Florida Senate - 2011              PROPOSED COMMITTEE SUBSTITUTE
       Bill No. SB 1696
       
       
       
       
       
                                Barcode 762170                          
       
       581-02929D-11                                                   
       Proposed Committee Substitute by the Committee on Education Pre
       K - 12
    1                        A bill to be entitled                      
    2         An act relating to public school accountability;
    3         amending s. 1001.20, F.S.; deleting a provision that
    4         requires the Florida Virtual School to be
    5         administratively housed within the Office of
    6         Technology and Information Services within the
    7         Department of Education; amending s. 1001.42, F.S.;
    8         revising the powers and duties of district school
    9         boards to require that students be provided with
   10         access to Florida Virtual School courses; creating s.
   11         1001.421, F.S.; prohibiting district school board
   12         members from accepting gifts from vendors; amending s.
   13         1002.37, F.S.; conforming provisions to changes made
   14         by the act; amending s. 1002.38, F.S.; revising
   15         provisions relating to the Opportunity Scholarship
   16         Program to require that school grades for all schools
   17         be based on statewide assessments; amending s.
   18         1002.39, F.S.; providing that when a student who is
   19         receiving the John M. McKay Scholarship enrolls in a
   20         public school or public school program, the term of
   21         the student’s scholarship ends; providing an exception
   22         for students who enter a Department of Juvenile
   23         Justice detention center for a period of no more than
   24         21 days; amending s. 1002.45, F.S.; revising
   25         qualification requirements for virtual instruction
   26         program providers; providing that an approved provider
   27         retain its approved status for 3 school years after
   28         approval; amending s. 1002.67, F.S.; requiring that
   29         the State Board of Education periodically review and
   30         revise the performance standards for the statewide
   31         kindergarten screening and align the standards to the
   32         performance standards for statewide assessments;
   33         requiring that a private prekindergarten provider or
   34         public school be placed on probation immediately after
   35         failing to meet minimum standards rather than after 2
   36         consecutive years of such failure; amending s.
   37         1002.69, F.S.; authorizing nonpublic schools to
   38         administer the statewide kindergarten screening to
   39         kindergarten students who were enrolled in the
   40         Voluntary Prekindergarten Program; requiring that the
   41         Department of Education adopt a statewide voluntary
   42         prekindergarten enrollment screening; requiring that
   43         each early learning coalition administer the
   44         enrollment screening; requiring the Department of
   45         Education to include the percentage of students who
   46         meet all state readiness measures in its provider
   47         rating methodology; requiring that each parent or
   48         guardian enrolling his or her child in a voluntary
   49         prekindergarten education program submit the child for
   50         enrollment screening if required by the provider;
   51         removing a limitation on the minimum kindergarten
   52         readiness rate for private and public prekindergarten
   53         providers; amending s. 1002.71, F.S.; providing that a
   54         child may reenroll more than once in a prekindergarten
   55         program if granted a good cause exemption; amending s.
   56         1002.73, F.S.; requiring the department to adopt
   57         procedures for annually reporting the percentage of
   58         students who meet all state readiness measures;
   59         requiring that the Department of Education adopt
   60         procedures for the statewide voluntary prekindergarten
   61         enrollment screening, adopting the fee schedule,
   62         determining learning gains of students who complete
   63         the voluntary prekindergarten and kindergarten
   64         screenings, and annually reporting the readiness of
   65         kindergarten students; amending s. 1003.4156, F.S.;
   66         revising the general requirements for middle grades
   67         promotion; providing that a student with a disability
   68         may have his or her end-of-course assessment results
   69         waived under certain circumstances; providing that a
   70         middle grades student is exempt from the reading
   71         remediation requirements under certain circumstances;
   72         amending s. 1003.428, F.S.; revising provisions
   73         relating to the general requirements for high school
   74         graduation; providing that a high school student may
   75         be exempt from intensive reading under certain
   76         circumstances; amending s. 1003.491, F.S.; revising
   77         provisions relating to the Florida Career and
   78         Professional Education Act; replacing references to
   79         local workforce boards with regional workforce boards;
   80         requiring that economic development agencies
   81         collaborate with each district school board, regional
   82         workforce boards, and postsecondary institutions to
   83         develop a strategic 5-year plan that addresses local
   84         and regional workforce demands; requiring that the
   85         strategic plan include access to courses offered
   86         through virtual education providers and a review of
   87         career and professional academy courses; requiring
   88         that the strategic plan be reviewed, updated, and
   89         jointly approved; amending s. 1003.492, F.S.; revising
   90         provisions relating to industry-certified career
   91         education programs to conform to changes made by the
   92         act; requiring that rules adopted by the State Board
   93         of Education include an approval process for
   94         determining the funding weights of industry
   95         certifications; requiring that the performance factors
   96         for students participating in industry-certified
   97         career education programs include awards of
   98         postsecondary credit and state scholarships; amending
   99         s. 1003.493, F.S.; revising provisions relating to
  100         career and professional academies to conform to
  101         changes made by the act; requiring that career and
  102         professional academies discontinue enrollment of
  103         students for the following year if the passage rate on
  104         the industry certification exam falls below 50
  105         percent; creating s. 1003.4935, F.S.; requiring that
  106         each district school board, in collaboration with
  107         regional workforce boards, economic development
  108         agencies, and state-approved postsecondary
  109         institutions, include a component in the strategic 5
  110         year plan to implement a career and professional
  111         academy in at least one middle school in each
  112         district; providing requirements for the middle school
  113         career and professional academies; requiring that the
  114         Department of Education collect and report student
  115         achievement data for middle school career academy
  116         students; amending s. 1003.575, F.S.; revising
  117         provisions relating to assistive technology devices
  118         for young persons with disabilities to require that
  119         any school having an individualized education plan
  120         team arrange to complete an assistive technology
  121         assessment within a specified number of days after
  122         receiving a request for such assessment; amending s.
  123         1008.22, F.S.; revising provisions relating to the
  124         student assessment program for public schools;
  125         requiring that the Commissioner of Education direct
  126         school districts to participate in the administration
  127         of the National Assessment of Educational Progress or
  128         similar national or international assessment program;
  129         providing for future expiration of the requirement
  130         that school districts participate in international
  131         assessment programs; authorizing the school principal
  132         to exempt certain students from the end-of-course
  133         assessment in civics education; amending s. 1008.33,
  134         F.S.; revising provisions relating to public school
  135         improvement; requiring that the Department of
  136         Education categorize public schools based on the
  137         portion of a school’s grade that relies on statewide
  138         assessments; revising the categorization of the
  139         lowest-performing schools; amending s. 1008.331, F.S.,
  140         relating to supplemental educational services in Title
  141         I schools; providing that a school board may include
  142         in its district contract with a provider a requirement
  143         to use a uniform standardized assessment if the
  144         Department of Education is notified of such intent
  145         before services are provided to the student; amending
  146         s. 1008.34, F.S.; revising provisions relating to the
  147         designation of school grades to conform to changes
  148         made by the act; providing for assigning achievement
  149         scores and learning gains for students who are
  150         hospital or homebound; requiring that a school that
  151         does not meet minimum proficiency standards
  152         established by the State Board of Education receive a
  153         school grade of “F”; amending ss. 1011.01 and 1011.03,
  154         F.S., relating to the annual operating budgets of
  155         district school boards and community college boards of
  156         trustees; deleting a requirement that the adopted
  157         budget be transmitted to the Department of Education
  158         for review and approval; creating s. 1011.035, F.S.;
  159         requiring each school district to post certain
  160         budgetary information on its website; requiring that
  161         each district school board’s website contain certain
  162         specified links; amending s. 1011.61, F.S.; redefining
  163         the term “full-time equivalent student” as it relates
  164         to students in virtual instruction programs; amending
  165         s. 1011.62, F.S.; revising provisions relating to the
  166         calculation of additional full-time equivalent
  167         membership based on certification of successful
  168         completion of industry-certified career and
  169         professional academy programs; requiring that the
  170         value of full-time equivalent membership be determined
  171         by weights adopted by the State Board of Education;
  172         conforming provisions; amending s. 1012.39, F.S.;
  173         requiring that each district school board establish
  174         qualifications for nondegreed teachers of career and
  175         technical education courses for program clusters
  176         recognized in the state; authorizing district school
  177         boards to establish alternative qualifications for
  178         certain teachers; providing legislative findings
  179         relating to management deficiencies by a district
  180         school board; requiring that the Commissioner of
  181         Education certify to the Governor and the Legislature
  182         that a deficiency in management exists if a grand jury
  183         determines that significant deficiencies exist;
  184         requiring that the Governor and the Legislature
  185         establish a school district oversight board after
  186         receiving certification of management deficiencies;
  187         providing for membership of the board and the
  188         reimbursement of travel and per diem expenses;
  189         providing duties; requiring a report; providing
  190         effective dates.
  191  
  192  Be It Enacted by the Legislature of the State of Florida:
  193  
  194         Section 1. Paragraph (a) of subsection (4) of section
  195  1001.20, Florida Statutes, is amended to read:
  196         1001.20 Department under direction of state board.—
  197         (4) The Department of Education shall establish the
  198  following offices within the Office of the Commissioner of
  199  Education which shall coordinate their activities with all other
  200  divisions and offices:
  201         (a) Office of Technology and Information Services.
  202  Responsible for developing a systemwide technology plan, making
  203  budget recommendations to the commissioner, providing data
  204  collection and management for the system, assisting school
  205  districts in securing Internet access and telecommunications
  206  services, including those eligible for funding under the Schools
  207  and Libraries Program of the federal Universal Service Fund, and
  208  coordinating services with other state, local, and private
  209  agencies. The office shall develop a method to address the need
  210  for a statewide approach to planning and operations of library
  211  and information services to achieve a single K-20 education
  212  system library information portal and a unified higher education
  213  library management system. The Florida Virtual School shall be
  214  administratively housed within the office.
  215         Section 2. Subsection (23) of section 1001.42, Florida
  216  Statutes, is amended to read:
  217         1001.42 Powers and duties of district school board.—The
  218  district school board, acting as a board, shall exercise all
  219  powers and perform all duties listed below:
  220         (23) FLORIDA VIRTUAL SCHOOL.—Provide students with access
  221  to enroll in courses available through the Florida Virtual
  222  School and award credit for successful completion of such
  223  courses. Access shall be available to students during and or
  224  after the normal school day and through summer school
  225  enrollment.
  226         Section 3. Section 1001.421, Florida Statutes, is created
  227  to read:
  228         1001.421Gifts.—Notwithstanding ss. 112.3148 and 112.3149,
  229  or any other provision of law to the contrary, school board
  230  members and their relatives as defined in s. 112.312(21), may
  231  not solicit or accept, directly or indirectly, any gift as
  232  defined in s. 112.312(12), from any person, vendor, potential
  233  vendor, or other entity doing business with the school district.
  234         Section 4. Paragraph (a) of subsection (1) of section
  235  1002.37, Florida Statutes, is amended to read:
  236         1002.37 The Florida Virtual School.—
  237         (1)(a) The Florida Virtual School is established for the
  238  development and delivery of online and distance learning
  239  education and shall be administratively housed within the
  240  Commissioner of Education’s Office of Technology and Information
  241  Services. The Commissioner of Education shall monitor the
  242  school’s performance and report its performance to the State
  243  Board of Education and the Legislature.
  244  
  245  The board of trustees of the Florida Virtual School shall
  246  identify appropriate performance measures and standards based on
  247  student achievement that reflect the school’s statutory mission
  248  and priorities, and shall implement an accountability system for
  249  the school that includes assessment of its effectiveness and
  250  efficiency in providing quality services that encourage high
  251  student achievement, seamless articulation, and maximum access.
  252         Section 5. Paragraph (f) is added to subsection (3) of
  253  section 1002.38, Florida Statutes, to read:
  254         1002.38 Opportunity Scholarship Program.—
  255         (3) SCHOOL DISTRICT OBLIGATIONS.—
  256         (f) For purposes of this subsection, school grades for all
  257  schools shall be based upon statewide assessments administered
  258  pursuant to s. 1008.22.
  259         Section 6. Paragraph (a) of subsection (4) of section
  260  1002.39, Florida Statutes, is amended to read:
  261         1002.39 The John M. McKay Scholarships for Students with
  262  Disabilities Program.—There is established a program that is
  263  separate and distinct from the Opportunity Scholarship Program
  264  and is named the John M. McKay Scholarships for Students with
  265  Disabilities Program.
  266         (4) TERM OF JOHN M. MCKAY SCHOLARSHIP.—
  267         (a) For purposes of continuity of educational choice, a
  268  John M. McKay Scholarship shall remain in force until the
  269  student returns to a public school, graduates from high school,
  270  or reaches the age of 22, whichever occurs first. A scholarship
  271  student who enrolls in a public school or public school program
  272  has returned to a public school for purposes of determining the
  273  end of the scholarship’s term. However, if a student enters a
  274  Department of Juvenile Justice detention center for a period of
  275  no more than 21 days, the student is not considered to have
  276  returned to a public school for that purpose.
