T H E C A B I N E T
S T A T E O F F L O R I D A
Representing:
STATE BOARD OF ADMINISTRATION
STATE BOARD OF EDUCATION
DEPARTMENT OF ENVIRONMENTAL PROTECTION SITING BOARD
BOARD OF TRUSTEES OF THE
INTERNAL IMPROVEMENT TRUST FUND
The above agencies came to be heard before
THE FLORIDA CABINET, Honorable Governor Bush
presiding, in the Cabinet Meeting Room, LL-03,
The Capitol, Tallahassee, Florida, on Tuesday,
May 11, 1999, commencing at approximately 9:12 a.m.
Reported by:
LAURIE L. GILBERT
Registered Professional Reporter
Certified Court Reporter
Certified Realtime Reporter
Registered Merit Reporter
Notary Public in and for
the State of Florida at Large
ACCURATE STENOTYPE REPORTERS, INC.
100 SALEM COURT
TALLAHASSEE, FLORIDA 32301
850/878-2221
2
APPEARANCES:
Representing the Florida Cabinet:
JEB BUSH
Governor
BOB CRAWFORD
Commissioner of Agriculture
BOB MILLIGAN
Comptroller
KATHERINE HARRIS
Secretary of State
BOB BUTTERWORTH
Attorney General
BILL NELSON
Treasurer
TOM GALLAGHER
Commissioner of Education
*
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May 11, 1999
I N D E X
ITEM ACTION PAGE
STATE BOARD OF ADMINISTRATION:
(Presented by Tom Herndon,
Executive Director)
1 Approved 6
2 Approved 7
3 Approved 10
STATE BOARD OF EDUCATION:
(Presented by Wayne V. Pierson,
Deputy Commissioner)
1 Approved 12
2 Discussion 12
Presentation 41
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I N D E X
ITEM ACTION PAGE
DEPARTMENT OF ENVIRONMENTAL PROTECTION
SITING BOARD:
(Presented by David B. Struhs,
Secretary)
1 Approved 59
Substitute 2 Deferred 62
BOARD OF TRUSTEES OF THE
INTERNAL IMPROVEMENT
TRUST FUND:
(Presented David B. Struhs,
Secretary)
1 Approved 63
2 Approved 63
3 Approved 64
4 Approved 65
5 Approved 66
6 Approved 66
7 Approved 66
8 Approved 67
9 Approved 67
Substitute 10 Approved 67
11 Acknowledgment 68
12 Approved 68
13 Approved 68
14 Approved 69
15 Approved 69
Substitute 16 Deferred 70
CERTIFICATE OF REPORTER 71
*
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May 11, 1999
1 P R O C E E D I N G S
2 (The agenda items commenced at 9:53 a.m.)
3 (Commissioner Crawford exited the room.)
4 GOVERNOR BUSH: State Board of
5 Administration.
6 Excuse me.
7 COMMISSIONER GALLAGHER: I hope you're
8 charging to --
9 ATTORNEY GENERAL BUTTERWORTH: You forgot
10 to announce the next Cabinet meeting.
11 GOVERNOR BUSH: Oh, I'm sorry.
12 The next Cabinet meeting is, I think, on
13 the 25th, isn't it?
14 MS. CASTILLE: Yes.
15 COMMISSIONER GALLAGHER: In Jacksonville.
16 GOVERNOR BUSH: In Jacksonville at
17 9:00 o'clock at the City Hall. It's going to
18 be fun. And we welcome everybody to come.
19 COMMISSIONER GALLAGHER: What time is
20 the --
21 GOVERNOR BUSH: Particularly the -- the
22 Tallahassee press corps that never gets out and
23 sees the real Tallahassee --
24 COMMISSIONER GALLAGHER: What do --
25 GOVERNOR BUSH: -- real Florida -- the rest
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1 of real Florida.
2 COMMISSIONER GALLAGHER: What do --
3 GOVERNOR BUSH: We welcome you guys.
4 Looking forward to having you in Jacksonville.
5 COMMISSIONER GALLAGHER: What time do the
6 buses leave?
7 GOVERNOR BUSH: I don't know. I'll be
8 there the night before.
9 MR. HERNDON: Item Number 1 is approval of
10 the minutes of the meeting held on
11 April 27th --
12 COMMISSIONER GALLAGHER: Move it.
13 TREASURER NELSON: I move it.
14 COMPTROLLER MILLIGAN: Second.
15 GOVERNOR BUSH: Moved and seconded.
16 Without objection, it's approved.
17 MR. HERNDON: Item Number 2 is approval of
18 the State Board of Administration's budget for
19 fiscal year 1999-2000. That includes the
20 Hurricane Catastrophe Fund and the Division of
21 Bond Finance as well.
22 TREASURER NELSON: I move it.
23 COMPTROLLER MILLIGAN: And I second it.
24 GOVERNOR BUSH: Any discussion?
25 Moved --
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1 COMPTROLLER MILLIGAN: I'm pleased to see
2 the discretionary funds. I think that's
3 terrific.
4 MR. HERNDON: Thank you, General.
5 COMPTROLLER MILLIGAN: I'd like to get it
6 myself.
7 GOVERNOR BUSH: I'm sorry. What did you
8 just -- the last part of that? I didn't --
9 COMPTROLLER MILLIGAN: I'd like to get that
10 myself.
11 GOVERNOR BUSH: Oh.
12 COMPTROLLER MILLIGAN: In my own
13 department. I'll have to work on that harder,
14 I guess.
15 GOVERNOR BUSH: I'll work with you next
16 year, General.
17 COMPTROLLER MILLIGAN: I look forward to
18 it, sir.
19 GOVERNOR BUSH: Moved and seconded.
20 Without objection, it's approved.
21 MR. HERNDON: Item Number 3 is submission
22 of two items regarding the Florida Hurricane
23 Catastrophe Fund premium formula for the
24 1999-2000 contract year.
25 As you'll recall, Governor, members, this
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1 has been deferred for a number of meetings as
2 we went through the process of trying to hone
3 in on the proper rate structure and proper
4 premium allocations.
5 We now have the final estimates of the
6 proposed premium, and the notice to adopt the
7 premium formula by rule.
8 I recognize, too, that the rates that we're
9 proposing here this morning are also subject to
10 further revision, and I think your offices all
11 have that information, pending what you do,
12 Governor, on CS -- or CS for Senate Bill 1790,
13 which is the Hurricane Catastrophe subsequent
14 season legislation which is in your office.
15 GOVERNOR BUSH: Commissioner Nelson --
16 TREASURER NELSON: Governor.
17 GOVERNOR BUSH: -- I know you've got
18 something to say.
19 TREASURER NELSON: I do. And I'll make a
20 motion.
21 Notice that as a result of the legislation,
22 if it becomes law, the -- what we would approve
23 here today would be an overall reduction in the
24 rates, instead of what had to happen under the
25 present formula would have been an increase in
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1 the rates. And this is as a result of the
2 legislation.
3 So I move that the Cat Fund premium
4 formula, as presented to the SBA today, in
5 Item 3 be approved contingent upon
6 Senate Bill 1790 becoming law.
7 I move approval of Item 3, parts A, B,
8 and C.
9 GOVERNOR BUSH: There's a motion.
10 Is there a second?
11 COMPTROLLER MILLIGAN: I'll second it,
12 although I will have to say that based on the
13 report I got early this morning from the
14 committee meeting yesterday, the Cat Fund folks
15 meeting yesterday, there are some concerns as
16 to some of the uses of the -- of the monies
17 that are in that bill.
18 And I will -- I will second it, but I have
19 some reservations about the way some of the
20 funds out of the Cat Fund are being used --
21 GOVERNOR BUSH: What are they?
22 COMPTROLLER MILLIGAN: -- mitigation. Some
23 of the mitigation items, specifically.
24 Telephone poles, for example. To pay to
25 put electrical power underground instead of
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1 using telephone poles.
2 I mean, that may be a good thing in terms
3 of a storm, but we should not be underwriting
4 power companies, for example, or telephone
5 companies. And I just have concern about some
6 of the mitigation items in there.
7 And I'll have more details in the future,
8 and talk to you about it, Governor.
9 GOVERNOR BUSH: Very good.
10 There's a motion and a second.
11 Any more discussion?
12 I think we got this done. It's --
13 MR. HERNDON: I think so, too, Governor.
14 I -- and I believe with Commissioner Nelson's
15 motion, he also covered the appointment of
16 Elsie Crowell as the Chair of the
17 Florida Commission, since you moved Items A, B,
18 and C.
19 So --
20 TREASURER NELSON: Yes, sir.
21 GOVERNOR BUSH: Very good.
22 It's moved and seconded.
23 Without objection, it's approved.
24 And I -- one of these days, someone will be
25 able to explain to me why actuaries have such
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1 great ranges in estimations. I'm still young.
