| 1. |
Four K-20 Goals and Strategic Imperatives
The Florida Board of Education has adopted
eight (8)
strategic imperatives around the four goal areas
established by the Legislature in SB 1162. |
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Goal 1: |
Highest Student
Achievement
Imperative 1: Increasing the supply of highly qualified K-12
instructors.
Imperative 2: Applying existing academic standards at all
levels consistently.
Imperative 3: Increasing rates of learning and completion at
all levels, especially in high school, and raising the
proportion of K-12 graduates, particularly low-income and
minority students, who enter post-secondary education
without remediation.
Imperative 4: Improving the quality of school leadership at
all levels. |
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Goal 2: |
Seamless
Articulation and Maximum Access
Imperative 5: Setting and aligning academic standards for
every level of the K-20 education system.
Imperative 6: Achieving world-class, nationally recognized
institutions of higher learning by improving access,
funding, performance, and accountability. |
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Goal 3: |
Skilled Workforce
and Economic Development
Imperative 7: Appropriately aligning the workforce's
education with the skill requirements of the new economy. |
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Goal 4: |
Quality Efficient
Services
Imperative 8: Aligning financial resources with performance
expectations at each level of the K-20 education system. |
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BACK |
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Florida
Six Education Priorities - (re-write of the education statutes) |
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a) |
Learning and
completion at all levels, including increased high school
graduation rate and readiness for postsecondary education
without remediation.--
All students demonstrate
increased learning and completion at all levels, graduate
from high school, and are prepared to enter postsecondary
education without remediation.
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(b) |
Student performance.--
Students demonstrate
that they meet the expected academic standards
consistently at all levels of their education. |
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c) |
Alignment of standards and resources.--
Academic
standards for every level of the K-20 education system are
aligned, and education financial resources are aligned
with student performance expectations at each level of the
K-20 education system. |
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(d) |
Educational leadership.--
The quality of
educational leadership at all levels of K-20 education is
improved. |
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e) |
Workforce education.--
Workforce education
is appropriately aligned with the skills required by the
new global economy. |
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(f) |
Parental, student, family, educational
institution, and community involvement.--Parents,
students, families, educational institutions, and
communities are collaborative partners in education, and
each plays an important role in the success of individual
students. Therefore, the State of Florida cannot be the
guarantor of each individual student's success. The goals
of Florida's K-20 education system are not guarantees that
each individual student will succeed or that each
individual school will perform at the level indicated in
the goals. |
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BACK |
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| 2. |
Florida's Eight Education Goals (old goals) |
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Goal 1
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Readiness to
Start School
Communities and Schools collaborate to prepare children
and families for children's success in school. |
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Goal 2 |
Graduation
Rate and Readiness for Postsecondary Education and
Employment
Students graduate and are prepared to enter the work
force and postsecondary education. |
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Goal 3 |
Student
Performance
Students successfully compete at the highest levels
nationally and internationally and are prepared to make
well-reasoned, thoughtful, and healthy lifelong decisions. |
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Goal 4 |
Learning
Environment
School boards provide a learning environment conducive
to teaching and learning |
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Goal 5 |
School Safety
and Environment
Communities provide an environment that is drug-free and
protect students' health, safety, and civil rights. |
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Goal 6 |
Teachers and
Staff (HB 4837)
The schools, districts, colleges of education,
postsecondary institutions, and state ensure professional
teachers and staff. |
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Goal 7 |
Adult Literacy
Adult Floridians are literate and have the knowledge and
skills needed to compete in a global economy and exercise
the rights and responsibilities of citizenship. |
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Goal 8 |
Parental,
Family, and Community Involvement
Communities, school boards, and schools provide
opportunities for involving parents and guardians as
active partners in achieving school improvement and
education accountability. |
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BACK |
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| . |
Blueprint 2000
Blueprint 2000 was the beginning of the state push for
higher academic standards. This had seven goals - which
are exact to the ones we have now under the A+ plan or
the Accountability Plan. (The only difference was
Blueprint 200 had 7 goals - not 8) This was before the
School Improvement Plans and school improvement funds.
