CS for SB 7004 Second Engrossed
20247004e2
1 A bill to be entitled
2 An act relating to education; amending s. 1001.02,
3 F.S.; deleting a requirement that the State Board of
4 Education establish the cost of certain tuition and
5 fees; amending s. 1001.03, F.S.; deleting a
6 requirement that the state board identify certain
7 metrics and develop a specified plan relating to the
8 Florida College System; amending s. 1002.3105, F.S.;
9 deleting a requirement that a performance contract be
10 completed if a student participates in an Academically
11 Challenging Curriculum to Enhance Learning option;
12 providing that a performance contract may be used at
13 the discretion of the principal; repealing s.
14 1002.311, F.S., relating to single-gender programs;
15 amending s. 1002.34, F.S.; deleting a requirement for
16 the Commissioner of Education to provide for an annual
17 comparative evaluation of charter technical career
18 centers and public technical centers; amending s.
19 1002.45, F.S.; deleting a requirement that school
20 districts provide certain virtual instruction options
21 to students; deleting a requirement that virtual
22 instruction program providers be nonsectarian;
23 authorizing school districts to provide certain
24 students with the equipment and access necessary for
25 participation in virtual instruction programs;
26 amending s. 1002.61, F.S.; authorizing school
27 districts to satisfy specified requirements for such
28 program by contracting with certain providers;
29 amending s. 1002.82, F.S.; requiring the Department of
30 Education to review school readiness program plans
31 every 3 years, rather than every 2 years; amending s.
32 1002.85, F.S.; requiring early learning coalitions to
33 submit school readiness program plans to the
34 department every 3 years, rather than every 2 years;
35 amending s. 1003.435, F.S.; revising the eligibility
36 requirements for students to take the high school
37 equivalency examination; amending s. 1003.4935, F.S.;
38 deleting a requirement that the department collect and
39 report certain data relating to a middle school career
40 and professional academy or a career-themed course;
41 repealing s. 1003.4995, F.S., relating to the fine
42 arts report prepared by the Commissioner of Education;
43 repealing s. 1003.4996, F.S., relating to the
44 Competency-Based Education Pilot Program; amending s.
45 1003.49965, F.S.; authorizing, rather than requiring,
46 a school district to hold an Art in the Capitol
47 Competition; amending s. 1003.51, F.S.; deleting a
48 requirement regarding assessment procedures for
49 Department of Juvenile Justice education programs;
50 revising requirements for which assessment results
51 must be included in a student’s discharge packet;
52 deleting requirements for specified sanctions against
53 district school boards for unsatisfactory performance
54 in their Department of Juvenile Justice education
55 programs; amending s. 1003.621, F.S.; deleting a
56 requirement for academically high-performing school
57 districts to submit an annual report to the state
58 board; repealing s. 1004.925, F.S., relating to
59 automotive service technology education programs and
60 certification; amending s. 1006.28, F.S.; revising the
61 definition of the term “adequate instructional
62 materials”; requiring certain information published
63 and regularly updated by the Department of Education
64 to be sorted by grade level; deleting a timeframe
65 requirement for each district school superintendent to
66 notify the department about instructional materials;
67 deleting a requirement for such notification;
68 authorizing, rather than requiring, a school principal
69 to collect the purchase price of instructional
70 materials lost, destroyed, or unnecessarily damaged by
71 a student; amending s. 1006.283, F.S.; deleting a
72 timeframe requirement for a district school
73 superintendent to certify to the department that
74 certain instructional materials meet applicable state
75 standards; amending s. 1006.33, F.S.; beginning with a
76 specified adoption cycle, requiring the department to
77 publish an instructional materials adoption timeline;
78 providing requirements for such timeline and adoption
79 cycle; providing requirements for the 2025-2026
80 instructional materials adoption cycle; providing an
81 expiration date for such requirements; deleting
82 certain timelines relating to the adoption of
83 instructional materials; amending s. 1007.33, F.S.;
84 deleting a provision authorizing the Board of Trustees
85 of St. Petersburg College to establish certain degree
86 programs; amending s. 1008.25, F.S.; revising the
87 requirements for comprehensive plans for student
88 progression; revising the students who receive
89 priority for allocation of remedial and supplemental
90 instruction resources; requiring individualized
91 progress monitoring plans to be developed within a
92 specified timeframe; providing requirements for
93 students in the Voluntary Prekindergarten Education
94 Program who exhibit a substantial deficiency in early
95 literacy skills and early mathematics skills;
96 providing that substantial deficiencies in early
97 literacy skills and early mathematics skills for such
98 students are determined by specified results of the
99 coordinated screening and progress monitoring;
100 requiring the State Board of Education to identify
101 specified guidelines in rule; requiring teachers and
102 school administrators to meet with specified parents
103 upon the request of such parents; authorizing such
104 parents to request specified actions; revising
105 requirements for the administration of the coordinated
106 screening and progress monitoring system; providing
107 requirements for the administration of such system for
108 students in the summer prekindergarten program;
109 amending s. 1008.31, F.S.; revising a provision
110 relating to the No Child Left Behind Act of 2001 to
111 relate to the Every Student Succeeds Act of 2015;
112 amending s. 1008.33, F.S.; authorizing the state board
113 to allow certain schools additional time to implement
114 a community school model; amending s. 1008.332, F.S.;
115 revising a provision relating to the No Child Left
116 Behind Act of 2001 to relate to the Every Student
117 Succeeds Act of 2015; deleting a requirement for
118 certain committee members to annually report to
119 specified entities; amending s. 1008.34, F.S.;
120 conforming a cross-reference; amending s. 1008.345,
121 F.S.; deleting a requirement for the department to
122 develop an annual feedback report; deleting a
123 requirement for the Commissioner of Education to
124 review specified feedback reports and submit findings
125 to the state board; deleting certain requirements for
126 a report the commissioner produces annually for the
127 state board and the Legislature; revising what
128 information certain community assessment team
129 recommendations are based on; amending s. 1008.45,
130 F.S.; deleting a requirement that the state board
131 provide a specified annual evaluation; amending ss.
132 1000.05, 1002.31, 1002.321, 1002.33, 1002.455,
133 1008.22, 1008.37, and 1013.841, F.S.; conforming
134 provisions and cross-references to changes made by the
135 act; providing an effective date.
136
137 Be It Enacted by the Legislature of the State of Florida:
138
139 Section 1. Subsection (5) of section 1001.02, Florida
140 Statutes, is amended to read:
141 1001.02 General powers of State Board of Education.—
142 (5) The State Board of Education is responsible for
143 reviewing and administering the state program of support for the
144 Florida College System institutions and, subject to existing
145 law, shall establish the tuition and out-of-state fees for
146 developmental education and for credit instruction that may be
147 counted toward an associate in arts degree, an associate in
148 applied science degree, or an associate in science degree.
149 Section 2. Subsection (17) of section 1001.03, Florida
150 Statutes, is amended to read:
151 1001.03 Specific powers of State Board of Education.—
152 (17) PLAN SPECIFYING GOALS AND OBJECTIVES.—By July 1, 2013,
153 the State Board of Education shall identify performance metrics
154 for the Florida College System and develop a plan that specifies
155 goals and objectives for each Florida College System
156 institution. The plan must include:
157 (a) Performance metrics and standards common for all
158 institutions and metrics and standards unique to institutions
159 depending on institutional core missions, including, but not
160 limited to, remediation success, retention, graduation,
161 employment, transfer rates, licensure passage, excess hours,
162 student loan burden and default rates, job placement, faculty
163 awards, and highly respected rankings for institution and
164 program achievements.
165 (b) Student enrollment and performance data delineated by
166 method of instruction, including, but not limited to,
167 traditional, online, and distance learning instruction.
168 Section 3. Paragraphs (c) and (d) of subsection (4) of
169 section 1002.3105, Florida Statutes, are amended to read:
170 1002.3105 Academically Challenging Curriculum to Enhance
171 Learning (ACCEL) options.—
172 (4) ACCEL REQUIREMENTS.—
173 (c) If a student participates in an ACCEL option pursuant
174 to the parental request under subparagraph (b)1., a performance
175 contract is not required but may be used at the discretion of
176 the principal must be executed by the student, the parent, and
177 the principal. At a minimum, the performance contract must
178 require compliance with:
179 1. Minimum student attendance requirements.
180 2. Minimum student conduct requirements.
181 3. ACCEL option requirements established by the principal,
182 which may include participation in extracurricular activities,
183 educational outings, field trips, interscholastic competitions,
184 and other activities related to the ACCEL option selected.
185 (d) If a principal initiates a student’s participation in
186 an ACCEL option, the student’s parent must be notified. A
187 performance contract, pursuant to paragraph (c), is not required
188 when a principal initiates participation but may be used at the
189 discretion of the principal.
190 Section 4. Section 1002.311, Florida Statutes, is repealed.
191 Section 5. Subsection (19) of section 1002.34, Florida
192 Statutes, is amended to read:
193 1002.34 Charter technical career centers.—
194 (19) EVALUATION; REPORT.—The Commissioner of Education
195 shall provide for an annual comparative evaluation of charter
196 technical career centers and public technical centers. The
197 evaluation may be conducted in cooperation with the sponsor,
198 through private contracts, or by department staff. At a minimum,
199 the comparative evaluation must address the demographic and
200 socioeconomic characteristics of the students served, the types
201 and costs of services provided, and the outcomes achieved. By
202 December 30 of each year, the Commissioner of Education shall
203 submit to the Governor, the President of the Senate, the Speaker
204 of the House of Representatives, and the Senate and House
205 committees that have responsibility for secondary and
206 postsecondary career and technical education a report of the
207 comparative evaluation completed for the previous school year.
