Friday, August 29, 2008

November 4th ballot

Dear Florida School Counseling Association Members,

 

As we approach a new election period, the Florida School Counseling Association (FSCA) wants to bring to light some of the new amendments that impact the counseling profession in various ways. Three of the nine amendments being proposed have an educational component. These amendments have been placed on the November 4th ballot. Please take the time to read over this brief summary of those amendments.

Amendment #5:

 

Summary:

Replacing state required school property taxes with state revenues generating an equivalent hold harmless amount for schools through one or more of the following options: repealing sales tax exemptions not specifically excluded; increasing sales tax rate up to one percentage point; spending reductions; other revenue options created by the legislature. Limiting subject matter of laws granting future exemptions. Limiting annual increases in assessment of non-homestead real property. Lowering property tax millage rate for schools.

 

Translation:

ü  Eliminates funding for education through property tax and replaces it with a new option.

Options:

§  Repealing sales tax exemptions.

§  Increase sales tax by a penny

§  Impose spending reductions.

§  New revenue created by legislature

ü  Taking $11 billion dollars from education.

 

Comments:

ü  Proposed by the Florida Taxation and Budget Reform Commission, a non-elected body of appointed members.

ü  Currently, approximately 50% of funding for Florida Education comes from Property taxes.

ü  Many of the statewide education and business associations are actively opposing it.

ü  Currently, Florida is last in the nation for dollar per pupil.

ü  Amendment identifies $4 billion from penny sales tax increase. Where comes the other $7 billion.

 

FSCA’s Stand:

ü  Say NO to amendment 5.

ü  Florida needs to generate more sources of funding for the educational system, not eliminate current funding.

 



Amendment #7:

 

Summary:

Proposing an amendment to the State Constitution to provide that an individual or entity may not be barred from participating in any public program because of religion and to delete the prohibition against using revenues from the public treasury directly or indirectly in aid of any church, sect, or religious denomination or in aid of any sectarian institution.

 

Translation:

ü  Provides state funding for religious organizations that are permitted to discriminate along religious backgrounds.

ü  Reinstates the voucher system.

ü  Puts the government in a position of funding religious organizations that restrict who they hire.

 

Comments:

ü  This amendment was also drafted by the Florida Taxation and Budget Reform Commission.

ü  Removes ban on funding for religious groups proposed by former Gov. Jeb Bush’s school voucher program.

 

FSCA’s Stand:

ü  Vote NO on amendment 7.

ü  Provide funding to develop current educational employees and provide incentives for highly qualified teachers.

 

Amendment #9:

 

Summary:

Requires at least 65 percent of school funding received by school districts be spent on classroom instruction, rather than administration; allows for differences in administrative expenditures by district. Provides the constitutional requirement for the state to provide a "uniform, efficient, safe, secure, and high quality system of free public schools" is a minimum, nonexclusive duty. Reverses legal precedent prohibiting public funding of private school alternatives to public school programs without creating an entitlement.

 

Translation:

ü  Requires that 65 percent of school funding be spent on classroom instruction, rather than administration.

ü  Allows public funding for private schools through vouchers.

 

Comments:

ü  Result would likely be that the renewal and expansion of voucher programs.

ü  Undermines the Supreme Court's decision striking down the school voucher program.

ü  Providing 65 % of school funding takes the attention away from a more critical issue, appropriate and stable funding for our educational system.

o   Again, Florida is the worst state for dollar per pupil spending in the nation.

ü  Currently, according to the National Center of Education Statistics (NCES), Florida spends more than 65% of funds on “classroom instruction”.

 

FSCA’s Stand:

ü  Vote NO on amendment 9.

ü  This amendment seems to be misleading. By providing 65% funding for classroom instruction they are slipping by support for the voucher system.

 

All the information in this email was found at the following websites:

 

http://www.votesmartflorida.org/mx/hm.asp?id=home

http://www.protectfloridasfuture.com/index.php

http://www.fsba.org/briefsupdates.asp#2008electionsconstitutionalamendments

 

You are encouraged to research the topic at your leisure.

 

 

Advocacy & Public Policy Committee

Florida School Counselor Association

 

Friday, August 22, 2008

Senate Bill 1716

As the new school year begins, students will be seeking advice on college preparation. Community colleges have long been the postsecondary option of choice for many students due to their accessibility and variety of course offerings. With the passage of Senate Bill 1716 during the 2008 legislative session, came changes in the Florida Community College System. Some colleges have dropped “community” from their name, while others have added “state”. These changes have left many parents and students wondering “What do these name changes mean?”, “Will I be able to get in?” In order to provide helpful information to students and parents, it is important that counselors have all the facts.

