More Than $21 Million Awarded to School Districts to Expand Counseling Programs
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FLDOE Publishes 2012 Legislative Review Guide On May 14, 2012, the Florida Department of Education published the "2012 Florida Department of Education Legislative Review" guide. The guide provides an overview of various laws impacting education that passed during the 2012 regular legislative session. The guide is available at the following link: "2012 Florida Department of Education Legislative Review."https://www.fldoe.org/gr/pdf/LegislativeReview2012.pdf |
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Frequently Asked Questions about School Grade Modifications and the ESEA Waiver
1. Why are there so many changes and why are they happening so quickly?
A. Florida was one of the first states in the country to begin grading schools based on student achievement. As our expectations of what students should be learning during their years in school evolved along with our ability to evaluate performance, Florida continued to raise the bar to ensure that our students get the best education. Changes included moving from Sunshine State Standards and the Florida Comprehensive Assessment Test (FCAT) to Next Generation Sunshine State Standards and FCAT 2.0.
In 2002 the No Child Left Behind Act was signed into law, renewing the Elementary and Secondary Education Act (ESEA) that provides funding for K-12 education. No Child Left Behind established national educational standards. Having to comply with two separate school accountability systems with different standards and timelines has resulted in duplication and confusion. Florida has been granted an ESEA flexibility waiver so we can have a single accountability system tailored to our state. Transitioning from two systems to one poses short term challenges and deadlines, but should mean a more efficient system over the long term and, most importantly, higher-quality education for all of our students.
2. Why did Florida request an ESEA flexibility waiver?
A. Florida requested a flexibility waiver in order to
· eliminate multiple layers of regulation by moving to a single, simplified accountability system;
· reduce confusion caused by having several separate accountability systems;
· make the way schools are held accountable for student achievement easier to understand;
· improve student achievement by holding school districts and schools accountable for the performance of all students;
· better align resources with needs by accurately identifying schools that need intensive intervention;
· allow the state and school districts to focus support on students who need them most;
· raise standards to boost national and international competitiveness; and
· strengthen the state’s ability to tailor its program to meet Florida’s unique educational needs.
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3. Will this change require a change in the assessment a student with disabilities takes?
A. No. They will continue to take the assessment that they have been taking. If they have been taking the Florida Alternative Assessment (FAA) they will continue to take that. If they have been taking the FCAT they will continue to take that.
4. Is Florida doing away with the Florida Alternative Assessment?
A. No. The proposed rule does not eliminate the Florida Alternative Assessment, nor does it mandate that children for whom the FAA is appropriate be given the FCAT. The ESEA flexibility waiver given to Florida by the US Department of Education requires that the performance of students with disabilities on the appropriate assessment (FCAT or FAA) be fully included in Florida's accountability system to ensure that they receive the attention that they deserve. The department is currently working to determine how best to implement the ESEA flexibility waiver within Florida's existing accountability systems.
5. Will Florida schools still have to meet federal Adequate Yearly Progress (AYP) goals?
A. No. Under the federal ESEA, Adequate Yearly Progress (AYP) measures (the proficiency of all student subgroups such as low-income, English language learners, and students with disabilities) identify struggling schools. If any one subgroup does not achieve “AYP,” the school is labeled as failing to meet AYP. Instead of using AYP, the flexibility waiver would allow Florida to use its own school grading system to identify struggling schools that need intervention and support to improve. Last year, just 10 percent of Florida schools achieved AYP. Under modeling simulations using Florida’s new school grades, less than 10 percent of Florida schools would be categorized as F schools.
6. Will special diplomas still count in high school graduation rates?
A. Yes. There will be two ways of measuring high school graduation rates. Florida's goal is to help all students reach their highest potential and earning a special diploma recognizes impressive achievement for many individuals. So special diplomas will continue to be counted and included in Florida's accountability system when calculating high school graduation rates for school grades.
Over a number of years, the US Department of Education has developed and phased in the Federal Uniform Graduation Rate, which only counts standard diplomas and measures the percent of regular diplomas awarded in each state. The US DOE requires use of the federal rate with or without an ESEA flexibility waiver. Because of this, schools will have more incentive to encourage and provide additional instructional intervention to all students, especially students with disabilities who may have the potential to earn a standard diploma.
