Council for Education Policy, Research and Improvement Council Meeting March 12, 2003

Council for Education Council for Education Policy, Policy,

Research and Research and ImprovementImprovement

Council MeetingCouncil Meeting

March 12, 2003March 12, 2003

AGENDAAGENDA

II.II. Approval of MinutesIII. III. Chairman’s Report

IV.IV. Executive Director’s Report

V.V. Master Plan

VI.VI. Community College Baccalaureate Proposals

VII.VII. Constitutional Amendments

II.II. Approval of MinutesApproval of Minutes

III.III. Chairman’s Report Chairman’s Report

IV.IV. Executive Director’s Executive Director’s ReportReport

V.V. Master PlanMaster Plan

Committee ReportsCommittee Reports

A. Teaching ProfessionB. Career Education & Development C. Structure D. Strategic ImperativesE. Funding

V.V. Master Plan Master Plan (Continued)(Continued)

A. Teaching ProfessionA. Teaching Profession

Committee Report & Committee Report & Report SummaryReport Summary

Public CommentPublic Comment Council Discussion & Council Discussion &

ActionAction

MASTER PLAN for K-20 MASTER PLAN for K-20 EDUCATIONEDUCATION

Strategic Imperative:Strategic Imperative:

The Status of the Teaching The Status of the Teaching ProfessionProfession

Draft Report:Draft Report:Florida Teachers and the Florida Teachers and the

Teaching ProfessionTeaching Profession

VISION:VISION:

The most important factor affecting The most important factor affecting the quality of education is the quality the quality of education is the quality

of the individual teacher.of the individual teacher.

Florida’s Education System must Florida’s Education System must ensure that the critical link between ensure that the critical link between

the student and the system at all the student and the system at all levels is provided by the highest levels is provided by the highest

quality and most motivated teachers quality and most motivated teachers available.available.

Status of the Teaching Status of the Teaching ProfessionProfession

Goal: “To ensure that the critical link between the student and the system at all levels is provided by the highest quality and most motivated teachers available – in numbers sufficient to meet the needs of the system.”

Status of the Teaching Status of the Teaching Profession – The ReportProfession – The Report

• Document displays current data and projections on key issues affecting teachers and the teaching profession

• Committee produced a DATA UPDATE to highlight the current status of teaching in Florida.


• Committee conducted open hearings with the following education constituency groups to receive testimony from the “front line”– State Education Administrators– School District Superintendents– Deans/Directors of Teacher Education Programs– School District Administrators– School Principals– Classroom Teachers


• The draft report is designed to “free up” the education systems and remove constraints at the local level that deal with:– Teacher Recruitment– Employment– Compensation– Retention

The CHALLENGE:The CHALLENGE:

The Need for Greater Numbers of The Need for Greater Numbers of Qualified TeachersQualified Teachers

The FOCUS:The FOCUS:

• Teacher Teacher PREPARATION • Teacher Teacher RECRUITMENT• Teacher Teacher RETENTION

Teacher PreparationTeacher Preparation

1)1) University and community college University and community college teacher education programs are critical to teacher education programs are critical to the mission and success of Florida’s the mission and success of Florida’s education system. Colleges and education system. Colleges and departments of Education, as well as other departments of Education, as well as other providers of teacher training, must become providers of teacher training, must become a peak priority of the Legislature, the a peak priority of the Legislature, the State Board of Education and each State Board of Education and each institution’s board of trustees and institution’s board of trustees and administration in order to strengthen the administration in order to strengthen the status, quality, resources provided to and status, quality, resources provided to and effectiveness of their programs.effectiveness of their programs.

Teacher Preparation Teacher Preparation - Continued- Continued

2)2) Florida Education statutes, rules, Florida Education statutes, rules, policies and procedures that impede policies and procedures that impede innovation and flexibility in the innovation and flexibility in the preparation, certification and employment preparation, certification and employment of high quality teachers must be amended of high quality teachers must be amended or repealed.or repealed.

3)3) Postsecondary teacher preparation Postsecondary teacher preparation programs should require that teacher programs should require that teacher education graduates demonstrate the education graduates demonstrate the effective teaching of Florida’s subject effective teaching of Florida’s subject matter content standards and the matter content standards and the competencies of Florida’s Educator competencies of Florida’s Educator Accomplished Practices. Accomplished Practices.

