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["Name:","Stakeholder Group Represented:(Please select an option below.)",null,"Organization: (If no organization, type self or none.)","County:","If you have any comments, please use the box below.","The federal law requires districts to partner with school-based stakeholders at each school identified for comprehensive support and improvement to develop, approve, and implement a support and improvement plan that includes evidence-based interventions and addresses any resource inequities.<br><br>What specific comments do you have about this requirement and its implementation?","What existing structures could be utilized to support the development, review, approval, and implementation of comprehensive support and improvement plans? What modifications may be needed to these structures?","What types of support and guidance from the Florida Department of Education would be helpful to districts in developing, implementing, monitoring, and evaluating the impact of comprehensive support and improvement plans?","How can the Florida Department of Education assist districts in making connections between district-level plans, school-level plans, and federal grant applications?","If you have any other comments, please use the box below.","ESSA allows the State to exercise the following flexibility for certain high schools identified for comprehensive support and improvement.<br><br>- Permit differentiated improvement activities for schools that predominantly serve students who are returning after having exited secondary school without a regular high school diploma, or who, based on their grade or age, are significantly off-track to accumulate sufficient academic credits to meet high school graduation requirements.<br><br>- Permit the districts to forego implementation of improvement activities for schools with a total enrollment of less than 100.<br><br>What specific comments do you have about this potential flexibility? Do you have suggestions for differentiated improvement activities?","If you have any other comments, please use the box below.","If you have any comments, please use the box below.","If you have any comments, please use the box below.","ESSA requires schools identified for targeted support and improvement to partner with their stakeholders to develop, approve, and implement a support and improvement plan that includes evidence-based interventions.<br><br>What specific comments do you have about this requirement and its implementation?","What existing structures could be utilized to support the development, review, approval, and implementation of targeted support and improvement plans? What modifications may be needed to these structures?","What types of support and guidance from the Florida Department of Education would be helpful to districts in developing, implementing, monitoring, and evaluating the impact of targeted support and improvement plans?","ESSA requires the district to take additional action following unsuccessful implementation of a targeted support and improvement plan after a number of years determined by the district.<br><br>What specific comments do you have about this requirement and its implementation?","If you have any other comments, please use the box below.","ESSA requires certain schools identified for targeted support and improvement, as determined by the State, to also address any resource inequities in their support and improvement plans.<br><br>What specific comments do you have about this requirement, its implementation, and supports that may be needed?","If you have any other comments, please use the box below.","If you have any comments, please use the box below.","ESSA requires the State to establish exit criteria for schools identified for comprehensive or targeted support and improvement, and require more rigorous action in schools that do not exit after a set number of years determined by the State.<br><br>What specific comments do you have about this requirement, its implementation, and supports that may be needed?","If you have any other comments, please use the box below.","ESSA requires the State to periodically review resource allocation to support school improvement in each district serving a significant number of schools identified for comprehensive support and improvement and implementing targeted support and improvement plans.<br><br>What specific comments do you have about this requirement, its implementation, and supports that may be needed?","If you have any other comments, please use the box below.","ESSA requires the State to provide technical assistance to districts serving a significant number of schools implementing comprehensive or targeted support and improvement plans.<br><br>What specific comments do you have about this requirement, its implementation, and supports that may be needed?","If you have any other comments, please use the box below.","ESSA allows the State to take action to initiate additional improvement in any district with a significant number of schools that are consistently identified for comprehensive support and improvement and not meeting the exit criteria, or implementing targeted support and improvement plans.<br><br>What specific comments do you have about this requirement and its implementation?","If you have any other comments, please use the box below.","ESSA allows the State to establish alternative evidence-based strategies that can be used by districts to assist a school identified for comprehensive support and improvement under Section 1111(c)(4)(D)(i).<br><br>What specific comments do you have about this requirement and its implementation?","If you have any other comments, please use the box below."]
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["Khanh-Lien R. Banko","Parents and Families",null,"Alachua County Council of PTAs & 5forCHANGE.org","Alachua","a.\tI do not read anything different here than what is already happening.  b.\tThis reads as more paperwork with another set of framework that will require more time.  c.\tMore time needs to be invested in developing funding plans for how to provide the time needed to improve schools.    "]
["Luralee Anderson","Teachers",null,"Partin Settlement Elementary","Osceola",null,"A viable school-based stakeholder is the music educator. Providing quality music instruction for all students in all public schools would provide another avenue for learning. Studies show children involved in music education incorporating music performance or appreciation score higher on the SAT. Studies of music and the brain show that music helps students with pattern recognition, problem solving, discriminative listening, recursion, generative learning and abstract reasoning. Collaboration between music educators and classroom teachers would provide mutual benefits regarding subject content material. ","Music education is an existing structure in the state of Florida under the framework of Arts Education. The NGSSS has established guiding principles as to what this instruction is to achieve in the music classroom. The framework has been established. However, support is needed in resources and materials so the implementation provides equity in quality instruction throughout the state. ","Key issues in providing an equitable music program across the state is funding, assurance of highly qualified teachers, and accountability. Funding is paramount, as music equipment, instruments, curriculum materials are expensive. Highly qualified music teachers are necessary to ensure pedagogical skills and knowledge are utilized appropriately for student success. Accountability measures should be reviewed to ensure equity. Possible data monitoring in the number of students participating in each of the 4 art disciplines as well as an accounting of the total number of students participating in arts education. ",{"$nulls":22},"Targeted Assistance programs may fund supplemental music and music integration programs which provide support to Targeted students to meet challenging state academic standards. Students will experience classes in the arts, including music, led by music teachers who will collaborate with the classroom teachers to plan lessons that integrate ELA with music. The funds will support professional development for teachers, including music educators, general classroom educators and visiting artists, collaborative time, supplies, fieldtrips and assemblies. (NAfME). "]
["Beverly Slough","Educator Organizations","School Board Member","self","St. Johns","Response:  The school improvement plan process takes too long and does not have a clear end/solution.  In addition,  recommend targeted professional development for district leadership and district and school administrators.  Professional development should be provided by appropriate approved state associations such as FADDS, FASA, and FSBA.    ",null,null,null,"o It is essential to have clear and distinct processes – including identification and exit criteria -- with regard to the Targeted Support (discussed below) and the Comprehensive Support discussed in this section.       9     o The existing School Advisory Councils and the School Improvement Plan process must be integrated into the ESSA framework.  This should include streamlining the cumbersome SIP development process.     o Again, an emphasis must be placed on seeking input from district stakeholders on the best process to accomplish this.    ",null,"o It is essential to have clear and distinct processes – including identification and exit criteria -- with regard to the Targeted Support (discussed below) and the Comprehensive Support discussed in this section.       9     o The existing School Advisory Councils and the School Improvement Plan process must be integrated into the ESSA framework.  This should include streamlining the cumbersome SIP development process.     o Again, an emphasis must be placed on seeking input from district stakeholders on the best process to accomplish this.    ",null,"No recommended changes",{"$nulls":4},"o It is essential to have clear and distinct processes – including identification and exit criteria -- with regard to the Targeted Support discussed in this section and the Comprehensive Support discussed in (B) above.     o Consideration of how existing targeted support programs, such as current interventions in the 300 lowest performing elementary schools, will be integrated and/or adjusted under ESSA.      o The existing School Advisory Councils and the School Improvement Plan process must be integrated into the ESSA framework.  This should include streamlining the cumbersome SIP development process.     o Again, an emphasis must be placed on seeking input from district stakeholders on the best process to accomplish this.   ",null,"Recommend that input from district stakeholders be sought on this issue",null,"No change","Recommend input from district stakeholders",null,"  Clarification is needed for the definition of “significant”.  We suggest 25% of the schools in the district, but recommend that input from district stakeholders be sought on this issue.   ",null,"Technical assistance should be timely",null,"Input from district stakeholders should be sought",null,"Recommend seeking input from district stakeholders"]
["Gregory Roman","Parents and Families",null,"Self","Pinellas",null,"A viable school-based stakeholder is the music educator. Providing quality music instruction for all students in all public schools would provide another avenue for learning. Studies show children involved in music education incorporating music performance or appreciation score higher on the SAT. Studies of music and the brain show that music helps students with pattern recognition, problem solving, discriminative listening, recursion, generative learning and abstract reasoning. Collaboration between music educators and classroom teachers would provide mutual benefits regarding subject content material. ","Music education is an existing structure in the state of Florida under the framework of Arts Education. The NGSSS has established guiding principles as to what this instruction is to achieve in the music classroom.  The framework has been established.  However, support is needed in resources and materials so the implementation provides equity in quality instruction throughout the state. ","Key issues in providing an equitable music program across the state is funding, assurance of highly qualified teachers, and accountability. Funding is paramount, as music equipment, instruments, curriculum materials are expensive.  Highly qualified music teachers are necessary to ensure pedagogical skills and knowledge are utilized appropriately for student success. Accountability measures should be reviewed to ensure equity.  Possible data monitoring in the number of students participating in each of the 4 art disciplines as well as an accounting of the total number of students participating in arts education. ",{"$nulls":22},"Targeted Assistance programs may fund supplemental music and music integration programs which provide support to Targeted students to meet challenging state academic standards. Students will experience classes in the arts, including music, led by music teachers who will collaborate with the classroom teachers to plan lessons that integrate ELA with music. The funds will support professional development for teachers, including music educators, general classroom educators and visiting artists, collaborative time, supplies, fieldtrips and assemblies. (NAfME)."]
["Rosa Castro Feinberg","Civil Rights Organizations",null,"LULAC Florida","Statewide Representation",{"$nulls":6},"6. (C) STATE EDUCATIONAL AGENCY DISCRETION    ESSA allows the State to exercise the following flexibility for certain high schools identified for comprehensive support and improvement.    - Permit differentiated improvement activities for schools that predominantly serve students who are returning after having exited secondary school without a regular high school diploma, or who, based on their grade or age, are significantly off-track to accumulate sufficient academic credits to meet high school graduation requirements.    - Permit the districts to forego implementation of improvement activities for schools with a total enrollment of less than 100.    LULAC Florida recommends that FDOE track students age 16-21 assigned to facilities whose programs do not lead to a regular high school diploma and not permit districts authorizing those placements to forego implementation of improvement activities whatever the size of their schools’ enrollment.   "]
["Beth Sweeny","School District Administrators",null,"St. Johns County School District","St. Johns","No Comment","We believe Florida’s current School Improvement process is adequate and no changes are needed.","Simplify the school improvement plan eight step process down to a three step process.","We often do not have the necessary data available to us at the end of the school year to properly evaluate the impact of the school improvement plan and are forced to have more meaningful discussions once the next school year has begun.  Receiving performance data back before the end of the year would be helpful.",null,null,"We agree with the flexibility for drop out prevention schools but do not agree with the department foregoing implementation of improvement activities for schools with a total enrollment of less than 100.  It seems a majority of schools with enrollment of student less than 100 would be charter schools and many of them need the accountability measure.",null,"Florida’s current Opportunity Scholarship program should meet this requirement and no changes should be made.",null,"Florida’s current MTSS process satisfies this requirement.","State DA Teams have been helpful and we do not recommend any changes at this time.","The additional of optional high quality formative assessments in science and history.  MFAS is a great resource.  LFAS needs to be improved.  Additionally, an online tool to calculate data would be helpful.","Three years allows time for schools to make changes.",null,"We believe Florida already has measures in place to meet this requirement and no changes should be made.",null,null,"3 years. Not to exceed 4. Make progress towards district-set criteria and state standards for each school.",null,"A possible definition of significant could be 25% of a district’s schools being a D or F.",null,"Technical assistance must be timely.",null,"There should be a culture of partnership in the process.",null,"again, partnerships are critical- Districts should be included in creating the list of strategies."]
["Janene Fitzpatrick","School District Administrators",null,"Suwannee County School District","Suwannee","Florida already has an extensive accountability system with state oversight.  To what extent does state statute already implement the ESSA requirements?  Is there a need for a federal waiver or additional Florida statutory change?    ESSA requires “evidenced-based interventions.”  Have these been defined?  Does USDOE or FLDOE have examples of such interventions?    ESSA requires public school choice.  These provisions are already incorporated into Florida statutes.      ESSA requires targeted support and improvement for subgroups that consistently underperform.  How will this requirement be implemented?  Are statutory amendments needed?     ESSA requires the state to establish exit criteria for schools in need of support.  Does Florida’s accountability system need to be modified or is it currently sufficient?      ESSA requires the periodic review of resource allocation to support school improvement in each district serving comprehensive support and improvement and targeted support and improvement plans.  How will this be accomplished?    ESSA authorizes the state to initiate additional improvement in any district with a significant number of schools that are consistently identified for comprehensive support and improvement or implementing targeted support and improvement plans.  Also, consistent with state law, the state may establish alternative evidence-based state determined strategies that can be used by districts to assist schools identified for comprehensive support and improvement.  Is this already in statute?  ","The timing of the cycle needs to be addressed.  The ability to begin the next year's document during the current year could be beneficial.  In reality there is definite overlap, the end of one year's plan does not lead to the beginning of the next.  It's almost as if the mid-year reflection starts the next year's cycle.  Principals are making changes and watching how the remainder of the year plays out and formulate ideas for the next year earlier than the current system allows.","Rather than one-template-fits-all....the ability to select the most appropriate template for your school/district would be helpful.  ",{"$nulls":5},"These provisions are already incorporated into Florida statutes","ESSA requires targeted support and improvement for subgroups that consistently underperform.  How will this requirement be implemented?  Are statutory amendments needed? ","Training for districts in how to support schools for this - build capacity rather than providing training for schools.",null,"Training for districts in how to support schools for this - build capacity rather than providing training for schools.",null,null,"Assistance in evaluating schools to find resource inequities before the school slips into support status would be helpful.  Collaborative capacity building at the district level, not intervention on behalf of the district with principals and schools.","ESSA requires the periodic review of resource allocation to support school improvement in each district serving comprehensive support and improvement and targeted support and improvement plans.  How will this be accomplished?",null,"ESSA requires the state to establish exit criteria for schools in need of support.  Does Florida’s accountability system need to be modified or is it currently sufficient?  ",null,"Train districts to review their own resource allocation - teach us how to do our own internal audit of resources using the same method that will be determined by state.  ",null,"Keep in mind that technical assistance should always be about building capacity by training district.","Many of the technical assistance workshops attended are on the logistics of forms and computer systems - where to click or how to submit.  Very few of them really get down to helping the user with the product itself.  In this case, it would seem that assisting the district in the individual decision-making process and components of an effective plan would be in order.","Initiate additional improvement by building capacity of district.",null,"Publish the state determined effective strategies for schools to implement prior to being identified for comprehensive support."]
