2013년 12월 4일 수요일

오전 4:33

By Roy Hou

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About 'florida state university economics'|Mixed Feelings about the Kochs and Florida State University







About 'florida state university economics'|Mixed Feelings about the Kochs and Florida State University








               Ｌｉｔｅｒａｃｙ               ｌｅｖｅｌｓ               ｉｎ               ｔｈｅ               Ｆｌｏｒｉｄａ               Ｐｕｂｌｉｃ               Ｓｃｈｏｏｌ               Ｓｙｓｔｅｍｓ               ａｒｅ               ｎｏｔ               ａｓ               ｈｉｇｈ               ａｓ               ｔｈｅ               ｓｔａｔｅ               ｗｏｕｌｄ               ｌｉｋｅ               ｔｈｅｍ               ｔｏ               ｂｅ.

Ａｆｔｅｒ               ｍａｎｙ               ｉｎｉｔｉａｔｉｖｅｓ               ａｎｄ               ｖａｒｉｏｕｓ               ｍｅｔｈｏｄｓ               ｔｏ               ｔｒｙ               ａｎｄ               ｉｍｐｒｏｖｅ               ｔｈｅ               ｌｉｔｅｒａｃｙ               ｒａｔｅ,               77%               ｏｆ               Ｆｌｏｒｉｄａ'ｓ               4ｔｈ               ｇｒａｄｅｒｓ               ａｒｅ               ｓｔｉｌｌ               ａｒｅ               ｒｅａｄｉｎｇ               ｂｅｌｏｗ               ｐｒｏｆｉｃｉｅｎｃｙ               (Ｙｏｕｔｈ).

Ｔｈｅ               Ｎｏｒｔｈ               Ｅａｓｔ               Ｆｌｏｒｉｄａ               Ｅｄｕｃａｔｉｏｎａｌ               Ｃｏｎｓｏｒｔｉｕｍ               (ＮＥＦＥＣ)               ｉｓ               ｃｕｒｒｅｎｔｌｙ               ｒｕｎｎｉｎｇ               ａｎ               ｉｎｉｔｉａｔｉｖｅ               ｔｈａｔ               ｔｈｅｙ               ｃｒｅａｔｅｄ               ｉｎ               2001,               ｔｏ               ｔｒｙ               ａｎｄ               ｏｖｅｒｃｏｍｅ               ｔｈｉｓ               ｌｉｔｅｒａｃｙ               ｄｅｆｉｃｉｅｎｃｙ.

Ｉｎ               ｆａｃｔ,               ｔｈｅｉｒ               ｇｏａｌ               ｉｓ               100%               ｌｉｔｅｒａｃｙ               ｉｎ               ｔｈｅ               ｓｃｈｏｏｌ               ｓｙｓｔｅｍ.



               Ｔｈｅ               ｅｄｕｃａｔｉｏｎａｌ               ｖａｌｕｅ               ｏｆ               ｌｉｔｅｒａｃｙ               ｉｓ               ｏｎｅ               ｔｈａｔ               ｉｓ               ｅｘｐｏｎｅｎｔｉａｌ.

Ｎｏｔ               ｏｎｌｙ               ｉｓ               ｔｈｅ               ｓｋｉｌｌ               ｏｎｅ               ｎｅｃｅｓｓａｒｙ               ｔｏ               ｔｈｅ               ｖｅｒｙ               ｓｕｃｃｅｓｓ               ｏｆ               ｓｔｕｄｅｎｔ               ｌｅａｒｎｉｎｇ,               ｂｕｔ               ｉｔ               ａｌｓｏ               ｉｓ               ａ               ｓｋｉｌｌ               ｔｈａｔ               ｃａｒｒｉｅｓ               ｍｕｃｈ               ｗｅｉｇｈｔ               ｉｎ               ｆｕｔｕｒｅ               ｃｉｔｉｚｅｎｓｈｉｐ               ｆｏｒ               ｓｔｕｄｅｎｔｓ               ｅｎｔｅｒｉｎｇ               ｓｏｃｉｅｔｙ               ａｆｔｅｒ               ｓｃｈｏｏｌ               ｉｓ               ｃｏｍｐｌｅｔｅｄ.

Ｓｔｕｄｉｅｓ               ｓｈｏｗ               ｔｈａｔ               ｐｅｒｓｏｎｓ               ｗｉｔｈ               ｌｏｗ               ｌｉｔｅｒａｃｙ               ｓｋｉｌｌｓ               ａｒｅ               ｐｒｏｎｅ               ｔｏ               ｕｎｅｍｐｌｏｙｍｅｎｔ               ｏｒ               ｐａｒｔ-ｔｉｍｅ               ｊｏｂｓ               ａｌｏｎｅ,               ａｎｄ               ｔｈａｔ               ｔｒａｉｎｉｎｇ               ｆｏｒ               ｓａｉｄ               ｐｅｒｓｏｎｓ               (ｔｏ               ｈｅｌｐ               ｔｈｅｍ               ｏｂｔａｉｎ               ｂｅｔｔｅｒ               ｗｏｒｋｉｎｇ               ｓｋｉｌｌｓ               ｄｕｅ               ｂｏｔｈ               ｄｉｒｅｃｔｌｙ               ａｎｄ               ｉｎｄｉｒｅｃｔｌｙ               ｄｕｅ               ｔｏ               ｔｈｅｉｒ               ｉｌｌｉｔｅｒａｃｙ)               ｃａｎ               ｂｅ               ｖｅｒｙ               ｅｘｐｅｎｓｉｖｅ               ｗｈｅｎ               ｔｈｅｙ               ｄｏ               ｅｎｔｅｒ               ｔｈｅ               ｗｏｒｋ               ｐｌａｃｅ.

Ｓｔｕｄｉｅｓ               ａｌｓｏ               ｉｎｄｉｃａｔｅ               ｔｈａｔ               ｐｅｒｓｏｎｓ               ｎｏｔ               ｐｒｏｆｉｃｉｅｎｔ               ｉｎ               ｌｉｔｅｒａｃｙ               ａｒｅ               ｅｘｔｒｅｍｅｌｙ               ｍｏｒｅ               ｌｉｋｅｌｙ               ｔｈａｎ               ｔｈｅｉｒ               ｃｏｕｎｔｅｒｐａｒｔｓ               ｔｏ               ｐａｒｔｉｃｉｐａｔｅ               ｉｎ               ｃｏｓｔｌｙ               ｐｒｏｇｒａｍｓ               ｔｏ               ｈｅｌｐ               ａｓｓｉｓｔ               ｔｈｅｍ               ｗｉｔｈ               ｅｖｅｒｙｄａｙ               ｌｉｖｉｎｇ               ｒｅｑｕｉｒｅｍｅｎｔｓ,               ｓｕｃｈ               ａｓ               ｆｏｏｄ               ｓｔａｍｐｓ               ｏｒ               ｍｅｄｉｃａｌ               ａｓｓｉｓｔａｎｃｅ               ｐｒｏｇｒａｍｓ               (Ｌｉｔｅｒａｃｙ).Ｔｈｅ               ｃｏｓｔｓ               ａｓｓｏｃｉａｔｅｄ               ｗｉｔｈ               ｉｌｌｉｔｅｒａｃｙ               ｏｒ               ｌｏｗ               ｌｉｔｅｒａｃｙ               ｉｓ               ｎｏ               ｌａｕｇｈｉｎｇ               ｍａｔｔｅｒ,               ｗｉｔｈ               $225               ｂｉｌｌｉｏｎ               ａ               ｙｅａｒ               ｓｐｅｎｔ               ｆｒｏｍ               ｔｈｅ               Ａｍｅｒｉｃａｎ               ｅｃｏｎｏｍｙ               ｏｎ               ｌｏｓｔ               ｐｒｏｄｕｃｔｉｖｉｔｙ               ｉｎ               ｄｉｒｅｃｔ               ｃｏｒｒｅｌａｔｉｏｎ               ｗｉｔｈ               ｔｈｅｓｅ               ｉｓｓｕｅｓ               (Ｌｉｔｅｒａｃｙ).

Ａｌｌ               ｏｆ               ｔｈｅｓｅ               ａｒｅ               ｕｎｄｅｒｌｙｉｎｇ               ｓｙｍｐｔｏｍｓ               ｔｈａｔ               ｍｏｔｉｖａｔｅ               ａｎｄ               ｐｕｓｈ               ｌｅａｄｅｒｓ               ｔｏ               ｆｏｒｍ               ｓｕｃｈ               ｌｉｔｅｒａｃｙ               ｉｎｉｔｉａｔｉｖｅｓ               ａｓ               ｔｈｅ               ｏｎｅ               ｂｅｉｎｇ               ｄｉｓｃｕｓｓｅｄ.



               Ａｎｏｔｈｅｒ               ｕｎｄｅｒｌｙｉｎｇ               ｍｏｔｉｖａｔｏｒ               ｆｏｒ               ｔｈｅ               ｉｎｉｔｉａｔｉｖｅ               ｉｓ               ｔｈｅ               Ｆｌｏｒｉｄａ               Ｃｏｍｐｒｅｈｅｎｓｉｖｅ               Ａｓｓｅｓｓｍｅｎｔ               Ｔｅｓｔ               (ＦＣＡＴ).

Ｔｈｉｓ               ｉｓ               ａｎ               ａｎｎｕａｌ               ｓｔａｎｄａｒｄｉｚｅｄ               ｔｅｓｔ               ｔｈａｔ               ｉｓ               ｇｉｖｅｎ               ｉｎ               ｇｒａｄｅｓ               3-11               ｉｎ               ｔｈｅ               Ｆｌｏｒｉｄａ               ｐｕｂｌｉｃ               ｓｃｈｏｏｌ               ｓｙｓｔｅｍ               ｔｏ               ａｓｓｅｓｓ               ｒｅａｄｉｎｇ,               ｍａｔｈｅｍａｔｉｃｓ,               ｓｃｉｅｎｃｅ,               ａｎｄ               ｗｒｉｔｉｎｇ               ａｂｉｌｉｔｙ.

Ｔｈｅ               ｒｅｓｕｌｔｓ               ｏｆ               ｔｈｅ               ｔｅｓｔ               ａｒｅ               ｉｎ               ｄｉｒｅｃｔ               ｃｏｒｒｅｌａｔｉｏｎ               ｗｉｔｈ               ａ               ｌｅｔｔｅｒ               ｇｒａｄｅ               ｔｈａｔ               ｅａｃｈ               ｓｃｈｏｏｌ               ｉｓ               ｇｉｖｅｎ               ｂａｓｅｄ               ｏｎ               ｔｈｅｉｒ               ｐｕｒｐｏｒｔｅｄ               ｓｔａｎｄａｒｄｓ               ｏｆ               ａｃｈｉｅｖｅｍｅｎｔ.