4)4) The Dale Hickam Excellent The Dale Hickam Excellent Teaching Program, which supports Teaching Program, which supports national board certification for Florida national board certification for Florida teachers, should be expanded by the teachers, should be expanded by the Legislature.Legislature.

Teacher Preparation Teacher Preparation - Continued- Continued

Teacher RecruitmentTeacher Recruitment

5)5) A comprehensive, statewide plan A comprehensive, statewide plan for the recruitment of teachers must be for the recruitment of teachers must be established by the Department of established by the Department of Education and the school districts to Education and the school districts to attract individuals, particularly middle attract individuals, particularly middle and high school students, to the teaching and high school students, to the teaching profession. profession.

6)6) A strategic plan that provides A strategic plan that provides financial assistance programs that will financial assistance programs that will most effectively attract and retain high most effectively attract and retain high quality teachers must be enacted by the quality teachers must be enacted by the Legislature.Legislature.

Teacher RetentionTeacher Retention

7) 7) A minimum salary level for all A minimum salary level for all Florida Florida

teachers should be established by theteachers should be established by the Legislature.Legislature. 8)8) Florida’s system of teacher Florida’s system of teacher

compensationcompensation must be redesigned so that meritorious must be redesigned so that meritorious teachers are rewarded for demonstrated teachers are rewarded for demonstrated competence, outstanding performance competence, outstanding performance

and and student achievement and so that a student achievement and so that a

career career advancement structure is in place for all advancement structure is in place for all teachers.teachers.

Teacher Retention Teacher Retention - Continued- Continued

9)9) A comprehensive plan must be A comprehensive plan must be established by the Department of established by the Department of Education and funded by the Legislature Education and funded by the Legislature to ensure that school districts and schools to ensure that school districts and schools have the resources needed to employ and have the resources needed to employ and retain high quality, experienced teachers retain high quality, experienced teachers in low performing or hard-to-staff schools. in low performing or hard-to-staff schools. 10)10)A formal teacher induction program A formal teacher induction program should be implemented in every school should be implemented in every school and should be supported by the and should be supported by the Legislature through a targeted incentive Legislature through a targeted incentive funding program.funding program.

Teacher Retention Teacher Retention - Continued- Continued

11)11) Florida Retirement System Florida Retirement System policies, particularly the Deferred policies, particularly the Deferred Retirement Option Program (DROP), Retirement Option Program (DROP), should be reviewed by the Department should be reviewed by the Department of Management Services and the of Management Services and the Department of Education in order to Department of Education in order to establish and/or modify policies to establish and/or modify policies to increase the retention of high quality increase the retention of high quality teachers.teachers.

PUBLIC COMMENTPUBLIC COMMENT&&

DISCUSSIONDISCUSSION


B. Career Education & B. Career Education & Development Development

Committee ReportCommittee Report Council DiscussionCouncil Discussion

Master Plan Committee on Master Plan Committee on Career Education and Career Education and

DevelopmentDevelopment

Policy Recommendations and Policy Recommendations and Implementation StrategiesImplementation Strategies

Committee ActivitiesCommittee Activities

The committee met 12 times from April The committee met 12 times from April 2002 to May 20032002 to May 2003 Heard testimony from national experts as well Heard testimony from national experts as well

as local and state workforce education as local and state workforce education professionals.professionals.

Hosted a roundtable discussion with Hosted a roundtable discussion with representatives from business and education.representatives from business and education.

Conducted an all-day workshop in February Conducted an all-day workshop in February with Dr. John Porter, Jr.with Dr. John Porter, Jr.

Vision of a New High School GraduateVision of a New High School Graduate

The State of Florida is committed to have all The State of Florida is committed to have all students compete effectively in the global, knowledge-students compete effectively in the global, knowledge-based economy of the twenty-first century and to meet the based economy of the twenty-first century and to meet the highest academic standards both nationally and highest academic standards both nationally and internationally. No child will be left behind with Florida's new internationally. No child will be left behind with Florida's new seamless, student focused Education system. With results-seamless, student focused Education system. With results-focused accountability, students in elementary and focused accountability, students in elementary and secondary schools will obtain a high level of applied secondary schools will obtain a high level of applied academic knowledge and skills. The high school senior academic knowledge and skills. The high school senior class of 2010 will graduate with the skills and knowledge class of 2010 will graduate with the skills and knowledge needed to attend college without remediation and have an needed to attend college without remediation and have an opportunity to pursue, at their own choice, either a career opportunity to pursue, at their own choice, either a career path at a college or university or a demanding technical and path at a college or university or a demanding technical and professional program.professional program.

