Florida Senate - 2024 COMMITTEE AMENDMENT
Bill No. SB 7004
Ì320314lÎ320314
LEGISLATIVE ACTION
Senate . House
Comm: RCS .
12/12/2023 .
.
.
.
—————————————————————————————————————————————————————————————————
—————————————————————————————————————————————————————————————————
The Committee on Fiscal Policy (Simon) recommended the
following:
1 Senate Amendment (with title amendment)
2
3 Delete lines 386 - 1486
4 and insert:
5 Section 10. Effective upon becoming a law, paragraphs (a)
6 and (b) of subsection (3), paragraph (c) of subsection (5), and
7 subsection (6) of section 1003.4282, Florida Statutes, are
8 amended to read:
9 1003.4282 Requirements for a standard high school diploma.—
10 (3) STANDARD HIGH SCHOOL DIPLOMA; COURSE AND ASSESSMENT
11 REQUIREMENTS.—
12 (a) Four credits in English Language Arts (ELA).—The four
13 credits must be in ELA I, II, III, and IV. A student must pass
14 the statewide, standardized grade 10 ELA assessment, or earn a
15 concordant score, in order to earn a standard high school
16 diploma. A student’s performance on the statewide, standardized
17 grade 10 ELA assessment constitutes 30 percent of the student’s
18 final course grade.
19 (b) Four credits in mathematics.—
20 1. A student must earn one credit in Algebra I and one
21 credit in Geometry. A student’s performance on the statewide,
22 standardized Algebra I end-of-course (EOC) assessment
23 constitutes 30 percent of the student’s final course grade. A
24 student must pass the statewide, standardized Algebra I EOC
25 assessment, or earn a comparative score, in order to earn a
26 standard high school diploma. A student’s performance on the
27 statewide, standardized Geometry EOC assessment constitutes 30
28 percent of the student’s final course grade.
29 2. A student who earns an industry certification for which
30 there is a statewide college credit articulation agreement
31 approved by the State Board of Education may substitute the
32 certification for one mathematics credit. Substitution may occur
33 for up to two mathematics credits, except for Algebra I and
34 Geometry. A student may earn two mathematics credits by
35 successfully completing Algebra I through two full-year courses.
36 A certified school counselor or the principal’s designee shall
37 must advise the student that admission to a state university may
38 require the student to earn 3 additional mathematics credits
39 that are at least as rigorous as Algebra I.
40 3. A student who earns a computer science credit may
41 substitute the credit for up to one credit of the mathematics
42 requirement, with the exception of Algebra I and Geometry, if
43 the commissioner identifies the computer science credit as being
44 equivalent in rigor to the mathematics credit. An identified
45 computer science credit may not be used to substitute for both a
46 mathematics and a science credit. A student who earns an
47 industry certification in 3D rapid prototype printing may
48 satisfy up to two credits of the mathematics requirement, with
49 the exception of Algebra I, if the commissioner identifies the
50 certification as being equivalent in rigor to the mathematics
51 credit or credits.
52 (5) AWARD OF A STANDARD HIGH SCHOOL DIPLOMA.—
53 (c) A student who earns the required 24 credits, or the
54 required 18 credits under s. 1002.3105(5), but fails to pass the
55 assessments required under s. 1008.22(3) or achieve a 2.0 GPA
56 shall be awarded a certificate of completion in a form
57 prescribed by the State Board of Education. However, a student
58 who is otherwise entitled to a certificate of completion may
59 elect to remain in high school either as a full-time student or
60 a part-time student for up to 1 additional year and receive
61 special instruction designed to remedy his or her identified
62 deficiencies.
63 (6) UNIFORM TRANSFER OF HIGH SCHOOL CREDITS.—Beginning with
64 the 2012-2013 school year, if a student transfers to a Florida
65 public high school from out of country, out of state, a private
66 school, or a home education program and the student’s transcript
67 shows a credit in Algebra I, the student must pass the
68 statewide, standardized Algebra I EOC assessment in order to
69 earn a standard high school diploma unless the student earned a
70 comparative score, passed a statewide assessment in Algebra I
71 administered by the transferring entity, or passed the statewide
72 mathematics assessment the transferring entity uses to satisfy
73 the requirements of the Elementary and Secondary Education Act,
74 as amended by the Every Student Succeeds Act (ESSA), 20 U.S.C.
75 ss. 6301 et seq. If a student’s transcript shows a credit in
76 high school reading or English Language Arts II or III, in order
77 to earn a standard high school diploma, the student must take
78 and pass the statewide, standardized grade 10 ELA assessment, or
79 earn a concordant score. If a transfer student’s transcript
80 shows a final course grade and course credit in Algebra I,
81 Geometry, Biology I, or United States History, or the equivalent
82 of a grade 10 ELA course, the transferring course final grade
83 and credit must shall be honored without the student taking the
84 requisite statewide, standardized EOC assessment and without the
85 assessment results constituting 30 percent of the student’s
86 final course grade.
87 Section 11. Effective upon becoming a law, section
88 1003.433, Florida Statutes, is amended to read:
89 1003.433 Learning opportunities for out-of-state and out
90 of-country transfer students and students needing additional
91 instruction to meet high school graduation requirements.—
92 (1) Students who enter a Florida public school at the 11th
93 or 12th grade from out of state or out of country may shall not
94 be required to spend additional time in a Florida public school
95 in order to meet the high school course requirements if the
96 student has met all requirements of the school district, state,
97 or country from which he or she is transferring. Such students
98 who are not proficient in English should receive immediate and
99 intensive instruction in English language acquisition. However,
100 to receive a standard high school diploma, a transfer student
101 must earn a 2.0 grade point average and meet the requirements
102 under s. 1008.22.
103 (2) Students who earn the required 24 credits for the
104 standard high school diploma except for passage of any must-pass
105 assessment under s. 1003.4282 or s. 1008.22 or an alternate
106 assessment by the end of grade 12 must be provided the following
107 learning opportunities:
108 (a) Participation in an accelerated high school equivalency
109 diploma preparation program during the summer.
110 (b) Upon receipt of a certificate of completion, be allowed
111 to take the College Placement Test and be admitted to
112 developmental education or credit courses at a Florida College
113 System institution, as appropriate.
114 (c) Participation in an adult general education program as
115 provided in s. 1004.93 for such time as the student requires to
116 master English, reading, mathematics, or any other subject
117 required for high school graduation. A student attending an
118 adult general education program shall have the opportunity to
119 take any must-pass assessment under s. 1003.4282 or s. 1008.22
120 an unlimited number of times in order to receive a standard high
121 school diploma.
122 (3) Students who have been enrolled in an ESOL program for
123 less than 2 school years and have met all requirements for the
124 standard high school diploma except for passage of any must-pass
125 assessment under s. 1003.4282 or s. 1008.22 or alternate
126 assessment may:
127 (a) Receive immersion English language instruction during
128 the summer following their senior year. Students receiving such
129 instruction are eligible to take the required assessment or
130 alternate assessment and receive a standard high school diploma
131 upon passage of the required assessment or alternate assessment.
132 This paragraph shall be implemented to the extent funding is
133 provided in the General Appropriations Act.
134 (b) Beginning with the 2022-2023 school year, meet the
135 requirement to pass the statewide, standardized grade 10 English
136 Language Arts assessment by satisfactorily demonstrating grade
137 level expectations on formative assessments, in accordance with
138 state board rule.