  277         Section 7. Paragraph (b) of subsection (2) of section
  278  1002.45, Florida Statutes, is amended to read:
  279         1002.45 School district virtual instruction programs.—
  280         (2) PROVIDER QUALIFICATIONS.—
  281         (b) An approved provider shall retain its approved status
  282  during the 3 school years for a period of 3 years after the date
  283  of the department’s approval under paragraph (a) as long as the
  284  provider continues to comply with all requirements of this
  285  section.
  286         Section 8. Subsection (1) and paragraph (c) of subsection
  287  (3) of section 1002.67, Florida Statutes, are amended to read:
  288         1002.67 Performance standards; curricula and
  289  accountability.—
  290         (1)(a) By April 1, 2005, the department shall develop and
  291  adopt performance standards for students in the Voluntary
  292  Prekindergarten Education Program. The performance standards
  293  must address the age-appropriate progress of students in the
  294  development of:
  295         1.(a) The capabilities, capacities, and skills required
  296  under s. 1(b), Art. IX of the State Constitution; and
  297         2.(b) Emergent literacy skills, including oral
  298  communication, knowledge of print and letters, phonemic and
  299  phonological awareness, and vocabulary and comprehension
  300  development.
  301         (b) The State Board of Education shall periodically review
  302  and revise the performance standards for the statewide
  303  kindergarten screening administered under s. 1002.69 and align
  304  the standards to those established by the board for the
  305  expectations of student performance on the statewide assessments
  306  administered pursuant to s. 1008.22.
  307         (3)
  308         (c)1. If the kindergarten readiness rate of a private
  309  prekindergarten provider or public school falls below the
  310  minimum rate adopted by the State Board of Education as
  311  satisfactory under s. 1002.69(6), the early learning coalition
  312  or school district, as applicable, shall require the provider or
  313  school to submit an improvement plan for approval by the
  314  coalition or school district, as applicable, and to implement
  315  the plan.
  316         2. If a private prekindergarten provider or public school
  317  fails to meet the minimum rate adopted by the State Board of
  318  Education as satisfactory under s. 1002.69(6) for 2 consecutive
  319  years, the early learning coalition or school district, as
  320  applicable, shall place the provider or school on probation and
  321  must require the provider or school to take certain corrective
  322  actions, including the use of a curriculum approved by the
  323  department under paragraph (2)(c) and requiring newly admitted
  324  voluntary prekindergarten program students to complete the
  325  statewide voluntary prekindergarten enrollment screening for
  326  which the provider must pay.
  327         3. A private prekindergarten provider or public school that
  328  is placed on probation must continue the corrective actions
  329  required under subparagraph 2., including the use of a
  330  curriculum approved by the department, until the provider or
  331  school meets the minimum rate adopted by the State Board of
  332  Education as satisfactory under s. 1002.69(6).
  333         4. If a private prekindergarten provider or public school
  334  remains on probation for 2 consecutive years and fails to meet
  335  the minimum rate adopted by the State Board of Education as
  336  satisfactory under s. 1002.69(6) and is not granted a good cause
  337  exemption by the department pursuant to s. 1002.69(7), the
  338  Agency for Workforce Innovation shall require the early learning
  339  coalition or the Department of Education shall require the
  340  school district to remove, as applicable, the provider or school
  341  from eligibility to deliver the Voluntary Prekindergarten
  342  Education Program and receive state funds for the program.
  343         Section 9. Section 1002.69, Florida Statutes, is amended to
  344  read:
  345         1002.69 Statewide kindergarten screening; kindergarten
  346  readiness rates; prekindergarten enrollment screening.—
  347         (1)(a) The department shall adopt a statewide kindergarten
  348  screening that assesses the readiness of each student for
  349  kindergarten based upon the performance standards adopted by the
  350  department under s. 1002.67(1) for the Voluntary Prekindergarten
  351  Education Program. The department shall require that each school
  352  district administer the statewide kindergarten screening to each
  353  kindergarten student in the school district within the first 30
  354  school days of each school year. Nonpublic schools may
  355  administer the statewide kindergarten screening to each
  356  kindergarten student in a nonpublic school who was enrolled in
  357  the Voluntary Prekindergarten Education Program.
  358         (b) The department shall also adopt a statewide voluntary
  359  prekindergarten enrollment screening that assesses the readiness
  360  of each student for kindergarten upon entry into a voluntary
  361  prekindergarten program, for which the voluntary prekindergarten
  362  provider must pay. The department shall require each early
  363  learning coalition to administer the statewide voluntary
  364  prekindergarten enrollment screening in accordance with this
  365  section.
  366         (2) The statewide voluntary prekindergarten enrollment
  367  screening and the kindergarten screening shall provide objective
  368  data concerning each student’s readiness for kindergarten and
  369  progress in attaining the performance standards adopted by the
  370  department under s. 1002.67(1).
  371         (3) The statewide voluntary prekindergarten enrollment
  372  screening and the kindergarten screening shall incorporate
  373  mechanisms for recognizing potential variations in kindergarten
  374  readiness rates for students with disabilities.
  375         (4) Each parent who enrolls his or her child in the
  376  Voluntary Prekindergarten Education Program must submit the
  377  child for the statewide kindergarten screening, regardless of
  378  whether the child is admitted to kindergarten in a public school
  379  or nonpublic school. Each parent who enrolls his or her child in
  380  a voluntary prekindergarten education program must submit the
  381  child for statewide voluntary prekindergarten enrollment
  382  screening if required by the provider. Each school district
  383  shall designate sites to administer the statewide kindergarten
  384  screening for children admitted to kindergarten in a nonpublic
  385  school.
  386         (5) The State Board of Education shall adopt procedures for
  387  the department to annually calculate each private
  388  prekindergarten provider’s and public school’s kindergarten
  389  readiness rate, which must be expressed as the percentage of the
  390  provider’s or school’s students who are assessed as ready for
  391  kindergarten. The kindergarten readiness rates must be based
  392  exclusively upon the results of the statewide kindergarten
  393  screening for students completing the Voluntary Prekindergarten
  394  Education Program, beginning with students completing the
  395  program during the 2005-2006 school year who are administered
  396  the statewide kindergarten screening during the 2006-2007 school
  397  year. The methodology for calculating each provider’s readiness
  398  rate must include the percentage of students who meet all state
  399  readiness measures. The rates must not include students who are
  400  not administered the statewide kindergarten screening.
  401         (6)(a) The State Board of Education shall periodically
  402  adopt a minimum kindergarten readiness rate that, if achieved by
  403  a private prekindergarten provider or public school, would
  404  demonstrate the provider’s or school’s satisfactory delivery of
  405  the Voluntary Prekindergarten Education Program.
  406         (b) The minimum rate must not exceed the rate at which more
  407  than 15 percent of the kindergarten readiness rates of all
  408  private prekindergarten providers and public schools delivering
  409  the Voluntary Prekindergarten Education Program in the state
  410  would fall below the minimum rate.
  411         (7)(a) Notwithstanding s. 1002.67(3)(c)4., the State Board
  412  of Education, upon the request of a private prekindergarten
  413  provider or public school that remains on probation for 2
  414  consecutive years or more and subsequently fails to meet the
  415  minimum rate adopted under subsection (6) and for good cause
  416  shown, may grant to the provider or school an exemption from
  417  being determined ineligible to deliver the Voluntary
  418  Prekindergarten Education Program and receive state funds for
  419  the program. Such exemption is valid for 1 year and, upon the
  420  request of the private prekindergarten provider or public school
  421  and for good cause shown, may be renewed.
  422         (b) A private prekindergarten provider’s or public school’s
  423  request for a good cause exemption, or renewal of such an
  424  exemption, must be submitted to the state board in the manner
  425  and within the timeframes prescribed by the state board and must
  426  include the following:
  427         1. Submission of data by the private prekindergarten
  428  provider or public school which documents on a standardized
  429  assessment the achievement and progress of the children served.
  430         2. Submission and review of data available from the
  431  respective early learning coalition or district school board,
  432  the Department of Children and Family Services, local licensing
  433  authority, or an accrediting association, as applicable,
  434  relating to the private prekindergarten provider’s or public
  435  school’s compliance with state and local health and safety
  436  standards.
  437         3. Submission and review of data available to the
  438  department on the performance of the children served and the
  439  calculation of the private prekindergarten provider’s or public
  440  school’s kindergarten readiness rate.
  441         (c) The State Board of Education shall adopt criteria for
  442  granting good cause exemptions. Such criteria shall include, but
  443  are not limited to:
  444         1. Learning gains of children served in the Voluntary
  445  Prekindergarten Education Program by the private prekindergarten
  446  provider or public school.
  447         2. Verification that the private prekindergarten provider
  448  or public school serves at least twice the statewide percentage
  449  of children with disabilities as defined in s. 1003.01(3)(a) or
  450  children identified as limited English proficient as defined in
  451  s. 1003.56.
  452         2.3. Verification that local and state health and safety
  453  requirements are met.
  454         (d) A good cause exemption may not be granted to any
  455  private prekindergarten provider that has any class I violations
  456  or two or more class II violations within the 2 years preceding
  457  the provider’s or school’s request for the exemption. For
  458  purposes of this paragraph, class I and class II violations have
  459  the same meaning as provided in s. 402.281(3).
  460         (e) A private prekindergarten provider or public school
  461  granted a good cause exemption shall continue to implement its
  462  improvement plan and continue the corrective actions required
  463  under s. 1002.67(3)(c)2., including the use of a curriculum
  464  approved by the department, until the provider or school meets
  465  the minimum rate adopted under subsection (6).
  466         (f) The State Board of Education shall notify the Agency
  467  for Workforce Innovation of any good cause exemption granted to
  468  a private prekindergarten provider under this subsection. If a
  469  good cause exemption is granted to a private prekindergarten
  470  provider who remains on probation for 2 consecutive years, the
  471  Agency for Workforce Innovation shall notify the early learning
  472  coalition of the good cause exemption and direct that the
  473  coalition, notwithstanding s. 1002.67(3)(c)4., not remove the
  474  provider from eligibility to deliver the Voluntary
  475  Prekindergarten Education Program or to receive state funds for
  476  the program, if the provider meets all other applicable
  477  requirements of this part.
  478         Section 10. Subsection (4) of section 1002.71, Florida
  479  Statutes, is amended to read:
  480         1002.71 Funding; financial and attendance reporting.—
  481         (4) Notwithstanding s. 1002.53(3) and subsection (2):
  482         (a) A child who, for any of the prekindergarten programs
  483  listed in s. 1002.53(3), has not completed more than 70 percent
  484  of the hours authorized to be reported for funding under
  485  subsection (2), or has not expended more than 70 percent of the
  486  funds authorized for the child under s. 1002.66, may withdraw
  487  from the program for good cause and reenroll in one of the
  488  programs. The total funding for a child who reenrolls in one of
  489  the programs for good cause may not exceed one full-time
  490  equivalent student. Funding for a child who withdraws and
  491  reenrolls in one of the programs for good cause shall be issued
  492  in accordance with the agency’s uniform attendance policy
  493  adopted pursuant to paragraph (6)(d).
  494         (b) A child who has not substantially completed any of the
  495  prekindergarten programs listed in s. 1002.53(3) may withdraw
  496  from the program due to an extreme hardship that is beyond the
  497  child’s or parent’s control, reenroll in one of the summer
  498  programs, and be reported for funding purposes as a full-time
  499  equivalent student in the summer program for which the child is
  500  reenrolled.
  501  
  502  A child may reenroll only once in a prekindergarten program
  503  under this section, unless the child is granted a good cause
  504  exemption under this subsection. A child who reenrolls in a
  505  prekindergarten program under this subsection may not
  506  subsequently withdraw from the program and reenroll. The Agency
  507  for Workforce Innovation shall establish criteria specifying
  508  whether a good cause exists for a child to withdraw from a
  509  program under paragraph (a), whether a child has substantially
  510  completed a program under paragraph (b), and whether an extreme
  511  hardship exists which is beyond the child’s or parent’s control
  512  under paragraph (b).
  513         Section 11. Subsection (2) of section 1002.73, Florida
  514  Statutes, is amended to read:
  515         1002.73 Department of Education; powers and duties;
  516  accountability requirements.—
  517         (2) The department shall adopt procedures for its:
  518         (a) Approval of prekindergarten director credentials under
  519  ss. 1002.55 and 1002.57.
  520         (b) Approval of emergent literacy training courses under
  521  ss. 1002.55 and 1002.59.
  522         (c) Administration of the statewide kindergarten screening
  523  and calculation of kindergarten readiness rates under s.
  524  1002.69.
