Florida Senate - 2016 SB 1360
By Senator Gaetz
1-00983E-16 20161360__
1 A bill to be entitled
2 An act relating to student assessments; creating s.
3 1008.223, F.S.; providing purposes; authorizing a
4 district school board to choose to implement certain
5 rigorous alternative assessment options by a certain
6 school year; providing requirements for the rigorous
7 alternative assessment options; specifying the types
8 of exams that may be taken and the corresponding
9 substitutions or exemptions that may be earned by
10 certain students; requiring the Commissioner of
11 Education to collaborate with ACT, Inc.; requiring the
12 State Board of Education to adopt such scores in rule
13 by a specified school year; requiring a district
14 school board that chooses to implement rigorous
15 alternative assessment options to notify the
16 commissioner, students, and parents of the decision by
17 a specified date; requiring a parent to annually
18 notify the school district in writing by a certain
19 date if his or her child will take the statewide,
20 standardized assessments; requiring the state board to
21 adopt in rule adjustments to certain scores based on
22 certain recommendations; requiring rigorous
23 alternative assessment options to be available for
24 students in high school beginning in the 2016-2017
25 school year; specifying the types of industry
26 certifications and assessments that may be taken and
27 the corresponding exemptions and high school credit
28 that may be earned by a student in high school;
29 requiring the commissioner to adopt the schedule for
30 the administration of the rigorous alternative
31 assessment options; requiring student performance
32 results to be made available to district school
33 superintendents annually by a specified date;
34 providing requirements for high school credits;
35 providing proxy values to link student performance on
36 rigorous alternative assessments to certain
37 evaluations and grades; requiring the commissioner to
38 seek legislative approval for any adjustments to the
39 proxy values by a specified time; requiring the
40 commissioner to submit certain recommendations to the
41 Legislature by a specified date; requiring the
42 rigorous alternative assessment options and proxies to
43 be included in each district school board-approved
44 student progression plan and each district school
45 board-approved educator performance evaluation system
46 by a specified time; requiring the commissioner to
47 coordinate with school districts for the
48 administration of the rigorous alternative
49 assessments; requiring the Department of Education to
50 renegotiate the Florida Standards Assessment contract;
51 specifying that certain requirements do not apply to
52 the renegotiation; requiring the renegotiated contract
53 to be executed by a specified date; authorizing the
54 department to renegotiate other assessment contracts;
55 requiring the department to negotiate and contract
56 with certain entities in order to implement the
57 rigorous alternative assessments; prohibiting the
58 funding for the assessments from causing an increase
59 in a certain appropriation in the General
60 Appropriations Act; requiring each district school
61 board to publish notification of the rigorous
62 alternative assessment and student choice options on
63 its school district website; providing applicability;
64 providing for rulemaking; providing an implementation
65 schedule for the 2016-2017 school year; amending s.
66 1002.3105, F.S.; specifying that a student who attains
67 a passing score on a rigorous alternative assessment
68 may meet certain requirements; amending s. 1002.33,
69 F.S.; revising compliance requirements for charter
70 schools; amending s. 1003.4282, F.S.; requiring each
71 school district to annually notify students and
72 parents of standard high school diploma requirements
73 by a specified date; conforming provisions to changes
74 made by the act; amending ss. 1003.4285, 1003.4295,
75 and 1003.436, F.S.; conforming provisions to changes
76 made by the act; amending s. 1006.28, F.S.; requiring
77 instructional materials to be consistent with the
78 rigorous alternative assessment option; requiring a
79 district school board to make certain certifications
80 at a public meeting; amending s. 1007.27, F.S.;
81 requiring the department to identify the minimum
82 scores, maximum credit, and courses for which credit
83 is awarded for certain examinations; amending ss.
84 1007.271 and 1011.61, F.S.; conforming provisions to
85 changes made by the act; amending s. 1011.62, F.S.;
86 deleting certain bonus limits that may be earned for
87 instructing students who receive specified grades on
88 certain examinations; amending s. 1012.34, F.S.;
89 requiring a classroom teacher’s performance evaluation
90 to be based on the performance of certain students;
91 requiring the commissioner to make certain requests
92 and submit certain documentation regarding the federal
93 Elementary and Secondary Education Act by a specified
94 date; requiring the commissioner to submit a report to
95 the Governor and the Legislature by a specified date;
96 providing an effective date.
97
98 Be It Enacted by the Legislature of the State of Florida:
99
100 Section 1. Section 1008.223, Florida Statutes, is created
101 to read:
102 1008.223 Rigorous alternative assessment options.—
103 (1) PURPOSE.—The purpose of this section is to enable
104 students to choose to take rigorous alternative assessments, in
105 lieu of the statewide, standardized assessments established
106 pursuant to s. 1008.22 to meet subject area, course, credit, and
107 assessment requirements for student progression and graduation.
108 It is the intent of the Legislature to preserve the statewide,
109 standardized assessments as the default common battery of
110 assessments for all students attending public schools. The
111 rigorous alternative assessments are intended to supplement the
112 statewide assessment program with valid, reliable, and respected
113 assessment options for students to demonstrate subject area and
114 grade level competency and college and career readiness.
115 Additionally, the purpose of this section is to:
116 (a) Expand the availability of rigorous alternative
117 assessment options that students take to meet requirements for
118 admission to postsecondary educational institutions or to
119 generate college credits, often at least three credit hours, so
120 that such credits also substitute for statewide, standardized
121 assessments.
122 (b) Maximize a performance-based approach that allows
123 students to generate credit based on attaining a concordant,
124 comparative, or passing score on a rigorous alternative
125 assessment without enrolling in the corresponding course to
126 demonstrate satisfactory performance in meeting the requirements
127 to earn a standard high school diploma.
128 (c) Link student performance on rigorous alternative
129 assessments to educator evaluation, school grade, school
130 improvement rating, and school district grade calculations.
131 (d) Leverage the Course Code Directory and the statewide
132 course numbering system to link assessments and courses to award
133 credit and assist the state and school districts with planning
134 and administering rigorous alternative assessments.
135
136 Nothing stated in this section shall be construed to require
137 students to take rigorous alternative assessments in addition to
138 the statewide, standardized assessments or as substitutes for
139 the Florida Alternate Assessment for students with disabilities
140 pursuant to s. 1008.22.
141 (2) DISTRICT OPTIONS FOR STUDENTS.—
142 (a) Beginning in the 2016-2017 school year, a district
143 school board may choose to implement one of the following
144 rigorous alternative assessment options or a combination of such
145 assessments as specified in this paragraph, in lieu of the
146 statewide, standardized assessments:
147 1. ACT Aspire for grades 3 through 8. If a district school
148 board chooses to administer the ACT Aspire assessments for
149 grades 3 through 8 districtwide, a student enrolled in a public
150 school within that school district must take the ACT Aspire
151 assessments to satisfy the statewide, standardized assessment
152 requirements and demonstrate subject area and grade level
153 competency in English Language Arts (ELA), mathematics, and
154 science, unless the student’s parent selects the statewide,
155 standardized assessments pursuant to s. 1008.22 for the student.
156 The commissioner must collaborate with ACT, Inc., to establish
157 ACT Aspire scores that demonstrate grade level and subject area
158 competency in ELA, mathematics, and science for grades 3 through
159 8. Before the beginning of the 2016-2017 school year, the state
160 board must adopt the scores in rule.
161 2. ACT Aspire and ACT for high school. If a district school
162 board chooses to administer the ACT Aspire assessments for
163 grades 9 and 10 and ACT districtwide, a student enrolled in a
164 public school in that school district must take the ACT Aspire
165 and ACT assessments to satisfy the statewide, standardized
166 assessment requirements and demonstrate subject area competency
167 and college and career readiness, unless the student’s parent
168 selects the statewide, standardized assessments pursuant to s.
169 1008.22 for the student. A student may take the ACT after taking
170 the ACT Aspire assessments for grades 9 and 10 or after
171 demonstrating his or her readiness to take the ACT, as
172 determined by the district school superintendent, through
173 coursework or scores on the ACT Aspire assessments.
174 a. The ACT Aspire and ACT Performance-Based Student Outcome
175 Worksheet under this sub-subparagraph shall be used to authorize
176 ACT Aspire assessment and ACT substitutions for the grade 9 and
177 grade 10 ELA assessments and the Algebra I EOC assessment. The
178 scores specified in the worksheet demonstrate grade level and
179 subject area competency in ELA and mathematics.
