FOR IMMEDIATE RELEASE November 17, 2003
Contact: Diane Pratt-Heavner(202) 226-7797
Davis to introduce bill requiring American Government and History for graduation.
Click here to read the bill.
TALLAHASSEE, FL - Today, Congressman Jim Davis (D-Tampa), joined by Democratic Leader of the Florida Senate, Ron Klein, and Democratic Leader of the Florida House, Doug Wiles, blasted the Florida Legislature for passing legislation allowing students to skip basic course work to graduate a year early. Davis promised to introduce a bill in Congress requiring states, as a condition for receiving federal education funds, to make American Government and History a graduation requirement.
The Florida law, passed this year in an attempt to skirt the state constitutional amendment mandating smaller class sizes, allows students to bypass American History and American Government, among other courses, and graduate in three years with just 18 credits instead of the usual 24 credits.
"I am appalled that as soldiers are fighting in Iraq to protect our freedoms, the Florida Legislature has decided that it is not important for students to learn how these freedoms were won in the first place," said Davis. "And are we really preparing our students to vote in their first election by allowing them to skip out on American History and Government?"
"As a parent, I am outraged that the Florida Legislature, Governor Bush and Commissioner Horne have not taken immediate action to remedy this failure. When I was in school, I had to take American Government, so I know the U.S. Constitution prohibits Congress from directly legislating school curriculum, but here is what I can do - when I return to Congress this week, I will introduce legislation that says that any state wishing to receive a Federal K-12 Education Block Grant under Title V-A of the Elementary and Secondary Education Act (ESEA) must require high school students to take American History and Government before graduating."
For Fiscal Year 2003, Florida received $18.5 million in Title V-A funding.
A number of legislators and school board members have already lined up in support of U.S. Rep. Davis’ efforts: Sen. Ron Klein said, "The voters' mandate to lower class size didn't mean lowering our standards. American history shouldn't go the way of 7th periods, physical education, or summer school. Our children need to know the history of their country before stepping into its future."
"For us to compete in the modern economy, we must hold our students and our schools to the highest academic standards," said Rep. Doug Wiles. "Reducing high school graduation standards to allow students to finish in three years will make us less competitive with other states and nations."
"In my opinion the accelerated graduation plan puts our students at a disadvantage when applying for admission at colleges and universities. This is a time when we should be demanding more rigorous academics rather than less from our graduates." Harry G. Kinnan, Manatee County School Board
Jane Gallucci, Pinellas County School Board member, member of the Board of Directors for the National School Board Association and former President of Florida School Boards commented, "Clearly this Administration is sending the wrong message to all Florida high school students by not requiring American Government for graduation. All students must thoroughly understand how government works to be expected to defend the flag and the democracy it stands for."
"I am happy that Jim Davis is educating the Florida Legislature on how to educate our children," Tim Shea, Orange County School Board.
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03- 68
Tuesday, November 18, 2003
Monday, November 17, 2003
Monday, November 3, 2003
Florida Statute 1008.25 Student Progression
1008.25 Public school student progression; remedial instruction; reporting requirements.--
(1) INTENT.--It is the intent of the Legislature that each student's progression from one grade to another be determined, in part, upon proficiency in reading, writing, science, and mathematics; that district school board policies facilitate such proficiency; and that each student and his or her parent be informed of that student's academic progress.
(2) COMPREHENSIVE PROGRAM.--Each district school board shall establish a comprehensive program for student progression which must include:
(a) Standards for evaluating each student's performance, including how well he or she masters the performance standards approved by the State Board of Education.
(b) Specific levels of performance in reading, writing, science, and mathematics for each grade level, including the levels of performance on statewide assessments as defined by the commissioner, below which a student must receive remediation, or be retained within an intensive program that is different from the previous year's program and that takes into account the student's learning style.
(c) Appropriate alternative placement for a student who has been retained 2 or more years.
(3) ALLOCATION OF RESOURCES.--District school boards shall allocate remedial and supplemental instruction resources to students in the following priority:
(a) Students who are deficient in reading by the end of grade 3.
(b) Students who fail to meet performance levels required for promotion consistent with the district school board's plan for student progression required in paragraph (2)(b).
(4) ASSESSMENT AND REMEDIATION.--
(a) Each student must participate in the statewide assessment tests required by s. 1008.22. Each student who does not meet specific levels of performance as determined by the district school board in reading, writing, science, and mathematics for each grade level, or who does not meet specific levels of performance as determined by the commissioner on statewide assessments at selected grade levels, must be provided with additional diagnostic assessments to determine the nature of the student's difficulty and areas of academic need.
(b) The school in which the student is enrolled must develop, in consultation with the student's parent, and must implement an academic improvement plan designed to assist the student in meeting state and district expectations for proficiency. Beginning with the 2002-2003 school year, if the student has been identified as having a deficiency in reading, the academic improvement plan shall identify the student's specific areas of deficiency in phonemic awareness, phonics, fluency, comprehension, and vocabulary; the desired levels of performance in these areas; and the instructional and support services to be provided to meet the desired levels of performance. Schools shall also provide for the frequent monitoring of the student's progress in meeting the desired levels of performance. District school boards shall assist schools and teachers to implement research-based reading activities that have been shown to be successful in teaching reading to low-performing students. Remedial instruction provided during high school may not be in lieu of English and mathematics credits required for graduation.
(c) Upon subsequent evaluation, if the documented deficiency has not been remediated in accordance with the academic improvement plan, the student may be retained. Each student who does not meet the minimum performance expectations defined by the Commissioner of Education for the statewide assessment tests in reading, writing, science, and mathematics must continue to be provided with remedial or supplemental instruction until the expectations are met or the student graduates from high school or is not subject to compulsory school attendance.