2 MR. HERNDON: Well, we have two or three of
3 them here in the audience --
4 GOVERNOR BUSH: No, I don't want to go
5 there.
6 COMMISSIONER GALLAGHER: No. We don't want
7 to get into that.
8 MR. HERNDON: Thank you, Governor.
9 COMMISSIONER GALLAGHER: That's the rest of
10 the day.
11 GOVERNOR BUSH: We'll put them, like, in
12 one of those MTV food -- those things they
13 have. Those little plastic creatures. We'll
14 put them in the ring, and let them fight it
15 out.
16 (The State Board of Administration Agenda
17 was concluded.)
18 *
19
20
21
22
23
24
25
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1 COMMISSIONER GALLAGHER: Motion on the
2 minutes for Education.
3 ATTORNEY GENERAL BUTTERWORTH: Second.
4 GOVERNOR BUSH: Moved and seconded.
5 Without objection, it's approved.
6 Item 2.
7 MR. PIERSON: Item 2 is a policy discussion
8 on disaggregate student achievement data
9 presentation by Gerry Richardson and
10 Andrea Willett.
11 COMMISSIONER GALLAGHER: Governor, as they
12 come up, what we've done -- and this is the
13 1998 data, not the 1999 data. And we hope to
14 have the 1999 data at a future meeting.
15 (Commissioner Crawford entered the room.)
16 COMMISSIONER GALLAGHER: What we've taken
17 here is the data on -- on the test scores from
18 '98, and broken it out by free and reduced
19 lunch; racial breakouts; and in some schools
20 that have migrant workers, break those out.
21 And they're going to go through that with you,
22 and what those numbers mean.
23 I think --
24 GOVERNOR BUSH: So this is not the numbers
25 that --
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1 COMMISSIONER GALLAGHER: This has nothing
2 to do with the tests that were just taken.
3 This is from 1998 data --
4 GOVERNOR BUSH: Okay.
5 COMMISSIONER GALLAGHER: -- breakouts on
6 1998 data. And we have not had the data long
7 enough to do any of these breakouts for 1999,
8 but we will be doing them.
9 While they're getting ready, what we're
10 doing with this information is we have --
11 started our first meeting, which was in
12 Jacksonville on Monday, and we will be meeting
13 across the state in six different regions with
14 principals of our schools to discuss this
15 disaggregated data on a per school basis, so
16 that they are able to use this data to improve
17 student performance --
18 (Commissioner Crawford exited the room.)
19 COMMISSIONER GALLAGHER: -- primarily
20 closing the gap.
21 And while they're going through an amazing
22 engineering feat --
23 GOVERNOR BUSH: I wonder what it would cost
24 to -- to actually build a --
25 COMMISSIONER GALLAGHER: We have one right
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1 there. Unfortunately, only one side gets to
2 see it.
3 GOVERNOR BUSH: Oh, the thing that comes
4 down from the ceiling?
5 COMMISSIONER GALLAGHER: Right.
6 And then one of us gets to see it, I think
7 the other side.
8 GOVERNOR BUSH: I hope. I hope that's the
9 case.
10 ATTORNEY GENERAL BUTTERWORTH: Why can't
11 you use the same screen Tim Moore used? Why do
12 you have to --
13 COMMISSIONER GALLAGHER: His stuff's too
14 fancy, man. We're still using the old --
15 you know, we don't have that fancy projector
16 stuff.
17 GOVERNOR BUSH: He's not using --
18 COMMISSIONER GALLAGHER: Besides, you know
19 how those jealousies are between agencies.
20 GOVERNOR BUSH: -- the plastic.
21 COMMISSIONER GALLAGHER: We're still on the
22 plastic stuff.
23 COMPTROLLER MILLIGAN: We can loan you
24 something, Commissioner, if you'd like.
25 COMMISSIONER GALLAGHER: Well, we're --
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1 COMPTROLLER MILLIGAN: Be happy to do it.
2 COMMISSIONER GALLAGHER: We like to do it
3 like they do in the schools, you know, still
4 the -- you know, we don't want to get too far
5 ahead of them.
6 GOVERNOR BUSH: Oh, Gallagher.
7 MR. RICHARDSON: Good morning,
8 Governor Bush, Commissioner Gallagher,
9 distinguished members of the State Board.
10 Thank you for the opportunity to bring to
11 your attention a renewed emphasis on
12 disaggregate achievement data.
13 Now, these data have been available for a
14 number of years, but never actually pulled
15 together in the format that we're sharing with
16 you this morning, or with the kind of emphasis
17 that we're putting in -- on these data for
18 school improvement.
19 Next slide.
20 Now, your first question, of course, was:
21 Are these the current data that are just being
22 released; and, no, they're not. This is really
23 a format that we're sharing with you using the
24 1997-98 data, which were used for school
25 accountability purposes, the same ones that
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1 identified critically low schools. And,
2 of course, those data are contained in this
3 State level report, the goldenrod color.
4 They contain information about the -- the
5 proportion of students and schools scoring
6 above the 50th percentile in reading and math
7 at the elementary and middle school level, the
8 percent of students scoring 3 and above on our
9 Florida Writes test, and the percent of
10 students passing the HSCT in communications and
11 math.
12 As well, there's a feature that we like to
13 track, which is the percent of students being
14 tested. This is a very important feature.
15 COMMISSIONER GALLAGHER: We find that they
16 hardly ever miss their class picture, but
17 sometimes they don't make it to the test.
18 ATTORNEY GENERAL BUTTERWORTH: It's like
19 Tommy Gallagher, if you don't -- you want to be
20 sick tomorrow?
21 COMMISSIONER GALLAGHER: Well, sometimes
22 it's that way. We're trying -- but I think if
23 we make these numbers public and know that we
24 track them, we have a higher percentage take
25 the test.
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1 MR. RICHARDSON: That's absolutely correct.
2 Over the years as we began publishing them, the
3 numbers have gone up.
4 Which subgroups are shown, according to the
5 current State Board rule, we're using -- we're
6 featuring students who are eligible for free or
7 reduced price lunch, African American students,
8 white students, Hispanic, Asian,
9 American Indian, and migrant students who have
10 a long tradition of achievement below average.
11 Next slide.
12 I want to make sure to point out that this
13 is not a phenomenon which is isolated to our
14 Florida schools, our Florida school districts,
15 or this state.
16 This is a national phenomenon. And the --
17 the problems that are revealed are manifest in,
18 say, the most recent NAEP results in -- in
19 reading, where minority students score below
20 average.
21 Next slide.
22 The purposes of these data are -- it's
23 necessary to have these kind of reports in
24 order to identify gaps and monitor progress
25 over time. If you don't have the data out
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1 there, you can't see what's happening.
2 What's unique about this particular format
3 we're sharing with you is that you have
4 two years of data side-by-side, and you can see
5 changes over time.
6 The data are used to develop better school
7 improvement plans, to identify exemplary
8 achievement in demographically similar schools.
9 And, of course, they are required by
10 State Board rule, and by Federal Title I law.
11 Another feature of this particular report
12 format is that we give each school -- and the
13 emphasis is on our schools -- a multilevel
14 perspective so that they can see the breakout
15 of student achievement in their school; but can
16 also see that breakout in their district; and,
17 of course, in the state. And that's what you
18 have, the State level disaggregate data.
19 Next slide.
20 There are, of course, cautions about any
21 set of data. And through studies of the
22 statistical power that you need to detect real
23 differences when they're actually there, when
24 you get down, you often have small numbers at
25 some of these school sites.
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1 But what we recommend is that people look
2 at achievement gaps at about 5 percentage
3 points or greater. Now, these are rules of
4 thumb. These are not absolutes.
5 COMMISSIONER GALLAGHER: These are somewhat
6 similar to when you do polls, and they say that
7 they're accurate within --
8 GOVERNOR BUSH: Margin of error.
9 COMMISSIONER GALLAGHER: -- margin of
10 error. This is a similar thing to that.
11 MR. RICHARDSON: Yes, sir.
12 Very small numbers at the school level can
13 cause problems, and we try to avoid that. You
14 have confidentiality problems if you have, say,
15 fewer than ten students reported. So we report
16 only ten or more, but only evaluate groups of
17 students with 30 or more in order to achieve
18 the kind of statistical power that is
19 necessary.
20 Okay.
21 There are hundreds of ways to look at these
22 data. But we recommend a three-step process to
23 our schools in using these data.
24 One is to compare the result of subgroups
25 to absolute standards. And we -- by that we
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1 mean our minimum performance criteria.
2 And in your -- in your reports, you -- at
3 the bottom in the footnote are those minimum
4 performance criteria. Those are the same --
5 GOVERNOR BUSH: Which report are we
6 referring to?
7 MR. RICHARDSON: It's this one, sir.
8 COMMISSIONER GALLAGHER: The one --
9 GOVERNOR BUSH: Yellow.
10 COMMISSIONER GALLAGHER: -- with the yellow
11 front.
