Florida Senate - 2022                        COMMITTEE AMENDMENT
       Bill No. SB 1048
       
       
       
       
       
       
                                Ì876152&Î876152                         
       
                              LEGISLATIVE ACTION                        
                    Senate             .             House              
                  Comm: RCS            .                                
                  03/03/2022           .                                
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       The Committee on Appropriations (Diaz) recommended the
       following:
       
    1         Senate Amendment (with title amendment)
    2  
    3         Delete everything after the enacting clause
    4  and insert:
    5         Section 1. Paragraph (d) of subsection (1) and paragraph
    6  (b) of subsection (3) of section 411.227, Florida Statutes, are
    7  amended to read:
    8         411.227 Components of the Learning Gateway.—The Learning
    9  Gateway system consists of the following components:
   10         (1) COMMUNITY EDUCATION STRATEGIES AND FAMILY-ORIENTED
   11  ACCESS.—
   12         (d) In collaboration with other local resources, the
   13  demonstration projects shall develop public awareness strategies
   14  to disseminate information about developmental milestones,
   15  precursors of learning problems and other developmental delays,
   16  and the service system that is available. The information should
   17  target parents of children from birth through age 9 and should
   18  be distributed to parents, health care providers, and caregivers
   19  of children from birth through age 9. A variety of media should
   20  be used as appropriate, such as print, television, radio, and a
   21  community-based Internet website, as well as opportunities such
   22  as those presented by parent visits to physicians for well-child
   23  checkups. The Learning Gateway Steering Committee shall provide
   24  technical assistance to the local demonstration projects in
   25  developing and distributing educational materials and
   26  information.
   27         1. Public awareness strategies targeting parents of
   28  children from birth through age 5 shall be designed to provide
   29  information to public and private preschool programs, child care
   30  providers, pediatricians, parents, and local businesses and
   31  organizations. These strategies should include information on
   32  the school readiness performance standards adopted by the
   33  Department of Education.
   34         2. Public awareness strategies targeting parents of
   35  children from ages 6 through 9 must be designed to disseminate
   36  training materials and brochures to parents and public and
   37  private school personnel, and must be coordinated with the local
   38  school board and the appropriate school advisory committees in
   39  the demonstration projects. The materials should contain
   40  information on state and district achievement proficiency levels
   41  for grades K-3.
   42         (3) EARLY EDUCATION, SERVICES AND SUPPORTS.—
   43         (b) Demonstration projects shall develop strategies to
   44  increase the use of appropriate intervention practices with
   45  children who have learning problems and learning disabilities
   46  within public and private early care and education programs and
   47  K-3 public and private school settings. Strategies may include
   48  training and technical assistance teams. Intervention must be
   49  coordinated and must focus on providing effective supports to
   50  children and their families within their regular education and
   51  community environment. These strategies must incorporate, as
   52  appropriate, school and district activities related to the
   53  student’s progress monitoring plan and must provide parents with
   54  greater access to community-based services that should be
   55  available beyond the traditional school day. Academic
   56  expectations for public school students in grades K-3 must be
   57  based upon the local school board’s adopted achievement
   58  proficiency levels. When appropriate, school personnel shall
   59  consult with the local Learning Gateway to identify other
   60  community resources for supporting the child and the family.
   61         Section 2. Subsection (7) of section 1000.21, Florida
   62  Statutes, is amended to read:
   63         1000.21 Systemwide definitions.—As used in the Florida
   64  Early Learning-20 Education Code:
   65         (7) “Next Generation Sunshine State academic standards”
   66  means the state’s public K-12 curricular standards adopted under
   67  s. 1003.41.
   68         Section 3. Paragraph (f) of subsection (3) and paragraphs
   69  (a) and (d) of subsection (10) of section 1002.37, Florida
   70  Statutes, are amended to read:
   71         1002.37 The Florida Virtual School.—
   72         (3) Funding for the Florida Virtual School shall be
   73  provided as follows:
   74         (f) The Florida Virtual School shall receive state funds
   75  for operating purposes as provided in the General Appropriations
   76  Act. The calculation to determine the amount of state funds
   77  includes: the sum of the base Florida Education Finance Program
   78  funding, the state-funded discretionary contribution and a per
   79  full-time equivalent share of the discretionary millage
   80  compression supplement, the exceptional student education
   81  guaranteed allocation, the instructional materials allocation,
   82  the evidence-based research-based reading instruction
   83  allocation, the mental health assistance allocation, and the
   84  teacher salary increase allocation. For the purpose of
   85  calculating the state-funded discretionary contribution,
   86  multiply the maximum allowable nonvoted discretionary millage
   87  for operations pursuant to s. 1011.71(1) and (3) by the value of
   88  96 percent of the current year’s taxable value for school
   89  purposes for the state; divide the result by the total full-time
   90  equivalent membership of the state; and multiply the result by
   91  the full-time equivalent membership of the school. Funds may not
   92  be provided for the purpose of fulfilling the class size
   93  requirements in ss. 1003.03 and 1011.685.
   94         (10)(a) Public school students receiving full-time
   95  instruction in kindergarten through grade 12 by the Florida
   96  Virtual School must take all statewide assessments required
   97  pursuant to s. 1008.22 and participate in the coordinated
   98  screening and progress monitoring system under s. 1008.25(8).
   99         (d) Unless an alternative testing site is mutually agreed
  100  to by the Florida Virtual School and the school district or as
  101  contracted under s. 1008.24, all industry certification
  102  examinations, national assessments, progress monitoring under s.
  103  1008.25(8), and statewide assessments must be taken at the
  104  school to which the student would be assigned according to
  105  district school board attendance areas. A school district must
  106  provide the student with access to the school’s testing
  107  facilities and the date and time of the administration of
  108  progress monitoring and each examination or assessment.
  109         Section 4. Paragraph (b) of subsection (6) of section
  110  1002.45, Florida Statutes, is amended to read:
  111         1002.45 Virtual instruction programs.—
  112         (6) STUDENT PARTICIPATION REQUIREMENTS.—Each student
  113  enrolled in a virtual instruction program or virtual charter
  114  school must:
  115         (b) Take statewide assessments pursuant to s. 1008.22 and
  116  participate in the coordinated screening and progress monitoring
  117  system under s. 1008.25(8). Statewide assessments and progress
  118  monitoring may be administered within the school district in
  119  which such student resides, or as specified in the contract in
  120  accordance with s. 1008.24(3). If requested by the approved
  121  provider or virtual charter school, the district of residence
  122  must provide the student with access to the district’s testing
  123  facilities.
  124         Section 5. Paragraph (d) of subsection (6) of section
  125  1002.53, Florida Statutes, is amended to read:
  126         1002.53 Voluntary Prekindergarten Education Program;
  127  eligibility and enrollment.—
  128         (6)
  129         (d) Each parent who enrolls his or her child in the
  130  Voluntary Prekindergarten Education Program must allow his or
  131  her child to participate in the coordinated screening and
  132  progress monitoring program under s. 1008.25(8) s. 1008.2125.
  133         Section 6. Paragraph (b) of subsection (2) of section
  134  1002.67, Florida Statutes, is amended to read:
  135         1002.67 Performance standards and curricula.—
  136         (2)
  137         (b) Each private prekindergarten provider’s and public
  138  school’s curriculum must be developmentally appropriate and
  139  must:
  140         1. Be designed to prepare a student for early literacy and
  141  provide for instruction in early math skills;
  142         2. Enhance the age-appropriate progress of students in
  143  attaining the performance standards adopted by the department
  144  under subsection (1); and
  145         3. Support student learning gains through differentiated
  146  instruction that shall be measured by the coordinated screening
  147  and progress monitoring program under s. 1008.25(8) s.
  148  1008.2125.
  149         Section 7. Paragraphs (a) and (b) of subsection (1),
  150  paragraphs (b) and (e) of subsection (4), and paragraph (c) of
  151  subsection (6) of section 1002.68, Florida Statutes, are amended
  152  to read:
  153         1002.68 Voluntary Prekindergarten Education Program
  154  accountability.—
  155         (1)(a) Beginning with the 2022-2023 program year, each
  156  private prekindergarten provider and public school participating
  157  in the Voluntary Prekindergarten Education Program must
  158  participate in the coordinated screening and progress monitoring
  159  program in accordance with s. 1008.25(8) s. 1008.2125. The
  160  coordinated screening and progress monitoring program results
  161  shall be used by the department to identify student learning
  162  gains, index development learning outcomes upon program
  163  completion relative to the performance standards established
  164  under s. 1002.67 and representative norms, and inform a private
  165  prekindergarten provider’s and public school’s performance
  166  metric.
  167         (b) At a minimum, the initial and final progress monitoring
  168  or screening must be administered by individuals meeting
  169  requirements adopted by the department under s. 1008.25(8) s.
  170  1008.2125.
  171         (4)
  172         (b) The methodology for calculating a provider’s
  173  performance metric may not include students who are not
  174  administered the coordinated screening and progress monitoring
  175  program under s. 1008.25(8) s. 1008.2125.
  176         (e) Subject to an appropriation, the department shall
  177  provide for a differential payment to a private prekindergarten
  178  provider and public school based on the provider’s designation.
  179  The maximum differential payment may not exceed a total of 15
  180  percent of the base student allocation per full-time equivalent
  181  student under s. 1002.71 attending in the consecutive program
  182  year for that program. A private prekindergarten provider or
  183  public school may not receive a differential payment if it
  184  receives a designation of “proficient” or lower. Before the
  185  adoption of the methodology, the department shall confer with
  186  the Council for Early Grade Success under s. 1008.2125 before
  187  receiving approval from the State Board of Education for the
  188  final recommendations on the designation system and differential
  189  payments.
  190         (6)
  191         (c) The department shall adopt criteria for granting good
  192  cause exemptions. Such criteria must include, but are not
  193  limited to, all of the following:
  194         1. Child demographic data that evidences a private
  195  prekindergarten provider or public school serves a statistically
  196  significant population of children with special needs who have
  197  individual education plans and can demonstrate progress toward
  198  meeting the goals outlined in the students’ individual education
  199  plans.