Keys to SuccessKeys to Success

I.I. Attainment of Reading, Writing, and Attainment of Reading, Writing, and Mathematics Skills Mathematics Skills

II.II. School-to-Career Transitions for K-12 School-to-Career Transitions for K-12 StudentsStudents

III.III. State Coordination of Postsecondary State Coordination of Postsecondary Career and Technical Education Career and Technical Education

Attainment of Reading, Writing, and Attainment of Reading, Writing, and Mathematics Skills: Deficiencies in Basic Mathematics Skills: Deficiencies in Basic

Skills Among the Youth PopulationSkills Among the Youth PopulationPrimary responsibility: K-12 systemPrimary responsibility: K-12 system

Current Efforts: Reading First ($45.6 million in 2002-03)Current Efforts: Reading First ($45.6 million in 2002-03) K-12 Reading Coaches Model Grant ($11 million)K-12 Reading Coaches Model Grant ($11 million)

FCAT Reading Level 1: 30 percent (4FCAT Reading Level 1: 30 percent (4thth); 29 percent (8); 29 percent (8thth))FCAT Math Level 1: 26 percent (4FCAT Math Level 1: 26 percent (4thth); 25 percent (8); 25 percent (8thth))

Characteristics of reform in countries that have gotten students Characteristics of reform in countries that have gotten students to high standards:to high standards:

Core teachers stay with students for two or more years,Core teachers stay with students for two or more years, Common planning time is allowed for all core teachers,Common planning time is allowed for all core teachers, Tutoring is provided on a daily or weekly basis by the same Tutoring is provided on a daily or weekly basis by the same

teachers,teachers, Longer school calendars for students (190 – 210 days) are Longer school calendars for students (190 – 210 days) are

mandated with similar hours per day.mandated with similar hours per day.

Policy Recommendation 1Policy Recommendation 1

Schools and school districts shall be Schools and school districts shall be responsible for establishing intensive responsible for establishing intensive programs to get students to grade-level programs to get students to grade-level reading, writing, and mathematics reading, writing, and mathematics benchmarks in 5th, 8th, and 12th grade, benchmarks in 5th, 8th, and 12th grade, modeling best practices nationally and modeling best practices nationally and internationally.internationally.

Policy Recommendation 1Policy Recommendation 1Implementation StrategiesImplementation Strategies

1.1. Emphasize Emphasize “looping” teaching assignments“looping” teaching assignments in in early grades (students and teachers stay together for 2 early grades (students and teachers stay together for 2 or more years)or more years)2.2. After-school and weekend tutoringAfter-school and weekend tutoring for students for students3.3. “Summer bridge” programs“Summer bridge” programs for acceleration of for acceleration of reading, writing and mathematics skillsreading, writing and mathematics skills4.4. Leverage private resourcesLeverage private resources like those provided like those provided through the PASS and matching grants programs.through the PASS and matching grants programs.5.5. Administer Administer college placement testscollege placement tests no later than no later than the 11th grade.the 11th grade.6.6. Teacher professional developmentTeacher professional development for research- for research-based “best practices”based “best practices”7.7. Professional development for administratorsProfessional development for administrators

Attainment of Reading, Writing, and Attainment of Reading, Writing, and Mathematics Skills: Deficiencies in Basic Mathematics Skills: Deficiencies in Basic

Skills Among the Adult PopulationSkills Among the Adult Population

Large Dropout Problem in Florida – More than Large Dropout Problem in Florida – More than 40,000 students dropout each year40,000 students dropout each year

Other countries has focused on programs that Other countries has focused on programs that develop specific job skills while providing develop specific job skills while providing accelerated instruction in basic skills. accelerated instruction in basic skills. Denmark - “Production schools” Denmark - “Production schools”

Provide job training skills in a business environment, Provide job training skills in a business environment, resulting in the production of a specific product or service. resulting in the production of a specific product or service.

Schools are located in a business rather than an educational Schools are located in a business rather than an educational setting to prevent further alienation from the system. setting to prevent further alienation from the system.


High school dropouts shall be recruited High school dropouts shall be recruited into a new “production school” model that into a new “production school” model that provides an avenue to improve education, provides an avenue to improve education, skills, and income potential through skills, and income potential through programs that combine intensive programs that combine intensive contextual reading and mathematics contextual reading and mathematics programs with specific job training skills. programs with specific job training skills.

