ENROLLED
       2024 Legislature                   CS for SB 7004, 2nd Engrossed
       
       
       
       
       
       
                                                             20247004er
    1  
    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.