12 GOVERNOR BUSH: Okay.
13 COMMISSIONER GALLAGHER: Right.
14 That's the statewide data. And you'll
15 see -- the first one, I think, is elementary,
16 second, middle, third, high school.
17 MR. RICHARDSON: That is correct. And at
18 the bottom of each of the reporting page where
19 the numbers are, the criteria for that
20 particular grade level, as they existed when
21 these data were produced --
22 (Commissioner Crawford entered the room.)
23 MR. RICHARDSON: -- are given down in the
24 footnote.
25 GOVERNOR BUSH: I see.
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1 MR. RICHARDSON: The standards --
2 GOVERNOR BUSH: The percentage --
3 MR. RICHARDSON: -- are much --
4 GOVERNOR BUSH: -- are threshold.
5 MR. RICHARDSON: -- higher.
6 I'm sorry, sir.
7 GOVERNOR BUSH: It's a threshold that --
8 MR. RICHARDSON: Yes.
9 COMMISSIONER GALLAGHER: Right. And those
10 have changed now, but those are under the old
11 rule, not under the new law.
12 MR. RICHARDSON: Right. The old -- the
13 criteria for critically low performance.
14 GOVERNOR BUSH: They've gone --
15 COMMISSIONER GALLAGHER: Right. They've
16 gone up. The standards have risen, but this is
17 based on the old standards and the old test.
18 And we will be doing the new ones when we get
19 the data together to --
20 GOVERNOR BUSH: The standards went up in
21 December of the Board?
22 COMMISSIONER GALLAGHER: That's correct.
23 GOVERNOR BUSH: Okay.
24 COMMISSIONER GALLAGHER: And -- and they're
25 based on this year's FCAT test. But this is
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1 under the old -- last year's test.
2 MR. RICHARDSON: That's correct.
3 That's the first step to look at those
4 absolute standards, those -- the criteria for
5 minimum performance.
6 Then we recommend that you look at relative
7 standards, say, like the State averages. When
8 you do that, of course, many more achievement
9 gaps are revealed. But it's also very, very
10 important to look at that third step, which is
11 improvement, to see how much improvement is
12 being made.
13 And overall, when you look at the data,
14 according to the -- to minimum performance
15 standards, there are a lot of achievement gaps,
16 probably most -- more at the high school level
17 than anywhere else.
18 It's interesting when you look at the
19 middle school and elementary school, things
20 look pretty good overall. However, minority
21 performance is not --
22 (Attorney General Butterworth exited the
23 room.)
24 MR. RICHARDSON: -- up to par.
25 GOVERNOR BUSH: But you're -- when you say
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1 you're checking for improvement, since we're
2 not testing year-to-year, you're not -- you're
3 not measuring a child's improvement from where
4 they were to where they are.
5 COMMISSIONER GALLAGHER: Not --
6 MR. RICHARDSON: That is --
7 COMMISSIONER GALLAGHER: -- we can't do
8 that yet. But what we are measuring is
9 school -- we're going to.
10 What we're measuring right now is school
11 improvement based on the fourth grade,
12 eighth grade, and tenth grade tests.
13 GOVERNOR BUSH: Right.
14 MR. RICHARDSON: Absolutely correct.
15 These are different cohorts. It's like a
16 class. You know, last year's class of
17 fourth graders versus this year's class of
18 fourth graders.
19 But you're -- you're absolutely correct.
20 We're moving to a system of growth and gain
21 based on the performance of individual
22 children.
23 GOVERNOR BUSH: Commissioner.
24 COMMISSIONER GALLAGHER: And individual
25 classes.
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1 TREASURER NELSON: Is -- as you -- as you
2 integrate this into the new FCAT test, and as I
3 understand it, you released this morning some
4 new FCAT scores.
5 Now, is it these scores upon which we will
6 judge the schools that are failing schools?
7 COMMISSIONER GALLAGHER: That's correct.
8 TREASURER NELSON: And how did the report
9 that you released this morning conclude?
10 COMMISSIONER GALLAGHER: We are not doing
11 any conclusions because this is a preliminary
12 release of data.
13 And we are going to take 30 days to go
14 through a process of making sure that data is
15 correct with the districts and doing some
16 statistical analysis before we have conclusions
17 as to schools that would be on a failed school
18 list, and would qualify for those -- the things
19 that failed schools would qualify for, as
20 additional assistance, et cetera.
21 And those schools that are on a failed list
22 for two years, which there is four that have
23 the potential to be, would qualify for
24 opportunity scholarships, et cetera.
25 TREASURER NELSON: Well, I take it on the
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1 basis of what you announced this morning that
2 the lowest level, Level I, that there has been
3 an improvement on the -- on the FCAT that
4 you're releasing today would only be good news
5 as to the ultimate indication of what schools
6 are --
7 COMMISSIONER GALLAGHER: Well --
8 TREASURER NELSON: -- are going to be in --
9 COMMISSIONER GALLAGHER: -- on the --
10 TREASURER NELSON: -- poor performing.
11 COMMISSIONER GALLAGHER: -- overall
12 level -- well, in fact, if you'll just wait and
13 let them finish the disaggregate information,
14 I'll be glad to talk about the FCAT results.
15 I think it'd be better to keep them in
16 context --
17 TREASURER NELSON: Okay.
18 COMMISSIONER GALLAGHER: -- because they're
19 two separate entities and areas.
20 Gerry.
21 MR. RICHARDSON: That last step of looking
22 at improvement, of course, is key. And -- and
23 improvement was evident in the vast majority of
24 comparisons within subgroups using the 97-98
25 data, and especially in Florida Writes.
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1 What we'd like to do now is my colleague,
2 Andrea Willett, will talk about some of the
3 things that we're doing to close achievement
4 gaps --
5 GOVERNOR BUSH: Could I --
6 MR. RICHARDSON: -- and to make sure that
7 all children have an opportunity --
8 GOVERNOR BUSH: Can I -- could I ask a
9 question?
10 MR. RICHARDSON: Yes.
11 GOVERNOR BUSH: The -- the ability to
12 provide disaggregated data is interesting, but
13 when the stories are written about this, a lot
14 of times it appears African Americans are
15 achieving less than Hispanics that are
16 achieving a little bit less than everybody
17 else.
18 And I'm not sure that that is an accurate
19 assessment of anything.
20 And it creates a general policy in this
21 state that I think may not be accurate -- or
22 may not be the appropriate one.
23 So, therefore, the question is: Do you all
24 have income data? Do you have family structure
25 data? Do you have other data that might
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1 actually be a better indicator of student
2 achievement than race?
3 COMMISSIONER GALLAGHER: I'll tell you that
4 the first data that you see on there is free
5 and reduced lunch, which includes all
6 students --
7 GOVERNOR BUSH: Yeah.
8 COMMISSIONER GALLAGHER: -- and that is a
9 very important one, and is one we spend a lot
10 of -- pay a lot of attention to.
11 But I will also tell you that it -- that
12 I believe it's important that in order to close
13 the gap for those students, as well as other
14 students, there has been a past belief among
15 some educators, not all by any means, that
16 certain economic backgrounds and certain racial
17 backgrounds were at a disadvantage.
18 As a matter of fact, if you go back in this
19 state, back into this -- mid '70s when we first
20 had the high school graduation exam, there was
21 basically two separate exams set up. And the
22 University of Florida did it.
23 And it was based on the theory that we had
24 two different abilities. And you had to get a
25 certain level in one exam to graduate,
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1 depending on your ethnic minority; and you had
2 to get another one if you were a white student.
3 And so we've come a long way from there.
4 And the idea now is for this data to be used on
5 the school level -- this really isn't a State
6 level, although you have State level data -- it
7 is to be used on a school level so that even
8 schools that think they're doing really good
9 when you take the average of the students
10 there, they may well have minority populations
11 in free and reduced lunch, or different other
12 ethnic or even -- when you get into the
13 migrants, that have not had the equal
14 opportunity within that school.
15 And in order to -- we want the principals
16 and the teachers to know that we know that, and
17 we expect them to have programs for those
18 students to get to the level we know they can
19 be at.
20 And it's really a -- a diagnostic tool for
21 schools to use within the school. But it's
22 also important that we look at it on a State
23 level, as well as district level --
24 GOVERNOR BUSH: Well, I'd --
25 COMMISSIONER GALLAGHER: -- and so --
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1 GOVERNOR BUSH: -- I'd be curious to know
2 if, for example, two parent families -- I'm not
3 sure you have that data -- but if -- if two
4 parent families would be a -- an indicator.
5 For example, if -- if two parent family
6 African American children scored above single
7 parent family white students, wouldn't that
8 change some of the approach and strategies that
9 we might have?
10 Wouldn't that -- I just worry about the
11 stigma that we -- the very fact that in the old
12 days, there was two tests is an -- is based on
13 the fact that there is this gap. And I'm not
14 sure it's measuring the right thing.