(5) READING DEFICIENCY AND PARENTAL NOTIFICATION.--
(a) It is the ultimate goal of the Legislature that every student read at or above grade level. Any student who exhibits a substantial deficiency in reading, based upon locally determined or statewide assessments conducted in kindergarten or grade 1, grade 2, or grade 3, or through teacher observations, must be given intensive reading instruction immediately following the identification of the reading deficiency. The student's reading proficiency must be reassessed by locally determined assessments or through teacher observations at the beginning of the grade following the intensive reading instruction. The student must continue to be provided with intensive reading instruction until the reading deficiency is remedied.
(b) Beginning with the 2002-2003 school year, if the student's reading deficiency, as identified in paragraph (a), is not remedied by the end of grade 3, as demonstrated by scoring at Level 2 or higher on the statewide assessment test in reading for grade 3, the student must be retained.
(c) Beginning with the 2002-2003 school year, the parent of any student who exhibits a substantial deficiency in reading, as described in paragraph (a), must be notified in writing of the following:
1. That his or her child has been identified as having a substantial deficiency in reading.
2. A description of the current services that are provided to the child.
3. A description of the proposed supplemental instructional services and supports that will be provided to the child that are designed to remediate the identified area of reading deficiency.
4. That if the child's reading deficiency is not remediated by the end of grade 3, the child must be retained unless he or she is exempt from mandatory retention for good cause.
(6) ELIMINATION OF SOCIAL PROMOTION.--
(a) No student may be assigned to a grade level based solely on age or other factors that constitute social promotion.
(b) The district school board may only exempt students from mandatory retention, as provided in paragraph (5)(b), for good cause. Good cause exemptions shall be limited to the following:
1. Limited English proficient students who have had less than 2 years of instruction in an English for Speakers of Other Languages program.
2. Students with disabilities whose individual education plan indicates that participation in the statewide assessment program is not appropriate, consistent with the requirements of State Board of Education rule.
3. Students who demonstrate an acceptable level of performance on an alternative standardized reading assessment approved by the State Board of Education.
4. Students who demonstrate, through a student portfolio, that the student is reading on grade level as evidenced by demonstration of mastery of the Sunshine State Standards in reading equal to at least a Level 2 performance on the FCAT.
5. Students with disabilities who participate in the FCAT and who have an individual education plan or a Section 504 plan that reflects that the student has received the intensive remediation in reading, as required by paragraph (4)(b), for more than 2 years but still demonstrates a deficiency in reading and was previously retained in kindergarten, grade 1, or grade 2.
6. Students who have received the intensive remediation in reading as required by paragraph (4)(b) for 2 or more years but still demonstrate a deficiency in reading and who were previously retained in kindergarten, grade 1, or grade 2 for a total of 2 years. Intensive reading instruction for students so promoted must include an altered instructional day based upon an academic improvement plan that includes specialized diagnostic information and specific reading strategies for each student. The district school board shall assist schools and teachers to implement reading strategies that research has shown to be successful in improving reading among low performing readers.
(c) Requests for good cause exemptions for students from the mandatory retention requirement as described in subparagraphs (b)3. and 4. shall be made consistent with the following:
1. Documentation shall be submitted from the student's teacher to the school principal that indicates that the promotion of the student is appropriate and is based upon the student's academic record. In order to minimize paperwork requirements, such documentation shall consist only of the existing academic improvement plan, individual educational plan, if applicable, report card, or student portfolio.
2. The school principal shall review and discuss such recommendation with the teacher and make the determination as to whether the student should be promoted or retained. If the school principal determines that the student should be promoted, the school principal shall make such recommendation in writing to the district school superintendent. The district school superintendent shall accept or reject the school principal's recommendation in writing.
(7) ANNUAL REPORT.--
(a) In addition to the requirements in paragraph (5)(b), each district school board must annually report to the parent of each student the progress of the student toward achieving state and district expectations for proficiency in reading, writing, science, and mathematics. The district school board must report to the parent the student's results on each statewide assessment test. The evaluation of each student's progress must be based upon the student's classroom work, observations, tests, district and state assessments, and other relevant information. Progress reporting must be provided to the parent in writing in a format adopted by the district school board.
(b) Beginning with the 2001-2002 school year, each district school board must annually publish in the local newspaper, and report in writing to the State Board of Education by September 1 of each year, the following information on the prior school year:
1. The provisions of this section relating to public school student progression and the district school board's policies and procedures on student retention and promotion.
2. By grade, the number and percentage of all students in grades 3 through 10 performing at Levels 1 and 2 on the reading portion of the FCAT.
3. By grade, the number and percentage of all students retained in grades 3 through 10.
4. Information on the total number of students who were promoted for good cause, by each category of good cause as specified in paragraph (6)(b).
5. Any revisions to the district school board's policy on student retention and promotion from the prior year.
(8) STATE BOARD AUTHORITY AND RESPONSIBILITIES.--
(a) The State Board of Education shall have authority as provided in s. 1008.32 to enforce this section.
(b) The State Board of Education shall adopt rules pursuant to ss. 120.536(1) and 120.54 for the administration of this section.
(9) TECHNICAL ASSISTANCE.--The department shall provide technical assistance as needed to aid district school boards in administering this section.
History.--s. 371, ch. 2002-387.
(1) INTENT.--It is the intent of the Legislature that each student's progression from one grade to another be determined, in part, upon proficiency in reading, writing, science, and mathematics; that district school board policies facilitate such proficiency; and that each student and his or her parent be informed of that student's academic progress.
(2) COMPREHENSIVE PROGRAM.--Each district school board shall establish a comprehensive program for student progression which must include:
(a) Standards for evaluating each student's performance, including how well he or she masters the performance standards approved by the State Board of Education.
