of economically disadvantaged students. The Community Eligibility Provision (CEP) could misrepresent the membership of this subgroup because in some schools the subgroup could be students who qualify for free/reduced lunch, whereas, in other schools, because of CEP, the subgroup could be all students or just directly certified students. Careful consideration after receiving LEA input should be given to the how the subgroup will be determined, disaggregated and reported consistently across districts and the state for both assessment and accountability purposes.  ","For the EL subgroup, we recommend the use of a weighted indicator in the interim progress measurement for Long Term Goals that takes into account the English proficiency and/or number of years in the program (including students who have exited).   ","Will the measures outlined in the State’s Strategic Plan for 17/18 be incorporated into the Establishment of Long – Term Goals as required by ESSA?   We recommend setting the goals for the EL and ESE subgroups based in achieving learning gains as opposed to reaching proficiency on the content state assessments.  ","AMO’s were previously a part of Florida’s Accountability System and were used by schools and districts when developing plans and goals. Does the State intend to return to identifying individual students’ goals, and if so, what role, if any, will they play in the new accountability system?   For the EL subgroup, we recommend the use of a weighted indicator that takes into account the English proficiency and/or number of years in the program (including students who have exited).   While attendance and discipline measures seem to be readily available, we strongly caution against using these measures as “another indicator” due to lack of data reliability.   LEAs will need clear definitions of the One or More Indicators of Student Success chosen by the State as well as detailed procedures for measurement of the indicator(s).  ESSA allows the inclusion of students taking alternative assessments and receiving “Special Diplomas” into the calculation of the Graduation Rate as part of the accountability system. We strongly encourage the State to take advantage of this opportunity as these students work very hard to prepare for these exams and should have their hard work validated by being included with other High School Graduates.     ","Please consider the following 3 points regarding the assessment system as it relates to ESE students:    1.\tCurrently, there is Good Cause Exemption from Mandatory Retention in the 3rd grade for students retained for two years in Kindergarten through 3rd grade.  Please include Pre-K ESE students to this language. This is related to SS 1008.25 and would require a Legislative change.  2.\tIn FDOE’s ESEA state accountability system there is a provision for a waiver for ESE high school students to graduate with a standard diploma and receive course grades even if they failed FSA and/or EOC tests. The student study team makes the recommendation after reviewing all relevant data that would demonstrate the student has mastered the state standards.   Please consider including in the ESSA state accountability system the same type of waiver for the promotion of ESE 3rd grade students that were not proficient on the FSA.  3.\tSome students have a degenerative medical conditions that can cause regression in cognitive abilities.  These students will not be able to show “progress” in the traditional sense even though they are meeting their educational goals. The IEP Team, with the appropriate medical documentation, should be given the authority to waive the requirement to take the state assessment.  ",null,"The use of letter grades to define schools has created misrepresentation of school performance and student achievement because for the most part, the school grades can be aligned to the percent of Free/Reduced Meal Students at each school. Governor Scott charged the FDOE with developing a transparent accountability formula that parents, business leaders and community members can understand. The methodology for calculating learning gains, a significant component of school grades, is complicated and lacks research-based foundations. Rather than ranking schools with A-B-C-D-F levels, which represent excellent to failing performance to many people, schools could be rated in three tiers, for example, proficient, progressing, promising, or some other three-tiered description. ",null,"FDOE should take care when crafting the plan.  The Governor’s Executive Accountability Summit in 2013 and subsequent Executive Order required the establishment of a stable accountability system that is fair and transparent to Florida students, parents and teachers.  Provisions that complicate the accountability formula such as weighting, bonus factors and automatic adjustments that lower school grades do not align with the vision of a fair and transparent system of school accountability. "]
["Cheryl Rutenbar","School Administrators",null,"PCSB","Polk","I would request clear guidance to determine the meaning of \"economically disadvantaged,\" \"major racial and ethnic groups,\" and \"disabilities.\"","The state should set realistic, attainable goals under this section. There should not be any sanctions under the new system like we used to have in place which triggered automatic letter grade drops. Additionally, we would like to see the state use both four-year cohort graduation rate and the extended year graduation rate. ",null,"This section requires and demands a meaningful conversation with stakeholders, including administrators from all school levels, teachers and parents."]
["Dr. Walt Griffin","School District Administrators",null,"Seminole County Public Schools","Seminole","Although this section was intended to pertain only to “In General”, there were topics not included on the survey that we felt should be addressed. We have included those remarks below:  Aggregation of assessment results include the subgroup of economically disadvantaged students. The Community Eligibility Provision (CEP) could misrepresent the membership of this subgroup because in some schools the subgroup could be students who qualify for free/reduced lunch, whereas, in other schools, because of CEP, the subgroup could be all students or just directly certified students. Careful consideration after receiving LEA input should be given to how the subgroup will be determined, disaggregated and reported consistently across districts and the state for both assessment and accountability purposes.  ","For the EL subgroup, we recommend the use of a weighted indicator in the interim progress measurement for Long Term Goals that takes into account the English proficiency and/or number of years in the program (including students who have exited).   ","Will the measures outlined in the State’s Strategic Plan for 17/18 be incorporated into the Establishment of Long – Term Goals as required by ESSA?   We recommend setting the goals for the EL and ESE subgroups based in achieving learning gains as opposed to reaching proficiency on the content state assessments.","AMO’s were previously a part of Florida’s Accountability System and were used by schools and districts when developing plans and goals. Does the State intend to return to identifying individual students’ goals, and if so, what role, if any, will they play in the new accountability system?   For the EL subgroup, we recommend the use of a weighted indicator that takes into account the English proficiency and/or number of years in the program (including students who have exited).   While attendance and discipline measures seem to be readily available, we strongly caution against using these measures as “another indicator” due to lack of data reliability.   LEAs will need clear definitions of the One or More Indicators of Student Success chosen by the State as well as detailed procedures for measurement of the indicator(s).   ESSA allows the inclusion of students taking alternative assessments and receiving “Special Diplomas” into the calculation of the Graduation Rate as part of the accountability system. We strongly encourage the State to take advantage of this opportunity as these students work very hard to prepare for these exams and should have their hard work validated by being included with other High School Graduates.  ","Please consider the following 3 points regarding the assessment system as it relates to ESE students:    1.\tCurrently, there is Good Cause Exemption from Mandatory Retention in the 3rd grade for students retained for two years in Kindergarten through 3rd grade.  Please include Pre-K ESE students to this language. This is related to SS 1008.25 and would require a Legislative change.  2.\tIn FDOE’s ESEA state accountability system there is a provision for a waiver for ESE high school students to graduate with a standard diploma and receive course grades even if they failed FSA and/or EOC tests. The student study team makes the recommendation after reviewing all relevant data that would demonstrate the student has mastered the state standards.   Please consider including in the ESSA state accountability system the same type of waiver for the promotion of ESE 3rd grade students that were not proficient on the FSA.  3.\tSome students have a degenerative medical condition that can cause regression in cognitive abilities.  These students will not be able to show “progress” in the traditional sense even though they are meeting their educational goals. For example, in our school district we have a student whose IQ is currently above the level to be considered cognitively disabled however their brain is regressing every year in its cognitive ability due to their neurological condition.  The IEP Team, with the appropriate medical documentation, should be given the authority to waive the requirement to take the state assessment.  ",null,"The use of letter grades to define schools has created misrepresentation of school performance and student achievement because for the most part, the school grades can be aligned to the percent of Free/Reduced Meal Students at each school. Governor Scott charged the FDOE with developing a transparent accountability formula that parents, business leaders and community members can understand. The methodology for calculating learning gains, a significant component of school grades, is complicated and lacks research-based foundations. Rather than ranking schools with A-B-C-D-F levels, which represent excellent to failing performance to many people, schools could be rated in three tiers, for example, proficient, progressing, promising, or some other three-tiered description. ",null,null,"FDOE should take care when crafting the plan.  The Governor’s Executive Accountability Summit in 2013 and subsequent Executive Order required the establishment of a stable accountability system that is fair and transparent to Florida students, parents and teachers.  Provisions that complicate the accountability formula such as weighting, bonus factors and automatic adjustments that lower school grades do not align with the vison of a fair and transparent system of school accountability. "]
["Tamara Forrester","Parents and Families",null,"none","Orange","The testing subgroups are silent to the majority of students.  In the past, pre-filled out forms have not accurately categorized student ethnicities.  What quality control measures are in place to assure all the data-mining is accurate?",null,null,"These indicators require a substantial amount of data-mining to create these results.  What are we doing in the elementary and middle school grades that this constant testing is showing?  Children develop differently and at different paces (go back to your Child Development classes), too much emphasis is being placed on learning standards that are not developmentally appropriate.  Children are individuals, you cannot accurately put labels on students on one set of tests (or series of tests) and call it a day.","Grading schools and teacher on student growth gains based on a test that was not established specifically for Florida students is a disservice to all involved.  Taxpayers money is being wasted on implementing a testing system that is flawed.  Students in all grades are being effected and missing out on precious instructional time due to the amount of test prep and testing being conducted annually.  Let teachers teach...can we develop a grading system for our politicians and their accountability?  ","High-stakes testing is not the way to determine accountability.  Teacher assessments and 180 days of school should be the strongest indicator.","Funnel more money into our school system and less in charter schools.  Our educational system has one of the lowest amount of resources per student paid in throughout the US...prisoners in our judicial system seem to have more money spent on them, better education would lead to better opportunities.  ","If a school receives taxpayer money, then they should have to abide by all the testing rules as the rest of the public schools (vouchers included).  ","When schools are identified, resources should be spent on helping to fix the root of the problem...it is not just the school that needs help.  Community outreach and workshops should be conducted.",null,"Schools should not be financially penalized for less than 95% taking the exam.  A school cannot control when students attend school, nor should they continue to hound them when they return from a missed testing date to make up the tests.  More waste time away from instruction and education.  Also, a student should not be penalized for missing the exam date either.  What does the exam really do for the  student?  Can they review their missed answers as a learning point? NO.  Can they discuss this with others (teachers/friends) to learn? NO.  It is so secretive that it goes against everything we teach our children!","High-stakes testing, school grades, and missed class time are a disgrace to our state and children. NOT every child should go to college nor wants to go to college, we need to bring back trade schools!  If you want to empower students and get them to succeed, you should spend more time in letting teachers teach to their students and getting to know their needs as a person and not a data point.  "]
["Hunter Clary","Parents and Families",null,"none","St. Johns","Subgroup size should be proportional to the size of school with a floor of 10 students and a ceiling of 30 students. A subgroup size that is too large may prevent smaller schools from being held accountable, but a subgroup size too small runs the risk of identifying students. I believe a sliding scale between 10 and 30 would be accurate. ","The state should set realistic, attainable goals under this section. There should not be any sanctions under the new system like we used to have in place which triggered automatic grade letter drops.    Additionally, the state should use both the four year cohort graduation rate and the extended year adjusted graduation rate.",null,"Growth measures should continue to be included in the state's accountability system. Since the state already includes it in our current system, I recommend the continued use of student access to and completion of advanced courses as an indicator for secondary schools. The state should ensure that an indicator of student or school success is weighted less than the other indicators. ",null,"I believe Florida's current Differentiated Accountability system meets the requirements of this section and should not be changed.","I believe Florida's current Differentiated Accountability system meets the requirements of this section and should not be changed.",null,"I recommend using the extended year adjusted graduation rate for this calculation. ",null,"I believe Florida's current law requiring schools to assess 95% of students in order to receive a school grade should continue.",null,"I believe current law and practice where a student must be present for both survey two and three in order for them to be counted in assessment result data meets this requirement and should continue."]
