Please allow me to express my thanks to both of you for making the sound decision to close schools statewide in light of COVID-19. I applaud you for having the foresight to recognize that sheltering in place is the best method to stop the spread of this deadly virus.

In the midst of all of the crisis management and tough leadership decisions you are making, I’d like to share some perspective.

I understand that a directive has been given to school districts to begin some form of distance/virtual learning this week; sooner for some districts. From your press release, I know that Commissioner Corcoran understands that “it’s critical that we keep students safe and healthy” during this incredibly stressful time. I couldn’t agree more with this statement, which is why I have concerns about the distance learning directive.

First, there is the most obvious concern – not all families have access to the technology needed to learn in a virtual environment (i.e. computers and the internet). I know that districts across the state have done a tremendous job of distributing devices to families. I also know that businesses are stepping up to provide free or low cost internet. All of them are to be commended for their efforts, and I’m sure it will go a long way to help some students. Those things will not, however, help the families that live in a rural area that lack the infrastructure to access the internet.

For families who do have access to a device and the internet, some of them may be using these devices for the first time; others don’t use them a lot. This means there will be a large gap in levels of technical knowledge.

For some children, life at home is not conducive to distance learning. Even if they are provided with paper worksheets/packets, they may be living in an abusive situation, at a homeless shelter, or have other adverse childhood experiences that prevent them from focusing on academics while school is closed.

Another concern is students with IEP’s and/or 504’s. I’m aware that conversations have taken place at the state level about ways to address these, but I haven’t seen the results of these conversations made public, other than documents that already existed before this crisis. There are many students whose disability prevents them from learning without the accommodations that are provided in a classroom.

There are also privacy concerns, particularly with some software programs that capture and sell user data without permission. Many parents and teachers are not aware of these issues, and therefore are not able to take steps to prevent them.

Perhaps the most overlooked concern with distance/virtual learning is this: working parents who are trying to survive an incredibly stressful situation while putting a priority on keeping their families safe and healthy. As one elementary school principal said in a message that has gone viral on social media: “It is absolutely not possible to facilitate distance learning with a primary aged child and work from home at the same time. The very idea is nonsense. If you’re trying to do that, stop now. You can certainly have activities where your child learns, but your focus is your job, and survival. Again, unprecedented. Stop trying to be superheroes.”

Please stop asking us to be superheroes.

Sure, there are parents who want to facilitate distance learning, and they should have the freedom and flexibility to do that through enrichment activities. I also understand the value in students connecting with their teachers virtually. However, by requiring students to participate in distance learning as though they were in school (as the Commissioner explained in a recent video), you are placing a burden on teachers and parents that is unachievable for many, and incredibly stressful for most.

Here are some additional sources that explain the inequities present in distance learning:

• Coronavirus Forces Schooling From Home. Why That Will be a Problem.
• Coronavirus: Shift to Online Learning May Leave Poor Kids Behind.
• Virtual Learning Through Quarantine Will Leave Poor and Disabled Students Behind

Parents were surveyed by districts recently to ask about readiness for virtual learning, but the only things that were included in the survey were technology needs. We haven’t been asked about the equally important things that are needed for successful distance/virtual learning, such as technical abilities, family work situations, or mental health/capacity.

I fall into the “working parent” category. My family’s mental health is more important to me at this time than my children’s schooling. As state leaders, I ask you to send the message to all families that our kids’ mental health is more important to you as well. Please consider distance learning to be optional enrichment only, and make plans to assist the children who aren’t able to complete it once school returns.

Thank you for your time.

I’d like to start with telling you my story, and how I became an education advocate.

I grew up in Alachua County; attended Hawthorne High School and the University of Florida.

I’m not a teacher. While in high school, a lot of people thought I was going to be a teacher – probably because my parents were teachers. But, I knew even at a young age that I didn’t have the patience to be a teacher. So, I did the next best thing – I married a teacher!

My graduate school studies brought me to the Tampa area, which is where I met my husband, a former teacher of 22 years. Like most teachers, it wasn’t just a job for him. It was his passion. He loved his job, and he was really good at it. He was a music teacher. He once told me that loves music, and he wanted to share it with others. And, teaching is a great way to do that.

It was around 10 years ago that I noticed that the love he had for his job started to slowly dissipate.  When I asked him about it, I learned that there were decisions being made at the state level that made it harder to teach, and had a negative impact on our schools.

This bothered me, so I started doing research. I talked to other teachers, met with legislators and other decision-makers, and talked with other parents. I learned that the situation wasn’t unique to my husband or to that county. Teachers in other areas across the state were all saying the same thing.

When my children started school a few years later, I realized that these things happening in our state were not only impacting our teachers, they were impacting our children as well. This was when I started getting involved in PTA, and learned that they were noticing these things and fighting them as well.

Three years ago, my husband made the difficult decision to leave the teaching profession, which is what brought us back to Alachua County. It was here that I got involved in our county council PTA, who does a lot of great advocacy work at the county and state level. I’m currently serving as Legislative Chair for that group.

So, what is it that’s causing all of this angst among our teachers and our children?

It’s accountability.

Accountability is important. We all want our schools, teachers, parents and children to be held accountable. We want our kids to learn in an environment that’s focused on results. But, here in Florida, we don’t just have accountability. To use Sue Legg’s term – we have “accountability on steriods.”

Arthus Costa, Emeritus Professor at California State University, once said: “What was educationally significant and hard to measure has been replaced by what is educationally insignificant and easy to measure.”

In our state, we have a hyper-focus and narrow definition of accountability that focuses on what’s easy to measure. But, what’s easy to measure isn’t always what ultimately matters in education.

