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["Name:","Stakeholder Group Represented: (Please select an option below.)",null,"Organization: (If no organization, type self or none.)","County:","If you have any comments, please use the box below.","If given the option, would your district prefer to compete for a substantially larger amount of funds, be guaranteed a smaller amount of funds, or be offered a combination of competitive and entitlement grants under Section 1003?","If you have any other comments, please use the box below.","What potential benefits or challenges might a multi-year award present for your district and schools?","If you have any other comments, please use the box below.","Would your district have interest in allowing a consortium to apply for school improvement grants on behalf of your district?","If you have any other comments, please use the box below.","What existing structures could be utilized to support the application process and requirements for Section 1003?","What additional technical support will your district need in order to complete the application process and meet the requirements of Section 1003?","If you have any other comments, please use the box below.","In determining \"greatest need\" and \"strongest commitment\" for prioritizing funding to districts, what factors would you want the Florida Department of Education to consider?","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 of Council of PTAs & 5forCHANGE.org","Alachua","a.\tFunds need to be provided to the mandates surrounding school improvement.  Funds should be toward additional staff and teachers necessary for additional remedial time and smaller class sizes necessary to overcome the community environmental impact on the students in these schools.  b.\tPrograms need to be developed to encourage families from “high” achieving school communities to attend “lower” performing schools or more incentives for local elected officials to be proactive with zoning changes necessary to meet shifts in population.  "]
["Beverly Slough","Educator Organizations","School Board Member","Self","St. Johns","Recommend maximizing funding distributed to districts and recommend that input from district stakeholders be sought on this issue.   "," In general,  recognize both the benefits and drawbacks of entitlements, competitive grants, and/or a combination of both.  Overriding concern is to is to ensure fairness and equity in the distribution of funds to meet the needs of students in Florida’s diverse school districts.  As a result, for this and paragraphs (c) – (i) below, recommend that input from district stakeholders be sought to identify their preferences and concerns.   ",null,null,null,"No"]
["Beth Sweeny","School District Administrators",null,"St. Johns County School District","St. Johns","We recommend maximizing funding distributed to districts and recommend that input from district stakeholders be sought on this issue.","We prefer a guarantee of smaller funds over competing over a larger amount of funds.",null,"Benefits: allows opportunities for systematic change and implementation of programs with fidelity.  Challenges: requirements to do amendments to plans, reporting each year, if you use funds for personnel you’re faced with filling a budgetary hole once the funding ceases when you have grown to need the position over a number of years.  ",null,"No",null,"Accurate, up-to-date data used to determine the award of grants.","It would be very helpful if the state would populate the fields where they already have the data instead of the district providing their own data which might conflict with the state’s data.",null,"For greatest need, look at the number of ESE students being served, Subgroups at geopatterns, not at whole district and student performance.   For strongest commitment, kindergarten readiness- early intervention efforts. How their title one funds are being allocated. Teacher placement – incentives for attracting top teachers to Title I schools. Number of or prevalence of community programs in the schools.  ",null,"No Comment"]
["Angie Fuller","School Administrators",null,"Durbin Creek Elementary","St. Johns","No comment.","We prefer a guarantee of smaller funds over competing over a larger amount of funds.",null,"Benefits: allows opportunities for systematic change and implementation of programs with fidelity.  Challenges: requirements to do amendments to plans, reporting each year, if you use funds for personnel you’re faced with filling a budgetary hole once the funding ceases when you have grown to need the position over a number of years.  ",null,"No.",null,"Accurate, up-to-date data used to determine the award of grants.","It would be very helpful if the state would populate the fields where they already have the data instead of the district providing their own data which might conflict with the state’s data.",null,"For greatest need, look at the number of ESE students being served, Subgroups at geopatterns, not at whole district and student performance.   For strongest commitment, kindergarten readiness- early intervention efforts. How their title one funds are being allocated. Teacher placement – insentives for attracting top teachers to Title I schools. Number of or prevalence of community programs in the schools.  ",null,"No comment."]
["vh smith","Parents and Families","none","none","Broward",null,"as a well-informed parent and former teacher  and district policy maker, districts should concentrate in entitlement grants so all students can be served. More affluent or influential distircts will contract with consultants to write and implement grants, spenidng tens of thousands of $ that could go directly to children--I've seen it happen",null,null,null,"yes--if done properly it would free up distirct personnel in small districts where they don't have the staff or expertise",null,"good as is",null,null,"DOE needs to help out poor distircts who do not have a good tax basis for schools.  This was a big concern during the March lawsuit, "]
["Laurie Gaylord","School District Administrators",null,"Martin County School District","Martin","Concern with the state holding on to the 7 plus the additional 4% then we are decreasing LEA funds by 10%.    Private agencies should be vetted through a rigorous process. ",null,null,"Educational Service Agency needs a stricter definition, some of the SES agencies of the passed were not quality providers. ",null,null,null,"Will SIP and DIAP be revamped? The current accountability includes Title I working in collaboration. ",null,null,"This would maintain the state level funding, but does not speak to the LEAs stability of funding. "]
["Janene Fitzpatrick","School District Administrators",null,"Suwannee County School District","Suwannee","Funding is an issue.  Under NCLB the state was required to reserve at the state level 4 percent of every district’s Title I funds.  Under ESSA, 7 percent is reserved which represents a reduction of 3 percent to the districts. On top of that, if the state withholds the optional 3 percent for direct student services, a full 10 percent will be withheld from districts.  This is substantial and could significantly impact the services provided to students. For this and other reasons, superintendents do not support the 3 percent being withheld for direct student services.  Much more discussion is needed regarding funding issues surrounding ESSA.","Guaranteed a smaller amount of funds so that growth could be consistent rather than in the spurts provided by larger grants.  Rarely do the larger grants build enough capacity for sustainability.",null,"Multi-year, guaranteed awards would provide the opportunity for larger projects and more long-term planning - as opposed to the year by year method used now.",null,"We would prefer the districts apply for school improvement grants.  We can collaboratively work with the consortium without having them apply on our behalf.",null,"The application process and pieces should be viewable and editable by more than one district contact.  The current system is not user-friendly.","Uncertain"]
["Brandon McKelvey","School District Administrators",null,"Orange County Public Schools","Orange",null,"We support allowing districts with the support and feedback of their local communities to control the maximum amount of federal and Title I funds. This will ensure that the input of all local stakeholders is respected and that they can be actively involved in the planning and execution of school improvement initiatives. ",{"$nulls":5},"We support allowing districts with the support and feedback of their local communities to control the maximum amount of federal and Title I funds. This will ensure that the input of all local stakeholders is respected and that they can be actively involved in the planning and execution of school improvement initiatives. ",null,null,"We support allowing districts with the support and feedback of their local communities to control the maximum amount of federal and Title I funds. This will ensure that the input of all local stakeholders is respected and that they can be actively involved in the planning and execution of school improvement initiatives. "]