15 And -- and why what -- which is why I'm
16 excited that we're -- we're going to move to a
17 child centered system of focus where we go
18 child -- you know, one year's -- we test in one
19 year, then we test again, and we measure how
20 that child does.
21 And then you have ultimately the best
22 remediation approach -- strategies that can be
23 developed, because you know exactly how that
24 child does.
25 And I -- I just -- every time I see these
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1 data put up -- and I know that the intent is
2 exactly what the Commissioner is saying --
3 we've talked about this.
4 I just want to make it clear, because there
5 are a lot of other people listening and
6 watching, that there's a lot more to this. And
7 we should be a lot more sensitive because,
8 you know, another article's going to be written
9 about groups. And this is -- this should be
10 focused on each child.
11 And -- and there are other circumstances
12 around these children that does not relate to
13 race and ethnicity that we should be very
14 sensitive to.
15 So enough said. I just want to -- I want
16 to be on the record.
17 MS. WILLETT: Once you have this kind of
18 data, the -- the next question comes, what do
19 you do with it?
20 And how do you make it work for you, and
21 how do you make it work for the students in the
22 state of Florida?
23 We know that one size does not fit all.
24 It's just absolutely very crucially clear to us
25 that that is the case. There is no magic
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1 answer, and there is no one right way to do
2 this kind of work.
3 We have three sources of best practices
4 here in Florida that we've been drawing upon
5 for about the past five years.
6 The first one is a successful school study
7 that is ongoing, looking at higher performing,
8 higher poverty schools, and looking at what
9 conditions exist, and getting that information
10 out to schools and districts.
11 We've also recently, this past year,
12 started the Florida School Recognition Program,
13 an extremely rigorous criteria that must have
14 a -- no achievement gaps just to be eligible.
15 And we awarded 140 different schools with
16 monetary rewards for what they're doing.
17 And also we have the research, and we have
18 so much more now than we've ever had before,
19 based upon brain research, based upon what we
20 know about reading, and the crucial role that
21 reading plays, both early and late in a child's
22 career.
23 So of all those pieces, we have this data,
24 and we take a look at what are the best
25 practices, and what do we do with them.
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1 As a result of the three sources that I've
2 just talked about --
3 (Attorney General Butterworth entered the
4 room.)
5 MS. WILLETT: -- we have two general
6 configurations of -- of best practices. One is
7 organizational, and the other is instructional.
8 Organizationally, it's kind of like
9 businesses when they're talking about their --
10 their business of business and their
11 organizational structure.
12 Schools that have very clear missions, that
13 are very -- everybody is clear exactly what the
14 business of school is, this systems thinking
15 works in schools, as well as business.
16 When the people on the campus feel a part
17 of the decision making, and feel responsibility
18 for every single child, then schools there work
19 better.
20 There is a wide range of instructional
21 programs. There is not a single program that
22 cuts across all the school sources that I've
23 named here in Florida that makes them
24 successful. But the variety is -- is one that
25 does.
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1 The alignment of resources that each school
2 does, both human, time, funds, to focus on
3 student achievement is one of the crucial
4 aspects of both successful schools, and the
5 Florida School Recognition schools.
6 And using that data, as we've just seen
7 displayed, and taking a look at it, thinking
8 through it, going inside the numbers,
9 Commissioner Gallagher calls it truth in
10 education.
11 Organizationally making sure that every
12 child is expected to learn. There are no
13 excuses for children not learning, and it is
14 the responsibility of adults to see that they
15 do learn.
16 And that is a pervasive attitude in both
17 the higher poverty schools and the Florida
18 School Recognition schools.
19 That strong home/school/community
20 relationship, whether it be simply having the
21 parent or parents asking students what's going
22 on every day, or actually volunteering on the
23 school, and honoring all the range of -- of
24 involvement that's available.
25 The staff work together. There are
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1 cross-grade group workshops held monthly in one
2 school to share best practices. Every month
3 they talk about best practices.
4 Safe and secure schools is certainly in the
5 headlines and certainly in our hearts and in
6 our minds as well. Schoolwide discipline plans
7 that are fairly and consistently applied across
8 the school make for a safe learning
9 environment, and safe learning environments
10 make for better learners.
11 And that time on task, both outside the
12 school day, extending the school day and school
13 period, and learning time for students that
14 need additional help, and keeping time on task
15 during the school day has an enormous impact,
16 especially on students that are less well
17 prepared when they come to school.
18 If you take a look at instructionally what
19 works, number one, engaging the students in
20 their learning; making not learning fun for the
21 sake of fun, but engaging them for the sake of
22 putting it into their heads, making it real for
23 them.
24 Reading and writing becomes the tools to
25 learn a variety of activities, and a variety of
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1 subject areas.
2 Student's work that is focused on the
3 mastery of the Sunshine State Standards, we're
4 beginning to see actual data evidence that
5 standards driven reform works, and it's where
6 we need to be going, and it's what -- what
7 we're doing.
8 Reading as the foundation for all those
9 subject areas, however, is absolutely crucial
10 the further we go down this standards driven
11 reform effort.
12 GOVERNOR BUSH: I -- what -- what's the --
13 the counter argument that we hear all the time
14 when test scores are released about how it's
15 unfair to have these rigorous tests because
16 people tested the test?
17 MS. WILLETT: Commissioner.
18 COMMISSIONER GALLAGHER: Well, you --
19 GOVERNOR BUSH: I guess I'll --
20 COMMISSIONER GALLAGHER: -- you have --
21 GOVERNOR BUSH: -- ask Gallagher.
22 COMMISSIONER GALLAGHER: That's okay.
23 -- you have heard that. And, you know, we
24 sort of -- because of the nature of the FCAT
25 and the nature of Florida Writes, I'm thrilled
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1 if they're teaching to the test.
2 Because if you're teaching to the
3 Florida Writes exam, you're teaching people how
4 to write. And that's a very good thing.
5 If you're teaching to the FCAT exam, then
6 you're teaching children how to come up with an
7 answer to a problem, and use deductive
8 reasoning to come up with the final solution,
9 with showing your work.
10 So to teach kids to -- to reason and to use
11 knowledge that they have learned in a
12 process -- and process that knowledge to come
13 up with an answer to a question, that's a
14 wonderful thing. We love it. Teach to the
15 test all day long, everybody wins.
16 GOVERNOR BUSH: Thank you.
17 MS. WILLETT: Great.
18 The -- learning, of course, is not limited
19 to the text. As -- as the Commissioner alluded
20 to, we've got resources, Power Point, Internet,
21 magazines, community leaders. And, in fact,
22 sir, these slides were developed with the
23 Power Point program. Just wanted you to know.
24 The technology isn't as portable sometimes
25 as we think it is.
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1 But technology is absolutely used to extend
2 learning, as you can see in the next slide.
3 And the research based practices that are being
4 replicated and being used across the schools in
5 the state of Florida are making a huge
6 difference.
7 We know much more about early literacy
8 activities than we've ever known in the past,
9 and we're focusing more on how that works for
10 students.
11 Reading comprehension strategies, not just
12 being able to say the word, understanding what
13 it means, putting all the words together in a
14 sentence or paragraph and knowing what that's
15 about, has to be taught. It's not an innate
16 skill.
17 Explicit instruction works for students who
18 are at risk. And that simply means you tell
19 them what it is they're supposed to know. As
20 in telling them what the standards are,
21 teaching them the activities that they will
22 need, and understanding the standards, teaching
23 the information that isn't going to be tested.
24 The classroom base assessments that need to
25 be aligned to those instruction, and aligned to
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1 those standards, working that through on a
2 local level works for students, and shows
3 improvement across the school.
4 And many of these strategies, we've
5 incorporated into Chapter 4 of the Florida
6 Curriculum Framework books. And that begs the
7 question, if we know all this stuff, and it's
8 in this stuff, what are we doing to get this
9 stuff out?
10 GOVERNOR BUSH: What is Chapter 4 of the
11 Florida Curriculum Framework --
12 MS. WILLETT: The Florida Curriculum Fl--
13 excuse me. Don't caution -- don't put that one
14 on the tape.
15 The Florida Curriculum Frameworks are a
16 book built around the Sunshine State Standards.
17 GOVERNOR BUSH: Okay.
18 MS. WILLETT: It's a whole technical
19 assistance piece.
20 GOVERNOR BUSH: Thank you.
21 MS. WILLETT: Next slide.
22 The one on resources.
23 That framework book, the DOE home page, the
24 book is available in print form, on CD, it's
25 on -- on the Web.
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1 We have best practices CDs. We have
2 research information condensed to two pages
3 called Ride the Wave. It's the best -- best of
4 the best on research.
5 And physical people, technical assistants
6 who can go to the schools and districts to work
7 with these schools.
8 In your packets, in your folders, on the
9 right-hand side, you have two pieces of
10 information. We have used -- we, being the
11 Department, used a variety of resources and a
12 variety of media to get the information out.