139 Section 12. Paragraph (a) of subsection (4) of section
140 1003.435, Florida Statutes, is amended to read:
141 1003.435 High school equivalency diploma program.—
142 (4)(a) A candidate for a high school equivalency diploma
143 must shall be at least 18 years of age on the date of the
144 examination, except that in extraordinary circumstances, as
145 provided for in rules of the district school board of the
146 district in which the candidate resides or attends school, a
147 candidate may take the examination after reaching the age of 16
148 with the written permission of his or her parent or guardian.
149 School districts shall adopt a policy to allow for such written
150 permission by a parent or guardian.
151 Section 13. Subsection (3) of section 1003.4935, Florida
152 Statutes, is amended to read:
153 1003.4935 Middle grades career and professional academy
154 courses and career-themed courses.—
155 (3) Beginning with the 2012-2013 school year, if a school
156 district implements a middle school career and professional
157 academy or a career-themed course, the Department of Education
158 shall collect and report student achievement data pursuant to
159 performance factors identified under s. 1003.492(3) for students
160 enrolled in an academy or a career-themed course.
161 Section 14. Section 1003.4995, Florida Statutes, is
162 repealed.
163 Section 15. Section 1003.4996, Florida Statutes, is
164 repealed.
165 Section 16. Subsection (2) of section 1003.49965, Florida
166 Statutes, is amended to read:
167 1003.49965 Art in the Capitol Competition.—
168 (2) A Each school district may shall annually hold an Art
169 in the Capitol Competition for all public, private, and home
170 education students in grades 6 through 8. Submissions must shall
171 be judged by a selection committee consisting of art teachers
172 whose students have not submitted artwork for consideration.
173 Section 17. Paragraphs (g) and (r) of subsection (2) of
174 section 1003.51, Florida Statutes, are amended to read:
175 1003.51 Other public educational services.—
176 (2) The State Board of Education shall adopt rules
177 articulating expectations for effective education programs for
178 students in Department of Juvenile Justice programs, including,
179 but not limited to, education programs in juvenile justice
180 prevention, day treatment, residential, and detention programs.
181 The rule shall establish policies and standards for education
182 programs for students in Department of Juvenile Justice programs
183 and shall include the following:
184 (g) Assessment procedures, which:
185 1. For prevention, day treatment, and residential programs,
186 include appropriate academic and career assessments administered
187 at program entry and exit that are selected by the Department of
188 Education in partnership with representatives from the
189 Department of Juvenile Justice, district school boards, and
190 education providers. Assessments must be completed within the
191 first 10 school days after a student’s entry into the program.
192 2. provide for determination of the areas of academic need
193 and strategies for appropriate intervention and instruction for
194 each student in a detention facility within 5 school days after
195 the student’s entry into the program and administer a research
196 based assessment that will assist the student in determining his
197 or her educational and career options and goals within 22 school
198 days after the student’s entry into the program.
199
200 The results of the these assessments required under this
201 paragraph and under s. 1003.52(3)(d), together with a portfolio
202 depicting the student’s academic and career accomplishments,
203 must shall be included in the discharge packet assembled for
204 each student.
205 (r) A series of graduated sanctions for district school
206 boards whose educational programs in Department of Juvenile
207 Justice programs are considered to be unsatisfactory and for
208 instances in which district school boards fail to meet standards
209 prescribed by law, rule, or State Board of Education policy.
210 These sanctions must shall include the option of requiring a
211 district school board to contract with a provider or another
212 district school board if the educational program at the
213 Department of Juvenile Justice program is performing below
214 minimum standards and, after 6 months, is still performing below
215 minimum standards.
216 Section 18. Subsection (4) of section 1003.621, Florida
217 Statutes, is amended to read:
218 1003.621 Academically high-performing school districts.—It
219 is the intent of the Legislature to recognize and reward school
220 districts that demonstrate the ability to consistently maintain
221 or improve their high-performing status. The purpose of this
222 section is to provide high-performing school districts with
223 flexibility in meeting the specific requirements in statute and
224 rules of the State Board of Education.
225 (4) REPORTS.—The academically high-performing school
226 district shall submit to the State Board of Education and the
227 Legislature an annual report on December 1 which delineates the
228 performance of the school district relative to the academic
229 performance of students at each grade level in reading, writing,
230 mathematics, science, and any other subject that is included as
231 a part of the statewide assessment program in s. 1008.22. The
232 annual report shall be submitted in a format prescribed by the
233 Department of Education and shall include:
234 (a) Longitudinal performance of students on statewide,
235 standardized assessments taken under s. 1008.22;
236 (b) Longitudinal performance of students by grade level and
237 subgroup on statewide, standardized assessments taken under s.
238 1008.22;
239 (c) Longitudinal performance regarding efforts to close the
240 achievement gap;
241 (d)1. Number and percentage of students who take an
242 Advanced Placement Examination; and
243 2. Longitudinal performance regarding students who take an
244 Advanced Placement Examination by demographic group,
245 specifically by age, gender, race, and Hispanic origin, and by
246 participation in the National School Lunch Program;
247 (e) Evidence of compliance with subsection (1); and
248 (f) A description of each waiver and the status of each
249 waiver.
250 Section 19. Paragraph (a) of subsection (1), paragraph (b)
251 of subsection (3), and paragraph (b) of subsection (4) of
252 section 1006.28, Florida Statutes, are amended to read:
253 1006.28 Duties of district school board, district school
254 superintendent; and school principal regarding K-12
255 instructional materials.—
256 (1) DEFINITIONS.—
257 (a) As used in this section, the term:
258 1. “Adequate instructional materials” means a sufficient
259 number of student or site licenses or sets of materials that are
260 available in bound, unbound, kit, or package form and may
261 consist of hardbacked or softbacked textbooks, electronic
262 content, consumables, learning laboratories, manipulatives,
263 electronic media, and computer courseware or software that serve
264 as the basis for instruction for each student in the core
265 subject areas of mathematics, language arts, social studies,
266 science, reading, and literature.
267 2. “Instructional materials” has the same meaning as in s.
268 1006.29(2).
269 3. “Library media center” means any collection of books,
270 ebooks, periodicals, or videos maintained and accessible on the
271 site of a school, including in classrooms.
272 (3) DISTRICT SCHOOL SUPERINTENDENT.—
273 (b) Each district school superintendent shall annually
274 notify the department by April 1 of each year the state-adopted
275 instructional materials that will be requisitioned for use in
276 his or her school district. The notification shall include a
277 district school board plan for instructional materials use to
278 assist in determining if adequate instructional materials have
279 been requisitioned.
280 (4) SCHOOL PRINCIPAL.—The school principal has the
281 following duties for the management and care of materials at the
282 school:
283 (b) Money collected for lost or damaged instructional
284 materials; enforcement.—The school principal may shall collect
285 from each student or the student’s parent the purchase price of
286 any instructional material the student has lost, destroyed, or
287 unnecessarily damaged and to report and transmit the money
288 collected to the district school superintendent. The failure to
289 collect such sum upon reasonable effort by the school principal
290 may result in the suspension of the student from participation
291 in extracurricular activities or satisfaction of the debt by the
292 student through community service activities at the school site
293 as determined by the school principal, pursuant to policies
294 adopted by district school board rule.
295 Section 20. Subsection (1) of section 1006.283, Florida
296 Statutes, is amended to read:
297 1006.283 District school board instructional materials
298 review process.—
299 (1) A district school board or consortium of school
300 districts may implement an instructional materials program that
301 includes the review, recommendation, adoption, and purchase of
302 instructional materials. The district school superintendent
303 shall annually certify to the department by March 31 of each
304 year that all instructional materials for core courses used by
305 the district are aligned with applicable state standards. A list
306 of the core instructional materials that will be used or
307 purchased for use by the school district shall be included in
308 the certification.