["Kristin Shuttz","Parents and Families",null,"self","Citrus","Students with disabilities need to be broken down further as this is a vague statement since every child with an IEP is considered to have a disability when in fact many are quit intelligible. The same with English learners.",null,"what happens when goals are not being met who and what are going to be held responsible for this. ","who is held accountable and who is going to measure this?  This needs to be done yearly and schools held accountable yearly. A slap on the wrist is not acceptable anymore because to many children are suffering because of lack of responsibility and accountability being put on the schools.",{"$nulls":5},"When kids are not graduating it is not necessarily the school underperforming it is the test that has to be taught to.  Schools get punished and that is not often the problem.  ",null,null,"A goal of the state should be that a student should be able to transfer from one school to another and not have a gap.  Instead ESSA allows this and it be okay that student is just not looked at. This is not okay."]
["Cheryl Miranda","Teachers",null,"MCEA","Martin","SWD are currently being under identified so they do not qualify as a subgroup. What is the minimum number or percentage of students per subgroup required for the group scores to be included in calculations?",{"$nulls":5},"These schools consistently have large percentages of underprivileged children from low socioeconomic groups. They need more support. Do not punish schools that serve our neediest students."]
["Kimberly Cook","Teachers",null,"Self","Alachua",{"$nulls":10},"From Sue Waltanski and Suzette Lopez via their blog “Accountabaloney”:  •\tEliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  •\tEnd 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.  •\tDramatically reduce or eliminate the weight of the state EOC exams on the students’ final grade, from 30% to 10% or less.  •\tStop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  •\tTest 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).  •\tEnsure 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.  From FairTest.org:  “…Every Student Succeeds Act (ESSA) specifically authorizes states to allow parents to opt their children out of exams. ESSA does require 95% of students to be tested -- but individual states have the power to decide what actions to take if too few students take an exam.”    There should be no punitive consequences for schools where there is a high opt-out rate. Parents are the ones who decide whether or not their child should opt out; thus, the schools have no control, nor should they, and should not penalized in any way.      "]
["Diana","Teachers",null,"Brevard Public Schools","Brevard","I like that this takes into consideration stakeholder input.",null,null,"Growth needs to play a large part to recognize the hard work of students who, for various reasons, score below grade level, but show growth. It is unreasonable to expect a student who is scoring several years below grade level to make years worth of gains (to grade level) in less than a school year.",null,"Perhaps the term \"differentiation\" should not be used. To educators it means to change aspects of instruction to meet student needs in order for them to demonstrate proficiency on a skill. The way it is used here is more along the lines of identify different areas/subgroups and analyze the differences in scores. ","Is this like grading on a curve?",null,"I am interested to know what will be done for those students. I would hope it is more support and not more testing. ",null,"This sounds like schools with student who opt out and have less than 95% tested will be punished by using an inaccurate denominator. It seems like this will encourage LEAs to put pressure on parents to not opt out. Very divisive. "]
["Thomas Bazzel","Teachers",null,"Bay District Schools","Bay",null,null,null,"Multiple factors affect student achievement and communities as a whole.  Graduation rates should not be used as an indicator.",{"$nulls":4},"Multiple factors affect student achievement and communities as a whole.  Graduation rates should not be used as a criteria in a state accountability system."]
["Timothy L. Sloan","Parents and Families",null,"Self","Duval","None","None",null,"None",null,"None","None",null,"No",null,"No",null,"None"]
["Dr. Elaine Liftin","School Administrators","Non Profit 501 (c) (3)","Council for Educational Change","Broward",null,"We support the establishment of aggressive goals to improve student achievement and graduation rates. We encourage the department to consider establishing goals based on school grades. We caution the department not to recreate NCLB-like categories of achievement. We wholeheartedly support the requirement for goals to be based on proficiency, which can be confusing in Florida with changes to the definition of achievement levels by the department and State Board of Education. Level 3 is no longer defined as \"proficient\", but rather \"passing.\"",null,"We believe that Florida's school grading model already meets ESSA requirements with the exception of English language proficiency. We support the inclusion of learning gains for elementary and middle schools and graduation rate for high schools as \"another academic indicator\" in the school accountability formula. We believe learning gains of the lowest 25 percent for all schools and acceleration success for middle and high schools meet the requirements for \"additional indicators of school quality or student success.\"",null,"We believe Florida's current A-F grading system already provides for the annual meaningful differentiation of schools via a single summative score that is easily understood by the public. We strongly urge the use of weighted average approach to meet the ESSA requirement of statute 200.18(c). We strongly disagree with the proposed regulations at statute 200.18(b)(2)&(4) that require at least three distinct levels of performance for each indicator for each school. This regulation will likely lead to an NCLB-like system.",null,null,"We support continued annual identification of schools and the strong presence of the department via oversight and accountability for identified schools. As noted in the Final Judgement of the adequacy lawsuit, there is concern when schools are allowed \"to remain in F status for an extended period of time...\". We respect Florida's progress in closing the achievement gaps and have concerns over proposed regulation statute 200.19(a)(3) that requires any targeted school with a subgroup that has not made the state required improvement over three years to be automatically identified a schools for comprehensive support and improvement.",null,"We support consequences for schools not meeting the 95 percent assessment requirement. Based on 2016 preliminary school grades, that would be 4 percent or 144 (out of 3,211) schools."]
["Dr. Jacquelyn Flanigan","Community-Based Organizations","Central Office Administrator","Diocese of Orlando-Office of Catholic Schools","Orange"]
["Susan Chyczewski","Teachers","and parent","none","Brevard","None of these things are meaningful without transparency of the assessments.","I cannot evaluate how my students did on the tests without looking at the actual questions. This makes the long term goal meaningless and easily manipulated.",null,"There is too much instructional time lost to the assessments. And again, the data is meaningless without specific information.",null,"This part is so densely written in legalese, that I have no idea what they mean. I have a Ph.D. If I cannot interpret it, I doubt your average parent can.","You are going to differentiate so you can look at a standardized test? Really?",null,"What kind of support will they receive?",null,"That is, of course, ridiculous. Please use real statistics when you are evaluating schools.",null,"We have a sub group of students who jump around from district to district because of poverty and all that comes with it. This section does not address their needs."]
["Patricia Levesque","The Public","Reform Organization","Foundation for Excellence in Education","Statewide Representation",null,"We support the establishment of aggressive goals to improve student achievement and graduation rates.    We encourage the department to consider establishing goals based on school grades.    We caution the department not to recreate NCLB-like categories of achievement.    We wholeheartedly support the requirement for goals to be based on proficiency. This may be confusing given the recent changes to the definitions of achievement levels; with Level 3 no longer defined as “proficient,” but rather “passing.”    ",null,"We believe that Florida’s school grading model already meets ESSA requirements with the exception of English language proficiency.    We support the inclusion of learning gains for elementary and middles schools and graduation rate for high schools as “another academic indicator” in the school accountability formula.     We believe learning gains of the lowest 25 percent for all schools and acceleration success for middle and high school meet the requirements for “additional indicators of school quality or student success.”",null,"We believe Florida’s current A-F grading system already provides for the annual meaningful differentiation of schools via a single summative score that is easily understood by the public.    We strongly urge the use of a weighted average approach to meet the ESSA requirement of § 200.18(c).    We strongly disagree with the proposed regulations at § 200.18(b)(2)&(4) that require at least three distinct levels of performance for each indicator for each school. This regulation will likely lead to an NCLB-like system.  ",null,null,null,"We support continued annual identification of schools and the strong presence of the department via oversight and accountability for identified schools. As noted in the Final Judgment of the adequacy lawsuit, there is concern when schools are allowed “to remain in F status for an extended period of time…”     We respect Florida’s progress in closing achievement gaps and have concerns over proposed regulation § 200.19(a)(3) that requires any targeted school with a subgroup that has not made the state required improvement over three years to be automatically identified as schools for comprehensive support and improvement.   ","We support consequences for schools not meeting the 95 percent assessment requirement. Based on 2016 preliminary school grades, that would appear to be 4 percent or 144 (out of 3,211) of our schools. "]
["Diane Wishart","Teachers",null,"none","Bay",null,null,null,"The State needs to make the playing field equal, student in   the upper levels (3,4,5) need to make a gain of only one point while those in the lower levels (1,2) have to make a gain set by the district which could be up to 25 points.   Many of our ESE students are Level 1s and 2s and telling them they have to make a 25 point gain is not realistic to many.","We are not all created equal and not all students are going to be proficient and be in Levels 3, 4 and 5.  Yes, want all students to succeed but we need to be realistic in our goals.",{"$nulls":5},"With the state limiting what we can do for students that do not attend school on a regular basis this may not be achievable by some schools where lack of attendance is an issue.",null,"A teacher should not be held responsible for a student that has not been enrolled in their class for at least 100 days before the assessment."]