208 Section 6. Paragraphs (c) through (e) of subsection (1) of
209 section 1002.45, Florida Statutes, are redesignated as
210 paragraphs (b) through (d), respectively, and present paragraphs
211 (b), (c), and (e) of that subsection, subsection (2), paragraph
212 (d) of subsection (3), subsection (5), and paragraph (a) of
213 subsection (6) are amended to read:
214 1002.45 Virtual instruction programs.—
215 (1) PROGRAM.—
216 (b)1. Each school district shall provide at least one
217 option for part-time and full-time virtual instruction for
218 students residing within the school district. All school
219 districts must provide parents with timely written notification
220 of at least one open enrollment period for full-time students of
221 90 days or more which ends 30 days before the first day of the
222 school year. A school district virtual instruction program shall
223 consist of the following:
224 a. Full-time and part-time virtual instruction for students
225 enrolled in kindergarten through grade 12.
226 b. Full-time or part-time virtual instruction for students
227 enrolled in dropout prevention and academic intervention
228 programs under s. 1003.53, Department of Juvenile Justice
229 education programs under s. 1003.52, core-curricula courses to
230 meet class size requirements under s. 1003.03, or Florida
231 College System institutions under this section.
232 2. Each virtual instruction program established under
233 paragraph (c) by a school district either directly or through a
234 contract with an approved virtual instruction program provider
235 shall operate under its own Master School Identification Number
236 as prescribed by the department.
237 (b)(c) To provide students residing within the school
238 district the option of participating in virtual instruction
239 programs as required by paragraph (b), a school district may:
240 1. Contract with the Florida Virtual School or establish a
241 franchise of the Florida Virtual School pursuant to s.
242 1002.37(2) for the provision of a program under paragraph (b).
243 2. Contract with an approved virtual instruction program
244 provider under subsection (2) for the provision of a full-time
245 or part-time program under paragraph (b).
246 3. Enter into an agreement with other school districts to
247 allow the participation of its students in an approved virtual
248 instruction program provided by the other school district. The
249 agreement must indicate a process for the transfer of funds
250 required by paragraph (6)(b).
251 4. Establish school district operated part-time or full
252 time kindergarten through grade 12 virtual instruction programs.
253 5. Enter into an agreement with a virtual charter school
254 authorized by the school district under s. 1002.33.
255
256 Contracts under subparagraph 1. or subparagraph 2. may include
257 multidistrict contractual arrangements executed by a regional
258 consortium service organization established pursuant to s.
259 1001.451 for its member districts. A multidistrict contractual
260 arrangement or an agreement under subparagraph 3. is not subject
261 to s. 1001.42(4)(d) and does not require the participating
262 school districts to be contiguous. These arrangements may be
263 used to fulfill the requirements of paragraph (b).
264 (d)(e) Each school district shall:
265 1. Provide to the department by each October 1, a copy of
266 each contract and the amount paid per unweighted full-time
267 equivalent virtual student for services procured pursuant to
268 subparagraphs (b)1. and 2. (c)1. and 2.
269 2. Expend any difference in the amount of funds per
270 unweighted full-time equivalent virtual student allocated to the
271 school district pursuant to subsection (6) and the amount paid
272 per unweighted full-time equivalent virtual student by the
273 school district for a contract executed pursuant to subparagraph
274 (b)1. (c)1. or subparagraph (b)2. (c)2. on acquiring computer
275 and device hardware and associated operating system software
276 that comply with the requirements of s. 1001.20(4)(a)1.b.
277 3. Provide to the department by September 1 of each year an
278 itemized list of items acquired in subparagraph 2.
279 4. Limit the enrollment of full-time equivalent virtual
280 students residing outside of the school district providing the
281 virtual instruction pursuant to paragraph (b) (c) to no more
282 than those that can be funded from state Florida Education
283 Finance Program funds.
284 (2) PROVIDER QUALIFICATIONS.—
285 (a) The department shall annually publish on its website a
286 list of providers approved by the State Board of Education to
287 offer virtual instruction programs. To be approved, a virtual
288 instruction program provider must document that it:
289 1. Is nonsectarian in its programs, admission policies,
290 employment practices, and operations;
291 2. Complies with the antidiscrimination provisions of s.
292 1000.05;
293 2.3. Locates an administrative office or offices in this
294 state, requires its administrative staff to be state residents,
295 requires all instructional staff to be Florida-certified
296 teachers under chapter 1012 and conducts background screenings
297 for all employees or contracted personnel, as required by s.
298 1012.32, using state and national criminal history records;
299 3.4. Electronically provides to parents and students
300 specific information that includes, but is not limited to, the
301 following teacher-parent and teacher-student contact information
302 for each course:
303 a. How to contact the instructor via phone, e-mail, or
304 online messaging tools.
305 b. How to contact technical support via phone, e-mail, or
306 online messaging tools.
307 c. How to contact the administration office via phone, e
308 mail, or online messaging tools.
309 d. Any requirement for regular contact with the instructor
310 for the course and clear expectations for meeting the
311 requirement.
312 e. The requirement that the instructor in each course must,
313 at a minimum, conduct one contact with the parent and the
314 student each month;
315 4.5. Possesses prior, successful experience offering
316 virtual instruction courses to elementary, middle, or high
317 school students as demonstrated by quantified student learning
318 gains in each subject area and grade level provided for
319 consideration as an instructional program option. However, for a
320 virtual instruction program provider without sufficient prior,
321 successful experience offering online courses, the State Board
322 of Education may conditionally approve the virtual instruction
323 program provider to offer courses measured pursuant to
324 subparagraph (7)(a)2. Conditional approval shall be valid for 1
325 school year only and, based on the virtual instruction program
326 provider’s experience in offering the courses, the State Board
327 of Education may grant approval to offer a virtual instruction
328 program;
329 5.6. Is accredited by a regional accrediting association as
330 defined by State Board of Education rule;
331 6.7. Ensures instructional and curricular quality through a
332 detailed curriculum and student performance accountability plan
333 that addresses every subject and grade level it intends to
334 provide through contract with the school district, including:
335 a. Courses and programs that meet the standards of the
336 International Association for K-12 Online Learning and the
337 Southern Regional Education Board.
338 b. Instructional content and services that align with, and
339 measure student attainment of, student proficiency in the state
340 academic standards.
341 c. Mechanisms that determine and ensure that a student has
342 satisfied requirements for grade level promotion and high school
343 graduation with a standard diploma, as appropriate;
344 7.8. Publishes, in accordance with disclosure requirements
345 adopted in rule by the State Board of Education, as part of its
346 application as an approved virtual instruction program provider
347 and in all contracts negotiated pursuant to this section:
348 a. Information and data about the curriculum of each full
349 time and part-time virtual instruction program.
350 b. School policies and procedures.
351 c. Certification status and physical location of all
352 administrative and instructional personnel.
353 d. Hours and times of availability of instructional
354 personnel.
355 e. Student-teacher ratios.
356 f. Student completion and promotion rates.
357 g. Student, educator, and school performance accountability
358 outcomes;
359 8.9. If the approved virtual instruction program provider
360 is a Florida College System institution, employs instructors who
361 meet the certification requirements for instructional staff
362 under chapter 1012; and
363 9.10. Performs an annual financial audit of its accounts
364 and records conducted by an independent auditor who is a
365 certified public accountant licensed under chapter 473. The
366 independent auditor shall conduct the audit in accordance with
367 rules adopted by the Auditor General and in compliance with
368 generally accepted auditing standards, and include a report on
369 financial statements presented in accordance with generally
370 accepted accounting principles. The audit report shall be
371 accompanied by a written statement from the approved virtual
372 instruction program provider in response to any deficiencies
373 identified within the audit report and shall be submitted by the
374 approved virtual instruction program provider to the State Board
375 of Education and the Auditor General no later than 9 months
376 after the end of the preceding fiscal year.
377 (b) An approved virtual instruction program provider that
378 maintains compliance with all requirements of this section shall
379 retain its approved status for a period of 3 school years after
380 the date of approval by the State Board of Education.
381 (3) VIRTUAL INSTRUCTION PROGRAM REQUIREMENTS.—Each virtual
382 instruction program under this section must:
383 (d) Provide each full-time student enrolled in the virtual
384 instruction program who qualifies for free or reduced-price
385 school lunches under the National School Lunch Act, or who is on
386 the direct certification list, and who does not have a computer
387 or Internet access in his or her home with:
388 1. All equipment necessary for participants in the virtual
389 instruction program, including, but not limited to, a computer,
390 computer monitor, and printer, if a printer is necessary to
391 participate in the virtual instruction program; and
392 2. Access to or reimbursement for all Internet services
393 necessary for online delivery of instruction.
394
395 A school district may provide each full-time student enrolled in
396 the virtual instruction program with the equipment and access
397 necessary for participation in the program.
398 (5) STUDENT PARTICIPATION REQUIREMENTS.—Each student
399 enrolled in the school district’s virtual instruction program
400 authorized pursuant to paragraph (1)(b) (1)(c) must:
401 (a) Comply with the compulsory attendance requirements of
402 s. 1003.21. Student attendance must be verified by the school
403 district.
404 (b) Take statewide assessments pursuant to s. 1008.22 and
405 participate in the coordinated screening and progress monitoring
406 system under s. 1008.25(9). Statewide assessments and progress
407 monitoring may be administered within the school district in
408 which such student resides, or as specified in the contract in
409 accordance with s. 1008.24(3). If requested by the approved
410 virtual instruction program provider or virtual charter school,
411 the district of residence must provide the student with access
412 to the district’s testing facilities.
413 (6) VIRTUAL INSTRUCTION PROGRAM AND VIRTUAL CHARTER SCHOOL
414 FUNDING.—
415 (a) All virtual instruction programs established pursuant
416 to paragraph (1)(b) (1)(c) are subject to the requirements of s.
417 1011.61(1)(c)1.b.(III), (IV), (VI), and (4), and the school
418 district providing the virtual instruction program shall report
419 the full-time equivalent students in a manner prescribed by the
420 department. A school district may report a full-time equivalent
421 student for credit earned by a student who is enrolled in a
422 virtual instruction course provided by the district which was
423 completed after the end of the regular school year if the full
424 time equivalent student is reported no later than the deadline
425 for amending the final full-time equivalent student membership
426 report for that year.