  200         2. Learning gains of children served in the Voluntary
  201  Prekindergarten Education Program by the private prekindergarten
  202  provider or public school on an alternative measure that has
  203  comparable validity and reliability of the coordinated screening
  204  and progress monitoring program in accordance with s. 1008.25(8)
  205  s. 1008.2125.
  206         3. Program assessment data under subsection (2) which
  207  demonstrates effective teaching practices as recognized by the
  208  tool developer.
  209         4. Verification that local and state health and safety
  210  requirements are met.
  211         Section 8. Section 1003.41, Florida Statutes, is amended to
  212  read:
  213         1003.41 Next Generation Sunshine State academic standards.—
  214         (1) The Next Generation Sunshine state academic standards
  215  establish the core content of the curricula to be taught in the
  216  state and specify the core content knowledge and skills that K
  217  12 public school students are expected to acquire. Standards
  218  must be rigorous and relevant and provide for the logical,
  219  sequential progression of core curricular content that
  220  incrementally increases a student’s core content knowledge and
  221  skills over time. Curricular content for all subjects must
  222  integrate critical-thinking, problem-solving, and workforce
  223  literacy skills; communication, reading, and writing skills;
  224  mathematics skills; collaboration skills; contextual and
  225  applied-learning skills; technology-literacy skills; information
  226  and media-literacy skills; and civic-engagement skills. The
  227  standards must include distinct grade-level expectations for the
  228  core content knowledge and skills that a student is expected to
  229  have acquired by each individual grade level from kindergarten
  230  through grade 8. The standards for grades 9 through 12 may be
  231  organized by grade clusters of more than one grade level except
  232  as otherwise provided for visual and performing arts, physical
  233  education, health, and foreign language standards.
  234         (2) The Next Generation Sunshine state academic standards
  235  must meet the following requirements:
  236         (a) English Language Arts standards must establish specific
  237  curricular content for, at a minimum, reading, writing, speaking
  238  and listening, and language.
  239         (b) Science standards must establish specific curricular
  240  content for, at a minimum, the nature of science, earth and
  241  space science, physical science, and life science.
  242         (c) Mathematics standards must establish specific
  243  curricular content for, at a minimum, algebra, geometry,
  244  statistics and probability, number and quantity, functions, and
  245  modeling.
  246         (d) Social Studies standards must establish specific
  247  curricular content for, at a minimum, geography, United States
  248  and world history, government, civics, humanities, economics,
  249  and financial literacy.
  250         (e) Visual and performing arts, physical education, health,
  251  and foreign language standards must establish specific
  252  curricular content and include distinct grade level expectations
  253  for the core content knowledge and skills that a student is
  254  expected to have acquired by each individual grade level from
  255  kindergarten through grade 5. The standards for grades 6 through
  256  12 may be organized by grade clusters of more than one grade
  257  level.
  258         (3) The Commissioner of Education, as needed, shall develop
  259  and submit proposed revisions to the standards for review and
  260  comment by Florida educators, school administrators,
  261  representatives of the Florida College System institutions and
  262  state universities who have expertise in the content knowledge
  263  and skills necessary to prepare a student for postsecondary
  264  education and careers, business and industry leaders, and the
  265  public. The commissioner, after considering reviews and
  266  comments, shall submit the proposed revisions to the State Board
  267  of Education for adoption.
  268         (4) The State Board of Education shall adopt rules to
  269  administer this section.
  270         Section 9. Paragraph (c) of subsection (1) of section
  271  1003.53, Florida Statutes, is amended to read:
  272         1003.53 Dropout prevention and academic intervention.—
  273         (1)
  274         (c) A student shall be identified as being eligible to
  275  receive services funded through the dropout prevention and
  276  academic intervention program based upon one of the following
  277  criteria:
  278         1. The student is academically unsuccessful as evidenced by
  279  low test scores, retention, failing grades, low grade point
  280  average, falling behind in earning credits, or not meeting the
  281  state or district achievement proficiency levels in reading,
  282  mathematics, or writing.
  283         2. The student has a pattern of excessive absenteeism or
  284  has been identified as a habitual truant.
  285         3. The student has a history of disruptive behavior in
  286  school or has committed an offense that warrants out-of-school
  287  suspension or expulsion from school according to the district
  288  school board’s code of student conduct. For the purposes of this
  289  program, “disruptive behavior” is behavior that:
  290         a. Interferes with the student’s own learning or the
  291  educational process of others and requires attention and
  292  assistance beyond that which the traditional program can provide
  293  or results in frequent conflicts of a disruptive nature while
  294  the student is under the jurisdiction of the school either in or
  295  out of the classroom; or
  296         b. Severely threatens the general welfare of students or
  297  others with whom the student comes into contact.
  298         4. The student is identified by a school’s early warning
  299  system pursuant to s. 1001.42(18)(b).
  300         Section 10. The Division of Law Revision is directed to
  301  prepare a reviser’s bill for the 2023 Regular Session of the
  302  Legislature to change the term “Next Generation Sunshine State
  303  Standards” to “state academic standards” wherever the term
  304  appears in the Florida Statutes.
  305         Section 11. Section 1008.2125, Florida Statutes, is amended
  306  to read:
  307         1008.2125 The Council for Early Grade Success Coordinated
  308  screening and progress monitoring program for students in the
  309  Voluntary Prekindergarten Education Program through grade 3.—
  310         (1)The primary purpose of the coordinated screening and
  311  progress monitoring program for students in the Voluntary
  312  Prekindergarten Education Program through grade 3 is to provide
  313  information on students’ progress in mastering the appropriate
  314  grade-level standards and to provide information on their
  315  progress to parents, teachers, and school and program
  316  administrators. Data shall be used by Voluntary Prekindergarten
  317  Education Program providers and school districts to improve
  318  instruction, by parents and teachers to guide learning
  319  objectives and provide timely and appropriate supports and
  320  interventions to students not meeting grade-level expectations,
  321  and by the public to assess the cost benefit of the expenditure
  322  of taxpayer dollars. The coordinated screening and progress
  323  monitoring program must:
  324         (a)Measure student progress in the Voluntary
  325  Prekindergarten Education Program through grade 3 in meeting the
  326  appropriate expectations in early literacy and math skills and
  327  in English Language Arts and mathematics, as required by ss.
  328  1002.67(1)(a) and 1003.41.
  329         (b)Provide data for accountability of the Voluntary
  330  Prekindergarten Education Program, as required by s. 1002.68.
  331         (c)Provide baseline data to the department of each
  332  student’s readiness for kindergarten, which must be based on
  333  each kindergarten student’s progress monitoring results that was
  334  administered no later than the first 30 instructional days in
  335  accordance with paragraph (2)(a). The methodology for
  336  determining a student’s readiness for kindergarten shall be
  337  developed by the department and aligned to the methodology
  338  adopted pursuant to s. 1002.68(4).
  339         (d)Identify the educational strengths and needs of
  340  students in the Voluntary Prekindergarten Education Program
  341  through grade 3.
  342         (e)Provide teachers with progress monitoring data to
  343  provide timely interventions and supports pursuant to s.
  344  1008.25(4).
  345         (f)Assess how well educational goals and curricular
  346  standards are met at the provider, school, district, and state
  347  levels.
  348         (g)Provide information to aid in the evaluation and
  349  development of educational programs and policies.
  350         (2)The Commissioner of Education shall design a statewide,
  351  standardized coordinated screening and progress monitoring
  352  program to assess early literacy and mathematics skills and the
  353  English Language Arts and mathematics standards established in
  354  ss. 1002.67(1)(a) and 1003.41, respectively. The coordinated
  355  screening and progress monitoring program must provide interval
  356  level and norm-referenced data that measures equivalent levels
  357  of growth; be a developmentally appropriate, valid, and reliable
  358  direct assessment; be able to capture data on students who may
  359  be performing below grade or developmental level and which may
  360  enable the identification of early indicators of dyslexia or
  361  other developmental delays; accurately measure the core content
  362  in the applicable grade level standards; document learning gains
  363  for the achievement of these standards; and provide teachers
  364  with progress monitoring supports and materials that enhance
  365  differentiated instruction and parent communication.
  366  Participation in the coordinated screening and progress
  367  monitoring program is mandatory for all students in the
  368  Voluntary Prekindergarten Education Program and enrolled in a
  369  public school in kindergarten through grade 3. The coordinated
  370  screening and progress monitoring program shall be implemented
  371  beginning in the 2022-2023 school year for students in the
  372  Voluntary Prekindergarten Education Program and kindergarten
  373  students, as follows:
  374         (a)The coordinated screening and progress monitoring
  375  program shall be administered within the first 30 days after
  376  enrollment, midyear, and within the last 30 days of the program
  377  or school year, in accordance with the rules adopted by the
  378  State Board of Education. The state board may adopt alternate
  379  timeframes to address nontraditional school year calendars or
  380  summer programs to ensure the coordinated screening and progress
  381  monitoring program is administered a minimum of three times
  382  within a year or program.
  383         (b)The results of the coordinated screening and progress
  384  monitoring program shall be reported to the department, in
  385  accordance with the rules adopted by the state board, and
  386  maintained in the department’s educational data warehouse.
  387         (3) The Commissioner of Education shall:
  388         (a) Develop a plan, in coordination with the Council for
  389  Early Grade Success, for implementing the coordinated screening
  390  and progress monitoring program in consideration of timelines
  391  for implementing new early literacy and mathematics skills and
  392  the English Language Arts and mathematics standards established
  393  in ss. 1002.67(1)(a) and 1003.41, as appropriate.
  394         (b) Provide data, reports, and information as requested to
  395  the Council for Early Grade Success.