309 Section 21. Paragraph (a) of subsection (1) of section
310 1006.33, Florida Statutes, is amended to read:
311 1006.33 Bids or proposals; advertisement and its contents.—
312 (1)(a)1. Beginning on or before May 15 of any year in which
313 an instructional materials adoption is to be initiated, the
314 department shall advertise in the Florida Administrative
315 Register 4 weeks preceding the date on which the bids shall be
316 received, that at a certain designated time, not later than June
317 15, sealed bids or proposals to be deposited with the department
318 will be received from publishers or manufacturers for the
319 furnishing of instructional materials proposed to be adopted as
320 listed in the advertisement beginning April 1 following the
321 adoption.
322 2. Beginning with the 2026 instructional materials adoption
323 cycle, on or before October 15 of any year and 2 years before
324 any instructional materials adoption period, the department
325 shall advertise in the Florida Administrative Register 4 weeks
326 preceding the date on which the bids must be received that at a
327 certain designated time not later than November 15, sealed bids
328 or proposals to be deposited with the department will be
329 received from publishers or manufacturers for the furnishing of
330 instructional materials proposed to be adopted as listed in the
331 advertisement beginning April 1 following the adoption. The
332 department shall publish its specifications for each subject for
333 which instructional materials are to be adopted a minimum of 180
334 days before the date on which it will place such advertisement.
335 Section 22. Paragraph (a) of subsection (2) of section
336 1006.34, Florida Statutes, is amended to read:
337 1006.34 Powers and duties of the commissioner and the
338 department in selecting and adopting instructional materials.—
339 (2) SELECTION AND ADOPTION OF INSTRUCTIONAL MATERIALS.—
340 (a) The department shall notify all publishers and
341 manufacturers of instructional materials who have submitted bids
342 that within 3 weeks after the deadline for receiving bids, at a
343 designated time and place, it will open the bids submitted and
344 deposited with it. At the time and place designated, the bids
345 must shall be opened, read, and tabulated in the presence of the
346 bidders or their representatives. No one may revise his or her
347 bid after the bids have been filed. When all bids have been
348 carefully considered, the commissioner shall, from the list of
349 suitable, usable, and desirable instructional materials reported
350 by the state instructional materials reviewers, select and adopt
351 instructional materials for each grade and subject field in the
352 curriculum of public elementary, middle, and high schools in
353 which adoptions are made and in the subject areas designated in
354 the advertisement. Beginning with the 2026 instructional
355 materials adoption cycle, the commissioner shall publish the
356 list of adopted instructional materials not later than July 31
357 of the year preceding the beginning of the adoption period. The
358 adoption must shall continue for the period specified in the
359 advertisement, beginning on the ensuing April 1. The adoption
360 may shall not prevent the extension of a contract as provided in
361 subsection (3). The commissioner shall always reserve the right
362 to reject any and all bids. The commissioner may ask for new
363 sealed bids from publishers or manufacturers whose instructional
364 materials were recommended by the state instructional materials
365 reviewers as suitable, usable, and desirable; specify the dates
366 for filing such bids and the date on which they must shall be
367 opened; and proceed in all matters regarding the opening of bids
368 and the awarding of contracts as required by this part. In all
369 cases, bids must shall be accompanied by a cash deposit or
370 certified check of from $500 to $2,500, as the department may
371 direct. The department shall, in adopting instructional
372 materials, shall give due consideration both to the prices bid
373 for furnishing instructional materials and to the report and
374 recommendations of the state instructional materials reviewers.
375 When the commissioner has finished with the report of the state
376 instructional materials reviewers, the report must shall be
377 filed and preserved with the department and must shall be
378 available at all times for public inspection.
379 Section 23. Subsection (2) of section 1006.40, Florida
380 Statutes, is amended to read:
381 1006.40 Purchase of instructional materials.—
382 (2) Each district school board must purchase current
383 instructional materials to provide students each student in
384 kindergarten through grade 12 with a major tool of instruction
385 in core courses of the subject areas of mathematics, language
386 arts, science, social studies, reading, and literature. If
387 deemed appropriate by the district school board, it may approve
388 an exemption to such purchase for certain courses. Such purchase
389 must be made within the first 5 3 years after the effective date
390 of the adoption cycle unless a district school board or a
391 consortium of school districts has implemented an instructional
392 materials program pursuant to s. 1006.283.
393 Section 24. Subsection (2) of section 1008.212, Florida
394 Statutes, is amended to read:
395 1008.212 Students with disabilities; extraordinary
396 exemption.—
397 (2) A student with a disability for whom the individual
398 education plan (IEP) team determines is prevented by a
399 circumstance or condition from physically demonstrating the
400 mastery of skills that have been acquired and are measured by
401 the statewide standardized assessment, a statewide standardized
402 end-of-course assessment, or an alternate assessment pursuant to
403 s. 1008.22(3)(d) shall be granted an extraordinary exemption
404 from the administration of the assessment. A learning,
405 emotional, behavioral, or significant cognitive disability, or
406 the receipt of services through the homebound or hospitalized
407 program in accordance with rule 6A-6.03020, Florida
408 Administrative Code, is not, in and of itself, an adequate
409 criterion for the granting of an extraordinary exemption. The
410 first two administrations of the coordinated screening and
411 progress monitoring system under s. 1008.25(9) or any alternate
412 assessments used in lieu of such administrations are not subject
413 to the requirements of this section.
414 Section 25. Paragraphs (a) and (d) of subsection (3),
415 paragraphs (b), (d), (e), (h) of subsection (7), and subsections
416 (9) and (10) of section 1008.22, Florida Statutes, are amended
417 to read:
418 1008.22 Student assessment program for public schools.—
419 (3) STATEWIDE, STANDARDIZED ASSESSMENT PROGRAM.—The
420 Commissioner of Education shall design and implement a
421 statewide, standardized assessment program aligned to the core
422 curricular content established in the state academic standards.
423 The commissioner also must develop or select and implement a
424 common battery of assessment tools that will be used in all
425 juvenile justice education programs in the state. These tools
426 must accurately measure the core curricular content established
427 in the state academic standards. Participation in the assessment
428 program is mandatory for all school districts and all students
429 attending public schools, including adult students seeking a
430 standard high school diploma under s. 1003.4282 and students in
431 Department of Juvenile Justice education programs, except as
432 otherwise provided by law. If a student does not participate in
433 the assessment program, the school district must notify the
434 student’s parent and provide the parent with information
435 regarding the implications of such nonparticipation. The
436 statewide, standardized assessment program shall be designed and
437 implemented as follows:
438 (a) Statewide, standardized comprehensive assessments.—
439 1. The statewide, standardized English Language Arts (ELA)
440 assessments shall be administered to students in grades 3
441 through 10. Retake opportunities for the grade 10 ELA assessment
442 must be provided. Reading passages and writing prompts for ELA
443 assessments shall incorporate grade-level core curricula content
444 from social studies. The statewide, standardized Mathematics
445 assessments shall be administered annually in grades 3 through
446 8. The statewide, standardized Science assessment shall be
447 administered annually at least once at the elementary and middle
448 grades levels. In order to earn a standard high school diploma,
449 a student who has not earned a passing score on the grade 10 ELA
450 assessment must earn a passing score on the assessment retake or
451 earn a concordant score as authorized under subsection (9).