13 This is not --
14 (Treasurer Nelson exited the room.)
15 MS. WILLETT: -- something we want to hold
16 on to, and it's not something we want to keep
17 for ourselves. We want everybody to have it.
18 So you have a small packet that talks about
19 looking inside the data. A compilation of the
20 resources that have already been developed
21 about using FCAT, using standards driven
22 reform, and giving people contacts and places
23 to go.
24 This is being given to the schools and
25 districts right now through the regional
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1 workshops.
2 The multicolored one that you have, the
3 Executive Summary on the Florida School
4 Recognition Program, gives you some of the
5 strategies and activities that each of the
6 schools did in order to get the Florida School
7 Recognition money.
8 And those are hot off the press, as in
9 Thursday they came from the printer and are
10 being distributed to the schools as well. And
11 they will be up on the Web page.
12 So you have a variety of ways that the
13 Department has been working to get the
14 information out. And having the disaggregated
15 data to show to schools when they say, well,
16 we're really doing okay; and we say, yes, but
17 let's talk about all the students at your
18 school, and let's talk about what we can do to
19 make your school improvement plan address the
20 needs of all those students.
21 Thank you.
22 COMMISSIONER GALLAGHER: This -- really we
23 look at the disaggregated data as a tool for
24 the principals and teachers to recognize those
25 areas that need work, and to work on the
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1 individual students with whatever their reason
2 is, not that -- their ethnic background or
3 their socioeconomic background.
4 But that there are a percentage of students
5 in the school that aren't up to the level they
6 need to be, they know that that percentage is
7 there, they know what the results are on their
8 tests, and they should have an individual plan
9 for those individual students to get them up to
10 grade level.
11 Now, we did do the FCAT release this
12 morning, Governor. And if you would like, I'll
13 be glad to give you a real quick --
14 GOVERNOR BUSH: Yeah, please.
15 COMMISSIONER GALLAGHER: -- overview.
16 Is that okay with everybody?
17 GOVERNOR BUSH: Sure.
18 And Commissioner Nelson had a question or
19 two, so if he doesn't come back, we'll --
20 COMMISSIONER GALLAGHER: We -- he'll --
21 we'll have probably answered his question.
22 If -- if you will put -- real quickly, I'll
23 just do it if you'll put slide -- or board 1
24 up, we'll go through those real rapidly.
25 And those are pretty small for this far
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1 away. But you do have in front of you --
2 GOVERNOR BUSH: Yes.
3 COMMISSIONER GALLAGHER: -- you do have in
4 front of you -- if you'll look, the first page
5 that has this -- same little things that look
6 like arrows on it.
7 And what we see -- what we see there is
8 what's happened in the FCAT is, as you know,
9 we're in Level 1 through 5 now. Soon those
10 levels will be letters. A 1 would be, in the
11 future, an F; and a -- and a 5 would, in the
12 future, quite possibly be an A.
13 And what we want to look at, if you look at
14 grade 4 -- and this is in the reading, the
15 first one I'm looking at -- you see that
16 Level 1 in '98 was -- 32 percent of the
17 children that took the exam were in Level 1;
18 '99, 31 percent.
19 If you look at Level 2 in reading --
20 (Treasurer Nelson entered the room.)
21 COMMISSIONER GALLAGHER: -- grade 4, we're
22 still on that arrow, we went from 18 percent in
23 '98, to 17 percent in '99.
24 That's a good move for those levels, to
25 have less students in those levels.
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1 Level 3, we had less again. But if you
2 look at Level 4, which is great, we went up a
3 percentage point, and Level 5 went up a
4 percentage point.
5 If you look at the -- grade 8, you'll see
6 that in Level 1, we had a drop from 26 to
7 22 percent.
8 If you look at --
9 Move it over this way so they can --
10 GOVERNOR BUSH: That's better.
11 COMMISSIONER GALLAGHER: Good.
12 If you'll notice that in Level -- here in
13 grade 8, you see we had a drop of 1 percent in
14 reading, from 30 to 29; we see an increase in
15 grade -- Level 3, '98, 30 percent, up to 34; an
16 increase here up to 13; and we stayed the same
17 in Level 5.
18 In grade 10, we saw a very nice change
19 here. We saw from 36 percent of the students
20 drop to 29 percent in Level 1. We saw a
21 35 percent to a 39 in Level 2. Some of them
22 came to Level 2, which is to be expected.
23 We saw an increase in Level 3, so some of
24 these moved up to here. We saw a nice increase
25 of 1 percent here in Level 4 --
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1 GOVERNOR BUSH: Uh-hum.
2 COMMISSIONER GALLAGHER: -- and a good
3 percentage -- 1 percent in Level 5.
4 And this is in reading. Reading is truly
5 the toughest place to have the increases. It
6 requires the toughest training. It's truly the
7 biggest challenge of our students. But it's
8 the most important thing that they do,
9 especially in this area.
10 This is most critical, because if the
11 student hasn't learned to read by third grade,
12 they get into fourth grade and the rest of it,
13 that's when their problems start. So this is a
14 real critical area.
15 GOVERNOR BUSH: And, Tom, we're going to
16 start the FCAT at third grade next --
17 COMMISSIONER GALLAGHER: Yes, sir.
18 GOVERNOR BUSH: -- in two years, or next
19 year?
20 COMMISSIONER GALLAGHER: Next year we hope
21 to have the -- now, third grade won't count --
22 TREASURER NELSON: Can I ask a question on
23 that previous --
24 COMMISSIONER GALLAGHER: Sure.
25 TREASURER NELSON: -- chart?
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1 COMMISSIONER GALLAGHER: Sure.
2 TREASURER NELSON: The -- take -- well, I
3 could ask you on that one, too.
4 Just for clarification, for example, on
5 Level 1 on grade 10 --
6 COMMISSIONER GALLAGHER: Level 1, grade 10.
7 TREASURER NELSON: All right. You went
8 from --
9 COMMISSIONER GALLAGHER: -- 33 percent --
10 TREASURER NELSON: -- 33 to --
11 COMMISSIONER GALLAGHER: -- to 22.
12 TREASURER NELSON: -- 23.
13 Now, is that --
14 COMMISSIONER GALLAGHER: Twenty-three.
15 TREASURER NELSON: -- 23 percent of total
16 number of kids taking this 1999 FCAT are in
17 Level 1.
18 COMMISSIONER GALLAGHER: That is correct.
19 TREASURER NELSON: Twenty-seven percent are
20 in Level 2.
21 COMMISSIONER GALLAGHER: That's correct.
22 TREASURER NELSON: Twenty-five percent in
23 Level 3, and so forth.
24 COMMISSIONER GALLAGHER: Twenty-four --
25 right.
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1 And what's -- what's good here is that from
2 '98 to '99, we saw a drop of 10 percent. So
3 less -- 10 percent less students were in this
4 grade, compared to the year before, which is a
5 very good move.
6 Again, this is mathematics, which is a
7 little easier to show improvement in, because
8 even -- especially when you have language
9 problems; we have ESOL students; you have --
10 like, Dade County has 90 separate languages
11 spoken at home, and not English. That makes
12 language very tough for them in the reading,
13 comprehension, et cetera.
14 But they do have a better opportunity at
15 math, because it's sort of across-the-board and
16 gives -- it's a little easier than reading.
17 You see here, we had -- this -- some of
18 these obviously moved here. So this went up a
19 little bit. We had a nice increase in the Cs,
20 a very nice increase in the Bs, and we held the
21 same in the As.
22 GOVERNOR BUSH: Yeah. What about
23 percentage of tests taken?
24 Does -- is there anything there that --
25 COMMISSIONER GALLAGHER: Yes.
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1 GOVERNOR BUSH: -- you can see in these --
2 these combined --
3 COMMISSIONER GALLAGHER: Well, we're --
4 we're seeing -- as you heard Gerry say earlier,
5 we're seeing more students taking those tests
6 than -- than before. Primarily because we're
7 sort of letting the cat out of the bag, and we
8 give the percentages of the students in each
9 school that actually are there for the tests in
10 each grade.
11 Now, we did some most improved. We thought
12 it would be good to point out.
13 Union County, of course, who has one
14 elementary school, did very, very well, and
15 picked up 22 points. And they had an average
16 of -- mean average of 311.
17 And Hardee, Madison, and three -- Calhoun
18 Gilchrist, and Franklin tied with 9 percent
19 increase -- a 9 point increase.
20 In math, we have Dixie, DeSoto, Hardee, and
21 Gadsden. In Bradford with 32.5, 23, and
22 22 percent.
23 Grade 8, as you can see, again -- primarily
24 small counties. It's -- with -- a smaller
25 number of students, easier to have growth. A
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1 county that would have, you know, maybe
2 10,000 students tested would certainly have a
3 harder time to move that many up.
4 But we did think it would be important to
5 let these counties know that we appreciate the
6 job they're doing, and to see these kinds of
7 mean score increases is a very good sign and a
8 good thing.