The largest component of our state accountability system is the Florida Standards Assessment, or FSA, which our children take beginning in third grade all the way through high school. They also take district-created tests that are mandated by the state in lower grades. There are a few ways the FSA is used for accountability:

• School grades – Every school receives a grade, on an A – F scale. At the elementary school level, grades are based 100% on scores from standardized tests. In middle and high school there are other components such as dual-enrollment or advanced placement courses, but 75% of the school grades are still based on tests. The stakes for school grades are very high. Schools could be closed if they receive a low grade for many years. My high school was on the verge of closing years ago, and I can tell you that it would have devastated that community. Some parents even decide where to purchase a home based on school grades.
• Teacher evaluations – State law requires that 30% of a teacher’s evaluation be based on student progression (i.e. test scores). Teachers could be transferred to another school because of their evaluation (which has happened in our county), or they could conceivably lose their jobs.
• Students are also directly impacted by testing, as they could be retained or fail a course based on test scores.

So, why is this wrong?

For one, the FSA measures one single point in time. It doesn’t tell us everything that took place during the 180 days within the school year. It also doesn’t evaluate the whole child, or take into account social issues, family issues, or other things that impact test scores that are beyond the control of the teacher or the school. Tests take up a tremendous amount of classroom time –  both on the actual tests as well as test prep, because test-taking skills can impact test scores. 8-year olds will sit for 90 minutes at a time for each FSA test that they will take this year (and they take more than one). Not only that, but the validity of the actual test has been questioned by experts across the state. We are making all of these high stakes decisions based on a test that may not be valid.

This is one of the reasons for the mass exodus of teachers from the profession. The test-focused teaching and learning environment continues to impact teaching in a way that is driving teachers away.

We all want accountability. We just want it done in a way that makes sense and doesn’t drive high quality teachers from the profession or dismantle communities.

I want to end on a positive note, so I will close by saying that I’m a public school parent. My kids wouldn’t be in public schools if they weren’t learning, and if I didn’t think it was the best place for them. The reason our public schools are good is because of the teachers who persist, day in and day out, in spite of (not because of) the accountability system.

Hello. My name is Megan Hendricks, Alachua County public school parent and proud graduate of Hawthorne High School and the University of Florida.

I’m here today to talk about the impact of test-based accountability on our schools and our community.

Florida’s public schools are under attack. The focus seems to be on accountability, with the primary measurement being standardized tests (namely, the FSA).

There is an assumption that these tests are accurate measurements of student learning, teacher effectiveness and overall school quality. Research and real world experience has challenged those assumptions. Studies have shown that standardized tests do not translate into long-term learning gains or better cognition. I have provided you with more information about that in your packets.

The impact of Florida’s test-based accountability system is profound.

1. Families are making decisions about where to send their children to school, or even where to purchase a home, based on school grades – which use a formula almost entirely based on test scores.
2. College readiness has been shown to decrease when emphasis is placed on test scores.
3. The teacher shortage in our state is reaching crisis levels. In 2011/2012 in Alachua County, there were 3,440 applications for teaching positions. In 2017/2018, there were 584. This isn’t an Alachua County issue. In August, 2018, there were 4,000 vacancies statewide, which is up from 3,000 the same time last year. This is equal to 1.4 million students without a teacher for one or more of their classes.
4. Billions of dollars of funding have been funneled into the creation and evaluation of tests that could have been used to provide much-needed resources to help children succeed.
5. Children are spending an inordinate amount of time taking tests and preparing for tests that they could be spending on authentic learning.
6. Schools are being threatened with closure based on test scores. My own high school was at risk of closure this past year. As the largest employer in the city, closing this school would have not only impacted the school, but dismantled the community. I’ve visited Terwilliger Elementary recently, which is currently at risk of closure or turnover because of test scores, and talked with their staff and parents. Schools like Terwilliger need more resources and support from our state, not closure threats and scrutiny of their teachers.
7. The stress created by high stakes testing is effecting our children’s mental health. A recent study even showed that the stress associated with tests has a disproportionate effect on children of poverty.

At the end of the day, we have to decide what’s most important. Do we keep up the philosophy of “If it can’t be measured, it doesn’t exist?” Or, do we look at what really matters for our children, our teachers, and our schools.

Thank you.

It’s no wonder the city’s only Middle/High School (Hawthorne Middle/High School, or HMHS) has a population of just over 300 students. Even so, the school is responsible for educating third and fourth generations of families, many of whom still live in the area. Students not only go to school together, but live in the same community, go to the same churches and shop at the same grocery stores. In addition to serving as a place to learn, the school is often a second home to many, providing socializing, sports and mentoring. This sense of community may come to a screeching halt if the middle/high school closes its doors in the coming year because of HB7069 (passed in 2017), which forces schools with low grades for multiple years to face closure or turnover into a privately managed charter school.

What’s the real story?
Many have questioned the validity of the school grading system, especially when using it for high stakes decisions such as closing schools. The system has become progressively more difficult in recent years, while the consequences have increased at the same time. A school grade measures not only academic issues, but social as well, as family issues such as mobility or illness can affect a student’s ability to perform well on standardized tests. With such a small student population, a small percentage of student test scores at HMHS can have a large impact on the school grade.

At a more granular level, the grading formulas seem to favor larger schools in more affluent areas. In addition to scores from standardized tests, (which have known biases against low income populations), at the middle and high school levels, school grades are based on “Acceleration Success,” as defined as the following: High School: AP, IB, AICI or Dual Enrollment or Industry Certification; Middle School: EOCs or Industry Certification. Of those programs, HMHS is able to offer only a small number of dual enrollment opportunities and industry certifications. There are no AP courses.  Because of budget, the small population of HMHS does not afford students the opportunity to participate in many of these success measures, thus putting the school at an automatic disadvantage when calculating school grades.