Policy Recommendation 2Policy Recommendation 2Implementation StrategyImplementation Strategy

Design a program for recent high school Design a program for recent high school dropouts, modeled after the dropouts, modeled after the Danish Danish production schoolsproduction schools..

School to Career Transitions:School to Career Transitions:Structure and CurriculumStructure and Curriculum

Remedial needs of current graduates are Remedial needs of current graduates are high, especially for those who do not high, especially for those who do not complete a college prep curriculumcomplete a college prep curriculumSchool SizeSchool Size Largest average school sizes for elementary Largest average school sizes for elementary

and secondary school in the countryand secondary school in the countryFL Elementary 770; US Average 478 (1998-99)FL Elementary 770; US Average 478 (1998-99)FL Secondary 1404; US Average 707FL Secondary 1404; US Average 707

Research-based career academy modelsResearch-based career academy models


Every student in a Florida high school Every student in a Florida high school shall graduate with college preparatory shall graduate with college preparatory curriculum and an area of concentration curriculum and an area of concentration (i.e., Humanities, Math/Science, (i.e., Humanities, Math/Science, Career/Technical). Each concentration Career/Technical). Each concentration must have the same high academic must have the same high academic foundation in reading, mathematics, and foundation in reading, mathematics, and writing.writing.


1.1. New High School DiplomaNew High School Diploma with: with:a) Mastery of Algebra 1 in the 8th grade.a) Mastery of Algebra 1 in the 8th grade.b) Phase out all general mathematics coursesb) Phase out all general mathematics coursesc) Vertical alignment of curriculum between middle grades c) Vertical alignment of curriculum between middle grades and high schooland high school

2.2. Develop Develop alternate grade configurationsalternate grade configurations to better serve to better serve students in the “middle grades,” particularly for schools whose students in the “middle grades,” particularly for schools whose populations are struggling to meet state standards. populations are struggling to meet state standards.

3.3. Provide funding and resources to support Provide funding and resources to support teacher teacher professional developmentprofessional development (for instructional practices that promote (for instructional practices that promote high student achievement, integration of academic and technical high student achievement, integration of academic and technical curricula, and applied academics)curricula, and applied academics)

4.4. Offer opportunities for students to include career/technical Offer opportunities for students to include career/technical coursework in their program of study.coursework in their program of study.


Every high school in Florida shall develop Every high school in Florida shall develop a research-based Florida Partnership a research-based Florida Partnership Academy with the following features: 1) Academy with the following features: 1) small learning community, 2) strong small learning community, 2) strong academics in a career context (with academics in a career context (with standards-based career-technical standards-based career-technical coursework), and 3) partnerships with the coursework), and 3) partnerships with the local business community. local business community.


5.5. Create a high level office to oversee the development of Create a high level office to oversee the development of “Florida Partnership Academies”“Florida Partnership Academies” (DOE and State Workforce (DOE and State Workforce Board) with responsibility for the coordination of state planning Board) with responsibility for the coordination of state planning grant awards to high school for the development of a research-grant awards to high school for the development of a research-based “partnership academy” design.based “partnership academy” design.

6.6. Adopt Adopt statutory language that defines a “Florida statutory language that defines a “Florida Partnership Academy”Partnership Academy” and provides for a and provides for a process for certificationprocess for certification of career academiesof career academies

7.7. Provide Provide planning grantsplanning grants in the amount of $15,000 for high in the amount of $15,000 for high schools to develop a research-based “partnership academy.”schools to develop a research-based “partnership academy.”

8.8. Develop Develop acceleration pipelinesacceleration pipelines for students in the middle for students in the middle grades to encourage and prepare for participation in a grades to encourage and prepare for participation in a “partnership academy.”“partnership academy.”

School to Career Transitions:School to Career Transitions:Career Planning and MarketingCareer Planning and Marketing

Severe lack of meaningful career and Severe lack of meaningful career and academic advice for many studentsacademic advice for many students Statewide high school counselor to student Statewide high school counselor to student

ratio is 364 to 1 (2001-02)ratio is 364 to 1 (2001-02) Some schools as high 500 and 600 to 1Some schools as high 500 and 600 to 1

Need a better student advisement and Need a better student advisement and information systeminformation system


Every student in Florida shall be made Every student in Florida shall be made aware of career options by the start of high aware of career options by the start of high school and provided with extensive school and provided with extensive guidance in order to plan their coursework guidance in order to plan their coursework in accordance with their career in accordance with their career aspirations.aspirations.

