Florida Senate - 2012 SB 1368
By Senator Gaetz
4-01498C-12 20121368__
1 A bill to be entitled
2 An act relating to high school graduation; creating s.
3 1003.4281, F.S.; providing a short title; providing a
4 purpose; providing a definition for the term “early
5 graduation”; requiring that each school district adopt
6 a policy that provides a high school student with the
7 option of graduating early; requiring that each school
8 district notify the parent of a student who is
9 eligible for early graduation; prohibiting a school
10 district from preventing a student from graduating
11 early if the student meets the requirements; providing
12 that a student who graduates early is eligible to
13 continue participating in activities, awards, class
14 rankings, social events, and graduation events;
15 authorizing a school principal or superintendent to
16 prevent such participation under certain
17 circumstances; providing that a student who graduates
18 early may be denied access to the school facilities
19 and grounds during normal operating hours; providing
20 that a credit is equal to one-sixth full-time
21 equivalent student; amending s. 1008.22, F.S.;
22 requiring that the end-of-course assessment in Algebra
23 I be administered four times annually beginning with a
24 specified school year; amending s. 1008.34, F.S.;
25 revising provisions relating to school grades;
26 requiring that the Department of Education award bonus
27 points to a high school based on the percentage of
28 students who earn credits in mathematics and science
29 in excess of the general requirements for high school
30 graduation and the number of students who graduate in
31 less than 8 semesters or the equivalent; amending ss.
32 1009.53 and 1009.531, F.S.; authorizing the Department
33 of Education to evaluate students who graduate at the
34 midpoint of the academic year for a Florida Bright
35 Futures Scholarship award; requiring that such
36 students be evaluated for scholarship renewal after
37 completion of a full academic year at an eligible
38 postsecondary education institution; requiring that
39 students submit a completed Florida Financial Aid
40 Application by a specified date; amending s. 1011.61,
41 F.S.; providing reporting requirements for school
42 districts for full-time equivalent students in courses
43 requiring statewide end-of-course assessments;
44 providing that a student who passes a statewide end
45 of-course assessment without having taken the
46 corresponding course is one-sixth of a full-time
47 equivalent student for funding purposes; providing for
48 school districts to receive additional funding for
49 students who graduate early; amending s. 1011.62,
50 F.S.; providing a calculation of additional full-time
51 equivalent membership based on accelerated high school
52 graduation; authorizing a school district to report
53 unpaid high school credits for students who graduate
54 at least one semester or 1 year or more in advance of
55 their scheduled graduation for funding purposes;
56 providing an effective date.
57
58 Be It Enacted by the Legislature of the State of Florida:
59
60 Section 1. Section 1003.4281, Florida Statutes, is created
61 to read:
62 1003.4281 Science, Technology, Engineering, and Mathematics
63 (STEM) High School Graduation Acceleration Act of 2012.—
64 (1) This section may be cited as the “Science, Technology,
65 Engineering, and Mathematics (STEM) High School Graduation
66 Acceleration Act of 2012.”
67 (2) The purpose of this section is to provide an option in
68 which a student may select early graduation if the student has
69 completed a minimum of 24 credits and meets the graduation
70 requirements in s. 1003.428. For purposes of this section, the
71 term “early graduation” means graduating from high school in
72 less than 8 semesters or the equivalent.
73 (3) Each school district shall adopt a policy that provides
74 a high school student with the option of graduating early. Each
75 school district shall notify the parent of a student who is
76 eligible, pursuant to this section, to graduate early. A school
77 district may not prohibit a student who meets the requirements
78 of this section from graduating early.
79 (4) A student who graduates early is eligible to continue
80 participating in activities, awards, class rankings, social
81 events, and graduation events as if the student were still
82 enrolled in high school as a regular high school student.
83 However, a school principal or superintendent may prevent a
84 student from participating in these activities and events for
85 reasons that would otherwise exclude a regularly enrolled
86 student from participation. A student who graduates early may be
87 denied access to the school facilities and grounds during normal
88 operating hours unless the student complies with the rules and
89 policies prescribed by the district school board.
90 (5) For the purposes of this section, a credit is equal to
91 1/6 of an FTE. A student may earn up to 6 paid high school
92 credits equivalent to 1 FTE per school year in grades 9 through
93 12 for courses provided by the school district. High school
94 credits earned in excess of 6 per school year in courses
95 provided by the school district are unpaid credits.
96 Section 2. Paragraph (c) of subsection (3) of section
97 1008.22, Florida Statutes, is amended to read:
98 1008.22 Student assessment program for public schools.—
99 (3) STATEWIDE ASSESSMENT PROGRAM.—The commissioner shall
100 design and implement a statewide program of educational
101 assessment that provides information for the improvement of the
102 operation and management of the public schools, including
103 schools operating for the purpose of providing educational
104 services to youth in Department of Juvenile Justice programs.
105 The commissioner may enter into contracts for the continued
106 administration of the assessment, testing, and evaluation
107 programs authorized and funded by the Legislature. Contracts may
108 be initiated in 1 fiscal year and continue into the next and may
109 be paid from the appropriations of either or both fiscal years.
110 The commissioner is authorized to negotiate for the sale or
111 lease of tests, scoring protocols, test scoring services, and
112 related materials developed pursuant to law. Pursuant to the
113 statewide assessment program, the commissioner shall:
114 (c) Develop and implement a student achievement testing
115 program as follows:
116 1. The Florida Comprehensive Assessment Test (FCAT)
117 measures a student’s content knowledge and skills in reading,
118 writing, science, and mathematics. The content knowledge and
119 skills assessed by the FCAT must be aligned to the core
120 curricular content established in the Next Generation Sunshine
121 State Standards. Other content areas may be included as directed
122 by the commissioner. Comprehensive assessments of reading and
123 mathematics shall be administered annually in grades 3 through
124 10 except, beginning with the 2010-2011 school year, the
125 administration of grade 9 FCAT Mathematics shall be
126 discontinued, and beginning with the 2011-2012 school year, the
127 administration of grade 10 FCAT Mathematics shall be
128 discontinued, except as required for students who have not
129 attained minimum performance expectations for graduation as
130 provided in paragraph (9)(c). FCAT Writing and FCAT Science
131 shall be administered at least once at the elementary, middle,
132 and high school levels except, beginning with the 2011-2012
133 school year, the administration of FCAT Science at the high
134 school level shall be discontinued.
135 2.a. End-of-course assessments for a subject shall be
136 administered in addition to the comprehensive assessments
137 required under subparagraph 1. End-of-course assessments must be
138 rigorous, statewide, standardized, and developed or approved by
139 the department. The content knowledge and skills assessed by
140 end-of-course assessments must be aligned to the core curricular
141 content established in the Next Generation Sunshine State
142 Standards.
143 (I) Statewide, standardized end-of-course assessments in
144 mathematics shall be administered according to this sub-sub
145 subparagraph. Beginning with the 2010-2011 school year, all
146 students enrolled in Algebra I or an equivalent course must take
147 the Algebra I end-of-course assessment. For students entering
148 grade 9 during the 2010-2011 school year and who are enrolled in
149 Algebra I or an equivalent, each student’s performance on the
150 end-of-course assessment in Algebra I shall constitute 30
151 percent of the student’s final course grade. Beginning with the
152 2012-2013 school year, the end-of-course assessment in Algebra I
153 shall be administered four times annually. Beginning with
154 students entering grade 9 in the 2011-2012 school year, a
155 student who is enrolled in Algebra I or an equivalent must earn
156 a passing score on the end-of-course assessment in Algebra I or
157 attain an equivalent score as described in subsection (11) in
158 order to earn course credit. Beginning with the 2011-2012 school
159 year, all students enrolled in geometry or an equivalent course
160 must take the geometry end-of-course assessment. For students
161 entering grade 9 during the 2011-2012 school year, each
162 student’s performance on the end-of-course assessment in
163 geometry shall constitute 30 percent of the student’s final
164 course grade. Beginning with students entering grade 9 during
165 the 2012-2013 school year, a student must earn a passing score
166 on the end-of-course assessment in geometry or attain an
167 equivalent score as described in subsection (11) in order to
168 earn course credit.