  396         (1)(4) The Council for Early Grade Success, a council as
  397  defined in s. 20.03(7), is created within the Department of
  398  Education to oversee the coordinated screening and progress
  399  monitoring program under s. 1008.25(8) for students in the
  400  Voluntary Prekindergarten Education Program through grade 3 and,
  401  except as otherwise provided in this section, shall operate
  402  consistent with s. 20.052.
  403         (a) The council shall be responsible for reviewing the
  404  implementation of, training for, and outcomes from the
  405  coordinated screening and progress monitoring program to provide
  406  recommendations to the department that support grade 3 students
  407  reading at or above grade level. The council, at a minimum,
  408  shall:
  409         1. Provide recommendations on the implementation of the
  410  coordinated screening and progress monitoring program, including
  411  reviewing any procurement solicitation documents and criteria
  412  before being published.
  413         2. Develop training plans and timelines for such training.
  414         3. Identify appropriate personnel, processes, and
  415  procedures required for the administration of the coordinated
  416  screening and progress monitoring program.
  417         4. Provide input on the methodology for calculating a
  418  provider’s or school’s performance metric and designations under
  419  s. 1002.68(4).
  420         5. Work with the department to review the methodology for
  421  determining a child’s kindergarten readiness.
  422         6. Review data on age-appropriate learning gains by grade
  423  level that a student would need to attain in order to
  424  demonstrate proficiency in reading by grade 3.
  425         7. Continually review anonymized data from the results of
  426  the coordinated screening and progress monitoring program for
  427  students in the Voluntary Prekindergarten Education Program
  428  through grade 3 to help inform recommendations to the department
  429  that support practices that will enable grade 3 students to read
  430  at or above grade level.
  431         (b) The council shall be composed of 17 members who are
  432  residents of this the state and appointed as follows:
  433         1. Three members appointed by the Governor, as follows:
  434         a. One representative from the Department of Education.
  435         b. One parent of a child who is 4 to 9 years of age.
  436         c. One representative that is an elementary school
  437  administrator.
  438         2. Seven members appointed by the President of the Senate,
  439  as follows:
  440         a. One senator who serves at the pleasure of the President
  441  of the Senate.
  442         b. One representative of an urban school district.
  443         c. One representative of a rural early learning coalition.
  444         d. One representative of a faith-based early learning
  445  provider who offers the Voluntary Prekindergarten Education
  446  Program.
  447         e. One representative who is a second grade teacher who has
  448  at least 5 years of teaching experience.
  449         f. Two representatives with subject matter expertise in
  450  early learning, early grade success, or child assessments.
  451         3. Seven members appointed by the Speaker of the House of
  452  Representatives, as follows:
  453         a. One member of the House of Representatives who serves at
  454  the pleasure of the Speaker of the House.
  455         b. One representative of a rural school district.
  456         c. One representative of an urban early learning coalition.
  457         d. One representative of an early learning provider who
  458  offers the Voluntary Prekindergarten Education Program.
  459         e. One member who is a kindergarten teacher who has at
  460  least 5 years of teaching experience.
  461         f. Two representatives with subject matter expertise in
  462  early learning, early grade success, or child assessment.
  463         4. The four representatives with subject matter expertise
  464  in sub-subparagraphs 2.f. and 3.f. may not be direct
  465  stakeholders within the early learning or public school systems.
  466         (2)The Commissioner of Education shall:
  467         (a)Develop a plan, in coordination with the Council for
  468  Early Grade Success, for implementing the coordinated screening
  469  and progress monitoring program in consideration of timelines
  470  for implementing new early literacy and mathematics skills and
  471  the English Language Arts and mathematics standards established
  472  in ss. 1002.67(1)(a) and 1003.41, as appropriate.
  473         (b)Provide data, reports, and information as requested to
  474  the Council for Early Grade Success.
  475         (3)(5) The council shall elect a chair and vice chair, one
  476  of whom must be a member who has subject matter expertise in
  477  early learning, early grade success, or child assessments. The
  478  vice chair must be a member appointed by the President of the
  479  Senate or the Speaker of the House of Representatives who is not
  480  one of the four members with subject matter expertise in early
  481  learning, early grade success, or child assessments appointed
  482  pursuant to sub-subparagraphs (1)(b)2.f. and 3.f. (4)(b)2.f. and
  483  3.f. Members of the council shall serve without compensation but
  484  are entitled to reimbursement for per diem and travel expenses
  485  pursuant to s. 112.061.
  486         Section 12. Present subsection (13) of section 1008.22,
  487  Florida Statutes, is redesignated as subsection (14), a new
  488  subsection (13) is added to that section, and subsections (3)
  489  and (6) and paragraphs (a), (b), (c), (e), (g), (h), and (i) of
  490  subsection (7) of that section are amended, to read:
  491         1008.22 Student assessment program for public schools.—
  492         (3) STATEWIDE, STANDARDIZED ASSESSMENT PROGRAM.—The
  493  Commissioner of Education shall design and implement a
  494  statewide, standardized assessment program aligned to the core
  495  curricular content established in the Next Generation Sunshine
  496  state academic standards. The commissioner also must develop or
  497  select and implement a common battery of assessment tools that
  498  will be used in all juvenile justice education programs in the
  499  state. These tools must accurately measure the core curricular
  500  content established in the Next Generation Sunshine state
  501  academic standards. Participation in the assessment program is
  502  mandatory for all school districts and all students attending
  503  public schools, including adult students seeking a standard high
  504  school diploma under s. 1003.4282 and students in Department of
  505  Juvenile Justice education programs, except as otherwise
  506  provided by law. If a student does not participate in the
  507  assessment program, the school district must notify the
  508  student’s parent and provide the parent with information
  509  regarding the implications of such nonparticipation. The
  510  statewide, standardized assessment program shall be designed and
  511  implemented as follows:
  512         (a) Statewide, standardized comprehensive assessments.—
  513         1. The statewide, standardized English Language Arts (ELA)
  514  assessments shall be administered to students in grades 3
  515  through 10. Retake opportunities for the grade 10 ELA assessment
  516  must be provided. Reading passages and writing prompts for ELA
  517  assessments shall incorporate grade-level core curricula content
  518  from social studies. The statewide, standardized Mathematics
  519  assessments shall be administered annually in grades 3 through
  520  8. The statewide, standardized Science assessment shall be
  521  administered annually at least once at the elementary and middle
  522  grades levels. In order to earn a standard high school diploma,
  523  a student who has not earned a passing score on the grade 10 ELA
  524  assessment must earn a passing score on the assessment retake or
  525  earn a concordant score as authorized under subsection (9).
  526  Statewide, standardized ELA and Mathematics assessments in
  527  grades 3 through 6 must be delivered in a paper-based format.
  528         2.Beginning with the 2022-2023 school year, the end-of
  529  year comprehensive progress monitoring assessment administered
  530  pursuant to s. 1008.25(8)(b)2. is the statewide, standardized
  531  ELA assessment for students in grades 3 through 10 and the
  532  statewide, standardized Mathematics assessment for students in
  533  grades 3 through 8.
  534         (b) End-of-course (EOC) assessments.—EOC assessments must
  535  be statewide, standardized, and developed or approved by the
  536  Department of Education as follows:
  537         1. EOC assessments for Algebra I, Geometry, Biology I,
  538  United States History, and Civics shall be administered to
  539  students enrolled in such courses as specified in the course
  540  code directory.
  541         2. Students enrolled in a course, as specified in the
  542  course code directory, with an associated statewide,
  543  standardized EOC assessment must take the EOC assessment for
  544  such course and may not take the corresponding subject or grade
  545  level statewide, standardized assessment pursuant to paragraph
  546  (a). Sections 1003.4156 and 1003.4282 govern the use of
  547  statewide, standardized EOC assessment results for students.
  548         3. The commissioner may select one or more nationally
  549  developed comprehensive examinations, which may include
  550  examinations for a College Board Advanced Placement course,
  551  International Baccalaureate course, or Advanced International
  552  Certificate of Education course, or industry-approved
  553  examinations to earn national industry certifications identified
  554  in the CAPE Industry Certification Funding List, for use as EOC
  555  assessments under this paragraph if the commissioner determines
  556  that the content knowledge and skills assessed by the
  557  examinations meet or exceed the grade-level expectations for the
  558  core curricular content established for the course in the Next
  559  Generation Sunshine state academic standards. Use of any such
  560  examination as an EOC assessment must be approved by the state
  561  board in rule.
  562         4. Contingent upon funding provided in the General
  563  Appropriations Act, including the appropriation of funds
  564  received through federal grants, the commissioner may establish
  565  an implementation schedule for the development and
  566  administration of additional statewide, standardized EOC
  567  assessments that must be approved by the state board in rule. If
  568  approved by the state board, student performance on such
  569  assessments constitutes 30 percent of a student’s final course
  570  grade.
  571         5. All statewide, standardized EOC assessments must be
  572  administered online except as otherwise provided in paragraph
  573  (d).
  574         6. A student enrolled in an Advanced Placement (AP),
  575  International Baccalaureate (IB), or Advanced International
  576  Certificate of Education (AICE) course who takes the respective
  577  AP, IB, or AICE assessment and earns the minimum score necessary
  578  to earn college credit, as identified in s. 1007.27(2), meets
  579  the requirements of this paragraph and does not have to take the
  580  EOC assessment for the corresponding course.
  581         (c) Nationally recognized high school assessments.—Each
  582  school district shall, by the 2021-2022 school year and subject
  583  to appropriation, select either the SAT or ACT for districtwide
  584  administration to each public school student in grade 11,
  585  including students attending public high schools, alternative
  586  schools, and Department of Juvenile Justice education programs.
  587         (d) Students with disabilities; Florida Alternate
  588  Assessment.—
  589         1. Each district school board must provide instruction to
  590  prepare students with disabilities in the core content knowledge
  591  and skills necessary for successful grade-to-grade progression
  592  and high school graduation.