It was the building block for the A+ plan.
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Goal 1 |
Readiness to Start School
- (same wording as Goal 1 above) |
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Goal 2 |
Graduation Rate and
Readiness for Postsecondary Education and Employment.
same goal 2 |
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Goal 3 |
Student Performance -
(same wording as Goal 3 above) |
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Goal 4 |
Learning Environment -
(same wording as Goal 4 above) |
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Goal 5 |
School Safety and
Environment - (same wording as Goal 5 above) |
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Goal 6 |
Teachers and Staff -
(same wording as Goal 6 above) |
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Goal 7 |
Adult Literacy - (same
wording as Goal 7 above) |
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(No Goal 8) |
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| 3. |
A+ plan
Below based on document on the A+ Plan: The A+ plan is "The Bush/Brogan A+
Plan for Education" which includes: (3 headings and
subheadings in a, b, c order)
The Bush/Brogan Commitment to Accountability and
Improving Student Learning |
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a. Revise state education goals
b. Measure annual student learning
c. Closing the Education gap
d. grade schools and report progress
e. eliminate social promotion
f. reward schools for achievement and improvement
g. help failing schools and give parents more choice if
they do not improve |
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The Bush/Brogan Commitment to Higher Professional
Standards for Educators |
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a. a. raise standards for professional
educators
b. rate colleges of education on performance
c. raise standards for admission to colleges of
education
d. reward high performing educators
e. hold educators accountable for performance
g. focus and improve teacher training |
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The Bush/Brogan Commitment to Safer Schools |
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a. invest more in school safety
b. expand second chance schools for disruptive and
violent youth
c. prepare teachers to handle classroom discipline
d. reduce absenteeism and
truancy |
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BACK |
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| 4. |
School
Improvement Dollars
School Improvement Funds: This is money from legislature
to help implement the School Improvement Plans that are
required by law by each school and this is governed by
the SAC. "The School Advisory Council (SAC) has
control of money known as School Improvement Dollars.
This amounts to $5 per FTE and may be spent however the
SAC determines it should be spent. It cannot be vetoed
by the Principal." The money is appropriated through the
Lottery enhancement fund and is for SAC to use to raise
student performance. |
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BACK |
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| 5. |
Advanced Placement Funds |
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If advanced placement students are also
designated as "gifted" - they would have weighted FTE.
However, the IB students are afforded greater funding
through advanced placement as well as an IB FTE
supplement. More funding is also spent because of the fact
the classes are usually a little smaller, teachers are
usually more senior with higher degrees or training.
IB costs are higher. IB curriculum is special and the
school/admin. work with the International experts to
adhere to their standards. There is extra cost in this. We
get extra funding from the state for IB students in the
11th & 12th grade (IB supplement). This is added into the
FTE. Some districts (Hillsborough) "eat the extra
cost" from general funds for 9th and 10th grades.
Watch your district's budget. There are three programs
which generate extra FTE - (1) IB is one (remember it's
only 11th & 12th grade years), (2) Advanced Placement, and
(3) Isolated Schools. (Isolated schools is rural)
Your district financial officer can give you the scoop
on how your budget is broken down and what funding is
received for these IB students and even the district
comparisons. Each school receives different amounts
because each student receives different FTE levels -
depending on whether they are in any ESE programs,
advanced placement, etc.. Such as - Alachua county
received $1.9 million in extra supplemental FTE for
advance placement this year. (submitted by Sharon
D., edited)
* * * * * * * *
"In Alachua County, the Advanced Placement money is
split between HS, middle and elementary schools. If I
remember right, HS receive 75%, middle 10% and elementary
5%. In High School, half goes into the SAC budget, and all
into the SAC budgets for elementary and middle.
Gainesville High School has a SAC budget of around
$150,000 and that is without any school recognition money.
We also get SIP money this year." (submitted by Dwayne M.,
Alachua Co.)
The state provides additional FTE funds to AP classes.