427 Section 7. Paragraph (a) of subsection (1) of section
428 1002.61, Florida Statutes, is amended to read:
429 1002.61 Summer prekindergarten program delivered by public
430 schools and private prekindergarten providers.—
431 (1)(a) Each school district shall administer the Voluntary
432 Prekindergarten Education Program at the district level for
433 students enrolled under s. 1002.53(3)(b) in a summer
434 prekindergarten program delivered by a public school. A school
435 district may satisfy this requirement by contracting with
436 private prekindergarten providers.
437 Section 8. Paragraph (e) of subsection (2) of section
438 1002.82, Florida Statutes, is amended to read:
439 1002.82 Department of Education; powers and duties.—
440 (2) The department shall:
441 (e) Review each early learning coalition’s school readiness
442 program plan every 3 2 years and provide final approval of the
443 plan and any amendments submitted.
444 Section 9. Subsection (2) of section 1002.85, Florida
445 Statutes, is amended to read:
446 1002.85 Early learning coalition plans.—
447 (2) Each early learning coalition must biennially submit a
448 school readiness program plan every 3 years to the department
449 before the expenditure of funds. A coalition may not implement
450 its school readiness program plan until it receives approval
451 from the department. A coalition may not implement any revision
452 to its school readiness program plan until the coalition submits
453 the revised plan to and receives approval from the department.
454 If the department rejects a plan or revision, the coalition must
455 continue to operate under its previously approved plan. The plan
456 must include, but is not limited to:
457 (a) The coalition’s operations, including its membership
458 and business organization, and the coalition’s articles of
459 incorporation and bylaws if the coalition is organized as a
460 corporation. If the coalition is not organized as a corporation
461 or other business entity, the plan must include the contract
462 with a fiscal agent.
463 (b) The coalition’s procedures for implementing the
464 requirements of this part, including:
465 1. Single point of entry.
466 2. Uniform waiting list.
467 3. Eligibility and enrollment processes and local
468 eligibility priorities for children pursuant to s. 1002.87.
469 4. Parent access and choice.
470 5. Sliding fee scale and policies on applying the waiver or
471 reduction of fees in accordance with s. 1002.84(9).
472 6. Use of preassessments and postassessments, as
473 applicable.
474 7. Use of contracted slots, as applicable, based on the
475 results of the assessment required under paragraph (i).
476 (c) A detailed description of the coalition’s quality
477 activities and services, including, but not limited to:
478 1. Resource and referral and school-age child care.
479 2. Infant and toddler early learning.
480 3. Inclusive early learning programs.
481 4. Quality improvement strategies that strengthen teaching
482 practices and increase child outcomes.
483 (d) A detailed budget that outlines estimated expenditures
484 for state, federal, and local matching funds at the lowest level
485 of detail available by other-cost-accumulator code number; all
486 estimated sources of revenue with identifiable descriptions; a
487 listing of full-time equivalent positions; contracted
488 subcontractor costs with related annual compensation amount or
489 hourly rate of compensation; and a capital improvements plan
490 outlining existing fixed capital outlay projects and proposed
491 capital outlay projects that will begin during the budget year.
492 (e) A detailed accounting, in the format prescribed by the
493 department, of all revenues and expenditures during the 2
494 previous state fiscal years year. Revenue sources should be
495 identifiable, and expenditures should be reported by two
496 categories: state and federal funds and local matching funds.
497 (f) Updated policies and procedures, including those
498 governing procurement, maintenance of tangible personal
499 property, maintenance of records, information technology
500 security, and disbursement controls.
501 (g) A description of the procedures for monitoring school
502 readiness program providers, including in response to a parental
503 complaint, to determine that the standards prescribed in ss.
504 1002.82 and 1002.88 are met using a standard monitoring tool
505 adopted by the department. Providers determined to be high risk
506 by the coalition as demonstrated by substantial findings of
507 violations of law shall be monitored more frequently.
508 (h) Documentation that the coalition has solicited and
509 considered comments regarding the proposed school readiness
510 program plan from the local community.
511 (i) An assessment of local priorities within the county or
512 multicounty region based on the needs of families and provider
513 capacity using available community data.
514 Section 10. Paragraph (a) of subsection (4) of section
515 1003.435, Florida Statutes, is amended to read:
516 1003.435 High school equivalency diploma program.—
517 (4)(a) A candidate who has filed a formal declaration of
518 intent to terminate school enrollment pursuant to s.
519 1003.21(1)(c) may take for a high school equivalency diploma
520 shall be at least 18 years of age on the date of the
521 examination, except that in extraordinary circumstances, as
522 provided for in rules of the district school board of the
523 district in which the candidate resides or attends school, a
524 candidate may take the examination after reaching the age of 16.
525 Section 11. Subsection (3) of section 1003.4935, Florida
526 Statutes, is amended to read:
527 1003.4935 Middle grades career and professional academy
528 courses and career-themed courses.—
529 (3) Beginning with the 2012-2013 school year, if a school
530 district implements a middle school career and professional
531 academy or a career-themed course, the Department of Education
532 shall collect and report student achievement data pursuant to
533 performance factors identified under s. 1003.492(3) for students
534 enrolled in an academy or a career-themed course.
535 Section 12. Section 1003.4995, Florida Statutes, is
536 repealed.
537 Section 13. Section 1003.4996, Florida Statutes, is
538 repealed.
539 Section 14. Subsection (2) of section 1003.49965, Florida
540 Statutes, is amended to read:
541 1003.49965 Art in the Capitol Competition.—
542 (2) A Each school district may shall annually hold an Art
543 in the Capitol Competition for all public, private, and home
544 education students in grades 6 through 8. Submissions shall be
545 judged by a selection committee consisting of art teachers whose
546 students have not submitted artwork for consideration.
547 Section 15. Paragraphs (s) and (t) of subsection (2) of
548 section 1003.51, Florida Statutes, are redesignated as
549 paragraphs (r) and (s), respectively, and present paragraphs (g)
550 and (r) of that subsection are amended to read:
551 1003.51 Other public educational services.—
552 (2) The State Board of Education shall adopt rules
553 articulating expectations for effective education programs for
554 students in Department of Juvenile Justice programs, including,
555 but not limited to, education programs in juvenile justice
556 prevention, day treatment, residential, and detention programs.
557 The rule shall establish policies and standards for education
558 programs for students in Department of Juvenile Justice programs
559 and shall include the following:
560 (g) Assessment procedures that, which:
561 1. For prevention, day treatment, and residential programs,
562 include appropriate academic and career assessments administered
563 at program entry and exit that are selected by the Department of
564 Education in partnership with representatives from the
565 Department of Juvenile Justice, district school boards, and
566 education providers. Assessments must be completed within the
567 first 10 school days after a student’s entry into the program.
568 2. provide for determination of the areas of academic need
569 and strategies for appropriate intervention and instruction for
570 each student in a detention facility within 5 school days after
571 the student’s entry into the program and for the administration
572 of administer a research-based assessment that will assist the
573 student in determining his or her educational and career options
574 and goals within 22 school days after the student’s entry into
575 the program. The results of the these assessments required under
576 this paragraph and s. 1003.52(3)(d), together with a portfolio
577 depicting the student’s academic and career accomplishments,
578 must shall be included in the discharge packet assembled for
579 each student.
580 (r) A series of graduated sanctions for district school
581 boards whose educational programs in Department of Juvenile
582 Justice programs are considered to be unsatisfactory and for
583 instances in which district school boards fail to meet standards
584 prescribed by law, rule, or State Board of Education policy.
585 These sanctions shall include the option of requiring a district
586 school board to contract with a provider or another district
587 school board if the educational program at the Department of
588 Juvenile Justice program is performing below minimum standards
589 and, after 6 months, is still performing below minimum
590 standards.
591 Section 16. Subsection (4) of section 1003.621, Florida
592 Statutes, is amended to read:
593 1003.621 Academically high-performing school districts.—It
594 is the intent of the Legislature to recognize and reward school
595 districts that demonstrate the ability to consistently maintain
596 or improve their high-performing status. The purpose of this
597 section is to provide high-performing school districts with
598 flexibility in meeting the specific requirements in statute and
599 rules of the State Board of Education.
600 (4) REPORTS.—The academically high-performing school
601 district shall submit to the State Board of Education and the
602 Legislature an annual report on December 1 which delineates the
603 performance of the school district relative to the academic
604 performance of students at each grade level in reading, writing,
605 mathematics, science, and any other subject that is included as
606 a part of the statewide assessment program in s. 1008.22. The
607 annual report shall be submitted in a format prescribed by the
608 Department of Education and shall include:
609 (a) Longitudinal performance of students on statewide,
610 standardized assessments taken under s. 1008.22;
611 (b) Longitudinal performance of students by grade level and
612 subgroup on statewide, standardized assessments taken under s.
613 1008.22;
614 (c) Longitudinal performance regarding efforts to close the
615 achievement gap;
616 (d)1. Number and percentage of students who take an
617 Advanced Placement Examination; and
618 2. Longitudinal performance regarding students who take an
619 Advanced Placement Examination by demographic group,
620 specifically by age, gender, race, and Hispanic origin, and by
621 participation in the National School Lunch Program;
622 (e) Evidence of compliance with subsection (1); and
623 (f) A description of each waiver and the status of each
624 waiver.
625 Section 17. Section 1004.925, Florida Statutes, is
626 repealed.