Ｓｃｈｏｏｌｓ               ｒｅｃｅｉｖｉｎｇ               ｈｉｇｈｅｒ               ｌｅｔｔｅｒ               ｇｒａｄｅｓ               ｒｅｃｅｉｖｅ               ｈｉｇｈｅｒ               ｆｕｎｄｉｎｇ               ｔｈａｎ               ｄｏ               ｔｈｅｉｒ               ｃｏｕｎｔｅｒｐａｒｔｓ               ｗｉｔｈ               ａ               ｌｅｓｓｅｒ               ｇｒａｄｅ.

Ｓｃｏｒｅｓ               ａｒｅ               ｂａｓｅｄ               ｏｎ               ｐｒｅｖｉｏｕｓ               ｐｅｒｆｏｒｍａｎｃｅ               ｒａｔｉｎｇｓ               ａｎｄ               ｔｅｓｔ               ｓｃｏｒｅｓ               ｗｉｔｈｉｎ               ｉｎｄｉｖｉｄｕａｌ               ｓｃｈｏｏｌｓ               (Ｃｏｍｐｒｅｈｅｎｓｉｖｅ).

Ｓｃｈｏｏｌｓ               ｗｉｓｈ               ｎｏｔ               ｏｎｌｙ               ｔｏ               ｂｅ               ａｂｌｅ               ｔｏ               ａｓｓｉｓｔ               ｓｔｕｄｅｎｔｓ               ｔｏ               ａｃｈｉｅｖｅ               ｌｉｔｅｒａｃｙ               ｆｏｒ               ｔｈｅｉｒ               ｏｗｎ               ｓａｔｉｓｆａｃｔｉｏｎ,               ｓｔｕｄｅｎｔ               ｐｒｏｇｒｅｓｓｉｏｎ,               ａｎｄ               ｓｔｕｄｅｎｔｓ               ｂｅｃｏｍｉｎｇ               ｒｅｌｉａｂｌｅ               ｃｉｔｉｚｅｎｓ               ｉｎ               ｔｈｅｉｒ               ｆｕｔｕｒｅｓ               ｗｉｔｈｉｎ               ｔｈｅｉｒ               ｃｏｍｍｕｎｉｔｉｅｓ,               ｂｕｔ               ｔｈｅｙ               ａｌｓｏ               ｗｉｓｈ               ｔｏ               ｒｅｃｅｉｖｅ               ｔｈｅ               ｈｉｇｈｅｓｔ               ａｍｏｕｎｔ               ｏｆ               ｆｕｎｄｉｎｇ               ａｖａｉｌａｂｌｅ               ｔｏ               ｔｈｅｉｒ               ｓｃｈｏｏｌｓ.

Ｈｉｇｈｅｒ               ｌｉｔｅｒａｃｙ               ｓｃｏｒｅｓ               ａｒｅ               ａ               ｇｒｅａｔ               ｗａｙ               ｔｏ               ａｃｈｉｅｖｅ               ｔｈｉｓ               ｗｉｔｈｉｎ               ｔｈｅ               Ｆｌｏｒｉｄａ               ｐｕｂｌｉｃ               ｓｃｈｏｏｌ               ｓｙｓｔｅｍ.

Ｔｈｅ               ｐｒｏｂｌｅｍ               ｉｓ               ｔｈａｔ               ＦＣＡＴ               ｉｓ               ｎｏｔ               ｒｅａｌｌｙ               ｔａｋｉｎｇ               ｓｃｈｏｏｌｓ               ｉｎ               ｔｈｅ               ｄｉｒｅｃｔｉｏｎ               ｏｆ               ｌｉｔｅｒａｃｙ               ｔｈａｔ               ｔｈｅｙ               ｗａｎｔｅｄ               ｔｏ               ｇｏ,               ｓｏ               ｍｏｒｅ               ｆｏｃｕｓ               ｉｓ               ｂｅｉｎｇ               ｐｕｔ               ｏｎ               ｔｒｙｉｎｇ               ｔｏ               ｉｍｐｒｏｖｅ               ｔｈａｔ               ｔｈａｎ               ｉｎ               ｏｔｈｅｒ               ｉｎｉｔｉａｔｉｖｅｓ               ａｔ               ｈａｎｄ               (Ｅｄｕｃａｔｉｏｎ).



               ＮＥＦＥＣ               ｈａｓ               ｃｒｅａｔｅｄ               ａｎ               ｉｎｉｔｉａｔｉｖｅ               ｔｏ               ｈｅｌｐ               ｃｏｕｎｔｅｒａｃｔ               ｔｈｅ               ｔｈｒｏｅｓ               ｏｆ               ｉｌｌｉｔｅｒａｃｙ,               ｐｕｓｈｉｎｇ               ｆｏｒ               ａ               ｐｒｏｇｒａｍ               ｔｈａｔ               ｉｓ               ｉｎ               ｐｌａｃｅ               ｔｏ               ａｃｈｉｅｖｅ               ｃｏｍｐｌｅｔｅ               ｌｉｔｅｒａｃｙ               ｗｉｔｈｉｎ               ｔｈｅ               ｓｃｈｏｏｌ               ｓｙｓｔｅｍ.

Ｉｎ               2001,               ｔｈｅ               ｐｌａｎ               ｗａｓ               ｐｕｔ               ｔｏｇｅｔｈｅｒ               ｗｉｔｈ               ｔｈｅ               ｉｎｔｅｎｔ               ｏｆ               ｃｒｅａｔｉｎｇ               ａ               ｓｃｈｏｏｌ-ｗｉｄｅ               ｒｅｆｏｒｍ               ｂａｓｅｄ               ｏｎ               ｐｒｅｖｉｏｕｓ               ｃｒｉｔｉｃａｌ               ｒｅｓｅａｒｃｈ.

Ｉｔ               ｄｅｆｉｅｓ               ｔｈｅ               ｐｒｅｖｉｏｕｓ               ａｔｔｅｍｐｔｓ               ｏｆ               ｔｅａｃｈｉｎｇ               ｌｉｔｅｒａｃｙ               ｂｙ               ｃｒｅａｔｉｎｇ               ａｎ               ｅｎｔｉｒｅｌｙ               ｎｅｗ               ｃｕｒｒｉｃｕｌｕｍ               ａｎｄ               ａｐｐｒｏａｃｈ               ａｎｄ               ｆｏｃｕｓｅｓ               ｖｅｒｙ               ｍｕｃｈ               ｏｎ               ｐｒｏｆｅｓｓｉｏｎａｌ               ｄｅｖｅｌｏｐｍｅｎｔ               ａｎｄ               ｃｏｍｍｕｎｉｔｙ               ｓｕｐｐｏｒｔ               (Ｆｌｏｒｉｄａ).

Ａｔ               ｉｎｃｅｐｔｉｏｎ               ｔｈｅｒｅ               ｗｅｒｅ               ｔｈｉｒｔｅｅｎ               ｓｃｈｏｏｌｓ               ｉｎ               ｔｈｅ               ｎｏｒｔｈｅａｓｔｅｒｎ               ｐａｒｔ               ｏｆ               Ｆｌｏｒｉｄａ               ｗｈｏ               ｗｅｒｅ               ｍｅｍｂｅｒｓ.

Ｗｉｔｈ               ｔｈｅ               ｓｕｃｃｅｓｓ               ａｎｄ               ｈｏｐｅｓ               ｏｆ               ｆｕｔｕｒｅ               ｓｕｃｃｅｓｓ               ｔｈｅ               ｐｌａｎ               ｗａｓ               ｇｅｎｅｒａｔｉｎｇ,               ｔｗｅｎｔｙ-ｓｅｖｅｎ               ａｄｄｉｔｉｏｎａｌ               ＮＥＦＥＣ               ｓｃｈｏｏｌｓ               ｊｏｉｎｅｄ               ｄｕｒｉｎｇ               ｔｈｅ               ｓｅｃｏｎｄ               ｙｅａｒ               (Ｆｌｏｒｉｄａ).



               Ｔｈｅ               Ｋ-12               ｉｎｉｔｉａｔｉｖｅ               ｉｓ               ｏｎｅ               ｔｈａｔ               ｔｕｒｎｓ               ａｃｃｏｕｎｔａｂｉｌｉｔｙ               ａｎｄ               ｌｅａｄｅｒｓｈｉｐ               ｒｅｇａｒｄｉｎｇ               ｌｉｔｅｒａｃｙ               ｏｖｅｒ               ｔｏ               ｔｈｅ               ｔｅａｃｈｅｒｓ,               ｒｅａｌｉｚｉｎｇ               ｔｈａｔ               ｔｈｅｓｅ               ａｒｅ               ｔｈｅ               ｐｅｏｐｌｅ               ｗｈｏ               ｈａｖｅ               ｔｈｅ               ｐｏｗｅｒ               ｔｏ               ｉｎｓｔｉｌｌ               ｋｎｏｗｌｅｄｇｅ               ｉｎ               ｔｈｅ               ｃｈｉｌｄｒｅｎ,               ａｓ               ｔｈｅｙ               ａｒｅ               ｔｈｅ               ｏｎｅｓ               ｗｏｒｋｉｎｇ               ｗｉｔｈ               ｔｈｅｍ               ｏｎ               ａ               ｄａｙ-ｔｏ-ｄａｙ               ｂａｓｉｓ.

Ｓｋｉｌｌｓ               ａｎｄ               ｔｒａｉｎｉｎｇ               ａｒｅ               ｇｉｖｅｎ               ｅｘｔｅｎｓｉｖｅｌｙ               ｔｏ               ｔｈｅ               ｔｅａｃｈｅｒｓ               ｔｏ               ｅｎｓｕｒｅ               ｔｈｅｙ               ａｒｅ               ｅｑｕｉｐｐｅｄ               ｗｉｔｈ               ｔｈｅ               ｂｅｓｔ               ｐｏｓｓｉｂｌｅ               ｔｏｏｌｓ               ｔｏ               ｏｂｔａｉｎ               ｔｈｅ               ｇｏａｌ               ｏｆ               ｔｅａｃｈｉｎｇ               ｏｎｅ               ｈｕｎｄｒｅｄ               ｐｅｒｃｅｎｔ               ｌｉｔｅｒａｃｙ               ｔｏ               ｔｈｅｉｒ               ｓｔｕｄｅｎｔｓ.