  593         2. A student with a disability, as defined in s. 1007.02,
  594  for whom the individual education plan (IEP) team determines
  595  that the statewide, standardized assessments under this section
  596  cannot accurately measure the student’s abilities, taking into
  597  consideration all allowable accommodations, shall have
  598  assessment results waived for the purpose of receiving a course
  599  grade and a standard high school diploma. Such waiver shall be
  600  designated on the student’s transcript. The statement of waiver
  601  shall be limited to a statement that performance on an
  602  assessment was waived for the purpose of receiving a course
  603  grade or a standard high school diploma, as applicable.
  604         3. The State Board of Education shall adopt rules, based
  605  upon recommendations of the commissioner, for the provision of
  606  assessment accommodations for students with disabilities and for
  607  students who have limited English proficiency.
  608         a. Accommodations that negate the validity of a statewide,
  609  standardized assessment are not allowed during the
  610  administration of the assessment. However, instructional
  611  accommodations are allowed in the classroom if identified in a
  612  student’s IEP. Students using instructional accommodations in
  613  the classroom that are not allowed on a statewide, standardized
  614  assessment may have assessment results waived if the IEP team
  615  determines that the assessment cannot accurately measure the
  616  student’s abilities.
  617         b. If a student is provided with instructional
  618  accommodations in the classroom that are not allowed as
  619  accommodations for statewide, standardized assessments, the
  620  district must inform the parent in writing and provide the
  621  parent with information regarding the impact on the student’s
  622  ability to meet expected performance levels. A parent must
  623  provide signed consent for a student to receive classroom
  624  instructional accommodations that would not be available or
  625  permitted on a statewide, standardized assessment and
  626  acknowledge in writing that he or she understands the
  627  implications of such instructional accommodations.
  628         c. If a student’s IEP states that online administration of
  629  a statewide, standardized assessment will significantly impair
  630  the student’s ability to perform, the assessment shall be
  631  administered in hard copy.
  632         4. For students with significant cognitive disabilities,
  633  the Department of Education shall provide for implementation of
  634  the Florida Alternate Assessment to accurately measure the core
  635  curricular content established in the Next Generation Sunshine
  636  state academic standards.
  637         (e) Assessment scores and achievement levels.—
  638         1. All statewide, standardized EOC assessments and ELA,
  639  Mathematics, and Science assessments shall use scaled scores and
  640  achievement levels. Achievement levels shall range from 1
  641  through 5, with level 1 being the lowest achievement level,
  642  level 5 being the highest achievement level, and level 3
  643  indicating grade-level satisfactory performance on an
  644  assessment.
  645         2. The state board shall designate by rule a passing score,
  646  indicating grade-level performance, for each statewide,
  647  standardized assessment.
  648         3. If the commissioner seeks to revise a statewide,
  649  standardized assessment and the revisions require the state
  650  board to modify performance level scores, including the passing
  651  score, the commissioner shall provide a copy of the proposed
  652  scores and implementation plan to the President of the Senate
  653  and the Speaker of the House of Representatives at least 45 90
  654  days before submission to the state board for review. Until the
  655  state board adopts the modifications by rule, the commissioner
  656  shall use calculations for scoring the assessment that adjust
  657  student scores on the revised assessment for statistical
  658  equivalence to student scores on the former assessment. The
  659  state board shall adopt by rule the passing score for the
  660  revised assessment that is statistically equivalent to the
  661  passing score on the discontinued assessment for a student who
  662  is required to attain a passing score on the discontinued
  663  assessment. The commissioner may, with approval of the state
  664  board, discontinue administration of the former assessment upon
  665  the graduation, based on normal student progression, of students
  666  participating in the final regular administration of the former
  667  assessment. If the commissioner revises a statewide,
  668  standardized assessment and the revisions require the state
  669  board to modify the passing score, only students taking the
  670  assessment for the first time after the rule is adopted are
  671  affected.
  672         (f) Prohibited activities.—A district school board shall
  673  prohibit each public school from suspending a regular program of
  674  curricula for purposes of administering practice assessments or
  675  engaging in other assessment-preparation activities for a
  676  statewide, standardized assessment. However, a district school
  677  board may authorize a public school to engage in the following
  678  assessment-preparation activities:
  679         1. Distributing to students sample assessment books and
  680  answer keys published by the Department of Education.
  681         2. Providing individualized instruction in assessment
  682  taking strategies, without suspending the school’s regular
  683  program of curricula, for a student who scores Level 1 or Level
  684  2 on a prior administration of an assessment.
  685         3. Providing individualized instruction in the content
  686  knowledge and skills assessed, without suspending the school’s
  687  regular program of curricula, for a student who scores Level 1
  688  or Level 2 on a prior administration of an assessment or a
  689  student who, through a diagnostic assessment administered by the
  690  school district, is identified as having a deficiency in the
  691  content knowledge and skills assessed.
  692         4. Administering a practice assessment or engaging in other
  693  assessment-preparation activities that are determined necessary
  694  to familiarize students with the organization of the assessment,
  695  the format of assessment items, and the assessment directions or
  696  that are otherwise necessary for the valid and reliable
  697  administration of the assessment, as set forth in rules adopted
  698  by the State Board of Education with specific reference to this
  699  paragraph.
  700         (g) Contracts for assessments.—The commissioner shall
  701  provide for the assessments to be developed or obtained, as
  702  appropriate, through contracts and project agreements with
  703  private vendors, public vendors, public agencies, postsecondary
  704  educational institutions, or school districts. The commissioner
  705  may enter into contracts for the continued administration of the
  706  assessments authorized and funded by the Legislature. Contracts
  707  may be initiated in 1 fiscal year and continue into the next
  708  fiscal year and may be paid from the appropriations of either or
  709  both fiscal years. The commissioner may negotiate for the sale
  710  or lease of tests, scoring protocols, test scoring services, and
  711  related materials developed pursuant to law.
  712         (6) LOCAL ASSESSMENT OF STUDENT PERFORMANCE ON STATE
  713  STANDARDS.—Measurement of student performance is the
  714  responsibility of school districts except in those subjects and
  715  grade levels measured under the statewide, standardized
  716  assessment program described in this section and the coordinated
  717  screening and progress monitoring system under s. 1008.25(8).
  718  When available, instructional personnel must be provided with
  719  information on student achievement of standards and benchmarks
  720  in order to improve instruction.
  721         (7) ASSESSMENT SCHEDULES AND REPORTING OF RESULTS.—
  722         (a) The Commissioner of Education shall establish schedules
  723  for the administration of statewide, standardized assessments
  724  and the reporting of student assessment results. The
  725  commissioner shall consider the observance of religious and
  726  school holidays when developing the schedules. The assessment
  727  and reporting schedules must provide the earliest possible
  728  reporting of student assessment results to the school districts.
  729  Assessment results for the statewide, standardized ELA and
  730  Mathematics assessments and all statewide, standardized EOC
  731  assessments must be made available no later than June 30, except
  732  for results for the grade 3 statewide, standardized ELA
  733  assessment, which must be made available no later than May 31.
  734  Beginning with the 2023-2024 school year, assessment results for
  735  the statewide, standardized ELA and Mathematics assessments must
  736  be available no later than May 31. School districts shall
  737  administer statewide, standardized assessments in accordance
  738  with the schedule established by the commissioner.
  739         (b) By January of each year, the commissioner shall publish
  740  on the department’s website a uniform calendar that includes the
  741  assessment and reporting schedules for, at a minimum, the next 2
  742  school years. The uniform calendar must be provided to school
  743  districts in an electronic format that allows each school
  744  district and public school to populate the calendar with, at
  745  minimum, the following information for reporting the district
  746  assessment schedules under paragraph (d):
  747         1. Whether the assessment is a district-required assessment
  748  or a state-required assessment.
  749         2. The specific date or dates that each assessment will be
  750  administered, including administrations of the coordinated
  751  screening and progress monitoring system under s. 1008.25(8)(b).
  752         3. The time allotted to administer each assessment.
  753         4. Whether the assessment is a computer-based assessment or
  754  a paper-based assessment.
  755         5. The grade level or subject area associated with the
  756  assessment.
  757         6. The date that the assessment results are expected to be
  758  available to teachers and parents.
  759         7. The type of assessment, the purpose of the assessment,
  760  and the use of the assessment results.
  761         8. A glossary of assessment terminology.
  762         9. Estimates of average time for administering state
  763  required and district-required assessments, by grade level.
  764         (c) The spring administration of the statewide,
  765  standardized assessments in paragraphs (3)(a) and (b), excluding
  766  assessment retakes, must be in accordance with the following
  767  schedule:
  768         1. The grade 3 statewide, standardized ELA assessment and
  769  the writing portion of the statewide, standardized ELA
  770  assessment must be administered no earlier than April 1 each
  771  year within an assessment window not to exceed 2 weeks.
  772         2. With the exception of assessments identified in
  773  subparagraph 1., any statewide, standardized assessment that is
  774  delivered in a paper-based format must be administered no
  775  earlier than May 1 each year within an assessment window not to
  776  exceed 2 weeks.
  777         3. With the exception of assessments identified in
  778  subparagraphs 1. and 2., any statewide, standardized assessment
  779  must be administered within a 4-week assessment window that
  780  opens no earlier than May 1 each year.
  781         (e) A school district may not schedule more than 5 percent
  782  of a student’s total school hours in a school year to administer
  783  statewide, standardized assessments, the coordinated screening
  784  and progress monitoring system under s. 1008.25(8)(b)2., and
  785  district-required local assessments. The district must secure
  786  written consent from a student’s parent before administering
  787  district-required local assessments that, after applicable
  788  statewide, standardized assessments and coordinated screening
  789  and progress monitoring are scheduled, exceed the 5 percent test
  790  administration limit for that student under this paragraph. The
  791  5 percent test administration limit for a student under this
  792  paragraph may be exceeded as needed to provide test
  793  accommodations that are required by an IEP or are appropriate
  794  for an English language learner who is currently receiving
  795  services in a program operated in accordance with an approved
  796  English language learner district plan pursuant to s. 1003.56.
  797  Notwithstanding this paragraph, a student may choose within a
  798  school year to take an examination or assessment adopted by
  799  State Board of Education rule pursuant to this section and ss.
  800  1007.27, 1008.30, and 1008.44.