(b) Specific levels of performance in reading, writing, science, and mathematics for each grade level, including the levels of performance on statewide assessments as defined by the commissioner, below which a student must receive remediation, or be retained within an intensive program that is different from the previous year's program and that takes into account the student's learning style.
(c) Appropriate alternative placement for a student who has been retained 2 or more years.
(3) ALLOCATION OF RESOURCES.--District school boards shall allocate remedial and supplemental instruction resources to students in the following priority:
(a) Students who are deficient in reading by the end of grade 3.
(b) Students who fail to meet performance levels required for promotion consistent with the district school board's plan for student progression required in paragraph (2)(b).
(4) ASSESSMENT AND REMEDIATION.--
(a) Each student must participate in the statewide assessment tests required by s. 1008.22. Each student who does not meet specific levels of performance as determined by the district school board in reading, writing, science, and mathematics for each grade level, or who does not meet specific levels of performance as determined by the commissioner on statewide assessments at selected grade levels, must be provided with additional diagnostic assessments to determine the nature of the student's difficulty and areas of academic need.
(b) The school in which the student is enrolled must develop, in consultation with the student's parent, and must implement an academic improvement plan designed to assist the student in meeting state and district expectations for proficiency. Beginning with the 2002-2003 school year, if the student has been identified as having a deficiency in reading, the academic improvement plan shall identify the student's specific areas of deficiency in phonemic awareness, phonics, fluency, comprehension, and vocabulary; the desired levels of performance in these areas; and the instructional and support services to be provided to meet the desired levels of performance. Schools shall also provide for the frequent monitoring of the student's progress in meeting the desired levels of performance. District school boards shall assist schools and teachers to implement research-based reading activities that have been shown to be successful in teaching reading to low-performing students. Remedial instruction provided during high school may not be in lieu of English and mathematics credits required for graduation.
(c) Upon subsequent evaluation, if the documented deficiency has not been remediated in accordance with the academic improvement plan, the student may be retained. Each student who does not meet the minimum performance expectations defined by the Commissioner of Education for the statewide assessment tests in reading, writing, science, and mathematics must continue to be provided with remedial or supplemental instruction until the expectations are met or the student graduates from high school or is not subject to compulsory school attendance.
(5) READING DEFICIENCY AND PARENTAL NOTIFICATION.--
(a) It is the ultimate goal of the Legislature that every student read at or above grade level. Any student who exhibits a substantial deficiency in reading, based upon locally determined or statewide assessments conducted in kindergarten or grade 1, grade 2, or grade 3, or through teacher observations, must be given intensive reading instruction immediately following the identification of the reading deficiency. The student's reading proficiency must be reassessed by locally determined assessments or through teacher observations at the beginning of the grade following the intensive reading instruction. The student must continue to be provided with intensive reading instruction until the reading deficiency is remedied.
(b) Beginning with the 2002-2003 school year, if the student's reading deficiency, as identified in paragraph (a), is not remedied by the end of grade 3, as demonstrated by scoring at Level 2 or higher on the statewide assessment test in reading for grade 3, the student must be retained.
(c) Beginning with the 2002-2003 school year, the parent of any student who exhibits a substantial deficiency in reading, as described in paragraph (a), must be notified in writing of the following:
1. That his or her child has been identified as having a substantial deficiency in reading.
2. A description of the current services that are provided to the child.
3. A description of the proposed supplemental instructional services and supports that will be provided to the child that are designed to remediate the identified area of reading deficiency.
4. That if the child's reading deficiency is not remediated by the end of grade 3, the child must be retained unless he or she is exempt from mandatory retention for good cause.
(6) ELIMINATION OF SOCIAL PROMOTION.--
(a) No student may be assigned to a grade level based solely on age or other factors that constitute social promotion.
(b) The district school board may only exempt students from mandatory retention, as provided in paragraph (5)(b), for good cause. Good cause exemptions shall be limited to the following:
1. Limited English proficient students who have had less than 2 years of instruction in an English for Speakers of Other Languages program.
2. Students with disabilities whose individual education plan indicates that participation in the statewide assessment program is not appropriate, consistent with the requirements of State Board of Education rule.
3. Students who demonstrate an acceptable level of performance on an alternative standardized reading assessment approved by the State Board of Education.
4. Students who demonstrate, through a student portfolio, that the student is reading on grade level as evidenced by demonstration of mastery of the Sunshine State Standards in reading equal to at least a Level 2 performance on the FCAT.
5. Students with disabilities who participate in the FCAT and who have an individual education plan or a Section 504 plan that reflects that the student has received the intensive remediation in reading, as required by paragraph (4)(b), for more than 2 years but still demonstrates a deficiency in reading and was previously retained in kindergarten, grade 1, or grade 2.
6. Students who have received the intensive remediation in reading as required by paragraph (4)(b) for 2 or more years but still demonstrate a deficiency in reading and who were previously retained in kindergarten, grade 1, or grade 2 for a total of 2 years. Intensive reading instruction for students so promoted must include an altered instructional day based upon an academic improvement plan that includes specialized diagnostic information and specific reading strategies for each student. The district school board shall assist schools and teachers to implement reading strategies that research has shown to be successful in improving reading among low performing readers.
(c) Requests for good cause exemptions for students from the mandatory retention requirement as described in subparagraphs (b)3. and 4. shall be made consistent with the following:
1. Documentation shall be submitted from the student's teacher to the school principal that indicates that the promotion of the student is appropriate and is based upon the student's academic record. In order to minimize paperwork requirements, such documentation shall consist only of the existing academic improvement plan, individual educational plan, if applicable, report card, or student portfolio.
2. The school principal shall review and discuss such recommendation with the teacher and make the determination as to whether the student should be promoted or retained. If the school principal determines that the student should be promoted, the school principal shall make such recommendation in writing to the district school superintendent. The district school superintendent shall accept or reject the school principal's recommendation in writing.