["Beth Cummings","Specialized Instructional Support Personnel",null,"Polk County Public Schools","Polk",null,"I think we all welcome measurements of student progress and the development of long-term goals.  However, under the present school grade system, the economic factor is not considered.  By putting a \"grade\" to a school, we are increasing the social divide between the \"haves\" and the \"have nots\".  Parents don't want their child to go to school with \"those\" children.  In the highly volitale world that we are living in, this type of labeling is not helpful to communities.  We need a system that supports teaching and learning.  The current school grade system does not support teaching and learning.  ",null,"A student is more than their ELA and math scores.  It is the duty of an educational institution to develop well-rounded people who are capable of making intelligent and informed decisions. In the category of student growth or another indicator, the arts are subjects which consistently teach students higher order thinking, problem solving and many more 21st century skills.  Participation in the arts should be an indicator on school grade.",{"$nulls":8},"This implies that students who attend half a year are capable of showing mastery in a year-long class.  This seems to be unreasonable.  Students who miss more than 20 days of class will have a difficult time learning the material in a year-long class.  "]
["Evelyn Ziccardi","School Administrators",null,"Roosevelt Elementary","Brevard",{"$nulls":12},"A student who attends school only half of the required time counting towards any accountability system is not appropriate.  This supports the notion that a teacher or institution can be held accountable for teaching when that student is not present.   "]
["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.","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.","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","Subgroup size should be proportional to the size of the school with a floor of 10 students and a ceiling of 30 students.  A subgroup size that is too large may prevent smaller schools from being held accountable, but a subgroup size too small runs the risk of identifying students.  We believe a sliding scale between 10 and 30 would be adequate.","The state should set realistic, attainable goals under this section.  There should not be any sanctions under the new system like we used to have in place which triggered automatic letter grade drops.    Additionally, we would like to see the state use both the four year cohort graduation rate and the extended year adjusted graduation rate.  ",null,"Growth measures should continue to be included in the state’s accountability system.    Since the state already includes it in our current system, we recommend the continued use of student access to and completion of advanced courses as an indicator for secondary schools.  The state should ensure that an indicator of student or school success is weighted less than the other indicators.  ",{"$nulls":6},"We believe Florida’s current law requiring schools to assess 95% of students to receive a grade should continue.",null,"We believe current law and practice where a student must be present for both survey two and three in order for them to be counted in assessment result data meets this requirement and should continue."]
["Dr. Sue Harrell","School Administrators",null,"Bay District Schools","Bay",null,"Goals should increase in logical and realistic increments.",{"$nulls":8},"More equitable."]
["Saba Baptiste ","Community-Based Organizations",null,"Self","Hillsborough","All groups of students should be recognized statistically and per capita students. This is to assure no group loses their identity and rights to receive high quality education. ","In our school district we have a five year strategic plan. However,  the plan appears to be disconnected from  students, teachers, parents and communities that need them the most. Accountability is a phenomena concern in all  ranks, especially,  what goes on in schools and classrooms.","We would like the school district to function in the platform of accountability and transparency that promotes high quality education from day one of students educational career.","It understood that these things need to be done but until we have the difficult conversation regarding teacher quality and biases in the schools and classrooms, we are not fulfilling students rights of being effectively educated.","Read accountability. What does that looks specifically being held to do task or accomplish the goal. Need competent leadership and educators.","What leverage do the state has when  school districts continue to fail groups of students? This is how accountability processes really benefits students and matter in a meaningful way.","Differention is fine, but will the accountability be buried bureaucracy?","An actionable implementation of sanctions that would benefit students and protect the rights of all students should receive highly effective teaching without biases.","1/3 is too high of failure before high schools come under scrutiny. A high school of 600 potential graduates. 1/3 or 331/3 is 200 students that did not graduate. That is already taking place, we must not expect students fail but anything over 10 percent, not 1/3.","If we do all what supposedto do on the front end, when students enter the public education, it should be 100 percent every student will graduate.","A fixed denominator, maybe the right incentive for students to be educated.","We need to change our mindset when its comes to educating Blacks ,Hispanics, ESE, and poor students.  Mindshift all students  can learn and with high quality education all can reach their full potential.","All students can learn."]
["Lynn O'Connorq","School Administrators",null,"Fruit Cove Middle School","St. Johns","Subgroup size should be proportional to the size of the school with a floor of 10 students and a ceiling of 30 student.","The state should set realistic, attainable goals under this section.",null,"Growth measures should continue to be included in the state's accountability system.",null,"Current system meets the requirement.","Current system meets the requirement.",null,"Recommend using the extended year adjusted graduation rate.",null,"95% should be continued",null,"Current law and practice works."]
["Gildamary Espada","Parents and Families",null,"None","Palm Beach"]
["Bridgette Hargadine","School District Administrators",null,"St. Lucie School Board","St. Lucie",null,null,null,"The cohort graduation rate in Florida will now include students who are FAA tested IND/VE students and they do not count as graduates. I worry schools will not welcome such students to their schools for fear of them affecting their graduation rates and school grade. We want nonverbal handicapped students with the brain development of a 2 year old to make the biggest gains possible. To hold them accountable and the school accountable for getting them to pass an Algebra1 test, etc... is unrealistic. ",null,null,"What does it even mean?"]
["Destiny Woods","Parents and Families",null,"self","Leon"]
["Jessica Richardson","School Administrators",null,"Elementary Schools","St. Johns","Subgroup size should be proportional to the size of the school with a floor of 10 students and a ceiling of 30 students.  A subgroup size that is too large may prevent smaller schools from being held accountable, but a subgroup size too small runs the risk of identifying students.  We believe a sliding scale between 10 and 30 would be adequate.","The state should set realistic, attainable goals under this section.  There should not be any sanctions under the new system like we used to have in place which triggered automatic letter grade drops.","Additionally, we would like to see the state use both the four year cohort graduation rate and the extended year adjusted graduation rate.    ","Growth measures should continue to be included in the state’s accountability system.    Since the state already includes it in our current system, we recommend the continued use of student access to and completion of advanced courses as an indicator for secondary schools.  The state should ensure that an indicator of student or school success is weighted less than the other indicators.    ",null,"We believe Florida’s current Differentiated Accountability system meets the requirements of this section and should not be changed.    ","We believe Florida’s current Differentiated Accountability system meets the requirements of this section and should not be changed.    ",null,"We recommend using the extended year adjusted graduation rate for this calculation.",null,"We believe Florida’s current law requiring schools to assess 95% of students to receive a grade should continue.    ",null,"We believe current law and practice where a student must be present for both survey two and three in order for them to be counted in assessment result data meets this requirement and should continue.    "]
["Anne K. Swanson","Institutions of Higher Education",null,"University of North Florida","Duval"]
["John Miller","Parents and Families",null,"None","Polk",null,"No",{"$nulls":10},"This seems incredibly complicated. I understand that Florida is under federal requirements and my hope is that the state is able to simplify the communication.  Thank you for you efforts"]
["Margaret Aune","School District Administrators",null,"Collier County Public Schools","Collier",null,"•\tSupport consideration of the extended-year adjusted cohort graduation rate in addition to four-year rate",null,"•\tSupport the consideration of college and career readiness indicators for students such as ACT, SAT, AP or AICE exam performance in conjunction with state assessment data as another valid and reliable statewide academic  indicator  •\tSupport consideration of the extended-year adjusted cohort graduation rate in addition to four-year rate  ",null,"•\tConsider additional weighting of learning gains for schools with higher proportions of students in identified subgroups.",null,null,"•\tConsider that meaningful differentiation for identified schools will necessitate additional funding in order to enact systemic change.  ","How will this be approached for non-Title I schools?"]
["Dale Johnson","School District Administrators",null,"Collier County Public Schools","Collier","•\tMandatory coordination between the major funding sources including Carl D. Perkins, IDE, and WIOA will allow for more focuses activities to support larger needs at the district level.  •\tLegislation includes reporting Carl D. Perkins outcomes in ESSA reporting is positive cooperative planning and program implementation  •\tLimitations on subgroup minimum number  •\tDefinition of  “Scientifically Based Reading Research” still leaves opportunity for private companies to control education materials  •\tDefines term “community college” at the national level could impact state and local definitions of “college”"]
["Jennifer Kincaid","School District Administrators",null,"Collier County Public Schools","Collier","Subgroups   •\tIncludes only economically disadvantaged, major racial and ethnic groups, children with disabilities and ELLs  •\tLong term goals must be established for all students and by subgroup    Rule of Construction on Parent Rights   ‘‘(K) RULE OF CONSTRUCTION ON PARENT RIGHTS.—Nothing in this paragraph shall be construed as preempting a State or local law regarding the decision of a parent to not have the parent’s child participate in the academic assessments under this paragraph.  •\tDoes Florida law requiring participation in State assessments stand?  ",null,null,"Indicator of School Quality or Student Success  •\tMust be valid, reliable, comparable and statewide by grade span.  Can include a measure of:  student engagement, educator engagement, access to and completion of advanced coursework, postsecondary readiness, school climate and safety – anything else the state chooses-Do we have a recommendation?  ",null,null,"•\tIs Florida already in compliance?  If not- how could we better differentiate between subgroups?"]