["Deborah Wood","School District Administrators","Federal Programs","School Board of HIghlands County","Highlands","I have great concerns that the 7% reserved at the SEA level will greatly reduce the LEA's funding.","In the best interest of my district, I would like to be guaranteed entitlement grants under Section 1003. ","If the SEA did choose the combination of competitive and entitlement grants, please make sure that the LEA is provided technical support on what the approvers are considering as important elements needed to gain a competitive grant.  We have been able to apply for the 1003G once in the past, but our technical support was mainly for the grant engine.  ","The potential benefits for a multi-year award would be that the schools would know if this money and amount would be for 1 year or 3 years.  Knowing the amount helps in the planning and implementing of strategical professional development or additional supplemental tutoring. ","n/a","Our district does belong to a consortium and grants have been written and received on behalf of our district.  I would need to see formula and how the school improvement grants would be distributed.  If it seems comparable to the past grants, it would be a strong consideration.","n/a","I would like to see a committee of practitioners meet with the SEA to review and propose the process and requirements for the 1003.","If the SIG 1003A or G is revised and changed, please have additional technical support for LEAs to understand the main elements needed for the grant, especially the 1003G.  For those LEAs who have not received the 1003G grant, we are at a disadvantage.  ","n/a","I do have a concern regarding the prioritizing funding to districts.  At this time I am not totally sure which way to select.","n/a","n/a"]
["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","We recommend maximizing funding distributed to districts and recommend that input from district stakeholders be sought on this issue.","In general, we recognize both the benefits and drawbacks of entitlements, competitive grants, and/or a combination of both.  Our overriding concern is to is to ensure fairness and equity in the distribution of funds to meet the needs of students in Florida’s diverse school districts.  As a result, for this and paragraphs (c) – (i) below, we recommend that input from district stakeholders be sought to identify their preferences and concerns.",null,"[See our response in (b) USES above]",null,"[See our response in (b) USES above]",null,"[See our response in (b) USES above]","[See our response in (b) USES above]",null,"[See our response in (b) USES above]",null,"[See our response in (b) USES above]"]
["April M. Griffin","School Administrators","School Board Member","Self","Alachua","I recommend maximizing funding distributed to districts.  Input from district stakeholders should be sought on this issue.","There are both benefits and drawbacks of entitlements, competitive grants, and or a combination of both.  Fairness and equity in the distribution of funds to meet the needs of students in Florida's diverse school districts is important.  Input from district stakeholders should be sought to ensure all needs are met.",null,"The benefit to multi-year awards is stability.  Most programs need several years to be effective.  The challenge is becoming dependent on these funds and not having a back up plan for when the grant ends.",null,"It would depend on the grant and the impact on our students.  ",null,"State data collection and easy access to this data would be helpful.",null,null,"Input from individual districts should be sought on this issue.  Each district may have different needs and concerns.  Strongest Commitment could be shown in many ways."]
["Patsy Johnson","Teachers",null,"Self","Bay",null,"I cannot speak for the district.","I do not understand the reasoning that schools should have to compete for school improvement funds. That seems to go against the reasoning that schools that need improvement should receive funds to implement said improvements.",{"$nulls":7},"Demographics of student population: homeless, itinerant, those whose parents are incarcerated, family income, military families,"]
["Megan Hendricks","Parents and Families",null,"self","Pasco","I believe this is written to be intentionally vague, not unlike many of the FL statutes, so that it can be interpreted in a wide variety of ways to work for the benefit of the politicians. ","I believe our district would prefer to have a lot more local control of funds, and this is a good idea for some districts in which their leadership is experienced (in education) and has the best interest of the kids in mind. That is sadly not the case in all districts, so there does need to be somewhat of a system of checks and balances. ",null,null,null,"Most likely.",null,"Perhaps a committee of other district leadership could make the selection. ",null,null,"I would consider income levels first and foremost. Decades of research show that poverty has the greatest impact on student achievement - even more that teacher quality. Districts and other government entities need the resources to be able to address poverty before schools can even begin to educate those children in the most effective way. I would also look at other factors that have been proven effective, such as student to teacher ratio and provide resources to districts and schools who have a higher ratio so they can work on getting to a lower one. I believe that additional teachers and other resources will help struggling schools overcome some barriers. And of course, a simple calculation of the number of students and number of schools in a district seems to be an obvious way to calculate fund distribution. "]
["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."]
["Gay Lewis","School District Administrators",null,"District","Liberty","This is a waste of money, a burden on school districts, and lines the pockets of private providers who have no real interest in our students.  The only thing private providers want is money.  Don't make this mistake again.  SES was the biggest mistake I've ever seen in public education.  Don't repeat it or anything similar to it. ","substantially smaller amount",null,null,null,"Possibly.  Small rural districts have an extremely small staff, for our district two people who are responsible for all functions of the district.  Time to devote to another activity stresses our system and keeps us from the main objective, our students. ",{"$nulls":4},"Provide support to districts to develop plans.   "]
["Dr. Debra Elliott","Educator Organizations","Florida's rural consortia and rural districts","none","Statewide Representation","no comment","smaller districts prefer guarantee of smaller funding over competition of larger amounts",null,"Benefits.... provides more time for real systemic change with fidelity  Challenges.... requirements to do amendments to plans, reporting each year. If you use funds for personnel you're faced with budgetary gaps once the funding is gone",null,"The districts who are consistently low performing need  interventions and they are typically the ones who don't think they need help or guidance.   Sometimes the parent needs to do what is best for the kids even tho they don't think they need the help.",null,"All of our districts need accurate and real time data from the state.  Each of the small and rural districts struggle with this issue.","Please don't ask districts to enter date into reports that you have readily available. Please populate the fields with data that you have.",null,"Consider a greater weighting for the rural districts with small amount of funding for the consortiums so that they can have instructional support with one ELA, Math and Science expert at each consortium    Also look at the number of ESE students being served, subgroups and geography patterns...not at whole district and student performance.    Strongest commitment: Look at the districts with highest poverty...they need additional support ",null,"no comment"]
["Lennette Daniels","The Public",null,"None","Alachua","It is not fair to have these funds on a competitive basis because then it is not equitable funding and opportunity to lift \"ALL\" students and provide \"ALL\" students with a high quality education.","It is not fair to have these funds on a competitive basis because then it is not equitable funding and opportunity to lift \"ALL\" students and provide \"ALL\" students with a high quality education.",{"$nulls":4},"If \"allocating subgrants under this section to a statewide school district, consortium of local educational agencies, or an educational service agency that serves  schools implementing comprehensive support and improvement activities\" is more about \"having a conversation with districts and not supervising to make sure that resources are being used and that students are improving this means nothing. ",null,"There should be no competition.","There should be no competition.","Emotional services to teach the whole child should be evaluated to make sure that barriers to education are being addressed Additionally, all struggling students should be eligible for services even if they are in a high-performing schools. "]
["Richard McNeill","Parents and Families",null,"Alachua County Council of PTA","Alachua","Figure out how much it costs to educate every \"type\" of student and then the state should provide the funds to provide for teachers and other resources to help each child be successful.","Instead of just funding districts to equalize the funding for each county in comparison to other counties, provide for what money is needed to educate each child.","Local tax dollars are now carrying the burden of supporting students in the district, and transportation costs, rather than the state providing the resources.","It would improve local districts to be provided with multi-year awards so that they project costs and repairs to facilities as well as providing populations of students with the greatest needs with the resources they require.",null,"Yes, especially where districts are small in the student populations.",{"$nulls":4},"Prioritization of funding ought to be based on the students, their needs, and their challenges. Why not base funding upon the need to provide challenges and resources to every student population based upon needs and abilities."]