  525         (d) Adoption of the statewide voluntary prekindergarten
  526  enrollment screening, the associated fee schedule, and the
  527  process for determining learning gains of students who complete
  528  the statewide voluntary prekindergarten enrollment screening and
  529  the statewide kindergarten screening.
  530         (e)(d) Approval of specialized instructional services
  531  providers under s. 1002.66.
  532         (f)Annual reporting of the percentage of kindergarten
  533  students who meet all state readiness measures.
  534         (g)(e) Granting of a private prekindergarten provider’s or
  535  public school’s request for a good cause exemption under s.
  536  1002.69(7).
  537         Section 12. Subsection (1) of section 1003.4156, Florida
  538  Statutes, is amended to read:
  539         1003.4156 General requirements for middle grades
  540  promotion.—
  541         (1) Beginning with students entering grade 6 in the 2006
  542  2007 school year, promotion from a school composed of middle
  543  grades 6, 7, and 8 requires that:
  544         (a) The student must successfully complete academic courses
  545  as follows:
  546         1. Three middle school or higher courses in English. These
  547  courses shall emphasize literature, composition, and technical
  548  text.
  549         2. Three middle school or higher courses in mathematics.
  550  Each middle school must offer at least one high school level
  551  mathematics course for which students may earn high school
  552  credit. Successful completion of a high school level Algebra I
  553  or geometry course is not contingent upon the student’s
  554  performance on the end-of-course assessment required under s.
  555  1008.22(3)(c)2.a.(I). However, beginning with the 2011-2012
  556  school year, to earn high school credit for an Algebra I course,
  557  a middle school student must pass the Algebra I end-of-course
  558  assessment, and beginning with the 2012-2013 school year, to
  559  earn high school credit for a geometry course, a middle school
  560  student must pass the geometry end-of-course assessment.
  561         3. Three middle school or higher courses in social studies,
  562  one semester of which must include the study of state and
  563  federal government and civics education. Beginning with students
  564  entering grade 6 in the 2012-2013 school year, one of these
  565  courses must be at least a one-semester civics education course
  566  that a student successfully completes in accordance with s.
  567  1008.22(3)(c) and that includes the roles and responsibilities
  568  of federal, state, and local governments; the structures and
  569  functions of the legislative, executive, and judicial branches
  570  of government; and the meaning and significance of historic
  571  documents, such as the Articles of Confederation, the
  572  Declaration of Independence, and the Constitution of the United
  573  States.
  574         4. Three middle school or higher courses in science.
  575  Successful completion of a high school level Biology I course is
  576  not contingent upon the student’s performance on the end-of
  577  course assessment required under s. 1008.22(3)(c)2.a.(II).
  578  However, beginning with the 2012-2013 school year, to earn high
  579  school credit for a Biology I course, a middle school student
  580  must pass the Biology I end-of-course assessment.
  581         5. One course in career and education planning to be
  582  completed in 7th or 8th grade. The course may be taught by any
  583  member of the instructional staff; must include career
  584  exploration using Florida CHOICES or a comparable cost-effective
  585  program; must include educational planning using the online
  586  student advising system known as Florida Academic Counseling and
  587  Tracking for Students at the Internet website FACTS.org; and
  588  shall result in the completion of a personalized academic and
  589  career plan. The required personalized academic and career plan
  590  must inform students of high school graduation requirements,
  591  high school assessment and college entrance test requirements,
  592  Florida Bright Futures Scholarship Program requirements, state
  593  university and Florida college admission requirements, and
  594  programs through which a high school student can earn college
  595  credit, including Advanced Placement, International
  596  Baccalaureate, Advanced International Certificate of Education,
  597  dual enrollment, career academy opportunities, and courses that
  598  lead to national industry certification.
  599  
  600  A student with a disability, as defined in s. 1007.02(2), for
  601  whom the individual education plan committee determines that the
  602  end-of-course assessment cannot accurately measure the student’s
  603  abilities, taking into consideration all allowable
  604  accommodations, shall have the end-of-course assessment results
  605  waived for purposes of determining the student’s course grade
  606  and completing the requirements for middle grades promotion.
  607  Each school must hold a parent meeting either in the evening or
  608  on a weekend to inform parents about the course curriculum and
  609  activities. Each student shall complete an electronic personal
  610  education plan that must be signed by the student; the student’s
  611  instructor, guidance counselor, or academic advisor; and the
  612  student’s parent. The Department of Education shall develop
  613  course frameworks and professional development materials for the
  614  career exploration and education planning course. The course may
  615  be implemented as a stand-alone course or integrated into
  616  another course or courses. The Commissioner of Education shall
  617  collect longitudinal high school course enrollment data by
  618  student ethnicity in order to analyze course-taking patterns.
  619         (b) For each year in which a student scores at Level l on
  620  FCAT Reading, the student must be enrolled in and complete an
  621  intensive reading course the following year. Placement of Level
  622  2 readers in either an intensive reading course or a content
  623  area course in which reading strategies are delivered shall be
  624  determined by diagnosis of reading needs. The department shall
  625  provide guidance on appropriate strategies for diagnosing and
  626  meeting the varying instructional needs of students reading
  627  below grade level. Reading courses shall be designed and offered
  628  pursuant to the comprehensive reading plan required by s.
  629  1011.62(9). A middle grades student who scores at Level 1 or
  630  Level 2 on FCAT Reading, but who did not score below Level 3 the
  631  year before, may be granted an exemption from the reading
  632  remediation requirements. A student may be granted a 1-year
  633  exemption from intensive reading; however, the student must have
  634  an approved academic improvement plan already in place and
  635  signed by the school and a parent or guardian for the year that
  636  the exemption is granted.
  637         (c) For each year in which a student scores at Level 1 or
  638  Level 2 on FCAT Mathematics, the student must receive
  639  remediation the following year, which may be integrated into the
  640  student’s required mathematics course.
  641         Section 13. Subsection (2) of section 1003.428, Florida
  642  Statutes, is amended to read:
  643         1003.428 General requirements for high school graduation;
  644  revised.—
  645         (2) The 24 credits may be earned through applied,
  646  integrated, and combined courses approved by the Department of
  647  Education. The 24 credits shall be distributed as follows:
  648         (a) Sixteen core curriculum credits:
  649         1. Four credits in English, with major concentration in
  650  composition, reading for information, and literature.
  651         2. Four credits in mathematics, one of which must be
  652  Algebra I, a series of courses equivalent to Algebra I, or a
  653  higher-level mathematics course. Beginning with students
  654  entering grade 9 in the 2010-2011 school year, in addition to
  655  the Algebra I credit requirement, one of the four credits in
  656  mathematics must be geometry or a series of courses equivalent
  657  to geometry as approved by the State Board of Education.
  658  Beginning with students entering grade 9 in the 2010-2011 school
  659  year, the end-of-course assessment requirements under s.
  660  1008.22(3)(c)2.a.(I) must be met in order for a student to earn
  661  the required credit in Algebra I. Beginning with students
  662  entering grade 9 in the 2011-2012 school year, the end-of-course
  663  assessment requirements under s. 1008.22(3)(c)2.a.(I) must be
  664  met in order for a student to earn the required credit in
  665  geometry. Beginning with students entering grade 9 in the 2012
  666  2013 school year, in addition to the Algebra I and geometry
  667  credit requirements, one of the four credits in mathematics must
  668  be Algebra II or a series of courses equivalent to Algebra II as
  669  approved by the State Board of Education.
  670         3. Three credits in science, two of which must have a
  671  laboratory component. Beginning with students entering grade 9
  672  in the 2011-2012 school year, one of the three credits in
  673  science must be Biology I or a series of courses equivalent to
  674  Biology I as approved by the State Board of Education. Beginning
  675  with students entering grade 9 in the 2011-2012 school year, the
  676  end-of-course assessment requirements under s.
  677  1008.22(3)(c)2.a.(II) must be met in order for a student to earn
  678  the required credit in Biology I. Beginning with students
  679  entering grade 9 in the 2013-2014 school year, one of the three
  680  credits must be Biology I or a series of courses equivalent to
  681  Biology I as approved by the State Board of Education, one
  682  credit must be chemistry or physics or a series of courses
  683  equivalent to chemistry or physics as approved by the State
  684  Board of Education, and one credit must be an equally rigorous
  685  course, as determined by the State Board of Education.
  686         4. Three credits in social studies as follows: one credit
  687  in United States history; one credit in world history; one-half
  688  credit in economics; and one-half credit in United States
  689  government.
  690         5. One credit in fine or performing arts, speech and
  691  debate, or a practical arts course that incorporates artistic
  692  content and techniques of creativity, interpretation, and
  693  imagination. Eligible practical arts courses shall be identified
  694  through the Course Code Directory.
  695         6. One credit in physical education to include integration
  696  of health. Participation in an interscholastic sport at the
  697  junior varsity or varsity level for two full seasons shall
  698  satisfy the one-credit requirement in physical education if the
  699  student passes a competency test on personal fitness with a
  700  score of “C” or better. The competency test on personal fitness
  701  must be developed by the Department of Education. A district
  702  school board may not require that the one credit in physical
  703  education be taken during the 9th grade year. Completion of one
  704  semester with a grade of “C” or better in a marching band class,
  705  in a physical activity class that requires participation in
  706  marching band activities as an extracurricular activity, or in a
  707  dance class shall satisfy one-half credit in physical education
  708  or one-half credit in performing arts. This credit may not be
  709  used to satisfy the personal fitness requirement or the
  710  requirement for adaptive physical education under an individual
  711  education plan (IEP) or 504 plan. Completion of 2 years in a
  712  Reserve Officer Training Corps (R.O.T.C.) class, a significant
  713  component of which is drills, shall satisfy the one-credit
  714  requirement in physical education and the one-credit requirement
  715  in performing arts. This credit may not be used to satisfy the
  716  personal fitness requirement or the requirement for adaptive
  717  physical education under an individual education plan (IEP) or
  718  504 plan.
  719         (b) Eight credits in electives.
  720         1. For each year in which a student scores at Level 1 on
  721  FCAT Reading, the student must be enrolled in and complete an
  722  intensive reading course the following year. Placement of Level
  723  2 readers in either an intensive reading course or a content
  724  area course in which reading strategies are delivered shall be
  725  determined by diagnosis of reading needs. The department shall
  726  provide guidance on appropriate strategies for diagnosing and
  727  meeting the varying instructional needs of students reading
  728  below grade level. Reading courses shall be designed and offered
  729  pursuant to the comprehensive reading plan required by s.
  730  1011.62(9).
  731         2. For each year in which a student scores at Level 1 or
  732  Level 2 on FCAT Mathematics, the student must receive
  733  remediation the following year. These courses may be taught
  734  through applied, integrated, or combined courses and are subject
  735  to approval by the department for inclusion in the Course Code
  736  Directory.
  737  
  738  A high school student who scores at Level 1 or Level 2 on FCAT
  739  Reading, but who did not score below Level 3 the year before,
  740  may be granted an exemption from intensive reading. A student
  741  may be granted a 1-year exemption from intensive reading;
  742  however, the student must have an approved academic improvement
  743  plan already in place and signed by the school and a parent or
  744  guardian for the year the exemption is granted.
  745         Section 14. Subsections (2), (3), and (5) of section
  746  1003.491, Florida Statutes, are amended to read:
  747         1003.491 Florida Career and Professional Education Act.—The
  748  Florida Career and Professional Education Act is created to
  749  provide a statewide planning partnership between the business
  750  and education communities in order to attract, expand, and
  751  retain targeted, high-value industry and to sustain a strong,
  752  knowledge-based economy.
  753         (2) Beginning with the 2007-2008 school year, Each district
  754  school board shall develop, in collaboration with regional local
  755  workforce boards, economic development agencies, and
  756  postsecondary institutions approved to operate in the state, a
  757  strategic 5-year plan to address and meet local and regional
  758  workforce demands. If involvement of a regional the local
  759  workforce board or an economic development agency in the
  760  strategic plan development is not feasible, the local school
  761  board, with the approval of the Agency for Workforce Innovation,
  762  shall collaborate with the most appropriate regional local
  763  business leadership board. Two or more school districts may
  764  collaborate in the development of the strategic plan and offer a
  765  career and professional academy as a joint venture. The
  766  strategic plan Such plans must describe in detail provisions for
  767  the efficient transportation of students, the maximum use of
  768  shared resources, and access to courses aligned to state
  769  curriculum standards through virtual education providers, and an
  770  objective review of career and professional academy courses to
  771  determine if the courses will lead to the attainment of industry
  772  certifications included on the Industry Certified Funding List
  773  pursuant to rules adopted by the State Board of Education the
  774  Florida Virtual School when appropriate. Each strategic plan
  775  shall be reviewed, updated, and jointly approved every 5 years
  776  by the local school district, regional workforce boards,
  777  economic development agencies, and state-approved postsecondary
  778  institutions completed no later than June 30, 2008, and shall
  779  include provisions to have in place at least one operational
  780  career and professional academy, pursuant to s. 1003.492, no
  781  later than the beginning of the 2008-2009 school year.