627 Section 18. Paragraph (a) of subsection (1), paragraph (e)
628 of subsection (2), paragraph (b) of subsection (3), and
629 paragraph (b) of subsection (4) of section 1006.28, Florida
630 Statutes, are amended to read:
631 1006.28 Duties of district school board, district school
632 superintendent; and school principal regarding K-12
633 instructional materials.—
634 (1) DEFINITIONS.—
635 (a) As used in this section, the term:
636 1. “Adequate instructional materials” means a sufficient
637 number of student or site licenses or sets of materials that are
638 available in bound, unbound, kit, or package form and may
639 consist of hardbacked or softbacked textbooks, electronic
640 content, consumables, learning laboratories, manipulatives,
641 electronic media, and computer courseware or software that serve
642 as the basis for instruction for each student in the core
643 subject areas of mathematics, language arts, social studies,
644 science, reading, and literature.
645 2. “Instructional materials” has the same meaning as in s.
646 1006.29(2).
647 3. “Library media center” means any collection of books,
648 ebooks, periodicals, or videos maintained and accessible on the
649 site of a school, including in classrooms.
650 (2) DISTRICT SCHOOL BOARD.—The district school board has
651 the constitutional duty and responsibility to select and provide
652 adequate instructional materials for all students in accordance
653 with the requirements of this part. The district school board
654 also has the following specific duties and responsibilities:
655 (e) Public participation.—Publish on its website, in a
656 searchable format prescribed by the department, a list of all
657 instructional materials, including those used to provide
658 instruction required by s. 1003.42. Each district school board
659 must:
660 1. Provide access to all materials, excluding teacher
661 editions, in accordance with s. 1006.283(2)(b)8.a. before the
662 district school board takes any official action on such
663 materials. This process must include reasonable safeguards
664 against the unauthorized use, reproduction, and distribution of
665 instructional materials considered for adoption.
666 2. Select, approve, adopt, or purchase all materials as a
667 separate line item on the agenda and provide a reasonable
668 opportunity for public comment. The use of materials described
669 in this paragraph may not be selected, approved, or adopted as
670 part of a consent agenda.
671 3. Annually, beginning June 30, 2023, submit to the
672 Commissioner of Education a report that identifies:
673 a. Each material for which the school district received an
674 objection pursuant to subparagraph (a)2., including the grade
675 level and course the material was used in, for the school year
676 and the specific objections thereto.
677 b. Each material that was removed or discontinued.
678 c. Each material that was not removed or discontinued and
679 the rationale for not removing or discontinuing the material.
680
681 The department shall publish and regularly update a list of
682 materials that were removed or discontinued, sorted by grade
683 level, as a result of an objection and disseminate the list to
684 school districts for consideration in their selection
685 procedures.
686 (3) DISTRICT SCHOOL SUPERINTENDENT.—
687 (b) Each district school superintendent shall annually
688 notify the department by April 1 of each year the state-adopted
689 instructional materials that will be requisitioned for use in
690 his or her school district. The notification shall include a
691 district school board plan for instructional materials use to
692 assist in determining if adequate instructional materials have
693 been requisitioned.
694 (4) SCHOOL PRINCIPAL.—The school principal has the
695 following duties for the management and care of materials at the
696 school:
697 (b) Money collected for lost or damaged instructional
698 materials; enforcement.—The school principal may shall collect
699 from each student or the student’s parent the purchase price of
700 any instructional material the student has lost, destroyed, or
701 unnecessarily damaged and to report and transmit the money
702 collected to the district school superintendent. A student who
703 fails to pay such sum may be suspended the failure to collect
704 such sum upon reasonable effort by the school principal may
705 result in the suspension of the student from participation in
706 extracurricular activities. A student may satisfy or
707 satisfaction of the debt by the student through community
708 service activities at the school site as determined by the
709 school principal, pursuant to policies adopted by district
710 school board rule.
711 Section 19. Subsection (1) of section 1006.283, Florida
712 Statutes, is amended to read:
713 1006.283 District school board instructional materials
714 review process.—
715 (1) A district school board or consortium of school
716 districts may implement an instructional materials program that
717 includes the review, recommendation, adoption, and purchase of
718 instructional materials. The district school superintendent
719 shall annually certify to the department by March 31 of each
720 year that all instructional materials for core courses used by
721 the district are aligned with applicable state standards. A list
722 of the core instructional materials that will be used or
723 purchased for use by the school district shall be included in
724 the certification.
725 Section 20. Paragraph (a) of subsection (1) of section
726 1006.33, Florida Statutes, is amended to read:
727 1006.33 Bids or proposals; advertisement and its contents.—
728 (1)(a)1. Beginning with the 2026-2027 instructional
729 materials adoption cycle and thereafter, the department shall
730 publish an instructional materials adoption timeline which must
731 include, but is not limited to, publishing bid specifications,
732 advertising in the Florida Administrative Register, and
733 deadlines for the submission of bids. The adoption cycle must
734 include at least 6 months between the release of the bid
735 specifications and the deadline for the submission of bids, and
736 publication of an initial list of state-adopted instructional
737 materials no later than July 31 in the year preceding the
738 adoption.
739 2. For the 2025-2026 instructional materials adoption
740 cycle, the department shall publish an instructional materials
741 adoption timeline which must include, but is not limited to,
742 publishing bid specifications, advertising in the Florida
743 Administrative Register, and deadlines for the submission of
744 bids. The adoption cycle must include at least 6 months between
745 the release of the bid specifications and the deadline for the
746 submission of bids. The adoption cycle must specify that the
747 Commissioner of Education shall publish an initial list of
748 state-adopted instructional materials no later than December 1,
749 2025. This subparagraph shall expire July 1, 2026. Beginning on
750 or before May 15 of any year in which an instructional materials
751 adoption is to be initiated, the department shall advertise in
752 the Florida Administrative Register 4 weeks preceding the date
753 on which the bids shall be received, that at a certain
754 designated time, not later than June 15, sealed bids or
755 proposals to be deposited with the department will be received
756 from publishers or manufacturers for the furnishing of
757 instructional materials proposed to be adopted as listed in the
758 advertisement beginning April 1 following the adoption.
759 Section 21. Subsection (4) of section 1007.33, Florida
760 Statutes, is amended to read:
761 1007.33 Site-determined baccalaureate degree access.—
762 (4) A Florida College System institution may:
763 (a) Offer specified baccalaureate degree programs through
764 formal agreements between the Florida College System institution
765 and other regionally accredited postsecondary educational
766 institutions pursuant to s. 1007.22.
767 (b) Offer baccalaureate degree programs that were
768 authorized by law before prior to July 1, 2009.
769 (c) Establish a first or subsequent baccalaureate degree
770 program for purposes of meeting district, regional, or statewide
771 workforce needs if approved by the State Board of Education
772 under this section.
773
774 The Board of Trustees of St. Petersburg College is authorized to
775 establish one or more bachelor of applied science degree
776 programs based on an analysis of workforce needs in Pinellas,
777 Pasco, and Hernando Counties and other counties approved by the
778 Department of Education. For each program selected, St.
779 Petersburg College must offer a related associate in science or
780 associate in applied science degree program, and the
781 baccalaureate degree level program must be designed to
782 articulate fully with at least one associate in science degree
783 program. The college is encouraged to develop articulation
784 agreements for enrollment of graduates of related associate in
785 applied science degree programs. The Board of Trustees of St.
786 Petersburg College is authorized to establish additional
787 baccalaureate degree programs if it determines a program is
788 warranted and feasible based on each of the factors in paragraph
789 (5)(d). Prior to developing or proposing a new baccalaureate
790 degree program, St. Petersburg College shall engage in need,
791 demand, and impact discussions with the state university in its
792 service district and other local and regional, accredited
793 postsecondary providers in its region. Documentation, data, and
794 other information from inter-institutional discussions regarding
795 program need, demand, and impact shall be provided to the
796 college’s board of trustees to inform the program approval
797 process. Employment at St. Petersburg College is governed by the
798 same laws that govern Florida College System institutions,
799 except that upper-division faculty are eligible for continuing
800 contracts upon the completion of the fifth year of teaching.
801 Employee records for all personnel shall be maintained as
802 required by s. 1012.81.
803 Section 22. Paragraph (a) of subsection (2), paragraphs (a)
804 and (b) of subsection (3), paragraph (c) of subsection (4),
805 paragraphs (a), (b), and (d) of subsection (5), paragraphs (a),
806 (b), and (c) of subsection (6), paragraph (b) of subsection (7),
807 and paragraph (b) of subsection (9) of section 1008.25, Florida
808 Statutes, are amended, and paragraph (h) is added to subsection
809 (2) of that section, to read:
810 1008.25 Public school student progression; student support;
811 coordinated screening and progress monitoring; reporting
812 requirements.—
813 (2) STUDENT PROGRESSION PLAN.—Each district school board
814 shall establish a comprehensive plan for student progression
815 which must provide for a student’s progression from one grade to
816 another based on the student’s mastery of the standards in s.
817 1003.41, specifically English Language Arts, mathematics,
818 science, and social studies standards. The plan must:
819 (a) Include criteria that emphasize student reading
820 proficiency in kindergarten through grade 3 and provide targeted
821 instructional support for students with identified deficiencies
822 in English Language Arts, mathematics, science, and social
823 studies, including students who have been referred to the school
824 district from the Voluntary Prekindergarten Education Program
825 pursuant to paragraph (5)(b). High schools shall use all
826 available assessment results, including the results of
827 statewide, standardized English Language Arts assessments and
828 end-of-course assessments for Algebra I and Geometry, to advise
829 students of any identified deficiencies and to provide
830 appropriate postsecondary preparatory instruction before high
831 school graduation. The results of evaluations used to monitor a
832 student’s progress in grades K-12 must be provided to the
833 student’s teacher in a timely manner and as otherwise required
834 by law. Thereafter, evaluation results must be provided to the
835 student’s parent in a timely manner. When available,
836 instructional personnel must be provided with information on
837 student achievement of standards and benchmarks in order to
838 improve instruction.