["Trayce Brown","School District Administrators",null,"Hillsborough County Public Schools","Hillsborough",{"$nulls":5},"We suggest that students taking career-themed courses and attempting CTE Industry Certifications on the Secondary CAPE Industry Certification Funding List be a part of each School Improvement plan."]
["Marjorie Murray","School District Administrators",null,"ECTAC","Seminole",null,"The funds should be distributed by a formula.",null,"A multi-year award would provide districts with the opportunity to implement strategies that are aligned to long term goals and State and district strategic plans. It would also save districts time in developing annual applications for the funds.  As schools improve and move away from the category of Comprehensive Support and Improvement, having a multi-year award would enable the schools to be supported for a period of time after they improve.    The challenge would be for the State if Title I funding fluctuates from year-to-year and the funds are awarded for multiple years. There is also the issue of new schools being identified after the money has been awarded.  ","The more important issue with money allocated to schools for school improvement is the timing of the allocation to the schools.  Currently, schools are allocated funds after the beginning of the school year which detracts from the ability to coordinate fund sources and plan adequately for a school’s needs.    ",null,null,"The FDOE should work with the Committee of Practitioners or another LEA group to develop the application and develop the review and approval process.","The FDOE should communicate the expectations and desired outcomes of the 1003(a) funds as well as options for coordinating with other federal programs.",null,"If the State allocates the funds on a formula basis, i.e., number of schools identified by district, there would be no need to further prioritize."]
["Dr. Walt Griffin","School District Administrators",null,"Seminole County Public Schools","Seminole",null,"The distribution of funds should be formulaic. ",null,"A multi-year award would provide districts with the opportunity to implement strategies that are aligned to long term goals and State and district strategic plans. It would also save districts time in developing annual applications for the funds.  As schools improve and move away from the category of Comprehensive Support and Improvement, having a multi-year award would enable the schools to be supported for a period of time after they improve.    The challenge would be for the State if Title I funding fluctuates from year-to-year and the funds are awarded for multiple years. There is also the issue of new schools being identified after the money has been awarded.    ","The more important issue with money allocated to schools for school improvement is the timing of the allocation to the schools.  Currently, schools are allocated funds after the beginning of the school year which detracts from the ability to coordinate fund sources and plan adequately for a schools’ needs.",null,null,"The FDOE should work with the Committee of Practitioners or another LEA group to develop the application and develop the review and approval process.","The FDOE should communicate the expectations and desired outcomes of the 1003(a) funds as well as options for coordinating with other federal programs.",null,"If the State elects to allocate the funds on a formula basis would there be a need to prioritize on the basis of “greatest need” and “greatest commitment”?"]
["Frank Vassell","Parents and Families",null,"Self","Orange","Education of children should receive funds based on assessed need and not by competition for those funds.   Evidence based strategies such as tactile and kinesthetic learning which have proven to reinforce and blend academic theory and principles, making a learner feel purposeful and meaningful in an application style approach in real world examples. Any method falling short of the integrated training would have failed the requirements of this section. See http://www.facstaff.bucknell.edu/jvt002/docs/asee-2008b.pdf ","There should be no competition for dissemination of knowledge to students to live by. Allow principals to prepare budgets, as needs are, and allocate funds from public financing to satisfy those needs. Districts should work with local school administration to get the best \"bang for the buck\" and budget sensibly and frugally. Budgets should include life subjects which can be performed in a real world setting in the school environment. Teach Language Arts by reading the daily newspaper and writing a local business, in ink by hand to improve dexterity and muscle memory; for help or give thanks. Students would learn tone in begging; and how to address and properly prepare a letter for mailing. Allow them to meet their local Mail Carrier and have conversation as applicable.",{"$nulls":5},"When expenses are less than budget a fact finding field assessment must be done to ascertain that the necessary actions were taken otherwise the savings to appear frugal could be risky. Rewards should on the eye witness assessment to confirm that frugal spending was fact. ",null,null,"Funds should be prioritized to achieve practical training and demonstration of what is taught. It means capital investment in work buildings, tools and machinery  for a long run benefit of learners to live, and survive in any setting, and/or prepare for career in an up business cycle. ",null,"Reporting is your feedback loop from and for action. It reveals  best practices and should not be neglected. Evidence type reporting should explain what was done; how it was done; by whom; the conditions that gave a good or bad result; obstacles and hindrances; partners; parents, and the learners role in the activity."]
["Hunter Clary","Parents and Families",null,"none","St. Johns","No comment.","I prefer a guarantee of smaller funds over competing for a larger amount of funds.",null,"Benefits: allows opportunities for systematic change and implementation of programs with fidelity.    Challenges: requirements to do amendments to plans, reporting each year, if you use funds for personnel you're faced with filling a budgetary hole once the funding ceases when you have grown top need the position over a number of years.",null,"No.",null,"Accurate, up-to-date data used to determine the award of grants.","It would be very helpful if the state would populate the fields where they already have the data instead of the district providing their own data which might conflict with the state's data.",null,"For greatest need, look at the number of ESE students being served, subgroups at geopatterns, not at whole district and student performance. For strongest commitment, kindergarten readiness- early intervention efforts. How their title one funds are being allocated. Teacher placement- incentives for attracting top teachers to Title 1 schools. Number of, or prevalence of, community programs in the schools.",null,"No comment."]