  801         (g) A school district must provide a student’s performance
  802  results on district-required local assessments to the student’s
  803  teachers and parent within 1 week and to the student’s parents
  804  no later than 30 days after administering such assessments,
  805  unless the superintendent determines in writing that extenuating
  806  circumstances exist and reports the extenuating circumstances to
  807  the district school board. Results must be made available
  808  through a web-based portal as part of the school district’s
  809  learning management system and in a printed format upon request
  810  by a student’s parent.
  811         (h) The results of statewide, standardized assessment in
  812  ELA and mathematics, science, and social studies, including
  813  assessment retakes, shall be reported in an easy-to-read and
  814  understandable format and delivered in time to provide useful,
  815  actionable information to students, parents, and each student’s
  816  current teacher of record and teacher of record for the
  817  subsequent school year; however, in any case, the district shall
  818  provide the results pursuant to this paragraph within 1 week
  819  after receiving the results from the department. A report of
  820  student assessment results must, at a minimum, contain:
  821         1. A clear explanation of the student’s performance on the
  822  applicable statewide, standardized assessments.
  823         2. Information identifying the student’s areas of strength
  824  and areas in need of improvement.
  825         3. Specific actions that may be taken, and the available
  826  resources that may be used, by the student’s parent to assist
  827  his or her child based on the student’s areas of strength and
  828  areas in need of improvement.
  829         4. Longitudinal information, if available, on the student’s
  830  progress in each subject area based on previous statewide,
  831  standardized assessment data.
  832         5. Comparative information showing the student’s score
  833  compared to other students in the school district, in the state,
  834  or, if available, in other states.
  835         6. Predictive information, if available, showing the
  836  linkage between the scores attained by the student on the
  837  statewide, standardized assessments and the scores he or she may
  838  potentially attain on nationally recognized college entrance
  839  examinations.
  840  
  841  The information included under this paragraph relating to
  842  results from the statewide, standardized ELA assessments for
  843  grades 3 through 10 and Mathematics assessments for grades 3
  844  through 8 must be included in individual student reports under
  845  s. 1008.25(8)(c).
  846         (i) The State Board of Education shall adopt rules for the
  847  development of the uniform calendar that, at minimum, define
  848  terms that must be used in the calendar to describe various
  849  assessments, including the terms “progress monitoring,”
  850  “summative assessment,” “formative assessment,” and “interim
  851  assessment.”
  852         (13)INDEPENDENT REVIEW.—By January 31, 2025, the
  853  Commissioner of Education shall provide recommendations to the
  854  Governor, the President of the Senate, and the Speaker of the
  855  House of Representatives based on an independent review of the
  856  coordinated screening and progress monitoring system under s.
  857  1008.25(8). At a minimum, the review and recommendations must
  858  address:
  859         (a)The feasibility and validity of using results from
  860  either the first or second administration of progress
  861  monitoring, or both, in lieu of using the comprehensive, end-of
  862  year progress monitoring assessment for purposes of
  863  demonstrating a passing score, promotion to grade 4, meeting
  864  graduation requirements, and calculating school grades in
  865  accordance with s. 1008.34.
  866         (b)Options for further reducing the statewide,
  867  standardized assessment footprint while maintaining valid and
  868  reliable data for purposes of school accountability and
  869  providing school and student supports, including the use of
  870  computer-adaptive assessments, consistent with the requirements
  871  of the federal Elementary and Secondary Education Act, 20 U.S.C.
  872  ss. 6301 et seq. and its implementing regulations.
  873         (c)The feasibility and validity of remotely administering
  874  statewide, standardized assessments and the coordinated
  875  screening and progress monitoring system.
  876         (d)Accelerating student progression based on results from
  877  the coordinated screening and progress monitoring system, as
  878  academically and developmentally appropriate.
  879         (e)The incorporation of content from ELA instructional
  880  materials adopted by the Commissioner of Education pursuant to
  881  s. 1006.34 in test items within the coordinated screening and
  882  progress monitoring system under s. 1008.25(8).
  883         (f)The impact of the coordinated screening and progress
  884  monitoring system on student learning growth data as measured by
  885  the formula approved under s. 1012.34(7).
  886  
  887  This subsection is repealed July 1, 2025.
  888         Section 13. Section 1008.25, Florida Statutes, is amended
  889  to read:
  890         1008.25 Public school student progression; student support;
  891  coordinated screening and progress monitoring; reporting
  892  requirements.—
  893         (1) INTENT.—It is the intent of the Legislature that each
  894  student’s progression from one grade to another be determined,
  895  in part, upon satisfactory performance in English Language Arts,
  896  social studies, science, and mathematics; that district school
  897  board policies facilitate student achievement; that each student
  898  and his or her parent be informed of that student’s academic
  899  progress; and that students have access to educational options
  900  that provide academically challenging coursework or accelerated
  901  instruction pursuant to s. 1002.3105.
  902         (2) STUDENT PROGRESSION PLAN.—Each district school board
  903  shall establish a comprehensive plan for student progression
  904  which must provide for a student’s progression from one grade to
  905  another based on the student’s mastery of the standards in s.
  906  1003.41, specifically English Language Arts, mathematics,
  907  science, and social studies standards. The plan must:
  908         (a) Include criteria that emphasize student reading
  909  proficiency in kindergarten through grade 3 and provide targeted
  910  instructional support for students with identified deficiencies
  911  in English Language Arts, mathematics, science, and social
  912  studies. High schools shall use all available assessment
  913  results, including the results of statewide, standardized
  914  English Language Arts assessments and end-of-course assessments
  915  for Algebra I and Geometry, to advise students of any identified
  916  deficiencies and to provide appropriate postsecondary
  917  preparatory instruction before high school graduation. The
  918  results of evaluations used to monitor a student’s progress in
  919  grades K-12 must be provided to the student’s teacher in a
  920  timely manner and as otherwise required by law. Thereafter,
  921  evaluation results must be provided to the student’s parent in a
  922  timely manner. When available, instructional personnel must be
  923  provided with information on student achievement of standards
  924  and benchmarks in order to improve instruction.
  925         (b)1. List the student eligibility and procedural
  926  requirements established by the school district for whole-grade
  927  promotion, midyear promotion, and subject-matter acceleration
  928  that would result in a student attending a different school,
  929  pursuant to s. 1002.3105(2)(b).
  930         2. Notify parents and students of the school district’s
  931  process by which a parent may request student participation in
  932  whole-grade promotion, midyear promotion, or subject-matter
  933  acceleration that would result in a student attending a
  934  different school, pursuant to s. 1002.3105(4)(b)2.
  935         (c)1. Advise parents and students that additional ACCEL
  936  options may be available at the student’s school, pursuant to s.
  937  1002.3105.
  938         2. Advise parents and students to contact the principal at
  939  the student’s school for information related to student
  940  eligibility requirements for whole-grade promotion, midyear
  941  promotion, and subject-matter acceleration when the promotion or
  942  acceleration occurs within the principal’s school; virtual
  943  instruction in higher grade level subjects; and any other ACCEL
  944  options offered by the principal, pursuant to s.
  945  1002.3105(2)(a).
  946         3. Advise parents and students to contact the principal at
  947  the student’s school for information related to the school’s
  948  process by which a parent may request student participation in
  949  whole-grade promotion, midyear promotion, and subject-matter
  950  acceleration when the promotion or acceleration occurs within
  951  the principal’s school; virtual instruction in higher grade
  952  level subjects; and any other ACCEL options offered by the
  953  principal, pursuant to s. 1002.3105(4)(b)1.
  954         (d) Advise parents and students of the early graduation
  955  options under s. 1003.4281.
  956         (e) List, or incorporate by reference, all dual enrollment
  957  courses contained within the dual enrollment articulation
  958  agreement established pursuant to s. 1007.271(21).
  959         (f) Provide instructional sequences by which students in
  960  kindergarten through high school may attain progressively higher
  961  levels of skill in the use of digital tools and applications.
  962  The instructional sequences must include participation in
  963  curricular and instructional options and the demonstration of
  964  competence of standards required pursuant to ss. 1003.41 and
  965  1003.4203 through attainment of industry certifications and
  966  other means of demonstrating credit requirements identified
  967  under ss. 1002.3105, 1003.4203, and 1003.4282.
  968         (3) ALLOCATION OF RESOURCES.—District school boards shall
  969  allocate remedial and supplemental instruction resources to
  970  students in the following priority:
  971         (a) Students in kindergarten through grade 3 who have a
  972  substantial deficiency in reading as determined in paragraph
  973  (5)(a).
  974         (b) Students who fail to meet performance levels required
  975  for promotion consistent with the district school board’s plan
  976  for student progression required in subsection (2).
  977         (4) ASSESSMENT AND SUPPORT.—
  978         (a) Each student must participate in the statewide,
  979  standardized assessment program required under s. 1008.22 and
  980  the Voluntary Prekindergarten Education Program through grade 8
  981  coordinated screening and progress monitoring system required
  982  under subsection (8). Each student who does not achieve a Level
  983  3 or above on the statewide, standardized English Language Arts
  984  assessment, the statewide, standardized Mathematics assessment,
  985  or the Algebra I EOC assessment must be evaluated to determine
  986  the nature of the student’s difficulty, the areas of academic
  987  need, and strategies for providing academic supports to improve
  988  the student’s performance.
  989         (b) A student who is not meeting the school district or
  990  state requirements for satisfactory performance in English
  991  Language Arts and mathematics must be covered by one of the
  992  following plans:
  993         1. A federally required student plan such as an individual
  994  education plan;
  995         2. A schoolwide system of progress monitoring for all
  996  students, except a student who scores Level 4 or above on the
  997  English Language Arts and mathematics assessments may be
  998  exempted from participation by the principal; or
  999         3. An individualized progress monitoring plan.