7. Why is Florida setting a minimum reading requirement that could mean failing schools?
A. Under our current school grading system, it is possible for a school to receive an “A” grade when three out of four students cannot meet Florida’s grade-level standards for reading. This is not acceptable for Florida’s students, parents or taxpayers. Reading is critical to career and personal success. Under the proposed school grading changes, Florida would implement a reading performance threshold requiring a school to have at least 25 percent of its students reading on grade level or it would receive an “F” grade.
8. Are the reading requirements for English language learners (ELL) reasonable?
A. Concerns have been raised that 12 months is not enough time for an ELL student to fully integrate and become proficient in English. However, the vast majority of ELL students will have approximately two years of instruction prior to the state testing that is reflected in school grades. The length of time an ELL student is in the country before a school receives a school grade based on their proficiency is not a question of two years versus one year, but three years versus two.
9. Would we be treating students with disabilities (SWD) and English language learners differently under the proposed school grading changes?
A. Including performance scores for both SWD and ELL will be for students already taking the FCAT and for those taking the alternate assessment. Students will experience no change in their testing and should only see improvements in their schooling. Students with disabilities and English language learners are the only two subgroups whose scores are only included in the learning gains portion of school grades even though they are held to the same standards to graduate.
Using both performance and learning gains for SWD and ELL students (in their second year) will, for the first time, include all students equally within the same accountability system. Achievement of all students is critical. Devaluing the importance of the education of some students over others is inequitable. Achievement scores of SWD and ELL students have dramatically increased as we have consistently measured their progress.
Here are some examples:
· Florida had the highest combined NAEP gains for children with disabilities in the nation for 2003-2009.
· The percent of English language learners proficient in FCAT Mathematics increased from 21 percent in 2001 to 39 percent in 2010.
· The percent of English language learners proficient in FCAT Reading has increased from 11 percent in 2001 to 28 percent in 2010.
· The percent of students with disabilities proficient in FCAT Reading, grades 3-10 has increased from 19 percent in 2001 to 33 percent in 2010.
· The percent of students with disabilities proficient in FCAT Mathematics, grades 3-10 has increased from 20 percent in 2001 to 39 percent in 2010.
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10. Do the proposed school grading rule changes set the bar too high for students with disabilities and English language learners?
A. Florida is a state with significant diversity. The economic development of our state depends on the success of all students. Over the past decade, Florida's accountability system has been characterized by continually boosting academic standards. Without exception, as the examples above confirm, those increases have led to improved student performance across all subgroups. The inclusion of SWD and ELL performance scores will be no different. We expect to see even greater percentages of proficiency within these two subgroups.
Florida must be successful in preparing our youth for high school graduation, college and careers. All students, no matter how they are classified, have to demonstrate proficiency on the grade 10 FCAT to earn a standard diploma. Measuring and counting the performance of students throughout their educational careers (PK-20) helps to ensure their future success.
11. Will schools that focus on exceptional student education (ESE centers) get an “F” grade under the proposed school grading changes?
A. One simulation includes grading all schools that serve students with disabilities; however, we have been reviewing options for schools that serve only these students. One of the options would be to consider an ESE center as an alternative school which allows the school to choose to receive either a school grade or a school improvement rating.
12. Will schools turn away students with disabilities or English language learners because they could mean lower school grades?
A. Under the current federal Elementary and Secondary Education Act, the scores of all “subgroups,” such as disabled students and those for whom English is a second language, are already included when calculating AYP. Last year, 90 percent of Florida’s schools failed to achieve AYP. Under the proposed school grading rules, which include the performance scores of students with disabilities and English language learners, more than 90 percent of Florida schools would pass. While the proposed school grading changes would include performance measures for students with disabilities and English language learners for the first time when calculating school grades, not to include them devalues their importance compared to other students. In addition, the Department of Education conducts monitoring visits to districts and schools and will review student placements to ensure that students are not placed in center schools inappropriately.
13. How will the proposed changes and the ESEA flexibility waiver affect the Race to the Top grant?
A. These proposed changes will not have an impact on the department’s Race to the Top grant.
Statement By
Commissioner of Education Gerard Robinson
Regarding Proposed Changes to Florida's School Grading System
"Florida has worked very hard for more than a decade to implement and support ground-breaking education reform and I am extremely proud of our successes. As we move toward a new age of education for Florida's children, it is important to recognize our triumphs and build upon our hopes for the future of public education.
"The proposed changes to our school grading system are not only necessary to continue on the path of intelligent reform, but they will help ensure that Florida is prepared to compete on a global level. Under our current school grading system, it is possible for a school to receive an 'A' grade when three out of four students cannot meet Florida's grade-level standards for reading. This is unacceptable.