Who is really served by closing neighborhood schools?
Upon learning about the school’s potential closure, members of the community came together from far and wide to show their support. Alumni from as long ago as 1966 contributed to a blog to share their successes, and show naysayers what has become of students who attended HMHS. Read their stories here.

After the school lost much-needed Title I funding in the same year, this rural community raised thousands of dollars to fund an instructional math program. Businesses sponsored school supplies drives, with individuals dropping off copy paper at the beginning of the school year. A mentor program was started, with over 20 participants. A new PTSA (Parent Teacher Student Association) chapter was formed, with 35 members at its inaugural meeting.

The community, parents, students and staff do not want their school to close. In a world where choice is heavily promoted, they choose Hawthorne. The value in neighborhood schools is not lost on this community.  As the largest employer in the city, the school’s closure would disrupt more lives than just the students.

Other schools in the district do not want HMHS to close. Closing the school would mean busing over 300 students to schools over 20 miles away, and most likely rezoning other schools to accommodate the population increase.

Closing schools disrupts lives. It dismantles communities. It’s not helpful for education. Schools like Hawthorne need more support, not bad school “grades” and closure threats. We are calling on the Department of Education, the Board of Education and the Florida Legislature to reconsider the negative effects of HB7069 on schools, allowing for more flexibility in turnaround plans for struggling schools.

Megan Hendricks, HMHS c/o 1992 and President, Alachua County Advocates PTA

The city’s two public schools (Shell Elementary and Hawthorne Middle/High) are deeply rooted in its very core. In many cases, the schools are responsible for educating third and fourth generations of families, many of whom still live in the area. Students not only go to school together, but live in the same community, go to the same churches and shop at the same grocery stores. In addition to serving as a place to learn, the schools are often a second home to many, providing socializing, sports and mentoring.

This sense of community may come to a screeching halt if the middle/high school closes its doors in the coming year. A recent bill passed by the Florida legislature (known as HB7069) provides the state with the ability to close a school if its school grade is lower than a “C” for multiple years. Many have questioned the validity of the school grading system, especially when using it for high stakes decisions such as closing schools. Read more about the school grading system.

To show support in keeping the school open, some alumni recently shared their (brief) stories* in the Facebook group: HHS Reunited (and in subsequent Facebook posts). Here’s a glimpse into some of their lives, accomplishments, and just how far this school’s roots have spread.

Tashun Anderson Sr., c/o ’92
20 years in the Navy… retired

Sara Bristow Andino, c/o ’95
AA from Santa Fe, BA from UF in Elementary Education, and Masters from UWF in Educational Leadership.

Charlene Batton Beebe, c/o 1991
Graduated from UF in 4 years, Agriscience teacher, currently working on my Masters. Also help my husband run a family business.

Haley Benefield, c/o ’13
AA in Nursing and Certified Surgical Technologist.

Judy Miller Blanton, c/o ’87
I am the director of a Early Childcare Center. I have my Director’s credential and a National CDA. I am also a early childhood teacher at this center. I am currently finishing up my AS degree in early childhood education. I have worked in this field for 20 plus years. This is largely in part from my years at Hawthorne High/Middle School where I was a part of the Future Educators of America and also had awesome role models at my school.

April Brown, c/o ’94
I have a BM in Music Education from Valdosta State University and a MA in Intercultural Studies from Asbury Theological Seminary. I taught music for many years in Alachua County and it was some of my best teaching years! I was honored to earn Teacher of Year twice and was a District Teacher of the Year Finalist. I have spent most of my career in education. Recently, I was on staff as Director of Children’s Worship at Sherwood Baptist Church in Albany, Ga. After a move to Savannah, Ga. I accepted a position as Director of Children’s Ministries for Southside Baptist Church in Savannah Ga. As a former student and Teacher of Hawthorne schools, I hope that those in positions to save our school will see how much students and families in Hawthorne need HHS. Hawthorne students can’t just go to school anywhere. The students need teachers and administrators who understand their backgrounds and can meet them where they are. Success is within their reach if someone would care enough to go the extra mile.

Richard Deford, c/o ’89
Went to CFCC in Ocala for music. Have done revivals and concerts in 19 states plus Germany, Austria and Jamaica. Was ordained and licensed in 2001 as a pastor and have served in that capacity since then. I work full-time as a Healthcare Chaplain and Hospice Chaplain at a local hospital and am endorsed as such by the trustees of the Southern Baptist Convention.

Grace Mae Dickerson, c/o ’01
Went straight into the Dental Assisting program at Santa Fe and finished in 2002. 15 years as a Certified Dental Assistant and currently working on prerequisites for the Dental Hygiene program.

Chad Driggers, c/o ’13
Senior Controls Systems Engineer
AS. Electronic Design
BS theology
BS electrical engineering
MS information systems development
Cisco Certified
Security+ infosec

Tony Fackender, c/o ’82
Went in Army for 4 years after graduation then FL Army National Guard. Worked for Lowe’s 15 years as a member of management. Afterwards became a truck driver and have owned my own for 6 years. Doing well as HHS helped teach me the skills needed in life to succeed!!

Peggy Ferguson, c/o ’72
I received an AA from Santa Fe College, BS from UF in Elementary Education, MS in Reading & Ed.S in English from Nova Southeastern University, & Ph.D in Clinical Psychology (Biblical) from Cornerstone University. I worked for Alachua County Schools for 37 years as a teacher, reading coach, and teacher specialist. I also worked for the State of Fl Department of Education as a Trainer in Reading First during the summer and I’m currently retired.