["Maria Torres","School District Administrators",null,"Collier County Public Schools","Collier","When setting up the parameters of the increased flexibility, make sure to look at individual students in a holistic way; looking at reading and math; academic progress in elementary, secondary, using multiple instruments   •\tKeep in mind measures that address differentiation for schools with large numbers of students coming from low-socio-economic backgrounds.   •\tFor ELLs, keep in mind the differentiation not only for English language proficiency progress but also the academic progress taking into consideration Jim Cummins BICS and CALP and Stephen Krashen’s Theory of Second Language Acquisition and the five hypotheses:   1.\tthe Acquisition-Learning hypothesis,  2.\tthe Monitor hypothesis,  3.\tthe Input hypothesis,  4.\tthe Natural Order hypothesis, and  5.\tthe Affective Filter hypothesis  •\tWhen looking at SWD they should consider the advice of experts in the field for students’ measures of performance.   Information displayed in a timely manner on annual report cards, designed with input from parents –   •\tInformation- It should be in a language that parents can understand (jargon free and translated when feasible).   •\tI would like to see clear, accountability measures for the different areas clarifying which ones are still from NCLB and which ones are new. Easy language for parents to understand.  •\tI would like very specific criteria on the use of Title III funds when combined with Title I funds, if that will be case.  "," Goals and Timelines  •\tWhen the State of Florida is developing the timeline for their own ambitious goals and short-term measures of progress, make sure to be realistic with the high expectations for ELLs and SWD. (Select a group of ESOL and SWD experts to support in this process.)   •\tThey need to be held accountable to high expectations, yet, within a reasonable time to reflect the progress necessary to close achievement gaps.  •\tSince the ESSA will not require AYP calculations for schools and LEAs based on 2014-2015, 2015-2016, or 2016-2017 school year assessment results, but the State  may choose to calculate AYP for schools and LEAs, I would like clarification on how the state will calculate the AYP requirements as they related to minority students including ELL.   •\tMore specify needs to be provided regarding priority and focus schools with clear, cut definitions and federal use of funds. There is also a need to have clarification on the schools’ exit criteria from the priority and focus list.    "]
["Stephanie Bertig","Parents and Families",null,"JWMHS AND WCHS","Pasco",null,null,"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."]
["Jeana Valenty","Teachers",null,"Nina Harris School","Pinellas",{"$nulls":6},"When schools are consistently under-performing, I believe the county (in connection and under guidance of) the state need to provide various measures of achievement such as performance based tasks/assessments and/or submitting curriculum-based tests provided by the county at the conclusion of a unit thus collecting a classroom-based field-test of the items instead of solely determining success on one-assessment (the Florida State Standards Assessment). Measuring students in a natural classroom setting, while providing consistent access to the standards within the course/scope of a unit, could lead to increased success and better overall performance especially for students with significant cognitive disabilities who need consistent and constant access to standard-curriculum to be a continued success. "]
["Rosa Ugalde","Students","English Language Learner Students","Florida Association of Bilingual/ESOL Supervisors (FABES)","Statewide Representation",null,"FABES recommends that Florida develops an accountability system for ELs that includes one or several of the following weighted indicator options:    1. that takes into account the English proficiency levels; and/or   2. the number of years in the ESOL program; and/or  3. uses separate cohorts based on date of entry into ESOL program; and/or  4. include ELs who, for not more than 4 years, have ceased to be identified as an English learner.  5. allow for an extended fifth year and the adjusted cohort graduation rate (for English language Learners who do not meet graduation requirements due to limited English proficiency as evidenced the English language proficiency assessment. This would increase the percentage of English language learners graduating with a standard diploma.)  6. include in the calculation, for accountability process, all ELLs that exited the program within 4 years.     It is important to note that allowing the use of students who acquired English proficiency as part of the EL subgroup for up to four years after they exit alleviates the problem but does not eliminate the transient nature of the EL subgroup.  The reality that in this subgroup, there is no “constant” group of students, but a revolving door of students entering the subgroup and exiting the subgroup, due to its transient nature by default, it is impossible for the subgroup to demonstrate proficiency of entire subgroup.    ",null,"FABES recommends that Florida develops an accountability system for ELs that includes one or several of the following weighted indicator options:    1. that takes into account the English proficiency levels; and/or   2. the number of years in the ESOL program; and/or  3. uses separate cohorts based on date of entry into ESOL program; and/or  4. include ELs who, for not more than 4 years, have ceased to be identified as an English learner.  5. allow for an extended fifth year and the adjusted cohort graduation rate (for English language Learners who do not meet graduation requirements due to limited English proficiency as evidenced the English language proficiency assessment. This would increase the percentage of English language learners graduating with a standard diploma.)  6. include in the calculation, for accountability process, all ELLs that exited the program within 4 years.     It is important to note that allowing the use of students who acquired English proficiency as part of the EL subgroup for up to four years after they exit alleviates the problem but does not eliminate the transient nature of the EL subgroup.  The reality that in this subgroup, there is no “constant” group of students, but a revolving door of students entering the subgroup and exiting the subgroup, due to its transient nature by default, it is impossible for the subgroup to demonstrate proficiency of entire subgroup.    "]
["Brittany Foster","The Public",null,"self","Seminole","I think it is important that the states set up accountability systems and that English learners, children with disabilities, students from major racial and ethnic groups, and economically disadvantages students be represented fairly. However, I am concerned that identifying \"students from major racial and ethnic groups\" as a subgroup may lead to schools evaluating data on the academic growth of minority students as a group instead of examining the academic growth of each racial and ethnic group separately. To do so may cause educators to miss student groups who need help. ",null,null,"I believe that Florida should have annual assessments for student engagement as students’ motivation to participate in school can impact how much they learn and the skills they develop. It should also assess educator engagement as teachers model behavior for the students. If they seem disengaged or are burned out, students may believe they do not value the information they are teaching, which may cause the students not to value it. In addition, students who have access to advanced coursework and are prepared for a career or college after high school are less likely to enter the school to prison pipeline. Finally, school climate and safety has an impact on student performance. Victims of bullying are more likely to have somatic problems like colds and psychosomatic problems like sleeping problems, stomach aches, and headaches (Lereya & Wolke, 2015). They are also more likely to have anxiety or depression and have a high risk for self-harm (Lereya & Wolke, 2015).     Lereya, S. T., Wolke, D. (2015). Long term effects of bullying. Archives of Disease in Childhood. 100(9), 879-885. doi: 10.1136/archdischild-2014-306667",{"$nulls":4},"I think that it is important to support the the types of schools indicated in this section. ",null,"As 95% of all students will be evaluated, I believe it is important to have guidelines in place on how schools are to get data from students who are absent or suspended on the day of the test. "]
["Danny Wade","Parents and Families",null,"none","Pasco","I truly believe that kids from lower income families tend to bring down the school grades and therefore these things should be taken into consideration.","I think you put too much emphasis on accountability.  I think you are hurting schools and running away good teachers.  I think this is ridiculous and that the end goal is to funnel all the education funds to charter schools.",null,"I think kids are over tested and the accountability measures that the state uses are overboard and should end now!",{"$nulls":4},"I think these schools should receive extra support as well as adequate compensation for the teachers and administrators.",null,null,null,"If a kid is not at a school for the whole year their scores should not count against the school where they tested."]
["Kristina Malburg","Teachers",null,"none","Bay",null,null,null,"Why is science and social studies, namely civics, not included? What is going to be the indicator for student or school success?"]
["Mary McNaron","Teachers",null,"None","Bay","Rather than focus on \"groups\", focus on the issues. Access to training that matches their level of ability and their interests using objective tools and student/family input. Identify characteristics of those subgroups that need to addressed and address those for all students...you will find that their are those disadvantaged who should be targeted in elementary school so they can be successful.     Stressful testing requiring performance by all students to the same level is one of the issues. Testing should be utilized to plan student's future educational needs in a positive manner. ","Match the levels of performance with the program of study. Match the student to a program of student that they are capable of and have interest in."]
["Thomas Moloney","Legislators","requests","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: +, -, *,  /,  %,  $, scientific notation, ratios, metric system, decimals  etc. etc... And even after spending all that time on fractions is what we are currently doing working?? Are we as Americans really proficient in fractions – statistics say no.    Just let their math maturity increase before exposing students to the tougher pieces of fractions.    Extremely simple to test and implement this idea.  STEM – should be all over this concept.  I’m sure this is one of the most radical concepts to curriculum changes but hopefully the right person will think about and evaluate this proposal.  I truly feel the reason we focus so much time on fractions is because in the early years of public education cooking and measuring were critical tasks thus the large amount of time spent on fractions.     Thank you    Thomas R. Moloney  Thomas.Moloney@myoneclay.net   "]
["Kim Buckley-Boone","Parents and Families","PTO Mom","self","Polk",null,"tests taken at meaningful times as to promote graduation, ie, testing during senior year may prohibit graduation rates from remaining stable.   EOC testing omits teachers' ability to promote students who don't fare well on tests.",{"$nulls":6},"make clear:  schools can be taken over by the state for under performance.    Middle school grades across the board are Cs & D's in Polk County.  Why are these same underperformed  students moving on to high schools where school grades become majically super?  I'm thinking middle school grading standards should be adjusted for reasonableness."]
["Cara","Parents and Families",null,"self","Seminole","I don't understand what this means.  By making the school grades, etc only reflect testing and have such a heavy emphasis on learning gains by the lowest 25% means that my students who are not in the lowest 25% very easily may fall through the cracks and not get the focus they deserve.  I know the lowest 25% feel the same way.  Let the teachers teach and implement different strategies appropriate for their level.","I don't have a problem with long-term goals and interim progress measurements...that make logical sense and don't attach such ridiculous high stakes to them.",null,null,null,"I don't know what this means.  Is this provide a school grade?  I don't have a problem with a school grade.  But a school grade based solely on the FSA is not a true school grade.  That is only reflective of how they are test prepping.  We need more indicators which then motivate everyone to be well-rounded and be able to focus on skills the students need more help on not just move forward to cover what is on FSA.  My 5th grader barely wrote in 5th grade because 4th grade was the big writing focus on FSA. And yes I know 5th grade did writing but I guess they figured they learned the majority in 4th grade about writing.  This does not make sense.",null,null,"I don't know what this is asking but the bogus way schools are graded gives more money to schools that are As.  The schools that need more assistance perpetually do not get it.  ",null,"No, ridiculous.  We chose to minimally participate and there should be no consequences to the school for this.  People are trying to get their schools back to their community and to their teachers.  Our voices need to be heard.  This serves nothing but your agenda."]