169 (II) Statewide, standardized end-of-course assessments in
170 science shall be administered according to this sub-sub
171 subparagraph. Beginning with the 2011-2012 school year, all
172 students enrolled in Biology I or an equivalent course must take
173 the Biology I end-of-course assessment. For the 2011-2012 school
174 year, each student’s performance on the end-of-course assessment
175 in Biology I shall constitute 30 percent of the student’s final
176 course grade. Beginning with students entering grade 9 during
177 the 2012-2013 school year, a student must earn a passing score
178 on the end-of-course assessment in Biology I in order to earn
179 course credit.
180 b. During the 2012-2013 school year, an end-of-course
181 assessment in civics education shall be administered as a field
182 test at the middle school level. During the 2013-2014 school
183 year, each student’s performance on the statewide, standardized
184 end-of-course assessment in civics education shall constitute 30
185 percent of the student’s final course grade. Beginning with the
186 2014-2015 school year, a student must earn a passing score on
187 the end-of-course assessment in civics education in order to
188 pass the course and be promoted from the middle grades. The
189 school principal of a middle school shall determine, in
190 accordance with State Board of Education rule, whether a student
191 who transfers to the middle school and who has successfully
192 completed a civics education course at the student’s previous
193 school must take an end-of-course assessment in civics
194 education.
195 c. The commissioner may select one or more nationally
196 developed comprehensive examinations, which may include, but
197 need not be limited to, examinations for a College Board
198 Advanced Placement course, International Baccalaureate course,
199 or Advanced International Certificate of Education course, or
200 industry-approved examinations to earn national industry
201 certifications identified in the Industry Certification Funding
202 List, pursuant to rules adopted by the State Board of Education,
203 for use as end-of-course assessments under this paragraph, if
204 the commissioner determines that the content knowledge and
205 skills assessed by the examinations meet or exceed the grade
206 level expectations for the core curricular content established
207 for the course in the Next Generation Sunshine State Standards.
208 The commissioner may collaborate with the American Diploma
209 Project in the adoption or development of rigorous end-of-course
210 assessments that are aligned to the Next Generation Sunshine
211 State Standards.
212 d. Contingent upon funding provided in the General
213 Appropriations Act, including the appropriation of funds
214 received through federal grants, the Commissioner of Education
215 shall establish an implementation schedule for the development
216 and administration of additional statewide, standardized end-of
217 course assessments in English/Language Arts II, Algebra II,
218 chemistry, physics, earth/space science, United States history,
219 and world history. Priority shall be given to the development of
220 end-of-course assessments in English/Language Arts II. The
221 Commissioner of Education shall evaluate the feasibility and
222 effect of transitioning from the grade 9 and grade 10 FCAT
223 Reading and high school level FCAT Writing to an end-of-course
224 assessment in English/Language Arts II. The commissioner shall
225 report the results of the evaluation to the President of the
226 Senate and the Speaker of the House of Representatives no later
227 than July 1, 2011.
228 3. The testing program shall measure student content
229 knowledge and skills adopted by the State Board of Education as
230 specified in paragraph (a) and measure and report student
231 performance levels of all students assessed in reading, writing,
232 mathematics, and science. The commissioner shall provide for the
233 tests to be developed or obtained, as appropriate, through
234 contracts and project agreements with private vendors, public
235 vendors, public agencies, postsecondary educational
236 institutions, or school districts. The commissioner shall obtain
237 input with respect to the design and implementation of the
238 testing program from state educators, assistive technology
239 experts, and the public.
240 4. The testing program shall be composed of criterion
241 referenced tests that shall, to the extent determined by the
242 commissioner, include test items that require the student to
243 produce information or perform tasks in such a way that the core
244 content knowledge and skills he or she uses can be measured.
245 5. FCAT Reading, Mathematics, and Science and all
246 statewide, standardized end-of-course assessments shall measure
247 the content knowledge and skills a student has attained on the
248 assessment by the use of scaled scores and achievement levels.
249 Achievement levels shall range from 1 through 5, with level 1
250 being the lowest achievement level, level 5 being the highest
251 achievement level, and level 3 indicating satisfactory
252 performance on an assessment. For purposes of FCAT Writing,
253 student achievement shall be scored using a scale of 1 through 6
254 and the score earned shall be used in calculating school grades.
255 A score shall be designated for each subject area tested, below
256 which score a student’s performance is deemed inadequate. The
257 school districts shall provide appropriate remedial instruction
258 to students who score below these levels.
259 6. The State Board of Education shall, by rule, designate a
260 passing score for each part of the grade 10 assessment test and
261 end-of-course assessments. Any rule that has the effect of
262 raising the required passing scores may apply only to students
263 taking the assessment for the first time after the rule is
264 adopted by the State Board of Education. Except as otherwise
265 provided in this subparagraph and as provided in s.
266 1003.428(8)(b) or s. 1003.43(11)(b), students must earn a
267 passing score on grade 10 FCAT Reading and grade 10 FCAT
268 Mathematics or attain concordant scores as described in
269 subsection (10) in order to qualify for a standard high school
270 diploma.
271 7. In addition to designating a passing score under
272 subparagraph 6., the State Board of Education shall also
273 designate, by rule, a score for each statewide, standardized
274 end-of-course assessment which indicates that a student is high
275 achieving and has the potential to meet college-readiness
276 standards by the time the student graduates from high school.
277 8. Participation in the testing program is mandatory for
278 all students attending public school, including students served
279 in Department of Juvenile Justice programs, except as otherwise
280 prescribed by the commissioner. A student who has not earned
281 passing scores on the grade 10 FCAT as provided in subparagraph
282 6. must participate in each retake of the assessment until the
283 student earns passing scores or achieves scores on a
284 standardized assessment which are concordant with passing scores
285 pursuant to subsection (10). If a student does not participate
286 in the statewide assessment, the district must notify the
287 student’s parent and provide the parent with information
288 regarding the implications of such nonparticipation. A parent
289 must provide signed consent for a student to receive classroom
290 instructional accommodations that would not be available or
291 permitted on the statewide assessments and must acknowledge in
292 writing that he or she understands the implications of such
293 instructional accommodations. The State Board of Education shall
294 adopt rules, based upon recommendations of the commissioner, for
295 the provision of test accommodations for students in exceptional
296 education programs and for students who have limited English
297 proficiency. Accommodations that negate the validity of a
298 statewide assessment are not allowable in the administration of
299 the FCAT or an end-of-course assessment. However, instructional
300 accommodations are allowable in the classroom if included in a
301 student’s individual education plan. Students using
302 instructional accommodations in the classroom that are not
303 allowable as accommodations on the FCAT or an end-of-course
304 assessment may have the FCAT or an end-of-course assessment
305 requirement waived pursuant to the requirements of s.
306 1003.428(8)(b) or s. 1003.43(11)(b).
307 9. A student seeking an adult high school diploma must meet
308 the same testing requirements that a regular high school student
309 must meet.
310 10. District school boards must provide instruction to
311 prepare students in the core curricular content established in
312 the Next Generation Sunshine State Standards adopted under s.
313 1003.41, including the core content knowledge and skills
314 necessary for successful grade-to-grade progression and high
315 school graduation. If a student is provided with instructional
316 accommodations in the classroom that are not allowable as
317 accommodations in the statewide assessment program, as described
318 in the test manuals, the district must inform the parent in
319 writing and must provide the parent with information regarding
320 the impact on the student’s ability to meet expected performance
321 levels in reading, writing, mathematics, and science. The
322 commissioner shall conduct studies as necessary to verify that
323 the required core curricular content is part of the district
324 instructional programs.