 1000         (c) A student who has a substantial reading deficiency as
 1001  determined in paragraph (5)(a) must be covered by a federally
 1002  required student plan, such as an individual education plan or
 1003  an individualized progress monitoring plan, or both, as
 1004  necessary.
 1005         (5) READING DEFICIENCY AND PARENTAL NOTIFICATION.—
 1006         (a) Any student in kindergarten through grade 3 who
 1007  exhibits a substantial deficiency in reading based upon
 1008  screening, diagnostic, progress monitoring, or assessment data;
 1009  statewide assessments; or teacher observations must be provided
 1010  intensive, explicit, systematic, and multisensory reading
 1011  interventions immediately following the identification of the
 1012  reading deficiency. A school may not wait for a student to
 1013  receive a failing grade at the end of a grading period to
 1014  identify the student as having a substantial reading deficiency
 1015  and initiate intensive reading interventions. In addition, a
 1016  school may not wait until an evaluation conducted pursuant to s.
 1017  1003.57 is completed to provide appropriate, evidence-based
 1018  interventions for a student whose parent submits documentation
 1019  from a professional licensed under chapter 490 which
 1020  demonstrates that the student has been diagnosed with dyslexia.
 1021  Such interventions must be initiated upon receipt of the
 1022  documentation and based on the student’s specific areas of
 1023  difficulty as identified by the licensed professional. A
 1024  student’s reading proficiency must be monitored and the
 1025  intensive interventions must continue until the student
 1026  demonstrates grade level proficiency in a manner determined by
 1027  the district, which may include achieving a Level 3 on the
 1028  statewide, standardized English Language Arts assessment. The
 1029  State Board of Education shall identify by rule guidelines for
 1030  determining whether a student in kindergarten through grade 3
 1031  has a substantial deficiency in reading.
 1032         (b) A Voluntary Prekindergarten Education Program student
 1033  who exhibits a substantial deficiency in early literacy skills
 1034  in accordance with the standards under s. 1002.67(1)(a) and
 1035  based upon the results of the administration of the final
 1036  coordinated screening and progress monitoring under subsection
 1037  (8) s. 1008.2125 shall be referred to the local school district
 1038  and may be eligible to receive intensive reading interventions
 1039  before participating in kindergarten. Such intensive reading
 1040  interventions shall be paid for using funds from the district’s
 1041  evidence-based research-based reading instruction allocation in
 1042  accordance with s. 1011.62(8) s. 1011.62(9).
 1043         (c) To be promoted to grade 4, a student must score a Level
 1044  2 or higher on the statewide, standardized English Language Arts
 1045  assessment required under s. 1008.22 for grade 3. If a student’s
 1046  reading deficiency is not remedied by the end of grade 3, as
 1047  demonstrated by scoring Level 2 or higher on the statewide,
 1048  standardized assessment required under s. 1008.22 for grade 3,
 1049  the student must be retained.
 1050         (d) The parent of any student who exhibits a substantial
 1051  deficiency in reading, as described in paragraph (a), must be
 1052  notified in writing of the following:
 1053         1. That his or her child has been identified as having a
 1054  substantial deficiency in reading, including a description and
 1055  explanation, in terms understandable to the parent, of the exact
 1056  nature of the student’s difficulty in learning and lack of
 1057  achievement in reading.
 1058         2. A description of the current services that are provided
 1059  to the child.
 1060         3. A description of the proposed intensive interventions
 1061  and supports that will be provided to the child that are
 1062  designed to remediate the identified area of reading deficiency.
 1063         4. That if the child’s reading deficiency is not remediated
 1064  by the end of grade 3, the child must be retained unless he or
 1065  she is exempt from mandatory retention for good cause.
 1066         5. Strategies, including multisensory strategies, through a
 1067  read-at-home plan the parent can use in helping his or her child
 1068  succeed in reading. The read-at-home plan must provide access to
 1069  the resources identified in paragraph (e) paragraph (d).
 1070         6. That the statewide, standardized English Language Arts
 1071  assessment is not the sole determiner of promotion and that
 1072  additional evaluations, portfolio reviews, and assessments are
 1073  available to the child to assist parents and the school district
 1074  in knowing when a child is reading at or above grade level and
 1075  ready for grade promotion.
 1076         7. The district’s specific criteria and policies for a
 1077  portfolio as provided in subparagraph (6)(b)4. and the evidence
 1078  required for a student to demonstrate mastery of Florida’s
 1079  academic standards for English Language Arts. A school must
 1080  immediately begin collecting evidence for a portfolio when a
 1081  student in grade 3 is identified as being at risk of retention
 1082  or upon the request of the parent, whichever occurs first.
 1083         8. The district’s specific criteria and policies for
 1084  midyear promotion. Midyear promotion means promotion of a
 1085  retained student at any time during the year of retention once
 1086  the student has demonstrated ability to read at grade level.
 1087         9. Information about the student’s eligibility for the New
 1088  Worlds Reading Initiative under s. 1003.485 and information on
 1089  parent training modules and other reading engagement resources
 1090  available through the initiative.
 1091  
 1092  After initial notification, the school shall apprise the parent
 1093  at least monthly of the student’s progress in response to the
 1094  intensive interventions and supports. Such communications must
 1095  be in writing and must explain any additional interventions or
 1096  supports that will be implemented to accelerate the student’s
 1097  progress if the interventions and supports already being
 1098  implemented have not resulted in improvement.
 1099         (e) The Department of Education shall compile resources
 1100  that each school district must incorporate into a read-at-home
 1101  plan provided to the parent of a student who is identified as
 1102  having a substantial reading deficiency pursuant to paragraph
 1103  (d) paragraph (c). The resources must be made available in an
 1104  electronic format that is accessible online and must include the
 1105  following:
 1106         1. Developmentally appropriate, evidence-based strategies
 1107  and programming, including links to video training modules and
 1108  opportunities to sign up for at-home reading tips delivered
 1109  periodically via text and e-mail, which a parent can use to help
 1110  improve his or her child’s literacy skills.
 1111         2. An overview of the types of assessments used to identify
 1112  reading deficiencies and what those assessments measure or do
 1113  not measure, the frequency with which the assessments are
 1114  administered, and the requirements for interventions and
 1115  supports that districts must provide to students who do not make
 1116  adequate academic progress.
 1117         3. An overview of the process for initiating and conducting
 1118  evaluations for exceptional education eligibility. The overview
 1119  must include an explanation that a diagnosis of a medical
 1120  condition alone is not sufficient to establish exceptional
 1121  education eligibility but may be used to document how that
 1122  condition relates to the student’s eligibility determination and
 1123  may be disclosed in an eligible student’s individual education
 1124  plan when necessary to inform school personnel responsible for
 1125  implementing the plan.
 1126         4. Characteristics of conditions associated with learning
 1127  disorders, including dyslexia, dysgraphia, dyscalculia, and
 1128  developmental aphasia.
 1129         5. A list of resources that support informed parent
 1130  involvement in decisionmaking processes for students who have
 1131  difficulty in learning.
 1132  
 1133  Upon the request of a parent, resources meeting the requirements
 1134  of this paragraph must be provided to the parent in a hardcopy
 1135  format.
 1136         (6) ELIMINATION OF SOCIAL PROMOTION.—
 1137         (a) No student may be assigned to a grade level based
 1138  solely on age or other factors that constitute social promotion.
 1139         (b) The district school board may only exempt students from
 1140  mandatory retention, as provided in paragraph (5)(c), for good
 1141  cause. A student who is promoted to grade 4 with a good cause
 1142  exemption shall be provided intensive reading instruction and
 1143  intervention that include specialized diagnostic information and
 1144  specific reading strategies to meet the needs of each student so
 1145  promoted. The school district shall assist schools and teachers
 1146  with the implementation of explicit, systematic, and
 1147  multisensory reading instruction and intervention strategies for
 1148  students promoted with a good cause exemption which research has
 1149  shown to be successful in improving reading among students who
 1150  have reading difficulties. Good cause exemptions are limited to
 1151  the following:
 1152         1. Limited English proficient students who have had less
 1153  than 2 years of instruction in an English for Speakers of Other
 1154  Languages program based on the initial date of entry into a
 1155  school in the United States.
 1156         2. Students with disabilities whose individual education
 1157  plan indicates that participation in the statewide assessment
 1158  program is not appropriate, consistent with the requirements of
 1159  s. 1008.212.
 1160         3. Students who demonstrate an acceptable level of
 1161  performance on an alternative standardized reading or English
 1162  Language Arts assessment approved by the State Board of
 1163  Education.
 1164         4. A student who demonstrates through a student portfolio
 1165  that he or she is performing at least at Level 2 on the
 1166  statewide, standardized English Language Arts assessment.
 1167         5. Students with disabilities who take the statewide,
 1168  standardized English Language Arts assessment and who have an
 1169  individual education plan or a Section 504 plan that reflects
 1170  that the student has received intensive instruction in reading
 1171  or English Language Arts for more than 2 years but still
 1172  demonstrates a deficiency and was previously retained in
 1173  kindergarten, grade 1, grade 2, or grade 3.
 1174         6. Students who have received intensive reading
 1175  intervention for 2 or more years but still demonstrate a
 1176  deficiency in reading and who were previously retained in
 1177  kindergarten, grade 1, grade 2, or grade 3 for a total of 2
 1178  years. A student may not be retained more than once in grade 3.
 1179         (c) Requests for good cause exemptions for students from
 1180  the mandatory retention requirement as described in
 1181  subparagraphs (b)3. and 4. shall be made consistent with the
 1182  following:
 1183         1. Documentation shall be submitted from the student’s
 1184  teacher to the school principal that indicates that the
 1185  promotion of the student is appropriate and is based upon the
 1186  student’s academic record. In order to minimize paperwork
 1187  requirements, such documentation shall consist only of the
 1188  existing progress monitoring plan, individual educational plan,
 1189  if applicable, report card, or student portfolio.