839 (h) Specify retention requirements for students in
840 kindergarten through grade 2 based upon each student’s
841 performance in English Language Arts and mathematics. For
842 students who are retained in kindergarten through grade 2, the
843 plan must incorporate the parental notification requirements
844 provided in subsections (5) and (6), include an opportunity for
845 parental input on the retention decision, and include
846 information on the importance of students mastering early
847 literacy and communication skills in order to be reading at or
848 above grade level by the end of grade 3.
849 (3) ALLOCATION OF RESOURCES.—District school boards shall
850 allocate remedial and supplemental instruction resources to
851 students in the following priority:
852 (a) Students in the Voluntary Prekindergarten Education
853 Program who have a substantial deficiency in early literacy
854 skills and students in kindergarten through grade 3 who have a
855 substantial deficiency in reading or the characteristics of
856 dyslexia as determined in paragraph (5)(a).
857 (b) Students in the Voluntary Prekindergarten Education
858 Program who have a substantial deficiency in early mathematics
859 skills and students in kindergarten through grade 4 who have a
860 substantial deficiency in mathematics or the characteristics of
861 dyscalculia as determined in paragraph (6)(a).
862 (4) ASSESSMENT AND SUPPORT.—
863 (c) A student who has a substantial reading deficiency as
864 determined in paragraph (5)(a) or a substantial mathematics
865 deficiency as determined in paragraph (6)(a) must be covered by
866 a federally required student plan, such as an individual
867 education plan or an individualized progress monitoring plan, or
868 both, as necessary. The individualized progress monitoring plan
869 must be developed within 45 days after the results of the
870 coordinated screening and progress monitoring system become
871 available. The plan must shall include, at a minimum, include:
872 1. The student’s specific, identified reading or
873 mathematics skill deficiency.
874 2. Goals and benchmarks for student growth in reading or
875 mathematics.
876 3. A description of the specific measures that will be used
877 to evaluate and monitor the student’s reading or mathematics
878 progress.
879 4. For a substantial reading deficiency, the specific
880 evidence-based literacy instruction grounded in the science of
881 reading which the student will receive.
882 5. Strategies, resources, and materials that will be
883 provided to the student’s parent to support the student to make
884 reading or mathematics progress.
885 6. Any additional services the student’s teacher deems
886 available and appropriate to accelerate the student’s reading or
887 mathematics skill development.
888 (5) READING DEFICIENCY AND PARENTAL NOTIFICATION.—
889 (a) Any student in a Voluntary Prekindergarten Education
890 Program provided by a public school who exhibits a substantial
891 deficiency in early literacy skills and any student in
892 kindergarten through grade 3 who exhibits a substantial
893 deficiency in reading or the characteristics of dyslexia based
894 upon screening, diagnostic, progress monitoring, or assessment
895 data; statewide assessments; or teacher observations must be
896 provided intensive, explicit, systematic, and multisensory
897 reading interventions immediately following the identification
898 of the reading deficiency or the characteristics of dyslexia to
899 address his or her specific deficiency or dyslexia. For the
900 purposes of this subsection, a Voluntary Prekindergarten
901 Education Program student is deemed to exhibit a substantial
902 deficiency in early literacy skills based upon the results of
903 the midyear or final administration of the coordinated screening
904 and progress monitoring under subsection (9).
905 1. The department shall provide a list of state examined
906 and approved comprehensive reading and intervention programs.
907 The intervention programs shall be provided in addition to the
908 comprehensive core reading instruction that is provided to all
909 students in the general education classroom. Dyslexia-specific
910 interventions, as defined by rule of the State Board of
911 Education, shall be provided to students who have the
912 characteristics of dyslexia. The reading intervention programs
913 must do all of the following:
914 a. Provide explicit, direct instruction that is systematic,
915 sequential, and cumulative in language development, phonological
916 awareness, phonics, fluency, vocabulary, and comprehension, as
917 applicable.
918 b. Provide daily targeted small group reading interventions
919 based on student need in phonological awareness, phonics,
920 including decoding and encoding, sight words, vocabulary, or
921 comprehension.
922 c. Be implemented during regular school hours.
923 2. A school may not wait for a student to receive a failing
924 grade at the end of a grading period or wait until a plan under
925 paragraph (4)(b) is developed to identify the student as having
926 a substantial reading deficiency and initiate intensive reading
927 interventions. In addition, a school may not wait until an
928 evaluation conducted pursuant to s. 1003.57 is completed to
929 provide appropriate, evidence-based interventions for a student
930 whose parent submits documentation from a professional licensed
931 under chapter 490 which demonstrates that the student has been
932 diagnosed with dyslexia. Such interventions must be initiated
933 upon receipt of the documentation and based on the student’s
934 specific areas of difficulty as identified by the licensed
935 professional.
936 3. A student’s reading proficiency must be monitored and
937 the intensive interventions must continue until the student
938 demonstrates grade level proficiency in a manner determined by
939 the district, which may include achieving a Level 3 on the
940 statewide, standardized English Language Arts assessment. The
941 State Board of Education shall identify by rule guidelines for
942 determining whether a student in a Voluntary Prekindergarten
943 Education Program has a deficiency in early literacy skills or a
944 student in kindergarten through grade 3 has a substantial
945 deficiency in reading.
946 (b) A Voluntary Prekindergarten Education Program student
947 who exhibits a substantial deficiency in early literacy skills
948 based upon the results of the administration of the midyear or
949 final coordinated screening and progress monitoring under
950 subsection (9) shall be referred to the local school district
951 and may be eligible to receive instruction in early literacy
952 skills before participating in kindergarten. A student with an
953 individual education plan who has been retained pursuant to
954 paragraph (2)(g) and has demonstrated a substantial deficiency
955 in early literacy skills must receive instruction in early
956 literacy skills.
957 (d) The parent of any student who exhibits a substantial
958 deficiency in reading, as described in paragraph (a), must be
959 immediately notified in writing of the following:
960 1. That his or her child has been identified as having a
961 substantial deficiency in reading, including a description and
962 explanation, in terms understandable to the parent, of the exact
963 nature of the student’s difficulty in learning and lack of
964 achievement in reading.
965 2. A description of the current services that are provided
966 to the child.
967 3. A description of the proposed intensive interventions
968 and supports that will be provided to the child that are
969 designed to remediate the identified area of reading deficiency.
970 4. The student progression requirements under paragraph
971 (2)(h) and that if the child’s reading deficiency is not
972 remediated by the end of grade 3, the child must be retained
973 unless he or she is exempt from mandatory retention for good
974 cause.
975 5. Strategies, including multisensory strategies and
976 programming, through a read-at-home plan the parent can use in
977 helping his or her child succeed in reading. The read-at-home
978 plan must provide access to the resources identified in
979 paragraph (e) (f).
980 6. That the statewide, standardized English Language Arts
981 assessment is not the sole determiner of promotion and that
982 additional evaluations, portfolio reviews, and assessments are
983 available to the child to assist parents and the school district
984 in knowing when a child is reading at or above grade level and
985 ready for grade promotion.
986 7. The district’s specific criteria and policies for a
987 portfolio as provided in subparagraph (7)(b)4. and the evidence
988 required for a student to demonstrate mastery of Florida’s
989 academic standards for English Language Arts. A school must
990 immediately begin collecting evidence for a portfolio when a
991 student in grade 3 is identified as being at risk of retention
992 or upon the request of the parent, whichever occurs first.
993 8. The district’s specific criteria and policies for
994 midyear promotion. Midyear promotion means promotion of a
995 retained student at any time during the year of retention once
996 the student has demonstrated ability to read at grade level.
997 9. Information about the student’s eligibility for the New
998 Worlds Reading Initiative under s. 1003.485 and the New Worlds
999 Scholarship Accounts under s. 1002.411 and information on parent
1000 training modules and other reading engagement resources
1001 available through the initiative.
1002
1003 After initial notification, the school shall apprise the parent
1004 at least monthly of the student’s progress in response to the
1005 intensive interventions and supports. Such communications must
1006 be in writing and must explain any additional interventions or
1007 supports that will be implemented to accelerate the student’s
1008 progress if the interventions and supports already being
1009 implemented have not resulted in improvement. Upon the request
1010 of the parent, the teacher or school administrator shall meet to
1011 discuss the student’s progress. The parent may request more
1012 frequent notification of the student’s progress, more frequent
1013 interventions or supports, and earlier implementation of the
1014 additional interventions or supports described in the initial
1015 notification.
1016 (6) MATHEMATICS DEFICIENCY AND PARENTAL NOTIFICATION.—
1017 (a) Any student in a Voluntary Prekindergarten Education
1018 Program provided by a public school who exhibits a substantial
1019 deficiency in early mathematics skills and any student in
1020 kindergarten through grade 4 who exhibits a substantial
1021 deficiency in mathematics or the characteristics of dyscalculia
1022 based upon screening, diagnostic, progress monitoring, or
1023 assessment data; statewide assessments; or teacher observations
1024 must:
1025 1. Immediately following the identification of the
1026 mathematics deficiency, be provided systematic and explicit
1027 mathematics instruction to address his or her specific
1028 deficiencies through either:
1029 a. Daily targeted small group mathematics intervention
1030 based on student need; or
1031 b. Supplemental, evidence-based mathematics interventions
1032 before or after school, or both, delivered by a highly qualified
1033 teacher of mathematics or a trained tutor.
1034 2. The performance of a student receiving mathematics
1035 instruction under subparagraph 1. must be monitored, and
1036 instruction must be adjusted based on the student’s need.
1037 3. The department shall provide a list of state examined
1038 and approved mathematics intervention programs, curricula, and
1039 high-quality supplemental materials that may be used to improve
1040 a student’s mathematics deficiencies. In addition, the
1041 department shall work, at a minimum, with the Florida Center for
1042 Mathematics and Science Education Research established in s.
1043 1004.86 to disseminate information to school districts and
1044 teachers on effective evidence-based explicit mathematics
1045 instructional practices, strategies, and interventions.