["Kristin Shuttz","Parents and Families",null,"self","Citrus",null,"Schools should not have to compete for funds in order to provide our children a quality education. ",null,"Goals need to be met annually. Having multi year a school slacks and feel secure until it is time for review again. ",{"$nulls":6},"Technology and keeping up with the latest.  There should not be a lack because a school can not afford it."]
["Cheryl Miranda","Teachers",null,"MCEA","Martin","Public schools are underfunded and teachers are underpaid.  We rank as one of the lowest states in the country in these areas. Make education a priority and put your money where your mouth is.","Be guaranteed an amount of funds.  ",null,null,null,"Yes"]
["Diana","Teachers",null,"Brevard Public Schools","Broward",null,"I do not like the idea of competing for funding for the education of children. That seems divisive.",null,"A challenge might be spreading the funds out over the years without knowing the actual need. A benefit would be knowing the program would last for a period of time that could show benefit, not just jumping on the next new bandwagon.",null,"I'm not sure. I feel this section needs more detail.",null,null,null,"I'm interested to know how LEAs can be assured other funding wouldn't eventually be reduced due to this funding source. It seems to me that history shows that new funding sources eventually mean the old funding source becomes an area that can be cut.","Greatest need might not be lowest SES students (there are other funding sources for that). Perhaps it is for LEAs that have plateaued in academic gains or is wanting to implement an innovative program. Perhaps that combines with strongest commitment. I would hop strongest commitment doesn't mean most willing to jump through the he state's determined hoops."]
["Thomas Bazze;","Teachers",null,"Bay District Schools","Bay","Technical assistance is not a needed by teachers.","The districts should not compete for funds in any way.",null,"Funding should be on a year by year basis.",null,"No",null,"None","None"]
["Timothy L. Sloan","Parents and Families",null,"Self","Duval","None","To your question: I would hope that the people that make that decision for our school district, would weigh the options with the data that they have, to make the best informed decision for our district.","(f)(3)Priority states...demonstrates the strongest commitment to using funds. To me, it seems that you are implying, \"whoever\" has the \"best\" writeup, instead of looking at actual data to see who needs the MOST help.","If the funds are targeted & used for its purpose, I think the benefits will be seen in the data.",null,"Options need to be weighed. How much would it cost to hire a consortium for the district? If our district is not getting its far share, then maybe so, but if we are, no.",null,"I keep reading the term, \"...monitor the use of funds....\" It is my belief that the FDOE needs to do a better job of monitoring the schools, as well as, the districts.",null,null,"Greatest need: It is my opinion that it should be based upon the data. How do you determine, the \"strongest commitment\" for funding? ",null,"None"]
["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",null,"We prefer a guarantee of smaller funds over competing over a larger amount of funds.",null,"Benefits: allows opportunities for systematic change and implementation of programs with fidelity.  Challenges: requirements to do amendments to plans, reporting each year, if you use funds for personnel you’re faced with filling a budgetary hole once the funding ceases when you have grown to need the position over a number of years.  "]
["Dr. Sue Harrell","School Administrators",null,"Bay District Schools","Bay",null,"Offer a combination of competitive and entitlement grants.",null,"Consistency in administration, clean data so that we compare apples to apples, etc.,   ",null,"Have participated in this type arrangement previously with success.",{"$nulls":6},"There is transparency here....so that stakeholders will feel fairness in the process."]
["Reed Markham","Parents and Families",null,"Self","Lake",null,"Given the diverse population groups, demographics, and needs in this state, the most equitable approach  would be a competitive grant system with a smaller amount of funds",null,"Benefits:  *Opportunity to make long term plans  * Opportunity to develop multiyear objectives and benchmarks  *Opportunity to track students over a a multi year period",null,"I would prefer the district make a direct application for a grant.",{"$nulls":4},"*Districts with lower income and fewer support services  *District who will be completely transparent and accountable for the funds  *Districts who show potential for the great commitment to a high quality use of the funds."]
["Lynn O'Connor","School Administrators",null,"Fruit Cove Middle School","St. Johns",null,"Prefer a guarantee of smaller funds over competing over a larger amount of funds.",null,"Benefit:allows for systemic change and implementation of programs with fidelity.",null,null,null,"accurate, up to date data used to determine the award of grants.","state should populate the fields where they already have the data instead of districts providing their own data.",null,"For greatest need, look at the number of ESE students being served, subgroups at geopatterns, not at whole district and student performance."]
["Phyllis Clemons","School Administrators",null,"School District  of DeSoto County","DeSoto"]
["Wendi","Parents and Families",null,"none","Orange",null,"smaller",null,"Why have only one? Should be based on need to get the goal accomplished. 1 year goal vs 5 year goal.",null,"I guess. Who knows. Get rid of anything linked to making every student the same.",{"$nulls":4},"Poverty."]
["Gildamary Espada","Parents and Families",null,"None","Palm Beach"]
["John Lockwood","Educator Organizations","Regional Comprehensive Center","Florida and the Islands Comprehensive Center","Statewide Representation",{"$nulls":10},"Greatest need, if no capacity exists to use the funds appropriately, then capacity should be targeted and built upon.","The Regional Comprehensive Center could be leveraged to build capacity."]
["Destiny Woods","Parents and Families",null,"self","Leon"]
["Anne K. Swanson","Institutions of Higher Education",null,"University of North Florida","Duval"]
["Mary Marshall","School District Administrators",null,"Collier County Public Schools","Collier",{"$nulls":7},"Measures of School Quality  •\tAllows for STEM-specialty schools or dedicated STEM programs within a school.  •\tAllows for differential pay and alternative routes of certification for teachers in STEM fields.  ","Interventions  •\tIncreases STEM access to STEM programs for underserved and at risk student populations  ","Resources  •\tFederal funds can be used to support STEM in the classroom.  •\tStates can use a portion of federal funding to support the development of statewide assessments to include STEM concepts.  "]
["Jennifer Kincaid ","School District Administrators",null,"Collier County Public Schools","Collier",{"$nulls":9},"•\tHow is this requirement different than current differentiated accountability requirements?   •\tHow will exit criteria be determined for schools currently receiving supports?  "]
["Margaret Aune","School District Administrators",null,"Collier County Public Schools","Collier","•\tIt is a concern that ESSA requires 7 percent be reserved by the state (an increase of 3 percent) and this does not include any additional that Florida may choose to reserve.  This will have an impact on student services if the state decides to withhold up to 10 percent from districts.","•\tGiven the options posed in the FDOE survey, the recommendation would be a combination of competitive and entitlement grants under Section 1003 as opposed to all competitive or smaller guaranteed funds.  ",null,"•\tPotential benefits of multi-year awards are the opportunities for thoughtful planning (year of planning provision) and systemic change over time.",null,"•\tThere is no foreseeable issue with a consortium approach to school improvement grant applications."]