325 11. District school boards must provide opportunities for
326 students to demonstrate an acceptable performance level on an
327 alternative standardized assessment approved by the State Board
328 of Education following enrollment in summer academies.
329 12. The Department of Education must develop, or select,
330 and implement a common battery of assessment tools that will be
331 used in all juvenile justice programs in the state. These tools
332 must accurately measure the core curricular content established
333 in the Next Generation Sunshine State Standards.
334 13. For students seeking a special diploma pursuant to s.
335 1003.438, the Department of Education must develop or select and
336 implement an alternate assessment tool that accurately measures
337 the core curricular content established in the Next Generation
338 Sunshine State Standards for students with disabilities under s.
339 1003.438.
340 14. The Commissioner of Education shall establish schedules
341 for the administration of statewide assessments and the
342 reporting of student test results. When establishing the
343 schedules for the administration of statewide assessments, the
344 commissioner shall consider the observance of religious and
345 school holidays. The commissioner shall, by August 1 of each
346 year, notify each school district in writing and publish on the
347 department’s Internet website the testing and reporting
348 schedules for, at a minimum, the school year following the
349 upcoming school year. The testing and reporting schedules shall
350 require that:
351 a. There is the latest possible administration of statewide
352 assessments and the earliest possible reporting to the school
353 districts of student test results which is feasible within
354 available technology and specific appropriations; however, test
355 results for the FCAT must be made available no later than the
356 week of June 8. Student results for end-of-course assessments
357 must be provided no later than 1 week after the school district
358 completes testing for each course. The commissioner may extend
359 the reporting schedule under exigent circumstances.
360 b. FCAT Writing may not be administered earlier than the
361 week of March 1, and a comprehensive statewide assessment of any
362 other subject may not be administered earlier than the week of
363 April 15.
364 c. A statewide, standardized end-of-course assessment is
365 administered at the end of the course. The commissioner shall
366 select an administration period for assessments that meets the
367 intent of end-of-course assessments and provides student results
368 prior to the end of the course. School districts shall
369 administer tests in accordance with the schedule determined by
370 the commissioner. For an end-of-course assessment administered
371 at the end of the first semester, the commissioner shall
372 determine the most appropriate testing dates based on a review
373 of each school district’s academic calendar.
374
375 The commissioner may, based on collaboration and input from
376 school districts, design and implement student testing programs,
377 for any grade level and subject area, necessary to effectively
378 monitor educational achievement in the state, including the
379 measurement of educational achievement of the Next Generation
380 Sunshine State Standards for students with disabilities.
381 Development and refinement of assessments shall include
382 universal design principles and accessibility standards that
383 will prevent any unintended obstacles for students with
384 disabilities while ensuring the validity and reliability of the
385 test. These principles should be applicable to all technology
386 platforms and assistive devices available for the assessments.
387 The field testing process and psychometric analyses for the
388 statewide assessment program must include an appropriate
389 percentage of students with disabilities and an evaluation or
390 determination of the effect of test items on such students.
391 Section 3. Subsection (3) of section 1008.34, Florida
392 Statutes, is amended to read:
393 1008.34 School grading system; school report cards;
394 district grade.—
395 (3) DESIGNATION OF SCHOOL GRADES.—
396 (a) Each school that has students who are tested and
397 included in the school grading system shall receive a school
398 grade, except as follows:
399 1. A school shall not receive a school grade if the number
400 of its students tested and included in the school grading system
401 is less than the minimum sample size necessary, based on
402 accepted professional practice, for statistical reliability and
403 prevention of the unlawful release of personally identifiable
404 student data under s. 1002.22 or 20 U.S.C. s. 1232g.
405 2. An alternative school may choose to receive a school
406 grade under this section or a school improvement rating under s.
407 1008.341. For charter schools that meet the definition of an
408 alternative school pursuant to State Board of Education rule,
409 the decision to receive a school grade is the decision of the
410 charter school governing board.
411 3. A school that serves any combination of students in
412 kindergarten through grade 3 which does not receive a school
413 grade because its students are not tested and included in the
414 school grading system shall receive the school grade designation
415 of a K-3 feeder pattern school identified by the Department of
416 Education and verified by the school district. A school feeder
417 pattern exists if at least 60 percent of the students in the
418 school serving a combination of students in kindergarten through
419 grade 3 are scheduled to be assigned to the graded school.
420 (b)1. A school’s grade shall be based on a combination of:
421 a. Student achievement scores, including achievement on all
422 FCAT assessments administered under s. 1008.22(3)(c)1., end-of
423 course assessments administered under s. 1008.22(3)(c)2.a., and
424 achievement scores for students seeking a special diploma.
425 b. Student learning gains in reading and mathematics as
426 measured by FCAT and end-of-course assessments, as described in
427 s. 1008.22(3)(c)1. and 2.a. Learning gains for students seeking
428 a special diploma, as measured by an alternate assessment tool,
429 shall be included not later than the 2009-2010 school year.
430 c. Improvement of the lowest 25th percentile of students in
431 the school in reading and mathematics on the FCAT or end-of
432 course assessments described in s. 1008.22(3)(c)2.a., unless
433 these students are exhibiting satisfactory performance.
434 2. Beginning with the 2011-2012 school year, for schools
435 comprised of middle school grades 6 through 8 or grades 7 and 8,
436 the school’s grade shall include the performance and
437 participation of its students enrolled in high school level
438 courses with end-of-course assessments administered under s.
439 1008.22(3)(c)2.a. Performance and participation must be weighted
440 equally. As valid data becomes available, the school grades
441 shall include the students’ attainment of national industry
442 certification identified in the Industry Certification Funding
443 List pursuant to rules adopted by the State Board of Education.
444 3. Beginning with the 2009-2010 school year For schools
445 comprised of high school grades 9, 10, 11, and 12, or grades 10,
446 11, and 12, 50 percent of the school grade shall be based on a
447 combination of the factors listed in sub-subparagraphs 1.a.-c.
448 and the remaining 50 percent on the following factors:
449 a. The high school graduation rate of the school;
450 b. As valid data becomes available, the performance and
451 participation of the school’s students in College Board Advanced
452 Placement courses, International Baccalaureate courses, dual
453 enrollment courses, and Advanced International Certificate of
454 Education courses; and the students’ achievement of national
455 industry certification identified in the Industry Certification
456 Funding List, pursuant to rules adopted by the State Board of
457 Education;
458 c. Postsecondary readiness of the school’s students as
459 measured by the SAT, ACT, or the common placement test;
460 d. The high school graduation rate of at-risk students who
461 scored at Level 2 or lower on the grade 8 FCAT Reading and
462 Mathematics examinations;
463 e. As valid data becomes available, the performance of the
464 school’s students on statewide standardized end-of-course
465 assessments administered under s. 1008.22(3)(c)2.c. and d.; and
466 f. Beginning with the 2012-2013 school year, the Department
467 of Education shall award bonus points to each high school based
468 on the percentage of the school’s students who earn credits in
469 mathematics and science in excess of the requirements in s.
470 1003.428(2)(a)2. and 3. The courses must be at a level of rigor
471 that exceeds the course requirements in s. 1003.428(2)(a)2. and
472 3.;
473 g. Beginning with the 2012-2013 school year, the Department
474 of Education shall award bonus points to each high school based
475 on the percentage of students who graduate in less than 8
476 semesters or the equivalent; and
477 h.f. The growth or decline in the components listed in sub
478 subparagraphs a.-e. from year to year.
479 (c) Student assessment data used in determining school
480 grades shall include:
481 1. The aggregate scores of all eligible students enrolled
482 in the school who have been assessed on the FCAT and statewide,
483 standardized end-of-course assessments in courses required for
484 high school graduation, including, beginning with the 2010-2011
485 school year, the end-of-course assessment in Algebra I; and
486 beginning with the 2011-2012 school year, the end-of-course
487 assessments in geometry and Biology; and beginning with the
488 2013-2014 school year, on the statewide, standardized end-of
489 course assessment in civics education at the middle school
490 level.