(7) ANNUAL REPORT.--
(a) In addition to the requirements in paragraph (5)(b), each district school board must annually report to the parent of each student the progress of the student toward achieving state and district expectations for proficiency in reading, writing, science, and mathematics. The district school board must report to the parent the student's results on each statewide assessment test. The evaluation of each student's progress must be based upon the student's classroom work, observations, tests, district and state assessments, and other relevant information. Progress reporting must be provided to the parent in writing in a format adopted by the district school board.
(b) Beginning with the 2001-2002 school year, each district school board must annually publish in the local newspaper, and report in writing to the State Board of Education by September 1 of each year, the following information on the prior school year:
1. The provisions of this section relating to public school student progression and the district school board's policies and procedures on student retention and promotion.
2. By grade, the number and percentage of all students in grades 3 through 10 performing at Levels 1 and 2 on the reading portion of the FCAT.
3. By grade, the number and percentage of all students retained in grades 3 through 10.
4. Information on the total number of students who were promoted for good cause, by each category of good cause as specified in paragraph (6)(b).
5. Any revisions to the district school board's policy on student retention and promotion from the prior year.
(8) STATE BOARD AUTHORITY AND RESPONSIBILITIES.--
(a) The State Board of Education shall have authority as provided in s. 1008.32 to enforce this section.
(b) The State Board of Education shall adopt rules pursuant to ss. 120.536(1) and 120.54 for the administration of this section.
(9) TECHNICAL ASSISTANCE.--The department shall provide technical assistance as needed to aid district school boards in administering this section.
History.--s. 371, ch. 2002-387.
LWV Lobbies DOE For Social Studies FCAT
LEAGUE OF WOMEN VOTERS OF FLORIDA
540 Beverly Court
Tallahassee, FL 32301-2506
V: 850/224-2545 Fax: 850/222-4485
E: lwvf@tfn.net www.naples.net/presents/lwvf
October 26, 2001
Mr. Jim Horne, Secretary of Education
Florida Board of Education
Turlington Building
Suite 1614
325 W. Gaines St.
Tallahassee, FL 32399
Dear Mr. Horne:
The League of Women Voters of Florida is aware that social studies is not included in the Florida Comprehensive Assessment Test. In this regard, the League has long lamented the fact that many adults, much less students, do not understand our three branches of government and how they function. Many young people do not understand the basic principles of constitutional government in America, its structure of checks and balances, and the interplay of its political parties and interest groups.
The last election crisis in Florida and the events of September 11 remind us of the great importance of citizenship preparation and foundational understandings of our government. Such knowledge provided to students now will produce future citizens who realize the importance of participating in shaping their communities as well as a global neighborhood. It appears that now, more than ever, this lack of knowledge should no longer continue. Preparing our youth to be responsible members of a democratic society is one of the most important missions of American education.
We wish to advise that the League of Women Voters of Florida strongly supports the inclusion of the Sunshine State Standards for Social Studies in the statewide FCAT assessment program. We sincerely ask you to support this issue before the legislature in their 2002 session.
Furthermore, it is noted that the Social Studies Program Specialist Position within the Florida Department of Education remains vacant. There is no doubt today about the importance of this vital position in our Department of Education. The League of Women Voters of Florida urges you to take whatever steps are necessary to fill this position at the earliest opportunity in order that oversight of teaching and testing of social studies in Florida can be properly maintained.
Sincerely,
Jane A. Gross
President
Cc: Mr. Jack Bovee, President
Florida Association of Social Studies Supervisors
(for an original copy of this letter, contact Jack Bovee)
540 Beverly Court
Tallahassee, FL 32301-2506
V: 850/224-2545 Fax: 850/222-4485
E: lwvf@tfn.net www.naples.net/presents/lwvf
October 26, 2001
Mr. Jim Horne, Secretary of Education
Florida Board of Education
Turlington Building
Suite 1614
325 W. Gaines St.
Tallahassee, FL 32399
Dear Mr. Horne:
The League of Women Voters of Florida is aware that social studies is not included in the Florida Comprehensive Assessment Test. In this regard, the League has long lamented the fact that many adults, much less students, do not understand our three branches of government and how they function. Many young people do not understand the basic principles of constitutional government in America, its structure of checks and balances, and the interplay of its political parties and interest groups.
The last election crisis in Florida and the events of September 11 remind us of the great importance of citizenship preparation and foundational understandings of our government. Such knowledge provided to students now will produce future citizens who realize the importance of participating in shaping their communities as well as a global neighborhood. It appears that now, more than ever, this lack of knowledge should no longer continue. Preparing our youth to be responsible members of a democratic society is one of the most important missions of American education.
We wish to advise that the League of Women Voters of Florida strongly supports the inclusion of the Sunshine State Standards for Social Studies in the statewide FCAT assessment program. We sincerely ask you to support this issue before the legislature in their 2002 session.
Furthermore, it is noted that the Social Studies Program Specialist Position within the Florida Department of Education remains vacant. There is no doubt today about the importance of this vital position in our Department of Education. The League of Women Voters of Florida urges you to take whatever steps are necessary to fill this position at the earliest opportunity in order that oversight of teaching and testing of social studies in Florida can be properly maintained.
Sincerely,
Jane A. Gross
President
Cc: Mr. Jack Bovee, President
Florida Association of Social Studies Supervisors
(for an original copy of this letter, contact Jack Bovee)
Mission Statement - FCSS EDUCATIONAL OVERSIGHT COMMITTEE
(now the FASSS/FCSS Legislative Committee)
May 2001
Mission Statement (adapted from NCSS http://www.socialstudies.org/about/) :
Social studies educators teach students the content knowledge, intellectual skills, and civic values necessary for fulfilling the duties of citizenship in a participatory democracy. The mission of the Florida Council for the Social Studies is to provide leadership, service, and support for all social studies educators. FCSS is the largest association in the state devoted solely to social studies education, engaging and supporting educators in strengthening and advocating social studies. Membership is open to anyone with interest in the social studies.