9 Now, this year for the first time, we
10 allowed the FCAT to replace the HSCT. If you
11 got a certain grade on the FCAT, you were
12 exempted from having to take the HSCT, because
13 the FCAT is truly a tougher exam.
14 And so we have exempted -- out of the
15 120,000 students that took the reading, about
16 32 percent, or 38,000 students are exempted now
17 in eleventh grade from having to take the HSCT
18 exam. And we have -- out of the
19 120,000 mathematic students that took the FCAT,
20 we have -- or took the math in FCAT, about
21 50 percent of them will not have to take the
22 HSCT --
23 GOVERNOR BUSH: So this --
24 COMMISSIONER GALLAGHER: -- next year.
25 GOVERNOR BUSH: -- the HSCT is -- was less
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1 rigorous than the tenth grade test --
2 COMMISSIONER GALLAGHER: Oh, yes. There's
3 no doubt about it. The HSCT is a pretty simple
4 test, compared to the FCAT.
5 And -- and it was a good thing to measure
6 back when it was used. But it's certainly not
7 going to get people into the 21st century.
8 One of the other things that I want to
9 mention, that I think is probably as important
10 as anything, and that is that -- let's take
11 grade 4 reading. And we talked about
12 disaggregated data.
13 But let's look at what we've done in
14 closing the gap, and why it's important to
15 point these things out.
16 African Americans, in grade 4 reading,
17 3 percent fewer students at Level 1. And
18 Level 2, both; and 3 percent more up in Level 3
19 and 4.
20 Hispanics in fourth grade, 4 percent fewer
21 students in Level 1, and 4 percent more
22 students in Level 3 through 5.
23 African Americans, 12 percent fewer
24 students at Level 1; and 12 percent more,
25 Level 2 through 4.
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1 Hispanics in fifth grade math, 11 percent
2 fewer students in Level 1, then you -- remember
3 we saw the increases here -- we saw small
4 percentage increases. These are very large
5 percentage increases.
6 -- and 11 percent more in 2 through 4.
7 Tenth grade reading, African Americans,
8 7 percent fewer at Level 1; 7 percent higher in
9 2 and 3.
10 Hispanics, 9 percent fewer at Level 1;
11 9 percent more, Level 2 through 5.
12 And in tenth grade mathematics,
13 African Americans, 14 percent fewer in Level 1;
14 and 14 percent more in Levels 2 through 4.
15 Hispanics, 11 percent fewer in Level 1;
16 11 percent more in 2 through 4.
17 We believe that this disaggregated data
18 assists the principals and teachers recognizing
19 the gap and helping close it. And this is true
20 movement in the right way as far as closing the
21 gap in this state.
22 GOVERNOR BUSH: Any other questions or
23 comments?
24 COMMISSIONER CRAWFORD: Just -- just a
25 quick question, kind of following what the
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1 Governor was saying about different
2 classifications.
3 I notice in some of the improved counties
4 that you had -- or some of the smaller counties
5 are counties that would have a fairly large
6 percentage of children who -- or the parents
7 are migrant labor.
8 Do you -- do you have a breakout of --
9 like, Hardee County, for --
10 COMMISSIONER GALLAGHER: The migrants in
11 those --
12 COMMISSIONER CRAWFORD: Yeah. Like
13 Hardee County, for instance, I -- I just happen
14 to know is -- is -- would be a high percentage.
15 COMMISSIONER GALLAGHER: You can see
16 that --
17 COMMISSIONER CRAWFORD: -- and it improved
18 a lot.
19 COMMISSIONER GALLAGHER: You can see that
20 Hardee County did pretty daggone good here.
21 Look at that.
22 They -- they had -- fifth grade math, they
23 went up 23 points. And in the dis-- what's
24 good about the disaggregated data that we will
25 sit down with Hardee County and the principals
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1 of the schools is we'll sit down and go over
2 and let them see exactly where they did well.
3 And hopefully, we'll see those migrant students
4 moving up --
5 COMMISSIONER CRAWFORD: Uh-hum.
6 COMMISSIONER GALLAGHER: -- and getting
7 what we want them to have is a -- is a year's
8 worth of education, and a year's worth of time.
9 COMMISSIONER CRAWFORD: Right.
10 COMMISSIONER GALLAGHER: And some of them,
11 of course, is a high mobility rate.
12 COMMISSIONER CRAWFORD: Rather be moving.
13 COMMISSIONER GALLAGHER: But we still have
14 the high expectations for them, and will give
15 them the extra work they need.
16 GOVERNOR BUSH: Commissioner.
17 TREASURER NELSON: Tom, would you hold up
18 that mathematical chart over here? I -- I want
19 to ask a question on context so that I have a
20 better understanding of where you're going on
21 this.
22 All right. On the indication here, the --
23 the improvement that occurred in '99 over '98,
24 take, for example, Level 1 --
25 COMMISSIONER GALLAGHER: Which grade?
ACCURATE STENOTYPE REPORTERS, INC.
STATE BOARD OF EDUCATION 53
May 11, 1999
1 TREASURER NELSON: Take, for example,
2 grade 10. Let's just use the --
3 COMMISSIONER GALLAGHER: Grade 10.
4 TREASURER NELSON: -- the high school --
5 COMMISSIONER GALLAGHER: That's a good
6 one --
7 TREASURER NELSON: -- high school grades.
8 All right. Now, from what that chart says,
9 you had 23 percent of the total students in
10 grade 10 that scored in Level 1, which is a
11 level that indicates the student has little
12 success with the content.
13 COMMISSIONER GALLAGHER: That's correct.
14 TREASURER NELSON: And in Level 2, in this
15 year, '99, you had 27 percent --
16 COMMISSIONER GALLAGHER: Correct.
17 TREASURER NELSON: -- and that is that the
18 student has limited success. Okay. Between
19 them, that's 50 percent in Levels 1 and 2.
20 Now, where do you all want to get --
21 COMMISSIONER GALLAGHER: Well, you know --
22 TREASURER NELSON: -- what -- what is your
23 goal as you move getting 50 percent of all the
24 students in the state out of Levels 1 and 2?
25 COMMISSIONER GALLAGHER: Now, let's just --
ACCURATE STENOTYPE REPORTERS, INC.
STATE BOARD OF EDUCATION 54
May 11, 1999
1 just -- just think of what you just said.
2 What you've just said backs up the data
3 that is telling us that 50 percent of the
4 students that are in high school -- less than
5 50 percent are graduating. And that's why.
6 This is a -- a picture of what's happening.
7 We have tenth graders that basically don't have
8 the skills to be in tenth grade.
9 And so the goal, obviously, is to get them
10 up in Level 3 or higher. And this is a very
11 similar thing that happened to Florida Writes.
12 When we first did Florida Writes in 1993, it --
13 the -- if you want to look at a bell curve --
14 and these can be put on a bell curve -- you
15 will see that the -- the hump of the bell curve
16 would be sitting over in Level 1 when we first
17 did the Florida Writes test. And it has slowly
18 moved to Level 3 in -- in the Florida Writes
19 over those five years and six years that it's
20 been going.
21 We're sitting here with -- really this is
22 the first year that the FCAT counts. Next
23 year, this will count again, but we'll add the
24 other grades for the test year.
25 So what's happened here is, you know, this
ACCURATE STENOTYPE REPORTERS, INC.
STATE BOARD OF EDUCATION 55
May 11, 1999
1 is what teachers react to, principals react to,
2 districts react to. They know what the
3 standards are. Now they know how the kids are
4 doing against those standards, and they
5 recognize that there's work to be done.
6 And we need to see the Level 1s, which here
7 you have 50 -- more than 50 percent of the kids
8 here in grade 5 at Level 1. And -- and we're
9 seeing to -- begin to move, but they've got a
10 long way to go.
11 TREASURER NELSON: All right. Now, is
12 Level 3 an acceptable level to try to get them
13 to? This is the student that has partial
14 success with the content of the Sunshine State.
15 COMMISSIONER GALLAGHER: If you're doing
16 a --
17 TREASURER NELSON: Is that what you're
18 trying to do, to get them to Level 3?
19 COMMISSIONER GALLAGHER: If you're doing a
20 bell shaped curve, we would like the top of the
21 bell to be at 3 or higher is a goal.
22 You know, if you did -- you know, the way
23 you'd want it, is grade 1 to be as few as
24 possible; then you'd like to have as many at
25 Level 5, or As -- it's an A through an F, and
ACCURATE STENOTYPE REPORTERS, INC.
STATE BOARD OF EDUCATION 56
May 11, 1999
1 we --
2 GOVERNOR BUSH: That just is --
3 COMMISSIONER GALLAGHER: -- going to have
4 more --
5 GOVERNOR BUSH: -- pushing it all --
6 COMMISSIONER GALLAGHER: The idea is --
7 GOVERNOR BUSH: -- if this is 1, this is 5,
8 is to push --
9 COMMISSIONER GALLAGHER: Exactly.
10 GOVERNOR BUSH: -- the curve --
11 COMMISSIONER GALLAGHER: With the curve
12 right now sitting over a 1, an -- an F. And we
13 want it down to the A range.