Nancy Ferrell, c/o ’87
Have 2 degrees in computers, a real estate license, I have worked for over 20 years in the restaurant industry, plus management, owned my own business for several years, now am a stay at home person for my little farm due to illness.

Jason Taylor Floyd, c/o ’17
Majoring in History and Education at Santa Fe. Hope to be teaching high school history after college.

Megan Newman Hendricks, c/o ’92
I graduated from the University of Florida in 1997, and then obtained an MBA from the University of South Florida in 2000. Having worked in higher education for most of my career, I’m now the Executive Director of a global professional association of business schools and employers.

Joy Lane Hicks, c/o ’92
MBA with Finance Specialty. Worked as VP of Financial Data Management for 13 years before starting my own home restoration and design business in Jacksonville. I don’t understand the reasoning behind closing this school. Like many, it’s not perfect but for this community it’s everything.

Don Johnson, would have been C/O 93 (moved in 91)
Own a Digital Marketing Agency as well as a couple other business interests.

Kim Carter Johnson, c/o ’88
BS in Pharmacy from Florida A&M. Retail Pharmacist in Gainesville area for 20 years.

Patricia Lawrence, c/o ’92
I graduated in 1992, got my bachelor’s in Accounting in 1996, currently work for Alachua County Clerk of Court as an accountant.

Kim Meyer, c/o ’88
Masters in Nursing Management and Leadership, Nurse Manager of Maternal Newborn Care, University of Utah Health

Cindy Parsons Milligan, c/o ’90
AS Degree in Business Administration and Management. I currently have my own home rental business. In the past, I have worked for the Chairman and CEO of a Fortune 500 Holding company doing various jobs as office management, travel coordinator, personal assistant and helped with board meetings arrangements/dinners. I owe Coach Raccioppi a huge thank you for arranging for us to do a business project of running a business in Economics class! How awesome was that my fellow classmates! I could go on for many teachers when I was there . The teachers are the heart of a school in which the children benefit from their dedication! Good luck even tho I can’t make meeting!

Amanda Moore, c/o ’00
M.Ed in Educational Psychology and Human Performance from FSU. Principal Consultant at Microsoft.

Jessica Morris, c/o ’98
CCRN (Critical Care Registered Nurse) Currently pursuing my masters. I am ACLS certified, CPHQ certified, NIH certified, TPA certified, level 1 trauma nurse with certifications specializing in traumatic brain injury and spine trauma as well as stroke. I’m currently the Sepsis Coordinator at NFRMC and drive that program for NPSG house wide.

Travis Pierce Sr., c/o ’10
Own and operate a tree service since 2010!

Jacquelyn Randall, c/o ’02
B.S. in Cardiopulmonary Science from Florida A&M working as an RRT. Currently seeking my M.B.A.-Healthcare Management from St. Leo University

Natasha Roberts Nelson  c/o 92
AA/AS/EPT/CVT/CMA
Home health aid “92-“99
Currently-Electrophysiology/Cardiology

Desiree Saputo, c/o ’05
LDO,ABOC, NCLE (Henderson)
Licensed by the FL Department of Health and Medical Quality Assurance to practice Opticianry.
Certified Optician ( Nationwide )
Certified Contact Lens Fitter  ( Nationwide )
Currently Employed by Maculogix as an Executive account manager. I work with Optometrists and Ophthalmologist groups to fight the #1 disease causing blindness in patients over the age of 55 (Macula Degeneration).

Adam Silvia, c/o ’93
SGT USMC / Lt in the Navy (Pilot). 2 x BS degrees in Marketing and Finance from Hawaii Pacific University, MBA from State University of New York at Albany. Regional Operations Manager for the Northeast for Airgas.

Rick Smith, c/o ’92
Senior Wireless Engineer for C3Wireless

Tracy Taylor, c/o ’92
Deputy Sheriff, Sgt. In the Investigations division at the Gilchrist County Sheriff’s Office for 9 years, City of Trenton Police Department Chief of Police for 3 1/2 years, now working at UF Health Shands Vista as Security. FDLE Certified Instructor, Taser Instructor, DEA Academy Graduate, etc. Hawthorne High School in my opinion is the backbone of that city. The school has produced phenomenal people that have changed the world.

Amanda (Hayes) Thomas c/o ’98
A.S. Business Administration – Management from City College Gainesville Fl, B.A. Accounting from Ashford University, currently work for UF as a Grants Accountant in the Contracts and Grants department. My siblings attended HHS, and now my niece and nephew are in our wonderful Hawthorne schools! ? Hornet Pride!

Misty Tompkins, c/o ’01
I graduated 2001 went straight into the Marines. I now have an Associate-Business Administration- Colorado Technical University- B.S in Health Science West Texas A&M about to complete a 2nd Bachelors degree in Forensics. In January of 2018 My job title will be Forensic Consultant. Thank you everyone who is working hard to save our school.

Johnny Tucker, c/o ’66
3 Graduate Degrees: Master of Aeronautical Science (Embry-Riddle), Master in Airport Management (Embry-Riddle); Master in Business Administration (Univ of Calif – Sacramento); United States Air Force – 20 years; Retired Major, Senior Pilot; Chief of Standardization/Evaluation Division (SAC); Chief, Consolidated Training Flight; Squadron Officer School (in residence); Air Command and Staff College (Beale AFB, CA); Air War College (Maryland); Undergraduate Pilot Training (UPT – Craig AFB, AL); United Airlines Pilot – 26 years (Captain/First Officer, Flight Engineer) Boeing: 727,737,707,757,767,747…Thanks to Larry Reeves of Hawthorne for teaching me how to fly small prop planes. I could go on and on…but it all began right there in little ol’ Hawthorne High School, Hawthorne, Florida.