Vision Statement : (adapted from NCSS)
“Social Studies is the study of the social sciences (history, geography, economics and government) and humanities to promote civic competence.”
Today’s social studies teachers help students to:
-- develop historic perspective and understand how things change and develop -- so they can make informed choices and decisions in the present.
-- understand how the production, distribution, and consumption of goods and services is organized – so they can function effectively in an interdependent world economy.
-- understand the historical development of structures of power, authority, and governance and their evolving functions in contemporary society -- so they can develop civic competence.
May 2001
Mission Statement (adapted from NCSS http://www.socialstudies.org/about/) :
Social studies educators teach students the content knowledge, intellectual skills, and civic values necessary for fulfilling the duties of citizenship in a participatory democracy. The mission of the Florida Council for the Social Studies is to provide leadership, service, and support for all social studies educators. FCSS is the largest association in the state devoted solely to social studies education, engaging and supporting educators in strengthening and advocating social studies. Membership is open to anyone with interest in the social studies.
Vision Statement : (adapted from NCSS)
“Social Studies is the study of the social sciences (history, geography, economics and government) and humanities to promote civic competence.”
Today’s social studies teachers help students to:
-- develop historic perspective and understand how things change and develop -- so they can make informed choices and decisions in the present.
-- understand how the production, distribution, and consumption of goods and services is organized – so they can function effectively in an interdependent world economy.
-- understand the historical development of structures of power, authority, and governance and their evolving functions in contemporary society -- so they can develop civic competence.
-- analyze the realities of global interdependence and connections – so they are prepred to find solutions to persisting and emerging global issues.
-- understand civic ideals and practices across time and in diverse societies – so they can participate fully in our society.
-- develop awareness of cultures – systems of beliefs, values and traditions – so they can relate to people in our nation and throughout the world.
-- to comprehend the formation, control and influences of institutions – so they can work through institutional change for the common good.
What Educational Goals Do We Support?
¨ The Sunshine State Standards for Social Studies should be added to the statewide FCAT assessment program. (FS 229.57 should thus be amended to include Social Studies). In asking for this, we are reminded that:
a. The Free Enterprise and Consumer Education Act (1974) constituted Florida’s first statewide assessment program.
b. Social Studies was added to the statewide Minimum Testing Program a decade ago, but this program was eliminated before the program could go into effect.
c. There is a vital need to assess civic competency in the face of Florida’s increasingly diverse student population.
d. Many districts are no longer providing K-12 instruction to children in social studies because it is not assessed on FCAT. This is a recipe for disaster!
¨ We recommend that the Program Specialist position within the Florida Department of Education be restored with a person who is social studies certified.
¨ We recommend that all reporting of Social Studies progress on the FCAT be reported in the subcategories of History, Geography, Economics, and Government – the four standards comprising the state curriculum.
¨ We recommend that funding from the legislature shall be categorically allocated to support the implementation of required instruction mandates so that needed resources and professional development may be provided to teachers to better enable them to teach these vital topics. This would ensure that students would have an in-depth understanding of the Constitution and the major documents which form the basis of our government, and would also make them familiar with the contributions that African Americans, Women, Hispanics, and Veterans have made to Florida and the United States.
a. currently few if any statewide resources exist for the above areas, despite their being mandated by law. Textual materials, by themselves, are insufficient to equip teachers with such resources. Finally, training institutes should be available to provide teachers with up-to-date materials and methodology to teach the mandates.
¨ We recommend that the Program Specialist position within the Florida Department of Education be restored with a person who is social studies certified.
¨ We recommend that all reporting of Social Studies progress on the FCAT be reported in the subcategories of History, Geography, Economics, and Government – the four standards comprising the state curriculum.
¨ We recommend that funding from the legislature shall be categorically allocated to support the implementation of required instruction mandates so that needed resources and professional development may be provided to teachers to better enable them to teach these vital topics. This would ensure that students would have an in-depth understanding of the Constitution and the major documents which form the basis of our government, and would also make them familiar with the contributions that African Americans, Women, Hispanics, and Veterans have made to Florida and the United States.
a. currently few if any statewide resources exist for the above areas, despite their being mandated by law. Textual materials, by themselves, are insufficient to equip teachers with such resources. Finally, training institutes should be available to provide teachers with up-to-date materials and methodology to teach the mandates.
b. the legislature and Department of Education should use the model formerly utilized to address the lack of materials about the HOLOCAUST for these additional mandated areas.
¨ We recommend that the FS 232.245 regarding “pupil progression, remedial instruction, and reporting requirements” be amended to include social studies.
As a core curriculum area, social studies instruction provides a rich basis for student learning and has as its goal the application of knowledge and attitudes to enable students to learn civic responsibility. Without a foundation in each of the four major areas represented in the Sunshine State Standards for social studies, a student’s education is incomplete. As so many recent surveys can attest, we can no longer afford the luxury of assuming students are learning about the heritage of our nation or that they possess the essential economic, civic, geographic and historic competencies to equip them for the role they will ALL assume upon graduation – that of citizen!