["Angie Fuller","School Administrators",null,"Durbin Creek Elementary","St. Johns","No comment. ","We believe Florida’s current School Improvement process is adequate and no changes are needed.","Simplify the eight step process down to a three step process.","We often do not have the necessary data available to us at the end of the school year to properly evaluate the impact of the school improvement plan and are forced to have more meaningful discussions once the next school year has begun.  Receiving performance data back before the end of the year would be helpful.","No Comment.",null,"We agree with this flexibility.","We do not agree with the department exercising this flexibility.  It seems a majority of schools with enrollment of student less than 100 would be charter schools and many of them need the accountability measure","Florida’s current Opportunity Scholarship program should meet this requirement and no changes should be made.","No Comment.","Florida’s current MTSS process satisfies this requirement.","State DA Teams have been helpful and we do not recommend any changes at this time.","The additional of optional high quality formative assessments in science and history.  MFAS is a great resource.  LFAS needs to be improved.  Additionally, an online tool to calculate data would be helpful.","Three years allows time for schools to make changes.",null,"We believe Florida already has measures in place to meet this requirement and no changes should be made.",null,null,"3 years. Not to exceed 4. Make progress towards district-set criteria and state standards for each school.",null,"We believe significant should be defined as 25% of a district’s schools being a D or F.",null,"Technical assistance should be timely. ",null,"There should be a culture of partnership in the process.",null,"Partnership- Districts should be included in creating the list of strategies."]
["Stacy Merida","The Public",null,"Self","Escambia",null,"A viable school-based stakeholder is the music educator. Providing quality music instruction for all students in all public schools would provide another avenue for learning. Studies show children involved in music education incorporating music performance or appreciation score higher on the SAT. Studies of music and the brain show that music helps students with pattern recognition, problem solving, discriminative listening, recursion, generative learning and abstract reasoning. Collaboration between music educators and classroom teachers would provide mutual benefits regarding subject content material. ","Music education is an existing structure in the state of Florida under the framework of Arts Education. The NGSSS has established guiding principles as to what this instruction is to achieve in the music classroom.  The framework has been established.  However, support is needed in resources and materials so the implementation provides equity in quality instruction throughout the state. ","Key issues in providing an equitable music program across the state is funding, assurance of highly qualified teachers, and accountability. Funding is paramount, as music equipment, instruments, curriculum materials are expensive.  Highly qualified music teachers are necessary to ensure pedagogical skills and knowledge are utilized appropriately for student success. Accountability measures should be reviewed to ensure equity.  Possible data monitoring in the number of students participating in each of the 4 art disciplines as well as an accounting of the total number of students participating in arts education. ",{"$nulls":22},"Targeted Assistance programs may fund supplemental music and music integration programs which provide support to Targeted students to meet challenging state academic standards. Students will experience classes in the arts, including music, led by music teachers who will collaborate with the classroom teachers to plan lessons that integrate ELA with music. The funds will support professional development for teachers, including music educators, general classroom educators and visiting artists, collaborative time, supplies, fieldtrips and assemblies. (NAfME)."]
["Douglas W. Martin","Community-Based Organizations",null,"Communities In Schools of Florida","Statewide Representation","July 22, 2016    Pam Stewart  Commissioner  Florida Department of Education    Commissioner Stewart:    As you know, the Every Student Succeeds Act (ESSA) became law in December 2015. ESSA is the first major bipartisan restructuring of the federal education law in almost 15 years, and it includes many of the priorities that CIS values: strong emphasis on Integrated Student Supports (wraparound services), the use of evidence-based programs for improving schools, and the inclusion of non-academic indicators in state accountability systems. CIS, along with many partners, made a strong case to Congress that we need to support local programs proven to keep kids in school, improve their academic achievement and stay on the path to graduation.      Perhaps most importantly, ESSA transfers sizeable control over federal spending to states and communities, allowing them to have greater flexibility to design the kinds of supports that struggling students and low-performing schools need to succeed. That’s exactly where we have a 40-year track record as the largest provider nationally of Integrated Student Supports.    Integrated Student Supports are defined by ESSA as evidence-based wraparound supports and interventions and they are specifically identified in Title 1 as an allowable use of funds.     Communities In Schools, as cited by Child Trends, is the largest national provider of these supports.  Additionally, multiple independent studies conducted by partners like ICF International and MDRC demonstrate the effectiveness of Communities In Schools model of working in schools to facilitate success for the neediest students.    Living in poverty typically means struggling to obtain the most basic necessities — food, shelter and clothing. Communities In Schools relieves those burdens so students can focus on the academic goals that will propel them forward. We do it for nearly 43,000 students every year. Helping students identify and commit to academic goals is one key to our success. Site coordinators and students work together to set goals for attendance, academics and behavior.    “What Communities In Schools demonstrates is that children need an adult who’s constantly in their lives at the school level to help them through the pitfalls of being an adolescent… At the end of the day, it’s about a great principal, a great teacher and wraparound services to fill in the gaps for kids who don’t have support at home,” NIKOLAI VITTI, SUPERINTENDENT, DUVAL COUNTY SCHOOLS, JACKSONVILLE, FL    Here are some of the 2015 impacts and metrics of our Integrated Student Supports in Florida:  •\t42,800 students served (96 percent eligible for free and reduced-price lunch);  •\t8,100 parents, families and guardians participated in their children’s education through opportunities provided by Communities In Schools;  •\t215 nonprofit and youth development professionals carried out the Communities In Schools mission;  •\t85 schools received Integrated Support Services from Communities In Schools;  •\t730 volunteers donated their time;  •\t$2.9 million worth of volunteer time was accrued ; and   •\t570 community partners collaborated to meet students’ needs.    Among students receiving intensive services from CIS Florida in 2015, 87 percent of students met attendance goals, 85 percent met academic goals and 87 percent met behavior goals for the school year. Most importantly, 99 percent of potential dropouts stayed in school, 91 percent of seniors graduated, and 92 percent of K-11 students were promoted to the next grade. When you look at the metrics behind the stories of our kids’ success, the whole picture of education in America changes, looking brighter than ever.    ESSA’s flexibility holds great opportunity for our collective work on meeting students’ academic and non-academic needs. But it will require substantial planning by states, districts and communities. That includes ensuring that the forthcoming regulations, due this fall, match the law’s intent, and making sure the Florida Department of Education and school districts understand how to use federal funds to advance wraparound services as a means for school improvement. We would appreciate the opportunity to meet with you to understand how CIS Florida and Florida DOE can work together to promote understanding of ESSA’s opportunities and ensure even greater numbers of students in Florida graduate from high school ready to lead productive lives.    Thank you for the opportunity to comment on implementation of the Every Student Succeeds Act. Please let me know if I can provide additional information about our evidence based techniques and research validated model that has helped students in Florida succeed for nearly 40 years.    Sincerely,    Douglas W. Martin  Interim State Director  Communities In Schools of Florida, Inc.  444 Appleyard Drive | Tallahassee, FL 32304  Office: 850-201-9750  Cell: 850-212-7447  www.cisfl.org  "]
["Matt Minnick","Educator Organizations",null,"Teach For America--Florida","Statewide Representation","Teach For America—Florida is supportive of the equitable distribution of resources, ranging from access to technology, to school support staff, to effective educators.     With regards to the equitable distribution of effective educators, we urge the Department to use outcomes when defining the effectiveness of teachers. Inputs, such as the specific certification pathway, have not been shown to be a reliable indication of teacher effectiveness. Research demonstrates that both teachers entering the profession having completed a traditional pre-service program, and teachers entering the profession via an alternative pathway program which blends accelerated pre-service training with on-going in-service support can be effective. Accordingly, whether a teacher has been alternatively or traditionally certified should not be the basis for labeling that teacher as a positive or negative resource.    Along these lines, we strongly support the US DOE’s guidance to define “inexperienced” educators as those educators who are in their first year of practice, as research demonstrates that the greatest increase in educator effectiveness occurs after one year on the job. The fact that “experience” is not a perfect proxy for “effectiveness” reinforces the notion that when looking at equitable distributions of effective educators the focus should remain on outcomes instead of inputs.      Finally, “alternative pathway certification” does not equal “out of field.” We support a definition of “out of field” teachers as those teachers who are teaching in a subject area they are not licensed to teach, either because they have not completed adequate coursework in the subject area or has not passed a subject area examination in the field.  "]
["Brandon McKelvey","School District Administrators",null,"Orange County Public Schools","Orange","We support allowing districts with the support and feedback of their local communities to control the maximum amount of federal and Title I funds. This will ensure that the input of all local stakeholders is respected and that they can be actively involved in the planning and execution of school improvement initiatives. "]
["Erika Donalds","Educator Organizations","Elected School Board Members","Florida Coalition of School Board Members","Statewide Representation",{"$nulls":8},"•\tWe commend Florida’s expansion of public school choice by the 2016 Legislature for implementation beginning with the 2017-18 school year.  •\tWe encourage the expenditure of ESSA funds to offset the costs of transportation.  ",null,"•\tWe encourage the department to explore options such as the creation of a statewide clearing house to vet and identify activities that will meet the federal definition of “evidenced-based.” ",{"$nulls":7},"•\tWe recommend that the exit criteria provide sufficient time for a school to make “lasting” changes and includes a plan for sustainability."]
["April M Griffin","School Administrators","School Board Member","Self","Alachua","The school improvement plan process takes too long and does not have a clear end/solution.  Targeted professional development for district leadership and school administrators is important.  Professional development should be provided by appropriate approved state associations such as FADDS, FASA and FSBA.","Districts should have the ability to choose who to partner with.  Each district has its own needs, concerns, and partners should be selected based on the district's needs.","It would be helpful if a list of evidence-based interventions, and resources be provided.  Input from individual districts should be sought.",null,"A clear and distinct process is essential.  The process should include identification and exit criteria in regards to Targeted Support and Comprehensive Support. ","Existing School Advisory Councils and School Improvement Plan process should be integrated into the ESSA framework.  This should include streamlining the SIP development process.  Seeking input from district stakeholders on the best process to accomplish this is important."," Use BOTH the four-year cohort graduation rate and the extended year adjusted cohort graduation rate with  the extended year adjusted cohort graduation rate being used in limited cases to address specific situations, including, but not limited to, schools with high  student mobility rates, schools that focus on drop-out retrieval programs, schools that serve certain populations of at-risk students (i.e. foster children,  hospital/homebound students, homeless students, students with other extenuating family circumstances, etc.). We also recommend the review of withdrawal codes associated with circumstances outside the school’s control that result in a dropout. This is one strategy that might be used as a differentiated improvement activity. I recommend that input from district stakeholders be sought on other possible activities.  I have concerns about forgoing implementation of improvement activities in schools with enrollment of less than 100. ",null,"We have a plethora of school choice options. Districts are working to ensure that all legislation is implemented.  No changes should be made at this time.",null,"Partnering with stakeholders to develop, approve and implement support and improvement plans should be current practice.",null,null,"It is essential to have clear and distinct processes – including identification and exit criteria -- with regard to the Targeted Support discussed in this section and the Comprehensive Support discussed in (B) above.   Consideration of how existing targeted support programs, such as current interventions in the 300 lowest performing elementary schools, will be  integrated and/or adjusted under ESSA.  The existing School Advisory Councils and the School Improvement Plan process must be integrated into the ESSA framework. This should include streamlining the cumbersome SIP development process.  Again, an emphasis must be placed on seeking input from district stakeholders on the best process to accomplish this.",null,"Input from district stakeholders should be sought on this issue.",null,"No change is needed at this time.","Input from district stakeholders should be sought on this issue.",null,"The word \"significant\" should be clearly defined.  ",null,"Technical assistance should be timely.",null,"District input should be sought for this issue.",null,"Input from district stakeholders should be sought on this issue."]