1046 4. A school may not wait for a student to receive a failing
1047 grade at the end of a grading period or wait until a plan under
1048 paragraph (4)(b) is developed to identify the student as having
1049 a substantial mathematics deficiency and initiate intensive
1050 mathematics interventions. In addition, a school may not wait
1051 until an evaluation conducted pursuant to s. 1003.57 is
1052 completed to provide appropriate, evidence-based interventions
1053 for a student whose parent submits documentation from a
1054 professional licensed under chapter 490 which demonstrates that
1055 the student has been diagnosed with dyscalculia. Such
1056 interventions must be initiated upon receipt of the
1057 documentation and based on the student’s specific areas of
1058 difficulty as identified by the licensed professional.
1059 5. The mathematics proficiency of a student receiving
1060 additional mathematics supports must be monitored and the
1061 intensive interventions must continue until the student
1062 demonstrates grade level proficiency in a manner determined by
1063 the district, which may include achieving a Level 3 on the
1064 statewide, standardized Mathematics assessment. The State Board
1065 of Education shall identify by rule guidelines for determining
1066 whether a student in a Voluntary Prekindergarten Education
1067 Program has a deficiency in early mathematics skills or a
1068 student in kindergarten through grade 4 has a substantial
1069 deficiency in mathematics.
1070
1071 For the purposes of this subsection, a Voluntary Prekindergarten
1072 Education Program student is deemed to exhibit a substantial
1073 deficiency in mathematics skills based upon the results of the
1074 midyear or final administration of the coordinated screening and
1075 progress monitoring under subsection (9).
1076 (b) A Voluntary Prekindergarten Education Program student
1077 who exhibits a substantial deficiency in early math skills based
1078 upon the results of the administration of the midyear or final
1079 coordinated screening and progress monitoring under subsection
1080 (8) shall be referred to the local school district and may be
1081 eligible to receive intensive mathematics interventions before
1082 participating in kindergarten.
1083 (c) The parent of a student who exhibits a substantial
1084 deficiency in mathematics, as described in paragraph (a), must
1085 be immediately notified in writing of the following:
1086 1. That his or her child has been identified as having a
1087 substantial deficiency in mathematics, including a description
1088 and explanation, in terms understandable to the parent, of the
1089 exact nature of the student’s difficulty in learning and lack of
1090 achievement in mathematics.
1091 2. A description of the current services that are provided
1092 to the child.
1093 3. A description of the proposed intensive interventions
1094 and supports that will be provided to the child that are
1095 designed to remediate the identified area of mathematics
1096 deficiency.
1097 4. Strategies, including multisensory strategies and
1098 programming, through a home-based plan the parent can use in
1099 helping his or her child succeed in mathematics. The home-based
1100 plan must provide access to the resources identified in
1101 paragraph (d) (e).
1102
1103 After the initial notification, the school shall apprise the
1104 parent at least monthly of the student’s progress in response to
1105 the intensive interventions and supports. Such communications
1106 must be in writing and must explain any additional interventions
1107 or supports that will be implemented to accelerate the student’s
1108 progress if the interventions and supports already being
1109 implemented have not resulted in improvement. Upon the request
1110 of the parent, the teacher or school administrator shall meet to
1111 discuss the student’s progress. The parent may request more
1112 frequent notification of the student’s progress, more frequent
1113 interventions or supports, and earlier implementation of the
1114 additional interventions or supports described in the initial
1115 notification.
1116 (7) ELIMINATION OF SOCIAL PROMOTION.—
1117 (b) The district school board may only exempt students from
1118 mandatory retention, as provided in paragraph (5)(c), for good
1119 cause. A student who is promoted to grade 4 with a good cause
1120 exemption shall be provided intensive reading instruction and
1121 intervention that include specialized diagnostic information and
1122 specific reading strategies to meet the needs of each student so
1123 promoted. The school district shall assist schools and teachers
1124 with the implementation of explicit, systematic, and
1125 multisensory reading instruction and intervention strategies for
1126 students promoted with a good cause exemption which research has
1127 shown to be successful in improving reading among students who
1128 have reading difficulties. Upon the request of the parent, the
1129 teacher or school administrator shall meet to discuss the
1130 student’s progress. The parent may request more frequent
1131 notification of the student’s progress, more frequent
1132 interventions or supports, and earlier implementation of the
1133 additional interventions or supports described in the initial
1134 notification. Good cause exemptions are limited to the
1135 following:
1136 1. Limited English proficient students who have had less
1137 than 2 years of instruction in an English for Speakers of Other
1138 Languages program based on the initial date of entry into a
1139 school in the United States.
1140 2. Students with disabilities whose individual education
1141 plan indicates that participation in the statewide assessment
1142 program is not appropriate, consistent with the requirements of
1143 s. 1008.212.
1144 3. Students who demonstrate an acceptable level of
1145 performance on an alternative standardized reading or English
1146 Language Arts assessment approved by the State Board of
1147 Education.
1148 4. A student who demonstrates through a student portfolio
1149 that he or she is performing at least at Level 2 on the
1150 statewide, standardized English Language Arts assessment.
1151 5. Students with disabilities who take the statewide,
1152 standardized English Language Arts assessment and who have an
1153 individual education plan or a Section 504 plan that reflects
1154 that the student has received intensive instruction in reading
1155 or English Language Arts for more than 2 years but still
1156 demonstrates a deficiency and was previously retained in
1157 prekindergarten, kindergarten, grade 1, grade 2, or grade 3.
1158 6. Students who have received intensive reading
1159 intervention for 2 or more years but still demonstrate a
1160 deficiency in reading and who were previously retained in
1161 kindergarten, grade 1, grade 2, or grade 3 for a total of 2
1162 years. A student may not be retained more than once in grade 3.
1163 (9) COORDINATED SCREENING AND PROGRESS MONITORING SYSTEM.—
1164 (b) Beginning with the 2022-2023 school year, private
1165 Voluntary Prekindergarten Education Program providers and public
1166 schools must participate in the coordinated screening and
1167 progress monitoring system pursuant to this paragraph.
1168 1. For students in the school-year Voluntary
1169 Prekindergarten Education Program through grade 2, the
1170 coordinated screening and progress monitoring system must be
1171 administered at least three times within a program year or
1172 school year, as applicable, with the first administration
1173 occurring no later than the first 30 instructional days after a
1174 student’s enrollment or the start of the program year or school
1175 year, the second administration occurring midyear, and the third
1176 administration occurring within the last 30 days of the program
1177 or school year pursuant to state board rule. The state board may
1178 adopt alternate timeframes to address nontraditional school year
1179 calendars or summer programs to ensure the coordinated screening
1180 and progress monitoring program is administered a minimum of
1181 three times within a year or program.
1182 2. For students in the summer prekindergarten program, the
1183 coordinated screening and progress monitoring system must be
1184 administered two times, with the first administration occurring
1185 no later than the first 10 instructional days after a student’s
1186 enrollment or the start of the summer prekindergarten program,
1187 and the final administration occurring within the last 10 days
1188 of the summer prekindergarten program pursuant to state board
1189 rule.
1190 3.2. For grades 3 through 10 English Language Arts and
1191 grades 3 through 8 Mathematics, the coordinated screening and
1192 progress monitoring system must be administered at the
1193 beginning, middle, and end of the school year pursuant to state
1194 board rule. The end-of-year administration of the coordinated
1195 screening and progress monitoring system must be a comprehensive
1196 progress monitoring assessment administered in accordance with
1197 the scheduling requirements under s. 1008.22(7)(c).
1198 Section 23. Paragraph (c) of subsection (1) of section
1199 1008.31, Florida Statutes, is amended to read:
1200 1008.31 Florida’s Early Learning-20 education performance
1201 accountability system; legislative intent; mission, goals, and
1202 systemwide measures; data quality improvements.—
1203 (1) LEGISLATIVE INTENT.—It is the intent of the Legislature
1204 that:
1205 (c) The Early Learning-20 education performance
1206 accountability system comply with the requirements of the Every
1207 Student Succeeds Act of 2015, Pub. L. No. 114–95 “No Child Left
1208 Behind Act of 2001,” Pub. L. No. 107-110, and the Individuals
1209 with Disabilities Education Act (IDEA).
1210 Section 24. Paragraph (a) of subsection (4) of section
1211 1008.33, Florida Statutes, is amended to read:
1212 1008.33 Authority to enforce public school improvement.—
1213 (4)(a) The state board shall apply intensive intervention
1214 and support strategies tailored to the needs of schools earning
1215 two consecutive grades of “D” or a grade of “F.” In the first
1216 full school year after a school initially earns a grade of “D,”
1217 the school district must immediately implement intervention and
1218 support strategies prescribed in rule under paragraph (3)(c).
1219 For a school that initially earns a grade of “F” or a second
1220 consecutive grade of “D,” the school district must either
1221 continue implementing or immediately begin implementing
1222 intervention and support strategies prescribed in rule under
1223 paragraph (3)(c) and provide the department, by September 1,
1224 with the memorandum of understanding negotiated pursuant to s.
1225 1001.42(21) and, by October 1, a district-managed turnaround
1226 plan for approval by the state board. The district-managed
1227 turnaround plan may include a proposal for the district to
1228 implement an extended school day, a summer program, a
1229 combination of an extended school day and a summer program, or
1230 any other option authorized under paragraph (b) for state board
1231 approval. A school district is not required to wait until a
1232 school earns a second consecutive grade of “D” to submit a
1233 turnaround plan for approval by the state board under this
1234 paragraph. Upon approval by the state board, the school district
1235 must implement the plan for the remainder of the school year and
1236 continue the plan for 1 full school year. The state board may
1237 allow a school an additional year of implementation before the
1238 school must implement a turnaround option required under
1239 paragraph (b) if it determines that the school is likely to
1240 improve to a grade of “C” or higher after the first full school
1241 year of implementation. The state board may also allow a school
1242 that has received a grant pursuant to s. 1003.64 additional time
1243 to implement a community school model.