180
181 ACT Aspire and ACT Performance-Based Student Outcome WorksheetStudent Performance
182 Test Score Substitution
183 ACT Aspire or ACT English and Reading components426 on ACT Aspire or 17 on ACT (English and Reading Average) = Grade 9 ELA assessment
184 ACT Aspire or ACT English and Reading components428 on ACT Aspire or 18 on ACT (English and Reading Average) = Grade 9 ELA and Grade 10 ELA assessments
185 ACT Aspire or ACT Mathematics428 on ACT Aspire or 18 on ACT = Algebra I EOC assessment
186 b. The ACT Aspire and ACT Performance-Based Student Outcome
187 Worksheet under this sub-subparagraph shall be used to authorize
188 ACT Aspire and ACT as rigorous alternative assessment options
189 for granting exemptions from taking the Geometry EOC, Algebra II
190 EOC, and Biology I EOC assessments. Additionally, the worksheet
191 shall be used to authorize ACT Aspire and ACT as rigorous
192 alternative assessment options for granting exemptions from all
193 assessment requirements in order to earn a standard high school
194 diploma. The scores specified in the worksheet shall serve as
195 the basis for granting the exemptions from taking the statewide,
196 standardized assessments.
197
198 ACT Aspire and ACT Performance-Based Student Outcome WorksheetStudent Performance
199 Test Score Exemption
200 ACT Aspire or ACT Mathematics432 on ACT Aspire or 20 on ACT = Geometry EOC assessment
201 ACT Aspire or ACT Mathematics435 on ACT Aspire or 22 on ACT = Geometry EOC and Algebra II EOC assessments
202 ACT Aspire or ACT Science430 on ACT Aspire or 20 on ACT = Biology I EOC assessment
203 ACT Aspire or ACT428 on ACT Aspire or 18 on ACT (English and Reading Average); 435 on ACT Aspire or 22 on ACT Mathematics; and 430 on ACT Aspire or 20 on ACT Science = Grade 9 ELA and Grade 10 ELA, Algebra I EOC, Geometry EOC, Algebra II EOC, Biology I EOC, and United States History EOC assessments
204 3. PSAT or NMSQT, and SAT for high school. If a district
205 school board chooses to administer the PSAT or NMSQT, and SAT
206 assessments districtwide, a student enrolled in a public school
207 in that school district must take the PSAT or NMSQT, as
208 applicable, and SAT assessments to satisfy the statewide,
209 standardized assessment requirements and demonstrate subject
210 area competency and college and career readiness, unless the
211 student’s parent selects the statewide, standardized assessments
212 pursuant to s. 1008.22 for the student. A student may take the
213 SAT after taking the PSAT or NMSQT assessments or after
214 demonstrating his or her readiness to take the SAT, as
215 determined by the district school superintendent, through
216 coursework or scores on the PSAT or NMSQT assessments.
217 a. The PSAT, NMSQT, and SAT Performance-Based Student
218 Outcome Worksheet under this sub-subparagraph shall be used to
219 authorize PSAT, NMSQT, and SAT substitutions for the grade 9 and
220 grade 10 ELA assessments and the Algebra I EOC assessment. The
221 scores specified in the worksheet demonstrate grade level and
222 subject area competency in ELA and mathematics.
223
224 PSAT, NMSQT, and SAT Performance-Based Student Outcome WorksheetStudent Performance
225 Test Score Substitution
226 PSAT, NMSQT, or SAT Critical Reading and Writing64 on PSAT or NMSQT, or 640 on SAT (Critical Reading and Writing Sum) = Grade 9 ELA assessment
227 PSAT, NMSQT, or SAT Critical Reading and Writing67 on PSAT or NMSQT, or 670 on SAT (Critical Reading and Writing Sum) = Grade 9 ELA and Grade 10 ELA assessments
228 PSAT, NMSQT, or SAT Mathematics42 on PSAT or NMSQT, or 420 on SAT = Algebra I EOC assessment
229 b. The PSAT, NMSQT, and SAT Performance-Based Student
230 Outcome Worksheet under this sub-subparagraph shall be used to
231 authorize PSAT, NMSQT, and SAT as rigorous alternative
232 assessment options for granting exemptions from taking the
233 Geometry EOC and Algebra II EOC assessments. Additionally, the
234 worksheet shall be used to authorize PSAT, NMSQT, and SAT for
235 exemption from all assessment requirements in order to earn a
236 standard high school diploma. The scores specified in the
237 worksheet shall serve as the basis for granting exemptions from
238 taking the statewide, standardized assessments.
239
240 PSAT, NMSQT, and SAT Performance-Based Student Outcome WorksheetStudent Performance
241 Test Score Exemption
242 PSAT, NMSQT, or SAT Mathematics45 on PSAT or NMSQT, or 450 on SAT = Geometry EOC assessment
243 PSAT, NMSQT, or SAT Mathematics50 on PSAT or NMSQT, or 500 on SAT = Geometry EOC and Algebra II EOC assessments
244 PSAT, NMSQT, or SAT120 on PSAT or NMSQT, or 1200 on SAT (Critical Reading, Writing, and Mathematics Sum) = Grade 9 ELA and Grade 10 ELA, Algebra I EOC, Geometry EOC, Algebra II EOC, Biology I EOC, and United States History EOC assessments
245 A district school board may, pursuant to this paragraph, choose
246 any one of the rigorous alternative assessment options specified
247 under subparagraphs 1., 2., and 3. or a combination of
248 assessment options specified under subparagraphs 1. and 2. or
249 subparagraphs 1. and 3.
250 (b) A student who does not attain the score specified under
251 this subsection for exemption from taking the Geometry EOC,
252 Algebra II EOC, Biology I EOC, or United States History EOC
253 assessments must take the applicable EOC assessment after
254 completing the relevant course during that school year to meet
255 the requirements of ss. 1003.4282 and 1008.22. A student’s
256 performance on the statewide, standardized EOC assessment
257 constitutes 30 percent of the student’s final course grade
258 pursuant to s. 1003.4282, and the student must pass the Geometry
259 EOC, Algebra II EOC, Biology I EOC, and United States History
260 EOC assessments to earn the Scholar designation on the standard
261 high school diploma pursuant to s. 1003.4285.
262 (c) By July 8, 2016, for the 2016-2017 school year pursuant
263 to subsection (12) and by August 1 of each school year
264 thereafter, a district school board that selects rigorous
265 alternative assessments must identify and approve such
266 assessments for districtwide use. Accordingly, the district
267 school superintendent shall notify the commissioner, inform the
268 students and parents of the rigorous alternative assessment
269 options, and coordinate with the commissioner to arrange for the
270 administration and facilitation of such assessments.
271 (d) Annually, by August 10 of each school year, a parent
272 must notify the applicable school district, in writing, if the
273 parent selects the statewide, standardized assessments for his
274 or her child. The parent’s selection shall apply to the required
275 statewide, standardized assessments pursuant to s. 1008.22 for
276 the relevant grade level and subject area which are administered
277 during that school year. A student may not be required to take
278 an assessment if the student has satisfied the subject area,
279 course, credit, or assessment requirements, as applicable,
280 through rigorous alternative assessment options for student
281 progression and graduation.
282 (e) The state board shall adopt in rule adjustments, as
283 necessary, to the scores specified under this subsection before
284 the beginning of the 2016-2017 school year based on
285 recommendations from the commissioner; ACT, Inc.; and the
286 College Board.
287 (3) OPTIONS FOR STUDENTS IN HIGH SCHOOL.—Beginning in the
288 2016-2017 school year, rigorous alternative assessment options,
289 adopted pursuant to this subsection, must be available to
290 students statewide. A student may choose to take rigorous
291 alternative assessments without enrolling in the corresponding
292 courses. However, the student must attain a passing score on the
293 rigorous alternative assessments to meet the subject area,
294 course, credit, and assessment requirements under ss. 1002.3105,
295 1003.4282, 1003.4285, 1003.4295(3), and 1008.22. At a minimum,
296 the rigorous alternative assessment options that a student may
297 choose to take must include:
298 (a) Passing scores on nationally recognized industry
299 certifications. A student who attains national industry
300 certifications by passing industry-approved examinations for
301 such certifications is exempt from the relevant statewide,
302 standardized assessment requirements to earn a standard high
303 school diploma, as specified under this section. The Industry
304 Certifications Performance-Based Student Outcome Worksheet under
305 this paragraph shall be used to exempt a student from the
306 relevant statewide, standardized assessment based on student
307 performance on the industry-approved examinations to earn
308 national industry certifications. Annually, the state board
309 shall adopt by rule additional industry certifications that, if
310 attained by a student, shall exempt the student from the
311 relevant statewide, standardized assessment requirements.