Under the new legislation, the 28 institutions which once made up the Florida Community College System are now collectively referred to as the Florida College System. With permission from the State Board of Education, institutions within the system are permitted to drop “community” from their name but not all institutions have elected to do so. The 2008 legislation also authorized a select group of pilot colleges to add “state” to their name. In recent years, ten colleges have been authorized to offer baccalaureate degrees in high need, high demand workforce majors in order to meet Florida’s employment needs. In order to reflect the increasing number of baccalaureate degree programs and expanding missions of the colleges in the system, the legislation granted the community colleges the option of changing their name. Although many colleges have expanded their program offerings to include baccalaureate degrees, each institution within the system will continue to offer career education and associate degrees while maintaining an open door mission. Students will continue to be able to access the colleges within the Florida College System by earning a standard high school diploma, GED, or CPT-Eligible Certificate of Completion. Upon admission, students are required to take the CPT, ACT, or SAT to determine placement in developmental and college-ready courses and there is no GPA or SAT/ACT score required for admission. Students who earn a special diploma may enroll in the career and technical education programs. The Florida College System is dedicated to serving students and meeting the needs of local communities.

Should you have any questions, do not hesitate to contact Community College representatives at the Department of Education at 850-245-0407.

 

 

Thursday, August 21, 2008

Proposed Rulemaking to amend the No Child Left Behind Act

National Governor’s Association

The nation’s governors have submitted comments to the U.S. Department of Education in response to the April 23rd Notice of Proposed Rulemaking to amend the No Child Left Behind Act.  The National Governors Association (NGA) comments focus on the proposed regulations as related to a common high school graduation rate and the use of that rate for accountability purposes.

 

While NGA appreciates the acknowledgment of gubernatorial leadership in establishing a voluntary state high school graduation rate, concerns remain about the implementation.

 

Governors focus on three specific areas in their comments:

 

1)      Interim Averaged Freshman Graduation Rate – NGA is concerned that proposed regulations would “require states to calculate an interim high school graduation rate.”  The Department “should not require an interim rate.”

 

2)      Alternate Definition of Standard Number of Years – “Governors believe additional discussion and clarity is necessary to ensure a clear, transparent process and timeline for states to use an alternative definition.” This is critical for state comparability and for the flexibility to promote “innovative education solutions to enhance student outcomes in high school.”

 

3)      Use of Common Graduation Rate for Accountability Purposes – The commonly referred to “NGA Graduation Rate” was created to “ensure transparency, accountability, comparability and, ultimately, to improve our nation’s high schools.” The NGA Compact was not created for “federal accountability purposes.” Governors believe that federalizing the NGA Compact and “attaching high-stake accountability measures” raises several challenges and requires further discussion and clarification.

 

To view NGA’s full comments, go to

 

http://www.nga.org/portal/site/nga/menuitem.cb6e7818b34088d18a278110501010a0/?vgnextoid=796cb5cd2977a110VgnVCM1000001a01010aRCRD

 

Friday, August 15, 2008

Amendment 5

From the FASA …

We Won!!!


Yesterday in Tallahassee, Circuit Court Judge, John C. Cooper, ruled in FASA's favor by striking Amendment 5 from the November, 2008 ballot. He ordered it removed on the grounds that the ballot title and summary accompanying the proposed amendment are incomplete and misleading.       

We anticipate that the Secretary of State and the Taxation and Budget Reform Commission (TBRC) will appeal immediately, and that the District Court will certify it directly to the Supreme Court based on what occurred with a similar order entered last week dealing with two other TBRC proposed amendments.

This is due to the short time between now and the time that the General Election ballots will actually have to be printed. It is pretty clear from Judge Cooper's ruling that Amendment 5 was deliberately deceptive and the ballot summary failed to meet the standards of accuracy required by the Courts.
 
However, this costly struggle is far from over. The TBRC will immediately appeal yesterday's ruling and we still have amendments 7 and 9 in appeal process.