Shelby Fidler (Walker), c/o ‘14
Dual Enrolled during Jr and Sr years at SFC. Graduated with an AA and EMT in 2014. Then graduated from Santa Fe College with my RN in 2016 with Honors. Currently working as a Mother Baby RN at North Florida Regional Medical. Going back for my BSN this summer.

Allison McKinney Williams, c/o ’02
I attended Chester Shell Elementary from Kindergarten – Fifth & Graduated from HHS as Salutatorian of My Senior Class. I went on to graduate with Honors (Magna Cum Laude) from Lake City Community College in 2009 with an AS Degree as a Physical Therapist Assistant. I am currently not doing Health Care anymore but I am the Administrative Assistant for Lighthouse Christian School in Middleburg, Florida. HHS was a great place to be and the staff made it that way. I have fond memories there. The students don’t make or break a school the staff’s team work, love & dedication shape a school into what it is. I loved my Middle School/ High School Experience at HHS. We were a family back in my day. Teachers were mothers and fathers to students, Pop was our Grandfather and I wouldn’t have it any way. Loretta (the lunch lady) ? attends my church and still has the Sweetest Smile I ever did see. I am glad I had the opportunity to grow up at HHS!

Wendy (Terry) Wood, c/o ’89
AA SF Health Science. Working towards BS in Healthcare Administration and Business Management. 14 years @ UF , now employed at UF Health Shands. Bring Hornet Pride Back!! Our community is about family!

While the school is certainly not without its challenges, closing its doors will not only displace 300+ students, many of whom may have to be bused to outlying cities, it will cause of rift in the very community it has been a part of for decades. Parents, alumni, students and community members are coming together to ask the district and the state to provide the supports and resources necessary to keep the school open. In takes a community, and we are #AllIn!

*Posted with permission

One of the boundary changes affected my subdivision. I attended boundary committee meetings, school board meetings and community forums and witnessed families in tears, begging the district not to move their children out of the schools they loved. Neighborhoods were split up and torn apart. Emotions were high. Sadly, this is not the first rezoning I’ve witnessed.

This issue is not unique to Pasco County. It’s affecting school districts across the state.

Why are our schools so overcrowded?

Funding for new school construction comes from three sources:

1. Millage (property taxes). The amount of millage that can be allocated toward school construction is determined by the state. The current amount ($1.50 per $1,000 of taxable home value) was lowered from $2.00 in 2008 and 2009 during the recession and has not been raised since the market recovered.
2. PECO (Public Education Capital Overlay, derived from utility services) distributed by the state. In recent years, PECO funds have been diverted away from traditional public schools to charter schools. The percentage of PECO funding allocated to traditional public schools was lowered even more by the legislature in a 2017 bill.
3. Impact fees (taxes levied on new homes built), which are determined by County Commissioners.These are one-time payments that can only be used to finance capital infrastructure. Current impact fees for a single family, detached home in Pasco County are $4,876. These fees have not been increased since 2005.

Ray Gadd, Assistant Superintendent of Pasco County Schools, explains school funding and Pasco’s situation to a local School Advisory Committee:

Read the district’s explanation of sources of Capital School Funding.

School capital funding has not caught up with population growth,  resulting in many schools not having the space for all of the students located within their boundary area.

Pasco County (as well as many other districts in Florida) are in dire straight regarding capital funding for school construction. With an estimated growth of over 5,000 students in the next three years, many new schools will be needed, but the district lacks the funding to build them. In the 2017/2018 school year alone, the county is looking at an overall budget deficit of $8.7 million.

What can we do to fix this?

Let your elected officials know that our children deserve schools that have the resources needed to provide them with a high quality education.

If you are in Pasco County, contact the County Commission, and ask them to support the school district’s request to raise impact fees. If you are in another county, research your district’s situation. All Florida residents can also contact their state legislators and ask that they allocate more PECO funding to traditional public school construction, and allow schools to increase the millage rate back to pre-recession amounts.

School Board members:

I’m here tonight to ask for your help fighting education reform. Thank you, in advance, for listening.

My husband recently left his job after teaching elementary school in Florida for 22 years. Like many teachers before him, this was a decision that was not made in haste. He stayed in the system for years after education reform began, but there came a time when he simply could no longer continue. When I asked him the main reason he left his chosen profession after so many years, he responded with “I can no longer make a difference, because my hands are tied.” He didn’t leave because of the low pay (he knew about that when he entered the profession). He didn’t even leave because of the benefits that have slowly disappeared over the years. He left because of the politicians and others with no business making decisions thinking they know better than teachers who have studied pedagogy, created curriculum and lived the profession for years.

Some of those in the education reform world might respond with “he’s just one of those old school, veteran teachers who needs to leave anyway.” Well, by the state’s own measurement, he is “highly effective.”

I’m telling you this so that you will know that this is personal to me. You see, the negative effects of the state’s accountability system on teachers’ jobs not only affected my husband, but they affected my family as well.

As a result of my husband’s new position, we will be leaving Pasco County at the end of the school year. I’m deeply saddened to be leaving this district, where we have created a life and most importantly have found a public school that is a second home for our children. I will continue my fight to save public education, just from another place.

And speaking of fighting, I’m sure you are aware of the recent research produced by the Central Florida Public School Boards Coalition indicating that teacher merit pay doesn’t work.  Orange County is asking the Florida legislature to remove merit pay from the Florida statutes, and I’m here tonight to ask you to do the same. I know the decision is made at the state level, but you do have the ear of our legislators, and I’m asking you to speak to them. Let’s remove all of those tests that were only created to evaluate teachers, and restore the autonomy that was taken away from our classrooms. We have to do this to keep even more teachers from leaving, and address the teacher shortage that we know is such a problem here in Pasco County.