1244 Section 25. Section 1008.332, Florida Statutes, is amended
1245 to read:
1246 1008.332 Committee of practitioners pursuant to federal
1247 Every Student Succeeds No Child Left Behind Act.—The Department
1248 of Education shall establish a committee of practitioners
1249 pursuant to federal requirements of the Every Student Succeeds
1250 No Child Left Behind Act of 2015 2001. The committee members
1251 shall be appointed by the Commissioner of Education and shall
1252 annually report to the Governor, the President of the Senate,
1253 and the Speaker of the House of Representatives by January 1.
1254 The committee shall meet regularly and is authorized to review
1255 potential rules and policies that will be considered by the
1256 State Board of Education.
1257 Section 26. Subsection (5) of section 1008.34, Florida
1258 Statutes, is amended to read:
1259 1008.34 School grading system; school report cards;
1260 district grade.—
1261 (5) DISTRICT GRADE.—Beginning with the 2014-2015 school
1262 year, a school district’s grade shall include a district-level
1263 calculation of the components under paragraph (3)(b). This
1264 calculation methodology captures each eligible student in the
1265 district who may have transferred among schools within the
1266 district or is enrolled in a school that does not receive a
1267 grade. The department shall develop a district report card that
1268 includes the district grade; the information required under s.
1269 1008.345(3) s. 1008.345(5); measures of the district’s progress
1270 in closing the achievement gap between higher-performing student
1271 subgroups and lower-performing student subgroups; measures of
1272 the district’s progress in demonstrating Learning Gains of its
1273 highest-performing students; measures of the district’s success
1274 in improving student attendance; the district’s grade-level
1275 promotion of students scoring achievement levels 1 and 2 on
1276 statewide, standardized English Language Arts and Mathematics
1277 assessments; and measures of the district’s performance in
1278 preparing students for the transition from elementary to middle
1279 school, middle to high school, and high school to postsecondary
1280 institutions and careers.
1281 Section 27. Subsections (5) through (7) of section
1282 1008.345, Florida Statutes, are renumbered as subsections (3)
1283 through (5), respectively, and present subsections (3), (4), and
1284 (5) and paragraph (d) of present subsection (6) of that section
1285 are amended to read:
1286 1008.345 Implementation of state system of school
1287 improvement and education accountability.—
1288 (3) The annual feedback report shall be developed by the
1289 Department of Education.
1290 (4) The commissioner shall review each district school
1291 board’s feedback report and submit findings to the State Board
1292 of Education. If adequate progress is not being made toward
1293 implementing and maintaining a system of school improvement and
1294 education accountability, the State Board of Education shall
1295 direct the commissioner to prepare and implement a corrective
1296 action plan. The commissioner and State Board of Education shall
1297 monitor the development and implementation of the corrective
1298 action plan.
1299 (3)(5) The commissioner shall annually report to the State
1300 Board of Education and the Legislature and recommend changes in
1301 state policy necessary to foster school improvement and
1302 education accountability. The report must shall include:
1303 (a) for each school district:
1304 (a)1. The percentage of students, by school and grade
1305 level, demonstrating learning growth in English Language Arts
1306 and mathematics.
1307 (b)2. The percentage of students, by school and grade
1308 level, in both the highest and lowest quartiles demonstrating
1309 learning growth in English Language Arts and mathematics.
1310 (c)3. The information contained in the school district’s
1311 annual report required pursuant to s. 1008.25(10).
1312 (b) Intervention and support strategies used by school
1313 districts whose students in both the highest and lowest
1314 quartiles exceed the statewide average learning growth for
1315 students in those quartiles.
1316 (c) Intervention and support strategies used by school
1317 districts whose schools provide educational services to youth in
1318 Department of Juvenile Justice programs that demonstrate
1319 learning growth in English Language Arts and mathematics that
1320 exceeds the statewide average learning growth for students in
1321 those subjects.
1322 (d) Based upon a review of each school district’s reading
1323 instruction plan submitted pursuant to s. 1003.4201,
1324 intervention and support strategies used by school districts
1325 that were effective in improving the reading performance of
1326 students, as indicated by student performance data, who are
1327 identified as having a substantial reading deficiency pursuant
1328 to s. 1008.25(5)(a).
1329
1330 School reports must shall be distributed pursuant to this
1331 subsection and s. 1001.42(18)(c) and according to rules adopted
1332 by the State Board of Education.
1333 (4)(6)
1334 (d) The commissioner shall assign a community assessment
1335 team to each school district or governing board with a school
1336 that earned a grade of “D” or “F” pursuant to s. 1008.34 to
1337 review the school performance data and determine causes for the
1338 low performance, including the role of school, area, and
1339 district administrative personnel. The community assessment team
1340 shall review a high school’s graduation rate calculated without
1341 high school equivalency diploma recipients for the past 3 years,
1342 disaggregated by student ethnicity. The team shall make
1343 recommendations to the school board or the governing board and
1344 to the State Board of Education based on the interventions and
1345 support strategies identified pursuant to subsection (5) to
1346 address the causes of the school’s low performance and to
1347 incorporate the strategies into the school improvement plan. The
1348 assessment team shall include, but not be limited to, a
1349 department representative, parents, business representatives,
1350 educators, representatives of local governments, and community
1351 activists, and shall represent the demographics of the community
1352 from which they are appointed.
1353 Section 28. Subsection (3) of section 1008.45, Florida
1354 Statutes, is amended to read:
1355 1008.45 Florida College System institution accountability
1356 process.—
1357 (3) The State Board of Education shall address within the
1358 annual evaluation of the performance of the executive director,
1359 and the Florida College System institution boards of trustees
1360 shall address within the annual evaluation of the presidents,
1361 the achievement of the performance goals established by the
1362 accountability process.
1363 Section 29. Paragraph (d) of subsection (2) of section
1364 1000.05, Florida Statutes, is amended to read:
1365 1000.05 Discrimination against students and employees in
1366 the Florida K-20 public education system prohibited; equality of
1367 access required.—
1368 (2)
1369 (d) Students may be separated by sex for a single-gender
1370 program as provided under s. 1002.311, for any portion of a
1371 class that deals with human reproduction, or during
1372 participation in bodily contact sports. For the purpose of this
1373 section, bodily contact sports include wrestling, boxing, rugby,
1374 ice hockey, football, basketball, and other sports in which the
1375 purpose or major activity involves bodily contact.
1376 Section 30. Paragraph (b) of subsection (2) of section
1377 1002.31, Florida Statutes, is amended to read:
1378 1002.31 Controlled open enrollment; public school parental
1379 choice.—
1380 (2)
1381 (b) Each school district and charter school capacity
1382 determinations for its schools, by grade level, must be updated
1383 every 12 weeks and be identified on the school district and
1384 charter school’s websites. In determining the capacity of each
1385 district school, the district school board shall incorporate the
1386 specifications, plans, elements, and commitments contained in
1387 the school district educational facilities plan and the long
1388 term work programs required under s. 1013.35. Each charter
1389 school governing board shall determine capacity based upon its
1390 charter school contract. Each virtual charter school and each
1391 school district with a contract with an approved virtual
1392 instruction program provider shall determine capacity based upon
1393 the enrollment requirements established under s. 1002.45(1)(d)4.
1394 s. 1002.45(1)(e)4.
1395 Section 31. Subsection (3) of section 1002.321, Florida
1396 Statutes, is amended to read:
1397 1002.321 Digital learning.—
1398 (3) CUSTOMIZED AND ACCELERATED LEARNING.—A school district
1399 must establish multiple opportunities for student participation
1400 in part-time and full-time kindergarten through grade 12 virtual
1401 instruction. Options include, but are not limited to:
1402 (a) School district operated part-time or full-time virtual
1403 instruction programs under s. 1002.45 s. 1002.45(1)(b) for
1404 kindergarten through grade 12 students enrolled in the school
1405 district. A full-time program shall operate under its own Master
1406 School Identification Number.
1407 (b) Florida Virtual School instructional services
1408 authorized under s. 1002.37.
1409 (c) Blended learning instruction provided by charter
1410 schools authorized under s. 1002.33.
1411 (d) Virtual charter school instruction authorized under s.
1412 1002.33.
1413 (e) Courses delivered in the traditional school setting by
1414 personnel providing direct instruction through virtual
1415 instruction or through blended learning courses consisting of
1416 both traditional classroom and online instructional techniques
1417 pursuant to s. 1003.498.
1418 (f) Virtual courses offered in the course code directory to
1419 students within the school district or to students in other
1420 school districts throughout the state pursuant to s. 1003.498.
1421 Section 32. Subsection (1), paragraph (a) of subsection
1422 (6), and paragraph (a) of subsection (10) of section 1002.33,
1423 Florida Statutes, are amended to read:
1424 1002.33 Charter schools.—
1425 (1) AUTHORIZATION.—All charter schools in Florida are
1426 public schools and shall be part of the state’s program of
1427 public education. A charter school may be formed by creating a
1428 new school or converting an existing public school to charter
1429 status. A charter school may operate a virtual charter school
1430 pursuant to s. 1002.45(1)(c) s. 1002.45(1)(d) to provide online
1431 instruction to students, pursuant to s. 1002.455, in
1432 kindergarten through grade 12. The school district in which the
1433 student enrolls in the virtual charter school shall report the
1434 student for funding pursuant to s. 1011.61(1)(c)1.b.(VI), and
1435 the home school district shall not report the student for
1436 funding. An existing charter school that is seeking to become a
1437 virtual charter school must amend its charter or submit a new
1438 application pursuant to subsection (6) to become a virtual
1439 charter school. A virtual charter school is subject to the
1440 requirements of this section; however, a virtual charter school
1441 is exempt from subparagraph (7)(a)13., subsections (18) and
1442 (19), paragraph (20)(c), and s. 1003.03. A public school may not
1443 use the term charter in its name unless it has been approved
1444 under this section.