Thanks to all of you who have already contributed to FASA's "Protect Our Public Schools" PAC. If you haven't done so already you can get more information by clicking: http://fasa.net/Political-Action.cfm

Jim Warford, Executive Director
Florida Association of School Administrators

 

Wednesday, August 06, 2008

Legislation Calls for Increased Number of Student Support Professionals

Reps. Ed Towns (D-N.Y.) and Linda Sánchez (D-Calif.) and Sens. Blanche Lincoln (D-Ark.) and Hillary Rodham Clinton (D-N.Y.) introduced education legislation in Congress July 30 to increase the number of school counselors, school social workers and school psychologists in qualified schools in low-income communities.
H.R. 6654/S.3364, the Increased Student Achievement Through Increased Student Support Act, will authorize grant funding to form partnerships between higher-education institutions that train these student support professionals and local educational agencies (LEAs) that serve low-income student populations in both urban and rural communities. The legislation also creates a student loan forgiveness program for individuals who have served five or more consecutive school years as school counselors, school social workers or school psychologists in similarly qualified low-income schools.
"We recognize that in many of our nation's public schools, teachers are struggling to meet not only the academic needs of their students but their social, emotional and behavioral needs as well. This is a tall order for any one individual and points to the need for increasing counselors, social workers and psychologists in the schools that need them most," Towns said of the new legislation.
"Students in low-income neighborhoods should have the same opportunities as others for a productive and supportive learning environment," Sánchez said. "By providing additional school support professionals, we can help address children's out-of-the-classroom needs so that when they're in the classroom, they can be safe, engaged and achieving to their full potential."
A companion bill was introduced in the Senate by Lincoln and Clinton. "School counselors, psychologists and social workers play an essential role in helping students achieve a bright future," Lincoln said. "Many schools, particularly those in rural and low-income areas, have limited access to these crucial support service personnel to the detriment of our children. Our students, whether they are first-generation college-bound students, children coping with the absence of a military parent deployed overseas or students with special needs, all face unique challenges that can hinder their ability to succeed in school. It is our duty to ensure that all schools have the resources they need to address the ever-changing needs of our students so that they can reach their full potential."
"All students should have the opportunity to achieve their goals and realize their full potential," Clinton said. "Expanding support and counseling services to schools in low-income communities will further help level the playing field. This bill will not only bring important resources to students who need it but will also encourage counseling professionals to pursue a career providing these critical services where they're most needed."
The legislation has been endorsed by more than 20 education and mental health organizations, including the American School Counselor Association, the American Counseling Association, the School Social Work Association of America and the National Association of School Psychologists. A joint statement released by these four organizations stated, "Increasing the achievement of students from low-income homes is critical to our nation, but schools must have the proper support systems in place to ensure that teachers are not alone in this effort. This legislation provides an opportunity for schools to access the appropriately trained school-employed mental health professionals necessary to ensure that students who need the most help receive it in a timely, focused manner."

Put School Counselors Where They're Needed

On July 28, Sen. Bob Casey (D-Pa.) introduced the Put School Counselors Where They're Needed Act, which aims to put more school counselors in struggling secondary schools. The bill would create a competitive grant program under No Child Left Behind to help reduce the drop-out rates at low performing secondary schools.

"One of many challenges secondary school counselors face today is ensuring that every student receives the individualized support he or she needs," Casey said. "Low-performing secondary schools need our help to make sure they have enough counselors on staff so all students are given the opportunity to succeed."

Currently, the average school-counselor-to-student ratio in America's public schools is one-to-476, which hardly allows for individual attention and intensive support. ASCA recommends one school counselor for every 250 students for all schools and an even lower ratio for school counselors working primarily with at-risk students.

The Put School Counselors Where They're Needed Act would:
* Require the Secretary of Education to create a demonstration project under which the secretary makes grants available on a competitive basis to secondary schools that have a drop-out rate of 40 percent or higher.
* Provide funds for additional school counselors to identify students who are at risk of not graduating in four years. These additional school counselors would also work intensively with students and would collaborate with parents, teachers and others to create a comprehensive plan to help at-risk students.
* Include a sense of Congress that a secondary school that receives a grant should aim to provide one additional school counselor per 250 students at risk.
* Allow any additional resources to be used to supplement, rather than supplant funds from available non-federal sources.
* Provide for demonstration projects to be implemented in no fewer than 10 schools. The first five schools selected to participate should each be located in a different state.
* Authorize $6 million a year for four years and mandate that only schools able to increase their graduation rates by an average of 2.5 percent per year are able to renew their grants.

This bill is a Senate companion to H.R.3439, the Put School Counselors Where They're Needed Act, introduced by Rep. Linda Sánchez (D-Calif).

This bill is supported by the National PTA, the American School Counselor Association, the American Counseling Association and the National Association of College Admissions Counselors.