452 2. Beginning with the 2022-2023 school year, the end-of
453 year comprehensive progress monitoring assessment administered
454 pursuant to s. 1008.25(9)(b)2. is the statewide, standardized
455 ELA assessment for students in grades 3 through 10 and the
456 statewide, standardized Mathematics assessment for students in
457 grades 3 through 8.
458 (d) Students with disabilities; Florida Alternate
459 Assessment.—
460 1. Each district school board must provide instruction to
461 prepare students with disabilities in the core content knowledge
462 and skills necessary for successful grade-to-grade progression
463 and high school graduation.
464 2. A student with a disability, as defined in s. 1007.02,
465 for whom the individual education plan (IEP) team determines
466 that the statewide, standardized assessments under this section
467 cannot accurately measure the student’s abilities, taking into
468 consideration all allowable accommodations, shall have
469 assessment results waived for the purpose of receiving a course
470 grade and a standard high school diploma. Such waiver shall be
471 designated on the student’s transcript. The statement of waiver
472 shall be limited to a statement that performance on an
473 assessment was waived for the purpose of receiving a course
474 grade or a standard high school diploma, as applicable.
475 3. The State Board of Education shall adopt rules, based
476 upon recommendations of the commissioner, for the provision of
477 assessment accommodations for students with disabilities and for
478 students who have limited English proficiency.
479 a. Accommodations that negate the validity of a statewide,
480 standardized assessment are not allowed during the
481 administration of the assessment. However, instructional
482 accommodations are allowed in the classroom if identified in a
483 student’s IEP. Students using instructional accommodations in
484 the classroom that are not allowed on a statewide, standardized
485 assessment may have assessment results waived if the IEP team
486 determines that the assessment cannot accurately measure the
487 student’s abilities.
488 b. If a student is provided with instructional
489 accommodations in the classroom that are not allowed as
490 accommodations for statewide, standardized assessments, the
491 district must inform the parent in writing and provide the
492 parent with information regarding the impact on the student’s
493 ability to meet expected performance levels. A parent must
494 provide signed consent for a student to receive classroom
495 instructional accommodations that would not be available or
496 permitted on a statewide, standardized assessment and
497 acknowledge in writing that he or she understands the
498 implications of such instructional accommodations.
499 c. If a student’s IEP states that online administration of
500 a statewide, standardized assessment will significantly impair
501 the student’s ability to perform, the assessment must shall be
502 administered in hard copy.
503 4. For students with significant cognitive disabilities,
504 the Department of Education shall provide for implementation of
505 the Florida Alternate Assessment to accurately measure the core
506 curricular content established in the state academic standards.
507 (7) ASSESSMENT SCHEDULES AND REPORTING OF RESULTS.—
508 (b) By January of each year, the commissioner shall publish
509 on the department’s website a uniform calendar that includes the
510 assessment and reporting schedules for, at a minimum, the next 2
511 school years. The uniform calendar must be provided to school
512 districts in an electronic format that allows each school
513 district and public school to populate the calendar with, at
514 minimum, the following information for reporting the district
515 assessment schedules under paragraph (d):
516 1. Whether the assessment is a district-required assessment
517 or a state-required assessment.
518 2. The specific date or dates that each assessment will be
519 administered, including administrations of the coordinated
520 screening and progress monitoring system under s. 1008.25(9)(b).
521 3. The time allotted to administer each assessment.
522 4. Whether the assessment is a computer-based assessment or
523 a paper-based assessment.
524 5. The grade level or subject area associated with the
525 assessment.
526 6. The date that the assessment results are expected to be
527 available to teachers and parents.
528 7. The type of assessment, the purpose of the assessment,
529 and the use of the assessment results.
530 8. A glossary of assessment terminology.
531 9. Estimates of average time for administering state
532 required and district-required assessments, by grade level.
533 (d) Each school district shall, by November 1 of each year,
534 establish schedules for the administration of any statewide,
535 standardized assessments and district-required assessments and
536 approve the schedules as an agenda item at a district school
537 board meeting. Each school district shall publish the testing
538 schedules on its website which specify whether an assessment is
539 a state-required or district-required assessment and the grade
540 bands or subject area associated with the assessments using the
541 uniform calendar, including all information required under
542 paragraph (b), and submit the schedules to the Department of
543 Education by October 1 of each year. Each public school shall
544 publish schedules for statewide, standardized assessments and
545 district-required assessments on its website using the uniform
546 calendar, including all information required under paragraph
547 (b). The school board-approved assessment uniform calendar must
548 be included in the parent guide required by s. 1002.23(5).
549 (e) A school district may not schedule more than 5 percent
550 of a student’s total school hours in a school year to administer
551 statewide, standardized assessments; the coordinated screening
552 and progress monitoring system under s. 1008.25(9)(b)2.; and
553 district-required local assessments. The district shall must
554 secure written consent from a student’s parent before
555 administering district-required local assessments that, after
556 applicable statewide, standardized assessments and coordinated
557 screening and progress monitoring are scheduled, exceed the 5
558 percent test administration limit for that student under this
559 paragraph. The 5 percent test administration limit for a student
560 under this paragraph may be exceeded as needed to provide test
561 accommodations that are required by an IEP or are appropriate
562 for an English language learner who is currently receiving
563 services in a program operated in accordance with an approved
564 English language learner district plan pursuant to s. 1003.56.
565 Notwithstanding this paragraph, a student may choose within a
566 school year to take an examination or assessment adopted by
567 State Board of Education rule pursuant to this section and ss.
568 1007.27, 1008.30, and 1008.44.
569 (h) The results of statewide, standardized assessment in
570 ELA and mathematics, science, and social studies, including
571 assessment retakes, must shall be reported in an easy-to-read
572 and understandable format and delivered in time to provide
573 useful, actionable information to students, parents, and each
574 student’s current teacher of record and teacher of record for
575 the subsequent school year; however, in any case, the district
576 shall provide the results pursuant to this paragraph within 1
577 week after receiving the results from the department. A report
578 of student assessment results must, at a minimum, contain:
579 1. A clear explanation of the student’s performance on the
580 applicable statewide, standardized assessments.
581 2. Information identifying the student’s areas of strength
582 and areas in need of improvement.
583 3. Specific actions that may be taken, and the available
584 resources that may be used, by the student’s parent to assist
585 his or her child based on the student’s areas of strength and
586 areas in need of improvement.
587 4. Longitudinal information, if available, on the student’s
588 progress in each subject area based on previous statewide,
589 standardized assessment data.
590 5. Comparative information showing the student’s score
591 compared to other students in the school district, in the state,
592 or, if available, in other states.
593 6. Predictive information, if available, showing the
594 linkage between the scores attained by the student on the
595 statewide, standardized assessments and the scores he or she may
596 potentially attain on nationally recognized college entrance
597 examinations.
598
599 The information included under this paragraph relating to
600 results from the statewide, standardized ELA assessments for
601 grades 3 through 10 and Mathematics assessments for grades 3
602 through 8 must be included in individual student reports under
603 s. 1008.25(9)(c).
604 (9) CONCORDANT SCORES.—The Commissioner of Education must
605 identify scores on the SAT and ACT that if achieved satisfy the
606 graduation requirement that a student pass the grade 10 ELA
607 assessment. The commissioner may identify concordant scores on
608 assessments other than the SAT and ACT. If the content or
609 scoring procedures change for the grade 10 ELA assessment, new
610 concordant scores must be determined. If new concordant scores
611 are not timely adopted, the last-adopted concordant scores
612 remain in effect until such time as new scores are adopted. The
613 state board shall adopt concordant scores in rule.