["Andrea Messina","School District Administrators","Elected School District Policy Makers","Florida School Boards Association","Leon","The school improvement plan process takes too long and does not have a clear end/solution.  In addition, we recommend targeted professional development for district leadership and district and school administrators.  Professional development should be provided by appropriate approved state associations such as FADDS, FASA, and FSBA. ",{"$nulls":4},"• It is essential to have clear and distinct processes – including identification and exit criteria -- with regard to the Targeted Support (discussed below) and the Comprehensive Support discussed in this section.  • The existing School Advisory Councils and the School Improvement Plan process must be integrated into the ESSA framework.  This should include streamlining the cumbersome SIP development process.  • Again, an emphasis must be placed on seeking input from district stakeholders on the best process to accomplish this.","• In an earlier comment, we recommended using BOTH the four-year cohort graduation rate and the extended year adjusted cohort graduation rate with the extended year adjusted cohort graduation rate being used in limited cases to address specific situations, including, but not limited to, schools with high student mobility rates, schools that focus on drop-out retrieval programs, schools that serve certain populations of at-risk students (i.e. foster children, hospital/homebound students, homeless students, students with other extenuating family circumstances, etc.).  We also recommend the review of withdrawal codes associated with circumstances outside the school’s control that result in a dropout.  This is one strategy that might be used as a differentiated improvement activity.  We recommend that input from district stakeholders be sought on other possible activities.  • We have concerns about forgoing implementation of improvement activities in schools with enrollment of less than 100.",null,"No recommended change at this time",{"$nulls":5},"• It is essential to have clear and distinct processes – including identification and exit criteria -- with regard to the Targeted Support discussed in this section and the Comprehensive Support discussed in (B) above.  • Consideration of how existing targeted support programs, such as current interventions in the 300 lowest performing elementary schools or 3rd grade retention/intervention, will be integrated and/or adjusted under ESSA.   • The existing School Advisory Councils and the School Improvement Plan process must be integrated into the ESSA framework.  This should include streamlining the cumbersome SIP development process.  • Again, an emphasis must be placed on seeking input from district stakeholders on the best process to accomplish this.","We recommend that input from district stakeholders be sought on this issue.",null,"No recommended change at this time.","We recommend that input from district stakeholders be sought on this issue.",null,"Clarification is needed for the definition of “significant”.  We suggest 25% of the schools in the district, but recommend that input from district stakeholders be sought on this issue.",null,"Technical assistance should be timely",null,"We recommend that input from district stakeholders be sought on this issue.",null,"We recommend that input from district stakeholders be sought on this issue."]
["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!!!  "]
["Shawn Frost","Legislators","School Board Member","Self","Indian River",{"$nulls":8},"Public School Choice  •\tWe commend Florida’s expansion of public school choice by the 2016 Legislature for implementation beginning with the 2017-18 school year.  •\tWe encourage the expenditure of ESSA funds to offset the costs of transportation.  ",null,"We encourage the department to explore options such as the creation of a statewide clearing house to vet and identify activities that will meet the federal definition of “evidenced-based.” ",{"$nulls":7},"We recommend that the exit criteria provide sufficient time for a school to make “lasting” changes and includes a plan for sustainability."]
["Megan Hendricks","Parents and Families",null,"Self","Pasco",null,"I think stakeholder feedback is really important (assuming that includes parents and teachers). How will this be enforced with the districts that are not open to parent input? What kind of evidence will be used in the evidence-based interventions? I have seen a lot of so-called \"evidence\" to justify things like high stakes accountability, but when further looking at it, it's obvious that the evidence is flawed and based on poor research. I'd like to make sure any evidence used is solid, peer-reviewed studies that are accepted among the education community. ","PTAs and PTSAs could be involved from a parent perspective, making sure that they are not the only ones involved because some parents are not able to be involved at that level. I think schools could utilize survey instruments through the web and mobile phones, as well as phone calls. Often times the most struggling schools are the ones that have the least parent involvement, and there is not much the school can do about it. Many parents/guardians simply are not able to be super involved with school because they are working two jobs and raising multiple kids. Or maybe they are a disabled grandparent raising kids who is not able to attend school functions. I think schools and districts can make efforts to engage these people through social services offices - maybe a survey that comes with their welfare information, or setting up a table at a healthcare clinic. However, it's important to note that schools do not always have the resources to do these things because they are so incredibly overwhelmed with state-mandated standards and tests. Teachers all over the state are saying that the amount of paperwork and unnecessary meetings and trainings have increased significantly since education reform programs were implemented - and especially with the current Florida Standards. If we really want teachers and schools to address the real issues they are experiencing, we need to take a closer look at the unreasonable burdens we are placing on them first so that they can spend their time on the more meaningful activities like learning and engaging with parents and students. Schools should be community-focused institutions, not test factories that they are slowly turning into. ","Funding for resources districts to assist schools and for schools to assist families. All of these improvement activities and programs use resources that schools and districts simply don't have. Take some of the money away from creating and administering tests and use that to help schools engage families. ","I think the biggest thing the FL DOE could do would be to stop unfunded mandates so that districts will have the resources they need to be successful. They could also offer more flexibility with the funding provided, so that districts could develop plans that are unique to their demographics. A more reasonable and developmentally appropriate set of Standards would be a good start, because that would remove some of the undue burden from teachers who are trying to teach things that we know there is no proof can be taught within a year (particularly at the elementary level). A more reasonable accountability system would also allow districts and schools to spend time on the things that matter most - learning and school improvement - instead of test preparation. I know the State likes to blame the schools and teachers, but if it truly were their fault we wouldn't be seeing thousands of them across all schools and all districts in the state saying the same thing. We also wouldn't be seeing our very best teachers leaving the profession because they can no longer with a good conscious make students do what the state is asking them to do. ",null,"I think the more flexibility you can provide the schools and teachers to make their own improvements, the better. Let them develop a plan, and give them the resources to implement it. ",null,"This makes absolutely no sense. Instead of wasting time and energy on school choice and transfer options, why not put the necessarily resources into making sure ALL schools are high quality, so that no one will want to go to a different school other than what they are zoned for? It seems like that is a better fit for the FL DOE's mission than complicated transfer policies. ",null,"See above. Involving stakeholders is more complicated than it seems sometimes. Schools can do things like hold meetings, make phone calls, use web and mobile surveys, etc. But, in order to really get the most engagement from parents, schools need more resources. ",null,"Give them the resources they need to truly engage stakeholders, and remove the barriers that are keeping them from doing so.","I do NOT believe traditional, neighborhood public schools should be shut down under any circumstances. If a plan that implemented fails, try another plan. ",null,"How is a school supposed to address a resource inequity if it doesn't have the resources to fill the void? States and districts need to allocate funds in a better way so that it supports what schools actually need for improvement. ",{"$nulls":8},"I would also question what criteria are used to determine which schools are identified for comprehensive support. If we are simply using school grades based on test scores, I would offer that the method is flawed and needs to be fixed first and foremost. We need to look at more authentic ways to measure which schools need improvement. Only once that is done can we really begin to see true progress. ",null,"I encourage the state and districts to develop alternative strategies that do not use standardized test scores to measure achievement. Here is a short list of some of the solid evidence that exists to prove that standardized tests are being misused in Florida: https://unitedforflchildren.com/research/high-stakes-testing/the-misuse-of-standardized-tests/"]
["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.","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.","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."]
["vh smith","Parents and Families",null,"none","Broward",null,"Higher ed needs to be included since they are providing pre service for our student's future teachers. Also, they have resources to complete and analyze research and data that DOE staff does not.  ","Clarify expectations and define explicitly what DOE wants in a plan--don't wait for distircts to fail and then say....we needed this or that---very frustrating","please try to blend reports--what happened to paper reduction act?  way too many reports all saying same thing.  Have one federal program report annually that distircts have to answer questions from each title 1, 2, 3 and maintain on fldoe website---have each program area approve their applicable area","have each program separated into regions and work with all federal programs, so title II will know who is responsible for tilte iii at FDOE. ",null,"Make sure that all students have equall access and extra help to succeed.  This is a  wonderful idea. Districts should provide help with passing sat/act concordant scores aslo. Must collborate and work with FLVS  or other computer based programs, with a teacher or para as guide--please don't leave them on computer with no adult academic support."]
["Dr. Debra Elliott","Educator Organizations","rural districts and consortiums","none","Statewide Representation",null,"no changes needed","consider simplifying the 8 step process","We need real time data that is available at the end of the school  year so that appropriate evaluation of programs and services can be accomplished and  efficient planning can be done. ","streamline processes whenever possible",null,"It is not desirable for this potential flexibility to be in place. it appears that the majority of schools with less than 100 are charter schools and many of them need the accountability measure.","See above","Can't think of any changes at this time","no commengt","I think the current MTSS process satisfies this requirement","State DA teams have been helpful and successful in many instances;however.....consideration should be given to additional personnel being given to each consortium to offer instructional support in ELA, Math and Science. DA teams are often too far remove geographically from the rural districts. Too much time is wasted on windshield time.","High quality formative assessments in science and history are needed.","possibly consider a longer timeframe to implement change.......maybe 3 years?",{"$nulls":10},"provide additional funding for the three consortia and Consider them an extra layer or tier of support to assist the  small and rural districts"]
["Marjorie Murray","School District Administrators",null,"ECTAC","Seminole",{"$nulls":22},"It would be helpful for FDOE to provide LEAs with 1) more data analysis about the schools, 2) recommendations (not mandates) for improvement, and 3) information on “what works” based on their knowledge of effective practices and their experience with other school districts and schools.   "]
["Dr. Walt Griffin","School District Administrators",null,"Seminole County Public Schools","Seminole",null,null,"The FDOE’s Continuous Improvement Management System (CIMS) currently functions in this capacity.  This system has been the focus of continuous updates to increase capacity and ease of use.  FDOE should maximize the use of this system to meet this need.",{"$nulls":8},"The FDOE’s Continuous Improvement Management System (CIMS) currently functions in this capacity.  This system has been the focus of continuous updates to increase capacity and ease of use.  The resources available through this system are comprehensive and easy to access.  The communication options available to support users are highly effective and provided excellent support for users.  FDOE should capitalize on the success of this system to further support ESSA implementation.",{"$nulls":10},"The accessibility of FDOE support through the regional teams is good and whenever we need training, it is provided.  However, it would be helpful for FDOE to provide us with 1) more data analysis about the schools, 2) specific recommendations (not mandates) for improvement, and 3) information on “what works” based on their knowledge of effective practices and their experience with other school districts and schools.  "]
["Hunter Clary","Parents and Families",null,"none","St. Johns","No comment.","I believe Florida's current School Improvement process is adequate and no changes are needed.","Simplify the eight step process down to three steps.","The necessary data is often not available at the end of the school year to properly evaluate the impact of the school improvement plan and are forced to have more meaningful discussions once the school year has begun. Receiving performance data back before the end of the school year would be helpful.","No comment.",null,"I agree with the flexibility mentioned in the first bullet point. I do not agree with the department exercising the flexibility in the second bullet point. It seems a majority of schools with enrollment of 100 students would be charter schools and many of them need the accountability measure.",null,"Florida's current Opportunity Scholarship program should meet this requirement and no changes should be made.","No comment. ","Florida's current MTSS process satisfies this requirement.","State DA teams have been helpful and I do not recommend any changes at this time.","The addition of optional high quality formative assessments in science and history. MFAS is a great resource. LAFS needs to be inmproved. Additionally, an online tol to calculate data would be helpful.","Three years to allow time for schools to make changes.",null,"I believe Florida already has measures in place to meet this requirement and no changes should be made.",null,"No comment.","3 years. No to exceed 4. Make progress towards district-set criteria and state standards for each school.",null,"I believe that significant should be defined as 25% of a district's schools being a D or an F.",null,"Technical assistance should be timely.",null,"There should be a culture of partnership in the process.",null,"Partnership: districts should be included in creating the list of strategies."]