["Joel Levine","Community-Based Organizations",null,"City of Hollywood Education Advisory Committee","Broward"]
["Cheryl Sattler","School District Administrators",null,"Ethica, LLC","Gadsden","It would be helpful if FLDOE opted to vet and provide information on effective third party providers, especially for districts that need external support to accomplish school improvement goals. ","Smaller districts have a hard time competing for these funds. For these districts, a guaranteed allocation would be much easier.","It is extremely important that FLDOE recognize that there are schools that are not currently receiving SIG funds - \"C\" schools and schools that have significant within-school achievement gaps. Districts would welcome the opportunity to intervene in these schools, using additional funding, before these schools earn a D or an F.","Benefits - stability, predictability, lower administrative burden  Challenges - leadership changes - would need to be able to amend/change direction if necessary","It is critical that FLDOE assist district staff with the political issues that are part of school improvement.","I believe that the PAEC districts would be interested in such an opportunity, either as a full consortium or with neighboring districts. ",null,"Districts are used to CIMS and have developed some familiarity with it. If possible, blend the Title I application (school improvement reservation) with this process to better link the planning and resource use. ","Districts need exemplars - what successful data use, planning, and implementation look like in their context. Districts also need periodic check points to ensure that their plans are on track. Some external checks are onerous - but necessary in the face of political pressure.","Districts often think they can make change by doing the same things they've been doing (perhaps with more intensity). They tinker around the edges rather than dealing with core instruction, the use of instructional time, teacher-student interactions. It's important that FLDOE help districts to focus on these core principles that will truly create an impact rather than allowing districts to divert funds for ancillary purposes (tutoring, extended day, summer school). Long-term change requires fundamental instructional change. ","I think it would be useful for FLDOE to require districts to go through a self-assessment to gauge their readiness for change. Even if districts are not honest in the assessment, such an assesment would create an awareness of the true conditions necessary for change and would allow FLDOE to hold districts accountable for meaningful change.     In terms of greatest need, I believe it is valuable for FLDOE to ask what the districts are already doing for these schools. Fundamental school change is not solely a federal (funding) responsibility. ","It is important for FLDOE to recognize that many districts do not have the capacity currently to provide additional supports or guidance to failing schools. Simply adding \"school improvement\" to the title of an existing staffer does not provide additional supports. Sometimes when FLDOE asks about district capacity (and districts feel that if they say they have little or no capacity they will not receive funding) it creates a false impression. It's important to find a balance. Schools need real support, and when existing staffers already carry a huge programmatic load (especially the case in small districts) little additional support is likely within existing resources. ","Please, please, align reporting under Title I, Title VI, and school improvement. "]
["Francine Vassell","The Public",null,"None","Orange","No comment","A combination would be prefered because in case a district is not able to receive the competitive grant at least it will still have entitlement to use when needed.  Smaller amount of funds do increase over time as well if saved properly.",null,"No comment",null,"No comment",null,"Existing structures that frequently used and very beneficial for students and teachers.",null,null,"Consider greatest needs as skills/classes that promote healthy living and allow a student to be able to take on real world tasks. For example, how to understand insurance applications and policies, bank statements, financial literary and home skills for independent living.",null,"No comment"]
["Jeana Valenty","Teachers",null,"Nina Harris School","Pinellas",null,"I believe a combination of competitive and entitlement grants would be the better option because it allows a guaranteed wider venue of fiscal funds that can be used to create a comprehensive model which also aides in the home-school connection for each student especially those who are under-performing or with significant cognitive disabilities along with more exposure to educational resources. Both are needed to build and maintain student success in all avenues - academic, vocational, or college-readiness. ",null,"A multi-year award/grant could produce ineffectiveness because goals will be minimized or lost due to the extended length of a grant. Targets need to be yearly (succinct) and evolve according to one year not several. There should be new goals/targets after a year of assessing, growing, and learning from errors. I believe there are more challenges than benefits for a multi-year grant. I believe grants should be continued but not with the same purposes.",null,"If this association visited a wide-variety of schools including centers and discussed their proposed mission with various stakeholders, i.e., educators (both verbally and in writing) then I would support this notion. I think this is a good idea only if the consortium knew the schools in-depth such as visiting/experiencing the school from student-teacher-administrative level, evaluating schools based on a county/state developed form then discussing it with the county- on a multi-school level, and in turn, developing a relationship with the state. Therefore, I believe this idea would be effective and necessary precautions for this rule. This provides experience and a system of checks-and-balances, for the local education agency with the state-county-school levels. ",null,"A panel from the county could be developed to review applications provided by local educational agencies. This panel could interview, evaluate the suggestions in connection (or against if applicable) evidence/research based methods, and create a rubric to determine the effectiveness or validity of this local educational agencies. The county could also interview employees or persons affected by the plan/project proposed by this local education agency to determine fidelity and effectiveness.",null,null,"I would want the state to consider the student population, school's percentage of under-performance in combination with student sub-groups, and low-economic families. "]
["Kristina Malburg","Teachers",null,"none","Bay",null,"Combination of competitive and entitlement grants",null,null,null,"I would think so."]