614 (10) COMPARATIVE SCORES FOR END-OF-COURSE (EOC)
615 ASSESSMENT.—The Commissioner of Education must identify one or
616 more comparative scores for the Algebra I EOC assessment. If the
617 content or scoring procedures change for the EOC assessment, new
618 comparative scores must be determined. If new comparative scores
619 are not timely adopted, the last-adopted comparative scores
620 remain in effect until such time as new scores are adopted. The
621 state board shall adopt comparative scores in rule.
622 Section 26. Effective upon becoming a law, paragraph (c) of
623 subsection (5), paragraphs (b) and (c) of subsections (7), and
624 subsection (9) of section 1008.25, Florida Statutes, are
625 amended, to read:
626 1008.25 Public school student progression; student support;
627 coordinated screening and progress monitoring; reporting
628 requirements.—
629 (5) READING DEFICIENCY AND PARENTAL NOTIFICATION.—
630 (c) To be promoted to grade 4, a student must score a Level
631 2 or higher on the statewide, standardized English Language Arts
632 assessment required under s. 1008.22 for grade 3. If a student’s
633 reading deficiency is not remedied by the end of grade 3, as
634 demonstrated by scoring Level 2 or higher on the statewide,
635 standardized assessment required under s. 1008.22 for grade 3,
636 the student must be retained unless the parent determines
637 retention is not in the best interest of the student and
638 approves a good cause exemption pursuant to paragraph (7)(b).
639 (7) ELIMINATION OF SOCIAL PROMOTION.—
640 (b) The district school board may only exempt students from
641 mandatory retention, as provided in paragraph (5)(c), for good
642 cause. A student who is promoted to grade 4 with a good cause
643 exemption shall be provided intensive reading instruction and
644 intervention that include specialized diagnostic information and
645 specific reading strategies to meet the needs of each student so
646 promoted. The school district shall assist schools and teachers
647 with the implementation of explicit, systematic, and
648 multisensory reading instruction and intervention strategies for
649 students promoted with a good cause exemption which research has
650 shown to be successful in improving reading among students who
651 have reading difficulties. Good cause exemptions are limited to
652 the following:
653 1. Limited English proficient students who have had less
654 than 2 years of instruction in an English for Speakers of Other
655 Languages program based on the initial date of entry into a
656 school in the United States.
657 2. Students with disabilities whose individual education
658 plan indicates that participation in the statewide assessment
659 program is not appropriate, consistent with the requirements of
660 s. 1008.212.
661 3. Students who demonstrate an acceptable level of
662 performance on an alternative standardized reading or English
663 Language Arts assessment approved by the State Board of
664 Education.
665 4. A student who demonstrates through a student portfolio
666 that he or she is performing at least at Level 2 on the
667 statewide, standardized English Language Arts assessment.
668 5. Students with disabilities who take the statewide,
669 standardized English Language Arts assessment and who have an
670 individual education plan or a Section 504 plan that reflects
671 that the student has received intensive instruction in reading
672 or English Language Arts for more than 2 years but still
673 demonstrates a deficiency and was previously retained in
674 prekindergarten, kindergarten, grade 1, grade 2, or grade 3.
675 6. Students who have received intensive reading
676 intervention for 2 or more years but still demonstrate a
677 deficiency in reading and who were previously retained in
678 kindergarten, grade 1, grade 2, or grade 3 for a total of 2
679 years. A student may not be retained more than once in grade 3.
680 7. A student must be promoted to grade 4 if the parent
681 determines promotion is in the best interest of the student. The
682 parent and the school must develop a student intervention plan.
683 The intervention plan must be approved by the parent and may
684 include, but is not limited to, interventions and supports under
685 paragraph (5)(e) and subsection (8).
686 (c) Requests for good cause exemptions for students from
687 the mandatory retention requirement as described in
688 subparagraphs (b)3. and 4. shall be made consistent with the
689 following:
690 1. Documentation shall be submitted from the student’s
691 teacher to the school principal that indicates that the
692 promotion of the student is appropriate and is based upon the
693 student’s academic record. In order to minimize paperwork
694 requirements, such documentation shall consist only of the
695 existing progress monitoring plan, individual educational plan,
696 if applicable, report card, or student portfolio.
697 2. The school principal shall review and discuss such
698 recommendation with the teacher and make the determination as to
699 whether the student should be promoted or retained, subject to a
700 parent’s permission pursuant to subparagraph (b)7. If the school
701 principal determines that the student should be promoted, the
702 school principal shall make such recommendation in writing to
703 the district school superintendent. The district school
704 superintendent shall accept or reject the school principal’s
705 recommendation in writing.
706 (9) COORDINATED SCREENING AND PROGRESS MONITORING SYSTEM.—
707 (a) The Department of Education, in collaboration with the
708 Office of Early Learning, shall procure and require the use of a
709 statewide, standardized coordinated screening and progress
710 monitoring system for the Voluntary Prekindergarten Education
711 Program and public schools. The system must:
712 1. Measure student progress in meeting the appropriate
713 expectations in early literacy and mathematics skills and in
714 English Language Arts and mathematics standards as required by
715 ss. 1002.67(1)(a) and 1003.41 and identify the educational
716 strengths and needs of students.
717 2. For students in the Voluntary Prekindergarten Education
718 Program through grade 3, measure student performance in oral
719 language development, phonological and phonemic awareness,
720 knowledge of print and letters, decoding, fluency, vocabulary,
721 and comprehension, as applicable by grade level, and, at a
722 minimum, provide interval level and norm-referenced data that
723 measures equivalent levels of growth.
724 3. Be a valid, reliable, and developmentally appropriate
725 computer-based direct instrument that provides screening and
726 diagnostic capabilities for monitoring student progress;
727 identifies students who have a substantial deficiency in reading
728 or mathematics, including identifying students with
729 characteristics of dyslexia, dyscalculia, and other learning
730 disorders; and informs instruction. Any student identified by
731 the system as having characteristics of dyslexia or dyscalculia
732 shall undergo further screening. Beginning with the 2023-2024
733 school year, the coordinated screening and progress monitoring
734 system must be computer-adaptive.
735 4. Provide data for Voluntary Prekindergarten Education
736 Program accountability as required under s. 1002.68.
737 5. Provide Voluntary Prekindergarten Education Program
738 providers, school districts, schools, teachers, and parents with
739 data and resources that enhance differentiated instruction and
740 parent communication.
741 6. Provide baseline data to the department of each
742 student’s readiness for kindergarten. The determination of
743 kindergarten readiness must be based on the results of each
744 student’s initial progress monitoring assessment in
745 kindergarten. The methodology for determining a student’s
746 readiness for kindergarten must be developed by the department
747 and aligned to the methodology adopted pursuant to s.
748 1002.68(4).
749 7. Assess how well educational goals and curricular
750 standards are met at the provider, school, district, and state
751 levels and provide information to the department to aid in the
752 development of educational programs, policies, and supports for
753 providers, districts, and schools.
754 (b) Beginning with the 2022-2023 school year, private
755 Voluntary Prekindergarten Education Program providers and public
756 schools must participate in the coordinated screening and
757 progress monitoring system pursuant to this paragraph.