Ａ               ｔｗｏ-ｗｅｅｋ               ｓｕｍｍｅｒ               ｒｅａｄｉｎｇ               ａｃａｄｅｍｙ               ｉｓ               ｇｉｖｅｎ               ｆｏｒ               ｔｈｅ               ｆａｃｕｌｔｙ               ｔｈａｔ               ｆｏｃｕｓｅｓ               ｏｎ               ｒｅｓｅａｒｃｈ-ｂａｓｅｄ               ｍａｔｅｒｉａｌ               ｒｅｇａｒｄｉｎｇ               ｈｏｗ               ｔｏ               ｅｆｆｅｃｔｉｖｅｌｙ               ｔｅａｃｈ               ｌｉｔｅｒａｃｙ               ａｎｄ               ｃｕｒｒｉｃｕｌｕｍ               ｒｅｑｕｉｒｅｍｅｎｔｓ               ａｒｅ               ｄｉｓｃｕｓｓｅｄ               ｒｅｇｕｌａｒｌｙ               ｔｈｒｏｕｇｈｏｕｔ.

Ｆａｃｕｌｔｙ               ｍｅｅｔｉｎｇｓ               ａｒｅ               ａｂｕｎｄａｎｔ               ｄｕｒｉｎｇ               ｔｈｉｓ               ｔｉｍｅ,               ａｎｄ               85%               ｏｆ               ｔｈｅ               ｓｔａｆｆ               ｏｆ               ｐａｒｔｉｃｉｐａｔｉｎｇ               ｓｃｈｏｏｌｓ               ｉｓ               ｍａｎｄａｔｅｄ               ｔｏ               ａｔｔｅｎｄ               (Ｆｌｏｒｉｄａ).

Ｔｈｅ               ａｒｅａｓ               ｏｆ               ｐｈｏｎｉｃｓ,               ｃｏｎｎｅｃｔｉｏｎｓ               ｂｅｔｗｅｅｎ               ｒｅａｄｉｎｇ               ａｎｄ               ｗｒｉｔｉｎｇ,               ｄｅｖｅｌｏｐｍｅｎｔ               ｏｆ               ｌａｎｇｕａｇｅ,               ａｓｓｅｓｓｍｅｎｔ               ｏｆ               ｗｈｉｃｈ               ｓｔｕｄｅｎｔｓ               ａｒｅ               ｉｎ               ｍｏｓｔ               ｎｅｅｄ,               ａｎｄ               ｉｎｔｅｒｖｅｎｔｉｏｎ               ｔｅｃｈｎｉｑｕｅｓ               ｔｏ               ｂｅｓｔ               ａｓｓｉｓｔ               ｔｈｏｓｅ               ｓｔｕｄｅｎｔｓ               ｉｄｅｎｔｉｆｉｅｄ               ａｓ               ｎｅｅｄｙ               ａｒｅ               ｄｉｓｃｕｓｓｅｄ               ｉｎ               ｄｅｐｔｈ               (Ｆｌｏｒｉｄａ).



               Ｉｆ               ｓｃｈｏｏｌｓ               ｗｉｓｈ               ｔｏ               ｔｒｙ               ａｎｄ               ｂｅｃｏｍｅ               ａ               ｐａｒｔ               ｏｆ               ｔｈｅ               ｉｎｉｔｉａｔｉｖｅ,               ｔｈｅ               ｐｒｉｎｃｉｐａｌ               ｏｒ               ａ               ｍｅｍｂｅｒ               ｏｆ               ｄｉｓｔｒｉｃｔ               ｌｅｖｅｌ               ｓｔａｆｆ               ｍｕｓｔ               ａｔｔｅｎｄ               ｔｈｅ               ａｎｎｕａｌ               ｉｎｆｏｒｍａｔｉｏｎ               ｏｒｉｅｎｔａｔｉｏｎ.

Ｉｆ               ａｆｔｅｒ               ａｔｔｅｎｄｉｎｇ               ｔｈｅｙ               ｗｉｓｈ               ｔｏ               ｂｅ               ｏｎｅ               ｏｆ               ｔｈｅ               ｓｃｈｏｏｌｓ               ｃｈｏｓｅｎ               ｔｏ               ｐａｒｔｉｃｉｐａｔｅ,               ｔｈｅｙ               ｍｕｓｔ               ｆｉｌｌ               ｏｕｔ               ａｎ               ａｐｐｌｉｃａｔｉｏｎ               ａｎｄ               ｍｅｅｔ               ｔｈｅ               ｓｐｅｃｉｆｉｃ               ｃｒｉｔｅｒｉａ,               ｗｈｉｃｈ               ｉｓ               ａｓ               ｆｏｌｌｏｗｓ:               "85%               ｏｆ               ｔｈｅ               ｆａｃｕｌｔｙ               ｍｕｓｔ               ａｇｒｅｅ               ｔｏ               ａｔｔｅｎｄ               ｔｈｅ               ｔｗｏ               ｗｅｅｋ               ｓｕｍｍｅｒ               ａｃａｄｅｍｙ,               ｔｈｅ               ｐｒｉｎｃｉｐａｌ               ｍｕｓｔ               ａｔｔｅｎｄ               ｔｈｅ               ａｃａｄｅｍｙ,               ｔｈｅ               ｓｃｈｏｏｌ               ｍｕｓｔ               ｃｏｍｍｉｔ               ｔｏ               ｈｉｒｉｎｇ               ａ               ｒｅａｄｉｎｇ               ｃｏａｃｈ,               ａ               ｃｏｍｍｉｔｍｅｎｔ               ｔｏ               ｍｏｎｔｈｌｙ               ｍｅｅｔｉｎｇｓ               ｍｕｓｔ               ｂｅ               ｍａｄｅ,               ａｎｄ               ｄｏｃｕｍｅｎｔｓ               ｏｆ               ｐｒｅｖｉｏｕｓ               ｓｃｈｏｏｌ               ｒｅｆｏｒｍｓ               ｍｕｓｔ               ｂｅ               ｓｕｂｍｉｔｔｅｄ.

Ｃｕｒｒｅｎｔｌｙ               ｔｈｅｒｅ               ａｒｅ               ｏｖｅｒ               60               ｓｃｈｏｏｌｓ               ｉｎ               17               ｄｉｓｔｒｉｃｔｓ               ａｄｍｉｔｔｅｄ               ｉｎ               Ｆｌｏｒｉｄａ               ａｎｄ               7-10               ｓｃｈｏｏｌｓ               ａｒｅ               ｓｅｌｅｃｔｅｄ               ａｓ               ａｄｄｉｔｉｏｎｓ               ｔｏ               ｔｈｅ               ｉｎｉｔｉａｔｉｖｅ               ｅａｃｈ               ｙｅａｒ.



               Ｆｏｌｌｏｗ-ｕｐ,               ａｓｓｅｓｓｍｅｎｔ,               ａｎｄ               ｅｖａｌｕａｔｉｏｎ               ｏｆ               ｔｈｅ               ｉｎｉｔｉａｔｉｖｅ               ａｒｅ               ｏｎ-ｇｏｉｎｇ,               ａｓ               ｉｓ               ｐｒｏｆｅｓｓｉｏｎａｌ               ｄｅｖｅｌｏｐｍｅｎｔ.

Ｔｅａｃｈｅｒｓ               ａｒｅ               ｔａｕｇｈｔ               ｔｏｏｌｓ               ｔｏ               ｅｆｆｅｃｔｉｖｅｌｙ               ｇａｕｇｅ               ｓｔｕｄｅｎｔ               ｐｅｒｆｏｒｍａｎｃｅ               ａｎｄ               ｐｒｏｇｒｅｓｓ               ａｎｄ               ｔｈｉｓ               ｉｓ               ｄｏｎｅ               ａｎｄ               ｄｉｓｃｕｓｓｅｄ               ｆｒｅｑｕｅｎｔｌｙ               ｔｈｒｏｕｇｈｏｕｔ               ｉｎｔｅｒｍｉｔｔｅｎｔ               ｓｔａｆｆ               ｍｅｅｔｉｎｇｓ.

Ｂｅｃａｕｓｅ               ｔｈｉｓ               ｉｎｉｔｉａｔｉｖｅ               ｒｅｑｕｉｒｅｓ               ｔｈｅ               ｓｕｐｐｏｒｔ               ｏｆ               ａｌｌ               ｓｃｈｏｏｌ               ｍｅｍｂｅｒｓ,               ｉｎｃｌｕｄｉｎｇ               ｔｈｅ               ｐｒｉｎｃｉｐａｌ,               ｅｖｅｒｙ               ｌｅｖｅｌ               ｏｆ               ｓｔａｆｆ/ｍａｎａｇｅｍｅｎｔ               ａｒｅ               ｋｅｐｔ               ａｐｐｒｉｓｅ               ｏｆ               ｔｈｅ               ｓｉｔｕａｔｉｏｎｓ               ａｔ               ｈａｎｄ               ｏｎ               ａ               ｒｅｇｕｌａｒ               ｂａｓｉｓ               ａｎｄ               ｉｄｅａｓ               ｆｏｒ               ｉｍｐｒｏｖｅｍｅｎｔ,               ｂａｓｅｄ               ｏｎ               ｔｈｅ               ｎｅｗｆｏｕｎｄ               ｔｒａｉｎｉｎｇ               ｓｋｉｌｌｓ               ａｒｅ               ｄｉｓｃｕｓｓｅｓ               ａｎｄ               ｒｅｉｔｅｒａｔｅｄ               ｔｏ               ｈｅｌｐ               ｋｅｅｐ               ｅｖｅｒｙｏｎｅ               ｏｎ               ｔｒａｃｋ.

Ｔｈｅ               ｐｕｒｐｏｓｅ               ｏｆ               ｓｕｃｈ               ｉｎｓｔａｎｃｅｓ               ｉｓ               ｔｏ               ｇａｒｎｅｒ               ｓｕｐｐｏｒｔ               ｆｒｏｍ               ａｌｌ               ｉｎｖｏｌｖｅｄ               ａｎｄ               ｐｒｏｖｉｄｅ               ａ               ｎｅｔｗｏｒｋ               ｆｏｒ               ａｓｓｉｓｔａｎｃｅ               ａｎｄ               ａｄｄｉｔｉｏｎａｌ               ｓｕｐｐｏｒｔ               ｆｏｒ               ｔｈｏｓｅ               ｉｎｖｏｌｖｅｄ               ｉｎ               ｔｈｅ               ｔｅａｃｈｉｎｇ               ｐｒｏｃｅｓｓ.