14 And -- and the truth of the matter is, I'll
15 feel a lot better when the majority of the
16 children in this state are at C or better.
17 TREASURER NELSON: All right. Do you
18 equate it to A through F? When I read the
19 standards here, it seems like that 2 would be a
20 D, but a D is that the student has limited
21 success. Is that really --
22 COMMISSIONER GALLAGHER: That's --
23 TREASURER NELSON: -- is that really a D?
24 COMMISSIONER GALLAGHER: That's what I call
25 a D.
ACCURATE STENOTYPE REPORTERS, INC.
STATE BOARD OF EDUCATION 57
May 11, 1999
1 TREASURER NELSON: Limited success.
2 COMMISSIONER GALLAGHER: Limited success.
3 Well, what do you see what it says -- a Level 3
4 is there? It says that they grasp most of
5 the --
6 TREASURER NELSON: They have partial
7 success, yeah.
8 COMMISSIONER GALLAGHER: They grasp most of
9 the knowledge -- or 50 -- you know, half --
10 about half the knowledge.
11 And here -- at Level 4, you're now above
12 normal knowledge grasp, but Level 5 is an
13 extremely high grasp of the knowledge expected
14 in those grades.
15 Now, remember, the knowledge levels were
16 set by teachers in this state. And this is
17 what they believe the students should know at
18 those grades. This isn't something that some
19 guy's sitting up in some tower dreamed up.
20 This is the actual teachers that are
21 responsible for teaching.
22 Thank you.
23 TREASURER NELSON: Thanks.
24 GOVERNOR BUSH: Any other comments?
25 Thank you, Commissioner.
ACCURATE STENOTYPE REPORTERS, INC.
STATE BOARD OF EDUCATION 58
May 11, 1999
1 I think it's exciting that the -- the
2 presentation pointed out how standards do make
3 a difference in performance, and -- and these
4 numbers are pretty encouraging in that regard.
5 So --
6 COMMISSIONER GALLAGHER: They sure are.
7 We're excited about them.
8 (The State Board of Education Agenda was
9 concluded.)
10 *
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ACCURATE STENOTYPE REPORTERS, INC.
DEPT/ENVIRONMENTAL PROTECTION SITING BOARD 59
May 11, 1999
1 GOVERNOR BUSH: Siting Board.
2 COMMISSIONER GALLAGHER: Haven't had a
3 meeting like this this year, have we?
4 GOVERNOR BUSH: A lot more suits show up
5 all of a sudden.
6 I wonder why that is.
7 David.
8 MR. STRUHS: Good morning.
9 The first agenda item is to simply accept
10 the minutes from the last meeting.
11 ATTORNEY GENERAL BUTTERWORTH: Motion.
12 GOVERNOR BUSH: Is there a second?
13 MR. STRUHS: Move acceptance.
14 COMMISSIONER GALLAGHER: Second.
15 GOVERNOR BUSH: Moved and seconded.
16 Without objection, it's approved.
17 Item 2.
18 MR. STRUHS: Yes, sir.
19 On Item 2, we are recommending that this
20 agenda item be deferred at the request of the
21 applicant until after the Supreme Court decides
22 the need determination case currently pending
23 before the Court.
24 At the same time, the pending environmental
25 certification case will proceed as scheduled
ACCURATE STENOTYPE REPORTERS, INC.
DEPT/ENVIRONMENTAL PROTECTION SITING BOARD 60
May 11, 1999
1 before the Administrative Law Judge.
2 The applicant would further ask the ALJ to
3 not issue any decisions on that case until
4 after the Supreme Court rules the case pending
5 before that Court.
6 Regardless of the decision by the
7 Administrative Law Judge, we will not -- our
8 proposal would be to not bring this item back
9 before the Cabinet -- or the Siting Board until
10 after the Supreme Court enters its final order.
11 At that point, the Board would then hear
12 both the land use and the environmental
13 certification issues at this time.
14 And if it would be helpful, I'd like to
15 invite David Dee, who's representing the
16 applicant, to the podium to ascertain the
17 accuracy of this presentation.
18 COMMISSIONER GALLAGHER: I'd be willing to
19 move the staff recommendation, Governor.
20 COMMISSIONER CRAWFORD: And I'll second it.
21 GOVERNOR BUSH: Discussion.
22 Welcome.
23 MR. DEE: Thank you. Governor, members of
24 the Cabinet.
25 I am David Dee. I'm with the Tallahassee
ACCURATE STENOTYPE REPORTERS, INC.
DEPT/ENVIRONMENTAL PROTECTION SITING BOARD 61
May 11, 1999
1 law firm of Landers & Parsons. I'm here on
2 behalf of the Utilities Commission of
3 New Smyrna Beach and Duke Energy.
4 We agree that Secretary Struhs has
5 accurately stated the stipulations that we have
6 made. We recognize that the Siting Board is
7 concerned about the possible precedential
8 impact associated with any decision in this
9 case.
10 We are trying to work with the Siting Board
11 and accede to their concerns, and so we've
12 agreed to withdraw the land use order from
13 the Board's consideration until after the
14 Florida Supreme Court rules.
15 We've also agreed that we will ask the
16 Administrative Law Judge to not issue a
17 recommended order concerning the environmental
18 impacts of the project until after the
19 Supreme Court rules.
20 When those two orders come back before you,
21 you'll then have all of your options available
22 to you when you evaluate what to do with both
23 of those orders.
24 COMMISSIONER CRAWFORD: Governor, I'd
25 just -- I'd just like to say, I think that's
ACCURATE STENOTYPE REPORTERS, INC.
DEPT/ENVIRONMENTAL PROTECTION SITING BOARD 62
May 11, 1999
1 a -- a very reasonable resolution to some of
2 the questions a lot of people had.
3 And I want to thank Secretary Struhs for,
4 you know, being involved in that. And I think
5 it's the right way to -- to go.
6 GOVERNOR BUSH: Any other com-- any
7 comments?
8 There is a motion and a second.
9 All in favor?
10 THE CABINET: Aye.
11 GOVERNOR BUSH: Motion passes.
12 (The Department of Environmental Protection
13 Siting Board Agenda was concluded.)
14 *
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ACCURATE STENOTYPE REPORTERS, INC.
BOARD OF TRUSTEES/INTERNAL IMPROVEMENT TRUST FUND63
May 11, 1999
1 MR. STRUHS: I now appear before you are --
2 as staff to the Board of Trustees --
3 GOVERNOR BUSH: Board of Trustees.
4 MR. STRUHS: -- for the Internal
5 Improvement Trust Fund.
6 GOVERNOR BUSH: I'm sorry. But --
7 COMMISSIONER GALLAGHER: Motion on the
8 minutes.
9 COMMISSIONER CRAWFORD: The suits are
10 leaving.
11 GOVERNOR BUSH: Is there a second?
12 COMMISSIONER CRAWFORD: Second.
13 GOVERNOR BUSH: Moved and seconded.
14 Without objection, it's approved.
15 MR. STRUHS: Item Number 2, we recommend
16 approval of a request to transfer 18 individual
17 aquaculture leases consisting of 42 acres to
18 Nature Coast Industries, Incorporated.
19 COMMISSIONER GALLAGHER: Motion.
20 COMMISSIONER CRAWFORD: Second.
21 GOVERNOR BUSH: Second.
22 Any comments?
23 Moved and seconded.
24 Without objection, it's approved.
25 MR. STRUHS: Item 3, we recommend
ACCURATE STENOTYPE REPORTERS, INC.
BOARD OF TRUSTEES/INTERNAL IMPROVEMENT TRUST FUND64
May 11, 1999
1 approval -- we seek approval to negotiate with
2 the United States Department of Interior,
3 Fish and Wildlife Service, to modify an
4 existing lease by exchanging parcels of
5 sovereign submerged land and upland for a
6 parcel of submerged lands to establish an
7 aquaculture use zone.
8 COMMISSIONER GALLAGHER: Motion.
9 COMMISSIONER CRAWFORD: Second.
10 GOVERNOR BUSH: Moved and seconded.
11 Without objection, it's approved.
12 ATTORNEY GENERAL BUTTERWORTH: No casinos
13 though, right?
14 MR. STRUHS: Item 4, we rec--
15 ATTORNEY GENERAL BUTTERWORTH: No casinos.
16 GOVERNOR BUSH: No casinos.
17 ATTORNEY GENERAL BUTTERWORTH: Right.
18 MR. STRUHS: No, sir.
19 GOVERNOR BUSH: Well done.
20 COMMISSIONER GALLAGHER: Underwater
21 casinos. Underwater casinos.