["Chris Hinkle","Parents and Families",null,"self","Brevard",null,null,null,"The annual student growth between an 8th grade math class and Algebra and then Geometry is not a viable plan.  Students can learn these subjects at a very different rate and to try to measure a growth from one area to the next is impractical.",null,"The schools in the more affluent areas score higher than the less affluent schools.  Is there a way to differentiate on money?",null,null,"Again, these are most likely the schools that are in a high poverty rate area.  What kind of support will be given to those schools?  More teachers for a smaller class size, more classrooms to house more teachers?"]
["Don Gifford","Parents and Families",null,"Self","Brevard",null,"There should long term goals for academic achievement in Science also. Science is increasing important in future employability opportunities.",null,"There should be an indicator for achievement in Science.",{"$nulls":4},"The percentage of students in the subgroups should be a factor in a school's evaluation. E.g. A school, with 40% of students in subgroups, graduating 80% of its students is performing better than one, with 5% of students in subgroups, graduating 90% of students."]
["James Earnest","Parents and Families",null,"None","Brevard",null,"This requirement is probably the least one followed.  Out of 4 of my children 3 struggled and each school (Elementary, Middle and now High)  paid little attention; but yet, got high grades. Since they were not the only ones, accountability was totally missing. With the high school being the worst. Long term goals a joke!",{"$nulls":8},"My students are mixed racial category. In Elementary school they were less than 3% of total student body; so no measurements for this category was given. Insufficient data! ","The whole ESSA system is just another Educational program that takes time from academic and is unless when published. "]
["Lynsie Guest","Parents and Families",null,"Self","Martin",null,"In order to have long term goals the test must be consistent and credible, not changing every single year and how it is scored changing every single year.",null,"All of these indicators are adequate ",{"$nulls":8},"I agree with partial attendance but also feel that students are consistently absent dup to parents poor commitment to education, their scores should not be held against school and teacher.  Parents must also bear the responsibility of their child's education."]
["Cheree Lewandowski","Students",null,"None","Brevard",{"$nulls":12},"The Florida Accountability System should be completely overhauled."]
["Hollie Newnam","Educator Organizations",null,"SHAPE Florida-Society of Health and Physical Educators","Volusia",null,null,null,"Ensure that students receive daily physical education instruction from a certified physical education specialist in grades K-8.  High school graduation requirements should continue to require one year of physical education as well as one semester (1/2 credit) of health education.  Research supports that graduation rates increase and students perform better in academics when they have rigorous courses in physical education."]
["Lakeska Kelsey","Teachers",null,"self","Palm Beach","No comments","What would be considered adequate interim progress for each individual grade level? Would schools have to improve by a certain percentage, let's say by 5 percent? I believe this is too ambiguous. It needs to be more specific in order to give schools a better understanding of the state's goal.","This document is intentionally wordy in an effort to prevent laypeople from fully understanding the state's goal and accountability plan.","I think this should include private schools receiving public school funds in any form. Private schools should be made to meet the same goals in order to show that students are making progress.",null,"Under (iii), it state's for schools that have groups of underperforming students, will be differentiated. I know this clause is directed towards schools located in urban and rural areas. Research has proven that a child's economic status correlates with their academic performance. In the areas mentioned above students are most likely living below the poverty line. It's unfair to label schools that serves large populations of these students will always be at a disadvantage. This clause should be eliminated, because it unfairly single out schools with large numbers of economically disadvantaged children.    ","This will not improve those schools. The missing link are the parents and stability.","No school should be subjected to the humiliation of being identified as a school with underperforming students.","Schools should be given an opportunity to decline the state's assistance. They should also be given a choice in programs that would be used and the support should be provided by the local school district. The state should also provide the funding for the selected program.",null,"None",null,"None"]
["Jeremy","Teachers",null,"self","Okeechobee",null,"There are way too many assessments. Students stress out over these and way too much educational time is lost giving these. The number needs to be reduced.",null,"Stakeholders should be brought to the table to help set the student growth scores.",{"$nulls":4},"Let all stakeholders (Administrators, teachers, and school board members) be a part in forming the differentiation teams and their goals. They also need to work together to form the plans they will use to help each school.","The former DA was a joke. They did not help at all. They could not offer any helpful suggestions and did not understand the standards themselves. The new version of this needs to be so much more better designed and managed.",null,null,"If we are going to continue to use VAM then it needs to be increased to 75%. You can't measure a student's growth and count it to a teacher if they have had them less than 3/4th of a school year."]
["N/A","Teachers",null,"Public school","Martin",null,null,null,"If you really want to measure a students year worth of growth then assess them in August as soon as school starts and in May when the school year ends. Anything else is an illusion and false information. Proficiently is irrelevant. proficiency levels should vary based on the projected growth of each individual student needs to make. When a student enters a grade and takes a beginning assessment then a projected proficient level for that individual student can be generated. Creating one proficient level for all students is unrealistic for some. "]
["Matthew Smolka","School Administrators",null,"none","Miami-Dade",null,"It's ridiculous that you count an IND child against a school's graduation rate.  They came to the high school already classified that way.  Nothing the school does can change their IQ.  Why punish schools that have special clusters to help these children find jobs and set them up for a successful life after high school.","see above","Please reconsider learning gains formula.  Especially for SLD students that are ESE.  It is unfair to expect schools to move students with learning disabilities at the same rate as other low students.  If they qualify by their IEP for extra time on assessments why shouldn't they get extra time to be proficient?  Other categories of ESE such as LI or Speech Impaired can move perhaps at the rate the state seems to think is appropriate.  Specific Learning Disabled students face enough challenges and they are growing but they are not going to grow at the same rate across the board if they have a learning disability.  This rule is unfair to schools with large ESE populations.",null,null,null,"Don't punish schools that have special programs for ESE students",null,null,"no, that's ridiculous  divide out by who took the test   schools try to test everybody but student attendance is an issue in some areas.  Why punish the schools because the kids don't come?"]
["william miller","Parents and Families",null,"none","Hillsborough","The biggest complaint is there is too much testing!  It is a shame when a 5 year old is subjected to this and recesses are take away.  It is terrible for the high school students with all the testing everyday.  My daughter had to take SAT ACT, FSA, AP tests and countless end of the year exams including exams for AP classes!  She is a straight A student and by the time the year was done she was a completely dead!  I suggest that this state fix this mater.  If a student takes, the student should not take a final exam.  Would you take a test of 4-5 hours and turn around and take a final exam on the same subject?  This is what our kids are doing.  I have never heard of so many tests!  I will have to say that I did not endure all the tests and was completely fine!  This state is absurd!  I for one am voting for anybody who is not serving!  This is a travesty!","Get rid of the Testing!","Get rid of so much testing.  Need to look at Hillsborough County.  TOO MUCH TESTING!","Too much testing. Using the ACT and SAT are enough!","Too Much money spent on testing!"]
["Karen S. Gaylor","Teachers",null,"none","Duval","N/A","It is important that there are progress measurements  that occur over time.      ","Although students can achieve growth in both reading and math, it takes a hard work combined with a great deal of time and patience.  Ones who establish these educational goals and written policies must try to understand this.","NA",null,"As I have stated earlier, differentiated assessments must be used if we differentiate our curriculum for these students.","A differentiated curriculum must be used to meet the needs of various subgroups; however, differentiated assessments must be used for these students.  If not, this type of treatment is totally unfair to our students.",null,"NA",null,"NA",null,"I agree that students who are not in attendance more than half of the year should not count towards the school's or teacher"]
["Kim Von Burg","Parents and Families",null,"self","Hillsborough",{"$nulls":8},"(II) all public high schools in the State failing  to graduate one third or more of their students;   Schools should be flagged if at least 50% are not graduating",null,null,null,") PARTIAL ATTENDANCE.—(i) In the case of a student  who has not attended the same school within a local educational  agency for at least half of a school year, - should be 2/3 of the year. Half of the school year is not sufficient since testing is done with an entire 1/4 to go ,in theory a school could have a child from Jan- June which is half but state testing is done March -April, therefore the school should not be accountable for these student test scores"]
["Tenaj Davis","Educator Organizations",null,"Florida Dance Education Organization","Miami-Dade","students from major racial and ethnic groups should not be termed subgroups"]
["Patti Vickers","School District Administrators",null,"School District of Osceola County, FL ","Osceola",{"$nulls":5},"Subgroups should be considered separately. There are vast differences between students with disabilities and English Language Learners. Those differences should be taken into consideration within the state's accountability system.","See above",null,"I do not think it should be limited to Title I schools. Some of our non-Title I schools show poor performance within some subgroups and, therefore, need the support that the state and district currently provides to identified DA schools."]
["Kristin Udvari, Director of Proposals & Legal Affairs","The Public","Educational Technology Providers","BloomBoard, Inc.","Statewide Representation",null,null,null,"The new provisions under the Statewide Accountability System section of Title I require schools to include at least one alternative indicator of school quality or student success that \"allows for meaningful differentiation in school performance\" and \"is valid, reliable, comparable, and statewide,\" alongside academic data in their accountability systems. This indicator can focus on many different things, including:    “(III) student engagement;    “(IV) educator engagement;    “(V) student access to and completion of advanced coursework;    “(VI) postsecondary readiness;    “(VII) school climate and safety; and    “(VIII) any other indicator the State chooses that meets the requirements of this clause.    Based upon research showing that digital badging and micro-credentialing is becoming a key method of transitioning schools towards competency-based learning, BloomBoard urges the state to formally endorse metrics showing educator engagement in a competency-based, micro-credentialing program as acceptable alternative indicators of school quality and ultimately student success. "]
["Mamie Curry","Teachers",null,"JHPA","Escambia","In different areas of Florida there is a heavy population of one of the 4 subgroups. For example in my county there is a high number of economically disadvantaged students so accountability will be difficult to address statewide.","Who determines significant progress for subgroups and how will it be determined?"]