312
313 Industry Certifications Performance-Based Student Outcome WorksheetStudent Performance
314 Industry Certification = Exemption
315 Associate Level Certified Electronic Technician = Algebra I EOC and Geometry EOC assessments
316 Autodesk Certified Professional - AutoCAD, AutoCAD Civil 3D, Inventor, Revit Architecture = Geometry EOC assessment
317 Biotechnician Assistant = Biology I EOC assessment
318 Certified Apprentice Drafter - Architectural = Geometry EOC assessment
319 Chief Architect Certified Apprentice = Geometry EOC assessment
320 Certified Dental Assistant = Biology I EOC assessment
321 Cisco Certified Network Professional = Algebra I EOC and Geometry EOC assessments
322 ComTIA A+ = Algebra I EOC and Geometry EOC assessments
323 Emergency Medical Technician = Biology I EOC assessment
324 FAA Aviation Mechanic Technician - Airframe = Algebra I EOC, Geometry EOC, and Algebra II EOC assessments
325 FAA Aviation Maintenance Technician - Powerplant = Algebra I EOC, Geometry EOC, and Algebra II EOC assessments
326 FAA Ground School = Algebra I EOC, Geometry EOC, and Algebra II EOC assessments
327 Global Logistics Associate = Algebra I EOC, Geometry EOC, and Algebra II EOC assessments
328 MSSC Certified Production Technician = Algebra I EOC, Geometry EOC, and Algebra II EOC assessments
329 Oracle Certified Associate: Database = Algebra I EOC, Geometry EOC, and Algebra II EOC assessments
330 (b) Passing scores on assessments such as:
331 1. The SAT Subject Test. The SAT Subject Test Performance
332 Based Student Outcome Worksheet under this subparagraph shall be
333 used to satisfy high school subject area, course, credit, and
334 assessment requirements, based on student performance on the SAT
335 Subject Test, as adopted in rule by the state board.
336
337 SAT Subject Test Performance-Based Student Outcome WorksheetStudent Performance
338 Test Score Exemption
339 SAT Biology-Ecological, Biology-Molecular, U.S. History, World History, Chemistry, or Physics Subject TestsPassing score on the respective SAT Subject Test = Enrolling in and completing the corresponding course and taking the corresponding EOC assessment, if applicable, to earn high school credit
340 2. College-Level Examination Program (CLEP), DSST
341 examination, or another rigorous alternative assessment. The
342 CLEP and DSST Performance-Based Student Outcome Worksheet under
343 this subparagraph shall be used to satisfy high school subject
344 area, course, credit, and assessment requirements, based on
345 student performance on the CLEP or DSST, as specified.
346
347 CLEP and DSST Performance-Based Student Outcome WorksheetStudent Performance
348 Examination Score Exemption High School Credit Award
349 CLEP College Algebra or DSST Fundamentals of College AlgebraPassing score on CLEP or DSST = Enrolling in and completing the corresponding course and taking the Algebra I EOC assessment1 Algebra I credit for any examination
350 CLEP College Algebra-TrigonometryPassing score = Enrolling in and completing the corresponding course and taking the Algebra II EOC assessment1 Algebra II credit
351 3. Advanced Placement (AP) Examination. The AP Exam
352 Performance-Based Student Outcome Worksheet under this
353 subparagraph shall be used to satisfy high school subject area,
354 course, credit, and assessment requirements, based on student
355 performance on the AP examinations, as specified. A student who
356 attains a passing score on the specified examinations must be
357 awarded one high school credit each toward the corresponding
358 courses if the student takes the examinations without enrolling
359 in the corresponding courses.
360
361 AP Exam Performance-Based Student Outcome WorksheetStudent Performance
362 Examination Score = Exemption High School Credit Award
363 AP Calculus AB, Calculus BC, or Statistics3 = Enrolling in and completing the corresponding course1 Mathematics credit for each examination
364 AP Biology 3 = Enrolling in and completing the corresponding course and taking the Biology I EOC assessment1 Biology I credit
365 AP Physics 1 or 2, or Chemistry3 = Enrolling in and completing the corresponding course1 Science credit for each examination
366 AP United States History3 = Enrolling in and completing the corresponding course and taking the United States History EOC assessment1 United States History credit
367 AP World History3 = Enrolling in and completing the corresponding course1 World History credit
368 AP United States Government and Politics3 = Enrolling in and completing the corresponding course0.5 United States Government credit
369 AP Macro Economics or AP Micro Economics3 = Enrolling in and completing the corresponding course0.5 Economics credit
370 4. Dual enrollment course and corresponding assessment. The
371 Dual Enrollment Performance-Based Student Outcome Worksheet
372 under this subparagraph shall be used to satisfy high school
373 subject area, course, credit, and assessment requirements, based
374 on student performance on the statewide, standardized EOC
375 assessment or CLEP examination corresponding to the dual
376 enrollment course, as specified.
377
378 Dual Enrollment Performance-Based Student Outcome WorksheetStudent Performance
379 Course Test Exemption High School Credit Award
380 Sequence of college-credit dual enrollment courses in Life Sciences and Biological Sciences or college-credit courses in General BiologyTake Biology I EOC assessment or CLEP General Biology = EOC assessment performance does not constitute 30 percent of the final course grade1 Biology I credit
381 Sequence of college-credit dual enrollment courses in Introductory Survey to 1877 and Introductory Survey Since 1877Take United States History EOC or CLEP History of the United States I and CLEP History of the United States II = EOC assessment performance does not constitute 30 percent of the final course grade1 United States History credit
382 If a student attains a passing score on a rigorous alternative
383 assessment under this subsection, the score must be applied
384 toward the credit requirements for electives unless the passing
385 score is applied first to meet the assessment and credit
386 requirements for ELA, mathematics, science, or social studies
387 pursuant to this paragraph.
388 (4) ASSESSMENT SCHEDULE AND REPORTING OF RESULTS.—The
389 commissioner must adopt within the assessment schedule pursuant
390 to s. 1008.22 the assessment schedule for the administration of
391 rigorous alternative assessment options. To the extent possible,
392 the commissioner shall consider the semester calendars of public
393 colleges and universities in the state to accommodate and
394 maximize the availability of assessment options for dual
395 enrollment students. Student performance on rigorous alternative
396 assessments must be made available to the district school
397 superintendents by August 1 of each year.
398 (5) CREDIT REQUIREMENTS.—The following authorizations apply
399 to credit earned through rigorous alternative assessment options
400 pursuant to this section:
401 (a) The credit earned by a student passing a rigorous
402 alternative assessment is exempt from the minimum instructional
403 hour requirements under s. 1003.436.
404 (b) A school district must award one credit, or as
405 otherwise authorized under this section, for each rigorous
406 alternative assessment or statewide, standardized assessment
407 that a student passes, without requiring the student to enroll
408 in or complete the corresponding coursework, as authorized under
409 the Credit Acceleration Program pursuant to s. 1003.4295(3).
410 (6) PROXIES.—Before the beginning of the 2016-2017 school
411 year, the commissioner shall collaborate with ACT, Inc., and the
412 College Board to establish proxy values for linking student
413 performance on rigorous alternative assessments to educator
414 performance evaluation, school grade, school improvement rating,
415 and school district grade calculations. Such proxy values for
416 applicability statewide must be approved by the state board. The
417 commissioner must seek the Legislature’s approval for the state
418 board-approved proxy values under this subsection during the
419 2017 regular session. Additionally, by December 31, 2016, the
420 commissioner shall submit to the President of the Senate and the
421 Speaker of the House of Representatives statutory
422 recommendations for improving the implementation of this
423 section.
424 (7) AVAILABILITY.—
425 (a) Rigorous alternative assessment options specifically
426 outlined under this section and other options must be adopted by
427 the state board in rule. Beginning no later than the 2016-2017
428 school year, a school district must clearly identify the
429 available rigorous alternative assessment options pursuant to
430 this section in each district school board-approved student
431 progression plan, and the proxies established pursuant to
432 subsection (6) must be included in each district school board
433 approved educator performance evaluation system.
434 (b) Pursuant to s. 1008.22, the commissioner shall
435 coordinate with the school districts to provide for the
436 administration of rigorous alternative assessments by school
437 districts or through contracts with private vendors, public
438 vendors, public agencies, or postsecondary educational
439 institutions.
440 (8) STATEWIDE ASSESSMENT CONTRACTS.—
441 (a) The Department of Education shall immediately
442 renegotiate the Florida Standards Assessment contract with
443 American Institutes for Research, Contract Number 14-652, to
444 implement this section, including, but not limited to, reducing
445 the contract amount to fund the contracts executed pursuant to
446 paragraph (c). The competitive procurement requirements in s.