Florida Senate Bill 964 was filed recently, which removes several high stakes tests, changes the timing of the testing window and eliminates tying a teacher’s evaluation to test scores. Please reach out to our legislators in the Senate and the House, as individuals and as a School Board, and ask them to support this initiative.

I have enjoyed getting to know you all through the years, and I thank you for all of your communication. I wish you all the best of luck.

According to the Corporation for National and Community Service, one in four adults (25.3 percent) in America volunteered a total of 7.9 billion hours in 2014.

The benefits to volunteering are numerous from both a personal and professional perspective. In addition to the altruistic benefits, research has shown volunteers have a 27 percent higher chance of finding a job after being out of work than those who don’t volunteer. It can even reduce stress and lead to improved mental and physical health.

With over 10,000 nonprofit organizations in the region, Tampa Bay is booming with opportunities to get involved. Young professionals who call the region home have found community service enhances leadership skills, leads to lifelong friendships and has a tremendous impact on the lives of others.

Here are four active volunteers working to make the Tampa Bay region a better place.

Ashley Ehrman

St. Petersburg Native Ashley Ehrman graduated from the University of South Florida in 2008. While in college, she became involved as a leader in the Alpha Delta Pi sorority and continued as a volunteer adviser after graduation while working as a traveling consultant for the organization.

Ehrman furthered her love for philanthropy in her next role at the Greater Tampa Chamber of Commerce, where she worked with Leadership Tampa and Emerge Tampa Bay, a leadership and community development organization for young professionals. While helping others get plugged into services opportunities, Ehrman fostered her own passion for helping others.

Now 27, her volunteer portfolio includes Metropolitan Ministries, the Ryan Nece Foundation, Big Brothers Big Sisters of Tampa Bay and USF Women in Leadership and Philanthropy (where she is currently employed).

In addition to Emerge, Ehrman contributes her community involvement to the advice of several mentors she has been fortunate to connect with, including Colleen Chappell of ChappellRoberts, Joanne Sullivan, an independent fundraiser, and Kelley Sims of KKS Marketing + Development in Tampa.

One such mentor, Jennifer Murphy from SunTrust, invited Erhman to a YMCA dinner at which she first learned about the organization’s program in Sulphur Springs. Shortly thereafter, she joined the Advisory Board for the Sulfur Springs Branch and was recently one of two young professionals asked to join the Governance Board of the YMCA. The forward-thinking initiative aims to bring young leaders into the organization to prepare for succession planning. “Leadership succession in our community is essential,” says Ehrman. “The earlier we get young professionals engaged in our community, the stronger our community will be.”

Ehrman has had so many helpful mentors, she created her own personal Board of Mentors, where she helps them engage with other young professionals.

John Fontana

John Fontana, age 31, has had a service mindset since he was a child. A Brandon native, Fontana attended Jesuit High School in Tampa, where community service was not only emphasized, it was required. It was there that he first started volunteering, getting involved with Habitat for Humanity, Key Club and muscular dystrophy camps.

After attending the University of Florida, Fontana returned to Tampa for a job in information technology, and later moved into Real Estate. Fontana currently owns a Bricks 4 Kids franchise, a national company that helps kids learn S.T.E.M. skills using LEGO bricks. Through this company, he is able to work with nonprofit organizations such as Make a Wish Foundation (helping a young child visit Legoland), as well as handicapped and autistic children.

Fontana’s current service passion is with Big Brothers, Big Sisters (BBBS), where he mentors a high school student named Isiah. The time he has spent with Isiah has had a profound effect on the teen, increasing his confidence and improving his communication skills. Fontana has been affected by the relationship as well.

“You’re effecting people greater than you think you are, and you’re changing their life. My goal is to always make people feel better than [they felt before the time] when they met me.” Fontana encourages others to seek out volunteer opportunities, whether it be through organizations like BBBS or even a one-time event on a weekend.

“You definitely walk away being a better person after volunteering, and who wouldn’t want to feel that way.”

Audra Milligan

After growing up in Polk County and graduating from the University of Florida, Audra Milligan moved to New York City with nothing but two suitcases, searching for arts, culture and life. After finding a job as a receptionist at a hedge fund, she worked her way up to become the VP of the company at age 30. In 2013 at age 34, she decided to cultivate her roots and move back to Tampa.

Upon arriving, Milligan once again found herself seeking community, as she didn’t know anyone outside of family. After taking a role at Northwestern Mutual, Milligan noticed a community mindset among residents in the Tampa Bay region.

“I fell in love with how community-minded Tampa is. I was intoxicated with how much giving back there is, and how much people enjoy it. That didn’t really exist in New York.”

Milligan started meeting people one-on-one for coffee, and asked how she could get more plugged in. One common thread among young professionals was involvement in Emerge Tampa Bay. She immediately joined the organization and got more involved, attending mixers, joining committees and planning volunteer projects.

An Emerge connection told her about one of her favorite volunteer opportunities, Give Day Tampa Bay, hosted in the first year by Community Foundation of Tampa Bay and Florida Next Foundation. The one-day event raises awareness by encouraging people to give any amount they can to a local nonprofit. Milligan was part of a group of volunteers who launched the project in its first year through grassroots canvasing.

Milligan recently received the 2015 Deanne Dewey Roberts Emerging Leader Award from the Greater Tampa Chamber of Commerce, which recognizes professional values, leadership, service and dedication to the Tampa Bay community.

“I love Tampa. I’m really attracted to the sense of community that people feel here. It’s kind of got a big town, small town feel.”