["Sunshine","The Public","I am from all of these. A parent, educator, doctoral student in special education, and member of the public at large. ","Self","Alachua","Specific language should be put inserted to require schools to specifically and effectively notify ALL parents of the right and responsibility to collaborate with schools to develop school improvement plans.   ","Who are the stakeholders? I appreciate the terminology being inclusive of all people who have a stake in the school, and at the same time, specifically naming parents in the policy would put the onus of responsibility on them to be involved and also hold LEAs and SEAs accountable for specifically including  them. Parents feel frustrated and on the outside of what is happening in our schools. They are not true partners in our schools and education policy making. Terminology that specifically names parents engages parents.  ","Community agencies such as libraries and gathering places could and should be utilized to connect personally and build relationships with parents in order to authentically inform improvement plans. This will allow for implementation to truly be comprehensive and effective because it will be influenced by the families of the children we hope to serve.","Resources such a the UCF Center for Community Schools and Child Welfare provides supports to districts to help them create community schools. This type of support from the Florida Legislature is making a difference. Thank you. Please continue to increase funding for centers at all of our major universities. ","This is a good question. I think we need to hone in on THIS question with a laser-like focus.  Our administrators and educators must be prepared to understand and participate in the development of policy.  Few have actually read the school, district, state, and national policies that govern their work on all levels.  ","Children come with families. In order to help the one, we must help the whole. Parent Academies, Community Schools, and inter-agency partnerships are critical to effective schools.","Offering flexibility provides the ability for schools to address the needs of the most struggling communities and populations.",null,"Yes! Thank you! Thank you for allowing the most struggling students to go first! ","Honestly? It is difficult to understand what is being said here. There are so many references to other sections of the law without clear description that it is difficult to understand what is being said. ",{"$nulls":5},"Resource listed should specifically include materials and resource to develop community-agency partnerships, collaboration between schools, libraries, universities, and service agencies. "]
["Saba","Community-Based Organizations",null,"self","Hillsborough","(C) State Educational Agency Discretion-should be removed. Discretion could open the door for discriminatory practices. There should be a school improvement activities for any with school that have less than a hundred students who are not on grade level or track to graduate with a regular high school diplomas.   ","(B) Local Educational Agency Action.  In what form of monitoring & periodically review will take place by the state?  The ESSA law mentioned parents, how will that piece be included with fidelity?","It always goes back to the human factor. Having the right individuals that will practice with fidelity. Improving data collection tools and assuring data input occurs and reported transparently in order to have the right information in order to solve the problem. ","Over the years FDOE has been completely hands off, and therefore, each school district has been of their own creation. The lone wolf concept was not the best strategy and now, we have large failing pockets that reflects the state of Florida do not do a good job at educating Blacks, Hispanics, and students with disabilities and poor students. In order to change that the State of Florida Department of Education must the school districts checks and balances; in essence provide the right kind of leadership that aligns all the school districts. Also, FDOE must impose sanctions when necessary.   Accountability is should be practices everyday. ","Repurpose systems that already exists to development three tier structure that supports FDOE, Federal grant, and District-level processes. ",null,"If the point is to assist with every student succeeds Act, then the state should rethink less than 100 students. Every Students Succeeds Act, means just that for implementation plan, any amount of students that are failing should have an immediate response. Based on the fact, students are enrolled throughout the district should receive an educational plan that is monitored by the state &LEA. And less than 100 is a significant number when you are referring to students.  ",null,"How will parents and community will be informed of the following: (ii) PRIORITY.—In providing students the option to transfer to another public school, the local educational agency shall give priority to the lowest-achieving chil- dren from low-income families, as determined by the local educational agency for the purposes of allocating funds to schools under section 1113(a)(3). In short, the funding should follow the students including providing transportation. However, School Choice has never come with real choice for low-performing and poor students. This a part of the law that need heavy accountability in order for students and parents to benefit fully from school choice.   ","The law language does not have provisions that assures every student will the same high quality of education. Part of ESSA general statement: (A) IN GENERAL.—Each State educational agency re- ceiving funds under this part shall notify each local edu- cational agency in the State of any school served by the local educational agency that is identified for comprehen- sive support and improvement under subsection (c)(4)(D)(i). Accountability is essential in order to provide every student with an opportunity to reach their full potential in colleges/universities, careers, and life endeavors.","Retrospectively, with the understanding that all instructions, and students processes were supposed to be embedded with evidence-based interventions. What is greatly needed as well as interventions are preventions.  ","We need to have a global team without biases that to investigate programs that already exists and yields high students' outcomes. Any system can be modified in order to address specifications in  academic or behavioral environments. ","Bring about evidence-based prevention and intervention programs that have an unbiased track record of success, especially, in Minority Majority school districts. Also, develop evaluations for these programs and bring in independent evaluators from outside of various schools across the state or out of state. We want to take the biases and politics out in order to have accurate data the state, LEA, parents, and community can make valuable decisions that address students needs.    ","With the understanding, the school districts need to change plans when something is not working. Systemically along with bureaucracy schools within school districts are slow to change. How shall this change occur and will the State inform the LEA based on subgroups result another strategy is needed?   ","How will the State enforce having highly qualified teachers in each classroom teaching struggling and poor students?","Intervention school by school in order to underscore students are not achieving this may work.  ","How will the State enforce having highly qualified teachers in each classroom teaching struggling and poor students?","We should focus and build new educational models that operate from the front-end of prevention. Expansion of seats in Early childcare and drastically improved elementary education. I believe preventative measures need to be endorsed by the state, instead of, knowingly based on a fractured educational system that waits for students to experience academic hardship. How we put students first by starting a student educational career from day one with the best education that continues progress is demonstrated each year. ","I understand the intent to have student exit criteria but this kind of program need to be crafted carefully to ensure students are benefiting; and it not like the merciless Reading classes where most students have repeatedly failed year and after year. So the Reading programs had such a low success rate but teachers have jobs!","Possibly a good idea, as long as it is not counterproductive for students.","Need clear guidelines in order to know what resources look like as pertaining to: 1)comprehensive support,2) improvement and implementing support and 3)improvement plans","the reason why this is so important because their had been insidious habits in the past was only: hiring positions and that never touch students in achievement. A model need to be followed that directly assist students in achieving their academic goals. Focused, accountability.   ","That should be welcomed, that the state Florida Department  of Education will be taking an active role in the states students. ","We need to do a much better job in educating African Americans, Hispanics, student with disabilities and poor students. ","Good. What does that mean.  For instance, for our school district in 2014, we had 26 elementary schools on the historical failing list and the only recommendations the state made was extended reading day. In 2016, we now have 40 failing elementary schools and the state recommended the same strategy , extended Reading day. So, we need comprehensive strategies that have proven to work. Extended Reading day did not work in 2014 and again it did not work in 2016.     ",null,"ESE and varying exceptionalities are one the most underrepresented subgroups where the existing system need to be overhauled. The resources need to align with students' needs and services need to measureable and tangible.  ","Need a better system on how we evaluate students in order to enroll in the ESE program. The current system need to be flushed out and install with, evidence-based strategies and programs  that prepare every student for a productive life. The ESE programs are extremely different depending on what school a student is enrolled, therefore, the quality of services varies. "]
["Cathy Boehme","Teachers",null,"FEA Program and Policy Council","Statewide Representation",null,"1.\tRequire state and local school districts include stakeholder councils and committee of practitioners to meet regularly and review policy and standards for Title I schools, students with disabilities, English language learners and professional development. Parents, teachers, support staff and community members should be included in each council to assure direct stakeholder input and involvement.  Goal: Assure direct input for affected stakeholders.  ",null,null,null,"1.\tRevise accountability system and strategies to include:   a.\tDetermination of highest priority schools using additional measures of learning opportunities. (e.g. access to art, music, physical education, lab and computer science, and technology.)  b.\tDashboard approach with multiple indicators including status and improvement for each area.  c.\tAssure equitable access for all students to non-core activities and content.  d.\tEnsure school improvement plans include local stakeholder involvement for all schools.  e.\tUse school climate surveys to prioritize targets for improvement.   f.\tSchool improvement strategies including stakeholder councils, staffing differentials, community engagement strategies, professional development, additional time for planning and PD in summer and during instructional day, social workers and guidance counselors (not used as testing coordinators.)  g.\tAction required for low performing schools include additional supports, access to additional support staff, strict adherence to class size at classroom level and additional funding for teacher aides, guidance and social workers.  h.\tSummer academic and enrichment camps to provide additional learning opportunities.  Goal: Assure equity and focus on all avenues of educational opportunity.  ",{"$nulls":4},"1.\tRequire state and local school districts include stakeholder councils and committee of practitioners to meet regularly and review policy and standards for Title I schools, students with disabilities, English language learners and professional development. Parents, teachers, support staff and community members should be included in each council to assure direct stakeholder input and involvement.  Goal: Assure direct input for affected stakeholders.  ","1.\tProvide additional collaborative planning time in the school day specifically in priority schools. Goal: Provide more effective teaching through better data analysis, problem-solving and collaboration.    ","Advocate for more than a continuation budget to assist districts in providing the necessary resources to provide additional collaborative planning time in the school day specifically in priority schools. Goal: Provide more effective teaching through better data analysis, problem-solving and collaboration.    ",null,"1.\tPrioritize maintenance and repair of technology in schools with a high number of economically disadvantaged students.  Goal: Equitable access to opportunities to learn.  ","1.\tPrioritize maintenance and repair of technology in schools with a high number of economically disadvantaged students.  Goal: Equitable access to opportunities to learn.  ","  1.\tAssure that all students in priority schools are provided equal access to art, music, humanities, recess, library and maker spaces, STEM and social studies instruction, and enrichment activities in addition to the required reading and math courses  Goal: Assure that students in all schools receive equitable opportunities to explore all aspects of educational opportunity including wellness and humanities.    1.\tProvide financial support beyond a continuation budget to allow local school district flexibility in providing additional incentives for teachers working in priority schools, recognizing the additional work and responsibilities required to be successful in schools with high populations of struggling students. Promote teaching and administrative experience in priority schools as a prerequisite for advancement.  Goal: Ensure teachers and other school leaders are supported and encouraged to work in high-needs schools.   1.\t Promote and reward National Board Certified Teachers working in high needs schools. (“I work in a Priority School” should be a badge of pride and indicator of competence, not a source of shame.)   Goal: Ensure teachers and other school leaders are supported and encouraged to work in high-needs schools.   Goal: Ensure that teachers have a path to advancement to encourage them to stay in the profession.    "]
["Thomas","Teachers",null,"Bay District Schools","Bay",null,"Teachers and parents should definitely by part of any improvement plan.  Some evidence-based interventions may be flawed.  Any plan should not be limited to using evidence-based interventions.","None.  The stakeholders should develop a plan based on current needs; existing structures should not be considered in developing, reviewing, approving, or implementing a plan.","None","Federal grants should not be awarded.  Financial support for schools, should come primarily from local sources, with a minimum from state sources, and none from Federal sources.",null,"This flexibility does need to be in place.",null,"Public school choice does not to be in place.",null,"Teachers and parents should be part of any decision making plan.","None","None",null,null,"Resource inequities may be an over-rated concern.  Student motivation is greatest factor in achievement, not resources, other than time with qualified teacher.",{"$nulls":4},"A state review is a waste of money, as resources are not determining factor in student performance, rather student motivation is the determining factor.  ",null,"Technical assistance is not needed.",null,"The state should only take action if the local population, by referendum votes for the state to do so.",null,"Alternatives should always be considered, but some evidence-based strategies flawed, and should not be considered."]
["Dr. Elaine Liftin","School Administrators","Non Profit 501 (c) (3)","Council for Educational Change","Broward",{"$nulls":8},"We commend Florida's expansion of public school choice by the 2016 Legislature for implementation beginning with the 2017-18 school year. We encourage the expenditure of ESSA funds to offset the costs of transportation.",null,"We encourage the department to explore options such as the creation of a statewide clearing house to vet and identify activities that will meet the federal definition of \"evidence-based.\"",{"$nulls":7},"We recommend that the exit criteria provide sufficient time for a school to make \"lasting\" changes and includes a plan for sustainability."]
["Patricia Levesque","The Public","Reform Organization","Foundation for Excellence in Education","Statewide Representation",{"$nulls":8},"We applaud the 2016 Legislature in expanding public school choice beginning with the 2017-18 school year. We would encourage the expenditure of ESSA funds to offset the costs of transportation. ",null,"We encourage the department to explore options, such as the creation of a statewide clearinghouse to vet and identify activities that will meet the federal definition of “evidenced-based.” ",{"$nulls":7},"We recommend that the exit criteria provide sufficient time for a school to make “lasting” changes and include a plan for sustainability."]
["Valerie Gallina","Students","All Florida Schools","Florida Intentional Character Partnership, Inc. (FICP)","Statewide Representation","The FICP strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. This applies to all sections.","The FICP strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. This applies to all sections.","The FICP strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. This applies to all sections.","The FICP strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. This applies to all sections.","The FICP strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. This applies to all sections.","The FICP strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. This applies to all sections.","The FICP strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. This applies to all sections.","The FICP strongly advocates for the creation and expansion of Social and Emotional Character Development (SECD) standards for K-12 based on the Kansas SECD Model. Include implementation of Character.org's Eleven Principles of Effective Character Education framework with a focus on Principle 11's assessment.  The FICP is available to provide specifics concerning the Kansas Model Standards. The implementation frameworks mentioned are inclusive of all levels and abilities. This applies to all sections.","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.","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 provideThe 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. 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,null,"Simplify the eight step process down to a three step process.","We often do not have the necessary data available to us at the end of the school year to properly evaluate the impact of the school improvement plan and are forced to have more meaningful discussions once the next school year has begun.  Receiving performance data back before the end of the year would be helpful.",null,null,"We do not agree with the department exercising this flexibility.  It seems a majority of schools with enrollment of student less than 100 would be charter schools and many of them need the accountability measure."]