["Dana Godek","School District Administrators",null,"School District of Palm Beach County","Palm Beach","SEA will limit assessment time.  Florida’s limit is in current law.  The SEA should authorize a pencil/paper option for statewide assessments until the technology is available to minimize assessment time.  This continues to be an issue particularly in high school. ","Section 1111(c) mandates clarification of subgroups. Use the Assessment and Accountability Advisory group to negotiate the identification of subgroups.",null,"The SEA must identify a meaningful additional indicator that may include: student engagement, educator engagement, student access to and completion of advanced coursework, postsecondary readiness, school climate and safety, and any other indicator chosen by the State. Use the HS acceleration measure already in place, e.g., AP, AICE.",null,null,"The SEA must require differentiation of any school in which a subgroup is consistently underperforming. We want this differentiation to be an overall measure, not relative to just the schools’ population.",{"$nulls":4},"The SEA must identify a minimum number of students in a cohort. We recommend the SEA return to the consistency and flexibility of the 90% participation rule; too many schools with transient populations are reported as “I”. "]
["Gisela Feild","School District Administrators",null,"Miami-Dade Coutny Public Schools ","Miami-Dade",null,"•      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 in achieving learning gains as opposed to reaching proficiency on the content state assessments.      ",{"$nulls":4},"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 )    "]
["Tamara Hatcher","The Public","Odyssey Prepatory Academy ","self","Brevard","none","none","none","none","none","none","none","none","none","none","none","none","none"]
["Katie Csaszar","School District Administrators",null,"Pinellas County Schools","Pinellas",null,null,null,"It is important to allow for the extended year adjusted cohort graduation rate. Students with disabilities often require additional time in order to process or learn information. An extended year adjusted cohort graduation rate will help to account for these students. Please consider allowing for this. "]
["Susan Bowles","Teachers",null,"none","Alachua","I totally disagree with this.  The children are being used and people of wealth, power and privilege are getting rich.  8 year olds throw up before tests because they are worried.  This is NOT serving children well.  PARENTS SHOULD BE ALLOWED TO OPT THEIR CHILDREN OUT OF THIS PUNITIVE TESTING.","FL It is certainly refreshing that the federal government is giving some power back to the state.  Sadly, I live in Florida where the Bush influence has been toxic to education.  I would like to think we might one day have someone in Tallahassee making decisions that are BEST FOR THE CHILDREN, and not serving as a political pawn.",null,"I contend that the government has too must oversight.  They are too far removed and do not see the precious faces of each child.  Should there be accountability?  Absolutely!  Should we strive for high standards that are respectful to the development of the children.  Definitely.  Should school districts be burdened with mandate after mandate, and not given decision making abilities?  ABSOLUTELY NOT.  Who are the stakeholders???  NOT BIG GOVERNMENT.  The parents, teachers and administrators are the biggest stakeholders.  Allow teachers to teach.  Allow county governments to make decisions for the children in their care.  Reduce state testing.  ",null,"FL This is too overreaching.  For example, this is extremely subjective: \"(II) For purposes of subclause (I), the State may in-  clude measures of—  (III) student engagement;  (IV) educator engagement;\"  How are you going to evaluate that?  ","Listen, you want to project which schools are underperforming?  Look at the socio-economics of the school.  This is not rocket science, people.  You put all of the societal problems on the backs of teachers.  You have to consider that whole child.  We, as teachers, do not teach 'books'.  We teach children.  But we also attend to their social and emotional needs, as well as physical needs.  We need to be supported.  How many of you reading this have bought lunch for a child in the past year, or a backpack, school supplies or shoestrings or even clothing?  Most elementary teachers who have a child in poverty in their classrooms have.  Education is not to be run with a business model.  It will not work.  Children are people.  They have a heart and soul.  ",null,"See above",null,"My dream is that parents and children will opt out of testing and break this over-burdensome system.",null,"Here is my question.  Who wrote this?  Were there any Kindergarten teachers consulted?  How many teachers had any part of this?  Do you see how lengthy and filled with legal jargon all of this is?  This is not being done for the children.  This is being done for some people to profit.  "]
["Jamie","Students",null,"self","Bay","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 the students were not inundated with high stakes assessments that they feel are more important that their learning and cause them huge amounts of stress, the graduation rates would not be as much of a problem. Students are feeling powerless and discouraged through the constant testing. ",null,"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.",null,"If the students were not inundated with high stakes assessments, low achievement and graduation rates would not be as much of a problem. These students feel the test scores are more important that their learning and cause them huge amounts of stress. Students are feeling powerless and discouraged through the constant testing.","If 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.Students are feeling powerless and discouraged through the constant testing. ",null,"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.",null,"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!"]
["Elizabeth Leung","Parents and Families",null,"none","Palm Beach","My husband's family falls into all 4 subgroups. Asian children born to native speakers. They had to learn English in  school. Their mom at one point was working 3 jobs to support them. One child was oxygen deprived at birth and will always live with a relative. But all 4 children went to and graduated college over 20 years ago. The eldest graduated Columbia University with a Masters, the daughter with disabilities graduated from Dominican College with a computer science degree and is now a pharmacy tech, the third went to Stonybrook and has his masters, and my husband graduated from Embry-Riddle Aeronautical and is a computer programmer. Background does not equal ability.","\"for all students and separately for each subgroup  of students in the State\" --What happened to equality again? Subgroups should NOT have different standards. Standards should be determined by ability alone.The point of this is that at the end of high school ALL children are ready for college. Having a disadvantage does not guarantee decreased ability. Just as having all the advantages does not guarantee increased ability. ","After over a year of private tutoring, my 9 year old scored a 2 on her English FSA. The school itself would have done nothing to help her if I hadn't fought for it. She wasn't considered \"bad enough\" to warrant extra attention and help in class. She doesn't fall into a subgroup and she has family support. This is an example of the sad state of our education system that we are worried about bring the bottom 5% out of the bottom 5 only to replace them with the new bottom 5, but my child who is in the 25th percentile is unworthy of extra help in school. Shouldn't the focus be getting the 80 to a 90, 70 to an 80, 60 to a 70, etc. That used to be the focus when we had letter grades. Keeping the A's A's, moving the B's to A's, F's to D's. Why isn't that still our focus. And why don't we work harder at requiring parent accountability.","My husband started school as a non English speaker, He graduated 21st out of 196 in his high school class.",null,"Stop labeling kids into subgroups that have nothing to do with actual ability. My sister-in-law will never marry, never have kids, never drive a car, but she had the ability to graduate high school and college.","Label kids by potential ability. Stop placing political limits on them.",null,"Shouldn't the emphasis be an developing programs that can be implemented in all school to increase teaching effectiveness not just for the lowest 5%? Getting them from a low F to a high F is not helping these kids. "]
["Elizabeth Cote","Parents and Families",null,"Self","Brevard","I feel as if someone is sitting on my chest. I am trembling in fear knowing what will likely come of this...the destruction of our education system, the waste of millions of dollars that we don't have driving our budget into a greater deficit in the name of \"education\" and the waste of time and effort of government employees and contractors who will be responsible for this accountability system, the regulation of standardized assessments, the damage to our children and any hope we might have for public education. We are likely to become unwitting victims of political agenda. Is there anything we can do to stop this or is it already too late? The documents provided for our review read as if they have some flexibility for implementation. Do our lawmakers have their heads in the right place to take on a task with such great implications for our future?","I feel as if someone is sitting on my chest. I am trembling in fear knowing what will likely come of this...the destruction of our education system, the waste of millions of dollars that we don't have driving our budget into a greater deficit in the name of \"education\" and the waste of time and effort of government employees and contractors who will be responsible for this accountability system, the regulation of standardized assessments, the damage to our children and any hope we might have for public education. We are likely to become unwitting victims of political agenda. Is there anything we can do to stop this or is it already too late? The documents provided for our review read as if they have some flexibility for implementation. Do our lawmakers have their heads in the right place to take on a task with such great implications for our future?","I feel as if someone is sitting on my chest. I am trembling in fear knowing what will likely come of this...the destruction of our education system, the waste of millions of dollars that we don't have driving our budget into a greater deficit in the name of \"education\" and the waste of time and effort of government employees and contractors who will be responsible for this accountability system, the regulation of standardized assessments, the damage to our children and any hope we might have for public education. We are likely to become unwitting victims of political agenda. Is there anything we can do to stop this or is it already too late? The documents provided for our review read as if they have some flexibility for implementation. Do our lawmakers have their heads in the right place to take on a task with such great implications for our future?","I feel as if someone is sitting on my chest. I am trembling in fear knowing what will likely come of this...the destruction of our education system, the waste of millions of dollars that we don't have driving our budget into a greater deficit in the name of \"education\" and the waste of time and effort of government employees and contractors who will be responsible for this accountability system, the regulation of standardized assessments, the damage to our children and any hope we might have for public education. We are likely to become unwitting victims of political agenda. Is there anything we can do to stop this or is it already too late? The documents provided for our review read as if they have some flexibility for implementation. Do our lawmakers have their heads in the right place to take on a task with such great implications for our future?","I feel as if someone is sitting on my chest. I am trembling in fear knowing what will likely come of this...the destruction of our education system, the waste of millions of dollars that we don't have driving our budget into a greater deficit in the name of \"education\" and the waste of time and effort of government employees and contractors who will be responsible for this accountability system, the regulation of standardized assessments, the damage to our children and any hope we might have for public education. We are likely to become unwitting victims of political agenda. Is there anything we can do to stop this or is it already too late? The documents provided for our review read as if they have some flexibility for implementation. Do our lawmakers have their heads in the right place to take on a task with such great implications for our future?","I feel as if someone is sitting on my chest. I am trembling in fear knowing what will likely come of this...the destruction of our education system, the waste of millions of dollars that we don't have driving our budget into a greater deficit in the name of \"education\" and the waste of time and effort of government employees and contractors who will be responsible for this accountability system, the regulation of standardized assessments, the damage to our children and any hope we might have for public education. We are likely to become unwitting victims of political agenda. Is there anything we can do to stop this or is it already too late? The documents provided for our review read as if they have some flexibility for implementation. Do our lawmakers have their heads in the right place to take on a task with