Rebecca Sterling

Imagine a playground designed by kids, for kids, that allows them to explore their physical environment while encouraging active play and brain development. Organizers from KaBOOM!, a national nonprofit that builds playgrounds to enhance play for children, built such a playground along with 200 volunteers at the Fair Oaks Park Community Center in Tampa in December.

The playground is one of the many projects Rebecca Sterling has participated in for Bank of America, where she works as Vice President and Business Support Manager.

Sterling started volunteering at a young age, coordinating food drives, walks and fundraisers in high school and college. At the age of 19, she began working for Bank of America and was impressed with the company philosophy in giving back to the community. As her career progressed here, she was looking for a way to show her manager that she had leadership potential. A leader in the company gave her what she considers to be some of the best advice she has received – become involved in the company’s community efforts. Sterling immediately did just that, and now at the age of 36 is a former chair and activate participant in the Bank of America Community Volunteers, the bank’s volunteer arm.

In her volunteer role, Sterling has coordinated many community outreach efforts, including a recent group of 400 people that sent 10,000 holiday cards to Tampa Bay children’s hospitals through the bank’s Hearts for Holidays Campaign. The group also created over 15,000 paper booklets to benefit the Hillsborough Education Foundation’s Teaching Tools Store.

A Seattle native, Sterling has found her home in Tampa Bay, partly because of her community efforts.  “I love the community. I love the people here. I love making a difference in the lives of those in need.”

Her favorite service project was a collection of more than 10,000 school supplies for Backpacks for Hope to benefit Metropolitan Ministries [http://www.metromin.org]. All supplies collected go directly to children who would not otherwise be able to have basic supplies needed to be successful in school.

“I am always thankful when I am able to help those less fortunate than myself, especially children who are unable to help themselves.”

Tonight, I would like to give you a parent’s perspective on my vision for education in Pasco County.

I would like ALL schools to have the resources and support they need to succeed, not just those determined to be high performing based on an invalid test and an arbitrary school grading formula created by politicians.

I would like authentic assessments to be used for their intended purpose – to inform teachers and personalize learning – NOT to evaluate and punish teachers or schools, or simply to compare students against each other within the district.

I would like decisions to be made by people, not by data.

I would like personal information collected about my child to remain private, and not made available for corporations that stand to profit from education.

I would like teachers to be respected as the qualitied professionals they are, and for them to have the autonomy and flexibility to do the job the district hired them to do.

I want all classrooms to allow children to learn in the most appropriate ways, as determined by educators, not by businesses or politicians.

I want children to receive a well-balanced education that includes studies in arts, humanities, social studies and other important subjects – not just popular buzz words like “STEM.”

I want teachers to look forward to going to work every day.

I want students to enjoy going to school each day, instead of worrying about what test they have to take.

I want ALL publicly funded schools to be held to the same expectations for accountability – not just traditional neighborhood schools.

I want technology to be used as a supplemental learning tool when it is developmentally appropriate, not as the primary means of learning, to the point where it is replacing teachers in some situations.

School Board members are elected to protect public education, and yet it seems to be falling apart around us. I want you to make the tough decisions and fight the tough battles. I know it’s hard. But, if parents, teachers and even students can fight, so can you.

I’ll leave you with a quote from a Pasco County High School student’s TEDx speech last year, when asked about the changing face of education:

“The standardized education system is effecting teachers and their ability to teach their students…..Instead of learning what they need to learn, they’re learning what the state is forcing them to learn.”

Nonprofits around the nation — much like companies in the private sector — are competing for the best and brightest coming out of local and state colleges and universities.

In Florida, where charitable giving is on an upward trajectory and more than one in 10 workers are employed by mission-driven organizations, the growing nonprofit sector is one of the state’s leading employers.

83 Degrees takes a look at a few rising stars among the more than 10,000 nonprofits that call the Tampa Bay region home as they go about the business of pursuing a social mission.

From directing an organization of three employees to one with 70, each leader took a different path to get to where she is today. What they have in common is a strong drive for personal and organizational success and the realization that what it will ultimately take to achieve their goals is the community.

Jessica Muroff, CEO, Girl Scouts of West Central Florida

A University of South Florida graduate, Jessica Muroff spent most of her working career in the for-profit world. Although she enjoyed her day jobs, it was her community and nonprofit board involvement that really tugged at her heartstrings.

“I wanted my career to be something where I was working every day to make a change in the community,” says Muroff. “It’s who I am.”

Almost four years ago, she took the plunge into the nonprofit world and joined Frameworks of Tampa Bay as Director of Marketing. She says it was the best career choice she ever made because it helped her transition into the nonprofit world and prepared her for her next role.

Growing up, Muroff was involved in Girl Scouts at the brownie level. When she read the former CEO of the West Central Florida region was promoted, creating a vacancy, she felt as if her dream job had opened up.

The Girl Scouts of West Central Florida serves 19,500 girls and 8,500 adult members/volunteers in an eight counties, including Hillsborough, Pasco, Pinellas and Polk. As CEO, Muroff oversees 69 employees and a $6.6M budget.

With such a broad membership base and large budget, fundraising is paramount to staying afloat.

Muroff, a graduate of the University of South Florida with a master’s degree in Secondary English Education and a bachelor’s in Mass Communications, sees a trend in both local and national nonprofits that are diversifying their funding sources to provide multiple layers of sustainability. Girl Scouts sees its biggest opportunity for funding growth with individual donors, and is building those relationships in an effort to increase awareness of programming and engagement in its mission.

The council also places a high value on its volunteers. A typical troop leader contributes an average of 200 volunteer hours per year. With changing demographics and increasing demands for volunteers’ time, Girl Scouts is evaluating its operational and delivery models, using technology, for example, to enable volunteers to contribute in the most effective ways.