["Miroslaw Wysocki","Educator Organizations","The Virtual Tutoring Center  (www.FinallyUnderstand.com)","www.FinallyUnderstand.com  (The Vitrual Tutoring Center)","Miami-Dade","To who it may concern:    I represent The Virtual Tutoring Center  www.FinallyUnderstand.com  Thousands of video Math tutorials will help ALL Mid, HS and college students in State of Floryda.  24/7 service will make your students the best in the nation.  Our \"Active Syllabus\"  will make study much easier and extremely efficient.    For more details please contact me at any time.    Regards,    Miroslaw Wysocki  Community Relations Manager  www.FinallyUnderstand.com  The Virtual Tutoring Center  Tel: 917.539.7140  Fax: 718.975.8698  Email: mwysocki@finallyunderstand.com     PS.  We are not from Florida, I entered fake data above to make the system accept my proposal. ","The FDOE must send us syllabus for math classes we will make them \"active\" after that the system is ready to use on any computerized device. ","Any computer, smartphone, tablet etc.  There is no need to reconstruct or modify any existing structures.  FinallyUnderstand.com will adjust to your needs.  ","FDOE must accept FinallyUnderstand.com and assign it as an option to Mid, HS and colleges.","I do not know but no matter what FDOE must push for quality education in every school.  Every student need to obtain much attention as he/she needs.  FinallyUnderstand.com will give it to everyone.","With FinallyUnderstand.com there will be less problem with \"slow learners\".   Website structure is designed in the way that people with special needs will not have any problems with learning from it.","FinallyUnderstand.com is designed to help that kind of students.","FinallyUnderstand.com is ready to help with Mathematics EVERY single student.  ","FinallyUnderstand.com will adjust to FDOE needs.","FinallyUnderstand.com will adjust to FDOE needs.",{"$nulls":17},"FinallyUnderstand.com will adjust to FDOE needs. Please let us to present to you FinallyUnderstand.com.  Your students will enjoy mathematics.    I look forward to hearing from you.    Regards,    Miroslaw Wysocki  Community Relations Manager  www.FinallyUnderstand.com  The Virtual Tutoring Center  Tel: 917.539.7140  Fax: 718.975.8698  Email: mwysocki@finallyunderstand.com   "]
["Wendi","Parents and Families",null,"none","Orange",null,"Stop micromanaging schools and classrooms. End top heavy districts.","Get rid of top heavy anything. Even instructional coaches in schools. What a waste of tax payer funds. Consultants who are not directly connected to students are a waste of money.","Make a buffet style support system. End forced compliance that has gone too far.","Stop accepting bribes and money at the federal level. Lobby our own tax base for the support education deserves. ",null,null,null,"No. Get rid of it.","Too much oversight.","Another hoop that too much time and not enough positive outcome.","Let teachers teach.","Provide continuing education, great lesson ideas etc. That is it. Support has turned into mandates that waste time and money.","Stop investing more required time in anything like this.",null,"They know what they need. Free them of any red tape and let them do what they know.",null,"Too wordy to be understood by the general public. That is part of the problem...or is it the plan. Either way, it is not working.","Stop basing anything or any money on standardized grading of students, targeted supports, teacher or schools. ",null,"Explore the poverty. Resources for childcare, after school support and activities, parent education, healthcare etc. "]
["Gildamary Espada","Parents and Families",null,"None","Palm Beach"]
["Destiny Woods","Parents and Families",null,"self","Leon"]
["Marsha Frickmann","Paraprofessionals","School nurse","none","Pinellas","Every elementary school in Pinellas county needs a full time nurse. Too many emergencies happen when a nurse isn't even at the school. Therefore untrained medical school employees have to deal with the emergency themselves. We have school clerks giving daily and PRN medications to children every day. This causes errors and medications being missed because they also have their own jobs to do. We have many children who have medical issues in every school in Pinellas County. Most nurses cover 3 schools during the year and also cover other nurse's schools at times. Our children deserve to have a full time nurse at every school."]
["Lew A. (Lincoln) Welge","Teachers","Retired Guidance Counselor","Truthers","Duval","The Truism \"One can lead a Horse to Water, but We cannot Make it Drink,\" holds THE Key to both Educational Policy-making AND to Pedagogy as \"We, the People\" progress from \"Traditional\" hierarchical Compliance-based models which, regardless of rhetorical \"spin,\" fail to address THE insidiously persistent bugaboo issue of Inequality. Some generally similar Systemic solutions exist, and they're ALL organizationally correlated to a \"Comprehensive Developmental Guidance Program\" Structure premised upon Accurate Initial Assessment, Operant Conditioning, Process/Improvement Focus, and deemphasis on competitiveness, & outcome obsession with Winning EduMOOcationally, or COOWWED.","Not bad. Standard practice.","School kitchens and Custodial Services are THE KEY \"infrastructure\" in schools.","Use \"One-Minute Manager\" Strategy & techniques.","See above. ","Dr. King's words should constitute our credos, two major ones being \"Injustice Anywhere is a Threat to Justice Everywhere,\" and \"Analysis Paralysis\" exists. "]
["Margaret Aune","School District Administrators",null,"Collier County Public Schools","Collier","•\tMany of the school support and improvement activities in ESSA are aligned with practices in Florida and Florida statute.",{"$nulls":5},"•\tSupport for flexibility in differentiated improvement activities for schools that predominantly serve students who are considered off-track for a regular high school diploma is recommended."]
["Deborah L. Pierce","Teachers",null,"Brevard Public Schools","Brevard",null,"I agree with this requirement to ensure fairness and transparency of implementation. ","Unable to clearly respond to this question since not knowledgeable of the existing structures.","See response to above question."]
["Jeana Valenty","Teachers",null,"Nina Harris School","Pinellas","I believe schools need more access to evidence-based strategies that would increase overall student outcomes academically, vocationally, and in college-readiness. Academics are important but so are long-term goals including goals of students with significant cognitive disabilities. I think evidence-based strategies should be determined from school-based needs assessments and student input if applicable. Local educational agencies, if determined appropriate based on my previous requirements, can help with access to vocational-track for all students including those with significant cognitive impairments. ","I believe schools need assistance in improving state-wide scores with evidence-based methods and inclusion of a standards-based model that provides exposure to the teaching of standards within an achievable, natural-classroom environment. This could include Marzano strategies or additional county-approved resources that are targeted for students with significant cognitive disabilities that allow success to be authentic and achievable.","Standards are accessible and broken into divisions for easier instruction but curriculum is not provided to teach the standard in a general education way that is accessible to students with significant cognitive disabilities. At this time, the standards are only broken down but there are no existing structures. ","Florida Department of Education could provide practice materials, curriculum model or resources that would provide easier and targeted access to standards within each access course for teachers to use. Easier resources that provide links to educational site/books that have information, that was used, to build the questions that students will see on the Florida Standards Alternate Assessment. ","The Florida Department of Education can review and monitor district-level, school-level, and federal grant applications. They can monitor by visiting each entity or having computer-based rubrics/interviews. Florida Department of Education can conduct conferences among all stakeholders (digitally - video-conference or in-person) among the district, school, and federal grant stakeholders.",{"$nulls":5},"I believe that targeted schools should have the opportunity to develop a state or district-level support and school improvement plan including evidence-based interventions. I think it allows district and state to have a better handle on improving under-performance by allowing a shared-partnership, control, responsibility, and access to increased resources - all are needed to consistently and strongly improve each child who is under-performing or have significant cognitive disabilities. ","There are none to improve outcomes for students who are under-performing or with significant cognitive disabilities from state-level at my school.","Open and continued communication between schools, county, and the department of education to develop a school-based needs assessment (targeting specific missions of the school improvement not limited to school performance) such as video-conference or interactive discussion boards. ","I believe in open communication - see above comments to improve targeted support and improvement plans for student success. I also believe the state (in connection with) the school could develop a workable plan. Then the state could monitor it regularly - every few months instead of once or twice a year.",null,"Resources should be provided at the county- and state level then used at schools. Following, the use and fidelity of these resources should be monitored regularly, by the county/state to determine if targeted support and improvement is occurring.",null,null,"I believe schools need continual support if they are not exiting after a set number of years, i.e.,  more targeted and monitored plans by all stakeholders.",null,"Resource allocation should be monitored and inputted by educators electronically to determine effectiveness and fidelity.",null,null,null,"Previous comments apply - new plans and mission should be developed in connection based on the current situation of the school with county and district levels then monitored to improve the school's current standing."]
["Jennifer Wahby","Community-Based Organizations","Department of Health","Public Health Dental Program","Statewide Representation",null,"The Florida Department of Health, Public Health Dental Program would like to submit for consideration the inclusion of School-Based Sealant Programs for the current County Health Departments that provide them. School-Based Sealant Programs are mobile or portable units of dental equipment where preventive dental care in the form of sealants, fluoride varnish, and oral health education are provided to children in high need (Title I) schools. These programs are provided at no cost to the school, parents, and children. For more information about School-Based Sealant Programs please access the Public Health Dental Program’s website: http://www.floridahealth.gov/programs-and-services/community-health/dental-health/sealant.html and for more information about sealants: https://www.youtube.com/watch?v=Ukmpx7rd8pE.     Dental sealants are thin plastic coatings applied to the grooves on the chewing surfaces on the back teeth to protect them from decay. Permanent molars are the most likely to benefit from sealants, which can last for several years and should be applied soon after the teeth have erupted, usually around 6 years old for the first molars and around 12 years old for the second molars. School-based and school linked dental sealant programs are evidence based interventions that have been shown to reduce tooth decay by up to 60% and to reduce barriers in access to preventive dental services. Dental sealants provide protection against decay resulting in a reduction in caries incidence over time, 86.0% year one, 78.6% year two, and 71.2% year three. In addition, dental sealants are cost effective. Every $1 invested in dental sealants applied by County Health Department dental programs yields $1.88 in dental treatment savings. The cost savings over three years for 39,095 children receiving one dental sealant by a CHD during calendar year 2015 is $2,526,660.73.   ","Most School-Based Sealant Programs utilize the dental hygiene workforce model to schedule visits around holidays and testing dates. The dental hygiene model includes coordination from the dental hygienist and provision of preventive services in health access settings without direct supervision of a dentist in accordance with Florida Statutes 466.003 and 466.024. County Health Departments are defined in 466.003 as a Health Access Setting in which a licensed dental hygienist (466.024) can provide limited preventive services without the physical presence, prior examination, or authorization of a dentist. Using this model for delivery of disease-preventive services compared to having a dentist working onsite, can reduce operating costs and help ensure sustainability of the program. In addition, utilizing dental hygienists and the dental hygiene model results in no work being assigned to school nurses. All administrative and service delivery functions of school-based preventive programs are provided by CHDs. School-Based Sealant Programs are sustainable after inception and funding is available through local sources or partners, state and federal grants, and periodically through the Public Health Dental program. ","A letter of support from the Florida Department of Education to be provided to each individual school district would be requested to  encourage participation in Florida Department of Health County Health Department School-Based Sealant Programs would be helpful in implementing these programs statewide. ",{"$nulls":6},"The Florida Department of Health, Public Health Dental Program would like to submit for consideration the inclusion of School-Based Sealant Programs for the current County Health Departments that provide them. School-Based Sealant Programs are mobile or portable units of dental equipment where preventive dental care in the form of sealants, fluoride varnish, and oral health education are provided to children in high need (Title I) schools. These programs are provided at no cost to the school, parents, and children. For more information about School-Based Sealant Programs please access the Public Health Dental Program’s website: http://www.floridahealth.gov/programs-and-services/community-health/dental-health/sealant.html and for more information about sealants: https://www.youtube.com/watch?v=Ukmpx7rd8pE.     Dental sealants are thin plastic coatings applied to the grooves on the chewing surfaces on the back teeth to protect them from decay. Permanent molars are the most likely to benefit from sealants, which can last for several years and should be applied soon after the teeth have erupted, usually around 6 years old for the first molars and around 12 years old for the second molars. School-based and school linked dental sealant programs are evidence based interventions that have been shown to reduce tooth decay by up to 60% and to reduce barriers in access to preventive dental services. Dental sealants provide protection against decay resulting in a reduction in caries incidence over time, 86.0% year one, 78.6% year two, and 71.2% year three. In addition, dental sealants are cost effective. Every $1 invested in dental sealants applied by County Health Department dental programs yields $1.88 in dental treatment savings. The cost savings over three years for 39,095 children receiving one dental sealant by a CHD during calendar year 2015 is $2,526,660.73.   ","Most School-Based Sealant Programs utilize the dental hygiene workforce model to schedule visits around holidays and testing dates. The dental hygiene model includes coordination from the dental hygienist and provision of preventive services in health access settings without direct supervision of a dentist in accordance with Florida Statutes 466.003 and 466.024. County Health Departments are defined in 466.003 as a Health Access Setting in which a licensed dental hygienist (466.024) can provide limited preventive services without the physical presence, prior examination, or authorization of a dentist. Using this model for delivery of disease-preventive services compared to having a dentist working onsite, can reduce operating costs and help ensure sustainability of the program. In addition, utilizing dental hygienists and the dental hygiene model results in no work being assigned to school nurses. All administrative and service delivery functions of school-based preventive programs are provided by CHDs. School-Based Sealant Programs are sustainable after inception and funding is available through local sources or partners, state and federal grants, and periodically through the Public Health Dental program. ","A letter of support from the Florida Department of Education to be provided to each individual school district would be requested to  encourage participation in Florida Department of Health County Health Department School-Based Sealant Programs would be helpful in implementing these programs statewide. ","County Health Department School-Based Sealant Programs are key stakeholders that partner with schools that are identified for targeted support and improvement, such as Title I schools. Partnership with School-Based Sealant Programs is an evidence-based intervention that has been shown to decrease tooth decay by up to 60%. Inclusion of S-BSPs in these schools also increases the amount of oral health education and preventive care for students who have otherwise been unable to receive care. ",null,"County Health Department School-Based Sealant Programs are key stakeholders that partner with schools that are identified for targeted support and improvement, such as Title I schools. Partnership with School-Based Sealant Programs is an evidence-based intervention that has been shown to decrease tooth decay by up to 60%. Inclusion of S-BSPs in these schools also increases the amount of oral health education and preventive care for students who have otherwise been unable to receive care. "]
["Elizabeth K. Moore","Teachers",null,"Pinellas County School Board","Pinellas","Research shows cameras in the classroom improve student learning, discipline, and educator professional development. The Tennessee DOE has been engaged in the experiment since 2013 of using the network-ready portable DUO cameras in 55 schools of 19 districts.  As a teacher I am requesting cameras be used in every classroom.   "]
["Don Gifford","Parents and Families",null,"Self","Brevard",null,null,null,"There has to be significant help in the development and implementation phases.  Workshops should be utilized to develop the plans and training sessions provided prior to implementation. ",{"$nulls":6},"Evidence should consist of comprehensive testing/evaluation in order to determine the areas of deficiency in each student.  Emphasis should be placed on identifying the primary deficiency.","For students with significant deficiencies a course schedule should be devised to strengthen the deficiency.  An evaluation should be performed during each semester to ensure progress in mitigating the deficiency is being accomplished.  The goal must be to re-integrate the student in a standard curriculum as soon as possible.","Should require progress updates at the conclusion of each semester.  ","This timespan is too long.  Tweaks to the program should be made annually if evidence indicates lack of success.",null,"There should be a comprehensive assessment of the resources needed to implement the program.  Targeted instruction must be a priority -- this impacts teacher training as well as the pace the teacher delivers information to the student.  Goals to be accomplished by the end of a semester must take into account the slower pace of classroom learning. ",null,null,"The emphasis must be placed on the earlier grades.  A school will not be in a position to exit if feeder schools are performing at subpar levels.  The more rigorous action must be reserved for schools in which students begin to underperform after entering the school.",null,"This is certainly a necessary component to success.",null,"Hopefully this technical assistance involves workshops that include teachers and principals from schools that are showing success.  This will facilitate sharing strategies and approaches that are working.",null,"Prior to initiating initial action, classroom monitoring should occur to better understand the learning environment prior to just initiating further improvement activities.  To ease travel time and resources video recording of class sessions may be utilized.",null,"If something isn't working the state should be willing to undertake non-traditional strategies."]