447 287.057 do not apply to contract renegotiations pursuant to this
448 paragraph.
449 1. The department shall ensure the renegotiated contract
450 fully implements s. 1008.22 and this section. The department’s
451 priority, for any reductions to the scope of work which are
452 demanded by American Institutes for Research to implement this
453 section, is to minimize student disruption.
454 2. The renegotiated contract shall be executed by May 27,
455 2016.
456 3. The renegotiated contract should not result in an
457 increase in price per assessment or any other price increases.
458 4. The department may not use any funds to restore the loss
459 of funds pursuant to this subsection to Contract Number 14-652.
460 (b) The department may also renegotiate other existing
461 assessment contracts, such as the Florida Comprehensive
462 Assessment Test retake contract; the Florida Assessments for
463 Instruction in Reading assessment contract; the statewide end
464 of-course assessment contracts; and grants to school districts
465 for test development, so that funds shall be available for the
466 administration of the rigorous alternative assessments.
467 (c) The department shall negotiate and contract with
468 entities such as ACT, Inc., and the College Board to implement
469 this section. The competitive procurement requirements in s.
470 287.057 do not apply to contracts executed pursuant to this
471 paragraph. The department shall ensure that:
472 1. The contracts are executed in sufficient time for this
473 section to be fully implemented in the 2016-2017 school year.
474 2. All contracts pursuant to this paragraph fully implement
475 this section.
476 3. It obtains the lowest possible total contract price and
477 price per assessment. In obtaining the lowest possible price,
478 the department shall use the lowest pricing offered by the
479 vendor in this state and in other states that reasonably matches
480 the contract’s scope of work.
481 (d) For 2016-2017, funding for the rigorous alternative
482 assessments may not cause an increase in the Assessment and
483 Evaluation appropriation in the General Appropriations Act.
484 Funds made available as a result of renegotiated statewide,
485 standardized assessment and other assessment contracts in
486 paragraphs (a) and (b) shall be used to provide funding for the
487 alternative assessment contracts in paragraph (c).
488 (9) NOTIFICATION.—By September 1 of each year, as a
489 component of notification requirements pursuant to s. 1003.4282,
490 each district school board must notify students and parents, in
491 writing, after a properly noticed public meeting, of the
492 rigorous assessment options that students may select to meet the
493 subject area, course, credit, and assessment requirements, as
494 applicable, for student progression and graduation. Each
495 district school board must publish the notification regarding
496 rigorous alternative assessment and student choice options
497 prominently on the home page of the school district’s website.
498 (10) APPLICABILITY.—The duties assigned to a district
499 school board pursuant to subsection (2) apply to a charter
500 school governing board, and the duties assigned to the school
501 district, superintendent, or district employee apply to a
502 charter school principal.
503 (11) RULES.—The State Board of Education shall
504 expeditiously adopt rules to implement this section. The rules
505 adopted by the board must clearly identify all options for
506 awarding credit corresponding to the subject area, course, and
507 assessment, as applicable. The options must be clearly reflected
508 in the Course Code Directory, statewide course numbering system,
509 credit-by-examination equivalency list adopted by the state
510 board in rule, and the list of equivalency of dual enrollment
511 courses to high school subject areas which is approved by the
512 department.
513 (12) IMPLEMENTATION SCHEDULE FOR THE 2016-2017 SCHOOL
514 YEAR.—Notwithstanding the provisions of this section, the
515 following actions related to districtwide use of rigorous
516 alternative assessment options must occur by the following
517 specified dates:
518 (a) A district school board must file with the department a
519 nonbinding notice of interest to indicate if the school district
520 intends to administer a rigorous alternative assessment option
521 specified in subsection (2) and identify the chosen assessment
522 option by April 1, 2016.
523 (b) The department shall execute the contracts required
524 pursuant to subsection (8) by May 27, 2016.
525 (c) The department shall notify the school districts of the
526 rigorous alternative assessment option pursuant to subsection
527 (2) by June 1, 2016.
528 (d) Each district school board that chooses to administer a
529 rigorous alternative assessment option pursuant to subsection
530 (2) must make the decision by July 1, 2016, and must notify the
531 commissioner and the student’s parents of the board’s decision
532 by July 8, 2016.
533 (e) The parent of a student in a school district that
534 chooses to administer a rigorous alternative assessment option
535 pursuant to subsection (2) must notify the district by August
536 10, 2016, in writing, if he or she selects for his or her child
537 to take the statewide, standardized assessments pursuant to s.
538 1008.22 for the relevant grade level and subject area which are
539 administered during that school year.
540 Section 2. Subsection (5) of section 1002.3105, Florida
541 Statutes, is amended to read:
542 1002.3105 Academically Challenging Curriculum to Enhance
543 Learning (ACCEL) options.—
544 (5) AWARD OF A STANDARD HIGH SCHOOL DIPLOMA.—A student who
545 meets the applicable grade 9 cohort graduation requirements of
546 s. 1003.4282(3)(a)-(e) or s. 1003.4282(10)(a)1.-5., (b)1.-5.,
547 (c)1.-5., or (d)1.-5., earns three credits in electives, and
548 earns a cumulative grade point average (GPA) of 2.0 on a 4.0
549 scale shall be awarded a standard high school diploma in a form
550 prescribed by the State Board of Education. A student may meet
551 the requirements specified under this subsection by attaining a
552 passing score on a rigorous alternative assessment pursuant to
553 s. 1008.223.
554 Section 3. Paragraph (a) of subsection (16) of section
555 1002.33, Florida Statutes, is amended to read:
556 1002.33 Charter schools.—
557 (16) EXEMPTION FROM STATUTES.—
558 (a) A charter school shall operate in accordance with its
559 charter and shall be exempt from all statutes in chapters 1000
560 1013. However, a charter school shall be in compliance with the
561 following statutes in chapters 1000-1013:
562 1. Those statutes specifically applying to charter schools,
563 including this section.
564 2. Those statutes pertaining to the student assessment
565 program and school grading system, including, but not limited
566 to, the ability to choose a rigorous alternative assessment
567 option pursuant to s. 1008.223(2) regardless of its sponsor’s
568 decision.
569 3. Those statutes pertaining to the provision of services
570 to students with disabilities.
571 4. Those statutes pertaining to civil rights, including s.
572 1000.05, relating to discrimination.
573 5. Those statutes pertaining to student health, safety, and
574 welfare.
575 Section 4. Subsections (2) and (3) of section 1003.4282,
576 Florida Statutes, are amended to read:
577 1003.4282 Requirements for a standard high school diploma.—
578 (2) NOTIFICATION REQUIREMENTS.—By July 8, 2016, for the
579 2016-2017 school year and by August 1 of each school year
580 thereafter, the school district must notify students and
581 parents, in writing, of the requirements for a standard high
582 school diploma, rigorous alternative assessments pursuant to s.
583 1008.223 which may be taken in lieu of the statewide,
584 standardized assessments, available designations, and the
585 eligibility requirements for state scholarship programs and
586 postsecondary admissions. The Department of Education shall
587 directly and through the school districts notify registered
588 private schools of public high school course credit and
589 assessment requirements. Each private school must make this
590 information available to students and their parents so they are
591 aware of public high school graduation requirements.
592 (3) STANDARD HIGH SCHOOL DIPLOMA; COURSE AND ASSESSMENT
593 REQUIREMENTS.—Unless otherwise specified under s. 1002.3105, s.
594 1003.4295(3), or s. 1008.223, a student must meet the following
595 requirements to earn a standard high school diploma:
596 (a) Four credits in English Language Arts (ELA).—The four
597 credits must be in ELA I, II, III, and IV. A student must pass
598 the statewide, standardized grade 10 Reading assessment or, when
599 implemented, the grade 10 ELA assessment, or earn a concordant
600 score, in order to earn a standard high school diploma.
601 (b) Four credits in mathematics.—A student must earn one
602 credit in Algebra I and one credit in Geometry. A student’s
603 performance on the statewide, standardized Algebra I end-of
604 course (EOC) assessment constitutes 30 percent of the student’s
605 final course grade. A student must pass the statewide,
606 standardized Algebra I EOC assessment, or earn a comparative
607 score, in order to earn a standard high school diploma. A
608 student’s performance on the statewide, standardized Geometry
609 EOC assessment constitutes 30 percent of the student’s final
610 course grade. If the state administers a statewide, standardized
611 Algebra II assessment, a student selecting Algebra II must take
612 the assessment, and the student’s performance on the assessment
613 constitutes 30 percent of the student’s final course grade. An A
614 student who earns an industry certification attained by a
615 student for which there is a statewide college credit
616 articulation agreement approved by the State Board of Education
617 shall may substitute the certification for one mathematics
618 credit. Substitution may occur for up to two mathematics
619 credits, except for Algebra I and Geometry.