491 2. The aggregate scores of all eligible students enrolled
492 in the school who have been assessed on the FCAT and end-of
493 course assessments as described in s. 1008.22(3)(c)2.a., and who
494 have scored at or in the lowest 25th percentile of students in
495 the school in reading and mathematics, unless these students are
496 exhibiting satisfactory performance.
497 3. The achievement scores and learning gains of eligible
498 students attending alternative schools that provide dropout
499 prevention and academic intervention services pursuant to s.
500 1003.53. The term “eligible students” in this subparagraph does
501 not include students attending an alternative school who are
502 subject to district school board policies for expulsion for
503 repeated or serious offenses, who are in dropout retrieval
504 programs serving students who have officially been designated as
505 dropouts, or who are in programs operated or contracted by the
506 Department of Juvenile Justice. The student performance data for
507 eligible students identified in this subparagraph shall be
508 included in the calculation of the home school’s grade. As used
509 in this subparagraph and s. 1008.341, the term “home school”
510 means the school to which the student would be assigned if the
511 student were not assigned to an alternative school. If an
512 alternative school chooses to be graded under this section,
513 student performance data for eligible students identified in
514 this subparagraph shall not be included in the home school’s
515 grade but shall be included only in the calculation of the
516 alternative school’s grade. A school district that fails to
517 assign the FCAT and end-of-course assessment as described in s.
518 1008.22(3)(c)2.a. scores of each of its students to his or her
519 home school or to the alternative school that receives a grade
520 shall forfeit Florida School Recognition Program funds for 1
521 fiscal year. School districts must require collaboration between
522 the home school and the alternative school in order to promote
523 student success. This collaboration must include an annual
524 discussion between the principal of the alternative school and
525 the principal of each student’s home school concerning the most
526 appropriate school assignment of the student.
527 4. The achievement scores and learning gains of students
528 designated as hospital- or homebound. Student assessment data
529 for students designated as hospital- or homebound shall be
530 assigned to their home school for the purposes of school grades.
531 As used in this subparagraph, the term “home school” means the
532 school to which a student would be assigned if the student were
533 not assigned to a hospital- or homebound program.
534 5. For schools comprised of high school grades 9, 10, 11,
535 and 12, or grades 10, 11, and 12, the data listed in
536 subparagraphs 1.-3. and the following data as the Department of
537 Education determines such data are valid and available:
538 a. The high school graduation rate of the school as
539 calculated by the Department of Education;
540 b. The participation rate of all eligible students enrolled
541 in the school and enrolled in College Board Advanced Placement
542 courses; International Baccalaureate courses; dual enrollment
543 courses; Advanced International Certificate of Education
544 courses; and courses or sequences of courses leading to national
545 industry certification identified in the Industry Certification
546 Funding List, pursuant to rules adopted by the State Board of
547 Education;
548 c. The aggregate scores of all eligible students enrolled
549 in the school in College Board Advanced Placement courses,
550 International Baccalaureate courses, and Advanced International
551 Certificate of Education courses;
552 d. Earning of college credit by all eligible students
553 enrolled in the school in dual enrollment programs under s.
554 1007.271;
555 e. Earning of a national industry certification identified
556 in the Industry Certification Funding List, pursuant to rules
557 adopted by the State Board of Education;
558 f. The aggregate scores of all eligible students enrolled
559 in the school in reading, mathematics, and other subjects as
560 measured by the SAT, the ACT, and the common placement test for
561 postsecondary readiness;
562 g. The high school graduation rate of all eligible at-risk
563 students enrolled in the school who scored at Level 2 or lower
564 on the grade 8 FCAT Reading and Mathematics examinations;
565 h. The performance of the school’s students on statewide
566 standardized end-of-course assessments administered under s.
567 1008.22(3)(c)2.c. and d.; and
568 i. Beginning with the 2012-2013 school year, the Department
569 of Education shall award bonus points to each high school based
570 on the percentage of the school’s students who earn credits in
571 mathematics and science in excess of the requirements in s.
572 1003.428(2)(a)2. and 3. The courses must be at a level of rigor
573 that exceeds the course requirements in s. 1003.428(2)(a)2. and
574 3.;
575 j. Beginning with the 2012-2013 school year, the Department
576 of Education shall award bonus points to each high school based
577 on the percentage of students who graduate in less than 8
578 semesters or the equivalent; and
579 k.i. The growth or decline in the data components listed in
580 sub-subparagraphs a.-h. from year to year.
581
582 The State Board of Education shall adopt appropriate criteria
583 for each school grade. The criteria must also give added weight
584 to student achievement in reading. Schools designated with a
585 grade of “C,” making satisfactory progress, shall be required to
586 demonstrate that adequate progress has been made by students in
587 the school who are in the lowest 25th percentile in reading and
588 mathematics on the FCAT and end-of-course assessments as
589 described in s. 1008.22(3)(c)2.a., unless these students are
590 exhibiting satisfactory performance. Beginning with the 2009
591 2010 school year for schools comprised of high school grades 9,
592 10, 11, and 12, or grades 10, 11, and 12, the criteria for
593 school grades must also give added weight to the graduation rate
594 of all eligible at-risk students, as defined in this paragraph.
595 Beginning in the 2009-2010 school year, in order for a high
596 school to be designated as having a grade of “A,” making
597 excellent progress, the school must demonstrate that at-risk
598 students, as defined in this paragraph, in the school are making
599 adequate progress.
600 Section 4. Subsection (5) of section 1009.53, Florida
601 Statutes, is amended to read:
602 1009.53 Florida Bright Futures Scholarship Program.—
603 (5) The department shall issue awards from the scholarship
604 program annually. However, the department may evaluate students
605 who graduate from high school at the midpoint of the academic
606 year for an award, with distribution of the initial award during
607 the spring term at an eligible postsecondary institution. The
608 department shall evaluate a student for renewal of an award
609 after the student completes a full academic year, which begins
610 with the fall term through the beginning of the next fall term.
611 Annual awards may be for up to 45 semester credit hours or the
612 equivalent. Before the registration period each semester, the
613 department shall transmit payment for each award to the
614 president or director of the postsecondary education
615 institution, or his or her representative, except that the
616 department may withhold payment if the receiving institution
617 fails to report or to make refunds to the department as required
618 in this section.
619 (a) Within 30 days after the end of regular registration
620 each semester, the educational institution shall certify to the
621 department the eligibility status of each student who receives
622 an award. After the end of the drop and add period, an
623 institution is not required to reevaluate or revise a student’s
624 eligibility status; however, an institution must make a refund
625 to the department within 30 days after the end of the semester
626 of any funds received for courses dropped by a student or
627 courses from which a student has withdrawn after the end of the
628 drop and add period, unless the student has been granted an
629 exception by the department pursuant to subsection (11).
630 (b) An institution that receives funds from the program
631 shall certify to the department the amount of funds disbursed to
632 each student and shall remit to the department any undisbursed
633 advances within 60 days after the end of regular registration.
634 (c) Each institution that receives moneys through this
635 program shall provide for a financial audit, as defined in s.
636 11.45, conducted by an independent certified public accountant
637 or the Auditor General for each fiscal year in which the
638 institution expends program moneys in excess of $100,000. At
639 least every 2 years, the audit shall include an examination of
640 the institution’s administration of the program and the
641 institution’s accounting of the moneys for the program since the
642 last examination of the institution’s administration of the
643 program. The report on the audit must be submitted to the
644 department within 9 months after the end of the fiscal year. The
645 department may conduct its own annual audit of an institution’s
646 administration of the program. The department may request a
647 refund of any moneys overpaid to the institution for the
648 program. The department may suspend or revoke an institution’s
649 eligibility to receive future moneys for the program if the
650 department finds that an institution has not complied with this
651 section. The institution must remit within 60 days any refund
652 requested in accordance with this subsection.