Ｍｏｎｔｈｌｙ               ｍｅｅｔｉｎｇｓ               ａｒｅ               ａｌｓｏ               ｈｅｌｄ               ｆｏｒ               ｄｅｓｉｇｎａｔｅｄ               ｒｅａｄｉｎｇ               ｃｏａｃｈｅｓ               ｔｏ               ｆｕｒｔｈｅｒ               ｅｎｈａｎｃｅ               ｔｈｅ               ｓｕｐｐｏｒｔ               ｎｅｔｗｏｒｋｉｎｇ               ｔｈａｔ               ｏｃｃｕｒｓ               ｉｎ               ｔｈｉｓ               ｉｎｉｔｉａｔｉｖｅ.



               Ｎｏｔ               ｏｎｌｙ               ａｒｅ               ｓｐｅｃｉｆｉｃ               ｓｔｕｄｅｎｔｓ               ｄｉｓｃｕｓｓｅｄ               ｄｕｒｉｎｇ               ｔｈｅｓｅ               ｍｅｅｔｉｎｇ,               ｂｕｔ               ａｌｓｏ               ｔｈｅ               ｐｒｏｃｅｓｓ               ｏｆ               ａｓｓｅｓｓｍｅｎｔ               ａｎｄ               ｄｉａｇｎｏｓｉｓ               ａｒｅ               ｃｏｎｔｉｎｕｏｕｓｌｙ               ｒｅｓｅａｒｃｈｅｄ               ａｎｄ               ｄｉｓｃｕｓｓｅｄ               ｔｏ               ｍｏｎｉｔｏｒ               ｗｈａｔ               ｉｓ               ｂｅｉｎｇ               ｄｏｎｅ,               ｈｏｗ               ｉｔ               ｉｓ               ｂｅｉｎｇ               ｒｅｃｅｉｖｅｄ               ａｓ               ｆａｒ               ａｓ               ｌｉｔｅｒａｃｙ               ｇｏｅｓ,               ａｎｄ               ｗｈａｔ               ｓｔｉｌｌ               ｎｅｅｄｓ               ｔｏ               ｂｅ               ｄｏｎｅ               ｔｏ               ａｃｈｉｅｖｅ               ｔｈｅ               ｉｎｉｔｉａｔｉｖｅ'ｓ               ｕｌｔｉｍａｔｅ               ｇｏａｌ               (Ｆｌｏｒｉｄａ).

Ｃｏａｃｈｅｓ               ａｒｅ               ｇｉｖｅｎ               ｔｈｅ               ｒｅｓｐｏｎｓｉｂｉｌｉｔｙ               ｏｆ               ｗｏｒｋｉｎｇ               ｗｉｔｈ               ｄｅｓｉｇｎａｔｅｄ               ｓｔｕｄｅｎｔｓ               ｗｈｏ               ｒｅｑｕｉｒｅ               ａｓｓｉｓｔａｎｃｅ               ａｎｄ               ｆｏｒ               ｐｒｏｖｉｄｉｎｇ               ｐｅｄａｇｏｇｉｃａｌ               ｍｏｄｅｌｓ               ｆｏｒ               ｔｈｅ               ｔｅａｃｈｅｒｓ               ｔｏ               ｗｏｒｋ               ｆｒｏｍ               (Ｓｔａｔｅ).



               Ｅｖａｌｕａｔｉｏｎ               ｏｆ               ｂｏｔｈ               "ｑｕａｌｉｔａｔｉｖｅ               ａｎｄ               ｑｕａｎｔｉｔａｔｉｖｅ               ｄａｔａ,"               (Ｆｌｏｒｉｄａ)               ａｒｅ               ｄｏｎｅ               ｏｎ               ａ               ｒｅｇｕｌａｒ               ｂａｓｉｓ               ｂｙ               ａｎ               ｏｕｔｓｉｄｅ,               ｔｈｉｒｄ-ｐａｒｔｙ               ｐｒｏｆｅｓｓｉｏｎａｌ               ｅｖａｌｕａｔｏｒ.

Ｉｎｓｔｒｕｃｔｉｏｎ               ｔｅｃｈｎｉｑｕｅｓ               ａｎｄ               ｔｈｅ               ｖａｌｕｅ               ｏｆ               ｔｈｅ               ｓｕｐｐｏｒｔｉｎｇ               ｎｅｔｗｏｒｋｓ               ａｒｅ               ａｓｓｅｓｓｅｄ               ｒｅｇｕｌａｒｌｙ               ａｎｄ               ｆｅｅｄｂａｃｋ               ｉｓ               ｕｌｔｉｍａｔｅｌｙ               ｇｉｖｅｎ               ｔｏ               ｔｈｅ               ｓｔａｆｆ               ｓｏ               ａｓ               ｔｈｅｙ               ｃａｎ               ｅｘｅｃｕｔｅ               ａｎｙ               ｃｈａｎｇｅｓ               ｔｈａｔ               ｎｅｅｄ               ｂｅ               ｄｏｎｅ               ｉｎ               ａ               ｔｉｍｅｌｙ               ｍａｎｎｅｒ               ｔｏ               ｂｅｔｔｅｒ               ａｓｓｉｓｔ               ｔｈｅ               ｓｔｕｄｅｎｔｓ.

Ｔｈｅｒｅ               ａｒｅ               ａｌｓｏ               ａｎｎｕａｌ               ｏｕｔｓｉｄｅ               ｅｖａｌｕａｔｉｏｎｓ               ｂｅｉｎｇ               ｄｏｎｅ               ｔｏ               ａｓｓｅｓｓ               ｔｈｅ               ｏｖｅｒａｌｌ               ｅｆｆｅｃｔｉｖｅｎｅｓｓ               ａｎｄ               ｐｒｏｇｒｅｓｓ               ｏｆ               ｔｈｅ               ｉｎｉｔｉａｔｉｖｅ               ｇｏａｌｓ               ａｎｄ               ｔｏ               ａｓｓｅｓｓ               ｔｈｅ               ｒｏｌｅ               ｏｆ               ｅｆｆｅｃｔｉｖｅｎｅｓｓ               ｔｈｅ               ｔｅａｃｈｅｒｓ               ａｒｅ               ｈａｖｉｎｇ               ｉｎ               ｉｔ               (Ｆｌｏｒｉｄａ).

Ｔｈｅ               ｐｒｏｇｒａｍ               ａｌｓｏ               ｉｎｃｏｒｐｏｒａｔｅｓ               ａ               ｓｔｉｐｕｌａｔｉｏｎ               ｉｎｔｏ               ｔｈｉｓ               ｆｉｖｅ-ｙｅａｒ               ｐｒｏｇｒａｍ               ｔｈａｔ               ｒｅｃｏｇｎｉｚｅｓ               ｃｈａｎｇｅｓ               ｗｉｌｌ               ｔａｋｅ               ｐｌａｃｅ               ｏｖｅｒ               ｔｈｅ               ｃｏｕｒｓｅ               ｏｆ               ｔｉｍｅ               ａｎｄ               ａｌｌｏｗｓ               ｆｏｒ               ｃｏｍｐｏｎｅｎｔｓ               ｏｆ               ｃｈａｎｇｅ               ｔｈａｔ               ｗｉｌｌ               ｂｅ               ｎｅｃｅｓｓａｒｙ               ｉｎ               ｌｉｇｈｔ               ｏｆ               ｎｅｗ               ａｎｄ               ｒｅｖｉｓｅｄ               ｓｔａｔｅ               ｓｔａｎｄａｒｄｓ               (Ｓｔａｔｅ).



               Ｆｕｎｄｉｎｇ               ｆｏｒ               ｔｈｅ               ｉｎｉｔｉａｔｉｖｅ               ｉｓ               ｇｉｖｅｎ               ｉｎ               ｐａｒｔ               ｂｙ               ｌｅｇｉｓｌａｔｕｒｅ,               ｓｏ               ｃｏｓｔ               ｉｓ               ｖｅｒｙ               ｍｉｎｉｍａｌ               ｔｏ               ｔｈｅ               ｓｃｈｏｏｌｓ               ｗｈｏ               ａｒｅ               ｒｅｓｐｏｎｓｉｂｌｅ               ｏｎｌｙ               ｆｏｒ               ｔｒａｖｅｌ               ｆｅｅｓ,               ｓｔｕｄｅｎｔ               ａｓｓｅｓｓｍｅｎｔｓ,               ａｎｄ               ｓａｌａｒｉｅｓ               ｆｏｒ               ｒｅａｄｉｎｇ               ｃｏａｃｈｅｓ               ｉｎ               ｅａｃｈ               ｓｃｈｏｏｌ               (Ｆｌｏｒｉｄａ).

Ｖａｒｉｏｕｓ               ｏｕｔｓｉｄｅ               ｂｕｓｉｎｅｓｓｅｓ               ａｒｅ               ｕｓｅｄ               ｆｏｒ               ｔｈｅ               ｒｅｍａｉｎｉｎｇ               ｆｕｎｄｉｎｇ               ｎｅｅｄｓ               ｏｆ               ｔｈｅ               ｉｎｉｔｉａｔｉｖｅ.

Ｗｈｅｎ               ｔｈｅ               ｐｒｏｇｒａｍ               ｂｅｇａｎ               ｉｎ               2001,               $47,296               ｗａｓ               ｓｅｔ               ａｓｉｄｅ               ｂｙ               ｔｈｅ               Ｆｌｏｒｉｄａ               ｌｅｇｉｓｌａｔｕｒｅ               ｆｏｒ               ｔｈｅ               ｐｒｏｇｒａｍ,               ａｎｄ               ａｎ               ａｄｄｉｔｉｏｎａｌ               $237,000               ｗａｓ               ｇｉｖｅｎ               ｂｙ               ａｒｅａ               ｂｕｓｉｎｅｓｓｅｓ               ａｎｄ               ｐｒｉｖａｔｅ               ｓｕｐｐｏｒｔ               (Ｓｔａｔｅ).

Ｔｈｅｒｅ               ａｒｅ               ａｌｓｏ               ｍａｎｙ               ｅｖｅｎｔｓ               ｔｈａｔ               ａｒｅ               ｐｕｔ               ｏｎ,               ｓｕｃｈ               ａｓ               ｇｏｌｆ               ｔｏｕｒｎａｍｅｎｔｓ               ａｎｄ               ｐａｐｅｒ               ｄｒｉｖｅｓ               (ＮＥＦＥＣ)               ｔｏ               ｈｅｌｐ               ａｉｄ               ｉｎ               ｆｕｎｄｉｎｇ.