758 1. For students in the Voluntary Prekindergarten Education
759 Program through grade 2, the coordinated screening and progress
760 monitoring system must be administered at least three times
761 within a program year or school year, as applicable, with the
762 first administration occurring no later than the first 30
763 instructional days after a student’s enrollment or the start of
764 the program year or school year, the second administration
765 occurring midyear, and the third administration occurring within
766 the last 30 days of the program or school year pursuant to state
767 board rule. The state board may adopt alternate timeframes to
768 address nontraditional school year calendars or summer programs
769 to ensure the coordinated screening and progress monitoring
770 program is administered a minimum of three times within a year
771 or program.
772 2. For students in the summer prekindergarten program, the
773 coordinated screening and progress monitoring system must be
774 administered two times, with the first administration occurring
775 no later than the first 10 instructional days after a student’s
776 enrollment or the start of the summer prekindergarten program,
777 and the second administration occurring within the last 10 days
778 of the summer prekindergarten program pursuant to state board
779 rule.
780 3. For grades 3 through 10 English Language Arts and grades
781 3 through 8 Mathematics, the coordinated screening and progress
782 monitoring system must be administered at the beginning, middle,
783 and end of the school year pursuant to state board rule. The
784 end-of-year administration of the coordinated screening and
785 progress monitoring system must be a comprehensive progress
786 monitoring assessment administered in accordance with the
787 scheduling requirements under s. 1008.22(7) s. 1008.22(7)(c).
788 (c) To facilitate timely interventions and supports
789 pursuant to subsection (4), the system must provide results from
790 the first two administrations of the progress monitoring to a
791 student’s teacher within 1 week and to the student’s parent
792 within 2 weeks of the administration of the progress monitoring.
793 Delivery of results from the comprehensive, end-of-year progress
794 monitoring ELA assessment for grades 3 through 10 and
795 Mathematics assessment for grades 3 through 8 must be in
796 accordance with s. 1008.22(7) s. 1008.22(7)(h).
797 1. A student’s results from the coordinated screening and
798 progress monitoring system must be recorded in a written, easy
799 to-comprehend individual student report. Each school district
800 shall provide a parent secure access to his or her child’s
801 individual student reports through a web-based portal as part of
802 its student information system. Each early learning coalition
803 shall provide parents the individual student report in a format
804 determined by state board rule.
805 2. In addition to the information under subparagraph (a)5.,
806 the report must also include parent resources that explain the
807 purpose of progress monitoring, assist the parent in
808 interpreting progress monitoring results, and support informed
809 parent involvement. Parent resources may include personalized
810 video formats.
811 3. The department shall annually update school districts
812 and early learning coalitions on new system features and
813 functionality and collaboratively identify with school districts
814 and early learning coalitions strategies for meaningfully
815 reporting to parents results from the coordinated screening and
816 progress monitoring system. The department shall develop ways to
817 increase the utilization, by instructional staff and parents, of
818 student assessment data and resources.
819 4. An individual student report must be provided in a
820 printed format upon a parent’s request.
821 (d) Screening and progress monitoring system results,
822 including the number of students who demonstrate characteristics
823 of dyslexia and dyscalculia, shall be reported to the department
824 pursuant to state board rule and maintained in the department’s
825 Education Data Warehouse. Results must be provided to a
826 student’s teacher and parent in a timely manner as required in
827 s. 1008.22(7)(g).
828 (e) The department, in collaboration with the Office of
829 Early Learning, shall provide training and support for effective
830 implementation of the screening and progress monitoring system.
831 Section 27. Paragraph (c) of subsection (3) and subsection
832 (4) of section 1008.33, Florida Statutes, are amended to read:
833 1008.33 Authority to enforce public school improvement.—
834 (3)
835 (c) The state board shall adopt by rule a differentiated
836 matrix of intervention and support strategies for assisting
837 traditional public schools identified under this section and
838 rules for implementing s. 1002.33(9)(n), relating to charter
839 schools. The intervention and support strategies must address
840 student performance and may include improvement planning;
841 leadership quality improvement; educator quality improvement;
842 professional development; curriculum review, pacing, and
843 alignment across grade levels to improve background knowledge in
844 social studies, science, and the arts; and the use of continuous
845 improvement and monitoring plans and processes. In addition, the
846 state board may prescribe reporting requirements to review and
847 monitor the progress of the schools. The rule must define the
848 intervention and support strategies for school improvement for
849 schools earning a grade of “D” or “F” and the roles for the
850 district and department. A school may not be required to use the
851 measure of student learning growth in s. 1012.34(7) as the sole
852 determinant to recruit instructional personnel. The rule must
853 create a timeline for a school district’s school improvement
854 plan or district-managed turnaround plan to be approved and for
855 the school improvement funds under Title I to be released to the
856 school district. The timeline established in rule for the
857 release of school improvement funding under Title I may not
858 exceed 20 calendar days after the approval of the school
859 improvement plan or district-managed turnaround plan.
860 (4)(a) The state board shall apply intensive intervention
861 and support strategies tailored to the needs of schools earning
862 two consecutive grades of “D” or a grade of “F.” In the first
863 full school year after a school initially earns a grade of “D,”
864 the school district must immediately implement intervention and
865 support strategies prescribed in rule under paragraph (3)(c).
866 For a school that initially earns a grade of “F” or a second
867 consecutive grade of “D,” the school district must either
868 continue implementing or immediately begin implementing
869 intervention and support strategies prescribed in rule under
870 paragraph (3)(c) and provide the department, by September 15 1,
871 with the memorandum of understanding negotiated pursuant to s.
872 1001.42(21) and, by October 1, a district-managed turnaround
873 plan for approval by the state board. The district-managed
874 turnaround plan may include a proposal for the district to
875 implement an extended school day, a summer program, a
876 combination of an extended school day and a summer program, or
877 any other option authorized under paragraph (b) for state board
878 approval. A school district is not required to wait until a
879 school earns a second consecutive grade of “D” to submit a
880 turnaround plan for approval by the state board under this
881 paragraph. Upon approval by the state board, the school district
882 must implement the plan for the remainder of the school year and
883 continue the plan for 4 1 full school years year. The state
884 board may allow a school an additional year of implementation
885 before the school must implement a turnaround option required
886 under paragraph (b) if the school earns a first grade of “C” or
887 higher after the fourth it determines that the school is likely
888 to improve to a grade of “C” or higher after the first full
889 school year of implementation.
890 (b) Unless an additional year of implementation is provided
891 pursuant to paragraph (a), A school that, during the completes a
892 plan cycle under paragraph (a), and does not improve to a grade
893 of “B” or higher or does not improve and maintain to a grade of
894 “C” for 2 consecutive years or higher must implement one of the
895 following:
896 1. Reassign students to another school and monitor the
897 progress of each reassigned student;
898 2. Close the school and reopen the school as one or more
899 charter schools, each with a governing board that has a
900 demonstrated record of effectiveness; or
901 3. Contract with an outside entity that has a demonstrated
902 record of effectiveness to provide turnaround services
903 identified in state board rule, which may include school
904 leadership, educational modalities, teacher and leadership
905 professional development, curriculum, operation and management
906 services, school-based administrative staffing, budgeting,
907 scheduling, other educational service provider functions, or any
908 combination thereof. Selection of an outside entity may include
909 one or a combination of the following:
910 a. An external operator, which may be a district-managed
911 charter school or a high-performing charter school network in
912 which all instructional personnel are not employees of the
913 school district, but are employees of an independent governing
914 board composed of members who did not participate in the review
915 or approval of the charter.