620 (c) Three credits in science.—Two of the three required
621 credits must have a laboratory component. A student must earn
622 one credit in Biology I and two credits in equally rigorous
623 courses. The statewide, standardized Biology I EOC assessment
624 constitutes 30 percent of the student’s final course grade. An A
625 student who earns an industry certification attained by a
626 student for which there is a statewide college credit
627 articulation agreement approved by the State Board of Education
628 shall may substitute the certification for one science credit,
629 except for Biology I.
630 (d) Three credits in social studies.—A student must earn
631 one credit in United States History; one credit in World
632 History; one-half credit in economics, which must include
633 financial literacy; and one-half credit in United States
634 Government. The United States History EOC assessment constitutes
635 30 percent of the student’s final course grade.
636 (e) One credit in fine or performing arts, speech and
637 debate, or practical arts.—The practical arts course must
638 incorporate artistic content and techniques of creativity,
639 interpretation, and imagination. Eligible practical arts courses
640 are identified in the Course Code Directory.
641 (f) One credit in physical education.—Physical education
642 must include the integration of health. Participation in an
643 interscholastic sport at the junior varsity or varsity level for
644 two full seasons shall satisfy the one-credit requirement in
645 physical education if the student passes a competency test on
646 personal fitness with a score of “C” or better. The competency
647 test on personal fitness developed by the Department of
648 Education must be used. A district school board may not require
649 that the one credit in physical education be taken during the
650 9th grade year. Completion of one semester with a grade of “C”
651 or better in a marching band class, in a physical activity class
652 that requires participation in marching band activities as an
653 extracurricular activity, or in a dance class shall satisfy one
654 half credit in physical education or one-half credit in
655 performing arts. This credit may not be used to satisfy the
656 personal fitness requirement or the requirement for adaptive
657 physical education under an individual education plan (IEP) or
658 504 plan. Completion of 2 years in a Reserve Officer Training
659 Corps (R.O.T.C.) class, a significant component of which is
660 drills, shall satisfy the one-credit requirement in physical
661 education and the one-credit requirement in performing arts.
662 This credit may not be used to satisfy the personal fitness
663 requirement or the requirement for adaptive physical education
664 under an IEP or 504 plan.
665 (g) Eight credits in electives.—School districts must
666 develop and offer coordinated electives so that a student may
667 develop knowledge and skills in his or her area of interest,
668 such as electives with a STEM or liberal arts focus. Such
669 electives must include opportunities for students to earn
670 college credit, including industry-certified career education
671 programs or series of career-themed courses that result in
672 industry certification or articulate into the award of college
673 credit, or career education courses for which there is a
674 statewide or local articulation agreement and which lead to
675 college credit.
676
677 Unless otherwise authorized under s. 1008.223, a student must
678 take the statewide, standardized assessments and pass the grade
679 10 ELA and Algebra I EOC assessments as specified under this
680 subsection to earn a standard high school diploma.
681 Section 5. Subsection (1) of section 1003.4285, Florida
682 Statutes, is amended to read:
683 1003.4285 Standard high school diploma designations.—
684 (1) Each standard high school diploma shall include, as
685 applicable, the following designations if the student meets the
686 criteria set forth for the designation:
687 (a) Scholar designation.—In addition to the requirements of
688 s. 1003.4282, in order to earn the Scholar designation, a
689 student must satisfy the following requirements through
690 statewide, standardized assessments or rigorous alternative
691 assessments as authorized under s. 1008.223:
692 1. Mathematics.—Earn one credit in Algebra II and one
693 credit in statistics or an equally rigorous course. Beginning
694 with students entering grade 9 in the 2014-2015 school year,
695 pass the Algebra II and Geometry statewide, standardized
696 assessments.
697 2. Science.—Pass the statewide, standardized Biology I EOC
698 assessment and earn one credit in chemistry or physics and one
699 credit in a course equally rigorous to chemistry or physics.
700 However, a student enrolled in an Advanced Placement (AP),
701 International Baccalaureate (IB), or Advanced International
702 Certificate of Education (AICE) Biology course who takes the
703 respective AP, IB, or AICE Biology assessment and earns the
704 minimum score necessary to earn college credit as identified
705 pursuant to s. 1007.27(2) meets the requirement of this
706 subparagraph without having to take the statewide, standardized
707 Biology I EOC assessment.
708 3. Social studies.—Pass the statewide, standardized United
709 States History EOC assessment. However, a student enrolled in an
710 AP, IB, or AICE course that includes United States History
711 topics who takes the respective AP, IB, or AICE assessment and
712 earns the minimum score necessary to earn college credit as
713 identified pursuant to s. 1007.27(2) meets the requirement of
714 this subparagraph without having to take the statewide,
715 standardized United States History EOC assessment.
716 4. Foreign language.—Earn two credits in the same foreign
717 language.
718 5. Electives.—Earn at least one credit in an Advanced
719 Placement, an International Baccalaureate, an Advanced
720 International Certificate of Education, or a dual enrollment
721 course.
722 (b) Merit designation.—In addition to the requirements of
723 s. 1003.4282, in order to earn the Merit designation, a student
724 must attain one or more industry certifications from the list
725 established under s. 1003.492.
726 Section 6. Subsection (3) of section 1003.4295, Florida
727 Statutes, is amended to read:
728 1003.4295 Acceleration options.—
729 (3) The Credit Acceleration Program (CAP) is created for
730 the purpose of allowing a student to earn high school credit in
731 Algebra I, Algebra II, geometry, United States history, or
732 biology if the student passes the statewide, standardized
733 assessment administered under s. 1008.22. Notwithstanding s.
734 1003.436, a school district shall award course credit to a
735 student who is not enrolled in the course, or who has not
736 completed the course, if the student attains a passing score on
737 the corresponding statewide, standardized assessment, an
738 examination identified under s. 1007.27(2), or a rigorous
739 alternative assessment under s. 1008.223. The school district
740 shall permit a student who is not enrolled in the course, or who
741 has not completed the course, to take the assessment during the
742 regular administration of the assessment.
743 Section 7. Paragraph (a) of subsection (1) of section
744 1003.436, Florida Statutes, is amended to read:
745 1003.436 Definition of “credit.”—
746 (1)(a) For the purposes of requirements for high school
747 graduation, one full credit means a minimum of 135 hours of bona
748 fide instruction in a designated course of study that contains
749 student performance standards, except as otherwise provided
750 through the Credit Acceleration Program (CAP) under s.
751 1003.4295(3). One full credit means a minimum of 120 hours of
752 bona fide instruction in a designated course of study that
753 contains student performance standards for purposes of meeting
754 high school graduation requirements in a district school that
755 has been authorized to implement block scheduling by the
756 district school board. The State Board of Education shall
757 determine the number of postsecondary credit hours earned
758 through dual enrollment pursuant to s. 1007.271 that satisfy the
759 requirements of a dual enrollment articulation agreement
760 according to s. 1007.271(21) and that equal one full credit of
761 the equivalent high school course identified pursuant to s.
762 1007.271(9). Notwithstanding this paragraph, if a student
763 attains a passing score on an examination or assessment
764 identified under s 1007.27(2) or s. 1008.223, the score must be
765 considered equal to one full credit of an equivalent or equally
766 rigorous high school course, or as authorized under s. 1008.223,
767 and shall apply toward the subject area, course, credit, and
768 assessment requirements for student progression and graduation.
769 Section 8. Paragraph (b) of subsection (1) of section
770 1006.28, Florida Statutes, is amended to read:
771 1006.28 Duties of district school board, district school
772 superintendent; and school principal regarding K-12
773 instructional materials.—
774 (1) DISTRICT SCHOOL BOARD.—The district school board has
775 the constitutional duty and responsibility to select and provide
776 adequate instructional materials for all students in accordance
777 with the requirements of this part. The term “adequate
778 instructional materials” means a sufficient number of student or
779 site licenses or sets of materials that are available in bound,
780 unbound, kit, or package form and may consist of hardbacked or
781 softbacked textbooks, electronic content, consumables, learning
782 laboratories, manipulatives, electronic media, and computer
783 courseware or software that serve as the basis for instruction
784 for each student in the core subject areas of mathematics,
785 language arts, social studies, science, reading, and literature.