["Cheree Lewandowski","Students",null,"None","Brevard",{"$nulls":27},"The Florida Accountability System should be completely overhauled."]
["Hollie Newnam","Educator Organizations",null,"SHAPE Florida-Society of Health and Physical Educators","Volusia",null,"I hope that any resource inequities are  addressed in order to provide all programs with the same opportunities knowing that 18 subjects are included in ESSA.",null,null,"The Florida DOE should provide training on funding for Title 1 and non-Title 1 schools at the district level including specific ways that Title 4, Part A funds can best be used for mental health, school health, and supporting safe and healthy schools."]
["Caryn Kori","Specialized Instructional Support Personnel","School Psychologist","DASP, NASP","Broward","Currently, additional funding is provided for children with disabilities.  While this is an important allocation of funding it is insufficient in assisting those children not identified as having a disability but are in need of additional services - those in need of Tier II intervention.  In my opinion, specific funding to be used for Tier II intervention, is a necessary component to success for struggling students and school improvement.  Tier II interventions are expensive and require not only curriculum and supplies, but more importantly, man (or woman) power.  Oftentimes, due to limited funds, schools tend to select groups of students for their focus of intervention initiatives and other students are left out.  Unfortunately, the lowest students (that are not identified as SPED) are left out of the interventions because the school, itself, is concerned about improved performance and focus on students who are more likely to succeed ('bubble' students). Not only does this approach cheat the lowest, non-SPED students from improvement, it also restricts the ability for school personnel to identify SPED students.  Without proper Tier II intervention, the students who should be identified as SPED (due to ongoing struggles despite intervention) cannot be identified."]
["Kathleen Casper","Students",null,"Former FDOE gifted specialist, current parent and gifted advocate, owner of learning center for students and families","Pasco","It is very important that when looking for interventions and ways to improve student success, teachers and administrators should be educated and informed about the characteristics and needs of gifted children, as well as strategies that work well in identifying, reaching and supporting our gifted kids in the state. Many people are under the false impression that giftedness means high achievement. Gifted children may have a lot of potential and never achieve at high levels. Many also struggle with social emotional needs that go unmet and cause disruptions in their learning, as well as disruptions for other learners in the classroom. The ESSA changes allow for districts to use Title funds to educate teachers and administrators about giftedness. This will help with all sorts of issues that are often not identified as being gifted education issues (but should be...) this includes underperforming students, students with behavioral issues, social emotional difficulties like bullying, and more. For more information about gifted education, please see the webinar videos we created for FDOE last year (on the FDOE website,) or visit websites like www.SENGifted.org. Thank you.","Districts already are required by state law and rules to provide gifted services. There are endorsement classes available and many districts have access to gifted education support from gifted education coordinators and the FDOE gifted specialist (when one is hired soon.) They can use the state gifted association, FLAG, and the national gifted association, NAGC, to provide support and trainings as well.  Each district should use a Plan B policy for identifying gifted kids from underserved populations and that plan does not require that districts use a set IQ score for those kids (even though many do, which defeats the purpose of the Plan B...) And the state must change the gifted identification rule to allow for multiple criteria to be used for gifted identification (move into the modern era like Georgia did 20 years ago and even Alabama did ten years ago!!) so schools can better identify and serve gifted kids, rather than only high test performers. I am happy to help with more ideas.  ","See above","Please see above. Districts need the FDOE to change the gifted identification rule and to help the districts better identify and serve gifted kids. It's a work in progress and we got close to holding a workshop on changing the rule, but due to misinformation circulating in the public (& us not being able to effectively communicate with the public prior to the workshop, due to orders from supervisors,) we were unable to even have the public discussions we need to move it forward. Please do not drop the ball on this- it impacts children in very school in our state when we can't even effectively identify the kids who so need the support.  ","There are so many ways we can better serve our gifted kids in Florida, which will not only support teachers and students and families better, but it could save lives (we lose gifted kids to drugs, suicide, etc. when they aren't supported with their social emotional needs being met...) There are state and federal grants for gifted education and now we can also use the Title funds for training teachers on gifted issues to support kids. See the National Associaion for Gifted Children's report on using the ESSA to better support gifted children at: http://www.nagc.org/sites/default/files/Advocacy/NAGC%20memo%20to%20chief%20state%20school%20officers%20on%20ESSA%20%285-16-16%29.pdf","Please read this report by the NAGC, and keep in mind that we need to change the gifted education identification rule, 6A-6.03019, FAC in order to better find our kids who need gifted education interventions.","High schools have time and time again left out true gifted support services and many of our gifted students give up and quit school. It is imperative that we provide gifted consultation (at minimum) in ever high school no matter what other supports we offer. And by allowing flexibility in improvement activities to get them caught up if they leave school, we will better provide them with needed education.   It is ridiculous that schools with less than 100 kids be exempted from requirements that help students succeed.","Please see my above comments about the need for better identification and support for gifted kids and the use of the Title funds to provide these things.","See above","See above","Continued gifted education training and support will help all schools improve services to underserved populations and will improve student behavior and engagement.","See above","See above","Continued gifted education training and support will help all schools improve services to underserved populations and will improve student behavior and engagement.",null,"Continued gifted education training and support will help all schools improve services to underserved populations and will improve student behavior and engagement.",null,null,"Continued gifted education training and support will help all schools improve services to underserved populations and will improve student behavior and engagement.",null,"Continued gifted education training and support will help all schools improve services to underserved populations and will improve student behavior and engagement.",null,"Please use gifted education training in your plans.","Continued gifted education training and support will help all schools improve services to underserved populations and will improve student behavior and engagement.","Look at how many districts that are underperforming do not provide gifted services. This is based on a stereotype that says only high performers are gifted. Increasing training for teachers and services and identification of needs of gifted kids will increase student success and teacher retention.","Continued gifted education training and support will help all schools improve services to underserved populations and will improve student behavior and engagement.","Continued gifted education training and support will help all schools improve services to underserved populations and will improve student behavior and engagement.","Continued gifted education training and support will help all schools improve services to underserved populations and will improve student behavior and engagement."]
["Elizabeth Leung","Parents and Families",null,"none","Palm Beach",null,"These programs are already in place but not correctly utilized. Teachers have seen English speakers in ESOL. And I personally had to fight to get supplemental instruction for my child and she still only earned a 2 on her English FSA.","Teacher moral needs to be improved first. Nothing implemented will work without caring, committed teachers, staff and parents.","Teachers need to be retaught how to teach without requiring them to \"teach\" the FSA upon kids return from winter break.","It is pure insanity that schools have to worry more about funding than teaching. If a school is performing to poorly the state should have emergency staff trained to come in and take over. That is the only way to improve schools in some of the worst areas. ",null,null,"They should pursue their GED like anyone else that struggles completing traditional high school. I would rather not have a 20 year old going to school with my 15 year old and I don't believe them continuing beyond the 4 years in the same setting helps their self esteem.","Equality, once again, seems to be a completely foreign concept. Special treatment is NOT equality. My kids have parents that care so teachers, administration and government doesn't need to care as much?",null,"Success requires motivated, not terrorized, teachers.","Teacher support. Ask parents. We can tell you which teachers were the most effective.",{"$nulls":4},"Support should be equal for all under-performing students. Not limited to minority, non English speaking, labeled poor or disabled.","Support should be equal for ALL under-performing students. Not limited to minority, non English speaking, labeled poor or disabled.","If the school is that bad, you are doing a disservice to all the children at that school. Once again, specialists should be brought in to take over the school and correct the issues.",null,"Once again, take the extra money you would have thrown at the problem and implement a task force within the school.",null,"Sufficient material/support should already be available within each district.",null,"Yes, let's keep doing the same old thing hoping for a different result.",null,"Already in place within Palm Beach County."]
["Patti Vickers","School District Administrators",null,"School District of Osceola County, FL","Osceola",null,"More Student Services personnel are needed in order to provide the level of support that struggling schools need, including facilitation of Problem Solving Team procedures, assistance with fidelity of implementation of interventions, progress monitoring, and response to intervention to determine if supports are effective for large groups of students, smaller groups, and individual students.","Districts are required to implement MTSS; however, school teams struggle with fidelity of implementation due to a lack of onsite technical support and coaching from qualified personnel. This could be met through the addition of school psychologists, school counselors, and school social workers who have expertise in these areas.","More hands-on, onsite assistance with implementation of MTSS from those who are charged with providing technical support to districts and schools. Currently, we get almost no direct assistance from such programs and projects. That support comes in the form of trainings which do not meet the onsite, individualized needs of districts and schools.","Providing samples of how those connections should be made would be helpful. Allowing districts to use state level employees with expertise in these areas as technical support personnel instead of \"voices from afar.\"",{"$nulls":5},"See above as it is all the same, regardless of how the state identifies schools. All schools struggle and can use tiered support from the experts.",{"$nulls":4},"Resource inequities exist across districts and the state.  Too many school counselors are being tasked with being test coordinators, schedulers, MTSS Coaches, etc. This leaves them almost no time to provide guidance supports to students who are desperately in need of them, including mental health services, behavioral supports, social skills, etc. The same can be said for school psychologists who spend 90% of their time evaluating students for possible ESE services when they should be spending most of that time on preventative measures such as Positive Behavior Supports, MTSS, mental health, etc.",{"$nulls":4},"Look to the number of Student Services personnel as well as instructional coaches at each of these struggling schools. Those numbers are very likely going to be insufficient to meet the non-academic needs of students, including engagement, mental health, socialization, feelings of belonging to a school community, etc.",null,"True collaboration with district personnel must happen. It should never be the state coming in to a district to point out what is wrong. It should include ALL district stakeholders, not just curriculum and instruction personnel, as so many others in different departments throughout a district can be invaluable resources to schools."]