916 b. A contractual agreement that allows for a charter school
917 network or any of its affiliated subsidiaries to provide
918 individualized consultancy services tailored to address the
919 identified needs of one or more schools under this section.
920 4. Implementation of a community school model as defined in
921 s. 1003.64(2)(c).
922 a. A school district that intends to implement a community
923 school model must apply for a planning grant under s. 1003.64(3)
924 by the application deadline established by the center during the
925 second year of implementing the district-managed turnaround
926 plan. A school district that is not awarded a grant may reapply
927 by the application deadline during the third year of
928 implementing the district-managed turnaround plan but may not
929 receive an extension to implement the community school model.
930 b. Notwithstanding paragraph (c), a school district that
931 receives a grant under s. 1003.64(3) must continue planning to
932 implement the community school model regardless of whether the
933 school successfully exits the district-managed turnaround plan
934 under paragraph (a).
935 c. A school district must implement the community school
936 model no later than the school year following the fourth year of
937 the district managed turnaround plan.
938 d. For a school that does not meet the requirements to exit
939 turnaround under paragraph (a) and fails to implement a
940 community school model, the school district must select another
941 turnaround option under paragraph (b).
942
943 A school district and outside entity under this subparagraph 3.
944 must enter, at minimum, enter a 2-year, performance-based
945 contract. The contract must include school performance and
946 growth metrics the outside entity must meet on an annual basis.
947 The state board may require the school district to modify or
948 cancel the contract.
949 (c) Implementation of a turnaround option is not required
950 if the school improved and maintained a grade of “C” or higher
951 for 2 consecutive years, under paragraph (a). Implementation of
952 the turnaround option is not no longer required if the school
953 improves to a grade of “C” or higher, under paragraph (b).
954 (d) If a school earning two consecutive grades of “D” or a
955 grade of “F” does not improve to a grade of “C” or higher after
956 2 school years of implementing the turnaround option selected by
957 the school district under paragraph (b), the school district
958 must implement another turnaround option. Implementation of the
959 turnaround option must begin the school year following the
960 implementation period of the existing turnaround option, unless
961 the state board determines that the school is likely to improve
962 to a grade of “C” or higher if additional time is provided to
963 implement the existing turnaround option.
964 Section 28. Section 1008.332, Florida Statutes, is amended
965 to read:
966 1008.332 Committee of practitioners pursuant to federal
967 Every Student Succeeds No Child Left Behind Act.—The Department
968 of Education shall establish a committee of practitioners
969 pursuant to federal requirements of the Every Student Succeeds
970 No Child Left Behind Act of 2015 2001. The committee members
971 shall be appointed by the Commissioner of Education and shall
972 annually report to the Governor, the President of the Senate,
973 and the Speaker of the House of Representatives by January 1.
974 The committee shall meet regularly and is authorized to review
975 potential rules and policies that will be considered by the
976 State Board of Education.
977 Section 29. Paragraph (c) of subsection (3) and subsection
978 (5) of section 1008.34, Florida Statutes, are amended to read:
979 1008.34 School grading system; school report cards;
980 district grade.—
981 (3) DESIGNATION OF SCHOOL GRADES.—
982 (c)1. The calculation of a school grade shall be based on
983 the percentage of points earned from the components listed in
984 subparagraph (b)1. and, if applicable, subparagraph (b)2. The
985 State Board of Education shall adopt in rule a school grading
986 scale that sets the percentage of points needed to earn each of
987 the school grades listed in subsection (2). There shall be at
988 least five percentage points separating the percentage
989 thresholds needed to earn each of the school grades. The state
990 board shall annually review the percentage of school grades of
991 “A” and “B” for the school year to determine whether to adjust
992 the school grading scale upward for the following school year’s
993 school grades. The first adjustment would occur no earlier than
994 the 2023-2024 school year. An adjustment must be made if the
995 percentage of schools earning a grade of “A” or “B” in the
996 current year represents 75 percent or more of all graded schools
997 within a particular school type, which consists of elementary,
998 middle, high, and combination. The adjustment must reset the
999 minimum required percentage of points for each grade of “A,”
1000 “B,” “C,” or “D” at the next highest percentage ending in the
1001 numeral 5 or 0, whichever is closest to the current percentage.
1002 Annual reviews of the percentage of schools earning a grade of
1003 “A” or “B” and adjustments to the required points must be
1004 suspended when the following grading scale for a specific school
1005 type is achieved:
1006 a. Ninety percent or more of the points for a grade of “A.”
1007 b. Eighty to eighty-nine percent of the points for a grade
1008 of “B.”
1009 c. Seventy to seventy-nine percent of the points for a
1010 grade of “C.”
1011 d. Sixty to sixty-nine percent of the points for a grade of
1012 “D.”
1013
1014 When the state board adjusts the grading scale upward, the state
1015 board must inform the public of the degree of the adjustment and
1016 its anticipated impact on school grades. Any changes made by the
1017 state board to components in the school grades model or to the
1018 school grading scale shall go into effect, at the earliest, in
1019 the following school year.
1020 2. The calculation of school grades may not include any
1021 provision that would raise or lower the school’s grade beyond
1022 the percentage of points earned. Extra weight may not be added
1023 in the calculation of any components.
1024 (5) DISTRICT GRADE.—Beginning with the 2014-2015 school
1025 year, a school district’s grade shall include a district-level
1026 calculation of the components under paragraph (3)(b). This
1027 calculation methodology captures each eligible student in the
1028 district who may have transferred among schools within the
1029 district or is enrolled in a school that does not receive a
1030 grade. The department shall develop a district report card that
1031 includes the district grade; the information required under s.
1032 1008.345(3) s. 1008.345(5); measures of the district’s progress
1033 in closing the achievement gap between higher-performing student
1034 subgroups and lower-performing student subgroups; measures of
1035 the district’s progress in demonstrating Learning Gains of its
1036 highest-performing students; measures of the district’s success
1037 in improving student attendance; the district’s grade-level
1038 promotion of students scoring achievement levels 1 and 2 on
1039 statewide, standardized English Language Arts and Mathematics
1040 assessments; and measures of the district’s performance in
1041 preparing students for the transition from elementary to middle
1042 school, middle to high school, and high school to postsecondary
1043 institutions and careers.
1044 Section 30. Subsections (3), (4), and (5) of section
1045 1008.345, Florida Statutes, are amended to read:
1046 1008.345 Implementation of state system of school
1047 improvement and education accountability.—
1048 (3) The annual feedback report shall be developed by the
1049 Department of Education.
1050 (4) The commissioner shall review each district school
1051 board’s feedback report and submit findings to the State Board
1052 of Education. If adequate progress is not being made toward
1053 implementing and maintaining a system of school improvement and
1054 education accountability, the State Board of Education shall
1055 direct the commissioner to prepare and implement a corrective
1056 action plan. The commissioner and State Board of Education shall
1057 monitor the development and implementation of the corrective
1058 action plan.
1059 (3)(5) The commissioner shall annually report to the State
1060 Board of Education and the Legislature and recommend changes in
1061 state policy necessary to foster school improvement and
1062 education accountability. The report must shall include:
1063 (a) for each school district:
1064 (a)1. The percentage of students, by school and grade
1065 level, demonstrating learning growth in English Language Arts
1066 and mathematics.
1067 (b)2. The percentage of students, by school and grade
1068 level, in both the highest and lowest quartiles demonstrating
1069 learning growth in English Language Arts and mathematics.