786 The district school board has the following specific duties and
787 responsibilities:
788 (b) Instructional materials.—Provide for proper
789 requisitioning, distribution, accounting, storage, care, and use
790 of all instructional materials and furnish such other
791 instructional materials as may be needed. Instructional
792 materials used must be consistent with the district goals and
793 objectives and the course descriptions established in rule of
794 the State Board of Education, as well as with the applicable
795 Next Generation Sunshine State Standards provided for in s.
796 1003.41 or a rigorous alternative assessment option pursuant to
797 s. 1008.223(2) for students to demonstrate college and career
798 readiness. A district school board that uses a rigorous
799 alternative assessment option pursuant to s. 1008.223(2) may
800 continue to use any of the processes in ss. 1006.28-1006.42 to
801 obtain instructional materials; however, the district school
802 board must certify at a public meeting that such instructional
803 materials are appropriate for students who take the rigorous
804 alternative assessments in the relevant grades and subject
805 areas.
806 Section 9. Subsections (2), (3), and (6) of section
807 1007.27, Florida Statutes, are amended to read:
808 1007.27 Articulated acceleration mechanisms.—
809 (2) The Department of Education shall annually identify and
810 publish the minimum scores, maximum credit, and course or
811 courses for which credit is to be awarded for each College Level
812 Examination Program (CLEP) subject examination, College Board
813 Advanced Placement Program examination, Advanced International
814 Certificate of Education examination, and International
815 Baccalaureate examination, DSST examination, Excelsior College
816 Examinations, and UExcel examination. The department shall use
817 student performance data in subsequent postsecondary courses to
818 determine the appropriate examination scores and courses for
819 which credit is to be granted. Minimum scores may vary by
820 subject area based on available performance data. In addition,
821 the department shall identify such courses in the general
822 education core curriculum of each state university and Florida
823 College System institution.
824 (3) Each district school board, Florida College System
825 institution, and state university must award credit for specific
826 courses for which competency has been demonstrated by successful
827 passage of one of the examinations in subsection (2) unless the
828 award of credit duplicates credit already awarded. District
829 school boards, Florida College System institutions, and state
830 universities may not exempt students from courses without the
831 award of credit if competencies have been so demonstrated.
832 (6) Credit by examination shall be the program through
833 which secondary and postsecondary students generate high school
834 and postsecondary credit based on the receipt of a specified
835 minimum score on nationally standardized general or subject-area
836 examinations. For the purpose of statewide application, such
837 examinations and the corresponding minimum scores required for
838 an award of high school and postsecondary credit shall be
839 delineated by the State Board of Education or and the Board of
840 Governors, as applicable, in the statewide articulation
841 agreement required by s. 1007.23(1) and the credit-by
842 examination equivalency list adopted by the state board in rule
843 pursuant to s. 1007.27. The maximum credit generated by a
844 student pursuant to this subsection shall be mitigated by any
845 related postsecondary credit earned by the student before prior
846 to the administration of the examination. This subsection does
847 shall not preclude Florida College System institutions and
848 universities from awarding postsecondary credit by examination
849 based on student performance on examinations developed within
850 and recognized by the individual postsecondary institutions.
851 Section 10. Paragraph (a) of subsection (6) and subsection
852 (18) of section 1007.271, Florida Statutes, are amended to read:
853 1007.271 Dual enrollment programs.—
854 (6) The following curriculum standards apply to college
855 credit dual enrollment:
856 (a) Dual enrollment courses taught on the high school
857 campus must meet the same competencies required for courses
858 taught on the postsecondary institution campus. To ensure
859 equivalent rigor with courses taught on the postsecondary
860 institution campus, the secondary school or the postsecondary
861 institution that provides the dual enrollment course instruction
862 offering the course is responsible for providing in a timely
863 manner a comprehensive, cumulative end-of-course assessment, a
864 rigorous alternative assessment pursuant to s. 1008.223, or a
865 series of assessments of all expected learning outcomes to the
866 faculty member teaching the course. Completed, scored
867 assessments must be returned to the postsecondary institution
868 and held for 1 year.
869 (18) School districts and Florida College System
870 institutions must weigh dual enrollment courses the same as
871 advanced placement, International Baccalaureate, and Advanced
872 International Certificate of Education courses when grade point
873 averages are calculated. Unless otherwise specified in s.
874 1008.223, alternative grade calculation systems, alternative
875 grade weighting systems, and information regarding student
876 education options that discriminate against dual enrollment
877 courses are prohibited.
878 Section 11. Paragraph (c) of subsection (1) of section
879 1011.61, Florida Statutes, is amended to read:
880 1011.61 Definitions.—Notwithstanding the provisions of s.
881 1000.21, the following terms are defined as follows for the
882 purposes of the Florida Education Finance Program:
883 (1) A “full-time equivalent student” in each program of the
884 district is defined in terms of full-time students and part-time
885 students as follows:
886 (c)1. A “full-time equivalent student” is:
887 a. A full-time student in any one of the programs listed in
888 s. 1011.62(1)(c); or
889 b. A combination of full-time or part-time students in any
890 one of the programs listed in s. 1011.62(1)(c) which is the
891 equivalent of one full-time student based on the following
892 calculations:
893 (I) A full-time student in a combination of programs listed
894 in s. 1011.62(1)(c) shall be a fraction of a full-time
895 equivalent membership in each special program equal to the
896 number of net hours per school year for which he or she is a
897 member, divided by the appropriate number of hours set forth in
898 subparagraph (a)1. or subparagraph (a)2. The difference between
899 that fraction or sum of fractions and the maximum value as set
900 forth in subsection (4) for each full-time student is presumed
901 to be the balance of the student’s time not spent in a special
902 program and shall be recorded as time in the appropriate basic
903 program.
904 (II) A prekindergarten student with a disability shall meet
905 the requirements specified for kindergarten students.
906 (III) A full-time equivalent student for students in
907 kindergarten through grade 12 in a full-time virtual instruction
908 program under s. 1002.45 or a virtual charter school under s.
909 1002.33 shall consist of six full-credit completions or the
910 prescribed level of content that counts toward promotion to the
911 next grade in programs listed in s. 1011.62(1)(c). Credit
912 completions may be a combination of full-credit courses or half
913 credit courses. Beginning in the 2016-2017 fiscal year, the
914 reported full-time equivalent students and associated funding of
915 students enrolled in courses requiring passage of an end-of
916 course assessment under s. 1003.4282 to earn a standard high
917 school diploma shall be adjusted if the student does not pass
918 the end-of-course assessment. However, no adjustment shall be
919 made for a student who enrolls in a segmented remedial course
920 delivered online.
921 (IV) A full-time equivalent student for students in
922 kindergarten through grade 12 in a part-time virtual instruction
923 program under s. 1002.45 shall consist of six full-credit
924 completions in programs listed in s. 1011.62(1)(c)1. and 3.
925 Credit completions may be a combination of full-credit courses
926 or half-credit courses. Beginning in the 2016-2017 fiscal year,
927 the reported full-time equivalent students and associated
928 funding of students enrolled in courses requiring passage of an
929 end-of-course assessment under s. 1003.4282 to earn a standard
930 high school diploma shall be adjusted if the student does not
931 pass the end-of-course assessment. However, no adjustment shall
932 be made for a student who enrolls in a segmented remedial course
933 delivered online.
934 (V) A Florida Virtual School full-time equivalent student
935 shall consist of six full-credit completions or the prescribed
936 level of content that counts toward promotion to the next grade
937 in the programs listed in s. 1011.62(1)(c)1. and 3. for students
938 participating in kindergarten through grade 12 part-time virtual
939 instruction and the programs listed in s. 1011.62(1)(c) for
940 students participating in kindergarten through grade 12 full
941 time virtual instruction. Credit completions may be a
942 combination of full-credit courses or half-credit courses.
943 Beginning in the 2016-2017 fiscal year, the reported full-time
944 equivalent students and associated funding of students enrolled
945 in courses requiring passage of an end-of-course assessment
946 under s. 1003.4282 to earn a standard high school diploma shall
947 be adjusted if the student does not pass the end-of-course
948 assessment. However, no adjustment shall be made for a student
949 who enrolls in a segmented remedial course delivered online.
950 (VI) Each successfully completed full-credit course earned
951 through an online course delivered by a district other than the
952 one in which the student resides shall be calculated as 1/6 FTE.