Ｏｕｔｓｉｄｅ               ｆｕｎｄｉｎｇ               ｉｓ               ｒｅｃｏｇｎｉｚｅｄ               ｂｙ               ｔｈｅ               ＮＥＦＥＣ               ａｎｄ               ａｗａｒｄｓ               ｏｆ               ａｐｐｒｅｃｉａｔｉｏｎ               ａｒｅ               ｇｉｖｅｎ               ｏｎ               ａｎ               ａｎｎｕａｌ               ｂａｓｉｓ               (Ｆｌｏｒｉｄａ).



               Ｔｈｅ               ｖａｌｕｅｓ               ａｎｄ               ａｓｓｕｍｐｔｉｏｎｓ               ｔｈａｔ               ｓｈａｐｅ               ｔｈｉｓ               ｉｎｉｔｉａｔｉｖｅ               ａｒｅ               ｔｈａｔ               ｏｌｄ               ｍｅｔｈｏｄｓ               ａｎｄ               ｓｔａｎｄａｒｄｓ               ｏｆ               ｔｅａｃｈｉｎｇ               ｌｉｔｅｒａｃｙ               ａｒｅ               ｉｒｒｅｌｅｖａｎｔ               ａｎｄ               ｓｅｖｅｒｅｌｙ               ｏｕｔｄａｔｅｄ.

Ｎｅｗ               ｗａｙｓ               ｏｆ               ｔｅａｃｈｉｎｇ               ａｒｅ               ｔｈｏｕｇｈｔ               ｎｅｅｄｅｄ               ｔｏ               ｉｎｃｒｅａｓｅ               ｌｉｔｅｒａｃｙ               ｂｅｃａｕｓｅ               ｐｒｅｖｉｏｕｓ               ｓｔａｔｉｓｔｉｃｓ               ｉｎｄｉｃａｔｅ               ｔｈａｔ               ｔｈｅ               ｃｕｒｒｅｎｔ               ｐｒｏｃｅｓｓ               ｊｕｓｔ               ｉｓ               ｎｏｔ               ｄｏｉｎｇ               ａｎ               ｅｆｆｅｃｔｉｖｅ               ｊｏｂ.

Ｒｅｓｅａｒｃｈ               ａｌｓｏ               ｓｈｏｗｓ               ｔｈａｔ               ｔｅａｃｈｅｒ               ｓｕｐｐｏｒｔ               ｉｓ               ｎｏｔ               ａｓ               ｐｒｅｖａｌｅｎｔ               ａｓ               ｎｅｅｄ               ｂｅ               ｔｏ               ｃａｒｒｙ               ｆｏｒｔｈ               ｓｕｃｈ               ｐｌａｎｓ,               ｓｏ               ｉｔ               ｉｓ               ａｓｓｕｍｅｄ               ｔｈａｔ               ｃｒｅａｔｉｎｇ               ａ               ｐｒｏｇｒａｍ               ｔｈａｔ               ｇｅｎｅｒａｔｅｓ               ａｎｄ               ｒｅｑｕｉｒｅｓ               ｆｕｌｌ               ｔｅａｃｈｅｒ               ｓｕｐｐｏｒｔ               ｍｕｓｔ               ｂｅ               ｐｕｔ               ｉｎｔｏ               ｐｌａｃｅ.

Ｔｈｅ               ｖａｌｕｅ               ａｎｄ               ａｓｓｕｍｐｔｉｏｎ               ｉｓ               ｉｎ               ｐｌａｃｅ               ｔｈａｔ               ｅｖｅｒｙ               ｔｅａｃｈｅｒ               ｗｉｓｈｅｓ               ｔｏ               ｍａｋｅ               ａ               ｐｏｓｉｔｉｖｅ               ｃｈａｎｇｅ               ｉｎ               ａ               ｃｈｉｌｄ'ｓ               ｌｉｆｅ               ａｎｄ               ｔｈｉｓ               ｉｓ               ａ               ｄｒｉｖｉｎｇ               ｆｏｒｃｅ               ｉｎ               ｇｅｎｅｒａｔｉｎｇ               ｔｈｅ               ｓｕｐｐｏｒｔ               ｎｅｅｄｅｄ               ｆｒｏｍ               ｔｈｅｍ               ｔｏ               ｈｅｌｐ               ｍａｋｅ               ｔｈｅ               ｄｉｆｆｅｒｅｎｃｅ               (Ｆｌｏｒｉｄａ).

Ｒｅｓｐｏｎｓｉｂｉｌｉｔｙ               ｃｈａｎｇｅｓ               ｈａｎｄｓ               ｆｒｏｍ               ｔｈｅ               ｔｒａｄｉｔｉｏｎａｌ               ｂｏａｒｄ               ａｎｄ               ａｄｍｉｎｉｓｔｒａｔｉｏｎ               ａｎｄ               ｉｓ               ｇｉｖｅｎ               ｔｏ               ｔｈｅ               ｔｅａｃｈｅｒｓ,               ｔｈｅｒｅｆｏｒｅ               ａｃｃｏｕｎｔａｂｉｌｉｔｙ               ｆｏｒ               ｔｅａｃｈｉｎｇ,               ｃｏｍｍｕｎｉｃａｔｉｏｎ               ｎｅｔｗｏｒｋｓ,               ａｎｄ               ｒｅｓｕｌｔｓ               ａｒｅ               ｐｕｔ               ｏｎ               ｔｅａｃｈｅｒｓ               ｌｉｋｅ               ｎｅｖｅｒ               ｔｈｅｙ               ｈａｖｅ               ｂｅｅｎ               ｂｅｆｏｒｅ,               ａｎｄ               ｔｅａｃｈｅｒｓ               ａｒｅ               ｃｌｅａｒｌｙ               ｌｉｖｉｎｇ               ｕｐ               ｔｏ               ｔｈｅｓｅ               ｅｘｐｅｃｔａｔｉｏｎｓ               ａｓ               ｗｅ               ｓｅｅ               ａｎ               ｉｎｃｒｅａｓｅ               ｉｎ               ｌｉｔｅｒａｃｙ               ｌｅｖｅｌｓ               ｉｎ               ｓｏｕｔｈ               Ｆｌｏｒｉｄａ               ａｒｅ               ｏｎ               ａ               ｓｌｏｗ               ｂｕｔ               ｓｔｅａｄｙ               ｉｎｃｌｉｎｅ               (Ｈｅｒｒｉｎｇｔｏｎ,               53).



               Ｔｈｅ               ｔｈｅｏｒｙ               ｏｆ               ｔｈｅ               ｉｎｉｔｉａｔｉｖｅ               ｉｓ               ｔｈａｔ               ｗｉｔｈ               ｃｏｍｐｌｅｔｅ               ｃｏｏｐｅｒａｔｉｏｎ,               ｃｏｍｐｌｅｔｅ               ｉｎｔｅｒｎａｌ               ｓｕｐｐｏｒｔ               ａｎｄ               ａｂｕｎｄａｎｔ               ｏｕｔｓｉｄｅ               ｓｕｐｐｏｒｔ,               ｎｅｔｗｏｒｋｉｎｇ,               ｃｕｒｒｉｃｕｌｕｍ               ｃｈａｎｇｅ,               ｐｒｏｆｅｓｓｉｏｎａｌ               ｄｅｖｅｌｏｐｍｅｎｔ,               ｐｒｏｐｅｒ               ｔｒａｉｎｉｎｇ               ａｔ               ａｌｌ               ｌｅｖｅｌｓ,               ｃｏｍｍｕｎｉｔｙ               ｓｕｐｐｏｒｔ,               ｏｎｇｏｉｎｇ               ａｓｓｅｓｓｍｅｎｔ               ａｎｄ               ｃｏｎｔｉｎｕｏｕｓ               ｅｖａｌｕａｔｉｏｎ,               ｃｈａｎｇｅｓ               ｃａｎ               ｂｅ               ｍａｄｅ               ｔｈａｔ               ｗｉｌｌ               ｓｐａｗｎ               ａ               ｌｉｔｅｒａｃｙ               ｌｅｖｅｌ               ｏｆ               ｏｎｅ               ｈｕｎｄｒｅｄ               ｐｅｒｃｅｎｔ               ｆｒｏｍ               ｔｈｅ               ｃｕｒｒｅｎｔ               ａｎｄ               ｆｕｔｕｒｅ               ｓｔｕｄｅｎｔ               ｂｏｄｉｅｓ               ｗｉｔｈｉｎ               ｔｈｅ               ｐｕｂｌｉｃ               ｓｃｈｏｏｌ               ｓｙｓｔｅｍ               ｉｎ               ｔｈｅ               ｓｔａｔｅ               ｏｆ               Ｆｌｏｒｉｄａ.

Ｔｈｅ               ｃａｕｓａｌ               ｐｒｏｐｏｓｉｔｉｏｎ               ｉｓ,               ｔｈａｔ               ｂｙ               ｃｈａｎｇｉｎｇ               ｔｈｅ               ｗａｙ               ｔｅａｃｈｅｒｓ               ｔｅａｃｈ               ｌｉｔｅｒａｃｙ,               ａｎｄ               ｇｉｖｉｎｇ               ｔｈｅｍ               ｔｈｅ               ｔｒａｉｎｉｎｇ               ａｎｄ               ｓｋｉｌｌｓ               ｒｅｑｕｉｒｅｄ               ｔｏ               ｄｏ               ｓｏ               ｗｉｌｌ               ｒａｉｓｅ               ｔｈｅ               ｌｉｔｅｒａｃｙ               ｒａｔｅ               ｗｉｔｈｉｎ               ｔｈｅ               ｓｃｈｏｏｌｓ.



               Ｔｈｅ               ｉｎｉｔｉａｔｉｖｅ               ｉｓ               ａ               ｇｏｏｄ               ｏｎｅ,               ｗｉｔｈ               ｍａｎｙ               ｆｉｎｅ               ｐｏｉｎｔｓ               ａｎｄ               ａｓｐｅｃｔｓ,               ｂｕｔ               ｉｔ               ｄｏｅｓ               ｓｅｅｍ               ｔｏ               ｏｖｅｒｌｏｏｋ               ｔｈｒｅｅ               ｖｅｒｙ               ｉｍｐｏｒｔａｎｔ               ｆａｃｔｓ               ｆｏｒ               ｐｒｏｐｅｒ               ｉｍｐｌｅｍｅｎｔａｔｉｏｎ.

Ｏｎｅ,               ｉｔ               ｄｏｅｓ               ｎｏｔ,               ａｎｙｗｈｅｒｅ               ｉｎ               ｉｔ,               ｃｏｎｓｉｄｅｒ               ｔｈｅ               ａｃｔｉｏｎｓ               ａｎｄ               ｒｅａｃｔｉｏｎｓ               ｏｆ               ｔｈｅ               ｓｔｕｄｅｎｔｓ               ｔｈｅｍｓｅｌｖｅｓ.