653 (d) Any institution that is not subject to an audit
654 pursuant to this subsection shall attest, under penalty of
655 perjury, that the moneys were used in compliance with law. The
656 attestation shall be made annually in a form and format
657 determined by the department.
658 Section 5. Paragraph (f) of subsection (1) of section
659 1009.531, Florida Statutes, is amended to read:
660 1009.531 Florida Bright Futures Scholarship Program;
661 student eligibility requirements for initial awards.—
662 (1) Effective January 1, 2008, in order to be eligible for
663 an initial award from any of the three types of scholarships
664 under the Florida Bright Futures Scholarship Program, a student
665 must:
666 (f) Apply for a scholarship from the program by high school
667 graduation. A student who graduates from high school at the
668 midpoint of the academic year may be evaluated for an award for
669 the current academic year if he or she submits a completed
670 Florida Financial Aid Application by November 30 of his or her
671 graduation year.
672 Section 6. Paragraph (c) of subsection (1) is of section
673 1011.61, Florida Statutes, is amended to read:
674 1011.61 Definitions.—Notwithstanding the provisions of s.
675 1000.21, the following terms are defined as follows for the
676 purposes of the Florida Education Finance Program:
677 (1) A “full-time equivalent student” in each program of the
678 district is defined in terms of full-time students and part-time
679 students as follows:
680 (c)1. A “full-time equivalent student” is:
681 a. A full-time student in any one of the programs listed in
682 s. 1011.62(1)(c); or
683 b. A combination of full-time or part-time students in any
684 one of the programs listed in s. 1011.62(1)(c) which is the
685 equivalent of one full-time student based on the following
686 calculations:
687 (I) A full-time student in a combination of programs listed
688 in s. 1011.62(1)(c) shall be a fraction of a full-time
689 equivalent membership in each special program equal to the
690 number of net hours per school year for which he or she is a
691 member, divided by the appropriate number of hours set forth in
692 subparagraph (a)1. or subparagraph (a)2. The difference between
693 that fraction or sum of fractions and the maximum value as set
694 forth in subsection (4) for each full-time student is presumed
695 to be the balance of the student’s time not spent in such
696 special education programs and shall be recorded as time in the
697 appropriate basic program.
698 (II) A prekindergarten handicapped student shall meet the
699 requirements specified for kindergarten students.
700 (III) A full-time equivalent student for students in
701 kindergarten through grade 5 in a virtual instruction program
702 under s. 1002.45 or a virtual charter school under s. 1002.33
703 shall consist of a student who has successfully completed a
704 basic program listed in s. 1011.62(1)(c)1.a. or b., and who is
705 promoted to a higher grade level.
706 (IV) A full-time equivalent student for students in grades
707 6 through 12 in a virtual instruction program under s.
708 1002.45(1)(b)1., 2., or 3. or a virtual charter school under s.
709 1002.33 shall consist of six full credit completions in programs
710 listed in s. 1011.62(1)(c)1.b. or c. and 3. Credit completions
711 may be a combination of full-credit courses or half-credit
712 courses. Beginning in the 2014-2015 fiscal year, when s.
713 1008.22(3)(g) is implemented, the reported full-time equivalent
714 students and associated funding of students enrolled in courses
715 requiring passage of an end-of-course assessment shall be
716 adjusted after the student completes the end-of-course
717 assessment.
718 (V) A Florida Virtual School full-time equivalent student
719 shall consist of six full credit completions or the prescribed
720 level of content that counts toward promotion to the next grade
721 in the programs listed in s. 1011.62(1)(c)1.a. and b. for
722 kindergarten through grade 8 and the programs listed in s.
723 1011.62(1)(c)1.c. for grades 9 through 12. Credit completions
724 may be a combination of full-credit courses or half-credit
725 courses. Beginning in the 2014-2015 fiscal year, when s.
726 1008.22(3)(g) is implemented, the reported full-time equivalent
727 students and associated funding of students enrolled in courses
728 requiring passage of an end-of-course assessment shall be
729 adjusted after the student completes the end-of-course
730 assessment.
731 (VI) Each successfully completed full-credit course earned
732 through an online course delivered by a district other than the
733 one in which the student resides shall be calculated as 1/6 FTE.
734 (VII) Each successfully completed credit earned under the
735 alternative high school course credit requirements authorized in
736 s. 1002.375, which is not reported as a portion of the 900 net
737 hours of instruction pursuant to subparagraph (1)(a)1., shall be
738 calculated as 1/6 FTE.
739 (VIII)(A) A full-time equivalent student for courses
740 requiring statewide end-of-course assessments pursuant to s.
741 1008.22(3) shall be defined and reported as one-sixth of the
742 hours in s. 1011.61(1)(a)1. for the first 3 years of
743 administering the end-of-course assessments. Beginning in the
744 fourth year of administering the end-of-course assessments, FTE
745 shall be credit-based and each course shall be equal to 1/6 FTE.
746 The reported FTE shall be adjusted after the student completes
747 the end-of-course assessment pursuant to s. 1008.22(3)(c)2.a.
748 (B) The school district may report 1/6 FTE for each student
749 who passes a statewide end-of-course assessment without having
750 taken the corresponding course.
751 (C) The FTE earned under this sub-sub-sub-subparagraph and
752 any FTE for courses or programs listed in s. 1011.62(1)(c) which
753 do not require passing statewide end-of-course assessments are
754 subject to the requirements in subsection (4).
755 2. A student in membership in a program scheduled for more
756 or less than 180 school days or the equivalent on an hourly
757 basis as specified by rules of the State Board of Education is a
758 fraction of a full-time equivalent membership equal to the
759 number of instructional hours in membership divided by the
760 appropriate number of hours set forth in subparagraph (a)1.;
761 however, for the purposes of this subparagraph, membership in
762 programs scheduled for more than 180 days is limited to students
763 enrolled in juvenile justice education programs and the Florida
764 Virtual School.
765
766 The department shall determine and implement an equitable method
767 of equivalent funding for experimental schools and for schools
768 operating under emergency conditions, which schools have been
769 approved by the department to operate for less than the minimum
770 school day.
771 Section 7. Subsection (1) of section 1011.62, Florida
772 Statutes, is amended to read:
773 1011.62 Funds for operation of schools.—If the annual
774 allocation from the Florida Education Finance Program to each
775 district for operation of schools is not determined in the
776 annual appropriations act or the substantive bill implementing
777 the annual appropriations act, it shall be determined as
778 follows:
779 (1) COMPUTATION OF THE BASIC AMOUNT TO BE INCLUDED FOR
780 OPERATION.—The following procedure shall be followed in
781 determining the annual allocation to each district for
782 operation:
783 (a) Determination of full-time equivalent membership.
784 During each of several school weeks, including scheduled
785 intersessions of a year-round school program during the fiscal
786 year, a program membership survey of each school shall be made
787 by each district by aggregating the full-time equivalent student
788 membership of each program by school and by district. The
789 department shall establish the number and interval of membership
790 calculations, except that for basic and special programs such
791 calculations shall not exceed nine for any fiscal year. The
792 district’s full-time equivalent membership shall be computed and
793 currently maintained in accordance with regulations of the
794 commissioner.
795 (b) Determination of base student allocation.—The base
796 student allocation for the Florida Education Finance Program for
797 kindergarten through grade 12 shall be determined annually by
798 the Legislature and shall be that amount prescribed in the
799 current year’s General Appropriations Act.
800 (c) Determination of programs.—Cost factors based on
801 desired relative cost differences between the following programs
802 shall be established in the annual General Appropriations Act.
803 The Commissioner of Education shall specify a matrix of services
804 and intensity levels to be used by districts in the
805 determination of the two weighted cost factors for exceptional
806 students with the highest levels of need. For these students,
807 the funding support level shall fund the exceptional students’
808 education program, with the exception of extended school year
809 services for students with disabilities.