["John Simms","Parents and Families",null,"None","Broward","I have no idea how this section helps Schools, teachers or students. I will tell you that there are certainly more regulations and restrictions on the teachers and all the students than there are on the administration.","For as much as the school's think that they are telling us parents, they really aren't telling us very much as far as what monies go to what programs, or what Provisions are allowed for specific student groups. Administration from all these years my kids have been in school have shown us that they allocate resources and try to not spend money so that they have money for something else.",null,"School administrators seem to say one thing when they're trying to get Monies to be used for out of the school or the district, but when it comes to actually passing on those kind of funds and supporting financials to the students, and the teachers, and the staff, it seems that those things don't happen. There's no real regulation once the monies are allocated from the district or the state.",null,"School Improvement Grants are a waste of money. The people that are taking care of his school's just walk around school all day looking at things but nothing actually gets done. Schools are just wasting money trying to clean up schools when they really don't need to be cleaned up at all. Schools are built with strict control over safety concerns at the onset so anything that comes out afterwards should be able to be repaired by the school itself. It is just a waste of a how much money is being spent on school Improvement what you really need is to apply These funds to the teachers and staff, not the administration, in order to get things going in a school.",null,"All of the school structures that exist today seem to be in good repair. Most of the time it seems that most of the schools are just putting up paint job over the school to try and make it look like something is actually been done with nothing at all gets done at all. Most of the work is the minor stuff because we've not seen any type of major construction on an existing School in a long, long time. It's just a joke the legislation sorry the legislators just give money to education without any real plan for how the money is going to be spent. It's just an arbitrary spending process.","The technology issues stem more from the fact that the administrators, and the students don't know what kind of Technology they need. Many of the teachers who do are being shut down by idiots as far as the administrators who only want to spend money on their own little projects instead of an actual technology for the classroom. The technologists in the classrooms don't know what they're doing they're just hacks.",null,"Rather than rely on funny write-ups from schools, what the state should do to see what's actually happening at the schools is to have someone do a surprise visit on the school and demand that entire school be presented to this inspector on a surprise notice. Then they would see what's going on and what's not what needs to be done and what's being fabricated."]
["Don Gifford","Parents and Families",null,"Self","Brevard",{"$nulls":10},"Strongest commitment should be based on % of students in subgroups along with the corresponding graduation rates.  If two schools have a student body composed of 40% subgroups and one has a 75% graduation rate and the other a 60% graduation rate, the school with the 75% rate shows the greatest commitment."]
["Larry Johnson","The Public",null,"BPS Staff Support","Brevard",null,"If funding (including teacher's salary and bonuses) is based on school grades, I feel that teachers would be compelled to teach \"how to pass the test\" instead of teaching for the students to learn the subjects.",null,"It would fail to show improvement or worsening of year-to-year progress.",null,"No.  Grants should be applied for and approved for specific needs at specific schools.  Any school needing a grant should apply for it separately.  There should be more training on how to apply for grants, and more information on grants available.",{"$nulls":4},"Consider the feelings of the students and teachers the most."]
["Cheree Lewandowski","Students",null,"None","Brevard",{"$nulls":12},"The Florida Accountability System should be completely overhauled."]
["Martha Pessaro","Native American Tribes",null,"Native Heritage Gathering, Inc.","Brevard","Inclusion of history of original peoples. Support and recognition of Native American Heritage Month November","Inclusion of history of original peoples. Support and recognition of Native American Heritage Month November","Inclusion of history of original peoples. Support and recognition of Native American Heritage Month November",{"$nulls":7},"Inclusion of history of original peoples. Support and recognition of Native American Heritage Month November","Inclusion of history of original peoples. Support and recognition of Native American Heritage Month November"]
["Jeremyy","Teachers",null,"self","Okeechobee",null,"Guaranteed funds",null,"Changing personnel  Monitoring funds yearly  Having to adapt a program midstream due to issues and having to revise how the funds are being used/allocated",null,"Yes",{"$nulls":4},"Social Economic Status  Community contributions to school system  Level of commitment from stake holders"]
["Hillary Cribbs","School Administrators",null,"Levy County School Board","Levy"]
["Richard Ledgister","Charter School Leaders",null,"Elementary charter school","Palm Beach",null,"Guaranteed a smaller amount of funds",null,"Multi-year award would provide schools more time to close the achievement gap for minority and low income students.",null,"Maybe"]
["kim von burg","Parents and Families",null,"self","Hillsborough",null,"a combination",null,null,null,"yes"]
["Tenaj Davis","Educator Organizations",null,"Florida Dance Education Organization","Miami-Dade"]
["Patti Vickers","School District Administrators",null,"School District of Osceola County, FL","Osceola","More money should be giving to schools to implement a true Multi-Tiered System of Supports so that all students, those who struggle, those who achieve at grade level, and those who require challenging curriculum, receive the level of support that they require in order to be as successful as they can be.","A combination of competitive and entitlement grants would allow for innovative ideas but would guarantee that funding would also be available if a grant is not approved.",null,"The benefits would be that having several years to implement an initiative allows for sufficient time to self-reflect on processes, make changes to those portions of the plan that do not work as projected, and build an infrastructure that will be sustainable after the funds run out.",{"$nulls":6},"FLDOE should consider the percentage of ELL and students with disabilities in a district as these subgroups have unique needs that can be better met given appropriate funding sources"]
["Mamie Curry","Teachers",null,"JHPA","Escambia"]
["Tamara Hatcher","The Public","Odyssey Prepatory Academy","self","Brevard","none","none","none","none","none","none","none","none","none","none","none","none","none"]
["Jamie","Teachers",null,"self","Bay","If you truly believe that cutting funds or increasing funds to schools based on test scores, you truly do not understand the amount of harm you are heaping on students and teachers. It does not matter how much money you throw at a problem, if the students are frustrated and unmotivated due to the constant pressure of testing and being thought of as solely a test score, the greatest teacher in the world will NOT be able to do anything for them-no matter HOW much those teacher try or how hard they work. Punishing the teachers for conditions outside of their control is EXACTLY why there is a teacher shortage both in OUR state and in the entire country. This constant testing that has taken over our schools has lowered the moral of students, teachers, administrators, and parents; however, while the blame should sit with the legislature for wasting valuable educational money to pay Pearsons to create tests that are biased at best, the blame sits at the feet of the teachers who work countless hours for their students’ success-only to be slapped down by the pronouncement that they are not doing enough. Enough is enough.","If you truly believe that cutting funds or increasing funds to schools based on test scores, you truly do not understand the amount of harm you are heaping on students and teachers. It does not matter how much money you throw at a problem, if the students are frustrated and unmotivated due to the constant pressure of testing and being thought of as