  782         (3) The strategic 5-year plan developed jointly between the
  783  local school district, regional local workforce boards, economic
  784  development agencies, and state-approved postsecondary
  785  institutions shall be constructed and based on:
  786         (a) Research conducted to objectively determine local and
  787  regional workforce needs for the ensuing 5 years, using labor
  788  projections of the United States Department of Labor and the
  789  Agency for Workforce Innovation;
  790         (b) Strategies to develop and implement career academies
  791  based on those careers determined to be in high demand;
  792         (c) Maximum use of private sector facilities and personnel;
  793         (d) Strategies that ensure instruction by industry
  794  certified faculty and standards and strategies to maintain
  795  current industry credentials and for recruiting and retaining
  796  faculty to meet those standards;
  797         (e) Alignment of to requirements for middle school career
  798  exploration, middle and high school career and professional
  799  academies leading to industry certification, and high school
  800  graduation requirements redesign;
  801         (f) Provisions to ensure that courses offered through
  802  career and professional academies are academically rigorous,
  803  meet or exceed appropriate state-adopted subject area standards,
  804  result in attainment of industry certification, and, when
  805  appropriate, result in postsecondary credit;
  806         (g)Strategies to improve the passage rate for industry
  807  certification exams if the rate falls below 50 percent;
  808         (h)(g) Establishment of student eligibility criteria in
  809  career and professional academies which include opportunities
  810  for students who have been unsuccessful in traditional
  811  classrooms but who show aptitude to participate in academies.
  812  School boards shall address the analysis of eighth grade student
  813  achievement data to provide opportunities for students who may
  814  be deemed as potential dropouts to participate in career and
  815  professional academies;
  816         (i)(h) Strategies to provide sufficient space within
  817  academies to meet workforce needs and to provide access to all
  818  interested and qualified students;
  819         (j)(i) Strategies to implement engage Department of
  820  Juvenile Justice students in career and professional academy
  821  training that leads to industry certification at Department of
  822  Juvenile Justice facilities;
  823         (k)(j) Opportunities for high school students to earn
  824  weighted or dual enrollment credit for higher-level career and
  825  technical courses;
  826         (l)(k) Promotion of the benefits of the Gold Seal Bright
  827  Futures Scholarship;
  828         (m)(l) Strategies to ensure the review of district pupil
  829  progression plans and to amend such plans to include career and
  830  professional courses and to include courses that may qualify as
  831  substitute courses for core graduation requirements and those
  832  that may be counted as elective courses; and
  833         (n)(m) Strategies to provide professional development for
  834  secondary guidance counselors on the benefits of career and
  835  professional academies.
  836         (5) The submission and review of newly proposed core
  837  courses shall be conducted electronically, and each proposed
  838  core course shall be approved or denied within 60 days. All
  839  courses approved as core courses for purposes of middle school
  840  promotion and high school graduation purposes shall be
  841  immediately added to the Course Code Directory. Approved core
  842  courses shall also be reviewed and considered for approval for
  843  dual enrollment credit. The Board of Governors and the
  844  Commissioner of Education shall jointly recommend an annual
  845  deadline for approval of new core courses to be included for
  846  purposes of postsecondary admissions and dual enrollment credit
  847  the following academic year. The State Board of Education shall
  848  establish an appeals process in the event that a proposed course
  849  is denied which shall require a consensus ruling by the Agency
  850  for Workforce Innovation and the Commissioner of Education
  851  within 15 days. The curriculum review committee must be
  852  established and operational no later than September 1, 2007.
  853         Section 15. Subsections (2) and (3) of section 1003.492,
  854  Florida Statutes, are amended to read:
  855         1003.492 Industry-certified career education programs.—
  856         (2) The State Board of Education shall use the expertise of
  857  Workforce Florida, Inc., and Enterprise Florida, Inc., to
  858  develop and adopt rules pursuant to ss. 120.536(1) and 120.54
  859  for implementing an industry certification process. These rules
  860  shall include an approval process for determining the funding
  861  weights of industry certifications based on the rigor of the
  862  certification and the value of the certification to Florida
  863  businesses and industry. Industry certification shall be defined
  864  by the Agency for Workforce Innovation, based upon the highest
  865  available national standards for specific industry
  866  certification, to ensure student skill proficiency and to
  867  address emerging labor market and industry trends. A regional
  868  workforce board or a career and professional academy may apply
  869  to Workforce Florida, Inc., to request additions to the approved
  870  list of industry certifications based on high-demand job
  871  requirements in the regional economy. The list of industry
  872  certifications approved by Workforce Florida, Inc., and the
  873  Department of Education shall be published and updated annually
  874  by a date certain, to be included in the adopted rule.
  875         (3) The Department of Education shall collect student
  876  achievement and performance data in industry-certified career
  877  education programs and shall work with Workforce Florida, Inc.,
  878  and Enterprise Florida, Inc., in the analysis of collected data.
  879  The data collection and analyses shall examine the performance
  880  of participating students over time. Performance factors shall
  881  include, but not be limited to, graduation rates, retention
  882  rates, awards of postsecondary credit and state scholarships
  883  under chapter 1009 Florida Bright Futures Scholarship awards,
  884  additional educational attainment, employment records, earnings,
  885  industry certification, and employer satisfaction. The
  886  performance results and analyses of this study shall be
  887  submitted to the President of the Senate and the Speaker of the
  888  House of Representatives annually by December 31.
  889         Section 16. Subsections (2), (4), (5), and (6) of section
  890  1003.493, Florida Statutes, are amended to read:
  891         1003.493 Career and professional academies.—
  892         (2) The goals of a career and professional academy are to:
  893         (a) Increase student academic achievement and graduation
  894  rates through integrated academic and career curricula.
  895         (b) Prepare graduating high school students to make
  896  appropriate choices relative to employment and future
  897  educational experiences.
  898         (c) Focus on career preparation through rigorous academics
  899  and industry certification.
  900         (d) Raise student aspiration and commitment to academic
  901  achievement and work ethics through relevant coursework.
  902         (e) Support graduation requirements pursuant to s. 1003.428
  903  by providing creative, applied major areas of interest.
  904         (e)(f) Promote acceleration mechanisms, such as dual
  905  enrollment, articulated credit, or occupational completion
  906  points, so that students may earn postsecondary credit while in
  907  high school.
  908         (f)(g) Support the state’s economy by meeting industry
  909  needs for skilled employees in high-demand occupations.
  910         (4) Each career and professional academy must:
  911         (a) Provide a rigorous standards-based academic curriculum
  912  integrated with a career curriculum. The curriculum must take
  913  into consideration multiple styles of student learning; promote
  914  learning by doing through application and adaptation; maximize
  915  relevance of the subject matter; enhance each student’s capacity
  916  to excel; and include an emphasis on work habits and work
  917  ethics.
  918         (b) Include one or more partnerships with postsecondary
  919  institutions, businesses, industry, employers, economic
  920  development organizations, or other appropriate partners from
  921  the local community. Such partnerships shall be delineated in
  922  articulation agreements to provide for career-based courses that
  923  earn postsecondary credit. Such agreements may include
  924  articulation between the academy and public or private 2-year
  925  and 4-year postsecondary institutions and technical centers. The
  926  Department of Education, in consultation with the Board of
  927  Governors, shall establish a mechanism to ensure articulation
  928  and transfer of credits to postsecondary institutions in this
  929  state. Such partnerships must provide opportunities for:
  930         1. Instruction from highly skilled professionals who
  931  possess industry-certification credentials for courses they are
  932  teaching.
  933         2. Internships, externships, and on-the-job training.
  934         3. A postsecondary degree, diploma, or certificate.
  935         4. The highest available level of industry certification.
  936         5. Maximum articulation of credits pursuant to s. 1007.23
  937  upon program completion.
  938         (c) Provide shared, maximum use of private sector
  939  facilities and personnel.
  940         (d) Provide personalized student advisement, including a
  941  parent-participation component, and coordination with middle
  942  schools to promote and support career exploration and education
  943  planning as required under s. 1003.4156. Coordination with
  944  middle schools must provide information to middle school
  945  students about secondary and postsecondary career education
  946  programs and academies.
  947         (e) Promote and provide opportunities for career and
  948  professional academy students to attain, at minimum, the Florida
  949  Gold Seal Vocational Scholars award pursuant to s. 1009.536.
  950         (f) Provide instruction in careers designated as high
  951  growth, high demand, and high pay by the regional local
  952  workforce development board, the chamber of commerce, economic
  953  development agencies, or the Agency for Workforce Innovation.
  954         (g) Deliver academic content through instruction relevant
  955  to the career, including intensive reading and mathematics
  956  intervention required by s. 1003.428, with an emphasis on
  957  strengthening reading for information skills.
  958         (h) Offer applied courses that combine academic content
  959  with technical skills.
  960         (i) Provide instruction resulting in competency,
  961  certification, or credentials in workplace skills, including,
  962  but not limited to, communication skills, interpersonal skills,
  963  decisionmaking skills, the importance of attendance and
  964  timeliness in the work environment, and work ethics.
  965         (j) Provide opportunities for students to obtain the
  966  Florida Ready to Work Certification pursuant to s. 1004.99.
  967         (k) Include an evaluation plan developed jointly with the
  968  Department of Education and the local workforce board. The
  969  evaluation plan must include an assessment tool based on
  970  national industry standards, such as the Career Academy National
  971  Standards of Practice, and outcome measures, including, but not
  972  limited to, achievement of national industry certifications
  973  identified in the Industry Certification Funding List, pursuant
  974  to rules adopted by the State Board of Education, graduation
  975  rates, enrollment in postsecondary education, business and
  976  industry satisfaction, employment and earnings, awards of
  977  postsecondary credit and scholarships, and student achievement
  978  levels and learning gains on statewide assessments administered
  979  under s. 1008.22(3)(c). The Department of Education shall use
  980  Workforce Florida, Inc., and Enterprise Florida, Inc., in
  981  identifying industry experts to participate in developing and
  982  implementing such assessments.
  983         (j)(l) Include a plan to sustain career and professional
  984  academies.
  985         (k)(m) Redirect appropriated career funding to career and
  986  professional academies.
  987         (5) All career courses offered in a career and professional
  988  academy must lead to industry certification or college credit
  989  linked directly to the career theme of the course. If the
  990  passage rate on the industry certification exam that is
  991  associated with the career and professional academy falls below
  992  50 percent, the academy must discontinue enrollment of students
  993  the following school year. At least 50 percent of students
  994  enrolled in a career course must achieve industry certifications
  995  or college credits during the second year the course is offered
  996  in order for the course to be offered a third year. At least 66
  997  percent of students enrolled in such a course must achieve
  998  industry certifications or college credits during the third year
  999  the course is offered in order for it to be offered a fourth
 1000  year and thereafter.
 1001         (6) Workforce Florida, Inc., through the secondary career
 1002  academies initiatives, The Okaloosa County School District
 1003  CHOICE Institutes shall serve in an advisory role and shall
 1004  offer technical assistance in the development and deployment of
 1005  newly established career and professional academies for a 3-year
 1006  period beginning July 1, 2007.
 1007         Section 17. Section 1003.4935, Florida Statutes, is created
 1008  to read:
 1009         1003.4935Middle school career and professional academy
 1010  courses.—
 1011         (1) Beginning with the 2011-2012 school year, each district
 1012  school board, in collaboration with regional workforce boards,
 1013  economic development agencies, and state-approved postsecondary
 1014  institutions, shall include plans to implement a career and
 1015  professional academy in at least one middle school in the
 1016  district as part of the strategic 5-year plan pursuant to s.
 1017  1003.491(2). The middle school career and professional academy
 1018  component of the strategic plan must ensure the transition of
 1019  middle school career and professional academy students to a high
 1020  school career and professional academy currently operating
 1021  within the school district. Students who complete a middle
 1022  school career and professional academy must have the opportunity
 1023  to earn an industry certificate and high school credit and
 1024  participate in career planning, job shadowing, and business
 1025  leadership development activities.
 1026         (2) Each middle school career and professional academy must
 1027  be aligned with at least one high school career and professional
 1028  academy offered in the district and maintain partnerships with
 1029  local business and industry and economic development boards.