810 1. Basic programs.—
811 a. Kindergarten and grades 1, 2, and 3.
812 b. Grades 4, 5, 6, 7, and 8.
813 c. Grades 9, 10, 11, and 12.
814 2. Programs for exceptional students.—
815 a. Support Level IV.
816 b. Support Level V.
817 3. Secondary career education programs.—
818 4. English for Speakers of Other Languages.—
819 (d) Annual allocation calculation.—
820 1. The Department of Education is authorized and directed
821 to review all district programs and enrollment projections and
822 calculate a maximum total weighted full-time equivalent student
823 enrollment for each district for the K-12 FEFP.
824 2. Maximum enrollments calculated by the department shall
825 be derived from enrollment estimates used by the Legislature to
826 calculate the FEFP. If two or more districts enter into an
827 agreement under the provisions of s. 1001.42(4)(d), after the
828 final enrollment estimate is agreed upon, the amount of FTE
829 specified in the agreement, not to exceed the estimate for the
830 specific program as identified in paragraph (c), may be
831 transferred from the participating districts to the district
832 providing the program.
833 3. As part of its calculation of each district’s maximum
834 total weighted full-time equivalent student enrollment, the
835 department shall establish separate enrollment ceilings for each
836 of two program groups. Group 1 shall be composed of basic
837 programs for grades K-3, grades 4-8, and grades 9-12. Group 2
838 shall be composed of students in exceptional student education
839 programs support levels IV and V, English for Speakers of Other
840 Languages programs, and all career programs in grades 9-12.
841 a. For any calculation of the FEFP, the enrollment ceiling
842 for group 1 shall be calculated by multiplying the actual
843 enrollment for each program in the program group by its
844 appropriate program weight.
845 b. The weighted enrollment ceiling for group 2 programs
846 shall be calculated by multiplying the enrollment for each
847 program by the appropriate program weight as provided in the
848 General Appropriations Act. The weighted enrollment ceiling for
849 program group 2 shall be the sum of the weighted enrollment
850 ceilings for each program in the program group, plus the
851 increase in weighted full-time equivalent student membership
852 from the prior year for clients of the Department of Children
853 and Family Services and the Department of Juvenile Justice.
854 c. If, for any calculation of the FEFP, the weighted
855 enrollment for program group 2, derived by multiplying actual
856 enrollments by appropriate program weights, exceeds the
857 enrollment ceiling for that group, the following procedure shall
858 be followed to reduce the weighted enrollment for that group to
859 equal the enrollment ceiling:
860 (I) The weighted enrollment ceiling for each program in the
861 program group shall be subtracted from the weighted enrollment
862 for that program derived from actual enrollments.
863 (II) If the difference calculated under sub-sub
864 subparagraph (I) is greater than zero for any program, a
865 reduction proportion shall be computed for the program by
866 dividing the absolute value of the difference by the total
867 amount by which the weighted enrollment for the program group
868 exceeds the weighted enrollment ceiling for the program group.
869 (III) The reduction proportion calculated under sub-sub
870 subparagraph (II) shall be multiplied by the total amount of the
871 program group’s enrollment over the ceiling as calculated under
872 sub-sub-subparagraph (I).
873 (IV) The prorated reduction amount calculated under sub
874 sub-subparagraph (III) shall be subtracted from the program’s
875 weighted enrollment to produce a revised program weighted
876 enrollment.
877 (V) The prorated reduction amount calculated under sub-sub
878 subparagraph (III) shall be divided by the appropriate program
879 weight, and the result shall be added to the revised program
880 weighted enrollment computed in sub-sub-subparagraph (IV).
881 (e) Funding model for exceptional student education
882 programs.—
883 1.a. The funding model uses basic, at-risk, support levels
884 IV and V for exceptional students and career Florida Education
885 Finance Program cost factors, and a guaranteed allocation for
886 exceptional student education programs. Exceptional education
887 cost factors are determined by using a matrix of services to
888 document the services that each exceptional student will
889 receive. The nature and intensity of the services indicated on
890 the matrix shall be consistent with the services described in
891 each exceptional student’s individual educational plan. The
892 Department of Education shall review and revise the descriptions
893 of the services and supports included in the matrix of services
894 for exceptional students and shall implement those revisions
895 before the beginning of the 2012-2013 school year.
896 b. In order to generate funds using one of the two weighted
897 cost factors, a matrix of services must be completed at the time
898 of the student’s initial placement into an exceptional student
899 education program and at least once every 3 years by personnel
900 who have received approved training. Nothing listed in the
901 matrix shall be construed as limiting the services a school
902 district must provide in order to ensure that exceptional
903 students are provided a free, appropriate public education.
904 c. Students identified as exceptional, in accordance with
905 chapter 6A-6, Florida Administrative Code, who do not have a
906 matrix of services as specified in sub-subparagraph b. shall
907 generate funds on the basis of full-time-equivalent student
908 membership in the Florida Education Finance Program at the same
909 funding level per student as provided for basic students.
910 Additional funds for these exceptional students will be provided
911 through the guaranteed allocation designated in subparagraph 2.
912 2. For students identified as exceptional who do not have a
913 matrix of services and students who are gifted in grades K
914 through 8, there is created a guaranteed allocation to provide
915 these students with a free appropriate public education, in
916 accordance with s. 1001.42(4)(m) and rules of the State Board of
917 Education, which shall be allocated annually to each school
918 district in the amount provided in the General Appropriations
919 Act. These funds shall be in addition to the funds appropriated
920 on the basis of FTE student membership in the Florida Education
921 Finance Program, and the amount allocated for each school
922 district shall not be recalculated during the year. These funds
923 shall be used to provide special education and related services
924 for exceptional students and students who are gifted in grades K
925 through 8. Beginning with the 2007-2008 fiscal year, a
926 district’s expenditure of funds from the guaranteed allocation
927 for students in grades 9 through 12 who are gifted may not be
928 greater than the amount expended during the 2006-2007 fiscal
929 year for gifted students in grades 9 through 12.
930 (f) Supplemental academic instruction; categorical fund.—
931 1. There is created a categorical fund to provide
932 supplemental academic instruction to students in kindergarten
933 through grade 12. This paragraph may be cited as the
934 “Supplemental Academic Instruction Categorical Fund.”
935 2. Categorical funds for supplemental academic instruction
936 shall be allocated annually to each school district in the
937 amount provided in the General Appropriations Act. These funds
938 shall be in addition to the funds appropriated on the basis of
939 FTE student membership in the Florida Education Finance Program
940 and shall be included in the total potential funds of each
941 district. These funds shall be used to provide supplemental
942 academic instruction to students enrolled in the K-12 program.
943 Supplemental instruction strategies may include, but are not
944 limited to: modified curriculum, reading instruction, after
945 school instruction, tutoring, mentoring, class size reduction,
946 extended school year, intensive skills development in summer
947 school, and other methods for improving student achievement.
948 Supplemental instruction may be provided to a student in any
949 manner and at any time during or beyond the regular 180-day term
950 identified by the school as being the most effective and
951 efficient way to best help that student progress from grade to
952 grade and to graduate.
953 3. Effective with the 1999-2000 fiscal year, funding on the
954 basis of FTE membership beyond the 180-day regular term shall be
955 provided in the FEFP only for students enrolled in juvenile
956 justice education programs or in education programs for
957 juveniles placed in secure facilities or programs under s.
958 985.19. Funding for instruction beyond the regular 180-day
959 school year for all other K-12 students shall be provided
960 through the supplemental academic instruction categorical fund
961 and other state, federal, and local fund sources with ample
962 flexibility for schools to provide supplemental instruction to
963 assist students in progressing from grade to grade and
964 graduating.
965 4. The Florida State University School, as a lab school, is
966 authorized to expend from its FEFP or Lottery Enhancement Trust
967 Fund allocation the cost to the student of remediation in
968 reading, writing, or mathematics for any graduate who requires
969 remediation at a postsecondary educational institution.