solely a test score, the greatest teacher in the world will NOT be able to do anything for them-no matter HOW much those teacher try or how hard they work. Punishing the teachers for conditions outside of their control is EXACTLY why there is a teacher shortage both in OUR state and in the entire country. This constant testing that has taken over our schools has lowered the moral of students, teachers, administrators, and parents; however, while the blame should sit with the legislature for wasting valuable educational money to pay Pearsons to create tests that are biased at best, the blame sits at the feet of the teachers who work countless hours for their students’ success-only to be slapped down by the pronouncement that they are not doing enough. Enough is enough.",null,"If you truly believe that cutting funds or increasing funds to schools based on test scores, you truly do not understand the amount of harm you are heaping on students and teachers. It does not matter how much money you throw at a problem, if the students are frustrated and unmotivated due to the constant pressure of testing and being thought of as solely a test score, the greatest teacher in the world will NOT be able to do anything for them-no matter HOW much those teacher try or how hard they work. Punishing the teachers for conditions outside of their control is EXACTLY why there is a teacher shortage both in OUR state and in the entire country. This constant testing that has taken over our schools has lowered the moral of students, teachers, administrators, and parents; however, while the blame should sit with the legislature for wasting valuable educational money to pay Pearsons to create tests that are biased at best, the blame sits at the feet of the teachers who work countless hours for their students’ success-only to be slapped down by the pronouncement that they are not doing enough. Enough is enough.","If you truly believe that cutting funds or increasing funds to schools based on test scores, you truly do not understand the amount of harm you are heaping on students and teachers. It does not matter how much money you throw at a problem, if the students are frustrated and unmotivated due to the constant pressure of testing and being thought of as solely a test score, the greatest teacher in the world will NOT be able to do anything for them-no matter HOW much those teacher try or how hard they work. Punishing the teachers for conditions outside of their control is EXACTLY why there is a teacher shortage both in OUR state and in the entire country. This constant testing that has taken over our schools has lowered the moral of students, teachers, administrators, and parents; however, while the blame should sit with the legislature for wasting valuable educational money to pay Pearsons to create tests that are biased at best, the blame sits at the feet of the teachers who work countless hours for their students’ success-only to be slapped down by the pronouncement that they are not doing enough. Enough is enough.",null,"If you truly believe that cutting funds or increasing funds to schools based on test scores, you truly do not understand the amount of harm you are heaping on students and teachers. It does not matter how much money you throw at a problem, if the students are frustrated and unmotivated due to the constant pressure of testing and being thought of as solely a test score, the greatest teacher in the world will NOT be able to do anything for them-no matter HOW much those teacher try or how hard they work. Punishing the teachers for conditions outside of their control is EXACTLY why there is a teacher shortage both in OUR state and in the entire country. This constant testing that has taken over our schools has lowered the moral of students, teachers, administrators, and parents; however, while the blame should sit with the legislature for wasting valuable educational money to pay Pearsons to create tests that are biased at best, the blame sits at the feet of the teachers who work countless hours for their students’ success-only to be slapped down by the pronouncement that they are not doing enough. Enough is enough.",null,null,"If you truly believe that cutting funds or increasing funds to schools based on test scores, you truly do not understand the amount of harm you are heaping on students and teachers. It does not matter how much money you throw at a problem, if the students are frustrated and unmotivated due to the constant pressure of testing and being thought of as solely a test score, the greatest teacher in the world will NOT be able to do anything for them-no matter HOW much those teacher try or how hard they work. Punishing the teachers for conditions outside of their control is EXACTLY why there is a teacher shortage both in OUR state and in the entire country. This constant testing that has taken over our schools has lowered the moral of students, teachers, administrators, and parents; however, while the blame should sit with the legislature for wasting valuable educational money to pay Pearsons to create tests that are biased at best, the blame sits at the feet of the teachers who work countless hours for their students’ success-only to be slapped down by the pronouncement that they are not doing enough. Enough is enough.",null,"If you truly believe that cutting funds or increasing funds to schools based on test scores, you truly do not understand the amount of harm you are heaping on students and teachers. It does not matter how much money you throw at a problem, if the students are frustrated and unmotivated due to the constant pressure of testing and being thought of as solely a test score, the greatest teacher in the world will NOT be able to do anything for them-no matter HOW much those teacher try or how hard they work. Punishing the teachers for conditions outside of their control is EXACTLY why there is a teacher shortage both in OUR state and in the entire country. This constant testing that has taken over our schools has lowered the moral of students, teachers, administrators, and parents; however, while the blame should sit with the legislature for wasting valuable educational money to pay Pearsons to create tests that are biased at best, the blame sits at the feet of the teachers who work countless hours for their students’ success-only to be slapped down by the pronouncement that they are not doing enough. Enough is enough.","If you truly believe that cutting funds or increasing funds to schools based on test scores, you truly do not understand the amount of harm you are heaping on students and teachers. It does not matter how much money you throw at a problem, if the students are frustrated and unmotivated due to the constant pressure of testing and being thought of as solely a test score, the greatest teacher in the world will NOT be able to do anything for them-no matter HOW much those teacher try or how hard they work. Punishing the teachers for conditions outside of their control is EXACTLY why there is a teacher shortage both in OUR state and in the entire country. This constant testing that has taken over our schools has lowered the moral of students, teachers, administrators, and parents; however, while the blame should sit with the legislature for wasting valuable educational money to pay Pearsons to create tests that are biased at best, the blame sits at the feet of the teachers who work countless hours for their students’ success-only to be slapped down by the pronouncement that they are not doing enough. Enough is enough."]
["Elizabeth Cote","Parents and Families",null,"Self","Brevard","This entire document makes me feel ill. Is there anything we can do to stop this?","This entire document makes me feel ill. Is there anything we can do to stop this?","This entire document makes me feel ill. Is there anything we can do to stop this?","This entire document makes me feel ill. Is there anything we can do to stop this?","This entire document makes me feel ill. Is there anything we can do to stop this?","This entire document makes me feel ill. Is there anything we can do to stop this?","This entire document makes me feel ill. Is there anything we can do to stop this?","This entire document makes me feel ill. Is there anything we can do to stop this?","This entire document makes me feel ill. Is there anything we can do to stop this?","This entire document makes me feel ill. Is there anything we can do to stop this?","This entire document makes me feel ill. Is there anything we can do to stop this?","This entire document makes me feel ill. Is there anything we can do to stop this?","This entire document makes me feel ill. Is there anything we can do to stop this?"]
