The document outlines the history of the Central Florida Assessment Collaborative (CFAC) by summarizing key events from 2005-2011 related to Florida's academic standards and assessment systems. In 2005, consultants recommended greater specificity in academic standards. In 2006, Florida committed to a 6-year review cycle of K-12 content standards, adopting the Next Generation Sunshine State Standards. In 2010, Florida won a federal Race to the Top grant focusing on standards and assessments. In 2011, Florida passed laws requiring that 50% of teacher/administrator evaluations be based on student learning growth as assessed by statewide or district-level assessments, leading districts to form CFAC.

1. History of CFAC
In recent years, several
realities focused attention on
the need to reevaluate Florida’s Sunshine State
Standards.

2. 2006
2010
2011
2005
I n 2005
In 2005, outside consultants reviewed the 1996
Standards and suggested that the
benchmark language offer greater specificity to
indicate clearly what teachers should teach and what
students should be able to do. Second, federal legislation
through the No Child Left Behind Act of
2001 (NCLB) holds schools and school districts
accountable for how well each child is learning, and
further emphasizes the need to hone expectations
for all students.

3. I n 2006
In January 2006, the Department of Education (DOE)
committed to a six-year cycle of review and
revision of the K-12 content standards.
Next Generation Sunshine State Standards (NGSSS)
were adopted by the Florida State Board of Education
and are available online at:
http://www.floridastandards.org/Standards/FLStandard
Search.aspx

4. I n 2010
On August 24, 2010, the United States Department of
Education announced that the state of Florida
was a winner of the federal Race to the Top Phase 2 grant
competition. A key component of
Florida’s winning application focused on the standards and
assessments assurance area, including the creation of high
quality interim and formative assessments.
While the state government of Florida provides
support for assessment in primary academic areas, there is a
recognized need to develop high quality, balanced
assessment systems in other content areas.

5. I n 2011
In 2011, the Florida State Legislature passed State Statute
1008.22(8), which states that “Student performance data shall
be used in developing objectives of the school improvement
plan, evaluation of instructional personnel, evaluation of
administrative personnel, assignment of staff, allocation of
resources, acquisition of instructional materials and
technology, performance-based budgeting, and promotion and
assignment of students into educational programs.”

6. I n 2011
This plan for evaluation of school personnel is detailed in
Florida State Statute 1012.34(3), which states that “At least 50
percent of a performance evaluation must be based upon data
and indicators of student learning growth assessed annually by
statewide assessments or, for subjects and grade levels not
measured by statewide assessments, by school district
assessments as provided in s. 1008.22(8).” In order to meet
these legal requirements, districts throughout Florida joined
together to develop the Central Florida Assessment
Collaborative.

7. I n 2011
This plan for evaluation of school personnel is detailed in
Florida State Statute 1012.34(3), which states that “At least 50
percent of a performance evaluation must be based upon data
and indicators of student learning growth assessed annually by
statewide assessments or, for subjects and grade levels not
measured by statewide assessments, by school district
assessments as provided in s. 1008.22(8).” In order to meet
these legal requirements, districts throughout Florida joined
together to develop the Central Florida Assessment
Collaborative.