Policy Recommendation 5 Policy Recommendation 5 Implementation StrategiesImplementation Strategies

1.1. Identify Identify best practices for an advising systembest practices for an advising system that that ensures all students have access to quality time with an ensures all students have access to quality time with an academic advisor. Explore the teacher-advisor model.academic advisor. Explore the teacher-advisor model.

2.2. Mandate the Mandate the development of an education and training development of an education and training planplan related to career interests for late middle school and high related to career interests for late middle school and high school students.school students.

3.3. Utilize Utilize peer mentoring programspeer mentoring programs that rely on high that rely on high achieving school peers and young adults to provide support for achieving school peers and young adults to provide support for secondary students planning their education and careers.secondary students planning their education and careers.

4.4. Develop an Develop an intensive marketing campaignintensive marketing campaign to attract high to attract high school students into postsecondary education programs leading school students into postsecondary education programs leading to careers that are of critical need to the State. to careers that are of critical need to the State.

School to Career Transitions:School to Career Transitions:AccountabilityAccountability

Current school grading system provides Current school grading system provides an important “culture of accountability”an important “culture of accountability” Limited to FCAT performanceLimited to FCAT performance

Other important school to career transition Other important school to career transition indicators are missingindicators are missing Dropout RatesDropout Rates Postsecondary ProgressionPostsecondary Progression


The school accountability system shall be The school accountability system shall be expanded to encompass outcomes related to the expanded to encompass outcomes related to the complete integration of career and technical complete integration of career and technical education in the overall education system. education in the overall education system. Indicators including but not limited to career-Indicators including but not limited to career-related outcomes, measures of student effort, related outcomes, measures of student effort, and the recovery of high school dropouts must and the recovery of high school dropouts must complement the current accountability complement the current accountability assessment measures in order to provide a assessment measures in order to provide a more complete picture of student achievement.more complete picture of student achievement.


1. 1. Include Include multiple measures of performancemultiple measures of performance for use for use in school accountability. in school accountability.

2.2. Feedback report on career/workforce outcomesFeedback report on career/workforce outcomes to to provide a baseline analysis for which high schools may provide a baseline analysis for which high schools may be evaluated on their success in getting their students be evaluated on their success in getting their students ready for college.ready for college.

3.3. Develop Develop applied learning standardsapplied learning standards that lead into that lead into more powerful exploration of careers, integrated into more powerful exploration of careers, integrated into high academic standards.high academic standards.

State Coordination of Career-Technical State Coordination of Career-Technical Education: Adequacy of Knowledge WorkersEducation: Adequacy of Knowledge Workers

Through 2009, 80 percent of the fastest Through 2009, 80 percent of the fastest growing jobs require postsecondary growing jobs require postsecondary education, most postsecondary vocational education, most postsecondary vocational or career education.or career education.

Current EffortsCurrent Efforts Charter-Technical, College High SchoolCharter-Technical, College High School K-12, Community College, Business K-12, Community College, Business

PartnershipsPartnerships


All career and technical education All career and technical education programs shall ensure that their program programs shall ensure that their program completers exit with skills and credentials completers exit with skills and credentials endorsed by local and/or state industry endorsed by local and/or state industry sectors.sectors.


1.1. Promote the development of educational Promote the development of educational partnerships in which high school students partnerships in which high school students graduate with a two year career-technical graduate with a two year career-technical credential that has been endorsed by local credential that has been endorsed by local business and industry (similar to charter-business and industry (similar to charter-technical and collegiate high schools). technical and collegiate high schools).

2.2. Provide funding and incentives for Provide funding and incentives for technical centers and community colleges to technical centers and community colleges to offer postsecondary career-technical coursework offer postsecondary career-technical coursework for high school students.for high school students.

State Coordination of Career-Technical State Coordination of Career-Technical Education: DecentralizationEducation: Decentralization

Dual System of DeliveryDual System of Delivery Vocational-technical Centers (60% of Vocational-technical Centers (60% of

Enrollment)Enrollment) Community CollegesCommunity Colleges

Need better coordination between regional Need better coordination between regional delivery systems on critical state and delivery systems on critical state and regional needsregional needs


Community colleges shall develop, within Community colleges shall develop, within their local service areas, a strategic plan their local service areas, a strategic plan for career and technical training in for career and technical training in partnership with area career-technical partnership with area career-technical centers and local industry sectors.centers and local industry sectors.