It is then up to the school administration or AP
teachers how these funds are spent. As you know the
state paid for current 9/10 grade students to take the
PSAT. I think we may see additional funding in the coming
years to pay for AP exams, which now cost $71.00 for each
class taken. (submitted by Nina C., Kissimmee)
Grades 11-12 receive an FTE supplement for AP exams and
IB exams. (submitted by Sharon D. Hillsborough Co.) |
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| 6. |
SAI funds - Supplemental
Academic Instruction |
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The Legislature rolled together summer school,
dropout, etc. categoricals into a big pot of money that
schools and districts can use with greater flexibility
to meet individual student needs. It is a part of the
FEFP--Florida Education Finance Program. This occurred
last year and was continued in this year's
budget--it's specific appropriation 78 in the General
Appropriations Act for FY 2000-2001 (Conference Report
on House Bill 2145) Section 2--Education. |
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| 7. |
Needs Assessment |
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Need
hard & soft data for needs assessment. Integrate
parents into needs / ad hoc committees (the parent
component) |
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BACK |
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| 8. |
School Public Accountability Report
This report has been replaced by the NCLB report. See #10 below.
SPAR - School
Public Accountability Report. This report gives the public the indicators that
the state uses: FCAT results among others. This report should be used as a tool
in evaluating your SIP, where the school was and where they should be. The
report is either given to students to deliver to their parents or it may be
mailed home, perhaps in a newsletter.
History:
The old 1991 accountability reports included: number of
gifted students, handicapped students, ESOL students, discipline information,
truancy levels, promotion rate, Testing results, mobility rate, free/reduced
price lunch figures, student population, attendance, racial/ethnic composition
AND teacher and staff composition-education level and racial ethnic composition.
This Report was based on Blueprint 2000 which had the 7 goals which we have now.
1997 Report included a simpler-less information report:
(based on 7 goals) (Goal 3) the testing scores including writing, absenteeism,
(Goal 5) number of incidents for violence etc... (Goal 4) Teacher &
administrator numbers, newly hired, absenteeism, out of field teachers, staff
evaluations, teachers with advanced degrees...and (Goal 8) numbers for Parental
involvement. The internet report (DOE) included Free and Reduced lunch #, absent
21+ #'s, mobility rate, minority rate, promotion rate, suspension rate, amount
tested...
The 1998-1999 reports changed significantly with the
change of how testing results are formulated. (levels 1, 2, 3, 4, 5) The internet
report includes suspension rate, absent 20+ days report, promote rate,
free/reduced price lunch report. The levels were not included in the report sent
home with students - the level report was on the internet.
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| 9. |
Public Reporting -
Data for preparing and evaluating SIP
"Public Reporting is An essential part of Florida's
system for high-quality school and student performance."
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The Florida School Indicators Report
(FSIR) which is developed by DOE and provides data on
every school in the state. There are 16 indicators
used to report information on how well each school is
doing on the eight State Education Goals.
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The School Public Accountability Reports
- (SPAR) are less detailed versions of the School
Advisory Council Report. These reports are
prepared by schools and districts for distribution to
parents and students. It includes summary data found in
the SAC Report as well as results of the school
improvement plan (SIP) and other data included by the
school or district.
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The School Accountability Report
is produced annually by DOE for elementary through high
school. Based partially on the SAC Report, it
summarizes information about school achievement,
learning environment, and student characteristics.
School performance is shown relative to state averages.
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BACK |
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| 10. |
NCLB AYP (replaces SACR or SAC Report) |
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The
School Advisory Council Report (SACR) is a detailed report prepared for each
school in the state. It includes test scores,
dropout and graduation rates, information on school
staff, attendance data, readiness to start school, and
other types of data, most of which are disaggregated by
race and gender. This report is used by the school
advisory council for school improvement planning." (report released about the end of October) This report has been replaced by the NCLB report.