A resolution for the restoration or civic understanding in Florida’s public schools
Whereas the Constitution of the state of Florida calls for the establishment of an enlightened citizenry to be the product of a free, public educational system, and
Whereas Florida law (FS 1003.42) requires that schools teach all students about the principles contained in the Declaration of Independence, the Constitution, the elements of civil government and important documents such as the Federalist papers, and
Whereas Florida law also requires that schools develop in all students an understanding and appreciation of the contributions of Hispanics, African-Americans, Women and Veterans to our nation and to the democratic values we hold dear, and
Whereas Florida law also requires students be taught about the horrors of the Holocaust and other acts of genocide so as to prepare them to act decisively as citizens in the preservation of the civil liberties of all persons, and
Whereas the Florida legislature has established “Celebrate Freedom Week” which requires all Florida public school students to recite verbatim certain portions from the Declaration of Independence in all public school classrooms, and requires a minimum of three hours of appropriate instruction to take place in each social studies classroom, and
Whereas the first and then only statewide assessment program was to gain information about the knowledge our K-12 students had about the Free Enterprise System (the Free Enterprise and Economic Education Act of 1974), and
Whereas in 1986 it was the intent of the legislature to add both science and social studies to the then existing statewide “Minimum Testing Program”, and
Whereas surveys conducted by the James Madison Institute of Florida revealed Florida’s University seniors at UF and FSU to be woefully ill-prepared as compared to their peers across the nation in knowledge of high school questions in American History and Civics, and
Whereas survey after survey reveals our nation’s youth to be ignorant of basic civic understanding, geographic knowledge, or fundamental economic principles, and
Whereas the state of Florida currently has no information as to the extent to which Florida’s K-12 students possess the values of civic understanding that are so essential to the preservation of our republic, and which Florida law requires they be instructed in
Whereas virtually none of Florida’s sixty-seven school districts have developed the means to assess the civic knowledge of their students, and
Whereas current Florida law does not require a student’s performance in social studies to be even taken into consideration when a student is being considered for promotion from one grade level to the next, and
Whereas as a result of the above, many school districts and schools therefore are abandoning or de-emphasizing the teaching of history, geography and structured civic education programs to the detriment of the civic mission of our schools . . .
Therefore, be it resolved by the representative members of BUPAC, that we find the civic educational program within the public schools of Florida and our nation to be in a state of crisis.
Be it further resolved that our membership calls upon the Florida legislature to take all measures to ensure an enlightened citizenry will continue to be the product of Florida’s public school program and that the legislature immediately amend state statute (FS1008.25) so as to include social studies as a core curriculum area that Florida educators must take into consideration when a student is being promoted from one grade level to the next.
Respectfully submitted this ______ day of __________.
____________________________ ____________________
Signature of presiding officer Attested to by
ASCD Joins Nation's Largest Bipartisan Legislative Event to Take State Lawmakers 'Back to School'
Alexandria, Va. (9/9/03)— The Association for Supervision and Curriculum Development (ASCD) has joined in collaboration with the National Conference of State Legislatures (NCSL) to promote America's Legislators Back to School Week, September 15–19. The program, now in its fifth year, gives U.S. elected officials the opportunity to meet personally with their school-age constituents to create a greater understanding of the legislative processes necessary for developing effective public policy.
The program provides state legislators with classroom tools and exercises to bring representative democracy to life and let the nation's students know that their ideas matter. More than 250,000 students from Maine to California will meet with their state lawmakers in the third week of September for the nation's largest bipartisan civic education outreach.
ASCD members and affiliates interested in participating should contact their state coordinator. The state coordinator roster is available at http://www.ncsl.org/public/trust/contacts_bsw.htm. ASCD members and affiliates who are hosting a local event should contact Christy Guilfoyle, cguilfoyle@ascd.org, to have their event featured on the ASCD Web site.
For more information on America's Legislators Back to School Week, visit the collaboration's Web site at http://www.ncsl.org/public/backsch.htm.
NCSL introduced the America's Legislators Back to School program in 1999 to provide a contemporary approach for engaging the American student population in understanding the value of democracy. Seventeen other education and public service organizations are also part of the collaboration.
Contact Information
Barbara Gleason, public information director, at bgleason@ascd.org or 1-703-575-5610.
Christy Guilfoyle, public relations specialist, at cguilfoyle@ascd.org or 1-703-575-5608.
Florida
David WolfsonHouse of Representative321 The Capitol402 S. Monroe StreetTallahassee, FL 32399(850) 922-0742fax (850) 413-0422wolfson.david@myfloridahouse.com
Christine FuhrmanEducation AnalystSenate Majority330 Senate Office Building404 S. Monroe StreetTallahassee, Florida 32399-1100(850) 487-5184fax (850) 487-5842fuhrman.christine@flsenate.gov
________________________________
Note to Florida teacher by Jack Bovee explaining the advantage that would accrue from continued use of this event.
Amy --
It used to come out from the National Conference of State Legislators. (see below) Generally, it's a poorly planned program and news of it is sporadic -- generally no contacts with persons such as Anne Roycroft or myself is ever made. Regardless, it's a strategy that adds powerful 'natural' connections to our social studies advocacy efforts!
Please consider it -- and even an ECON class has possible benefits -- witness our controversial Homestead Exemption Amendment, the economic need for a Florida stimulus package similar to what Congress is proposing, the expensive need for Road maintenance, how to attract the 'right' kind of business, let alone the crazy nature of all the ungodly and unfair tax loopholes that the legislature provides to 'approved' businesses. Just asking for the list of companies that receive such tax breaks on Florida's corporate tax laws might prove very revealing to your students! (Many years ago I think Hertz paid no corporate tax, but Avis 'did' -- or vice versa. That's crazy, but in the attempt to attract 'high quality' business corporate offices to Florida, these are the kinds of exemptions that sometimes happen!
Jason Caros, who has some powerful legislators in Volusia County and whom I think may have targeted some of his social studies teachers to maintain this sort of annual relationship, might be able to shed some additional light on this topic. Jason, do you care to weigh in? We're talking about the value of using the "Take A Legislator to School" campaign to our advantage with one of the teachers in Escambia County! (If you've not been able to do this in Volusia, can you target one or more of your folk to invite in Evelyn Lynn and some of your other powerful legislators?)