1.1. Local workforce development boards, chambers of Local workforce development boards, chambers of commerce, community colleges, school districts, and area technical commerce, community colleges, school districts, and area technical centers should conduct a “needs assessment” analysis.centers should conduct a “needs assessment” analysis.

2.2. Local plan should include strategies for ensuring adequate Local plan should include strategies for ensuring adequate access to education and training programs by examining the access to education and training programs by examining the feasibility of the following:feasibility of the following:a)a) Multiple site offerings to reach the most disadvantaged Multiple site offerings to reach the most disadvantaged populations,populations,b) b) Flexible scheduling,Flexible scheduling,c)c) Short-term, accelerated training options, and Short-term, accelerated training options, and d)d) Distance learning, where appropriate.Distance learning, where appropriate.

3.3. Provide adequate financial aid for enrollment in career and Provide adequate financial aid for enrollment in career and technical education programs and part-time students.technical education programs and part-time students.

4.4. Reward effective strategic plans with incentive fundingReward effective strategic plans with incentive funding

Master Plan Committee on Master Plan Committee on Career Education and Career Education and

DevelopmentDevelopment

Policy Recommendations and Policy Recommendations and Implementation StrategiesImplementation Strategies


C. Structure CommitteeC. Structure Committee

Committee ReportCommittee Report Council DiscussionCouncil Discussion

COUNCIL FOR EDUCATION POLICY RESEARCH AND IMPROVEMENTStructure CommitteePath to Success

FOCUS OF LEADERSHIP & RESOURCESHigh Leverage Areas

Quality & Quantity of TeachersEarly childhood EducationCareer Education Programs SUCCESS OF K-20 EDUCATION SYSTEM

More Effective Approach to Funding

Reward PerformanceStimulate Change & Collaboration Young People Learn and Grow to Their Full Potential

Governance & Leadership in K-12

Selection & Compensation of School Boards State Has Workforce and Citizenry it needsRetention & Selection of Superintendents SPECIFICSize of School Districts ACTIONS Taxpayers Get Good Return on Funds

Invested in EducationMAJOR OBSTACLES TO OVERCOME

Reluctance to Admit to Shortcomings SYSTEMIC Teaching Becomes a "True Profession" -

Impact of Special Interest Groups ISSUES Attractive to Enter and Remain in

Focus on "Second Level Issues"

Full Potential of K-20 Education System RealizedNEED FOR BROAD BASED CONSENSUS

Ensure Consistent Focus, Policies, and Funding

Create "Positive Environment for Change"

Deal with Major Obstacles

COUNCIL FOR EDUCATION POLICY RESEARCH AND IMPROVEMENTStructure Committee

CAREER EDUCATION OR DROP OUT (70%)

COMMUNITY COLLEGE

40%60%

30%30%

PRE K 3RD 9TH 12TH UNIVERSITY

ESTABLISH BUILD ON CHOOSESOLID BASE BASE AND CAREER

MATURE PATH

FLOW OF STUDENTSTHROUGH KEY POINTS IN EDUCATION SYSTEM

BA or BSDEGREE (13%)

WORKPLACE

POSTGRADUATE


D. Strategic ImperativesD. Strategic Imperatives

Early Childhood & Primary Early Childhood & Primary Education DraftEducation Draft

Council DiscussionCouncil Discussion

A New ImperativeA New Imperative- Draft -- Draft -

Early Childhood and Primary EducationEarly Childhood and Primary Education

To establish a seamless system of To establish a seamless system of pre-kindergarten through grade three pre-kindergarten through grade three that ensures that all students are that ensures that all students are provided with the knowledge, attitudes provided with the knowledge, attitudes and skills-particularly the fundamentals and skills-particularly the fundamentals of reading-necessary for future learning of reading-necessary for future learning and personal development.and personal development.

Influencing ForcesInfluencing Forces

An innovative K-20 organizational approach that is An innovative K-20 organizational approach that is beginning to align all levels of education.beginning to align all levels of education.