"We need an education system for Florida that is exceptional, not merely acceptable. It is my goal to ensure that every student has the opportunity to be counted and to experience world-class public education. These proposed changes are the result of important discussion and contributions made by all stakeholder groups including superintendents, educators, and experts across the state. And this is not a week-old discussion. The Florida Department of Education has been discussing school grade changes with stakeholders since May 2011.
"There has been a great deal of conversation about the proposed changes and I believe strongly that talking about the future of education in our state is healthy. In this instance, I think it is important to understand that much of the discussion is based on estimates, not concrete projections. We have created many school grade simulations using various scenarios to illustrate the potential impact of proposed changes. One simulation, for example, includes grading all schools that serve students with disabilities; however, we are reviewing alternative options for schools that serve only these students.
"I want to assure the citizens of Florida that I will consider all of the viable options as I review the valuable feedback received regarding the proposed state board rule changes to our school grading system. This feedback will be part of our healthy conversation as the State Board considers these proposals at their meeting on February 28, in Tallahassee."
FOR IMMEDIATE RELEASE CONTACT: DOE PRESS OFFICE
THURSDAY, FEBRUARY 9, 2012 (850) 245-0413
FLORIDA GETS FLEXIBILITY WAIVER FROM US DEPARTMENT OF EDUCATION
TALLAHASSEE – The U.S. Department of Education today approved Florida’s request for a flexibility waiver from the Elementary and Secondary Education Act (ESEA). Florida was one of 11 states asking for flexibility with regard to accountability standards mandated by the No Child Left Behind legislation implemented in 2001. The state requested the waiver to be able to move to a single statewide accountability system that would eliminate duplicative regulation and make Florida’s system easier to understand.
“Florida was one of the first states to implement strong accountability measures for its schools,” said Education Commissioner Gerard Robinson. “Overlaying a federal accountability system atop what was already in place and working in our state has proven to be confusing for parents and stakeholders.”
Commissioner Robinson added that flexibility would strengthen the state’s ability to tailor its program to meet Florida’s unique educational needs and better align state and federal accountability systems into one cohesive, easy-to-understand structure.
“Aligning our resources with our needs will lead to continued performance improvement for all students throughout Florida as we work to increase standards and boost national and international competitiveness,” said Commissioner Robinson. “Approval of our request, however, is but one step in a process required to move forward with the flexibility waiver.”
Florida applied for an ESEA waiver in mid-November 2011 and the U.S. Department of Education requested additional information in December. The State Board of Education will take action related to components of the waiver at its February meeting.
More information on the ESEA waiver request is available at http://www.fldoe.org/esea/.
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National School Counseling Week 2012, "School Counselors: Helping Students Be Brilliant," will be celebrated from Feb. 6-10, 2012, to focus public attention on the unique contribution of professional school counselors within U.S. school systems. National School Counseling Week, highlights the tremendous impact school counselors can have in helping students achieve school success and plan for a career. Visit the Florida School Counselor Association NSCW Support page for lots of resources and ideas. |
The big news from week three of Session is the House proposed budget, offering changes to PECO funding sources to provide $370M this year for capital projects instead of the zero dollars expected.
The House Higher Education Committee introduced their budget conforming bill (HB 5201) creating the Florida Virtual Campus and setting up a degree completion pilot program geared to adult online learners. It also: establishes a higher surcharge for excess hours; provides the BOG with increased authority to transfer unused funds; limits Boards of Trustees transfer authority to $1m; makes changes to financial aid and tuition assistance programs; tightens reporting requirements for certain minority scholarship programs and enforcement of loan repayments.
The Senate Pre-K-12 Committee passed SB 1366 "Economic Security Act" aimed at improving information to students and parents about employment opportunities for the different degree majors to better prepare middle school students for STEM degrees. It establishes a partnership between the Department of Economic Opportunity, state Colleges and Universities and DOE to develop a database on graduates that will comprise the report provided to students. It also: provides for priority enrollment for university students returning after being employed in a STEM field; authorizes universities to use a portion of the tuition differential fee for financial aid for technology students, and creates performance funding for universities most successful in placing their technology graduates in Florida jobs.
Senate Higher Education Appropriations Committee
Passed SB 532, creating consistent rules for credits awarded for military education.