such great implications for our future?","I feel as if someone is sitting on my chest. I am trembling in fear knowing what will likely come of this...the destruction of our education system, the waste of millions of dollars that we don't have driving our budget into a greater deficit in the name of \"education\" and the waste of time and effort of government employees and contractors who will be responsible for this accountability system, the regulation of standardized assessments, the damage to our children and any hope we might have for public education. We are likely to become unwitting victims of political agenda. Is there anything we can do to stop this or is it already too late? The documents provided for our review read as if they have some flexibility for implementation. Do our lawmakers have their heads in the right place to take on a task with such great implications for our future?","I feel as if someone is sitting on my chest. I am trembling in fear knowing what will likely come of this...the destruction of our education system, the waste of millions of dollars that we don't have driving our budget into a greater deficit in the name of \"education\" and the waste of time and effort of government employees and contractors who will be responsible for this accountability system, the regulation of standardized assessments, the damage to our children and any hope we might have for public education. We are likely to become unwitting victims of political agenda. Is there anything we can do to stop this or is it already too late? The documents provided for our review read as if they have some flexibility for implementation. Do our lawmakers have their heads in the right place to take on a task with such great implications for our future?","I feel as if someone is sitting on my chest. I am trembling in fear knowing what will likely come of this...the destruction of our education system, the waste of millions of dollars that we don't have driving our budget into a greater deficit in the name of \"education\" and the waste of time and effort of government employees and contractors who will be responsible for this accountability system, the regulation of standardized assessments, the damage to our children and any hope we might have for public education. We are likely to become unwitting victims of political agenda. Is there anything we can do to stop this or is it already too late? The documents provided for our review read as if they have some flexibility for implementation. Do our lawmakers have their heads in the right place to take on a task with such great implications for our future?","I feel as if someone is sitting on my chest. I am trembling in fear knowing what will likely come of this...the destruction of our education system, the waste of millions of dollars that we don't have driving our budget into a greater deficit in the name of \"education\" and the waste of time and effort of government employees and contractors who will be responsible for this accountability system, the regulation of standardized assessments, the damage to our children and any hope we might have for public education. We are likely to become unwitting victims of political agenda. Is there anything we can do to stop this or is it already too late? The documents provided for our review read as if they have some flexibility for implementation. Do our lawmakers have their heads in the right place to take on a task with such great implications for our future?","I feel as if someone is sitting on my chest. I am trembling in fear knowing what will likely come of this...the destruction of our education system, the waste of millions of dollars that we don't have driving our budget into a greater deficit in the name of \"education\" and the waste of time and effort of government employees and contractors who will be responsible for this accountability system, the regulation of standardized assessments, the damage to our children and any hope we might have for public education. We are likely to become unwitting victims of political agenda. Is there anything we can do to stop this or is it already too late? The documents provided for our review read as if they have some flexibility for implementation. Do our lawmakers have their heads in the right place to take on a task with such great implications for our future?","I feel as if someone is sitting on my chest. I am trembling in fear knowing what will likely come of this...the destruction of our education system, the waste of millions of dollars that we don't have driving our budget into a greater deficit in the name of \"education\" and the waste of time and effort of government employees and contractors who will be responsible for this accountability system, the regulation of standardized assessments, the damage to our children and any hope we might have for public education. We are likely to become unwitting victims of political agenda. Is there anything we can do to stop this or is it already too late? The documents provided for our review read as if they have some flexibility for implementation. Do our lawmakers have their heads in the right place to take on a task with such great implications for our future?","I feel as if someone is sitting on my chest. I am trembling in fear knowing what will likely come of this...the destruction of our education system, the waste of millions of dollars that we don't have driving our budget into a greater deficit in the name of \"education\" and the waste of time and effort of government employees and contractors who will be responsible for this accountability system, the regulation of standardized assessments, the damage to our children and any hope we might have for public education. We are likely to become unwitting victims of political agenda. Is there anything we can do to stop this or is it already too late? The documents provided for our review read as if they have some flexibility for implementation. Do our lawmakers have their heads in the right place to take on a task with such great implications for our future?"]
["Jennifer Pace","Educator Organizations",null,"Professional Educators Network of Florida (PEN)","Duval",null,null,null,"I understand that VAM is a way that enforces Senate Bill 736, but I suggest that the state dicontinue to use VAM to measure student growth as it pertains to teacher efficacy. Other states use student growth data, but refuse to use VAM. This, in my opinion is a smart move when you consider the hostile work environment VAM creates in schools. There are other ways to utilize student growth without using the VAM model (i.e. CGM, Colorado Growth Model which basically does the same thing as VAM except it is easier to interpret the scoring as a principal and as a teacher, which ultimately aids in PD and aids in the teachers feeling like they have control over their futures).  FL DOE should at least explore other models to measure student growth in accountability systems. ",null,"I understand that VAM is a way that enforces Senate Bill 736, but I suggest that the state dicontinue to use VAM to measure student growth as it pertains to teacher efficacy. Other states use student growth data, but refuse to use VAM. This, in my opinion is a smart move when you consider the hostile work environment VAM creates in schools. There are other ways to utilize student growth without using the VAM model (i.e. CGM, Colorado Growth Model which basically does the same thing as VAM except it is easier to interpret the scoring as a principal and as a teacher, which ultimately aids in PD and aids in the teachers feeling like they have control over their futures).  FL DOE should at least explore other models to measure student growth in accountability systems. ",null,null,"I think the schools themselves should not only be examined. There are counties as a whole who perform a lot worse than others, for example. I live in Duval and people flock to St. Johns County because it is a good district. Clay would be #2 and Duval is homeschooling territory because the county as a whole, in my opinion is failing. Jacksonville is a HUGE city that is doing really poorly. I think FL DOE should not just consider individual schools, but should consider aiding the lowest performing COUNTIES as a whole. Give them funding/resources/PD, whatever to help them succeed. "]
["Ashley","Parents and Families",null,"self","Brevard","Every Year the schools focus more and more on tests, students are way more stressed and anxious than ever before. ","what about history and science and health, creative arts? Why is the main focus only towards these 2 subjects?","all work and no play makes for a cranky child."]
["Loral Monn","Teachers",null,"self","Bay",null,null,"Two issues with this wording.    First - why would there be the second option \"in which the student was most recently enrolled\" as opposed to the school where the student had attended the most days?  This penalizes the school in which the school the student was last enrolled if the student has been home schooled, if the home school education was not successful.    2) Will passing the GED standardized assessment and earning a GED be considered a success of a long term goal if the student does not graduate from a public high school?  Today, some teens are just tired of going to school and choose to take the faster route of getting their GED and moving on to their long term goals.  Will this be a positive from the school the students come from?",{"$nulls":5},"(ii) In the case of a high school student who has not  attended the same school within a local educational agency for at least half of a school year and has exited high school without a regular high school diploma and without transferring to another high school that grants a regular high school diploma during such school year, the local educational agency shall, in order to calculate the graduation rate pursuant to subparagraph (B)  (iii), assign such student to the high school—    (I) at which such student was enrolled for the  greatest proportion of school days while enrolled in  grades 9 through 12; or  (II) in which the student was most recently enrolled","Two issues with this wording.    First - why would there be the second option \"in which the student was most recently enrolled\" as opposed to the school where the student had attended the most days?  This penalizes the school in which the school the student was last enrolled if the student has been home schooled, if the home school education was not successful.    2) Will passing the GED standardized assessment and earning a GED be considered a success of a long term goal if the student does not graduate from a public high school?  Today, some teens are just tired of going to school and choose to take the faster route of getting their GED and moving on to their long term goals.  Will this be a positive from the school the students come from?","Two issues with this wording.    First - why would there be the second option \"in which the student was most recently enrolled\" as opposed to the school where the student had attended the most days?  This penalizes the school in which the school the student was last enrolled if the student has been home schooled, if the home school education was not successful.    2) Will passing the GED standardized assessment and earning a GED be considered a success of a long term goal if the student does not graduate from a public high school?  Today, some teens are just tired of going to school and choose to take the faster route of getting their GED and moving on to their long term goals.  Will this be a positive from the school the students come from?",null,"More clear attendance policies will help with this section.  Too many counties do not have clear attendance policies for students who do not come to school.  There is also no enforcement of work laws and education at the high school level in certain counties."]
["Jake Schweich","Parents and Families",null,"Self","Brevard",null,"What course of action will be taken should the long-term goals not be met? What requirements are provisioned to assess the progress toward these goals?"]
["Wendy","Students",null,"self","Brevard",null,"there is too much testing, use teachers' input on when students need to be tested and have teachers help make the test...this way what they will be teaching will be what is tested instead of the other way around"]
["Tobi A Lindsey","Teachers",null,"Hutchison Beach Elem","Bay",null,null,null,"It is so difficult as an educator because a teacher can be a  \" high impact\" teacher with great scores for 3 years and have a class the fourth year that under performs due to students not willing, with test anxiety, and a multitude of disorders that are not considered. The teacher then gets a low score and could suddenly be \"needs improvement\". This could be me this year. I worked incredibly hard, differentiate, do hands on, collaborate, motivate..etc. Every so often, nothing much seems to work..improvements are seen in class, but not on big tests. Please be aware that it's comparing apples to oranges from year to year for a teacher. Thank you."]
["Cheryl Marrs","Teachers",null,"Local school district","Leon"]
["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.","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."]
["Vicke Jones","Teachers","n/a","none","Columbia","n/a","n/a","n/a","n/a","n/a","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.  ",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.  ",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.  ",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.  ",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.  ","I think students shouldn't be rewarded or punished for their student's scores, just offered advice and assistance when needed, so I don't think the 95%  measure should mean much."]