1070 (c)3. The information contained in the school district’s
1071 annual report required pursuant to s. 1008.25(10).
1072 (b) Intervention and support strategies used by school
1073 districts whose students in both the highest and lowest
1074 quartiles exceed the statewide average learning growth for
1075 students in those quartiles.
1076 (c) Intervention and support strategies used by school
1077 districts whose schools provide educational services to youth in
1078 Department of Juvenile Justice programs that demonstrate
1079 learning growth in English Language Arts and mathematics that
1080 exceeds the statewide average learning growth for students in
1081 those subjects.
1082 (d) Based upon a review of each school district’s reading
1083 instruction plan submitted pursuant to s. 1003.4201,
1084 intervention and support strategies used by school districts
1085 that were effective in improving the reading performance of
1086 students, as indicated by student performance data, who are
1087 identified as having a substantial reading deficiency pursuant
1088 to s. 1008.25(5)(a).
1089
1090 School reports must shall be distributed pursuant to this
1091 subsection and s. 1001.42(18)(c) and according to rules adopted
1092 by the State Board of Education.
1093 Section 31. Paragraph (d) of subsection (2) of section
1094 1000.05, Florida Statutes, is amended to read:
1095 1000.05 Discrimination against students and employees in
1096 the Florida K-20 public education system prohibited; equality of
1097 access required.—
1098 (2)
1099 (d) Students may be separated by sex for a single-gender
1100 program as provided under s. 1002.311, for any portion of a
1101 class that deals with human reproduction, or during
1102 participation in bodily contact sports. For the purpose of this
1103 section, bodily contact sports include wrestling, boxing, rugby,
1104 ice hockey, football, basketball, and other sports in which the
1105 purpose or major activity involves bodily contact.
1106 Section 32. Except as otherwise expressly provided in this
1107 act and except for this section, which shall take effect upon
1108 this act becoming a law, this act shall take effect July 1,
1109 2024.
1110
1111 ================= T I T L E A M E N D M E N T ================
1112 And the title is amended as follows:
1113 Delete lines 43 - 156
1114 and insert:
1115 high school to take specified assessments; revising
1116 the courses for which the transferring course final
1117 grade must be honored for a transfer student under
1118 certain conditions; amending s. 1003.433, F.S.;
1119 deleting requirements that must be met by students who
1120 transfer to a public school for 11th or 12th grade;
1121 amending s. 1003.435, F.S.; deleting an exception for
1122 the high school equivalency diploma program; requiring
1123 school districts to adopt a policy that allows
1124 specified students to take the high school equivalency
1125 examination; amending s. 1003.4935, F.S.; deleting a
1126 requirement that the Department of Education collect
1127 and report certain data relating to a middle school
1128 career and professional academy or career-themed
1129 course; repealing s. 1003.4995, F.S., relating to the
1130 fine arts report prepared by the Commissioner of
1131 Education; repealing s. 1003.4996, F.S., relating to
1132 the Competency-Based Education Pilot Program; amending
1133 s. 1003.49965, F.S.; authorizing, rather than
1134 requiring, a school district to hold an Art in the
1135 Capitol Competition; amending s. 1003.51, F.S.;
1136 deleting a requirement regarding assessment procedures
1137 for Department of Juvenile Justice education programs;
1138 revising requirements for which assessment results
1139 must be included in a student’s discharge packet;
1140 revising requirements for when a district school board
1141 must face sanctions for unsatisfactory performance in
1142 its Department of Juvenile Justice programs; amending
1143 s. 1003.621, F.S.; deleting a requirement for
1144 academically high-performing school districts to
1145 submit an annual report to the State Board of
1146 Education; amending s. 1006.28, F.S.; revising the
1147 definition of the term “adequate instructional
1148 materials”; deleting a timeframe requirement for each
1149 district school superintendent to notify the
1150 department about instructional materials; deleting a
1151 requirement for such notification; authorizing, rather
1152 than requiring, a school principal to collect the
1153 purchase price of instructional materials lost,
1154 destroyed, or damaged by a student; amending s.
1155 1006.283, F.S.; deleting a timeframe requirement for a
1156 district school superintendent to certify to the
1157 Department of Education that instructional materials
1158 meet state standards; amending s. 1006.33, F.S.;
1159 requiring the Department of Education to advertise
1160 bids or proposals for instructional materials within a
1161 specified timeframe beginning in a specified
1162 instructional materials adoption cycle; requiring the
1163 department to publish specifications for subject areas
1164 within a specified timeframe; amending s. 1006.34,
1165 F.S.; requiring the commissioner to publish a list of
1166 adopted instructional materials within a specified
1167 timeframe beginning in a specified instructional
1168 materials adoption cycle; amending s. 1006.40, F.S.;
1169 authorizing district school boards to approve an
1170 exemption to the purchase of certain instructional
1171 materials; revising the timeframe between purchases of
1172 instructional materials; amending s. 1008.212, F.S.;
1173 providing that certain assessments are not subject to
1174 specified requirements; amending s. 1008.22, F.S.;
1175 deleting a requirement that a student pass a certain
1176 assessment to earn a high school diploma; deleting
1177 requirements relating to a uniform calendar that must
1178 be published by the commissioner each year; revising a
1179 time requirement for each school district to establish
1180 schedules for the administration of statewide,
1181 standardized assessments; revising the information
1182 that must be included with the schedules; conforming
1183 provisions to changes made by the act; deleting a
1184 requirement for the commissioner to identify which SAT
1185 and ACT scores would satisfy graduation requirements;
1186 deleting a requirement for the commissioner to
1187 identify comparative scores for the Algebra I end-of
1188 course assessment; amending s. 1008.25, F.S.;
1189 providing conditions under which a student must be
1190 promoted to grade 4; requiring two administrations of
1191 the coordinated screening and progress monitoring
1192 system for students in a summer prekindergarten
1193 program; conforming a cross-reference; amending s.
1194 1008.33, F.S.; prohibiting a school from being
1195 required to use a certain parameter as the sole
1196 determining factor to recruit instructional personnel;
1197 providing requirements for a rule adopted by the State
1198 Board of Education; revising the date by which a
1199 school district must submit a memorandum of
1200 understanding to the Department of Education;
1201 increasing the length of time for which certain school
1202 districts must continue a turnaround plan; revising an
1203 authorization for the state board to allow a school
1204 additional time before implementing a turnaround
1205 option; revising requirements for schools that
1206 complete a plan cycle; providing additional options
1207 for a school that completes a plan cycle but does meet
1208 certain requirements; providing that implementation of
1209 a turnaround option is not required under certain
1210 conditions; amending s. 1008.332, F.S.; revising a
1211 provision relating to the No Child Left Behind Act to
1212 relate to the Every Student Succeeds Act; deleting a
1213 requirement for committee members to annually report
1214 to specified entities; amending s. 1008.34, F.S.;
1215 requiring that certain changes made by the state board
1216 to the school grades model or school grading scale go
1217 into effect in the following school year or later;
1218 conforming cross-references; amending s. 1008.345,
1219 F.S.; deleting a requirement for the Department of
1220 Education to develop an annual feedback report;
1221 deleting a requirement for the Commissioner of
1222 Education to review specified feedback reports and
1223 submit findings to the State Board of Education;
1224 deleting certain requirements for a report the
1225 commissioner produces annually for the state board;
1226 conforming a cross reference; amending s. 1000.05,
1227 F.S.; conforming cross-references; providing effective
1228 dates.