970 5. Beginning in the 1999-2000 school year, dropout
971 prevention programs as defined in ss. 1003.52, 1003.53(1)(a),
972 (b), and (c), and 1003.54 shall be included in group 1 programs
973 under subparagraph (d)3.
974 (g) Education for speakers of other languages.—A school
975 district shall be eligible to report full-time equivalent
976 student membership in the ESOL program in the Florida Education
977 Finance Program provided the following conditions are met:
978 1. The school district has a plan approved by the
979 Department of Education.
980 2. The eligible student is identified and assessed as
981 limited English proficient based on assessment criteria.
982 3.a. An eligible student may be reported for funding in the
983 ESOL program for a base period of 3 years. However, a student
984 whose English competency does not meet the criteria for
985 proficiency after 3 years in the ESOL program may be reported
986 for a fourth, fifth, and sixth year of funding, provided his or
987 her limited English proficiency is assessed and properly
988 documented before prior to his or her enrollment in each
989 additional year beyond the 3-year base period.
990 b. If a student exits the program and is later reclassified
991 as limited English proficient, the student may be reported in
992 the ESOL program for funding for an additional year, or extended
993 annually for a period not to exceed a total of 6 years pursuant
994 to this paragraph, based on an annual evaluation of the
995 student’s status.
996 4. An eligible student may be reported for funding in the
997 ESOL program for membership in ESOL instruction in English and
998 ESOL instruction or home language instruction in the basic
999 subject areas of mathematics, science, social studies, and
1000 computer literacy.
1001 (h) Small, isolated high schools.—Districts that which levy
1002 the maximum nonvoted discretionary millage, exclusive of millage
1003 for capital outlay purposes levied pursuant to s. 1011.71(2),
1004 may calculate full-time equivalent students for small, isolated
1005 high schools by multiplying the number of unweighted full-time
1006 equivalent students times 2.75; provided the school has attained
1007 a grade of “C” or better, pursuant to s. 1008.34, for the
1008 previous school year. For the purpose of this section, the term
1009 “small, isolated high school” means any high school that which
1010 is located no less than 28 miles by the shortest route from
1011 another high school; that which has been serving students
1012 primarily in basic studies provided by sub-subparagraphs (c)1.b.
1013 and c. and may include subparagraph (c)4.; and that which has a
1014 membership of no more than 100 students, but no fewer than 28
1015 students, in grades 9 through 12.
1016 (i) Calculation of full-time equivalent membership with
1017 respect to dual enrollment instruction.—Students enrolled in
1018 dual enrollment instruction pursuant to s. 1007.271 may be
1019 included in calculations of full-time equivalent student
1020 memberships for basic programs for grades 9 through 12 by a
1021 district school board. Instructional time for dual enrollment
1022 may vary from 900 hours; however, the school district may only
1023 report the student for a maximum of 1.0 full-time equivalent
1024 student membership, as provided in s. 1011.61(4). Dual
1025 enrollment full-time equivalent student membership shall be
1026 calculated in an amount equal to the hours of instruction that
1027 would be necessary to earn the full-time equivalent student
1028 membership for an equivalent course if it were taught in the
1029 school district. Students in dual enrollment courses may also be
1030 calculated as the proportional shares of full-time equivalent
1031 enrollments they generate for a Florida College System
1032 institution or university conducting the dual enrollment
1033 instruction. Early admission students shall be considered dual
1034 enrollments for funding purposes. Students may be enrolled in
1035 dual enrollment instruction provided by an eligible independent
1036 college or university and may be included in calculations of
1037 full-time equivalent student memberships for basic programs for
1038 grades 9 through 12 by a district school board. However, those
1039 provisions of law which exempt dual enrolled and early admission
1040 students from payment of instructional materials and tuition and
1041 fees, including laboratory fees, do shall not apply to students
1042 who select the option of enrolling in an eligible independent
1043 institution. An independent college or university that which is
1044 located and chartered in Florida, is not for profit, is
1045 accredited by the Commission on Colleges of the Southern
1046 Association of Colleges and Schools or the Accrediting Council
1047 for Independent Colleges and Schools, and confers degrees as
1048 defined in s. 1005.02 shall be eligible for inclusion in the
1049 dual enrollment or early admission program. Students enrolled in
1050 dual enrollment instruction shall be exempt from the payment of
1051 tuition and fees, including laboratory fees. No student enrolled
1052 in college credit mathematics or English dual enrollment
1053 instruction shall be funded as a dual enrollment unless the
1054 student has successfully completed the relevant section of the
1055 entry-level examination required pursuant to s. 1008.30.
1056 (j) Instruction in exploratory career education.—Students
1057 in grades 7 through 12 who are enrolled for more than four
1058 semesters in exploratory career education may not be counted as
1059 full-time equivalent students for this instruction.
1060 (k) Study hall.—A student who is enrolled in study hall may
1061 not be included in the calculation of full-time equivalent
1062 student membership for funding under this section.
1063 (l) Calculation of additional full-time equivalent
1064 membership based on International Baccalaureate examination
1065 scores of students.—A value of 0.16 full-time equivalent student
1066 membership shall be calculated for each student enrolled in an
1067 International Baccalaureate course who receives a score of 4 or
1068 higher on a subject examination. A value of 0.3 full-time
1069 equivalent student membership shall be calculated for each
1070 student who receives an International Baccalaureate diploma.
1071 Such value shall be added to the total full-time equivalent
1072 student membership in basic programs for grades 9 through 12 in
1073 the subsequent fiscal year. Each school district shall allocate
1074 80 percent of the funds received from International
1075 Baccalaureate bonus FTE funding to the school program whose
1076 students generate the funds and to school programs that prepare
1077 prospective students to enroll in International Baccalaureate
1078 courses. Funds shall be expended solely for the payment of
1079 allowable costs associated with the International Baccalaureate
1080 program. Allowable costs include International Baccalaureate
1081 annual school fees; International Baccalaureate examination
1082 fees; salary, benefits, and bonuses for teachers and program
1083 coordinators for the International Baccalaureate program and
1084 teachers and coordinators who prepare prospective students for
1085 the International Baccalaureate program; supplemental books;
1086 instructional supplies; instructional equipment or instructional
1087 materials for International Baccalaureate courses; other
1088 activities that identify prospective International Baccalaureate
1089 students or prepare prospective students to enroll in
1090 International Baccalaureate courses; and training or
1091 professional development for International Baccalaureate
1092 teachers. School districts shall allocate the remaining 20
1093 percent of the funds received from International Baccalaureate
1094 bonus FTE funding for programs that assist academically
1095 disadvantaged students to prepare for more rigorous courses. The
1096 school district shall distribute to each classroom teacher who
1097 provided International Baccalaureate instruction:
1098 1. A bonus in the amount of $50 for each student taught by
1099 the International Baccalaureate teacher in each International
1100 Baccalaureate course who receives a score of 4 or higher on the
1101 International Baccalaureate examination.
1102 2. An additional bonus of $500 to each International
1103 Baccalaureate teacher in a school designated with a grade of “D”
1104 or “F” who has at least one student scoring 4 or higher on the
1105 International Baccalaureate examination, regardless of the
1106 number of classes taught or of the number of students scoring a
1107 4 or higher on the International Baccalaureate examination.
1108
1109 Bonuses awarded to a teacher according to this paragraph may
1110 shall not exceed $2,000 in any given school year and shall be in
1111 addition to any regular wage or other bonus the teacher received
1112 or is scheduled to receive.