22 GOVERNOR BUSH: Yeah. Department of
23 Interior, you better be -- they're cap-- you be
24 careful with them.
25 MR. STRUHS: This -- you'll be happy to
ACCURATE STENOTYPE REPORTERS, INC.
BOARD OF TRUSTEES/INTERNAL IMPROVEMENT TRUST FUND65
May 11, 1999
1 know, this is actually the very first
2 national wildlife refuge ever established in
3 this country. And it was --
4 GOVERNOR BUSH: You don't think there'll be
5 casinos in there?
6 MR. STRUHS: -- it was done almost a
7 100 years ago by President Teddy Roosevelt.
8 Item Number 4, we seek approval to enter
9 into an option agreement to acquire 1.47 acres
10 within the Florida Keys Ecosystem CARL Project.
11 GOVERNOR BUSH: Motion?
12 COMMISSIONER GALLAGHER: Second.
13 Motion.
14 COMMISSIONER CRAWFORD: Second.
15 GOVERNOR BUSH: Moved and seconded.
16 Without objection, it's approved.
17 Sorry.
18 COMMISSIONER GALLAGHER: I don't -- you --
19 you don't need us here, I can tell.
20 GOVERNOR BUSH: I know. We're just moving
21 right along.
22 MR. STRUHS: Item 5, we seek approval to
23 purchase -- for a purchase agreement and an
24 option agreement to acquire 9.47 acres within
25 the Coupon Bight Key Deer CARL Project.
ACCURATE STENOTYPE REPORTERS, INC.
BOARD OF TRUSTEES/INTERNAL IMPROVEMENT TRUST FUND66
May 11, 1999
1 COMMISSIONER GALLAGHER: Motion.
2 COMMISSIONER CRAWFORD: Second.
3 GOVERNOR BUSH: Moved and seconded.
4 Without objection, it's approved.
5 MR. STRUHS: Item 6, we seek approval and
6 authorization to acquire 100 percent interest
7 in 20.89 acres within the East Everglades CARL
8 Project.
9 COMMISSIONER GALLAGHER: Motion, 6.
10 ATTORNEY GENERAL BUTTERWORTH: Second.
11 GOVERNOR BUSH: Moved and seconded.
12 Without objection, it's approved.
13 MR. STRUHS: Item 7, we seek approval for
14 four purchase agreements to acquire 120 acres
15 within the Save Our Everglades Golden Gate
16 Estates South CARL Project.
17 COMMISSIONER GALLAGHER: Motion.
18 GOVERNOR BUSH: Second.
19 Moved and seconded.
20 Without objection --
21 MR. STRUHS: Item 8 --
22 GOVERNOR BUSH: -- it's approved.
23 MR. STRUHS: -- we seek approval and
24 authorization to acquire a 100 percent interest
25 in 95 acres within the Corkscrew Regional
ACCURATE STENOTYPE REPORTERS, INC.
BOARD OF TRUSTEES/INTERNAL IMPROVEMENT TRUST FUND67
May 11, 1999
1 Ecosystem Watershed CARL Project.
2 COMMISSIONER GALLAGHER: Motion.
3 COMMISSIONER CRAWFORD: Second.
4 GOVERNOR BUSH: Moved and seconded.
5 Without objection, it's approved.
6 MR. STRUHS: Item 9, we seek approval for
7 an option agreement to acquire .14 acres within
8 the Shell Island Division of Recreation and
9 Parks' Additions and Inholdings project; and
10 further, to request a survey waiver.
11 COMMISSIONER GALLAGHER: Motion.
12 ATTORNEY GENERAL BUTTERWORTH: Second.
13 COMMISSIONER CRAWFORD: Second.
14 GOVERNOR BUSH: Moved and seconded.
15 Without objection, it's approved.
16 MR. STRUHS: Substitute Item Number 10, we
17 seek approval for the assignment of an option
18 agreement to acquire 13,252 acres within the
19 Tate's Hell State Forest Addition and
20 Inholdings project.
21 SECRETARY HARRIS: Move.
22 COMMISSIONER CRAWFORD: Second.
23 GOVERNOR BUSH: Moved and seconded.
24 Without objection, it's approved.
25 MR. STRUHS: Item 11, we simply would
ACCURATE STENOTYPE REPORTERS, INC.
BOARD OF TRUSTEES/INTERNAL IMPROVEMENT TRUST FUND68
May 11, 1999
1 request that the Board acknowledge the
2 voluntary dismissal of a petition by the -- by
3 the applicant.
4 COMMISSIONER GALLAGHER: Motion for
5 acknowledgment.
6 COMMISSIONER CRAWFORD: Second.
7 GOVERNOR BUSH: Moved and seconded.
8 Without objection, it's approved.
9 MR. STRUHS: On Item 12, we seek approval
10 to request -- or request issue a quick --
11 quitclaim deed to permit the reclamation of
12 .061 acres on privately owned land.
13 COMMISSIONER GALLAGHER: Motion.
14 COMMISSIONER CRAWFORD: Second.
15 GOVERNOR BUSH: Moved and seconded.
16 Without objection, it's approved.
17 MR. STRUHS: Item 13, we seek approval to
18 request -- to issue a quitclaim deed for the
19 Board of Trustees' interest in a 1.7 acre
20 parcel.
21 COMMISSIONER GALLAGHER: Motion, 13.
22 ATTORNEY GENERAL BUTTERWORTH: Second.
23 GOVERNOR BUSH: Moved and seconded.
24 Without objection, it's approved.
25 MR. STRUHS: Item 14, we seek approval to
ACCURATE STENOTYPE REPORTERS, INC.
BOARD OF TRUSTEES/INTERNAL IMPROVEMENT TRUST FUND69
May 11, 1999
1 release the restrictions contained in
2 dedication number 23589; and, further, to
3 convey 2.77 acres of filled formerly
4 sovereignty submerged lands in Dade County.
5 COMMISSIONER CRAWFORD: Motion.
6 GOVERNOR BUSH: Second.
7 Without objection, it's approved.
8 MR. STRUHS: Item --
9 GOVERNOR BUSH: Moved and seconded I mean.
10 MR. STRUHS: Item 15, we seek approval for
11 a proposal to encumber a leasehold interest in
12 order to obtain financing to construct the
13 University of Florida's Hotel and Conference
14 Center, and approval of a nondisturbance
15 agreement and estoppel certificate.
16 COMMISSIONER GALLAGHER: Motion on 15.
17 COMMISSIONER CRAWFORD: Second.
18 GOVERNOR BUSH: Moved and seconded.
19 Without objection, it's approved.
20 MR. STRUHS: Item -- Substitute Item 16 is
21 a deferral.
22 You may recall, approximately two months
23 ago, we came before the Board with some draft
24 recommendations to streamline our ability to
25 make these acquisitions. We've been working
ACCURATE STENOTYPE REPORTERS, INC.
BOARD OF TRUSTEES/INTERNAL IMPROVEMENT TRUST FUND70
May 11, 1999
1 diligently at that, and are quite pleased with
2 the results.
3 We're seeking this deferral in order to
4 take the time and work with the Cabinet Aides
5 and -- and with the members to make sure that
6 everybody's on board with them. And we'll
7 bring them back to you for approval in about a
8 month's time.
9 COMMISSIONER GALLAGHER: Motion to defer to
10 June 8th.
11 MR. STRUHS: Right.
12 ATTORNEY GENERAL BUTTERWORTH: Second.
13 GOVERNOR BUSH: Moved and seconded.
14 Without objection, it's deferred till the
15 June 8th Cabinet meeting.
16 Thank you all very much.
17 We'll see you in Jacksonville.
18 COMMISSIONER GALLAGHER: All right.
19 COMMISSIONER CRAWFORD: All right. Yeah.
20 (The Board of Trustees of the Internal
21 Improvement Trust Fund Agenda was concluded.)
22 *
23 (The Cabinet meeting was concluded at
24 10:48 a.m.)
25
ACCURATE STENOTYPE REPORTERS, INC.
71
May 11, 1999
1 CERTIFICATE OF REPORTER
2
3
4
5 STATE OF FLORIDA:
6 COUNTY OF LEON:
7 I, LAURIE L. GILBERT, do hereby certify that
8 the foregoing proceedings were taken before me at the
9 time and place therein designated; that my shorthand
10 notes were thereafter translated; and the foregoing
11 pages numbered 1 through 70 are a true and correct
12 record of the aforesaid proceedings.
13 I FURTHER CERTIFY that I am not a relative,
14 employee, attorney or counsel of any of the parties,
15 nor relative or employee of such attorney or counsel,
16 or financially interested in the foregoing action.
17 DATED THIS 21ST day of MAY, 1999.
18
19
20 LAURIE L. GILBERT, RPR, CCR, CRR, RMR
100 Salem Court
21 Tallahassee, Florida 32301
850/878-2221
22
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24
25
ACCURATE STENOTYPE REPORTERS, INC.
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Cabinet
Affairs