Two new Constitutional Amendments that will be providing Two new Constitutional Amendments that will be providing voluntary, universal pre-kindergarten for four-year olds, voluntary, universal pre-kindergarten for four-year olds, and reducing class size.and reducing class size.

A rigorous state statute that is requiring all 3rd graders to A rigorous state statute that is requiring all 3rd graders to be reading on grade level to be promoted to the next be reading on grade level to be promoted to the next grade.grade.

The promising Just Read, Florida! Initiative which is bringing The promising Just Read, Florida! Initiative which is bringing scientific-based reading research into classrooms.scientific-based reading research into classrooms.

How to Start?How to Start?

Realizing this unprecedented opportunity Realizing this unprecedented opportunity for strengthening the early years of learning for strengthening the early years of learning requires an intense focus on reading.requires an intense focus on reading.


E. FundingE. Funding

Work PlanWork Plan Council DiscussionCouncil Discussion

Process for Developing Process for Developing Work Plan for Funding Work Plan for Funding

CommitteeCommittee

• Reviewed CEPRI’s Strategic Imperatives for key points related to funding

• Developed questions whose answers should be taken into consideration in designing an appropriate approach to funding

• Proposed methodology and timeframe

Strategic ImperativesStrategic Imperatives

““Given the reality of finite Given the reality of finite resources and an absolute resources and an absolute public need, a practical, sound public need, a practical, sound and ‘outside the box’ strategy and ‘outside the box’ strategy toward funding in both an toward funding in both an operational and capital basis is operational and capital basis is an absolute imperative.”an absolute imperative.”

Strategic Imperatives:Strategic Imperatives:Key Phrases Key Phrases

Related to FundingRelated to Funding

• Efficient and effective use of fiscal resources…must be considered.

• Equity and adequacy of funding…must be considered.

• Funding encompasses the allocation and expenditure of dollars from all sources.

Strategic Imperatives:Strategic Imperatives:Key Phrases Key Phrases

Related to FundingRelated to Funding

• Mechanisms …. must be reviewed for efficiency and mission appropriateness.

• The impact of performance must be studied.

• …strategy should include a comprehensive review of tuition and financial aid policies

• Capital spending…must be thoroughly reviewed…

Major IssuesMajor Issues

Fundamental Considerations: What refinements should be made to the

educational goals and objectives set in Florida’s statutes?

Are institutions/districts meeting the state’s goals and objectives? If not, how can this situation be improved?

What are the strengths and weaknesses of the state’s current funding processes?

What attempts have been made in Florida and in other states to tie performance to funding? How successful have these attempts been?

Major IssuesMajor Issues

Development & Implementation of Funding Approaches:

What are the unique challenges and issues faced by each delivery system that require unique funding solutions?

What alternative funding approaches would be appropriate for each of the delivery systems?

MethodologyMethodology

Because capital outlay decisions should be dependent upon the nature and size of operating programs, it will be necessary to address the project in two phases. Phase I will focus on operations. Based on the decisions and policies adopted in Phase I, Phase II will then focus on capital outlay.

Phase IPhase I

1. Formulate State goals and objectives as measurable performance

2. Literature review 3. Review history of education funding in

Florida4. Survey the leadership in each of the

delivery systems 5. Develop and evaluate alternatives6. Public hearings7. Draft report for review by the committee8. Final report in November 2003

Master PlanMaster Plan

Discussion of Work Plan

for Funding Committee

LunchLunch

VI. VI. Community College Community College Baccalaureate ProposalsBaccalaureate Proposals

Staff ReportStaff Report

Council Council DiscussionDiscussion

Community College Community College Baccalaureate Proposals: Baccalaureate Proposals:

Additional IssuesAdditional Issues

• Program Need:Partnerships among public and independent institutions in a region should be explored exhaustively by a community college prior to the college’s development of a proposal to develop and deliver a baccalaureate program.



• Institutional Mission:A comprehensive review of the current postsecondary education system is needed to identify the impact of the delivery of baccalaureate education on the mission of community colleges and to determine how many baccalaureate-granting community colleges are needed in Florida. The addition of one or a selected few baccalaureate degree programs should not necessitate a change in the institution’s name.



• FundingApproved programs should be funded based on actual documented costs associated with the delivery of the program. This support should be channeled through the Community College Program Fund for accountability purposes.