Ｈａｖｉｎｇ               ｔｈｅ               ｓｕｐｐｏｒｔ               ｏｆ               ｔｈｅ               ｓｔａｆｆ,               ａｄｍｉｎｉｓｔｒａｔｉｏｎ,               ａｎｄ               ｃｏｍｍｕｎｉｔｙ               ｉｓ               ｉｍｐｅｒａｔｉｖｅ               ｔｏ               ｓｕｃｃｅｓｓ,               ｂｕｔ               ｉｆ               ｔｈｅ               ｍｅｔｈｏｄｓ               ｂｅｉｎｇ               ｔａｕｇｈｔ               ａｒｅ               ｎｏｔ               ｏｎｅｓ               ｔｈａｔ               ｓｔｕｄｅｎｔｓ               ａｒｅ,               ｉｎ               ｒｅａｌｉｔｙ,               ａｂｌｅ               ｔｏ,               ｏｒ               ｗａｎｔ               ｔｏ,               ｒｅｓｐｏｎｄ               ｔｏ               ｉｔ               ｗｉｌｌ               ｃｒｅａｔｅ               ｌａｒｇｅ               ｏｂｓｔａｃｌｅｓ               ｉｎ               ｏｂｔａｉｎｉｎｇ               ａｎｙ               ｋｉｎｄ               ｏｆ               ｓｕｃｃｅｓｓ               ｆｏｒ               ｔｈｅ               ｉｎｉｔｉａｔｉｖｅ.

Ａｌｓｏ               ａ               ｍｕｓｔ               ｔｏ               ｂｅ               ｔａｋｅｎ               ｉｎｔｏ               ｃｏｎｓｉｄｅｒａｔｉｏｎ,               ｉｓ               ｄｏ               ａｌｌ               ｏｆ               ｔｈｅ               ｓｔｕｄｅｎｔｓ               ｔｒｕｌｙ               ｈａｖｅ               ｔｈｅ               ａｂｉｌｉｔｙ               ｔｏ               ｌｅａｒｎ               ｗｈａｔ               ｉｓ               ｂｅｉｎｇ               ｔａｕｇｈｔ               ｓｏ               ｔｈａｔ               ｔｈｅ               ｇｏａｌ               ｏｆ               ｏｎｅ               ｈｕｎｄｒｅｄ               ｐｅｒｃｅｎｔ               ｌｉｔｅｒａｃｙ               ｃａｎ               ｂｅ               ｏｂｔａｉｎｅｄ.

Ｂｅｃａｕｓｅ               ｎｏｔ               ａｌｌ               ｃｈｉｌｄｒｅｎ               ｌｅａｒｎ               ｔｈｅ               ｓａｍｅ,               ｉｔ               ｍａｙ               ｖｅｒｙ               ｗｅｌｌ               ｂｅ               ｓａｆｅ               ｔｏ               ｓａｙ               ｔｈａｔ               ｔｈｅ               ｇｏａｌ               ｉｓ               ａｂｓｕｒｄｌｙ               ｕｎｏｂｔａｉｎａｂｌｅ.



               Ｔｈｅ               ｓｅｃｏｎｄ               ａｒｅａ               ｏｖｅｒｌｏｏｋｅｄ               ｉｓ               ｔｉｍｅ.

Ａｌｔｈｏｕｇｈ               ｔｈｅ               ｐｌａｎ               ｉｓ               ｐｕｒｐｏｒｔｅｄ               ｔｏ               ｂｅ               ｏｎ               ａ               ｆｉｖｅ-ｙｅａｒ               ｓｃｈｅｄｕｌｅ,               ａｌｌｏｗｉｎｇ               ｆｏｒ               ｃｈａｎｇｅｓ               ａｓ               ｎｅｅｄｅｄ               ｒｅｑｕｉｒｅｄ               ｂｙ               ｓｔａｔｅ               ｓｔａｔｕｔｅｓ               ａｎｄ               ｃｈａｎｇｅｓ,               ｓｃｈｏｏｌｓ               ａｒｅ               ｓｔｉｌｌ               ｇｒａｄｅｄ               ｏｎ               ａｎ               ａｎｎｕａｌ               ｂａｓｉｓ               ｉｎ               ｒｅｇａｒｄｓ               ｔｏ               ｔｈｅｉｒ               ＦＣＡＴ               ｓｃｏｒｅｓ,               ｗｈｉｃｈ               ｍｅａｓｕｒｅｓ,               ｉｎ               ｐａｒｔ,               ｓｔｕｄｅｎｔ               ｌｉｔｅｒａｃｙ.

Ｗｉｔｈｏｕｔ               ｉｍｍｅｄｉａｔｅ               ｉｍｐｒｏｖｅｍｅｎｔ,               ｓｔａｔｅ               ｆｕｎｄｉｎｇ               ｗｉｌｌ               ｎｏｔ               ｉｎｃｒｅａｓｅ               ｆｏｒ               ｔｈｅ               ｓｃｈｏｏｌｓ               (ｃｏｎｓｉｄｅｒｉｎｇ               ｔｈｅ               ｇｒａｄｅ               ｏｆ               ｔｈｅ               ｓｃｈｏｏｌ               ｄｏｅｓ               ｎｏｔ               ｉｎｃｒｅａｓｅ)               ｗｈｉｃｈ               ｍａｙ               ｃｒｅａｔｅ               ｓｉｔｕａｔｉｏｎｓ               ｗｈｅｒｅ               ｔｅａｃｈｅｒ               ｒｅｔｅｎｔｉｏｎ               ｏｒ               ｍｏｒａｌｅ               ｉｓ               ｌｏｗ,               ａｎｄ               ｉｆ               ｅｉｔｈｅｒ               ｏｃｃｕｒｓ,               ｔｈｅ               ａｔｔｉｔｕｄｅｓ               ｔｏｗａｒｄｓ               ｔｒａｉｎｉｎｇ               ａｎｄ               ｔｈｅ               ＦＲＩ               ｍａｙ               ｂｅ               ｌｏｗｅｒ               ｏｒ               ｎｏｎ-ｅｘｉｓｔｅｎｔ               ａｓ               ｔｅａｃｈｅｒｓ               ｃｏｎｓｉｄｅｒ               ｌｅａｖｉｎｇ               ｏｒ               ａｒｅ               ｎｅｗ               ｏｎｅｓ               ａｒｅ               ｃｏｍｉｎｇ               ｉｎ.

Ｉｔ               ｃｏｕｌｄ,               ｉｎ               ｐａｒｔ,               ｃｒｅａｔｅ               ａ               ｃｙｃｌｉｃａｌ               ｅｆｆｅｃｔ               ｔｈａｔ               ｗｏｕｌｄ               ｂｅ               ａ               ｄｅｔｒｉｍｅｎｔ               ｔｏ               ｔｈｅ               ｏｖｅｒａｌｌ               ｐｌａｎ               ｏｆ               ｔｈｅ               ｉｎｉｔｉａｔｉｖｅ.

Ａｎｏｔｈｅｒ               ｃｏｎｓｉｄｅｒａｔｉｏｎ               ａｌｏｎｇ               ｔｈｅｓｅ               ｌｉｎｅｓ               ｉｓ               ｔｈａｔ               ｔｅａｃｈｅｒｓ               ａｒｅ               ｓｏ               ｂｕｓｙ               ｗｉｔｈ               ｔｈｅ               ＦＣＡＴ               ｂｅｎｃｈｍａｒｋｓ               ｉｎ               ｓｏｕｔｈ               Ｆｌｏｒｉｄａ               ｔｈａｔ               ｔａｋｉｎｇ               ｓｏ               ｍｕｃｈ               ｔｉｍｅ               ｏｕｔ               ｔｏ               ｆｏｃｕｓ               ｏｎ               ｒｅａｄｉｎｇ               ｉｎｉｔｉａｔｉｖｅｓ,               ｗｈｉｌｅ               ｖｅｒｙ               ｗｏｒｔｈｗｈｉｌｅ,               ｍａｙ               ｔｒｕｌｙ               ｎｏｔ               ｂｅ               ａｓ               ｖｉａｂｌｅ               ｏｆ               ａｎ               ｏｐｔｉｏｎ               ａｓ               ｏｎｅ               ｗｏｕｌｄ               ｌｉｋｅ               ｉｔ               ｔｏ               ｂｅ.



               Ｔｈｅ               ｔｈｉｒｄ               ａｒｅａ               ｐｏｓｓｉｂｌｙ               ｏｖｅｒｌｏｏｋｅｄ               ｃｏｕｌｄ               ｂｅ               ｗｈｅｒｅｉｎ               ｔｈｅ               ｏｕｔｓｉｄｅ               ｅｖａｌｕａｔｉｏｎ               ｉｓ               ｓｔｒｅｓｓｅｄ               ｓｏ               ｒｅａｄｉｌｙ.

Ｙｅｓ,               ｏｕｔｓｉｄｅ,               ｔｈｉｒｄ-ｐａｒｔｙ               ｅｖａｌｕａｔｉｏｎ               ｓｅｅｍｓ               ｌｉｋｅ               ａ               ｔｒｅｍｅｎｄｏｕｓｌｙ               ｇｏｏｄ               ｉｄｅａ,               ａｎｄ               ｐｅｒｈａｐｓ               ｉｔ               ｉｓ,               ｂｕｔ               ｔｈｅｒｅ               ｉｓ               ａｎ               ａｌｔｅｒｎａｔｅ               ｓｉｄｅ               ｗｈｅｒｅ               ｉｔ               ｃｏｕｌｄ               ｐｒｏｖｅ               ｔｏ               ｄｉｓｒｕｐｔ               ｔｈｅ               ｐｌａｎ               ｉｆ               ｔｈｅ               ｉｎｔｅｒｅｓｔｓ               ａｎｄ               ｅｘｐｅｃｔａｔｉｏｎｓ               ｏｆ               ｔｈｅ               ｅｖａｌｕａｔｏｒ               ａｒｅ               ｎｏｔ               ｏｎ               ｔｈｅ               ｓａｍｅ               ｌｅｖｅｌ               ａｎｄ               ｈａｖｅ               ｔｈｅ               ｓａｍｅ               ｉｎｔｅｎｔ               ａｓ               ｄｏｅｓ               ｔｈｅ               ｉｍｐｌｅｍｅｎｔｅｒ.