 1030  Middle school career and professional academies must:
 1031         (a) Provide instruction in courses leading to careers in
 1032  occupations designated as high growth, high demand, and high pay
 1033  in the Industry Certification Funding List approved under rules
 1034  adopted by the State Board of Education;
 1035         (b) Offer career and professional academy courses that
 1036  integrate content from core subject areas;
 1037         (c) Offer courses that integrate career and professional
 1038  academy content with intensive reading and mathematics pursuant
 1039  to s. 1003.428;
 1040         (d) Coordinate with high schools to maximize opportunities
 1041  for middle school career and professional academy students to
 1042  earn high school credit;
 1043         (e) Provide access to virtual instruction courses aligned
 1044  to state curriculum standards for middle school career and
 1045  professional academy students, with priority given to students
 1046  who have required course deficits;
 1047         (f) Provide instruction from highly skilled professionals
 1048  who hold industry certificates in the career area in which they
 1049  teach;
 1050         (g) Offer externships; and
 1051         (h) Provide personalized student advisement that includes a
 1052  parent-participation component.
 1053         (3) Beginning with the 2012-2013 school year, the
 1054  Department of Education shall collect and report student
 1055  achievement data pursuant to performance factors identified
 1056  under s. 1003.492(3) for middle school career and professional
 1057  academy students.
 1058         Section 18. Section 1003.575, Florida Statutes, is amended
 1059  to read:
 1060         1003.575 Assistive technology devices; findings;
 1061  interagency agreements.—Accessibility, utilization, and
 1062  coordination of appropriate assistive technology devices and
 1063  services are essential as a young person with disabilities moves
 1064  from early intervention to preschool, from preschool to school,
 1065  from one school to another, and from school to employment or
 1066  independent living. Within 60 to 90 days after receiving a
 1067  request for an assistive technology assessment, any school that
 1068  has an individualized education plan team shall arrange to
 1069  complete the assessment. To ensure that an assistive technology
 1070  device issued to a young person as part of his or her
 1071  individualized family support plan, individual support plan, or
 1072  an individual education plan remains with the individual through
 1073  such transitions, the following agencies shall enter into
 1074  interagency agreements, as appropriate, to ensure the
 1075  transaction of assistive technology devices:
 1076         (1) The Florida Infants and Toddlers Early Intervention
 1077  Program in the Division of Children’s Medical Services of the
 1078  Department of Health.
 1079         (2) The Division of Blind Services, the Bureau of
 1080  Exceptional Education and Student Services, and the Division of
 1081  Vocational Rehabilitation of the Department of Education.
 1082         (3) The Voluntary Prekindergarten Education Program
 1083  administered by the Department of Education and the Agency for
 1084  Workforce Innovation.
 1085  
 1086  Interagency agreements entered into pursuant to this section
 1087  shall provide a framework for ensuring that young persons with
 1088  disabilities and their families, educators, and employers are
 1089  informed about the utilization and coordination of assistive
 1090  technology devices and services that may assist in meeting
 1091  transition needs, and shall establish a mechanism by which a
 1092  young person or his or her parent may request that an assistive
 1093  technology device remain with the young person as he or she
 1094  moves through the continuum from home to school to postschool.
 1095         Section 19. Effective upon this act becoming a law,
 1096  subsection (2) and paragraph (c) of subsection (3) of section
 1097  1008.22, Florida Statutes, are amended to read:
 1098         1008.22 Student assessment program for public schools.—
 1099         (2) NATIONAL AND INTERNATIONAL EDUCATION COMPARISONS.—It is
 1100  Florida’s intent to participate in the measurement of national
 1101  educational goals. The Commissioner of Education shall direct
 1102  Florida school districts to participate in the administration of
 1103  the National Assessment of Educational Progress, or a similar
 1104  national or international assessment program, both for the
 1105  national sample and for any state-by-state comparison programs
 1106  which may be initiated. The assessments must be conducted using
 1107  the data collection procedures, the student surveys, the
 1108  educator surveys, and other instruments included in the National
 1109  Assessment of Educational Progress or similar national or
 1110  international program being administered in Florida. The results
 1111  of these assessments shall be included in the annual report of
 1112  the Commissioner of Education specified in this section, as
 1113  applicable. The administration of the National Assessment of
 1114  Educational Progress or similar national or international
 1115  program shall be in addition to and separate from the
 1116  administration of the statewide assessment program. The
 1117  requirement that school districts participate in international
 1118  assessment programs shall expire June 30, 2016.
 1119         (3) STATEWIDE ASSESSMENT PROGRAM.—The commissioner shall
 1120  design and implement a statewide program of educational
 1121  assessment that provides information for the improvement of the
 1122  operation and management of the public schools, including
 1123  schools operating for the purpose of providing educational
 1124  services to youth in Department of Juvenile Justice programs.
 1125  The commissioner may enter into contracts for the continued
 1126  administration of the assessment, testing, and evaluation
 1127  programs authorized and funded by the Legislature. Contracts may
 1128  be initiated in 1 fiscal year and continue into the next and may
 1129  be paid from the appropriations of either or both fiscal years.
 1130  The commissioner is authorized to negotiate for the sale or
 1131  lease of tests, scoring protocols, test scoring services, and
 1132  related materials developed pursuant to law. Pursuant to the
 1133  statewide assessment program, the commissioner shall:
 1134         (c) Develop and implement a student achievement testing
 1135  program as follows:
 1136         1. The Florida Comprehensive Assessment Test (FCAT)
 1137  measures a student’s content knowledge and skills in reading,
 1138  writing, science, and mathematics. The content knowledge and
 1139  skills assessed by the FCAT must be aligned to the core
 1140  curricular content established in the Next Generation Sunshine
 1141  State Standards. Other content areas may be included as directed
 1142  by the commissioner. Comprehensive assessments of reading and
 1143  mathematics shall be administered annually in grades 3 through
 1144  10 except, beginning with the 2010-2011 school year, the
 1145  administration of grade 9 FCAT Mathematics shall be
 1146  discontinued, and beginning with the 2011-2012 school year, the
 1147  administration of grade 10 FCAT Mathematics shall be
 1148  discontinued, except as required for students who have not
 1149  attained minimum performance expectations for graduation as
 1150  provided in paragraph (9)(c). FCAT Writing and FCAT Science
 1151  shall be administered at least once at the elementary, middle,
 1152  and high school levels except, beginning with the 2011-2012
 1153  school year, the administration of FCAT Science at the high
 1154  school level shall be discontinued.
 1155         2.a. End-of-course assessments for a subject shall be
 1156  administered in addition to the comprehensive assessments
 1157  required under subparagraph 1. End-of-course assessments must be
 1158  rigorous, statewide, standardized, and developed or approved by
 1159  the department. The content knowledge and skills assessed by
 1160  end-of-course assessments must be aligned to the core curricular
 1161  content established in the Next Generation Sunshine State
 1162  Standards.
 1163         (I) Statewide, standardized end-of-course assessments in
 1164  mathematics shall be administered according to this sub-sub
 1165  subparagraph. Beginning with the 2010-2011 school year, all
 1166  students enrolled in Algebra I or an equivalent course must take
 1167  the Algebra I end-of-course assessment. Students who earned high
 1168  school credit in Algebra I while in grades 6 through 8 during
 1169  the 2007-2008 through 2009-2010 school years and who have not
 1170  taken Grade 10 FCAT Mathematics must take the Algebra I end-of
 1171  course assessment during the 2010-2011 school year. For students
 1172  entering grade 9 during the 2010-2011 school year and who are
 1173  enrolled in Algebra I or an equivalent, each student’s
 1174  performance on the end-of-course assessment in Algebra I shall
 1175  constitute 30 percent of the student’s final course grade.
 1176  Beginning with students entering grade 9 in the 2011-2012 school
 1177  year, a student who is enrolled in Algebra I or an equivalent
 1178  must earn a passing score on the end-of-course assessment in
 1179  Algebra I or attain an equivalent score as described in
 1180  subsection (11) in order to earn course credit. Beginning with
 1181  the 2011-2012 school year, all students enrolled in geometry or
 1182  an equivalent course must take the geometry end-of-course
 1183  assessment. For students entering grade 9 during the 2011-2012
 1184  school year, each student’s performance on the end-of-course
 1185  assessment in geometry shall constitute 30 percent of the
 1186  student’s final course grade. Beginning with students entering
 1187  grade 9 during the 2012-2013 school year, a student must earn a
 1188  passing score on the end-of-course assessment in geometry or
 1189  attain an equivalent score as described in subsection (11) in
 1190  order to earn course credit.
 1191         (II) Statewide, standardized end-of-course assessments in
 1192  science shall be administered according to this sub-sub
 1193  subparagraph. Beginning with the 2011-2012 school year, all
 1194  students enrolled in Biology I or an equivalent course must take
 1195  the Biology I end-of-course assessment. For the 2011-2012 school
 1196  year, each student’s performance on the end-of-course assessment
 1197  in Biology I shall constitute 30 percent of the student’s final
 1198  course grade. Beginning with students entering grade 9 during
 1199  the 2012-2013 school year, a student must earn a passing score
 1200  on the end-of-course assessment in Biology I in order to earn
 1201  course credit.
 1202         b. During the 2012-2013 school year, an end-of-course
 1203  assessment in civics education shall be administered as a field
 1204  test at the middle school level. During the 2013-2014 school
 1205  year, each student’s performance on the statewide, standardized
 1206  end-of-course assessment in civics education shall constitute 30
 1207  percent of the student’s final course grade. Beginning with the
 1208  2014-2015 school year, a student must earn a passing score on
 1209  the end-of-course assessment in civics education in order to
 1210  pass the course and be promoted from the middle grades receive
 1211  course credit. The school principal of a middle school shall
 1212  determine, in accordance with State Board of Education rule,
 1213  whether a student who transfers to the middle school and who has
 1214  successfully completed a civics education course at the
 1215  student’s previous school must take an end-of-course assessment
 1216  in civics education.
 1217         c. The commissioner may select one or more nationally
 1218  developed comprehensive examinations, which may include, but
 1219  need not be limited to, examinations for a College Board
 1220  Advanced Placement course, International Baccalaureate course,
 1221  or Advanced International Certificate of Education course, or
 1222  industry-approved examinations to earn national industry
 1223  certifications identified in the Industry Certification Funding
 1224  List, pursuant to rules adopted by the State Board of Education,
 1225  for use as end-of-course assessments under this paragraph, if
 1226  the commissioner determines that the content knowledge and
 1227  skills assessed by the examinations meet or exceed the grade
 1228  level expectations for the core curricular content established
 1229  for the course in the Next Generation Sunshine State Standards.
 1230  The commissioner may collaborate with the American Diploma
 1231  Project in the adoption or development of rigorous end-of-course
 1232  assessments that are aligned to the Next Generation Sunshine
 1233  State Standards.
 1234         d. Contingent upon funding provided in the General
 1235  Appropriations Act, including the appropriation of funds
 1236  received through federal grants, the Commissioner of Education
 1237  shall establish an implementation schedule for the development
 1238  and administration of additional statewide, standardized end-of
 1239  course assessments in English/Language Arts II, Algebra II,
 1240  chemistry, physics, earth/space science, United States history,
 1241  and world history. Priority shall be given to the development of
 1242  end-of-course assessments in English/Language Arts II. The
 1243  Commissioner of Education shall evaluate the feasibility and
 1244  effect of transitioning from the grade 9 and grade 10 FCAT
 1245  Reading and high school level FCAT Writing to an end-of-course
 1246  assessment in English/Language Arts II. The commissioner shall
 1247  report the results of the evaluation to the President of the
 1248  Senate and the Speaker of the House of Representatives no later
 1249  than July 1, 2011.
 1250         3. The testing program shall measure student content
 1251  knowledge and skills adopted by the State Board of Education as
 1252  specified in paragraph (a) and measure and report student
 1253  performance levels of all students assessed in reading, writing,
 1254  mathematics, and science. The commissioner shall provide for the
 1255  tests to be developed or obtained, as appropriate, through
 1256  contracts and project agreements with private vendors, public
 1257  vendors, public agencies, postsecondary educational
 1258  institutions, or school districts. The commissioner shall obtain
 1259  input with respect to the design and implementation of the
 1260  testing program from state educators, assistive technology
 1261  experts, and the public.
 1262         4. The testing program shall be composed of criterion
 1263  referenced tests that shall, to the extent determined by the
 1264  commissioner, include test items that require the student to
 1265  produce information or perform tasks in such a way that the core
 1266  content knowledge and skills he or she uses can be measured.
 1267         5. FCAT Reading, Mathematics, and Science and all
 1268  statewide, standardized end-of-course assessments shall measure
 1269  the content knowledge and skills a student has attained on the
 1270  assessment by the use of scaled scores and achievement levels.
 1271  Achievement levels shall range from 1 through 5, with level 1
 1272  being the lowest achievement level, level 5 being the highest
 1273  achievement level, and level 3 indicating satisfactory
 1274  performance on an assessment. For purposes of FCAT Writing,
 1275  student achievement shall be scored using a scale of 1 through 6
 1276  and the score earned shall be used in calculating school grades.
 1277  A score shall be designated for each subject area tested, below
 1278  which score a student’s performance is deemed inadequate. The
 1279  school districts shall provide appropriate remedial instruction
 1280  to students who score below these levels.