Best wishes,
Jack
The program provides state legislators with classroom tools and exercises to bring representative democracy to life and let the nation's students know that their ideas matter. More than 250,000 students from Maine to California will meet with their state lawmakers in the third week of September for the nation's largest bipartisan civic education outreach.
ASCD members and affiliates interested in participating should contact their state coordinator. The state coordinator roster is available at http://www.ncsl.org/public/trust/contacts_bsw.htm. ASCD members and affiliates who are hosting a local event should contact Christy Guilfoyle, cguilfoyle@ascd.org, to have their event featured on the ASCD Web site.
For more information on America's Legislators Back to School Week, visit the collaboration's Web site at http://www.ncsl.org/public/backsch.htm.
NCSL introduced the America's Legislators Back to School program in 1999 to provide a contemporary approach for engaging the American student population in understanding the value of democracy. Seventeen other education and public service organizations are also part of the collaboration.
Contact Information
Barbara Gleason, public information director, at bgleason@ascd.org or 1-703-575-5610.
Christy Guilfoyle, public relations specialist, at cguilfoyle@ascd.org or 1-703-575-5608.
Florida
David WolfsonHouse of Representative321 The Capitol402 S. Monroe StreetTallahassee, FL 32399(850) 922-0742fax (850) 413-0422wolfson.david@myfloridahouse.com
Christine FuhrmanEducation AnalystSenate Majority330 Senate Office Building404 S. Monroe StreetTallahassee, Florida 32399-1100(850) 487-5184fax (850) 487-5842fuhrman.christine@flsenate.gov
________________________________
Note to Florida teacher by Jack Bovee explaining the advantage that would accrue from continued use of this event.
Amy --
It used to come out from the National Conference of State Legislators. (see below) Generally, it's a poorly planned program and news of it is sporadic -- generally no contacts with persons such as Anne Roycroft or myself is ever made. Regardless, it's a strategy that adds powerful 'natural' connections to our social studies advocacy efforts!
Please consider it -- and even an ECON class has possible benefits -- witness our controversial Homestead Exemption Amendment, the economic need for a Florida stimulus package similar to what Congress is proposing, the expensive need for Road maintenance, how to attract the 'right' kind of business, let alone the crazy nature of all the ungodly and unfair tax loopholes that the legislature provides to 'approved' businesses. Just asking for the list of companies that receive such tax breaks on Florida's corporate tax laws might prove very revealing to your students! (Many years ago I think Hertz paid no corporate tax, but Avis 'did' -- or vice versa. That's crazy, but in the attempt to attract 'high quality' business corporate offices to Florida, these are the kinds of exemptions that sometimes happen!
Jason Caros, who has some powerful legislators in Volusia County and whom I think may have targeted some of his social studies teachers to maintain this sort of annual relationship, might be able to shed some additional light on this topic. Jason, do you care to weigh in? We're talking about the value of using the "Take A Legislator to School" campaign to our advantage with one of the teachers in Escambia County! (If you've not been able to do this in Volusia, can you target one or more of your folk to invite in Evelyn Lynn and some of your other powerful legislators?)
Best wishes,
Jack
Legislative Committee Report for TRENDS - Nov. 2003
The Legislative Committee of FCSS, with the guidance of lobbyist Dave Sigerson, proposed the following goals to the FCSS Board of Directors in May: (1) inclusion of “social studies” in the state Student Progression Law [F.S. 1008.25]; (2) restoration of the former requirement that ALL Florida High School students must successfully complete courses in American History, American Government, Economics and World History or that the ‘fast track’ 18 credit graduation option be rescinded; (3) continued opposition to the plan to dismantle the current configuration of the State Archives, State Museum and State Library by relocating parts of them to Nova University or to other departments within state government; (4) support for the establishment of state-wide comparisons as well as more frequent testing of Civics and American History N.A.E.P. assessments now scheduled for 2006; (5) eventual inclusion of social studies on FCAT by amending Florida Statute 1008.22; and, (6) the establishment of a three-year grace period before the FCAT scores of ESOL students would take effect for purposes of the A+ school grading plan. At the May meeting, the first five goals were approved.
Our number one priority continues to be inclusion of social studies as part of the Student Progression Law. Members will recall that last year these bills passed the entire House and the Senate Education and Criminal Justice Committees without a dissenting vote before the measure died in the Senate Ed. Appropriations Committee (Lisa Carlton, Chairperson). It was rumored this was due to D.O.E. opposition to the bill, fearing it would mark the first step toward a social studies FCAT – something D.O.E. has opposed since the 1980s. FCSS President Fran Holleran and legislative chair Jack Bovee visited Senator Carlton this fall to discuss support for the measure this year. They shared information that last year’s Senate Fiscal Impact report stated the measure would cause little financial impact to the state or districts. The bill has been refilled at HB 0081 and SB 0426 for the coming session. To unravel the possibility of D.O.E. opposition, FASSS president Michael Odom wrote the Commissioner to restate our belief that the bill would NOT require a change to FCAT and to secure a written response from the Department on this year’s bill. As a result of this, we now have written support for the measure from D.O.E.! It has also been adopted as a statewide legislative goal of the Florida League of Women Voters and the Florida Son’s of the American Revolution! All FCSS members are urged to lobby their local representatives for passage of the bill. We still need your help to be more successful this year. Although supportive, we cannot depend upon the SAR and LWV to fight this battle for us!