1445 (6) APPLICATION PROCESS AND REVIEW.—Charter school
1446 applications are subject to the following requirements:
1447 (a) A person or entity seeking to open a charter school
1448 shall prepare and submit an application on the standard
1449 application form prepared by the Department of Education which:
1450 1. Demonstrates how the school will use the guiding
1451 principles and meet the statutorily defined purpose of a charter
1452 school.
1453 2. Provides a detailed curriculum plan that illustrates how
1454 students will be provided services to attain the state academic
1455 standards.
1456 3. Contains goals and objectives for improving student
1457 learning and measuring that improvement. These goals and
1458 objectives must indicate how much academic improvement students
1459 are expected to show each year, how success will be evaluated,
1460 and the specific results to be attained through instruction.
1461 4. Describes the reading curriculum and differentiated
1462 strategies that will be used for students reading at grade level
1463 or higher and a separate curriculum and strategies for students
1464 who are reading below grade level. Reading instructional
1465 strategies for foundational skills shall include phonics
1466 instruction for decoding and encoding as the primary
1467 instructional strategy for word reading. Instructional
1468 strategies may not employ the three-cueing system model of
1469 reading or visual memory as a basis for teaching word reading.
1470 Such strategies may include visual information and strategies
1471 that improve background and experiential knowledge, add context,
1472 and increase oral language and vocabulary to support
1473 comprehension, but may not be used to teach word reading. A
1474 sponsor shall deny an application if the school does not propose
1475 a reading curriculum that is consistent with effective teaching
1476 strategies that are grounded in scientifically based reading
1477 research.
1478 5. Contains an annual financial plan for each year
1479 requested by the charter for operation of the school for up to 5
1480 years. This plan must contain anticipated fund balances based on
1481 revenue projections, a spending plan based on projected revenues
1482 and expenses, and a description of controls that will safeguard
1483 finances and projected enrollment trends.
1484 6. Discloses the name of each applicant, governing board
1485 member, and all proposed education services providers; the name
1486 and sponsor of any charter school operated by each applicant,
1487 each governing board member, and each proposed education
1488 services provider that has closed and the reasons for the
1489 closure; and the academic and financial history of such charter
1490 schools, which the sponsor shall consider in deciding whether to
1491 approve or deny the application.
1492 7. Contains additional information a sponsor may require,
1493 which shall be attached as an addendum to the charter school
1494 application described in this paragraph.
1495 8. For the establishment of a virtual charter school,
1496 documents that the applicant has contracted with a provider of
1497 virtual instruction services pursuant to s. 1002.45(1)(c) s.
1498 1002.45(1)(d).
1499 9. Describes the mathematics curriculum and differentiated
1500 strategies that will be used for students performing at grade
1501 level or higher and a separate mathematics curriculum and
1502 strategies for students who are performing below grade level.
1503 (10) ELIGIBLE STUDENTS.—
1504 (a)1. A charter school may be exempt from the requirements
1505 of s. 1002.31 if the school is open to any student covered in an
1506 interdistrict agreement and any student residing in the school
1507 district in which the charter school is located.
1508 2. A virtual charter school when enrolling students shall
1509 comply with the applicable requirements of s. 1002.31 and with
1510 the enrollment requirements established under s. 1002.45(1)(d)4.
1511 s. 1002.45(1)(e)4.
1512 3. A charter lab school shall be open to any student
1513 eligible to attend the lab school as provided in s. 1002.32 or
1514 who resides in the school district in which the charter lab
1515 school is located.
1516 4. Any eligible student shall be allowed interdistrict
1517 transfer to attend a charter school when based on good cause.
1518 Good cause shall include, but is not limited to, geographic
1519 proximity to a charter school in a neighboring school district.
1520 Section 33. Subsections (1), (2), and (5) of section
1521 1002.455, Florida Statutes, are amended to read:
1522 1002.455 Student eligibility for K-12 virtual instruction.
1523 All students, including home education and private school
1524 students, are eligible to participate in any of the following
1525 virtual instruction options:
1526 (1) School district operated part-time or full-time
1527 kindergarten through grade 12 virtual instruction programs
1528 pursuant to s. 1002.45(1)(b)4. s. 1002.45(1)(c)4. to students
1529 within the school district.
1530 (2) Part-time or full-time virtual charter school
1531 instruction authorized pursuant to s. 1002.45(1)(b)5. s.
1532 1002.45(1)(c)5. to students within the school district or to
1533 students in other school districts throughout the state pursuant
1534 to s. 1002.31; however, the school district enrolling the full
1535 time equivalent virtual student shall comply with the enrollment
1536 requirements established under s. 1002.45(1)(d)4. s.
1537 1002.45(1)(e)4.
1538 (5) Virtual instruction provided by a school district
1539 through a contract with an approved virtual instruction program
1540 provider pursuant to s. 1002.45(1)(b)2. s. 1002.45(1)(c)2. to
1541 students within the school district or to students in other
1542 school districts throughout the state pursuant to s. 1002.31;
1543 however the school district enrolling the full-time equivalent
1544 virtual student shall comply with the enrollment requirements
1545 established under s. 1002.45(1)(d)4. s. 1002.45(1)(e)4.
1546 Section 34. Paragraph (a) of subsection (3) and paragraph
1547 (e) of subsection (7) of section 1008.22, Florida Statutes, are
1548 amended to read:
1549 1008.22 Student assessment program for public schools.—
1550 (3) STATEWIDE, STANDARDIZED ASSESSMENT PROGRAM.—The
1551 Commissioner of Education shall design and implement a
1552 statewide, standardized assessment program aligned to the core
1553 curricular content established in the state academic standards.
1554 The commissioner also must develop or select and implement a
1555 common battery of assessment tools that will be used in all
1556 juvenile justice education programs in the state. These tools
1557 must accurately measure the core curricular content established
1558 in the state academic standards. Participation in the assessment
1559 program is mandatory for all school districts and all students
1560 attending public schools, including adult students seeking a
1561 standard high school diploma under s. 1003.4282 and students in
1562 Department of Juvenile Justice education programs, except as
1563 otherwise provided by law. If a student does not participate in
1564 the assessment program, the school district must notify the
1565 student’s parent and provide the parent with information
1566 regarding the implications of such nonparticipation. The
1567 statewide, standardized assessment program shall be designed and
1568 implemented as follows:
1569 (a) Statewide, standardized comprehensive assessments.—
1570 1. The statewide, standardized English Language Arts (ELA)
1571 assessments shall be administered to students in grades 3
1572 through 10. Retake opportunities for the grade 10 ELA assessment
1573 must be provided. Reading passages and writing prompts for ELA
1574 assessments shall incorporate grade-level core curricula content
1575 from social studies. The statewide, standardized Mathematics
1576 assessments shall be administered annually in grades 3 through
1577 8. The statewide, standardized Science assessment shall be
1578 administered annually at least once at the elementary and middle
1579 grades levels. In order to earn a standard high school diploma,
1580 a student who has not earned a passing score on the grade 10 ELA
1581 assessment must earn a passing score on the assessment retake or
1582 earn a concordant score as authorized under subsection (9).
1583 2. Beginning with the 2022-2023 school year, the end-of
1584 year comprehensive progress monitoring assessment administered
1585 pursuant to s. 1008.25(9)(b)3. s. 1008.25(9)(b)2. is the
1586 statewide, standardized ELA assessment for students in grades 3
1587 through 10 and the statewide, standardized Mathematics
1588 assessment for students in grades 3 through 8.
1589 (7) ASSESSMENT SCHEDULES AND REPORTING OF RESULTS.—
1590 (e) A school district may not schedule more than 5 percent
1591 of a student’s total school hours in a school year to administer
1592 statewide, standardized assessments; the coordinated screening
1593 and progress monitoring system under s. 1008.25(9)(b)3. s.
1594 1008.25(9)(b)2.; and district-required local assessments. The
1595 district must secure written consent from a student’s parent
1596 before administering district-required local assessments that,
1597 after applicable statewide, standardized assessments and
1598 coordinated screening and progress monitoring are scheduled,
1599 exceed the 5 percent test administration limit for that student
1600 under this paragraph. The 5 percent test administration limit
1601 for a student under this paragraph may be exceeded as needed to
1602 provide test accommodations that are required by an IEP or are
1603 appropriate for an English language learner who is currently
1604 receiving services in a program operated in accordance with an
1605 approved English language learner district plan pursuant to s.
1606 1003.56. Notwithstanding this paragraph, a student may choose
1607 within a school year to take an examination or assessment
1608 adopted by State Board of Education rule pursuant to this
1609 section and ss. 1007.27, 1008.30, and 1008.44.
1610 Section 35. Subsection (4) of section 1008.37, Florida
1611 Statutes, is amended to read:
1612 1008.37 Postsecondary feedback of information to high
1613 schools.—
1614 (4) As a part of the school improvement plan pursuant to s.
1615 1008.345, the State Board of Education shall ensure that each
1616 school district and high school develops strategies to improve
1617 student readiness for the public postsecondary level based on
1618 annual analysis of the feedback report data.
1619 Section 36. Paragraph (a) of subsection (4) of section
1620 1013.841, Florida Statutes, is amended to read:
1621 1013.841 End of year balance of Florida College System
1622 institution funds.—
1623 (4) A Florida College System institution identified in
1624 paragraph (3)(b) must include in its carry forward spending plan
1625 the estimated cost per planned expenditure and a timeline for
1626 completion of the expenditure. Authorized expenditures in a
1627 carry forward spending plan may include:
1628 (a) Commitment of funds to a public education capital
1629 outlay project for which an appropriation was previously
1630 provided, which requires additional funds for completion, and
1631 which is included in the list required by s. 1001.03(18)(d) s.
1632 1001.03(19)(d);
1633 Section 37. This act shall take effect July 1, 2024.