Ｔｈｅ               ｅｖａｌｕａｔｏｒ               ｈａｓ               ｑｕｉｔｅ               ａ               ｐｏｔｅｎｔ               ａｍｏｕｎｔ               ｏｆ               ｐｏｗｅｒ               ｉｎ               ＦＲＩ:               Ｃａｒｅ               ｍｕｓｔ               ｂｅ               ｔａｋｅｎ               ｔｏ               ｅｎｓｕｒｅ               ｔｈａｔ               ｏｕｔｓｉｄｅ               ｉｎｔｅｒｅｓｔｓ               ａｎｄ               ａｇｅｎｄａｓ               ｄｏ               ｎｏｔ               ｃｏｍｅ               ｉｎｔｏ               ｐｌａｙ               ｆｒｏｍ               ｔｈｅｍ,               ｅｉｔｈｅｒ               ｉｎｔｅｎｔｉｏｎａｌｌｙ               ｏｒ               ｉｎａｄｖｅｒｔｅｎｔｌｙ,               ｔｈａｔ               ｃｏｕｌｄ               ａｌｔｅｒ               ｏｒ               ｆｒａｇｍｅｎｔ               ｔｈｅ               ｐｌａｎ               ａｔ               ｈａｎｄ.



               Ｔｈｅ               ｉｎｔｅｎｄｅｄ               ｃｏｎｓｅｑｕｅｎｃｅｓ               ｔｈａｔ               ｏｃｃｕｒｒｅｄ               ａｒｅ               ｔｈａｔ               ｔｅａｃｈｅｒｓ'               ａｔｔｉｔｕｄｅｓ               ｔｏｗａｒｄｓ               ｔｅａｃｈｉｎｇ               ａｒｅ               ｉｎｆｅｃｔｉｏｕｓｌｙ               ｕｐｂｅａｔ               ａｎｄ               ｔｈｅｙ               ｅｍｅｒｇｅ               ｆｒｏｍ               ｔｈｅ               ｔｗｏ-ｗｅｅｋ               ｓｕｍｍｅｒ               ａｃａｄｅｍｙ               ｗｉｔｈ               ｒｅｎｅｗｅｄ               ｖｉｇｏｒ               ｆｏｒ               ｔｈｅｉｒ               ｊｏｂ               ａｎｄ               ｔｈｅ               ｄｉｆｆｅｒｅｎｃｅｓ               ｔｈｅｙ               ｃａｎ               ｍａｋｅ               ｉｎ               ｉｔ.

Ａｌｓｏ               ｔｈｅ               ｉｎｉｔｉａｔｉｖｅ               ｄｏｅｓ               ｇｅｔ               ａｌｌ               ｍｅｍｂｅｒｓ               ｏｆ               ｔｈｅ               ｐａｒｔｉｃｉｐａｔｉｎｇ               ｓｃｈｏｏｌｓ               ａｎｄ               ｓｕｂｓｅｑｕｅｎｔ               ｃｏｍｍｕｎｉｔｉｅｓ               ｉｎｖｏｌｖｅｄ               ａｋｉｎ               ｔｏ               ｔｈｅ               ｓａｍｅ               ｇｏａｌ:               ａ               ｇｏａｌ               ｗｈｉｃｈ               ｔｈｒｏｕｇｈｏｕｔ               ｅｄｕｃａｔｉｏｎａｌ               ｈｉｓｔｏｒｙ               ｈａｓ               ａｌｗａｙｓ               ｐｒｏｖｅｎ               ｔｏ               ｂｅ               ａ               ｃｈａｌｌｅｎｇｅ.

Ｔｈｅ               ｕｎｉｎｔｅｎｄｅｄ               ｃｏｎｓｅｑｕｅｎｃｅ               ｂｙ               ｆａｒ               ｉｓ               ｔｈａｔ               ｔｈｅ               ｉｎｉｔｉａｔｉｖｅ               ｈａｓ               ｈａｄ               ｓｏｍｅ               ｓｕｃｃｅｓｓ               ａｎｄ               ｔｈｕｓ               ｓｐａｗｎｅｄ               ａｌｉｋｅ               ｉｎｉｔｉａｔｉｖｅｓ               ａｔ               ａ               ｇｏｖｅｒｎｍｅｎｔ               ｌｅｖｅｌ,               ｍｏｓｔ               ｎｏｔａｂｌｙ               Ｇｏｖｅｒｎｏｒ               Ｊｅｂ               Ｂｕｓｈ'ｓ               "Ｊｕｓｔ               Ｒｅａｄ"               ｉｎｉｔｉａｔｉｖｅ               ｗｈｉｃｈ               ｉｓ               ｖｅｒｙ               ｓｉｍｉｌａｒ               ｔｏ               ｔｈｉｓ               ｏｎｅ,               ｗｉｔｈ               ｔｈｅ               ｓａｍｅ               ｃｏｎｃｅｐｔｓ               ａｎｄ               ｓｕｐｐｏｒｔ               ｓｙｓｔｅｍｓ               ｉｎ               ｐｌａｃｅ,               ｏｎｌｙ               ｏｎ               ａ               ｍｕｃｈ               ｌａｒｇｅｒ               ｓｃａｌｅ               (8,000               ｔｅａｃｈｅｒｓ               ａｒｅ               ｅｎｒｏｌｌｅｄ,               500               ｒｅａｄｉｎｇ               ｃｏａｃｈｅｓ               ａｒｅ               ｐａｉｄ               ｆｏｒ               ｉｎ               ｆｕｌｌ,               ａｎｄ               $300               ｍｉｌｌｉｏｎ               ｉｎ               ｆｕｎｄｓ               ｉｓ               ａｗａｒｄｅｄ               ｆｏｒ               ｉｍｐｌｅｍｅｎｔａｔｉｏｎ,               ｉｎｃｌｕｄｉｎｇ               $52               ｍｉｌｌｉｏｎ               ｂｕｄｇｅｔｅｄ               ｆｏｒ               ｐｒｏｆｅｓｓｉｏｎａｌ               ｄｅｖｅｌｏｐｍｅｎｔ               ａｌｏｎｅ)               ｗｉｔｈ               ｔｈｅ               ｕｌｔｉｍａｔｅ               ｇｏａｌ               ｏｆ               ｈａｖｉｎｇ               100%               ｏｆ               ｔｈｅ               Ｆｌｏｒｉｄａ               ｓｔｕｄｅｎｔ               ｂｏｄｙ               ａｂｌｅ               ｔｏ               ｒｅａｄ               ａｔ               ｏｎｅ               ｇｒａｄｅ-ｌｅｖｅｌ               ｈｉｇｈｅｒ               ｔｈａｎ               ｔｈｅｙ               ａｒｅ               ｅｎｒｏｌｌｅｄ               ｉｎ,               ｂｙ               ｔｈｅ               ｙｅａｒ               2012               (Ｊｕｓｔ).



               Ｍｕｌｔｉｐｌｅ               ｔｅｓｔｉｎｇ               ａｎｄ               ａｓｓｅｓｓｍｅｎｔ               ｉｎ               ｔｈｅ               ｓｔａｔｅ               ｏｆ               Ｆｌｏｒｉｄａ               ｄｏｅｓ               ｕｎｄｅｎｉａｂｌｙ               ｓｈｏｗ               ｔｈａｔ               ｓｏｍｅｔｈｉｎｇ               ｍｕｓｔ               ｂｅ               ｄｏｎｅ               ｔｏ               ｉｎｃｒｅａｓｅ               ｔｈｅ               ｌｉｔｅｒａｃｙ               ｌｅｖｅｌ               ｏｆ               ｔｈｅ               Ｋ-12               ｐｏｐｕｌａｔｉｏｎ.

Ｆｏｒｔｕｎａｔｅｌｙ               ａｌｍｏｓｔ               ａｌｌ               ａｒｅ               ｉｎ               ａｇｒｅｅｍｅｎｔ               ｗｉｔｈ               ｔｈｉｓ,               ｆｏｒ               ｓｏ               ｍａｎｙ               ｄｉｆｆｅｒｅｎｔ               ｒｅａｓｏｎｓ,               ｔｈａｔ               ｆｕｎｄｉｎｇ               ｔｏ               ｄｏ               ｓｏ               ｉｓ               ｒｅａｄｉｌｙ               ａｂｕｎｄａｎｔ,               ａｓ               ｉｓ               ｏｔｈｅｒ               ｓｕｐｐｏｒｔ,               ｂｏｔｈ               ｉｎｔｅｒｎａｌｌｙ               ａｎｄ               ｅｘｔｅｒｎａｌｌｙ.

Ｗｈｉｌｅ               ｍａｎｙ               ｉｎｉｔｉａｔｉｖｅｓ               ｈａｖｅ               ｐｒｏｖｅｎ               ｌａｃｋｉｎｇ,               ｔｈｅ               ｇｒｅａｔ               ｔｈｉｎｇ               ｔｈａｔ               ＦＲＩ               ｈａｓ               ｇｏｉｎｇ               ｆｏｒ               ｉｔ               ｉｓ               ｔｈａｔ               ｉｔ               ｉｓ               ｒｅｓｅａｒｃｈ-ｂａｓｅｄ.

Ｐａｓｔ               ｆｏｉｂｌｅｓ               ａｎｄ               ｓｈｏｒｔｃｏｍｉｎｇｓ               ｈａｖｅ               ｂｅｅｎ               ｒｅｓｅａｒｃｈｅｄ               ｏｖｅｒ               ａｎｄ               ｏｖｅｒ               ａｇａｉｎ               ｔｏ               ｈｅｌｐ               ｆｉｎｄ               ｔｈｅ               ａｎｓｗｅｒｓ               ａｓ               ｔｏ               ｗｈａｔ               ｒｅａｌｌｙ               ｉｓ               ｎｅｅｄｅｄ               ｔｏ               ｐｒｏｍｏｔｅ               ｌｉｔｅｒａｃｙ.

ＦＲＩ               ｉｓ               ｃｏｍｉｎｇ               ｉｎ               ｐｒｅｐａｒｅｄ               ｗｉｔｈ               ｋｎｏｗｌｅｄｇｅ               ｏｆ               ｔｉｍｅｓ               ｐａｓｔ               ａｎｄ               ｍｏｔｉｖａｔｉｏｎ,               ｓｋｉｌｌｓ,               ｔｒａｉｎｉｎｇ,               ａｎｄ               ｒｅｓｅａｒｃｈ               ｆｏｒ               ｉｍｐｒｏｖｉｎｇ               ｔｈｅ               ｆｕｔｕｒｅ.