Held a workshop on the degree completion pilot program to be conducted by UWF, USF, Jacksonville and St. Petersburg state colleges. The pilot will focus on adult students using online classes. Depending on success measured after two years, pilot could be extended to include entire SUS and state College systems. Lengthy debate about the cost of online classes, with Senators strongly of the opinion they must cost less.
OPPAGA report on national review of how higher education has dealt with budget cuts, and comparison of Bright Futures to like programs.
The House Redistricting Committee voted out their three maps redrawing the lines for state Senate, House and Congressional districts. Debate before the full House is scheduled for next week. The Senate passed out their plans last week, setting up the possibility of final maps being sent to the Governor as soon as next Friday.
Other actions:
Senator Thrasher's bill (SB 1560) prohibiting colleges and universities from hiring legislators generated considerable debate in its first committee, but passed narrowly. A bill (SB 922) providing for new benefits to veterans, including priority course registration in colleges and universities passed the Senate and was sent to the House. Senator Bennett's SB 246 died in committee. It dealt with professional services bidding for agency contracts would have allowed for cost estimates to inform the detailed project.
Students from FGCU and other universities around the state attended their annual Rally in Tally event in Tallahassee. Twenty students from FGCU had the opportunity to get an up close and personal look of the working of the state legislature and were able to have meetings with several legislators. FGCU students were well prepared and demonstrated a great deal of professionalism. We received compliments on the student’s performance from member’s staff.
Andrew Romer
Government Relations
Florida Gulf Coast University
Office: 239.590.7410
Cell: 703.300.3272
2012 REGULAR SESSION - LEGISLATIVE UPDATE
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January 27, 2012
A MESSAGE FROM GARY
Dear Friends,
Tuesday, January 10th, marked the first day of the 114th Regular Session of the Florida Legislature since statehood was granted in 1845. You may be asking yourself why this update is coming in January instead of March. You are not wrong to question the timing. Once every ten years, the Legislature convenes early to undertake redistricting: the redrawing of Florida's political boundaries, to reflect changes in population. This year the Florida Legislature is faced with a number of challenge and during this legislative session, the Florida House of Representatives will focus on policies designed to strengthen our economy, stimulate private sector economic growth and put Floridians back to work. The road ahead will not be easy, and we will make difficult decisions. But I am confident that we will emerge from Session with solutions that will make Florida a better place to live, work and do business. If you have any questions about the issues you read about here, or if you need assistance, please do not hesitate to contact my office or send an email message to me at the following address: gary.aubuchon@myfloridahouse.gov Your input is always welcome.
Warm regards,
HOT TOPICS
Pursuant to the Florida Constitution, the only bill the legislature is required to enact during its annual session is a balanced state budget. In difficult economic times, we must carefully examine our spending priorities to ensure we are responsibly funding the primary, core functions of government. The revenue shortfalls over the last six years are both profound and historic and this year we are facing another projected shortfall of nearly $2 Billion. Funding cuts are never easy, however, the legislature is bound by the state constitution to enact a balanced budget. Unlike the federal government, we cannot spend money we do not have. In preparing the state budget, the Florida House of Representatives will adhere to several principles established by Speaker Dean Cannon, including:
- Not raising taxes or fees, and providing tax relief to foster economic recovery. Prioritizing the delivery of services to people (education, health care, and public safety) over the purchase of things (transportation, general government, and the environment).
- Prioritizing K-12 education, in line with the recommendations from Governor Scott. We have funded K-12 with an allocation exceeding $1 billion in new state funding to address the shortfalls in K-12 education and provide an increase in per student funding of 2.27 percent.
- Providing sufficient reserves to weather fiscal forecast fluctuations and preserve our bond ratings.
As a member of the House Appropriations Committee, I will have the opportunity to help craft the final state budget. I look forward to working with my colleagues in the Florida House to develop a fiscally prudent budget for the State of Florida.
REAL LIFE, REAL HELP
Ted Sottong, the President of Studio+ Architecture, contacted our local office for help with his firm's licensure application with the Florida Department of Business and Professional Regulation (DBPR). Ted had been trying unsuccessfully to get his firm licensed so that he could begin taking clients and earning an income. A minor error in the paperwork led to gridlock in a bureaucratic process. Our office was able to intercede and expedite the licensure process for Ted, who is now back at work in his local firm. If you experience difficulty with a state agency, please reach out to our local office in Cape Coral. My staff stands ready to assist you.