["Mamie Curry","Teachers",null,"JHPA","Escambia",{"$nulls":4},"Assign an overseer",null,"Those who left school because of pregnancy has special needs that should be identified and addressed to graduate from high school.",{"$nulls":5},"Assign an overseer",null,null,"Aggressive parental outreach"]
["B","Teachers","Suite#305","self","Palm Beach","The visual arts receive no support from the State and yet for the lessons to be successful the lessons are lab based. No funds are supplied for the supplies consumed in the learning, this places a hardship on the teacher and the program. It creates limits for the depth of the lesson with the lack of funds for the studio work without fundraising and grantwriting which add to the work load of the teachers.","The funding of studio art classes is not supported while the class sizes can run into the forties. This is stressful and extremely limiting in the lessons the teachers can provide for the growth of student learning. This growth requires students to move beyond simple memorization to decision making and reflection.","The district needs to return to class sizes which permit teachers to work with students in their learning and financial support for the consumable materials.","The state would help all teachers of the visual arts by creating a line item in the financial support of districts for the visual arts. There are such line items for the purchase of sheet music, science lab breakage and equipment repair for music, yet nothing about the visual arts. Now that a significant number of visual arts classes have moved to technology, no mention of the need for current computers and related equipment to enhance student learning and growth. Also, class sizes need to be workable, anything over 30-32 is beyond productive for the student learning. These are not art history lecture classes, studio classes learn effective decision making with enough time for a teacher to work with them. ","Create line item funding for the visual arts for all grades for consumable supplies and current technology.","Create funding and class size expectations which help all districts become equal and effective in building the learning of all students.","As the economy of the state needs well educated and informed stakeholders, the education of all residents benefits all. If it requires a break in education for a young resident to see the benefit of a good education, in my experience, the young person will make a more determined effort to participate in their education. ","We all benefit with well informed citizens.","Public school should not have to compete for funding. Charter and private schools are welcome, but educating some within a limited or sheltered understanding of their community benefits no one. ",null,"The evidence based interventions are limited to written tests. The evidence should include acknowledge arts achievements which should be major exhibitions, passing scores for AP, IB and AICE courses. Or a portfolio graded by a state based organization perhaps organized by the State Board of Education or Florida Art Education Association.","Blind evaluation of visual work, performances or essays written about particular topics in the arts by The State Board of Education or the state arts organizations.","Clear rubrics have been created by several groups, use standards already established and vetted. Pull from the teachers in the state to use these rubrics to evaluated the submitted work.","Permit the teachers to inform the district to the observed problems and refocus the teachers with supportive professional development. Create on line lessons by highly successful teachers to lead students in lessons and help teachers see how to created successful programs which lead to the desired growth of learning by the students.","The state has exceptional people who can help the less prepared become stronger teachers. Professional development is a key component to strengthening student growth.","Ensure all districts have a defined basis for the arts, funding, class sizes vs productive learning, perhaps co-teachers. Testing should be appropriate to the program, use the state art associations to make an effective testing appropriate for the particular art. Written tests are not always the most effective approach for the arts.","The arts encourage creative problem solving and learning at the highest levels. Encourage it, use state resources effectively and fund it. The arts significantly add to the state and national economy.",null,"Not every student matures or learns at the same speed, while it can be expensive in the short term, helping students get to their highest level of productivity should be flexible enough to meet all needs.",null,"Fund the arts education, give arts education the technology asked for, and give professional development to teachers. Encourage arts teachers to be productive in their field by giving time and financial support. This will always benefit their students.","Professional development should not always be documented only with lesson plans but by demonstrating the professional growth in their field as well.","Give each districts master teachers to help the development of their teachers, workshops, lesson demonstrations and development of student active participation.",null,"Look to the community of these schools, what can be done to make the students successful isn't always confined to the classroom. Helping the community helps the students and builds a strong desire for productive education.",null,"A teacher can only work at their highest level for short periods of time. Just a movie needs a quiet moment to balance intense scenes, teachers and students need time to reflect, absorb and refocus. The continuous push by administrators to excel must be balanced. The push of academics is balanced with the arts and physical activity.","Talk to the teachers at these schools and let them talk to experts in their fields. While some may need or chose to move to new jobs, others just need small groups to work with, financial and instructional support."]
["Tamara Hatcher","The Public","Odyssey Prepatory Academy","self","Brevard","none","none","none","none","none","none","none","none","I feel like every parent should have that choice to choose where they would like there child to attend based on research and opinion not by force","none","none","none","none","none","none","none","none","none","none","none","none","none","none","none","none","none","none","none"]
["Krysta Smith","Community-Based Organizations",null,"Lake Eustis Museum of Art","Lake",null,"How do you plan to provide with principals and administration in requiring they offer Art and Music in elementary school especially in Lake County where the four closest elementary schools don't offer Art saying they don't have cause they have music?","test prep is what takes away from a well rounded education... I've heard it from teachers whenever I question why they don't fill in the gaps more","The obvious answer is more funding... Money makes all things possible","Lake county school district doesn't value art in education and they keep reallocating funding they've promised to the arts... Isn't there a way to hold them accountable for that?",null,"Those smaller schools and more rural areas need the arts more than others","Even if they teachers are reunited to incorporate it more into their lesson plans","I think students should be required to go to their school district they are zoned for"]
["Mari-Lynn Hofffman","Teachers",null,"self","Collier","Broadening the technical schools to include middle school students would be beneficial.","When technical schools dismiss students for having a below 80 average, it becomes too restrictive.","The GRE and programs to assist students through that process are already in place.  Perhaps more public information should be provided about them.","Include more career pathways.  We need to move past the idea that every student must be prepared for college.  My dog groomer makes 5 times what I make with my masters degree.","Open up the grant options to teachers more than to districts.  Someone at the central office thinks something is a good idea, but there's no buy-in from teachers because they were not authentically included in the process.",null,"I don't agree that brining students back in to the high schools after they've left, is as beneficial as allowing the technical centers to take over and/or assist with the accomplishment of a GRE.",null,"There needs to be guidelines or students will hop from school to school when their grades drop.","Our ESE teachers know what the students's IEPS direct them to do, but they're restricted from serving this population by a lack of support from administrators that schedule them for everything else, but the time and place to do their jobs.","Authentic support is already available if those teachers were allowed to provide it.","Auditors  need to do more inspections and more thoroughly interview staff and students extensively to determine whether IEPS are being implemented as they are written.","Simplify the process of IEP review and return to the VE model where the students that need the most support will get it.","Start with the ESE teachers and let them make the schedule and provide them with the classrooms and materials they need to address the special needs of students.   Inclusion has not benefitted every one of those students and no alternative is provided.",null,"\"Certain schools….\"  Why is it 'certain' and not all?  I recall when the autistic population was restricted to certain schools……..which required transportation issues.  Zoned schools work for everything else why not targeted support?  Public education boasts of being for the public, and the public should have uniformity in what is offered.","I understand, small populations, like the blind, may be more efficient if they are set up with a 'center.'  However, targeted support is provided at every level at every school by every teacher - the problem lies in the students that are not receptive to assistance and need to exit the environment instead of staying in it to disrupt and defeat the learning of those around them.",{"$nulls":7},"The schools that are identified, are generally in low income area with non-English speaking parents.  The parents need to be included in the education of their children.  Be creative and ask teachers what programs have worked best to teach parents what they need to do to support education.","Why isn't the \"exit criteria\" connected to the world of work?  Technical schools can provide training in careers which have established exit criteria.  Example:  electrician assistant, journeyman, expert electrician, etc.  That makes more sense for some segments of the population.  ","It's a burden to respond to more and more redundant verbiage.  I get it…..kids need assistance to learn; that's why we teach.  However,  there are students that are seriously in need of mental health interventions, families that are totally dysfunctional, and substance abuse within the student population itself.  How about we provide alternative strategies that include mandatory involvement in family, death, alcohol, drug, divorce, anger management, and sexual orientation counseling?","There aren't economic restrictions on the psychological needs that we're ignoring.  I have wealthy parents that  take their kids out of school for participation in \"go cart\" racing,  ski trips to Vail, and cattle shows.  The importance of education, attendance, and active participation is diminishing.  Newer citizens are more focused on doing well in school, while others think of it as free babysitting until the kids are old enough to get a job.  Take a look at the last  20 years of students that win the National Spelling Bees.  There needs to be an entire national ad campaign to support public education, not privatize it and push it to the back burner for business ventures to \"experiment\" with to earn a profit at the expense of the students of our nation. "]
["Missy Neal","Teachers",null,"BPS","Brevard",{"$nulls":8},"If I am reading this correctly, the lowest performing students can go to any school they want?  Then, what happens when failing students create overcrowding at \"popular\" schools?"]
["Jamie","Students",null,"self","Bay","If the students were not inundated with high stakes assessments, low achievement and graduation rates would not be as much of a problem. These students feel the test scores are more important that their learning and cause them huge amounts of stress. Students are feeling powerless and discouraged through the constant testing.  It is paramount to abuse on both the student population and the teachers of those students to base an entire year's worth of learning and progress on one test that is taken during a 90 minute period in a 180 day school year. It pressure heaped on both populations is counterproductive and effectively kills the love and spirit of true learning in the classroom. Students are teachers are MUCH more than one test score and it is PAST time for government officials with no knowledge of education or educational pedagogy to get out of the classroom!  ","If the students were not inundated with high stakes assessments, low achievement and graduation rates would not be as much of a problem. These students feel the test scores are more important that their learning and cause them huge amounts of stress. Students are feeling powerless and discouraged through the constant testing.  It is paramount to abuse on both the student population and the teachers of those students to base an entire year's worth of learning and progress on one test that is taken during a 90 minute period in a 180 day school year. It pressure heaped on both populations is counterproductive and effectively kills the love and spirit of true learning in the classroom. Students are teachers are MUCH more than one test score and it is PAST time for government officials with no knowledge of education or educational pedagogy to get out of the classroom!  ","If the students were not inundated with high stakes assessments, low achievement and graduation rates would not be as much of a problem. These students feel the test scores are more important that their learning and cause them huge amounts of stress. Students are feeling powerless and discouraged through the constant testing.  It is paramount to abuse on both the student population and the teachers of those students to base an entire year's worth of learning and progress on one test that is taken during a 90 minute period in a 180 day school year. It pressure heaped on both populations is counterproductive and effectively kills the love and spirit of true learning in the classroom. Students are teachers are MUCH more than one test score and it is PAST time for government officials with no knowledge of education or educational pedagogy to get out of the classroom!  ","If the students were not inundated with high stakes assessments, low achievement and graduation rates would not be as much of a problem. These students feel the test scores are more important that their learning and cause them huge amounts of stress. Students are feeling powerless and discouraged through the constant testing.  It is paramount to abuse on both the student population and the teachers of those students to base an entire year's worth of learning and progress on one test that is taken during a 90 minute period in a 180 day school year. It pressure heaped on both populations is counterproductive and effectively kills the love and spirit of true learning in the classroom. Students are teachers are MUCH more than one test score and it is PAST time for government officials with no knowledge of education or educational pedagogy to get out of the classroom!  ","If the students were not inundated with high stakes assessments, low achievement and graduation rates would not be as much of a problem. These students feel the test scores are more important that their learning and cause them huge amounts of stress. Students are feeling powerless and discouraged through the constant testing.  It is paramount to abuse on both the student population and the teachers of those students to base an entire year's worth of learning and progress on one test that is taken during a 90 minute period in a 180 day school year. It pressure heaped on both populations is counterproductive and effectively kills the love and spirit of true learning in the classroom. Students are teachers are MUCH more than one test score and it is PAST time for government officials with no knowledge of education or educational pedagogy to get out of the classroom!  ","If you truly believe that cutting funds or increasing funds to schools based on test scores, you truly do not understand the amount of harm you are heaping on students and teachers. It does not matter how much money you throw at a problem, if the students are frustrated and unmotivated due to the constant pressure of testing and being thought of as solely a test score, the greatest teacher in the world will NOT be able to do anything for them-no matter HOW much those teacher try or how hard they work. Punishing the teachers for conditions outside of their control is EXACTLY why there is a teacher shortage both in OUR state and in the entire country. This constant testing that has taken over our schools has lowered the moral of students, teachers, administrators, and parents; however, while the blame should sit with the legislature for wasting valuable educational money to pay Pearsons to create tests that are biased at best, the blame sits at the feet of the teachers who work countless hours for their students’ success-only to be slapped down by the pronouncement that they are not doing enough. Enough is enough.","If the students were not inundated with high stakes assessments, low achievement and graduation rates would not be as much of a problem. These students feel the test scores are more important that their learning and cause them huge amounts of stress. Students are feeling powerless and discouraged through the constant testing.  It is paramount to abuse on both the student population and the teachers of those students to base an entire year's worth of learning and progress on one test that is taken during a 90 minute period in a 180 day school year. It pressure heaped on both populations is counterproductive and effectively kills the love and spirit of true learning in the classroom. Students are teachers are MUCH more than one test score and it is PAST time for government officials with no knowledge of education or educational pedagogy to get out of the classroom!  ",null,"If the students were not inundated with high stakes assessments, low achievement and graduation rates would not be as much of a problem. These students feel the test scores are more important that their learning and cause them huge amounts of stress. Students are feeling powerless and discouraged through the constant testing.  It is paramount to abuse on both the student population and the teachers of those students to base an entire year's worth of learning and progress on one test that is taken during a 90 minute period in a 180 day school year. It pressure heaped on both populations is counterproductive and effectively kills the love and spirit of true learning in the classroom. Students are teachers are MUCH more than one test score and it is PAST time for government officials with no knowledge of education or educational pedagogy to get out of the classroom!  ","If the students were not inundated with high stakes assessments, low achievement and graduation rates would not be as much of a problem. These students feel the test scores are more important that their learning and cause them huge amounts of stress. Students are feeling powerless and discouraged through the constant testing.  It is paramount to abuse on both the student population and the teachers of those students to base an entire year's worth of learning and progress on one test that is taken during a 90 minute period in a 180 day school year. It pressure heaped on both populations is counterproductive and effectively kills the love and spirit of true learning in the classroom. Students are teachers are MUCH more than one test score and it is PAST time for government officials with no knowledge of education or educational pedagogy to get out of the classroom!  ","If the students were not inundated with high stakes assessments, low achievement and graduation rates would not be as much of a problem. These students feel the test scores are more important that their learning and cause them huge amounts of stress. Students are feeling powerless and discouraged through the constant testing.  It is paramount to abuse on both the student population and the teachers of those students to base an entire year's worth of learning and progress on one test that is taken during a 90 minute period in a 180 day school year. It pressure heaped on both populations is counterproductive and effectively kills the love and spirit of true learning in the classroom. Students are teachers are MUCH more than one test score and it is PAST time for government officials with no knowledge of education or educational pedagogy to get out of the classroom!  ","If the students were not inundated with high stakes assessments, low achievement and graduation rates would not be as much of a problem. These students feel the test scores are more important that their learning and cause them huge amounts of stress. Students are feeling powerless and discouraged through the constant testing.  It is paramount to abuse on both the student population and the teachers of those students to base an entire year's worth of learning and progress on one test that is taken during a 90 minute period in a 180 day school year. It pressure heaped on both populations is counterproductive and effectively kills the love and spirit of true learning in the classroom. Students are teachers are MUCH more than one test score and it is PAST time for government officials with no knowledge of education or educational pedagogy to get out of the classroom!  ",null,"If the students were not inundated with high stakes assessments, low achievement and graduation rates would not be as much of a problem. These students feel the test scores are more important that their learning and cause them huge amounts of stress. Students are feeling powerless and discouraged through the constant testing.  It is paramount to abuse on both the student population and the teachers of those students to base an entire year's worth of learning and progress on one test that is taken during a 90 minute period in a 180 day school year. It pressure heaped on both populations is counterproductive and effectively kills the love and spirit of true learning in the classroom. Students are teachers are MUCH more than one test score and it is PAST time for government officials with no knowledge of education or educational pedagogy to get out of the classroom!  ",null,"If the students were not inundated with high stakes assessments, low achievement and graduation rates would not be as much of a problem. These students feel the test scores are more important that their learning and cause them huge amounts of stress. Students are feeling powerless and discouraged through the constant testing.  It is paramount to abuse on both the student population and the teachers of those students to base an entire year's worth of learning and progress on one test that is taken during a 90 minute period in a 180 day school year. It pressure heaped on both populations is counterproductive and effectively kills the love and spirit of true learning in the classroom. Students are teachers are MUCH more than one test score and it is PAST time for government officials with no knowledge of education or educational pedagogy to get out of the classroom!  ",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 the students were not inundated with high stakes assessments, low achievement and graduation rates would not be as much of a problem. These students feel the test scores are more important that their learning and cause them huge amounts of stress. Students are feeling powerless and discouraged through the constant testing.  It is paramount to abuse on both the student population and the teachers of those students to base an entire year's worth of learning and progress on one test that is taken during a 90 minute period in a 180 day school year. It pressure heaped on both populations is counterproductive and effectively kills the love and spirit of true learning in the classroom. Students are teachers are MUCH more than one test score and it is PAST time for government officials with no knowledge of education or educational pedagogy to get out of the classroom!  ",null,"If the students were not inundated with high stakes assessments, low achievement and graduation rates would not be as much of a problem. These students feel the test scores are more important that their learning and cause them huge amounts of stress. Students are feeling powerless and discouraged through the constant testing.  It is paramount to abuse on both the student population and the teachers of those students to base an entire year's worth of learning and progress on one test that is taken during a 90 minute period in a 180 day school year. It pressure heaped on both populations is counterproductive and effectively kills the love and spirit of true learning in the classroom. Students are teachers are MUCH more than one test score and it is PAST time for government officials with no knowledge of education or educational pedagogy to get out of the classroom!  ",null,"If the students were not inundated with high stakes assessments, low achievement and graduation rates would not be as much of a problem. These students feel the test scores are more important that their learning and cause them huge amounts of stress. Students are feeling powerless and discouraged through the constant testing.  It is paramount to abuse on both the student population and the teachers of those students to base an entire year's worth of learning and progress on one test that is taken during a 90 minute period in a 180 day school year. It pressure heaped on both populations is counterproductive and effectively kills the love and spirit of true learning in the classroom. Students are teachers are MUCH more than one test score and it is PAST time for government officials with no knowledge of education or educational pedagogy to get out of the classroom!  ",null,"If the students were not inundated with high stakes assessments, low achievement and graduation rates would not be as much of a problem. These students feel the test scores are more important that their learning and cause them huge amounts of stress. Students are feeling powerless and discouraged through the constant testing.  It is paramount to abuse on both the student population and the teachers of those students to base an entire year's worth of learning and progress on one test that is taken during a 90 minute period in a 180 day school year. It pressure heaped on both populations is counterproductive and effectively kills the love and spirit of true learning in the classroom. Students are teachers are MUCH more than one test score and it is PAST time for government officials with no knowledge of education or educational pedagogy to get out of the classroom!  ",null,"If the students were not inundated with high stakes assessments, low achievement and graduation rates would not be as much of a problem. These students feel the test scores are more important that their learning and cause them huge amounts of stress. Students are feeling powerless and discouraged through the constant testing.  It is paramount to abuse on both the student population and the teachers of those students to base an entire year's worth of learning and progress on one test that is taken during a 90 minute period in a 180 day school year. It pressure heaped on both populations is counterproductive and effectively kills the love and spirit of true learning in the classroom. Students are teachers are MUCH more than one test score and it is PAST time for government officials with no knowledge of education or educational pedagogy to get out of the classroom!  ","If you truly believe that cutting funds or increasing funds to schools based on test scores, you truly do not understand the amount of harm you are heaping on students and teachers. It does not matter how much money you throw at a problem, if the students are frustrated and unmotivated due to the constant pressure of testing and being thought of as solely a test score, the greatest teacher in the world will NOT be able to do anything for them-no matter HOW much those teacher try or how hard they work. Punishing the teachers for conditions outside of their control is EXACTLY why there is a teacher shortage both in OUR state and in the entire country. This constant testing that has taken over our schools has lowered the moral of students, teachers, administrators, and parents; however, while the blame should sit with the legislature for wasting valuable educational money to pay Pearsons to create tests that are biased at best, the blame sits at the feet of the teachers who work countless hours for their students’ success-only to be slapped down by the pronouncement that they are not doing enough. Enough is enough."]
["Jennifer Pace","Educator Organizations",null,"Professional Educators Network of Florida","Duval",{"$nulls":8},"For the really low areas, more choice should be given. For me, for example. My 6th grade daughter can go to a magnet school which we are zoned for. I absolutely do not want her to go there. For the poorly performing schools there should be more options. I qualified for SUFS with her and could send her to a private school. My concern is this, I just got a new job and will not qualify next year. So, I don't want to send her to a private school one year and then have to yank her out the following year because we can't afford it as a result of losing the scholarship. So, there should be more options for the parents of children who are zoned for poorly performing schools. And more guidance, resources and more freedom should be given to the poorly performing schools.  "]
["Elaine Abbe","Teachers",null,"artist, educator","Broward",null,"I was an art teacher with 25 years experience in the Liberty City area.  I do not think art should be eliminated  from the curriculum.  Visual arts is another way for a  child to express themselves and sometimes the only way that their self esteem can be improved.  Many many children in this area of Miami have no access to visual arts and I think that art is a vital part of life that  young children need to experience."]
["Jake Schweich","Parents and Families",null,"Self","Brevard"]
["Genoa Burgess","Parents and Families",null,"Self","Bay","Getting the word out to parents and have them meet with school officials, so they can understand any change, if there is going to be any.",null,null,"The FDOE could meet with the community in their own children's schools and talk about better supporting and guiding the district families in what is needed for the children."]
["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.","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.","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","n/a","n/a","n/a","n/a","n/a","n/a",null,"n/a","n/a","n/a",null,"n/a","n/a","n/a","n/a"]
["Tina Baker","Community-Based Organizations",null,"Clay Action Coalition","Clay",null,"There are no provision for implementing student supports that includes mental health, drug abuse or juvenile justice. These are some of the main reasons for students not graduating. ",null,"There needs to be statues for implementing juvenile justice processes to keep students in school and out of the system. ",{"$nulls":11},"There needs to be more student support in the mental health support. A piece of our student population needs this type of support. This is more important than academics when they are suffering."]
["Sue Woltanski","Parents and Families",null,"self","Monroe","In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  ","In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  ","In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  ","In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  ","In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  ","the more local control the better",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.  ","In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  ","In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  ","In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  ","In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  ","In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  ",null,"In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  ",null,"In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  ","In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  ",null,"In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  ",null,"In General, I find this website nearly impossible for the ordinary person to use, so I am going to place my concerns in each box and let you figure out where each comment should be place.  First, I want to remind the FLDOE of “the original intent of ESEA, which was to facilitate equitable, thriving, and successful public education for all schools via distribution of funding free of strings attached other than need and a comprehensive and viable game plan for success.\"    I demand a complete accountability overhaul: eliminate high stakes attached to state testing, minimize state standardized tests to those mandated by ESSA, return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, protect student data and make student data privacy a top priority.    Eliminate high stakes attached to state testing. It is the stakes attached to the tests that have, more than anything else, corrupted the education system.  End the mandatory 3rd grade promotion requirement as well as the graduation requirement to pass the Algebra 1 EOC and 10th grade FSA-ELA . These are not required by federal law or regulations. Many states already have eliminated their test dependent graduation requirements.  Dramatically reduce or eliminate the weight of the state EOC exams on the students final grade, from 30% to 10% or less.  Stop the use of VAM and test scores to evaluate teachers. ESSA eliminated any federal mandate for test-based teacher evaluation.  Test scores should make up no more than 51% of the total points in the A-F School Grade formula  (the minimum percentage allowed under ESSA).  Ensure that School Grades are used to identify schools in need of assistance (including additional funding) and not to punish schools identified as “low performers.” ESSA does require states to rank all schools and act to improve the lowest performing, but it no longer specifies the types of interventions required.  There should be no state standardized tests beyond those mandated by ESSA (reading and math in grades 3-8 and once in high school, science once in elementary, middle and high school).   Minimize required state standardized tests to those mandated by ESSA. In Florida the Biology EOC and Algebra 1 EOC, along with the 10th grade FSA ELA could satisfy the high school requirements. The 9th grade FSA-ELA and all other state mandated EOCs could be eliminated.  The state should advocate for pilot programs allowing grade span testing or sampling in place of current ESSA mandates.  State should forbid standardized local interim, benchmark, predictive, formative, or other such tests, including those embedded in commercial on-line curricula. Eliminate all test data reporting requirements beyond the ESSA mandated assessments.  Institute a ban on standardized testing in pre-K through grade 3.  End the secrecy around state mandated assessments. Allow educators and parents to view and review state assessments.  Return classroom assessments to teachers, utilizing primarily locally-based, teacher-controlled assessments, such as projects and portfolios. The New York Performance Standards Consortium has demonstrated better outcomes with fewer standardized test, and should serve as a guide.  Protect student data and make student data privacy a top priority.  Eliminate digital classroom mandates, allowing districts to incorporate technology as a tool rather than a curriculum replacement.  Allow parents the option to safeguard their child's data by allowing families to opt out of digital instruction.  The computer based, state mandated Civics exams allows the possibility of collection and sharing of sensitive data of a political nature.  In order to ensure the safety of such sensitive information, this exam, especially, should be paper based.  ",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.  "]
["lisa bridge","Teachers",null,"self","Indian River","Each High School should have at least two deans (female for female students & male for male students). This should be mandatory & budgeted for. This is vital for discipline & correction in the schools.","Deans should be required & in the budget for every high school.","School Districts should be required by Law to have Deans in each High School.","Discipline records & documented steps for correction of disruptive students.","NA","NA",{"$nulls":4},"Laws should not interfere with school districts unless there is financial backing & for implementation of those laws.",null,null,"There is far too much testing in the schools & far little support for discipline & correction of disruptive students."]
["Anita DeVuyst","Specialized Instructional Support Personnel",null,"self","Okaloosa","I would like to encourage the state to make sure funding is used for those who have the expertise to improve literacy and to promote the hiring and maintaining of those personnel; particularly speech-language pathologists. ","I wish to remind you that funds can be used for speech language pathologists and audiologists.  We provide the underpinnings to those struggling in literacy, we strengthen the weak areas to enable them to access their goals. Please do not forget to utilize our expertise.","Certified, licensed speech-language pathologists and audiologists are required to have 30 hours of continuing education in their field every two years.  Support of this area in order for them to be up to date and able to support struggling students with the most innovative techniques is suggested.","Full use of speech-language pathologists and audiologists to address the underpinnings of language, including grammar, vocabulary, phonological awareness, and social skills in a mode that would meet the ratio requirements of 1:3 in order to insure success.","Literacy improvement is at the forefront and SLP's have the expertise to facilitate the weak areas in struggling students.Encourage schools to include these personnel in MTSS and to allow their schedule room for this assistance. ",{"$nulls":6},"Speech-language pathologists are trained and must keep update their knowledge frequently, to facilitate the underpinnings of literacy.  Please make sure their schedules allow them to be utilized.",null,null,null,"Speech language pathologists with a caseload that averages 10 students per day (as suggested by the American Speech and Hearing Association -ASHA)"]
["Riva Trowbridge","Teachers",null,"self","Broward",null,"Yes, Yes, Yes!!! School-based decisions! Educator input is key!! ",{"$nulls":6},"So, not all students would be able to transfer just ones zoned in a D or F school, correct? "]
["Robin Douglas","Parents and Families",null,"Lake County Anti Bullying","Lake",null,"I think there needs to be oversight into these evidence based programs and how they are implemented. Implementation and fallow through are key to them working.","I think that safe schools should be a director position not a suggestion box. The have no control over the programs implemented in the schools of bullying and countywide the program is not being implemented properly.","Accountability. Currently the districts are supposed to be held accountable however nothing gets done at school board meetings when it comes to issues with parents and principals. The principals need to be held more accountable.","More grant writers searching for grants that will improve our childrens access to music and the arts.",null,null,null,"school choice is killing our public schools as the good students are leaving because of bullying or other issues that are not being addressed. Parents should have a choice if it is for safety reasons however if we don't look at why these kids are transferring out you will never know the problems!!",null,"Community engagement and parent involvement. I have been looking at community schools and think this type of environment would improve our schools."]