 1281         6. The State Board of Education shall, by rule, designate a
 1282  passing score for each part of the grade 10 assessment test and
 1283  end-of-course assessments. Any rule that has the effect of
 1284  raising the required passing scores may apply only to students
 1285  taking the assessment for the first time after the rule is
 1286  adopted by the State Board of Education. Except as otherwise
 1287  provided in this subparagraph and as provided in s.
 1288  1003.428(8)(b) or s. 1003.43(11)(b), students must earn a
 1289  passing score on grade 10 FCAT Reading and grade 10 FCAT
 1290  Mathematics or attain concordant scores as described in
 1291  subsection (10) in order to qualify for a standard high school
 1292  diploma.
 1293         7. In addition to designating a passing score under
 1294  subparagraph 6., the State Board of Education shall also
 1295  designate, by rule, a score for each statewide, standardized
 1296  end-of-course assessment which indicates that a student is high
 1297  achieving and has the potential to meet college-readiness
 1298  standards by the time the student graduates from high school.
 1299         8. Participation in the testing program is mandatory for
 1300  all students attending public school, including students served
 1301  in Department of Juvenile Justice programs, except as otherwise
 1302  prescribed by the commissioner. A student who has not earned
 1303  passing scores on the grade 10 FCAT as provided in subparagraph
 1304  6. must participate in each retake of the assessment until the
 1305  student earns passing scores or achieves scores on a
 1306  standardized assessment which are concordant with passing scores
 1307  pursuant to subsection (10). If a student does not participate
 1308  in the statewide assessment, the district must notify the
 1309  student’s parent and provide the parent with information
 1310  regarding the implications of such nonparticipation. A parent
 1311  must provide signed consent for a student to receive classroom
 1312  instructional accommodations that would not be available or
 1313  permitted on the statewide assessments and must acknowledge in
 1314  writing that he or she understands the implications of such
 1315  instructional accommodations. The State Board of Education shall
 1316  adopt rules, based upon recommendations of the commissioner, for
 1317  the provision of test accommodations for students in exceptional
 1318  education programs and for students who have limited English
 1319  proficiency. Accommodations that negate the validity of a
 1320  statewide assessment are not allowable in the administration of
 1321  the FCAT or an end-of-course assessment. However, instructional
 1322  accommodations are allowable in the classroom if included in a
 1323  student’s individual education plan. Students using
 1324  instructional accommodations in the classroom that are not
 1325  allowable as accommodations on the FCAT or an end-of-course
 1326  assessment may have the FCAT or an end-of-course assessment
 1327  requirement waived pursuant to the requirements of s.
 1328  1003.428(8)(b) or s. 1003.43(11)(b).
 1329         9. A student seeking an adult high school diploma must meet
 1330  the same testing requirements that a regular high school student
 1331  must meet.
 1332         10. District school boards must provide instruction to
 1333  prepare students in the core curricular content established in
 1334  the Next Generation Sunshine State Standards adopted under s.
 1335  1003.41, including the core content knowledge and skills
 1336  necessary for successful grade-to-grade progression and high
 1337  school graduation. If a student is provided with instructional
 1338  accommodations in the classroom that are not allowable as
 1339  accommodations in the statewide assessment program, as described
 1340  in the test manuals, the district must inform the parent in
 1341  writing and must provide the parent with information regarding
 1342  the impact on the student’s ability to meet expected performance
 1343  levels in reading, writing, mathematics, and science. The
 1344  commissioner shall conduct studies as necessary to verify that
 1345  the required core curricular content is part of the district
 1346  instructional programs.
 1347         11. District school boards must provide opportunities for
 1348  students to demonstrate an acceptable performance level on an
 1349  alternative standardized assessment approved by the State Board
 1350  of Education following enrollment in summer academies.
 1351         12. The Department of Education must develop, or select,
 1352  and implement a common battery of assessment tools that will be
 1353  used in all juvenile justice programs in the state. These tools
 1354  must accurately measure the core curricular content established
 1355  in the Next Generation Sunshine State Standards.
 1356         13. For students seeking a special diploma pursuant to s.
 1357  1003.438, the Department of Education must develop or select and
 1358  implement an alternate assessment tool that accurately measures
 1359  the core curricular content established in the Next Generation
 1360  Sunshine State Standards for students with disabilities under s.
 1361  1003.438.
 1362         14. The Commissioner of Education shall establish schedules
 1363  for the administration of statewide assessments and the
 1364  reporting of student test results. When establishing the
 1365  schedules for the administration of statewide assessments, the
 1366  commissioner shall consider the observance of religious and
 1367  school holidays. The commissioner shall, by August 1 of each
 1368  year, notify each school district in writing and publish on the
 1369  department’s Internet website the testing and reporting
 1370  schedules for, at a minimum, the school year following the
 1371  upcoming school year. The testing and reporting schedules shall
 1372  require that:
 1373         a. There is the latest possible administration of statewide
 1374  assessments and the earliest possible reporting to the school
 1375  districts of student test results which is feasible within
 1376  available technology and specific appropriations; however, test
 1377  results for the FCAT must be made available no later than the
 1378  week of June 8. Student results for end-of-course assessments
 1379  must be provided no later than 1 week after the school district
 1380  completes testing for each course. The commissioner may extend
 1381  the reporting schedule as he or she determines necessary.
 1382         b. Beginning with the 2010-2011 school year, FCAT Writing
 1383  may is not be administered earlier than the week of March 1 and
 1384  a comprehensive statewide assessment of any other subject may is
 1385  not be administered earlier than the week of April 15, unless
 1386  the commissioner determines otherwise.
 1387         c. A statewide, standardized end-of-course assessment is
 1388  administered during a 3-week period at the end of the course.
 1389  The commissioner shall select an a 3-week administration period
 1390  for assessments that meets the intent of end-of-course
 1391  assessments and provides student results prior to the end of the
 1392  course. School districts shall administer tests in accordance
 1393  with the schedule determined by the commissioner select 1
 1394  testing week within the 3-week administration period for each
 1395  end-of-course assessment. For an end-of-course assessment
 1396  administered at the end of the first semester, the commissioner
 1397  shall determine the most appropriate testing dates based on a
 1398  school district’s academic calendar.
 1399  
 1400  The commissioner may, based on collaboration and input from
 1401  school districts, design and implement student testing programs,
 1402  for any grade level and subject area, necessary to effectively
 1403  monitor educational achievement in the state, including the
 1404  measurement of educational achievement of the Next Generation
 1405  Sunshine State Standards for students with disabilities.
 1406  Development and refinement of assessments shall include
 1407  universal design principles and accessibility standards that
 1408  will prevent any unintended obstacles for students with
 1409  disabilities while ensuring the validity and reliability of the
 1410  test. These principles should be applicable to all technology
 1411  platforms and assistive devices available for the assessments.
 1412  The field testing process and psychometric analyses for the
 1413  statewide assessment program must include an appropriate
 1414  percentage of students with disabilities and an evaluation or
 1415  determination of the effect of test items on such students.
 1416         Section 20. Paragraph (b) of subsection (3) and subsection
 1417  (4) of section 1008.33, Florida Statutes, are amended to read:
 1418         1008.33 Authority to enforce public school improvement.—
 1419         (3)
 1420         (b) For the purpose of determining whether a public school
 1421  requires action to achieve a sufficient level of school
 1422  improvement, the Department of Education shall annually
 1423  categorize a public school in one of six categories based on the
 1424  following:
 1425         1. The portion of a school’s grade based on statewide
 1426  assessments administered pursuant to s. 1008.22; school’s grade,
 1427  pursuant to s. 1008.34, and
 1428         2. The level and rate of change in student performance in
 1429  the areas of reading and mathematics, disaggregated into student
 1430  subgroups as described in the federal Elementary and Secondary
 1431  Education Act, 20 U.S.C. s. 6311(b)(2)(C)(v)(II).
 1432         (4) The Department of Education shall create a matrix that
 1433  reflects intervention and support strategies to address the
 1434  particular needs of schools in each category. For purposes of
 1435  this subsection, a school’s grade shall be calculated in
 1436  accordance with paragraph (3)(b).
 1437         (a) Intervention and support strategies shall be applied to
 1438  schools based upon the school categorization. The Department of
 1439  Education shall apply the most intense intervention strategies
 1440  to the lowest-performing schools. For all but the lowest
 1441  category and “F” schools in the second lowest category, the
 1442  intervention and support strategies shall be administered solely
 1443  by the districts and the schools.
 1444         (b) Beginning with the school grades calculated in
 1445  accordance with paragraph (3)(b) for the 2010-2011 school year,
 1446  the lowest-performing schools are schools that have received:
 1447         1. a grade of “F” in the most recent school year and in 2 4
 1448  of the last 4 6 years; or
 1449         2. A grade of “D” or “F” in the most recent school year and
 1450  meet at least three of the following criteria:
 1451         a. The percentage of students who are not proficient in
 1452  reading has increased when compared to measurements taken 5
 1453  years previously;
 1454         b. The percentage of students who are not proficient in
 1455  mathematics has increased when compared to measurements taken 5
 1456  years previously;
 1457         c. At least 65 percent of the school’s students are not
 1458  proficient in reading; or
 1459         d. At least 65 percent of the school’s students are not
 1460  proficient in mathematics.
 1461         Section 21. Paragraph (h) is added to subsection (2) of
 1462  section 1008.331, Florida Statutes, to read:
 1463         1008.331 Supplemental educational services in Title I
 1464  schools; school district, provider, and department
 1465  responsibilities.—
 1466         (2) RESPONSIBILITIES OF SCHOOL DISTRICT AND PROVIDER.—
 1467         (h) Notwithstanding a provider’s submission to the
 1468  department regarding the premethods and postmethods to be used
 1469  to determine student learning gains, beginning with the 2011
 1470  2012 school year, a school board may include in its district
 1471  contract with a provider a requirement to use a uniform
 1472  standardized assessment, if the department is notified of such
 1473  intent before services are provided to the student.
 1474         Section 22. Subsection (3) of section 1008.34, Florida
 1475  Statutes, is amended to read:
 1476         1008.34 School grading system; school report cards;
 1477  district grade.—
 1478         (3) DESIGNATION OF SCHOOL GRADES.—
 1479         (a) Each school that has students who are tested and
 1480  included in the school grading system shall receive a school
 1481  grade, except as follows:
 1482         1. A school shall not receive a school grade if the number
 1483  of its students tested and included in the school grading system
 1484  is less than the minimum sample size necessary, based on
 1485  accepted professional practice, for statistical reliability and
 1486  prevention of the unlawful release of personally identifiable
 1487  student data under s. 1002.22 or 20 U.S.C. s. 1232g.
 1488         2. An alternative school may choose to receive a school
 1489  grade under this section or a school improvement rating under s.
 1490  1008.341. For charter schools that meet the definition of an
 1491  alternative school pursuant to State Board of Education rule,
 1492  the decision to receive a school grade is the decision of the
 1493  charter school governing board.
 1494         3. A school that serves any combination of students in
 1495  kindergarten through grade 3 which does not receive a school
 1496  grade because its students are not tested and included in the
 1497  school grading system shall receive the school grade designation
 1498  of a K-3 feeder pattern school identified by the Department of
 1499  Education and verified by the school district. A school feeder
 1500  pattern exists if at least 60 percent of the students in the
 1501  school serving a combination of students in kindergarten through
 1502  grade 3 are scheduled to be assigned to the graded school.
 1503         (b)1. A school’s grade shall be based on a combination of:
 1504         a. Student achievement scores, including achievement on all
 1505  FCAT assessments administered under s. 1008.22(3)(c)1., end-of
 1506  course assessments administered under s. 1008.22(3)(c)2.a., and
 1507  achievement scores for students seeking a special diploma.
 1508         b. Student learning gains in reading and mathematics as
 1509  measured by FCAT and end-of-course assessments, as described in
 1510  s. 1008.22(3)(c)1. and 2.a. Learning gains for students seeking
 1511  a special diploma, as measured by an alternate assessment tool,
 1512  shall be included not later than the 2009-2010 school year.
 1513         c. Improvement of the lowest 25th percentile of students in
 1514  the school in reading and mathematics on the FCAT or end-of
 1515  course assessments described in s. 1008.22(3)(c)2.a., unless
 1516  these students are exhibiting satisfactory performance.
 1517         2. Beginning with the 2011-2012 school year, for schools
 1518  comprised of middle school grades 6 through 8 or grades 7 and 8,
 1519  the school’s grade shall include the performance of its students
 1520  in high school level courses with end-of-course assessments
 1521  administered under s. 1008.22(3)(c)2.a., and as valid data
 1522  becomes available, the students’ attainment of national industry
 1523  certification identified in the Industry Certification Funding
 1524  List pursuant to rules adopted by the State Board of Education.
 1525         3.2. Beginning with the 2009-2010 school year for schools
 1526  comprised of high school grades 9, 10, 11, and 12, or grades 10,
 1527  11, and 12, 50 percent of the school grade shall be based on a
 1528  combination of the factors listed in sub-subparagraphs 1.a.-c.