953 (VII) A full-time equivalent student for courses requiring
954 passage of a statewide, standardized end-of-course assessment
955 under s. 1003.4282 to earn a standard high school diploma shall
956 be defined and reported based on the number of instructional
957 hours as provided in this subsection until the 2016-2017 fiscal
958 year. Beginning in the 2016-2017 fiscal year, the FTE for the
959 course shall be assessment-based and shall be equal to 1/6 FTE.
960 The reported FTE shall be adjusted if the student does not pass
961 the end-of-course assessment. However, no adjustment shall be
962 made for a student who enrolls in a segmented remedial course
963 delivered online.
964 (VIII) For students enrolled in a school district as a
965 full-time student, the district may report 1/6 FTE for each
966 student who passes a statewide, standardized end-of-course
967 assessment or a rigorous alternative assessment pursuant to s.
968 1008.223 without being enrolled in the corresponding course.
969 2. A student in membership in a program scheduled for more
970 or less than 180 school days or the equivalent on an hourly
971 basis as specified by rules of the State Board of Education is a
972 fraction of a full-time equivalent membership equal to the
973 number of instructional hours in membership divided by the
974 appropriate number of hours set forth in subparagraph (a)1.;
975 however, for the purposes of this subparagraph, membership in
976 programs scheduled for more than 180 days is limited to students
977 enrolled in:
978 a. Juvenile justice education programs.
979 b. The Florida Virtual School.
980 c. Virtual instruction programs and virtual charter schools
981 for the purpose of course completion and credit recovery
982 pursuant to ss. 1002.45 and 1003.498. Course completion applies
983 only to a student who is reported during the second or third
984 membership surveys and who does not complete a virtual education
985 course by the end of the regular school year. The course must be
986 completed no later than the deadline for amending the final
987 student enrollment survey for that year. Credit recovery applies
988 only to a student who has unsuccessfully completed a traditional
989 or virtual education course during the regular school year and
990 must re-take the course in order to be eligible to graduate with
991 the student’s class.
992
993 The full-time equivalent student enrollment calculated under
994 this subsection is subject to the requirements in subsection
995 (4).
996
997 The department shall determine and implement an equitable method
998 of equivalent funding for experimental schools and for schools
999 operating under emergency conditions, which schools have been
1000 approved by the department to operate for less than the minimum
1001 school day.
1002 Section 12. Paragraphs (l) through (o) of subsection (1) of
1003 section 1011.62, Florida Statutes, are amended to read:
1004 1011.62 Funds for operation of schools.—If the annual
1005 allocation from the Florida Education Finance Program to each
1006 district for operation of schools is not determined in the
1007 annual appropriations act or the substantive bill implementing
1008 the annual appropriations act, it shall be determined as
1009 follows:
1010 (1) COMPUTATION OF THE BASIC AMOUNT TO BE INCLUDED FOR
1011 OPERATION.—The following procedure shall be followed in
1012 determining the annual allocation to each district for
1013 operation:
1014 (l) Calculation of additional full-time equivalent
1015 membership based on International Baccalaureate examination
1016 scores of students.—A value of 0.16 full-time equivalent student
1017 membership shall be calculated for each student enrolled in an
1018 International Baccalaureate course who receives a score of 4 or
1019 higher on a subject examination. A value of 0.3 full-time
1020 equivalent student membership shall be calculated for each
1021 student who receives an International Baccalaureate diploma.
1022 Such value shall be added to the total full-time equivalent
1023 student membership in basic programs for grades 9 through 12 in
1024 the subsequent fiscal year. Each school district shall allocate
1025 80 percent of the funds received from International
1026 Baccalaureate bonus FTE funding to the school program whose
1027 students generate the funds and to school programs that prepare
1028 prospective students to enroll in International Baccalaureate
1029 courses. Funds shall be expended solely for the payment of
1030 allowable costs associated with the International Baccalaureate
1031 program. Allowable costs include International Baccalaureate
1032 annual school fees; International Baccalaureate examination
1033 fees; salary, benefits, and bonuses for teachers and program
1034 coordinators for the International Baccalaureate program and
1035 teachers and coordinators who prepare prospective students for
1036 the International Baccalaureate program; supplemental books;
1037 instructional supplies; instructional equipment or instructional
1038 materials for International Baccalaureate courses; other
1039 activities that identify prospective International Baccalaureate
1040 students or prepare prospective students to enroll in
1041 International Baccalaureate courses; and training or
1042 professional development for International Baccalaureate
1043 teachers. School districts shall allocate the remaining 20
1044 percent of the funds received from International Baccalaureate
1045 bonus FTE funding for programs that assist academically
1046 disadvantaged students to prepare for more rigorous courses. The
1047 school district shall distribute to each classroom teacher who
1048 provided International Baccalaureate instruction:
1049 1. A bonus in the amount of $50 for each student taught by
1050 the International Baccalaureate teacher in each International
1051 Baccalaureate course who receives a score of 4 or higher on the
1052 International Baccalaureate examination.
1053 2. An additional bonus of $500 to each International
1054 Baccalaureate teacher in a school designated with a grade of “D”
1055 or “F” who has at least one student scoring 4 or higher on the
1056 International Baccalaureate examination, regardless of the
1057 number of classes taught or of the number of students scoring a
1058 4 or higher on the International Baccalaureate examination.
1059
1060 Bonuses awarded to a teacher according to this paragraph may not
1061 exceed $2,000 in any given school year. However, the maximum
1062 bonus shall be $3,000 if at least 50 percent of the students
1063 enrolled in a teacher’s course earn a score of 4 or higher on
1064 the examination in a school designated with a grade of “A,” “B,”
1065 or “C”; or if at least 25 percent of the students enrolled in a
1066 teacher’s course earn a score of 4 or higher on the examination
1067 in a school designated with a grade of “D” or “F.” Bonuses
1068 awarded under this paragraph shall be in addition to any regular
1069 wage or other bonus the teacher received or is scheduled to
1070 receive. For such courses, the teacher shall earn an additional
1071 bonus of $50 for each student who has a qualifying score up to
1072 the maximum of $3,000 in any given school year.
1073 (m) Calculation of additional full-time equivalent
1074 membership based on Advanced International Certificate of
1075 Education examination scores of students.—A value of 0.16 full
1076 time equivalent student membership shall be calculated for each
1077 student enrolled in a full-credit Advanced International
1078 Certificate of Education course who receives a score of E or
1079 higher on a subject examination. A value of 0.08 full-time
1080 equivalent student membership shall be calculated for each
1081 student enrolled in a half-credit Advanced International
1082 Certificate of Education course who receives a score of E or
1083 higher on a subject examination. A value of 0.3 full-time
1084 equivalent student membership shall be calculated for each
1085 student who receives an Advanced International Certificate of
1086 Education diploma. Such value shall be added to the total full
1087 time equivalent student membership in basic programs for grades
1088 9 through 12 in the subsequent fiscal year. The school district
1089 shall distribute to each classroom teacher who provided Advanced
1090 International Certificate of Education instruction:
1091 1. A bonus in the amount of $50 for each student taught by
1092 the Advanced International Certificate of Education teacher in
1093 each full-credit Advanced International Certificate of Education
1094 course who receives a score of E or higher on the Advanced
1095 International Certificate of Education examination. A bonus in
1096 the amount of $25 for each student taught by the Advanced
1097 International Certificate of Education teacher in each half
1098 credit Advanced International Certificate of Education course
1099 who receives a score of E or higher on the Advanced
1100 International Certificate of Education examination.
1101 2. An additional bonus of $500 to each Advanced
1102 International Certificate of Education teacher in a school
1103 designated with a grade of “D” or “F” who has at least one
1104 student scoring E or higher on the full-credit Advanced
1105 International Certificate of Education examination, regardless
1106 of the number of classes taught or of the number of students
1107 scoring an E or higher on the full-credit Advanced International
1108 Certificate of Education examination.
1109 3. Additional bonuses of $250 each to teachers of half
1110 credit Advanced International Certificate of Education classes
1111 in a school designated with a grade of “D” or “F” which has at
1112 least one student scoring an E or higher on the half-credit
1113 Advanced International Certificate of Education examination in
1114 that class. The maximum additional bonus for a teacher awarded
1115 in accordance with this subparagraph may shall not exceed $500
1116 in any given school year. Teachers receiving an award under
1117 subparagraph 2. are not eligible for a bonus under this
1118 subparagraph.
1119
1120 Bonuses awarded to a teacher according to this paragraph shall
1121 not exceed $2,000 in any given school year and shall be in
1122 addition to any regular wage or other bonus the teacher received
1123 or is scheduled to receive.