["Sharon Hackney","Specialized Instructional Support Personnel",null,"Self","St. Johns",null,"Goals should be set with stakeholders.  Teachers and parents should have apart in this process.",null,"Stakeholders need to be part of the process. More attention should be paid to the process and instead of the assessment used to measure the outcome.",null,"A more meaningful system that includes strengths and weaknesses of a school would be useful when trying to improve student progress."]
["lisa","Teachers",null,"self","Pinellas",{"$nulls":8},"If schools' performance keeps dropping over the last several years then that means what the state is doing is causing this performance drop.  Instead of blaming schools and teachers, there needs to be less accountability focus and more education focus."]
["Greg Egan","Teachers",null,"Agriculture/FFA","Polk",null,null,null,"Middle School, inner city in Lakeland, FL,  the indicators allod to the fact that other measurements may be used for students to be tested.  Please keep this and help test students perhaps with a measurable tool that can adequately provide results rather than a written test.  Performance, presentation, etc."]
["Neil Blumengarten","Teachers",null,"Self","Hernando",{"$nulls":10},"While my children did take the assessments, the state should not punish families who choose to opt-out.  This should extend to the schools themselves.  ",null,"Please also consider students who are chronically absent.  In some cases, students who arrive mid-year, but have few absences are in class more time than students with chronic absences, who have been enrolled since the year began."]
["Hattie Mercer-Gilley","Teachers",null,"Hillsborough County School","Hillsborough",null,null,null,"Teachers and schools are held accountable for student's growth and success but most times the students do not have any home connection, bad attendance and have not been taught to have a desire to learn. Some parents want to just collect a check based on the student's disability."]
["Jay-Scott Moylan","Teachers",null,"school District of Palm Beach County","Palm Beach",null,"The big problem with this part of the system is that differing levels of achievement between various subgroups is a reflection that different groups learn differently, especially economically disadvantaged students. They need to be taught differently. Unfortunately, Florida'a accountability system basically forces the districts into ever-tighter instructional, one-size-fits-all requirements that are hurting many students and reducing achievement long-term for some groups, especially the Title 1 students. There needs to be differentiation in instruction.",null,null,null,"Currently the Florida school accountability system actually PREVENTS this critical differentiation policy. In Florida, the accountability system is actually pushing districts into creating ever-tighter one-size-fits-all instruction and assessment. Exactly the opposite of wht the Act calls for.","The biggest problem is the assumption that the testing data for the subgroup is actually valid in the first place. Many students simply do not make an effort on the assessments because they cannot see any immediate accountability for them personally. They will tell you straight up that the tests are boring and hard, so they don't even try to pass. Then the districts push you to use their scores to drive instruction. The invalid data actually precludes any success as things stand. The state assessments DO NOT accurately assess student knowledge or skill as currently administered.",null,"Florida has tested students for more than 15 years. The only valid conclusion from all of the billions spent is simply this: poor kids don't test well. They learn differently than middle and upper-class students. As long as we continue the same testing regimen, we will keep getting the same result. The upshot is this, instead of giving extra money to the schools with the high scores as a reward, more money needs to be allocated foe Title 1 schools. This should include higher pay for teachers in those schools to prevent the current system where new teachers get jobs at such schools and then flee to a high-scoring school to snag bonus money. I teach at an alternative school where ALL of our students are challenging, and I will state unequivocally that we do not have the resources we need to provide the instruction they need. We do our best, but the system is frustrating. ",null,"I teach at an alternative school. One of the criteria for attending my school is having a poor attendance record at the home school. There should be a more flexible standard for alternative school.","There should be more flexible testing and make-up windows for alternative schools as well."]
["Suzanne Workum","School Administrators",null,"Orange County Public Schools","Orange",{"$nulls":5},"As an administrator, I have concerns with the cut scores, especially for level 1 students. The lowest quartile learning gain requirements don't seem equitable in comparison with the cut scores and learning gains required within the other achievement levels. "]
["Nicole Cox","School District Administrators",null,"School District of Manatee County","Manatee",null,"Students with disabilities are eligible to receive services until the age of 22 and yet, if the school works with them to  ensure graduation and they need a 5th or 6th year of high school, the school is punished in their graduation rates.  Students with disabilities that graduate beyond their four year cohort should be given equal weight as general education peers that graduate on time.  If the goal is college/career ready adults, and we know that students with disabilities sometimes need more time, why do we punish schools for doing the right thing?"]
["Valerie Scotella","Teachers",null,"none","Pasco","20 is an excellent benchmark for a single teacher, assuming these are not all ESOl or 'challenged' learners.",null,null,"This is not all that says,...","or purposes of subclause (I), the State may include  measures of— (III) student engagement;  (IV) educator engagement;  (V) student access to and completion of advanced  coursework;  (VI) postsecondary readiness;  (VII) school climate and safety; and  (VIII) any other indicator the State ch",") PARTIAL ATTENDANCE.—(i) In the case of a student  who has not attended the same school within a local educational  agency for at least half of a school year, the per- formance of such student on the indicators described in  clauses (i), (ii), (iv), and (v) of subparagraph (B)—  (I) may not be used in the system of meaningful  differentiation of all public schools as described i","I think it demands accurate record keeping that is also immediately updated.  We had students leave the school in January and still be on our rosters (even after informing admin numerous times) through the end of the year.","In a perfect world, everyone would always follow all of the rules and regulations, much less be familiar with them.  It has been my unfortunate experience to have literally every single person asked a specific testing question, to answer differently.  Scary but true, ","Good luck.",null,null,null,"A large portion of the Title 1 school I was at had students coming and going throughout the semester, much less the school year."]
["E Vance","Parents and Families","Teacher","none","Brevard",null,null,null,"Students should be measured on grade level proficiency OR adequate yearly growth"]
["Jennifer Byers","Parents and Families",null,"None","Orange",null,null,null,"Students with disabilities should be expect from tests ",null,"High stakes testing is not needed ","Students with disabilities should be exempt from testing "]
["Riva Trowbridge","Teachers",null,"self","Broward","There are more factors that strongly affect student achievement. I think you should include students with active child abuse/ documented history of abuse or neglect into the subgroups. I also think attendance (i.e. poor attendance) should be a subgroup. -How will we track parent involvement as a factor?  Attendance, home-life environment, and parent involvement are factors that schools cannot supersede but dramatically affect student achievement. I believe very strongly this needs to be written into this law along with the other subgroups mentioned. ",null,null,"How will you assess student growth? ",{"$nulls":4},"What, if any, will the consequences be for schools who show to be performing in the lowest 5%? Will teachers and administrators lose their jobs? What will you do to attract effect and highly effective teachers to these schools? ","What programs or financial support will you provide to help these struggling kids?"]
["Candace Leebrick","Teachers","parents and families","none","Bay",{"$nulls":6},"It breaks my heart to think of media talking about a school as being a place that is bad for ___(racial group) compared to others schools' performances for the same racial group. In our county, you can pick any group you want, and I can tell you which schools will have that group performing above the group's performance at other schools. That is not because they put all of \"those kids\" in a corner, but rather because the family demographics are different for members of the racial group which live in Neighborhood A versus Neighborhood B. ",null,null,null,"We are starting to see parents who just say \"my kid doesn't have to test and you can't make him.\" It seems wrong to punish the schools for parent refusal. Schools should be able to collect parent refusal forms to show they tried to test the kids and not be punished for free-range parenting fads."]
["Tom Salinsky","The Public","Parents","self","Palm Beach",null,"Until the state requires accountability for long term goals in all subject areas through assessment indicators across all grade levels the system will remain inequitable.      ","If nothing else, the weighted system for school grades should value the tested subject areas EQUALLY.  The current accountability and reward system set up in this state has created an injustice in public education where we miss the marks of mastery in important CONTENT areas.  Reading is an important SKILL that should be integrated into CONTENT areas. What are we doing to all those students who can read and write on grade level? How are we expanding their knowledge base when our schools are not teaching social studies and science?  They are still sitting in 90 minute reading blocks-- reading fiction and non-fiction texts outside of their standards based content.     We have a very real problem and it comes from the top.  Please help us shift the thinking in the state of Florida.  STEM, Science, and Social Studies will never improve until the accountability system is improved to reflect a well-rounded effort involving ALL content areas EQUALLY.  That is when we will begin to see quality education.      I understand why it is the way it is, but feel the system and setup is outdated and ineffective as it currently stands.  The data supports my claim. Let's do something about it."]
["Stacie Wiesenbaugh","Parents and Families","Exceptional Student Education","self","Lee","My son is assigned to Functional Skills.  My experience is that no two teachers, staff, administration or schools have similar standards and no way of learning from each other. My child has been in both wonderful programs where he thrived to rooms that are underwhelming. I am recommending that ESE classrooms develop protocols and have a method of exchange/learning from each other. My hope is that we can create a more stimulating and educational environment for all of our most vulnerable students.  ",{"$nulls":4},"I am unconvinced that ESE classrooms should be managed solely by the individual school.",null,null,"Three Oaks Middle is underachieving in the ESE arena."]
["Gary Breakfield","The Public",null,"Self","Hendry",{"$nulls":12},"The very last piece makes no sense.  Both cannot be options, and the latter punishes a school for having a late, poor-performing transfer enter the school.  Use the Proportional method - that is the fairest of the options listed."]
["Robert Heath","Parents and Families",null,"Self","Bay",null,null,null,"Can these indicators not be from school-based tests that occur throughout the year instead of a high-stakes single test that happens before the school year is even over?",{"$nulls":4},"What provision is there for schools that are making growth but the students aren't showing evidence of mastery of skills?  Our local school is rated a D school but I am told it has consistently high learning gains.  Because so many students are from poverty, are they so far behind that they cannot score well enough on a single test to bring the school grade up?",null,null,null,"If a student is not at school to learn, they should not count against the school or the teacher.  It isn't fair that teachers are evaluated when a student isn't at school to learn."]