["Jennifer Pace","Educator Organizations",null,"Professional Educators Network of Florida","Duval",null,"I think that counties should be able to compete for more funds, but they should be awarded based on need. For example, some counties do a whole lot better than others. For example, St. Johns is the best performing county in FL, which neighbors Duval.....which has to be low on the totem poll. More help and support should be given to the bottom 5% of counties in addition to the bottom 5% of schools. ",{"$nulls":8},"More help and support should be given to the bottom 5% of counties in addition to the bottom 5% of schools. "]
["Elizabeth Leung","Parents and Families",null,"none","Palm Beach",null,"Amount of funds should be determined by number of students. The claim is that this ACT is to provide all children an equal chance of success. So the amount should be equally distributed based on attendance. Students chronically absent should not be included in funding.",null,null,null,"No. All funds should be allocated equally among students.Individual districts need to decide where the money goes in keeping with the numerous guidelines already established.",null,"Most of this support is already in place. Most schools/districts have plans in place for underachieving students.Filing out an application should be a fairly simple undertaking for most counties given that standards and procedures are already in place.","We are discussing educators? If a district has problems completing this process WITHOUT support, we have an entirely new issue to debate.","If a district is unable to submit an approvable application without outside help/support, then we have bigger issues than funding.","I do not agree with prioritizing where the money goes. Equal should be equal. \"With this bill, we reaffirm that fundamentally American ideal—that every child, regardless of race, income, background, the zip code where they live, deserves the chance to make of their lives what they will.\" Then the money should be EQUALLY distributed \"regardless of race, income, background, the zip code.\" Any other division is unfair and should be considered a mismanagement of funds."]
["Jake Schweich","Parents and Families",null,"Self","Brevard"]
["Riccina Stafflinger","Parents and Families",null,"Self","Brevard",null,"I do not not know why all of the schools in Brevard county are not rated 8 9 and 10s . It's a disgrace"]
["Richard LeBlanc","Parents and Families",null,"self","Orange",null,"Offered a combination."]
["Russ DAmato","The Public",null,"NJEA","Polk",null,"District should have guaranteed amount.  ","Guaranteed amounts can ensure better programs for special needs students . You can have programs for remedial classes.","Benefits can insure the success of the programs . Which will benefits our students.","Our students and educators need these funds to ensure quality education . NOT programs with catchy names. Basics must be taught not some crazy ideas where there isn't any consequences. Guaranteed promotion does not help these students it doesn't give any incentive to do better.   ","N/A","N/A",null,null,null,"All children need access to quality education . The greatest need would be all schools . Language programs students fail because they do not understand exactly what is asked of them"]
["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."]
["Vickie 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.  ",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,null,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.  "]
["Heather O'Connell","Parents and Families","Daughter with Down Syndrome ","None","Collier","I believe that full inclusion in general education classes through elementary school is what helped my daughter with Down syndrome achieve far more than was ever expected. From middle school on there is nothing set for her and it has been horrible trying to get anything in place for her. There is so much available for her to succeed. I feel that providing all that is available should be made the rule. Our kids are suffering because as parents we have to beg and fight for the bare minimum and most parents just give up. People with disabilities count. It is the shame of Florida how people with disabilities are taught and treated in the school system. We need to look to the progressive states and model what they do and that starts with inclusion all the time. ",null,"There are children in all schools that do not have money. It is unfair to do so many free things for kids in certain schools but not others. Example immokalee and golden gate",{"$nulls":7},"Having a child with disability is a large financial issue. These children and their families should be a priority for funding in every school. "]
["lisa","Teachers",null,"self","Pinellas",null,"I would prefer to be gauranteed a smaller amount of funds.  The purpose of schools is to EDUCATE OUR FUTURE, not to compete with each other's test scores.  Why would we want our schools to compete when each geographical area has so many different variables and so many different kinds of people and students?  ",null,"I think it has the potential to create dischord between schools in a county.  It also inadvertantly creates the \"haves\" and the \"have nots\".  When this happens, the families that are actually involved in their kids' education tends to move their children to the \"haves\" schools, which leaves the neighborhood kids to be the only students at a given school.  This perpetuates the viscious cycle of neighborhood schools."]
["Neil Blumengarten","Teachers",null,"self","Hernando",null,"Our children's well-being should not be a matter of a competition.  The allotment should be a matter of sending the money where it will do the most good.  Stop pitting districts against each other!",null,null,null,"PUBLIC education should be public.  Keep private interests out of it!"]
["Brad Hall","Teachers",null,"Brevard Public Schools","Brevard",null,"A combination of competitive and entitlement grants would be the most equitable system for all State school systems."]
["Valerie Scotella","Teachers",null,"none","Pasco","monitoring and evaluating the use of funds by  local educational agencies receiving an allotment under  such paragraph; and,...      MONITOR MONITOR MONITOR","monitor audit monitor audit","do it again","monitoring and evaluating the use of funds by  local educational agencies receiving an allotment under  such paragraph; and,...    Monitor and audit and remove funds from schools if mismanaged or reallocated having nothing to do with original allocation of grant.",null,"I have no idea how this would work.  the wealthier schools get everything and the Title 1 schools get nothing.  Seriously not what was intended by the state FL since the taxes aren't used for school here. Sad but true.","Why not make it so each school can apply for the grants?","Use the PLCs established within the schools and the districts in conjunction with district personnel to make decisions and application for grants.",null,null,"demonstrate the greatest need for such funds, as determined  by the State; and    the surrounding economic community stats - not just the school or district stats."]
["Amanda","Parents and Families",null,"Self","Bay","I think utilizing a system to walk to the child's level of knowledge despite the grade level. If the student has mastered first grade reading standards, then move along to second grade standards instead of holding them back.  Allow progression on to the next level of learning through building classes beyond the grade level (I.e. Walking to your level of reading and math) based on your map testing or other testing scores. I have children who excel and I feel as though they are held back or restricted by the standards. It would also be beneficial for the lower level student to focus on more fundamental skills to improve as well. Also, improve recess/mini breaks throughout the day to increase attention and focus."]
["Laura Pacter","Parents and Families",null,"self","Collier","n/a","A combination of funds would be extremely helpful in improving our educational system. There should be a fair balance of competitive and entitlement funding offered.","If mentor support groups were well-funded, then more improvements can be made easily and smoothly for our students. Also, any financial assistance in areas of education technology would greatly improve upon our education system and improve on education trends, especially in the areas of STEM in the classroom, for female students, and minority students who are not represented enough in the fields of science and medicine.","There are many possible challenges in maintaining this budget, but with our district has a result-oriented approach to tackle all budgetary elements to track and fund programs.","As a parent, I find our students are lacking in the use of technology in the classroom and public school library.","As a parent, I am not able to answer this question on behalf of the District.","n/a","Grant tutorials and support sessions for anyone who  is new to applying would be helpful.","n/a",null,"Title I schools need extra financial support."]
["robin Douglas","Parents and Families",null,"Lake County Anti Bullying","Lake",null,"compete for a substantially larger amount of funds",null,"growth in the schools",null,"I think they would love that",{"$nulls":4},"the school improvement plans put out by the individual schools, it lists areas they need to improve upon and with some of them they need funding for improvement"]
["Dana Liebowitz ","Teachers","ESOL Coordinator ","PBCSD","Palm Beach"]