1124 (n) Calculation of additional full-time equivalent
1125 membership based on college board advanced placement scores of
1126 students.—A value of 0.16 full-time equivalent student
1127 membership shall be calculated for each student in each advanced
1128 placement course who receives a score of 3 or higher on the
1129 College Board Advanced Placement Examination for the prior year
1130 and added to the total full-time equivalent student membership
1131 in basic programs for grades 9 through 12 in the subsequent
1132 fiscal year. Each district must allocate at least 80 percent of
1133 the funds provided to the district for advanced placement
1134 instruction, in accordance with this paragraph, to the high
1135 school that generates the funds. The school district shall
1136 distribute to each classroom teacher who provided advanced
1137 placement instruction:
1138 1. A bonus in the amount of $50 for each student taught by
1139 the Advanced Placement teacher in each advanced placement course
1140 who receives a score of 3 or higher on the College Board
1141 Advanced Placement Examination.
1142 2. An additional bonus of $500 to each Advanced Placement
1143 teacher in a school designated with a grade of “D” or “F” who
1144 has at least one student scoring 3 or higher on the College
1145 Board Advanced Placement Examination, regardless of the number
1146 of classes taught or of the number of students scoring a 3 or
1147 higher on the College Board Advanced Placement Examination.
1148
1149 Bonuses awarded to a teacher according to this paragraph shall
1150 not exceed $2,000 in any given school year. However, the maximum
1151 bonus shall be $3,000 if at least 50 percent of the students
1152 enrolled in a teacher’s course earn a score of 3 or higher on
1153 the examination in a school with a grade of “A,” “B,” or “C” or
1154 if at least 25 percent of the students enrolled in a teacher’s
1155 course earn a score of 3 or higher on the examination in a
1156 school with a grade of “D” or “F.” Bonuses awarded under this
1157 paragraph shall be in addition to any regular wage or other
1158 bonus the teacher received or is scheduled to receive. For such
1159 courses, the teacher shall earn an additional bonus of $50 for
1160 each student who has a qualifying score up to the maximum of
1161 $3,000 in any given school year.
1162 (o) Calculation of additional full-time equivalent
1163 membership based on successful completion of a career-themed
1164 course pursuant to ss. 1003.491, 1003.492, and 1003.493, or
1165 courses with embedded CAPE industry certifications or CAPE
1166 Digital Tool certificates, and issuance of industry
1167 certification identified on the CAPE Industry Certification
1168 Funding List pursuant to rules adopted by the State Board of
1169 Education or CAPE Digital Tool certificates pursuant to s.
1170 1003.4203.—
1171 1.a. A value of 0.025 full-time equivalent student
1172 membership shall be calculated for CAPE Digital Tool
1173 certificates earned by students in elementary and middle school
1174 grades.
1175 b. A value of 0.1 or 0.2 full-time equivalent student
1176 membership shall be calculated for each student who completes a
1177 course as defined in s. 1003.493(1)(b) or courses with embedded
1178 CAPE industry certifications and who is issued an industry
1179 certification identified annually on the CAPE Industry
1180 Certification Funding List approved under rules adopted by the
1181 State Board of Education. A value of 0.2 full-time equivalent
1182 membership shall be calculated for each student who is issued a
1183 CAPE industry certification that has a statewide articulation
1184 agreement for college credit approved by the State Board of
1185 Education. For CAPE industry certifications that do not
1186 articulate for college credit, the Department of Education shall
1187 assign a full-time equivalent value of 0.1 for each
1188 certification. Middle grades students who earn additional FTE
1189 membership for a CAPE Digital Tool certificate pursuant to sub
1190 subparagraph a. may not use the previously funded examination to
1191 satisfy the requirements for earning an industry certification
1192 under this sub-subparagraph. Additional FTE membership for an
1193 elementary or middle grades student may shall not exceed 0.1 for
1194 certificates or certifications earned within the same fiscal
1195 year. The State Board of Education shall include the assigned
1196 values on the CAPE Industry Certification Funding List under
1197 rules adopted by the state board. Such value shall be added to
1198 the total full-time equivalent student membership for grades 6
1199 through 12 in the subsequent year for courses that were not
1200 provided through dual enrollment. CAPE industry certifications
1201 earned through dual enrollment must be reported and funded
1202 pursuant to s. 1011.80.
1203 c. A value of 0.3 full-time equivalent student membership
1204 shall be calculated for student completion of the courses and
1205 the embedded certifications identified on the CAPE Industry
1206 Certification Funding List and approved by the commissioner
1207 pursuant to ss. 1003.4203(5)(a) and 1008.44.
1208 d. A value of 0.5 full-time equivalent student membership
1209 shall be calculated for CAPE Acceleration Industry
1210 Certifications that articulate for 15 to 29 college credit
1211 hours, and 1.0 full-time equivalent student membership shall be
1212 calculated for CAPE Acceleration Industry Certifications that
1213 articulate for 30 or more college credit hours pursuant to CAPE
1214 Acceleration Industry Certifications approved by the
1215 commissioner pursuant to ss. 1003.4203(5)(b) and 1008.44.
1216 2. Each district must allocate at least 80 percent of the
1217 funds provided for CAPE industry certification, in accordance
1218 with this paragraph, to the program that generated the funds.
1219 This allocation may not be used to supplant funds provided for
1220 basic operation of the program.
1221 3. For CAPE industry certifications earned in the 2013-2014
1222 school year and in subsequent years, the school district shall
1223 distribute to each classroom teacher who provided direct
1224 instruction toward the attainment of a CAPE industry
1225 certification that qualified for additional full-time equivalent
1226 membership under subparagraph 1.:
1227 a. A bonus in the amount of $25 for each student taught by
1228 a teacher who provided instruction in a course that led to the
1229 attainment of a CAPE industry certification on the CAPE Industry
1230 Certification Funding List with a weight of 0.1.
1231 b. A bonus in the amount of $50 for each student taught by
1232 a teacher who provided instruction in a course that led to the
1233 attainment of a CAPE industry certification on the CAPE Industry
1234 Certification Funding List with a weight of 0.2, 0.3, 0.5, and
1235 1.0.
1236
1237 Bonuses awarded pursuant to this paragraph shall be provided to
1238 teachers who are employed by the district in the year in which
1239 the additional FTE membership calculation is included in the
1240 calculation. Bonuses shall be calculated based upon the
1241 associated weight of a CAPE industry certification on the CAPE
1242 Industry Certification Funding List for the year in which the
1243 certification is earned by the student. Any bonus awarded to a
1244 teacher under this paragraph may not exceed $2,000 in any given
1245 school year and is in addition to any regular wage or other
1246 bonus the teacher received or is scheduled to receive.
1247 Section 13. Paragraph (e) is added to subsection (3) of
1248 section 1012.34, Florida Statutes, to read:
1249 1012.34 Personnel evaluation procedures and criteria.—
1250 (3) EVALUATION PROCEDURES AND CRITERIA.—Instructional
1251 personnel and school administrator performance evaluations must
1252 be based upon the performance of students assigned to their
1253 classrooms or schools, as provided in this section. Pursuant to
1254 this section, a school district’s performance evaluation system
1255 is not limited to basing unsatisfactory performance of
1256 instructional personnel and school administrators solely upon
1257 student performance, but may include other criteria to evaluate
1258 instructional personnel and school administrators’ performance,
1259 or any combination of student performance and other criteria.
1260 Evaluation procedures and criteria must comply with, but are not
1261 limited to, the following:
1262 (e) A classroom teacher’s performance evaluation must be
1263 based on the performance of students with fewer than 25 absences
1264 within the school year, or for schools with block scheduling,
1265 fewer than 10 absences within the school year, assigned to their
1266 classrooms, as provided in this section.
1267 Section 14. By July 1, 2016, the Commissioner of Education
1268 shall amend Florida’s request for renewal of flexibility under
1269 the Elementary and Secondary Education Act of 1965 (ESEA), 20
1270 U.S.C. ss. 6301 et seq., as necessary to implement s. 1008.223,
1271 Florida Statutes, and submit any additional documentation to the
1272 United States Department of Education which may be required to
1273 maintain compliance with Florida’s ESEA flexibility waiver
1274 approved by the United States Secretary of Education. The
1275 commissioner shall faithfully and timely execute all other
1276 duties required of him or her under s. 1008.223, Florida
1277 Statutes, and the federal ESEA. By August 1, 2016, the
1278 commissioner shall submit to the Governor, the President of the
1279 Senate, and the Speaker of the House of Representatives a report
1280 on the status of implementation of s. 1008.223, Florida
1281 Statutes, and compliance with the ESEA.
1282 Section 15. This act shall take effect upon becoming a law.