Girl Scouts also leverages local partnerships, such as working with K-12 schools to deliver the state-funded Get Real program, which provides literacy skills and self-esteem development to at-risk youth.

“When our community invests in girls and their success, that leads to that community being successful,” Muroff says.

Mandy Cloninger, Executive Director, Trinity Café

During her first job as a student at the University of Florida, Mandy Cloninger learned early on that fundraising could be a career path for her. After moving to Tampa, she continued to hone her skills through various positions at places like USF Health. It was ultimately an International mission trip to Guatemala with Hyde Park United Methodist Church where she was truly impacted by the need that exists in the world.

“My heart was broken there,” says Cloninger. “I had never seen poverty like that.” After returning home, she immediately started volunteering at Metropolitan Ministries [http://www.metropolitanministries.org/], and later joined their staff.

In May 2015, Cloninger took the next step in her philanthropic journey when she became executive director of Trinity Café [http://www.trinitycafe.org/] in Tampa.

The café is a nonprofit restaurant that serves an average of 280 hungry and homeless each day. The experience is truly unique. Each guest is seated at a table that is hosted by one of 30 volunteers who serves and builds a relationship with the guests while they enjoy a three-course meal prepared by resident Chef Alfred.

Cloninger, who earned a master’s degree in Mass Communications at the University of Florida and a bachelor’s in Public Relations at Texas Tech, manages a staff of two and oversees a budget of $730,000. Key to the café’s mission and financial sustainability is relationships with other nonprofits in the region. For example, Feeding America Tampa Bay, assists with bulk food purchases. The Tampa Hillsborough Homeless Initiative provides housing assessments for the guests at the café once per week. Trader Joe’s provides food through their partner pickup program.

This follows a trend Cloninger is seeing in philanthropy of more collaboration among organizations with a similar mission. “No one organization can solve hunger or homelessness,” says Cloninger, “It takes a broad-based community approach.”

The café plans to leverage even more partnerships in the future to expand its reach, utilizing the existing kitchen to prepare meals, transport them to areas of need and serve in partnership with churches or community organizations.

“It breaks my heart for the families and the kids, and for the folks who can’t make it to the café,” says Cloninger, noting that some lack transportation or the resources to get there.

Natasha Nascimento, Founder and Executive Director, Redefining Refuge

Natasha Nascimento has a passion for helping children. Originally from Johanasburg, South Africa, she moved to Tampa with her family as a senior in high school. After graduating from the University of South Florida and University of Southern California, she worked in finance for 10 years before seeing a need in the community she couldn’t resist.

While researching issues affecting abused women and children, Nascimento learned about the widespread trafficking of children in the United States, and in Florida in particular. As she started to build awareness about this tragedy, she struggled to find support initially because most people found it difficult to believe it was happening so close to home.

In 2010, Nascimento started a nonprofit called Redefining Refuge with the idea of changing this. What began as an awareness campaign eventually turned into the first safe house for child trafficking victims in Tampa Bay in 2013. The 10-acre facility in an undisclosed location provides a safe refuge for girls ages 12 to 17 with 24-hour staff and surveillance. The trafficking victims receive ongoing therapy, schooling and resources to get their lives back on track.

As executive director, Nascimento manages a budget of $400,000 and 12 full and part-time employees. The organization has served over 100 children since inception, each with a different path and individual goals.

Nascimento, who earned a master’s degree of Public Administration at the University of Southern California and a bachelor’s in Interdisciplinary Social Science at the University of South Florida, establishes a relationship with each child at the safe house, giving them personal attention to help further their goals and validate their self-worth.

“Knowing about this stuff and seeing how children are being affected, you care a lot about your clients, says Nascimento. “Your whole scope of everything just changes. Your life perspective is different.”

Redefining Refuge partners with local groups with a similar desire to raise awareness and help victims, such as Shared Hope International and Crisis Center of Tampa Bay.

India Witte, Executive Director, Women in Leadership and Philanthropy (WLP) and Senior Director of Foundation Board Relations, University of South Florida

Public education is in India Witte’s blood. From the start of her career working for Betty Castor, then Commissioner of Education for the State of Florida, she has always worked for public education in some form. She eventually moved to Tampa and started her career at the University of South Florida in the Alumni Association. Years and several jobs later she finds herself at USF again, serving the USF Foundation and Women in Leadership and Philanthropy (WLP).

In her dual role, Witte manages board relations for the Foundation, including board staffing and philanthropic management. She also heads up a volunteer leadership team and management for USF WLP, a 215-member program designed to engage leaders and philanthropists in making an impact for women in the USF system and the community at large.

“I have a true passion for and a belief in the transformation that educational opportunities can give all people,” says Witte. “I’ve had the honor of working with people who have worked really hard to earn their money and want to leverage it to invest and change their community.”

Witte, a graduate of Florida State University with a bachelor’s degree in English, manages a department of three, $1.7 million in endowment assets and an operating budget of $650,000 per year.

She has seen a positive shift in the economic landscape for nonprofits in recent years, particularly for women. “Donors are feeling much more confident and comfortable in giving. Women are finding their voice in the philanthropic world,” says Witte.

In an effort to continue this positive shift, WLP is strengthening its relationships within all three USF system institutions, including Tampa, Sarasota/Manatee and St. Petersburg, with hopes of benefiting a broader geographic landscape and increasing impact overall. In doing so, Witte hopes to sustain the level of impact the organization has made since its founding in 2005.

“It’s incumbent on me as a leader to make sure that everything we do it sustainable for the future,” says Witte.