SACRs are being replaced by NCLB SPAR (No Child
Left Behind School Public Accountability Report)
to meet both federal and state requirements for
educational accountability through annual public
disclosure reports. (distributed August 2003 to schools)
In a memo dated May 8, 2003, to District School Superintendents, MIS Directors and District School Report Contacts from DOE regarding "Replacement of Annual School Advisory Council Reports" state:
"Note that the Florida Legislature’s repeal and replacement of prior state education goals has resulted in discontinuance of the School Advisory Council Reports (SACRs). In effect, the SACRs are being replaced by the NCLB SPARs (Note, it is referred to as AYP on this website) to meet both federal and state requirements for educational accountability through annual public disclosure reports."
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| 11. |
"The
climate survey is required by law, reported
in the School Public Accountability Report and School
Advisory Council Report, BUT is locally selected. There is
not one statewide instrument. I believe there may be a
move to standardize the climate survey, however, as part
of the state governance restructuring and development of a
K-20 accountability system." "This is an annual
requirement" -- Andrea Willett, DOE
"The authorizing legislation is section 229.591 and
229.592 delineating the state goals and the system
components. Within those statutes is the requirement to
work toward a goal of safe environment (Goal 5) and good
learning environment (Goal 4). From those came
State Board Rule 6A-1.09982--Reporting Requirements for
School Improvement and Accountability. This rule
delineates the pieces that must be reported to the public.
In [2] 4.a. of the rule is the indicator : results of an
annual locally-administered school learning environment
survey. This is commonly referred to as a climate survey.
Districts are free to survey all stakeholders annually, or
sample stakeholders annually, or rotate stakeholders
annually, or some other way--but they must administer it
annually and report results. Some school reports may call
this "customer feedback" or "environmental response" or
"climate survey results" or simply report through
statements similar to "Most parents report or indicate
that.. . ." "Within the DOE homepage you can access the
State Board Rules on line at
http://www.firn.edu/doe/rules/rules.htm " --
Andrea Willett |
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| 12. |
Program Policy Analysis and
Government Accountability.
http://www.oppaga.state.fl.us/ the specific page is
http://www.oppaga.state.fl.us/school_districts/districtreviews.html
Best Financial Management Practice Reviews are
designed to encourage school districts to use
performance and cost-efficiency measures to evaluate
programs; use appropriate benchmarks based on comparable
school districts, government agencies, and industry
standards to assess their operations and performance;
identify potential cost-savings through privatization
and alternative service delivery; and link financial
planning and budgeting to district priorities, including
student performance.
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Performance reviews:
School District Performance Reviews are conducted by
private consulting firms selected by OPPAGA to assist
Florida school districts in identifying ways to save
funds, improve management, and increase efficiency and
effectiveness.
What Are School District Performance
Reviews?
The 1996 Florida Legislature created the School District
Performance Review Program to assist Florida school
districts in identifying ways to save funds, improve
management, and increase efficiency and effectiveness.
Pursuant to Florida law, the Legislature annually
appropriates funds to pay for the entire cost of the
reviews, which are conducted by private consulting firms
selected by OPPAGA using a request for proposal (RFP)
process. Participating school districts retain any cost
savings resulting from the implementation of review
recommendations.
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| 13. |
Best
Financial Management Reviews:
Under these reviews, OPPAGA (Florida Office of Program
Policy Analysis and Government Accountability) and the
Auditor General jointly examine school district
operations to determine whether they are using best
practices adopted by the state's Commissioner of
Education to evaluate programs, assess operations and
performance, identify cost savings, and link financial
planning and budgeting to district priorities.
[http://www.oppaga.state.fl.us/]
The Best Financial Management
Practice reviews are now required for every school
district; they are no longer optional. More information
can be obtained at:
http://www.oppaga.state.fl.us/school_districts/districtreviews.html
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The Florida Office of Program Policy Analysis and
Government Accountability (OPPAGA) (http://www.oppaga.state.fl.us/about.html)
is a research unit of the Florida Legislature under the
oversight of the Joint Legislative Auditing Committee.
Created to help improve the performance and
accountability of state government, OPPAGA conducts
studies on the performance of state agencies and
programs to identify ways to improve services and cut
costs. |
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| 14. |
AYP Report
Measuring Adequate Yearly Progress to meet the requirements of No Child Left Behind. |