 1190         2. The school principal shall review and discuss such
 1191  recommendation with the teacher and make the determination as to
 1192  whether the student should be promoted or retained. If the
 1193  school principal determines that the student should be promoted,
 1194  the school principal shall make such recommendation in writing
 1195  to the district school superintendent. The district school
 1196  superintendent shall accept or reject the school principal’s
 1197  recommendation in writing.
 1198         (7) SUCCESSFUL PROGRESSION FOR RETAINED THIRD GRADE
 1199  STUDENTS.—
 1200         (a) Students retained under paragraph (5)(c) must be
 1201  provided intensive interventions in reading to ameliorate the
 1202  student’s specific reading deficiency and prepare the student
 1203  for promotion to the next grade. These interventions must
 1204  include:
 1205         1. Evidence-based, explicit, systematic, and multisensory
 1206  reading instruction in phonemic awareness, phonics, fluency,
 1207  vocabulary, and comprehension and other strategies prescribed by
 1208  the school district.
 1209         2. Participation in the school district’s summer reading
 1210  camp, which must incorporate the instructional and intervention
 1211  strategies under subparagraph 1.
 1212         3. A minimum of 90 minutes of daily, uninterrupted reading
 1213  instruction incorporating the instructional and intervention
 1214  strategies under subparagraph 1. This instruction may include:
 1215         a. Coordinated integration of content-rich texts in science
 1216  and civic literacy within the 90-minute block.
 1217         b. Small group instruction.
 1218         c. Reduced teacher-student ratios.
 1219         d. More frequent progress monitoring.
 1220         e. Tutoring or mentoring.
 1221         f. Transition classes containing 3rd and 4th grade
 1222  students.
 1223         g. Extended school day, week, or year.
 1224         (b) Each school district shall:
 1225         1. Provide written notification to the parent of a student
 1226  who is retained under paragraph (5)(c) that his or her child has
 1227  not met the achievement proficiency level required for promotion
 1228  and the reasons the child is not eligible for a good cause
 1229  exemption as provided in paragraph (6)(b). The notification must
 1230  comply with paragraph (5)(d) and must include a description of
 1231  proposed interventions and supports that will be provided to the
 1232  child to remediate the identified areas of reading deficiency.
 1233         2. Implement a policy for the midyear promotion of a
 1234  student retained under paragraph (5)(c) who can demonstrate that
 1235  he or she is a successful and independent reader and performing
 1236  at or above grade level in reading or, upon implementation of
 1237  English Language Arts assessments, performing at or above grade
 1238  level in English Language Arts. Tools that school districts may
 1239  use in reevaluating a student retained may include subsequent
 1240  assessments, alternative assessments, and portfolio reviews, in
 1241  accordance with rules of the State Board of Education. Students
 1242  promoted during the school year after November 1 must
 1243  demonstrate achievement proficiency levels in reading equivalent
 1244  to the level necessary for the beginning of grade 4. The rules
 1245  adopted by the State Board of Education must include standards
 1246  that provide a reasonable expectation that the student’s
 1247  progress is sufficient to master appropriate grade 4 level
 1248  reading skills.
 1249         3. Provide students who are retained under paragraph
 1250  (5)(c), including students participating in the school
 1251  district’s summer reading camp under subparagraph (a)2., with a
 1252  highly effective teacher who is certified or endorsed in reading
 1253  and is rated highly effective as determined by the teacher’s
 1254  performance evaluation under s. 1012.34, and, beginning July 1,
 1255  2020, the teacher must also be certified or endorsed in reading.
 1256         4. Establish at each school, when applicable, an intensive
 1257  reading acceleration course for any student retained in grade 3
 1258  who was previously retained in kindergarten, grade 1, or grade
 1259  2. The intensive reading acceleration course must provide the
 1260  following:
 1261         a. Uninterrupted reading instruction for the majority of
 1262  student contact time each day and opportunities to master the
 1263  grade 4 Next Generation Sunshine state academic standards in
 1264  other core subject areas through content-rich texts.
 1265         b. Small group instruction.
 1266         c. Reduced teacher-student ratios.
 1267         d. The use of explicit, systematic, and multisensory
 1268  reading interventions, including intensive language, phonics,
 1269  and vocabulary instruction, and use of a speech-language
 1270  therapist if necessary, that have proven results in accelerating
 1271  student reading achievement within the same school year.
 1272         e. A read-at-home plan.
 1273         (8) COORDINATED SCREENING AND PROGRESS MONITORING SYSTEM.—
 1274         (a) The Department of Education, in collaboration with the
 1275  Office of Early Learning, shall procure and require the use of a
 1276  statewide, standardized coordinated screening and progress
 1277  monitoring system for the Voluntary Prekindergarten Education
 1278  Program and public schools serving kindergarten through grade 8
 1279  students. The system must:
 1280         1. Measure student progress in the Voluntary
 1281  Prekindergarten Education Program through grade 8 in meeting the
 1282  appropriate expectations in early literacy and mathematics
 1283  skills and in English Language Arts and mathematics standards as
 1284  required by ss. 1002.67(1)(a) and 1003.41 and identify the
 1285  educational strengths and needs of students.
 1286         2. For students in the Voluntary Prekindergarten Education
 1287  Program through grade 3, measure student performance in oral
 1288  language development, phonological and phonemic awareness,
 1289  knowledge of print and letters, decoding, fluency, vocabulary,
 1290  and comprehension, as applicable by grade level, and, at a
 1291  minimum, provide interval level and norm-referenced data that
 1292  measures equivalent levels of growth.
 1293         3. Be a valid, reliable, and developmentally appropriate
 1294  computer-based computer-adaptive direct instrument that provides
 1295  screening and diagnostic capabilities for monitoring student
 1296  progress; identifies students who have a substantial deficiency
 1297  in reading, including identifying students with characteristics
 1298  of dyslexia and other learning disorders; and informs
 1299  instruction. Beginning with the 2023-2024 school year, the
 1300  coordinated screening and progress monitoring system must be
 1301  computer-adaptive.
 1302         4. Provide data for Voluntary Prekindergarten Education
 1303  Program accountability as required under s. 1002.68 s. 1002.67.
 1304         5. Provide Voluntary Prekindergarten Education Program
 1305  providers, school districts, schools, and teachers, and parents
 1306  with data and resources that enhance differentiated instruction
 1307  and parent communication.
 1308         6. Provide baseline data to the department of each
 1309  student’s readiness for kindergarten. The determination of
 1310  kindergarten readiness must be based on the results of each
 1311  student’s initial progress monitoring assessment in
 1312  kindergarten. The methodology for determining a student’s
 1313  readiness for kindergarten must be developed by the department
 1314  and aligned to the methodology adopted pursuant to s.
 1315  1002.68(4).
 1316         7.Assess how well educational goals and curricular
 1317  standards are met at the provider, school, district, and state
 1318  levels and provide information to the department to aid in the
 1319  development of educational programs, policies, and supports for
 1320  providers, districts, and schools.
 1321         (b) Beginning with the 2022-2023 school year, private
 1322  Voluntary Prekindergarten Education Program providers and public
 1323  schools must participate in the coordinated screening and
 1324  progress monitoring system pursuant to this paragraph.
 1325         1.For students in the Voluntary Prekindergarten Education
 1326  Program through grade 2, the coordinated screening and progress
 1327  monitoring system must be administered at least three times
 1328  within a program year or school year, as applicable, with the
 1329  first administration occurring no later than the first 30
 1330  instructional days after a student’s enrollment or the start of
 1331  the program year or school year, the second administration
 1332  occurring midyear, and the third administration occurring within
 1333  the last 30 days of the program or school year pursuant to state
 1334  board rule. The state board may adopt alternate timeframes to
 1335  address nontraditional school year calendars or summer programs
 1336  to ensure the coordinated screening and progress monitoring
 1337  program is administered a minimum of three times within a year
 1338  or program.
 1339         2.For grades 3 through 10 English Language Arts and grades
 1340  3 through 8 Mathematics, the coordinated screening and progress
 1341  monitoring system must be administered at the beginning, middle,
 1342  and end of the school year pursuant to state board rule. The
 1343  end-of-year administration of the coordinated screening and
 1344  progress monitoring system must be a comprehensive progress
 1345  monitoring assessment administered in accordance with the
 1346  scheduling requirements under s. 1008.22(7)(c).
 1347         (c)To facilitate timely interventions and supports
 1348  pursuant to subsection (4), the system must provide results from
 1349  the first two administrations of the progress monitoring to a
 1350  student’s teacher within 1 week and to the student’s parent
 1351  within 2 weeks of the administration of the progress monitoring.
 1352  Delivery of results from the comprehensive, end-of-year progress
 1353  monitoring ELA assessment for grades 3 through 10 and
 1354  Mathematics assessment for grades 3 through 8 must be in
 1355  accordance with s. 1008.22(7)(h).
 1356         1.A student’s results from the coordinated screening and
 1357  progress monitoring system must be recorded in a written, easy
 1358  to-comprehend individual student report. Each school district
 1359  shall provide a parent secure access to his or her child’s
 1360  individual student reports through a web-based portal as part of
 1361  its learning management system. Each early learning coalition
 1362  shall provide parents the individual student report in a format
 1363  determined by state board rule.
 1364         2.In addition to the information under subparagraph (a)5.,
 1365  the report must also include parent resources that explain the
 1366  purpose of progress monitoring, assist the parent in
 1367  interpreting progress monitoring results, and support informed
 1368  parent involvement. Parent resources may include personalized
 1369  video formats.
 1370         3.The department shall annually update school districts
 1371  and early learning coalitions on new system features and
 1372  functionality and collaboratively identify with school districts
 1373  and early learning coalitions strategies for meaningfully
 1374  reporting to parents results from the coordinated screening and
 1375  progress monitoring system.
 1376         4.An individual student report must be provided in a
 1377  printed format upon a parent’s request.