Ｔｈｅ               ｎｕｍｂｅｒｓ               ｏｆ               ｓｃｈｏｏｌｓ               ｗｉｓｈｉｎｇ               ｔｏ               ｊｏｉｎ               ｔｈｅ               ｉｎｉｔｉａｔｉｖｅ               ａｒｅ               ｐｌｅｎｔｉｆｕｌ,               ａｎｄ               ｔｈａｔ               ａｌｏｎｅ               ｓｐｅａｋｓ               ａｃｃｏｌａｄｅｓ               ａｐｌｅｎｔｙ               ｆｏｒ               ｔｈｅ               ｐｒｏｇｒａｍ.

Ｗｉｔｈ               ｃｏｎｔｉｎｕｅｄ               ｓｕｐｐｏｒｔ               ａｎｄ               ｉｎｔｅｒｎａｌ               ｄｒｉｖｅ,               ｍｏｔｉｖａｔｉｏｎ,               ａｎｄ               ｓｋｉｌｌｅｄ               ｔｅａｃｈｉｎｇ,               ｎｏｔ               ｔｏ               ｍｅｎｔｉｏｎ               ａｌｉｋｅ               ｐｒｏｇｒａｍｓ               ｓｕｃｈ               ａｓ               Ｂｕｓｈ'ｓ               "Ｊｕｓｔ               Ｒｅａｄ"               ｉｎｉｔｉａｔｉｖｅ               ｔｈａｔ               ｃｏｍｐｌｉｍｅｎｔｓ               ａｎｄ               ｆｏｓｔｅｒｓ               ｓｕｃｈ               ａｎ               ｉｎｉｔｉａｔｉｖｅ,               ｔｈｉｓ               ｐｒｏｇｒａｍ               ｓｈｏｕｌｄ               ｇｏ               ｆａｒ.

Ａｎｄ               ｗｈｉｌｅ               ｔｈｅ               ｐｒｏｇｒａｍ               ｍａｙ               ｎｏｔ               ｍｅｅｔ               ｉｔｓ               ｏｖｅｒａｌｌ               ｇｏａｌ               ｏｆ               100%               ｌｉｔｅｒａｃｙ,               ｉｔ               ｓｕｒｅｌｙ               ｗｉｌｌ               ｉｎｃｒｅａｓｅ               ｔｈｅ               ｎｕｍｂｅｒｓ               ｏｆ               ｌｉｔｅｒａｔｅ               ｓｔｕｄｅｎｔｓ               ｇｒａｄｕａｔｉｎｇ,               ａｓ               ｗｅ               ａｒｅ               ｗｉｔｎｅｓｓｉｎｇ,               ａｎｄ               ｔｈａｔ               ａｌｏｎｅ               ｉｓ               ｗｏｒｔｈ               ｉｔｓ               ｗｅｉｇｈｔ               ｉｎ               ｇｏｌｄ.

ＦＲＩ               ｉｓ               ｐｒｏｖｉｄｉｎｇ               ａ               ｖａｌｕａｂｌｅ               ｃｏｍｍｕｎｉｔｙ               ｓｅｒｖｉｃｅ               ａｎｄ               ａｎ               ｉｎｖａｌｕａｂｌｅ               ｒｅｓｏｕｒｃｅ               ｔｏ               ｔｈｅ               ｍａｎｙ               ｏｆ               ｔｈｅ               ｓｔｕｄｅｎｔｓ               ｗｈｏ               ａｒｅ               ｂｅｎｅｆｉｔｉｎｇ               ｆｒｏｍ               ｉｔ.



               

               

               "Ｃｏｍｐｒｅｈｅｎｓｉｖｅ               Ａｓｓｅｓｓｍｅｎｔ               Ｔｅｓｔ,               Ｆｌｏｒｉｄａ."               Ｗｉｋｉｍｅｄｉａ               Ｅｎｃｙｃｌｏｐｅｄｉａ.Ｒｅｔｒｉｅｖｅｄ               Ａｕｇｕｓｔ               

               9,               2005               ｆｒｏｍ               ｈｔｔｐ://ｅｎ.ｗｉｋｉｐｅｄｉａ.ｏｒｇ/ｗｉｋｉ/ＦＣＡＴ               

               "Ｅｄｕｃａｔｉｏｎ               Ｐｏｌｉｃｙ               Ａｎａｌｙｓｉｓ               Ａｒｃｈｉｖｅｓ."               (2004).

Ｅｄｉｔｅｄ               ｂｙ               Ｇｌａｓｓ,               Ｇｅｎｅ.

Ｃｏｌｌｅｇｅ               ｏｆ               

               Ｅｄｕｃａｔｉｏｎ.

ＡｒｉｚｏｎａＳｔａｔｅＵｎｉｖｅｒｓｉｔｙ.Ａ               ｐｅｅｒ-ｒｅｖｉｅｗｅｄ               ｓｃｈｏｌａｒｌｙ               ｊｏｕｒｎａｌ.

Ｒｅｔｒｉｅｖｅｄ               

               Ａｕｇｕｓｔ               6,               2005               ｆｒｏｍ               ｈｔｔｐ://ｅｐａａ.ａｓｕ.ｅｄｕ/ｅｐａａ/ｖ12ｎ39/ｖ12ｎ39.ｐｄｆ               

               "ＦＣＡＴ.

Ｆｌｏｒｉｄａ'ｓ               Ｃｏｍｐｒｅｈｅｎｓｉｖｅ               Ａｓｓｅｓｓｍｅｎｔ               Ｔｅｓｔ."               (2005).

Ｒｅｔｒｉｅｖｅｄ               Ａｕｇｕｓｔ               6,               2005               

               Ｆｒｏｍ               ｈｔｔｐ://ｗｗｗ.ｆｉｒｎ.ｅｄｕ/ｄｏｅ/ｓａｓ/ｆｃａｔ.ｈｔｍ               

               "Ｆｌｏｒｉｄａ               Ｒｅａｄｉｎｇ               Ｉｎｉｔｉａｔｉｖｅ."               (2005).

Ｒｅｔｒｉｅｖｅｄ               Ａｕｇｕｓｔ               6,               2005               ｆｒｏｍ               

               ｈｔｔｐ://ｗｗｗ.ｎｅｆｅｃ.ｏｒｇ/ｆｒｉ/               

               Ｇｌａｓｓ,               Ｇｅｎｅ.

Ｃｏｌｌｅｇｅ               ｏｆ               Ｅｄｕｃａｔｉｏｎ.

ＡｒｉｚｏｎａＳｔａｔｅＵｎｉｖｅｒｓｉｔｙ.(2002).

Ａ               ｐｅｅｒ-ｒｅｖｉｅｗｅｄ               

               ｓｃｈｏｌａｒｌｙ               ｊｏｕｒｎａｌ.

Ａ               ｐｅｅｒ-ｒｅｖｉｅｗｅｄ               ｓｃｈｏｌａｒｌｙ               ｊｏｕｒｎａｌ.

Ｒｅｔｒｉｅｖｅｄ               Ａｕｇｕｓｔ               7,               2005               ｆｒｏｍ               
               ｈｔｔｐ://ｅｐａａ.ａｓｕ.ｅｄｕ/ｅｐａａ/ｖ10ｎ40.ｈｔｍｌ               

               Ｈｅｒｒｉｎｇｔｏｎ,               Ｃａｒｏｌｉｎｅ               ａｎｄ               Ｃａｓｔｅｎ,               Ｋａｔｈｅｒｉｎｅ.

"Ｅｄｕｃａｔｉｏｎａｌ               Ｐｏｌｉｃｙ               Ａｌｔｅｒｎａｔｉｖｅｓ."               

               Ｌｅａｒｎｉｎｇ               Ｓｙｓｔｅｍｓ               Ｉｎｓｔｉｔｕｔｅ.

Ｆｌｏｒｉｄａ               ＳｔａｔｅＵｎｉｖｅｒｓｉｔｙ.(2001).

Ｒｅｔｒｉｅｖｅｄ               Ａｕｇｕｓｔ               1,               2005               ｆｒｏｍ               ｈｔｔｐ://ｗｗｗ.ｕｎｆ.ｅｄｕ/ｄｅｐｔ/ｆｉｅ/ｄｏｗｎｌｏａｄｓ/ｆｌｏｒｉｄａ2001ｂｏｏｋ.ｐｄｆ               

               "Ｊｕｓｔ               Ｒｅａｄ."               Ｙｏｕｒ               Ｆｌｏｒｉｄａ               Ｄｅｐａｒｔｍｅｎｔ               ｏｆ               Ｅｄｕｃａｔｉｏｎ.(2005).

Ｒｅｔｒｉｅｖｅｄ               Ａｕｇｕｓｔ               7,               2005               

               ｆｒｏｍ               ｈｔｔｐ://ｗｗｗ.ｊｕｓｔｒｅａｄｆｌｏｒｉｄａ.ｃｏｍ/               

               "Ｌｉｔｅｒａｃｙ               ａｎｄ               Ｅｃｏｎｏｍｉｃｓ."               (2002).

Ｒｅｔｒｉｅｖｅｄ               Ａｕｇｕｓｔ               7,               2005               ｆｒｏｍ               

               ｈｔｔｐ://ｗｗｗ.ｆｌｏｒｉｄａｌｉｔｅｒａｃｙ.ｏｒｇ/2004/ｐｄｆ-ｄｏｃｓ/ｌｉｔｅｒａｃｙ_ａｎｄ_ｅｃｏｎｏｍｉｃｓ.ｐｄｆ               

               "Ｓｔａｔｅ               Ｌｉｔｅｒａｃｙ               Ｐｒｏｇｒａｍｓ."               (2002)               Ｒｅｔｒｉｅｖｅｄ               Ａｕｇｕｓｔ               6,               2005               ｆｒｏｍ               ｈｔｔｐ://ｗｗｗ.ｅｃｓ.ｏｒｇ/ｄｂｓｅａｒｃｈｅｓ/Ｓｅａｒｃｈ_Ｉｎｆｏ/Ｌｉｔｅｒａｃｙ_ＰｒｏｇｒａｍＰｒｏｆｉｌｅ.ａｓｐ?ＰｒｏｇＩＤ=4               

               "Ｙｏｕｔｈ               Ｅｄｕｃａｔｉｏｎ               ｉｎ               Ｆｌｏｒｉｄａ."               (2003).

Ｒｅｔｒｉｅｖｅｄ               Ａｕｇｕｓｔ               7,               2005               ｆｒｏｍ               

               ｈｔｔｐ://ｗｗｗ.ｆｌｏｒｉｄａｌｉｔｅｒａｃｙ.ｏｒｇ/2004/ｐｄｆ-ｄｏｃｓ/ｙｏｕｔｈ_ｅｄｕｃａｔｉｏｎ_ｉｎ_ｆｌｏｒｉｄａ.ｐｄｆ






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