VII. Constitutional AmendmentsVII. Constitutional Amendments

Staff ReportStaff Report

Council Council DiscussionDiscussion

Class SizeClass Size

Article IX, Section 1, Florida Constitution, is amended to read: Section 1. Public Education - The education of children is a fundamental value of the people of the State of Florida. It is, therefore, a paramount duty of the state to make adequate provision for the education of all children residing within its borders. Adequate provision shall be made by law for a uniform, efficient, safe, secure, and high quality system of free public schools that allows students to obtain a high quality education and for the establishment, maintenance, and operation of institutions of higher learning and other public education programs that the needs of the people may require. To assure that children attending public schools obtain a high quality education, the legislature shall make adequate provision to ensure that, by the beginning of the 2010 school year, there are a sufficient number of classrooms so that: 1. The maximum number of students who are assigned to each teacher who is

teaching in public school classrooms for pre-kindergarten through grade 3 does not exceed 18 students;

2. The maximum number of students who are assigned to each teacher who is

teaching in public school classrooms for grades 4 through 8 does not exceed 22 students; and

3. The maximum number of students who are assigned to each teacher who is teaching in public school classrooms for grades 9 through 12 does not exceed 25 students.

The class size requirements of this subsection do not apply to extracurricular classes. Payment of the costs associated with reducing class size to meet these requirements is the responsibility of the state and not of local school districts. Beginning with the 2003-2004 fiscal year, the legislature shall provide sufficient funds to reduce the average number of students in each classroom by at least two students per year until the maximum number of students per classroom does not exceed the requirements of this subsection.

Possible Implementation Strategies

1. The Legislature should define “extracurricular classes” since there is no current definition of such classes. The definition should include: band classes, physical education classes, choral classes, and other classes that could be reasonably associated with extracurricular activities, rather than academic or career oriented classes.

2. The initial emphasis by the school districts for this amendment should be to

immediately focus the resources provided by the legislature to kindergarten through third grade (the amendment calls for the legislature to provide funds; the targets for all classes do not have to be met until 2010).

3. The Legislature should define dual enrollment courses as college courses;

therefore, dual enrollment courses should be exempted from the provisions of the class size amendment. Qualified high school students should be encouraged to take dual enrollment classes on community college campuses in order to free up facilities on the high school campuses.

4. The Legislature should propose an amendment repealing the class size amendment and propose an alternative amendment focusing on specific grades and courses where the funding will have the most effective impact

5. Students should be given vouchers to attend private K – 12 schools in an

amount equal per student funding in the FEFP. Private schools accepting these vouchers should be prohibited from charging more than the amount of the voucher (thus saving on the cost of the capital construction to meet the requirements of the amendment and the need for additional teachers).

6. School districts should encourage the establishment of charter schools. 7. School districts should operate facilities on a year round schedule and

adjust school calendars in order to save on capital construction costs and provide more teaching opportunities to their existing faculties.

Possible Sources of Funds within the education budget

1) The Legislature should consider redirecting some or all of the funds spent on school board salaries, benefits, and other board operations to the classroom.

2) The Bright Futures Scholarship program grade point average should

be increased from a 3.0 to a 3.2 and part, if not all, of the program should be based upon financial need.

3) Tuition in the state universities should be increased by 2010 to the

national average, provided that twenty percent of the increase is set aside for need based financial aid.

VIII.VIII. Other Items of InterestOther Items of Interest

Upcoming Meetings:Upcoming Meetings:

April 9, 2003April 9, 2003 Flagler, St AugustineFlagler, St Augustine

May 14, 2003May 14, 2003 TBA, OrlandoTBA, Orlando

June 11, 2003June 11, 2003 TBA, Ft LauderdaleTBA, Ft Lauderdale

IX. AdjournmentIX. Adjournment

Okaloosa-Walton Community CollegeOkaloosa-Walton Community CollegeBAS Project & Acquisitions BAS Project & Acquisitions

ManagementManagement

• Unmet need for proposed program has not yet been determined.

• Troy State University offers a BAS in Resource Management that is fully accredited and operates at no cost to the State of Florida.

• Military personnel can utilize military Tuition Assistance to pursue the program at little cost.

Okaloosa-Walton Community CollegeOkaloosa-Walton Community CollegeBachelor of Science in NursingBachelor of Science in Nursing

• University of West Florida has proposed to offer the degree jointly.

• OWCC currently has provisional approval from the Florida Board of Nursing for its ADN program.

Documents

Council for Education Policy, Research and Improvement Council Meeting March 12, 2003