1113 (m) Calculation of additional full-time equivalent
1114 membership based on Advanced International Certificate of
1115 Education examination scores of students.—A value of 0.16 full
1116 time equivalent student membership shall be calculated for each
1117 student enrolled in a full-credit Advanced International
1118 Certificate of Education course who receives a score of E or
1119 higher on a subject examination. A value of 0.08 full-time
1120 equivalent student membership shall be calculated for each
1121 student enrolled in a half-credit Advanced International
1122 Certificate of Education course who receives a score of E or
1123 higher on a subject examination. A value of 0.3 full-time
1124 equivalent student membership shall be calculated for each
1125 student who receives an Advanced International Certificate of
1126 Education diploma. Such value shall be added to the total full
1127 time equivalent student membership in basic programs for grades
1128 9 through 12 in the subsequent fiscal year. The school district
1129 shall distribute to each classroom teacher who provided Advanced
1130 International Certificate of Education instruction:
1131 1. A bonus in the amount of $50 for each student taught by
1132 the Advanced International Certificate of Education teacher in
1133 each full-credit Advanced International Certificate of Education
1134 course who receives a score of E or higher on the Advanced
1135 International Certificate of Education examination. A bonus in
1136 the amount of $25 for each student taught by the Advanced
1137 International Certificate of Education teacher in each half
1138 credit Advanced International Certificate of Education course
1139 who receives a score of E or higher on the Advanced
1140 International Certificate of Education examination.
1141 2. An additional bonus of $500 to each Advanced
1142 International Certificate of Education teacher in a school
1143 designated with a grade of “D” or “F” who has at least one
1144 student scoring E or higher on the full-credit Advanced
1145 International Certificate of Education examination, regardless
1146 of the number of classes taught or of the number of students
1147 scoring an E or higher on the full-credit Advanced International
1148 Certificate of Education examination.
1149 3. Additional bonuses of $250 each to teachers of half
1150 credit Advanced International Certificate of Education classes
1151 in a school designated with a grade of “D” or “F” which has at
1152 least one student scoring an E or higher on the half-credit
1153 Advanced International Certificate of Education examination in
1154 that class. The maximum additional bonus for a teacher awarded
1155 in accordance with this subparagraph may shall not exceed $500
1156 in any given school year. Teachers receiving an award under
1157 subparagraph 2. are not eligible for a bonus under this
1158 subparagraph.
1159
1160 Bonuses awarded to a teacher according to this paragraph may
1161 shall not exceed $2,000 in any given school year and shall be in
1162 addition to any regular wage or other bonus the teacher received
1163 or is scheduled to receive.
1164 (n) Calculation of additional full-time equivalent
1165 membership based on college board advanced placement scores of
1166 students.—A value of 0.16 full-time equivalent student
1167 membership shall be calculated for each student in each advanced
1168 placement course who receives a score of 3 or higher on the
1169 College Board Advanced Placement Examination for the prior year
1170 and added to the total full-time equivalent student membership
1171 in basic programs for grades 9 through 12 in the subsequent
1172 fiscal year. Each district must allocate at least 80 percent of
1173 the funds provided to the district for advanced placement
1174 instruction, in accordance with this paragraph, to the high
1175 school that generates the funds. The school district shall
1176 distribute to each classroom teacher who provided advanced
1177 placement instruction:
1178 1. A bonus in the amount of $50 for each student taught by
1179 the Advanced Placement teacher in each advanced placement course
1180 who receives a score of 3 or higher on the College Board
1181 Advanced Placement Examination.
1182 2. An additional bonus of $500 to each Advanced Placement
1183 teacher in a school designated with a grade of “D” or “F” who
1184 has at least one student scoring 3 or higher on the College
1185 Board Advanced Placement Examination, regardless of the number
1186 of classes taught or of the number of students scoring a 3 or
1187 higher on the College Board Advanced Placement Examination.
1188
1189 Bonuses awarded to a teacher according to this paragraph may
1190 shall not exceed $2,000 in any given school year and shall be in
1191 addition to any regular wage or other bonus the teacher received
1192 or is scheduled to receive.
1193 (o) Calculation of additional full-time equivalent
1194 membership based on certification of successful completion of
1195 industry-certified career and professional academy programs
1196 pursuant to ss. 1003.491, 1003.492, 1003.493, and 1003.4935 and
1197 identified in the Industry Certified Funding List pursuant to
1198 rules adopted by the State Board of Education.—A value of 0.1,
1199 0.2, or 0.3 full-time equivalent student membership shall be
1200 calculated for each student who completes an industry-certified
1201 career and professional academy program under ss. 1003.491,
1202 1003.492, 1003.493, and 1003.4935 and who is issued the highest
1203 level of industry certification identified annually in the
1204 Industry Certification Funding List approved under rules adopted
1205 by the State Board of Education and a high school diploma. The
1206 maximum full-time equivalent student membership value for any
1207 student is 0.3. The Department of Education shall assign the
1208 appropriate full-time equivalent value for each certification,
1209 50 percent of which is based on rigor and the remaining 50
1210 percent on employment value. The State Board of Education shall
1211 include the assigned values in the Industry Certification
1212 Funding List under rules adopted by the state board. Rigor shall
1213 be based on the number of instructional hours, including work
1214 experience hours, required to earn the certification, with a
1215 bonus for industry certifications that have a statewide
1216 articulation agreement for college credit approved by the State
1217 Board of Education. Employment value shall be based on the entry
1218 wage, growth rate in employment for each occupational category,
1219 and average annual openings for the primary occupation linked to
1220 the industry certification. Such value shall be added to the
1221 total full-time equivalent student membership in secondary
1222 career education programs for grades 9 through 12 in the
1223 subsequent year for courses that were not funded through dual
1224 enrollment. The additional full-time equivalent membership
1225 authorized under this paragraph may not exceed 0.3 per student.
1226 Each district must allocate at least 80 percent of the funds
1227 provided for industry certification, in accordance with this
1228 paragraph, to the program that generated the funds. Unless a
1229 different amount is specified in the General Appropriations Act,
1230 the appropriation for this calculation is limited to $15 million
1231 annually. If the appropriation is insufficient to fully fund the
1232 total calculation, the appropriation shall be prorated.
1233 (p) Calculation of additional full-time equivalent
1234 membership based on accelerated high school graduation.
1235 Notwithstanding s. 1011.61(4), a school district that authorizes
1236 the accelerated graduation of a student who has met all the
1237 requirements in s. 1003.428 and graduates at least one semester
1238 in advance of the scheduled graduation of the student’s cohort
1239 may report one-sixth of an FTE for unpaid high school credit
1240 delivered by the district in the prior years of enrollment. For
1241 a student who graduates 1 year or more in advance of the
1242 student’s cohort, the school district may report up to 1 FTE for
1243 unpaid high school credits. For a student who graduates one
1244 semester in advance of the student’s cohort, the school district
1245 may report up to 1/2 FTE for unpaid high school credits.
1246 (q)(p) Year-round-school programs.—The Commissioner of
1247 Education is authorized to adjust student eligibility
1248 definitions, funding criteria, and reporting requirements of
1249 statutes and rules in order that year-round-school programs may
1250 achieve equivalent application of funding requirements with non
1251 year-round-school programs.
1252 (r)(q) Extended-school-year program.—It is the intent of
1253 the Legislature that students be provided additional instruction
1254 by extending the school year to 210 days or more. Districts may
1255 apply to the Commissioner of Education for funds to be used in
1256 planning and implementing an extended-school-year program.
1257 (s)(r) Determination of the basic amount for current
1258 operation.—The basic amount for current operation to be included
1259 in the Florida Education Finance Program for kindergarten
1260 through grade 12 for each district shall be the product of the
1261 following:
1262 1. The full-time equivalent student membership in each
1263 program, multiplied by
1264 2. The cost factor for each program, adjusted for the
1265 maximum as provided by paragraph (c), multiplied by
1266 3. The base student allocation.
1267 (t)(s) Computation for funding through the Florida
1268 Education Finance Program.—The State Board of Education may
1269 adopt rules establishing programs and courses for which the
1270 student may earn credit toward high school graduation.
1271 Section 8. This act shall take effect July 1, 2012.