 1529  and the remaining 50 percent on the following factors:
 1530         a. The high school graduation rate of the school;
 1531         b. As valid data becomes available, the performance and
 1532  participation of the school’s students in College Board Advanced
 1533  Placement courses, International Baccalaureate courses, dual
 1534  enrollment courses, and Advanced International Certificate of
 1535  Education courses; and the students’ achievement of national
 1536  industry certification identified in the Industry Certification
 1537  Funding List, pursuant to rules adopted by the State Board of
 1538  Education;
 1539         c. Postsecondary readiness of the school’s students as
 1540  measured by the SAT, ACT, or the common placement test;
 1541         d. The high school graduation rate of at-risk students who
 1542  scored at Level 2 or lower on the grade 8 FCAT Reading and
 1543  Mathematics examinations;
 1544         e. As valid data becomes available, the performance of the
 1545  school’s students on statewide standardized end-of-course
 1546  assessments administered under s. 1008.22(3)(c)2.b. and c.; and
 1547         f. The growth or decline in the components listed in sub
 1548  subparagraphs a.-e. from year to year.
 1549         (c) Student assessment data used in determining school
 1550  grades shall include:
 1551         1. The aggregate scores of all eligible students enrolled
 1552  in the school who have been assessed on the FCAT and statewide,
 1553  standardized end-of-course assessments in courses required for
 1554  high school graduation, including, beginning with the 2010-2011
 1555  school year, the end-of-course assessment in Algebra I; and
 1556  beginning with the 2011-2012 school year, the end-of-course
 1557  assessments in geometry and Biology; and beginning with the
 1558  2013-2014 school year, on the statewide, standardized end-of
 1559  course assessment in civics education at the middle school
 1560  level.
 1561         2. The aggregate scores of all eligible students enrolled
 1562  in the school who have been assessed on the FCAT and end-of
 1563  course assessments as described in s. 1008.22(3)(c)2.a., and who
 1564  have scored at or in the lowest 25th percentile of students in
 1565  the school in reading and mathematics, unless these students are
 1566  exhibiting satisfactory performance.
 1567         3. The achievement scores and learning gains of eligible
 1568  students attending alternative schools that provide dropout
 1569  prevention and academic intervention services pursuant to s.
 1570  1003.53. The term “eligible students” in this subparagraph does
 1571  not include students attending an alternative school who are
 1572  subject to district school board policies for expulsion for
 1573  repeated or serious offenses, who are in dropout retrieval
 1574  programs serving students who have officially been designated as
 1575  dropouts, or who are in programs operated or contracted by the
 1576  Department of Juvenile Justice. The student performance data for
 1577  eligible students identified in this subparagraph shall be
 1578  included in the calculation of the home school’s grade. As used
 1579  in this subparagraph section and s. 1008.341, the term “home
 1580  school” means the school to which the student would be assigned
 1581  if the student were not assigned to an alternative school. If an
 1582  alternative school chooses to be graded under this section,
 1583  student performance data for eligible students identified in
 1584  this subparagraph shall not be included in the home school’s
 1585  grade but shall be included only in the calculation of the
 1586  alternative school’s grade. A school district that fails to
 1587  assign the FCAT and end-of-course assessment as described in s.
 1588  1008.22(3)(c)2.a. scores of each of its students to his or her
 1589  home school or to the alternative school that receives a grade
 1590  shall forfeit Florida School Recognition Program funds for 1
 1591  fiscal year. School districts must require collaboration between
 1592  the home school and the alternative school in order to promote
 1593  student success. This collaboration must include an annual
 1594  discussion between the principal of the alternative school and
 1595  the principal of each student’s home school concerning the most
 1596  appropriate school assignment of the student.
 1597         4. The achievement scores and learning gains of students
 1598  designated as hospital or homebound. Student assessment data for
 1599  students designated as hospital or homebound shall be assigned
 1600  to their home school for the purposes of school grades. As used
 1601  in this subparagraph, the term “home school” means the school to
 1602  which a student would be assigned if the student were not
 1603  assigned to a hospital or homebound program.
 1604         5.4. For schools comprised of high school grades 9, 10, 11,
 1605  and 12, or grades 10, 11, and 12, the data listed in
 1606  subparagraphs 1.-3. and the following data as the Department of
 1607  Education determines such data are valid and available:
 1608         a. The high school graduation rate of the school as
 1609  calculated by the Department of Education;
 1610         b. The participation rate of all eligible students enrolled
 1611  in the school and enrolled in College Board Advanced Placement
 1612  courses; International Baccalaureate courses; dual enrollment
 1613  courses; Advanced International Certificate of Education
 1614  courses; and courses or sequence of courses leading to national
 1615  industry certification identified in the Industry Certification
 1616  Funding List, pursuant to rules adopted by the State Board of
 1617  Education;
 1618         c. The aggregate scores of all eligible students enrolled
 1619  in the school in College Board Advanced Placement courses,
 1620  International Baccalaureate courses, and Advanced International
 1621  Certificate of Education courses;
 1622         d. Earning of college credit by all eligible students
 1623  enrolled in the school in dual enrollment programs under s.
 1624  1007.271;
 1625         e. Earning of a national industry certification identified
 1626  in the Industry Certification Funding List, pursuant to rules
 1627  adopted by the State Board of Education;
 1628         f. The aggregate scores of all eligible students enrolled
 1629  in the school in reading, mathematics, and other subjects as
 1630  measured by the SAT, the ACT, and the common placement test for
 1631  postsecondary readiness;
 1632         g. The high school graduation rate of all eligible at-risk
 1633  students enrolled in the school who scored at Level 2 or lower
 1634  on the grade 8 FCAT Reading and Mathematics examinations;
 1635         h. The performance of the school’s students on statewide
 1636  standardized end-of-course assessments administered under s.
 1637  1008.22(3)(c)2.b. and c.; and
 1638         i. The growth or decline in the data components listed in
 1639  sub-subparagraphs a.-h. from year to year.
 1640         (d) Notwithstanding the requirements in paragraphs (b) and
 1641  (c), beginning with the 2011-2012 school year, a school that
 1642  does not meet the minimum proficiency standards established by
 1643  the State Board of Education shall receive a school grade of
 1644  “F.” A definition of minimum proficiency must include a minimum
 1645  percent of students proficient in reading and may include
 1646  significant gains from the prior year as a condition for waiving
 1647  this paragraph.
 1648  
 1649  The State Board of Education shall adopt appropriate criteria
 1650  for each school grade. The criteria must also give added weight
 1651  to student achievement in reading. Schools designated with a
 1652  grade of “C,” making satisfactory progress, shall be required to
 1653  demonstrate that adequate progress has been made by students in
 1654  the school who are in the lowest 25th percentile in reading and
 1655  mathematics on the FCAT and end-of-course assessments as
 1656  described in s. 1008.22(3)(c)2.a., unless these students are
 1657  exhibiting satisfactory performance. Beginning with the 2009
 1658  2010 school year for schools comprised of high school grades 9,
 1659  10, 11, and 12, or grades 10, 11, and 12, the criteria for
 1660  school grades must also give added weight to the graduation rate
 1661  of all eligible at-risk students, as defined in this paragraph.
 1662  Beginning in the 2009-2010 school year, in order for a high
 1663  school to be designated as having a grade of “A,” making
 1664  excellent progress, the school must demonstrate that at-risk
 1665  students, as defined in this paragraph, in the school are making
 1666  adequate progress.
 1667         Section 23. Paragraph (a) of subsection (3) of section
 1668  1011.01, Florida Statutes, is amended to read:
 1669         1011.01 Budget system established.—
 1670         (3)(a) Each district school board and each community
 1671  college board of trustees shall prepare, adopt, and submit to
 1672  the Commissioner of Education for review an annual operating
 1673  budget. Operating budgets shall be prepared and submitted in
 1674  accordance with the provisions of law, rules of the State Board
 1675  of Education, the General Appropriations Act, and for district
 1676  school boards in accordance with the provisions of ss. 200.065
 1677  and 1011.64.
 1678         Section 24. Subsection (4) of section 1011.03, Florida
 1679  Statutes, is amended to read:
 1680         1011.03 Public hearings; budget to be submitted to
 1681  Department of Education.—
 1682         (4) The board shall hold public hearings to adopt tentative
 1683  and final budgets pursuant to s. 200.065. The hearings shall be
 1684  primarily for the purpose of hearing requests and complaints
 1685  from the public regarding the budgets and the proposed tax
 1686  levies and for explaining the budget and proposed or adopted
 1687  amendments thereto, if any. The district school board shall then
 1688  require the superintendent to transmit forthwith two copies of
 1689  the adopted budget to the Department of Education for approval
 1690  as prescribed by law and rules of the State Board of Education.
 1691         Section 25. Section 1011.035, Florida Statutes, is created
 1692  to read:
 1693         1011.035School district budget transparency.
 1694         (1) The Legislature finds that it is important for school
 1695  districts to provide budgetary transparency to enable taxpayers,
 1696  parents, and education advocates to obtain school district
 1697  budgets and related information in a manner that is simply
 1698  explained and easily understandable. The Legislature finds that
 1699  financial transparency leads to more responsible spending, more
 1700  citizen involvement, and improved accountability. The
 1701  Legislature further finds that a budget that is not transparent,
 1702  accessible, and accurate cannot be properly analyzed, its
 1703  implementation thoroughly monitored, or its outcomes evaluated.
 1704         (2) Each district school board shall post on its website
 1705  its plain language version of each proposed, tentative, and
 1706  official budget that describes each budget item in terms that
 1707  are easily understandable to the public. This information must
 1708  be prominently posted on the school district’s website in a
 1709  manner that is readily accessible to the public.
 1710         (3) Each district school board is encouraged to post the
 1711  following information on its website:
 1712         (a) Timely information as to when a budget hearing will be
 1713  conducted;
 1714         (b) Each approved contract between the district school
 1715  board and the teachers’ union;
 1716         (c) Each approved contract between the district school
 1717  board and noninstructional staff;
 1718         (d) Recommendations of the citizens’ budget advisory
 1719  committee; and
 1720         (e) Current and archived video recordings of each district
 1721  school board meeting and workshop.
 1722         (4) Each district school board’s website must contain
 1723  links:
 1724         (a) Helping explain or providing background information on
 1725  various budget items that are required by state or federal law;
 1726         (b) Allowing users to navigate to related sites to view
 1727  supporting detail; and
 1728         (c) Enabling taxpayers, parents, and education advocates to
 1729  send e-mails asking questions about the budget and to enable
 1730  others to see the questions and responses.
 1731         Section 26. Subsection (1) of section 1011.61, Florida
 1732  Statutes, is amended to read:
 1733         1011.61 Definitions.—Notwithstanding the provisions of s.
 1734  1000.21, the following terms are defined as follows for the
 1735  purposes of the Florida Education Finance Program:
 1736         (1) A “full-time equivalent student” in each program of the
 1737  district is defined in terms of full-time students and part-time
 1738  students as follows:
 1739         (a) A “full-time student” is one student on the membership
 1740  roll of one school program or a combination of school programs
 1741  listed in s. 1011.62(1)(c) for the school year or the equivalent
 1742  for:
 1743         1. Instruction in a standard school, comprising not less
 1744  than 900 net hours for a student in or at the grade level of 4
 1745  through 12, or not less than 720 net hours for a student in or
 1746  at the grade level of kindergarten through grade 3 or in an
 1747  authorized prekindergarten exceptional program;
 1748         2. Instruction in a double-session school or a school
 1749  utilizing an experimental school calendar approved by the
 1750  Department of Education, comprising not less than the equivalent
 1751  of 810 net hours in grades 4 through 12 or not less than 630 net
 1752  hours in kindergarten through grade 3; or
 1753         3. Instruction comprising the appropriate number of net
 1754  hours set forth in subparagraph 1. or subparagraph 2. for
 1755  students who, within the past year, have moved with their
 1756  parents for the purpose of engaging in the farm labor or fish
 1757  industries, if a plan furnishing such an extended school day or
 1758  week, or a combination thereof, has been approved by the
 1759  commissioner. Such plan may be approved to accommodate the needs
 1760  of migrant students only or may serve all students in schools
 1761  having a high percentage of migrant students. The plan described
 1762  in this subparagraph is optional for any school district and is
 1763  not mandated by the state.
 1764         (b) A “part-time student” is a student on the active
 1765  membership roll of a school program or combination of school
 1766  programs listed in s. 1011.62(1)(c) who is less than a full-time
 1767  student.