 1378         (c)A Voluntary Prekindergarten Education Program student
 1379  who is at risk of being identified as having a substantial
 1380  deficiency in early literacy skills, based upon results under
 1381  this subsection, must be referred to the school district in
 1382  which he or she resides and may be eligible to receive early
 1383  literacy instruction and interventions after program completion
 1384  and before participating in kindergarten. Such instruction and
 1385  interventions may be paid for using funds from the school
 1386  district’s evidence-based reading instruction allocation in
 1387  accordance with s. 1011.62(9).
 1388         (d) Screening and progress monitoring system results,
 1389  including the number of students who demonstrate characteristics
 1390  of dyslexia, shall be reported to the department pursuant to
 1391  state board rule and maintained in the department’s Education
 1392  Data Warehouse. Results must be provided to a student’s teacher
 1393  and parent in a timely manner as required in s. 1008.22(7)(g).
 1394         (e) The department, in collaboration with the Office of
 1395  Early Learning, shall provide training and support for effective
 1396  implementation of the screening and progress monitoring system.
 1397         (9) ANNUAL REPORT.—
 1398         (a) In addition to the requirements in paragraph (5)(c),
 1399  each district school board must annually report to the parent of
 1400  each student the progress of the student toward achieving state
 1401  and district expectations for proficiency in English Language
 1402  Arts, science, social studies, and mathematics. The district
 1403  school board must report to the parent the student’s results on
 1404  each statewide, standardized assessment and the coordinated
 1405  screening and progress monitoring system under subsection (8).
 1406  The evaluation of each student’s progress must be based upon the
 1407  student’s classroom work, observations, tests, district and
 1408  state assessments, response to intensive interventions provided
 1409  under paragraph (5)(a), and other relevant information. Progress
 1410  reporting must be provided to the parent in writing in a format
 1411  adopted by the district school board and must be accessible
 1412  through secure, web-based options.
 1413         (b) Each district school board must annually publish on the
 1414  district website and in the local newspaper the following
 1415  information on the prior school year:
 1416         1. The provisions of this section relating to public school
 1417  student progression and the district school board’s policies and
 1418  procedures on student retention and promotion.
 1419         2. By grade, the number and percentage of all students in
 1420  grades 3 through 10 performing at Levels 1 and 2 on the
 1421  statewide, standardized English Language Arts assessment.
 1422         3. By grade, the number and percentage of all students
 1423  retained in kindergarten through grade 10.
 1424         4. Information on the total number of students who were
 1425  promoted for good cause, by each category of good cause as
 1426  specified in paragraph (6)(b).
 1427         5. Any revisions to the district school board’s policies
 1428  and procedures on student retention and promotion from the prior
 1429  year.
 1430         (10) RULEMAKING.—The State Board of Education shall adopt
 1431  rules pursuant to ss. 120.536(1) and 120.54 for the
 1432  administration of this section.
 1433         Section 14. Subsection (7) is added to section 1008.34,
 1434  Florida Statutes, to read:
 1435         1008.34 School grading system; school report cards;
 1436  district grade.—
 1437         (7) TRANSITION.—To assist in the transition to 2022-2023
 1438  school grades and district grades calculated based on new
 1439  statewide, standardized assessments administered pursuant to s.
 1440  1008.22, the 2022-2023 school grades and district grades shall
 1441  serve as an informational baseline for schools and districts to
 1442  work toward improved performance in future years. Accordingly,
 1443  notwithstanding any other provision of law:
 1444         (a)Due to the absence of learning gains data in 2022-2023,
 1445  the initial school grading scale for the 2022-2023 informational
 1446  baseline grades must be set so that the percentage of schools
 1447  that earn a grade of “A,” “B,” “C,” “D,” and “F” is
 1448  statistically equivalent to the 2021-2022 school grade results.
 1449  When learning gains data becomes available in the 2023-2024
 1450  school year, the State Board of Education shall review the
 1451  school grading scale and determine if the scale should be
 1452  adjusted.
 1453         (b)A school may not be required to select and implement a
 1454  turnaround option pursuant to s. 1008.33 in the 2023-2024 school
 1455  year based on the school’s 2022-2023 grade. The benefits of s.
 1456  1008.33(4)(c), relating to a school being released from
 1457  implementation of the turnaround option, and s. 1008.33(4)(d),
 1458  relating to a school implementing strategies identified in its
 1459  school improvement plan, apply to a school using turnaround
 1460  options pursuant to s. 1008.33 through which the school improves
 1461  to a grade of “C” or higher during the 2022-2023 school year.
 1462         (c)A school or approved provider under s. 1002.45 which
 1463  receives the same or lower school grade for the 2022-2023 school
 1464  year compared to the 2021-2022 school year is not subject to
 1465  sanctions or penalties that would otherwise occur as a result of
 1466  the 2022-2023 school grade or rating. A charter school system or
 1467  school district designated as high performing may not lose the
 1468  designation based on the 2022-2023 school grades of any of the
 1469  schools within the charter school system or school district or
 1470  based on the 2022-2023 district grade, as applicable.
 1471         (d)Notwithstanding the requirements in s. 1008.25(5), a
 1472  student may be promoted to grade 4 in the 2023-2024 school year
 1473  following the 2022-2023 school year’s assessment reporting if
 1474  the district is able to determine a student’s performance based
 1475  on either the good cause exemption process provided in s.
 1476  1008.25 or other means reasonably calculated to provide reliable
 1477  evidence of a student’s performance.
 1478         (e) This subsection is repealed July 1, 2025.
 1479         Section 15. Subsection (7) is added to section 1008.341,
 1480  Florida Statutes, to read:
 1481         1008.341 School improvement rating for alternative
 1482  schools.—
 1483         (7) TRANSITION.—
 1484         (a) Due to the absence of learning gains data for the 2022
 1485  2023 school year, school improvement ratings will not be
 1486  calculated for that school year. Upon the availability of
 1487  learning gains data for the 2023-2024 school year, the State
 1488  Board of Education shall set the scale for the “commendable,”
 1489  maintaining,” and “unsatisfactory” ratings pursuant to rule.
 1490         (b) This subsection is repealed July 1, 2025.
 1491         Section 16. This act shall take effect July 1, 2022.
 1492  
 1493  ================= T I T L E  A M E N D M E N T ================
 1494  And the title is amended as follows:
 1495         Delete everything before the enacting clause
 1496  and insert:
 1497                        A bill to be entitled                      
 1498         An act relating to student assessments; amending s.
 1499         411.227, F.S.; conforming provisions to changes made
 1500         by the act; amending s. 1000.21, F.S.; renaming “Next
 1501         Generation Sunshine State Standards” as “state
 1502         academic standards”; amending ss. 1002.37, 1002.45,
 1503         1002.53, 1002.67, 1002.68, 1003.41, and 1003.53, F.S.;
 1504         conforming provisions to changes made by the act;
 1505         providing a directive to the Division of Law Revision;
 1506         amending s. 1008.2125, F.S.; deleting provisions
 1507         relating to the coordinated screening and progress
 1508         monitoring program; conforming a cross-reference and
 1509         provisions to changes made by the act; amending s.
 1510         1008.22, F.S.; conforming provisions to changes made
 1511         by the act; providing that certain end-of-year
 1512         comprehensive progress monitoring assessments are the
 1513         statewide, standardized ELA and Mathematics
 1514         assessments for certain students; providing that
 1515         achievement levels on specified assessments shall
 1516         measure grade-level performance rather than
 1517         satisfactory performance; requiring certain assessment
 1518         results to be provided by a specified date beginning
 1519         with a certain school year; including the coordinated
 1520         screening and progress monitoring system in the
 1521         limitation on the school hours authorized for testing;
 1522         revising the timeframe for providing district-required
 1523         local assessments results to a student’s parent;
 1524         requiring such results to be provided in specified
 1525         formats; requiring specified information to be
 1526         included on individual student reports; requiring the
 1527         Commissioner of Education to provide specified
 1528         recommendations from an independent review of the
 1529         coordinated screening and progress monitoring system
 1530         to the Governor and Legislature by a specified date;
 1531         providing requirements for the review and
 1532         recommendations; providing for the future repeal of
 1533         such requirements; amending s. 1008.25, F.S.;
 1534         conforming provisions to changes made by the act;
 1535         requiring the coordinated screening and progress
 1536         monitoring system to identify the educational
 1537         strengths and needs of students; revising requirements
 1538         for such system; providing requirements for the
 1539         administration of the coordinated screenings and
 1540         progress monitoring and the reporting of results;
 1541         requiring a specified annual report to be accessible
 1542         through certain web-based options; deleting a
 1543         requirement that district school boards print
 1544         specified information in a local newspaper; amending
 1545         s. 1008.34, F.S.; requiring 2022-2023 school and
 1546         school district grades to serve as an informal
 1547         baseline for schools and school districts; requiring
 1548         baseline grades to be set so that the percentage of
 1549         schools that earn specified letter grades is
 1550         statistically equivalent to the 2021-2022 school grade
 1551         results; requiring the State Board of Education to
 1552         review the school grading scale and determine if the
 1553         scale should be adjusted after certain data becomes
 1554         available; prohibiting a school from being required to
 1555         select and implement a turnaround option based on the
 1556         school’s grades in a specified school year; providing
 1557         applicability; providing that certain public schools
 1558         and approved providers that receive the same or lower
 1559         school grade in a specified school year are not
 1560         subject to sanctions; providing that a charter school
 1561         system or school district designated as high
 1562         performing may not lose the designation based on the
 1563         school grades received during a certain school year by
 1564         any of the schools within the charter school system or
 1565         school district or based on a certain school year’s
 1566         district grade, as applicable; authorizing students to
 1567         be promoted to grade 4 if the district is able to
 1568         determine the student’s performance based on specified
 1569         means; providing for future repeal; amending s.
 1570         1008.341, F.S.; providing that school improvement
 1571         ratings will not be calculated for a certain school
 1572         year; requiring the state board to set the scale for
 1573         certain ratings based on state board rule; providing
 1574         for future repeal; providing an effective date.