The Florida Senate

232.2451  Readiness for postsecondary education and the workplace.--

(1)  It is the intent of the Legislature that students and parents or guardians set early achievement and career goals for the student's post-high school experience. This section sets forth a model which schools, through their school advisory councils, may choose to implement to ensure that students are ready for postsecondary education and the workplace. If such a program is adopted, students and their parents or guardians shall have the option of participating in this model to plan the student's secondary level course of study. Parents or guardians and students are to become partners with school personnel in educational choice. Clear academic course expectations shall be made available to all students by allowing both student and parent or guardian choice.

(2)(a)  Students entering the 9th grade and their parents or guardians shall be active participants in choosing an end-of-high-school student destination based upon both student and parent or guardian goals. Four or more destinations should be available with bridges between destinations to enable students to shift destinations should they choose to change goals. The destinations shall accommodate the needs of students served in exceptional education programs to the extent appropriate for individual students. Exceptional education students may continue to follow the courses outlined in the school district pupil progression plan. Participating students and their parents or guardians shall choose among destinations, which must include:

1.  Four-year university, community college plus university, or military academy.

2.  Two-year postsecondary degree.

3.  Postsecondary vocational-technical certificate.

4.  Immediate employment or entry-level military.

(b)  The student progression model toward a chosen destination shall include:

1.  A "path" of core courses leading to each of the destinations provided in paragraph (a).

2.  A recommended group of electives which shall help define each path.

3.  Provisions for a teacher, school administrator, other school staff member, or community volunteer to be assigned to a student as an "academic advocate" if parental or guardian involvement is lacking.

(c)  The common placement test authorized in s. 240.117 or a similar test may be administered to all high school second semester sophomores who have chosen one of the four destinations. The results of the placement test shall be used to target additional instructional needs in reading, writing, and mathematics prior to graduation.

(d)  Ample opportunity shall be provided for students to move from one destination to another, and some latitude shall exist within each destination, to meet the individual needs of students.

(e)  Destinations specified in subparagraphs (a)1., 2., and 3. shall support the goals of the Tech Prep program. Students participating in Tech Prep shall be enrolled in articulated, sequential programs of study which include a technical component and at least a minimum of a postsecondary certificate or 2-year degree.

(f)  In order for these destinations to be attainable, the business community shall be encouraged to support real-world internships and apprenticeships.

(g)  All students shall be encouraged to take part in service learning opportunities.

(h)  High school equivalency diploma preparation programs shall not be a choice for high school students leading to any of the four destinations provided in paragraph (a) since the appropriate coursework, counseling component, and career preparation cannot be ensured.

(i)  Schools shall ensure that students and parents or guardians are made aware of the destinations available and provide the necessary coursework to assist the student in reaching the chosen destination. Students and parents or guardians shall be made aware of the student's progress toward the chosen destination.

(j)  The Department of Education shall offer technical assistance to school districts to ensure that the destinations offered also meet the academic standards adopted by the state.

(3)(a)  Access to Level I courses for graduation credit and for pursuit of a declared destination shall be limited to only those students for whom assessment indicates a more rigorous course of study would be inappropriate.

(b)  The school principal shall:

1.  Designate a member of the existing instructional or administrative staff to serve as a specialist to help coordinate the use of student achievement strategies to help students succeed in their coursework. The specialist shall also assist teachers in integrating the academic and vocational curricula, utilizing technology, providing feedback regarding student achievement, and implementing the Blueprint for Career Preparation and Tech Prep programs.

2.  Institute strategies to eliminate reading, writing, and mathematics deficiencies of secondary students.

(4)  This section shall take effect for those students entering the 9th grade in 1997 and each year thereafter.

History.--s. 1, ch. 97-21.