 1768         (c)1. A “full-time equivalent student” is:
 1769         a. A full-time student in any one of the programs listed in
 1770  s. 1011.62(1)(c); or
 1771         b. A combination of full-time or part-time students in any
 1772  one of the programs listed in s. 1011.62(1)(c) which is the
 1773  equivalent of one full-time student based on the following
 1774  calculations:
 1775         (I) A full-time student, except a postsecondary or adult
 1776  student or a senior high school student enrolled in adult
 1777  education when such courses are required for high school
 1778  graduation, in a combination of programs listed in s.
 1779  1011.62(1)(c) shall be a fraction of a full-time equivalent
 1780  membership in each special program equal to the number of net
 1781  hours per school year for which he or she is a member, divided
 1782  by the appropriate number of hours set forth in subparagraph
 1783  (a)1. or subparagraph (a)2. The difference between that fraction
 1784  or sum of fractions and the maximum value as set forth in
 1785  subsection (4) for each full-time student is presumed to be the
 1786  balance of the student’s time not spent in such special
 1787  education programs and shall be recorded as time in the
 1788  appropriate basic program.
 1789         (II) A prekindergarten handicapped student shall meet the
 1790  requirements specified for kindergarten students.
 1791         (III) A full-time equivalent student for students in
 1792  kindergarten through grade 5 in a school district virtual
 1793  instruction program under s. 1002.45 shall consist of a student
 1794  who has successfully completed a basic program listed in s.
 1795  1011.62(1)(c)1.a. or b., and who is promoted to a higher grade
 1796  level.
 1797         (IV) A full-time equivalent student for students in grades
 1798  6 through 8 12 in a school district virtual instruction program
 1799  under s. 1002.45(1)(b)1. and 2. shall consist of six full
 1800  successful course credit completions in programs listed in s.
 1801  1011.62(1)(c)1.b. or c. and 3. A full-time equivalent student
 1802  for students in grades 9 through 12 in a school district virtual
 1803  instruction program under s. 1002.45(1)(b)1. and 2. shall
 1804  consist of six full credit completions in programs listed in s.
 1805  1011.62(1)(c)1.c. or 3. Successful course Credit completions for
 1806  students in grades 6 through 8 can be a combination of either
 1807  successful semester or full course completions full credits or
 1808  half credits. Successful credit completions for students in
 1809  grades 9 through 12 can be a combination of either credits or
 1810  half credits.
 1811         (V) A Florida Virtual School full-time equivalent student
 1812  shall consist of six full successful course completions for
 1813  students in grades 4 through 8 credit completions in the
 1814  programs listed in s. 1011.62(1)(c)1.b. for grades 6 through 8
 1815  and the programs listed in s. 1011.62(1)(c)1.c. for grades 9
 1816  through 12. A Florida Virtual School full-time equivalent
 1817  student shall consist of six full credit completions for grades
 1818  9 through 12 in the programs listed in s. 1011.62(1)(c)1.c. and
 1819  3. Credit or course completions can be a combination of either
 1820  successful semester or full course completions for grades 6
 1821  through 8 and full credits and half-credits for grades 9 through
 1822  12 full credits or half credits.
 1823         (VI) Each successfully completed credit earned under the
 1824  alternative high school course credit requirements authorized in
 1825  s. 1002.375, which is not reported as a portion of the 900 net
 1826  hours of instruction pursuant to subparagraph (1)(a)1., shall be
 1827  calculated as 1/6 FTE.
 1828         2. A student in membership in a program scheduled for more
 1829  or less than 180 school days or the equivalent on an hourly
 1830  basis as specified by rules of the State Board of Education is a
 1831  fraction of a full-time equivalent membership equal to the
 1832  number of instructional hours in membership divided by the
 1833  appropriate number of hours set forth in subparagraph (a)1.;
 1834  however, for the purposes of this subparagraph, membership in
 1835  programs scheduled for more than 180 days is limited to students
 1836  enrolled in juvenile justice education programs and the Florida
 1837  Virtual School.
 1838  
 1839  The department shall determine and implement an equitable method
 1840  of equivalent funding for experimental schools and for schools
 1841  operating under emergency conditions, which schools have been
 1842  approved by the department to operate for less than the minimum
 1843  school day.
 1844         Section 27. Paragraph (p) of subsection (1) of section
 1845  1011.62, Florida Statutes, is amended to read:
 1846         1011.62 Funds for operation of schools.—If the annual
 1847  allocation from the Florida Education Finance Program to each
 1848  district for operation of schools is not determined in the
 1849  annual appropriations act or the substantive bill implementing
 1850  the annual appropriations act, it shall be determined as
 1851  follows:
 1852         (1) COMPUTATION OF THE BASIC AMOUNT TO BE INCLUDED FOR
 1853  OPERATION.—The following procedure shall be followed in
 1854  determining the annual allocation to each district for
 1855  operation:
 1856         (p) Calculation of additional full-time equivalent
 1857  membership based on certification of successful completion of
 1858  industry-certified career and professional academy programs
 1859  pursuant to ss. 1003.491, 1003.492, and 1003.493, and 1003.4935
 1860  and identified in the Industry Certified Funding List pursuant
 1861  to rules adopted by the State Board of Education.—A maximum
 1862  value of 0.3 full-time equivalent student membership shall be
 1863  calculated for each student who completes an industry-certified
 1864  career and professional academy program under ss. 1003.491,
 1865  1003.492, and 1003.493, and 1003.4935 and who is issued the
 1866  highest level of industry certification identified annually in
 1867  the Industry Certification Funding List approved under rules
 1868  adopted by the State Board of Education and a high school
 1869  diploma. The value of full-time equivalent student membership
 1870  shall be determined by weights adopted by the State Board of
 1871  Education pursuant to s. 1003.492. Such value shall be added to
 1872  the total full-time equivalent student membership in secondary
 1873  career education programs for grades 9 through 12 in the
 1874  subsequent year for courses that were not funded through dual
 1875  enrollment. The additional full-time equivalent membership
 1876  authorized under this paragraph may not exceed 0.3 per student.
 1877  Allocated funds shall be proportionately prorated and
 1878  distributed to middle school career and professional academies
 1879  for those students who earned industry certifications. Each
 1880  district must allocate at least 80 percent of the funds
 1881  generated by student attainment of an provided for industry
 1882  certification, in accordance with this paragraph, to the program
 1883  in which the student earned the industry certification that
 1884  generated the funds. Unless a different amount is specified in
 1885  the General Appropriations Act, the appropriation for this
 1886  calculation is limited to $15 million annually. If the
 1887  appropriation is insufficient to fully fund the total
 1888  calculation, the appropriation shall be prorated.
 1889         Section 28. Subsection (1) of section 1012.39, Florida
 1890  Statutes, is amended to read:
 1891         1012.39 Employment of substitute teachers, teachers of
 1892  adult education, nondegreed teachers of career education, and
 1893  career specialists; students performing clinical field
 1894  experience.—
 1895         (1) Notwithstanding ss. 1012.32, 1012.55, 1012.56, and
 1896  1012.57, or any other provision of law or rule to the contrary,
 1897  each district school board shall establish the minimal
 1898  qualifications for:
 1899         (a) Substitute teachers to be employed pursuant to s.
 1900  1012.35. The qualifications shall require the filing of a
 1901  complete set of fingerprints in the same manner as required by
 1902  s. 1012.32; documentation of a minimum education level of a high
 1903  school diploma or equivalent; and completion of an initial
 1904  orientation and training program in district policies and
 1905  procedures addressing school safety and security procedures,
 1906  educational liability laws, professional responsibilities, and
 1907  ethics.
 1908         (b) Part-time and full-time teachers in adult education
 1909  programs. The qualifications shall require the filing of a
 1910  complete set of fingerprints in the same manner as required by
 1911  s. 1012.32. Faculty employed solely to conduct postsecondary
 1912  instruction may be exempted from this requirement.
 1913         (c) Part-time and full-time nondegreed teachers of career
 1914  programs. Qualifications shall be established for nondegreed
 1915  teachers of career and technical education courses for program
 1916  clusters that are recognized in this state agriculture,
 1917  business, health occupations, family and consumer sciences,
 1918  industrial, marketing, career specialist, and public service
 1919  education teachers, based primarily on successful occupational
 1920  experience rather than academic training. The qualifications for
 1921  such teachers shall require:
 1922         1. The filing of a complete set of fingerprints in the same
 1923  manner as required by s. 1012.32. Faculty employed solely to
 1924  conduct postsecondary instruction may be exempted from this
 1925  requirement.
 1926         2. Documentation of education and successful occupational
 1927  experience including documentation of:
 1928         a. A high school diploma or the equivalent.
 1929         b. Completion of 6 years of full-time successful
 1930  occupational experience or the equivalent of part-time
 1931  experience in the teaching specialization area. The district
 1932  school board may establish alternative qualifications for
 1933  teachers who hold industry certificates in the career areas in
 1934  which they teach. Alternate means of determining successful
 1935  occupational experience may be established by the district
 1936  school board.
 1937         c. Industry certification if state or national industry
 1938  certifications are available and applicable.
 1939         d.c. Completion of career education training conducted
 1940  through the local school district inservice master plan.
 1941         e.d. For full-time teachers, completion of professional
 1942  education training in teaching methods, course construction,
 1943  lesson planning and evaluation, and teaching special needs
 1944  students. This training may be completed through coursework from
 1945  an accredited or approved institution or an approved district
 1946  teacher education program.
 1947         f.e. Demonstration of successful teaching performance.
 1948         Section 29. School district oversight board.—
 1949         (1) FINDINGS.—
 1950         (a) The Legislature finds that when a grand jury determines
 1951  there are significant management deficiencies by a district
 1952  school board leading to waste, fraud, or financial
 1953  mismanagement, the school district’s mismanagement harms
 1954  students and taxpayers.
 1955         (b) The Legislature finds that the acts committed by the
 1956  Broward County School Board, as detailed in the grand jury
 1957  report dated January 21, 2011, (Case No. SC09-1910), are
 1958  particularly egregious, harmful to children, and necessitate
 1959  additional state oversight through the creation of a school
 1960  district oversight board.
 1961         (2) DETERMINATION OF A DEFICIENCY IN MANAGEMENT.—If a grand
 1962  jury of the state determines that significant deficiencies exist
 1963  in a school district’s management, including, but not limited
 1964  to, mismanagement of funds, illegal or unethical dealings in the
 1965  awarding of contracts, or other acts that threaten the health,
 1966  safety, or welfare of students, the Commissioner of Education
 1967  shall certify to the Governor, the President of the Senate, and
 1968  the Speaker of the House of Representatives that a deficiency
 1969  exists.
 1970         (3) SCHOOL DISTRICT OVERSIGHT BOARD.—
 1971         (a) After receipt of the certification, as provided in
 1972  subsection (2), the Governor, the President of the Senate, and
 1973  the Speaker of the House of Representatives shall name a school
 1974  district oversight board to provide expert advice and assist the
 1975  school district in correcting its management deficiencies. Each
 1976  school district oversight board shall consist of seven members
 1977  who possess specific expertise needed to assist the school
 1978  district in correcting the management deficiencies. The Governor
 1979  shall appoint three members to the board and the President of
 1980  the Senate and the Speaker of the House of Representatives shall
 1981  each appoint two members. Members shall serve without
 1982  compensation, but are entitled to reimbursement by the district
 1983  for travel and per diem expenses in accordance with s. 112.061,
 1984  Florida Statutes. The district school board shall pay all
 1985  expenditures of the board incurred in relation to this section.
 1986         (b) Within 30 days after its formation, the school district
 1987  oversight board shall convene in the school district and make
 1988  all reasonable efforts to help the school district correct
 1989  deficiencies noted in the grand jury report, subsequently
 1990  discovered, or otherwise known to exist. The school district
 1991  must cooperate with the oversight board and provide information
 1992  as requested.
 1993         (c) Within 60 days after convening, the oversight board
 1994  shall assess the school district’s progress and corrective
 1995  actions and report to the Commissioner of Education. The
 1996  oversight board’s report must include a finding regarding
 1997  whether policies established, procedures followed, and
 1998  expenditures made are consistent with the recommendations of the
 1999  oversight board or the grand jury and accomplish corrective
 2000  action or whether deficiencies continue. If the oversight board
 2001  finds complete compliance, the oversight board shall be
 2002  disbanded. If the report of the oversight board contains
 2003  findings of continued deficiencies or failure by the district to
 2004  cooperate with the oversight board, the State Board of Education
 2005  shall determine the appropriate sanctions pursuant to s.
 2006  1008.32(4), Florida Statutes, and the oversight board shall
 2007  continue to operate until such time as deficiencies are
 2008  corrected.
 2009         Section 30. Except as otherwise expressly provided in this
 2010  act and except for this section, which shall take effect upon
 2011  this act becoming a law, this act shall take effect July 1,
 2012  2011.