We predict there will be some changes in the high school ‘fast track’ option. As a result of editorials by legislative committee members on the repeal of the former specific course state graduation requirements, Congressman Jim Davis (Tampa) has filed a bill in Congress that would deny some federal funds to those states that do NOT require American History and American Government for graduation. We’ve also brought this to the attention of NCSS, the National Council for History Education, the Center for Civic Education and other national organizations and have asked them to support his measure. All FCSS members should write or FAX their support to Congressman Davis (FAX 202.225-5652 / ph: 202.225.3376) and copy their local state reps as well. An FCSS survey reveals about one-third of Florida’s districts have not used the flexibility given to them as districts to restore these graduation requirements. Various legislators we’ve spoken to refer to this omission as an ‘error’ and support restoration of our courses. All FCSS members are urged to immediately fax, write and call their legislators on this vital issue!
We don’t foresee the move this session to reallocate resources at the state Museum and Archives, but we must remain vigilant to this possibility. Although we have not attempted to introduce a bill to add Social Studies to FCAT, Senator Margolis has a bill that would add nutritional questions to the 10th grade assessment. We have lobbied the Senator that should additional areas be considered, it is our belief that the area of social studies should be first and foremost the next area and we hope she’ll support us when the time is more favorable. As far as the NAEP issue, the committee has been lobbying heavily with Congressman Davis and Senators Byrd and Alexander about the need to provide equity to Civics and American History in 2006 by providing comparative data on state participation. After all, almost a quarter billion dollars has been spent on revitalizing American History and yet we have no way of determining where the various states compare to a national average in this area. Moreover, the NAEP comparison would be far less costly and intrusive than adding these courses to NCLB. We’re getting some interest on the hill, but the lack of support among several national organizations is hurting this initiative. Recently, Jack Bovee and NCSS Board of Directors members Debbie Gallagher and Marsha Yoder are exerting their influence to have NCSS take a positive position on the issue!
FCSS members are encouraged to monitor legislative issues at ONLINESUNSHINE http://www.leg.state.fl.us/ The committee is also in need of grass roots members who will write and lobby for the above goals. Interested persons should contact Jack Bovee at ph: 239.254.4607 or by email: boveeja@collier.k12.fl.us . Anyone wanting electronic versions of the D.O.E. support letter or Congressman Davis’ bill can also obtain those by contacting Jack.
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Our number one priority continues to be inclusion of social studies as part of the Student Progression Law. Members will recall that last year these bills passed the entire House and the Senate Education and Criminal Justice Committees without a dissenting vote before the measure died in the Senate Ed. Appropriations Committee (Lisa Carlton, Chairperson). It was rumored this was due to D.O.E. opposition to the bill, fearing it would mark the first step toward a social studies FCAT – something D.O.E. has opposed since the 1980s. FCSS President Fran Holleran and legislative chair Jack Bovee visited Senator Carlton this fall to discuss support for the measure this year. They shared information that last year’s Senate Fiscal Impact report stated the measure would cause little financial impact to the state or districts. The bill has been refilled at HB 0081 and SB 0426 for the coming session. To unravel the possibility of D.O.E. opposition, FASSS president Michael Odom wrote the Commissioner to restate our belief that the bill would NOT require a change to FCAT and to secure a written response from the Department on this year’s bill. As a result of this, we now have written support for the measure from D.O.E.! It has also been adopted as a statewide legislative goal of the Florida League of Women Voters and the Florida Son’s of the American Revolution! All FCSS members are urged to lobby their local representatives for passage of the bill. We still need your help to be more successful this year. Although supportive, we cannot depend upon the SAR and LWV to fight this battle for us!
We predict there will be some changes in the high school ‘fast track’ option. As a result of editorials by legislative committee members on the repeal of the former specific course state graduation requirements, Congressman Jim Davis (Tampa) has filed a bill in Congress that would deny some federal funds to those states that do NOT require American History and American Government for graduation. We’ve also brought this to the attention of NCSS, the National Council for History Education, the Center for Civic Education and other national organizations and have asked them to support his measure. All FCSS members should write or FAX their support to Congressman Davis (FAX 202.225-5652 / ph: 202.225.3376) and copy their local state reps as well. An FCSS survey reveals about one-third of Florida’s districts have not used the flexibility given to them as districts to restore these graduation requirements. Various legislators we’ve spoken to refer to this omission as an ‘error’ and support restoration of our courses. All FCSS members are urged to immediately fax, write and call their legislators on this vital issue!
We don’t foresee the move this session to reallocate resources at the state Museum and Archives, but we must remain vigilant to this possibility. Although we have not attempted to introduce a bill to add Social Studies to FCAT, Senator Margolis has a bill that would add nutritional questions to the 10th grade assessment. We have lobbied the Senator that should additional areas be considered, it is our belief that the area of social studies should be first and foremost the next area and we hope she’ll support us when the time is more favorable. As far as the NAEP issue, the committee has been lobbying heavily with Congressman Davis and Senators Byrd and Alexander about the need to provide equity to Civics and American History in 2006 by providing comparative data on state participation. After all, almost a quarter billion dollars has been spent on revitalizing American History and yet we have no way of determining where the various states compare to a national average in this area. Moreover, the NAEP comparison would be far less costly and intrusive than adding these courses to NCLB. We’re getting some interest on the hill, but the lack of support among several national organizations is hurting this initiative. Recently, Jack Bovee and NCSS Board of Directors members Debbie Gallagher and Marsha Yoder are exerting their influence to have NCSS take a positive position on the issue!
FCSS members are encouraged to monitor legislative issues at ONLINESUNSHINE http://www.leg.state.fl.us/ The committee is also in need of grass roots members who will write and lobby for the above goals. Interested persons should contact Jack Bovee at ph: 239.254.4607 or by email: boveeja@collier.k12.fl.us . Anyone wanting electronic versions of the D.O.E. support letter or Congressman Davis’ bill can also obtain those by contacting Jack.
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