HB 7151

1	A bill to be entitled
2	An act relating to education; amending s. 1001.03, F.S.;
3	requiring the State Board of Education to review the
4	Sunshine State Standards and replace them with World Class
5	Education Standards; establishing requirements for the
6	standards; requiring reports; providing requirements for
7	the adoption, review, and revision of the standards;
8	authorizing contracting; requiring evaluation of proposed
9	standards; creating s. 1003.411, F.S.; creating the World
10	Class Education Standards Advisory Council within the
11	Department of Education; providing for appointment of the
12	advisory council; requiring the advisory council to
13	conduct hearings and submit a report relating to
14	replacement, adoption, and implementation of standards;
15	requiring the Commissioner of Education and State Board of
16	Education to submit recommendations; requiring the
17	advisory council to hold meetings and submit annual
18	reports; providing for per diem and travel expenses for
19	advisory council members; requiring the department to
20	reimburse school districts for substitute teachers
21	assigned under specified conditions; providing for the
22	future abolishment of the advisory council; amending ss.
23	39.0016 and 445.049, F.S.; conforming provisions; amending
24	s. 1000.21, F.S.; revising the systemwide definition of
25	standards; conforming provisions; amending s. 1001.02,
26	F.S.; revising provisions authorizing the State Board of
27	Education to adopt rules; amending s. 1001.215, F.S.;
28	conforming provisions; amending s. 1001.41, F.S.;
29	requiring a school district to emphasize certain items in
30	social studies education; amending s. 1001.42, F.S.;
31	conforming provisions; creating s. 1001.55, F.S.;
32	requiring certain high-performing school districts to
33	submit plans to the State Board of Education and give
34	certain authority to specified school principals;
35	requiring annual reports; amending ss. 1002.33 and
36	1002.415, F.S.; conforming provisions; amending s.
37	1003.41, F.S.; specifying requirements for World Class
38	Education Standards; amending s. 1003.428, F.S.; requiring
39	school districts to include certain notations on diplomas
40	and academic transcripts under specified conditions;
41	conforming provisions; amending s. 1003.43, F.S.;
42	conforming provisions; creating s. 1003.451, F.S.;
43	requiring the State Board of Education to adopt standards
44	for world-language instruction and provide flexibility in
45	foreign-language teacher certification; requiring school
46	districts and certain schools to submit plans for
47	elementary school world-language curricula; revising
48	standards and authorizing use of funds for instructional
49	materials; creating s. 1003.59, F.S.; requiring the State
50	Board of Education to adopt a model policy for accelerated
51	learning opportunities for certain students; requiring
52	school districts to implement an accelerated learning
53	policy; amending s. 1004.04, F.S.; conforming provisions;
54	amending s. 1007.271, F.S.; providing exemptions from
55	certain qualifications for early admission and dual
56	enrollment programs based on certain student scores;
57	amending s. 1007.35, F.S.; conforming provisions; amending
58	s. 1008.22, F.S.; requiring the Florida Comprehensive
59	Assessment Test to assess students in social studies;
60	requiring the content knowledge and skills of the
61	statewide assessment program and Florida Comprehensive
62	Assessment Test to align to the World Class Education
63	Standards; providing for the expedited revision of the
64	Florida Comprehensive Assessment Test; requiring the
65	Commissioner of Education to submit reports; providing
66	requirements for an achievement-level scale for test
67	scores and for test administration; providing for a
68	proficiency designation in a subject area for a grade
69	level based on student scores on the Florida Comprehensive
70	Assessment Test; requiring recommendations for end-of-
71	course examinations; amending s. 1008.25, F.S.; conforming
72	provisions; requiring remediation in social studies;
73	revising requirements for an annual report; amending s.
74	1008.30, F.S.; exempting a student from passing the common
75	placement test under specified conditions; amending s.
76	1008.385, F.S.; conforming provisions; amending ss.
77	1009.534, 1009.535, and 1009.536, F.S.; exempting a
78	student from certain eligibility requirements of the
79	Florida Bright Futures Scholarship Program based on scores
80	on the Florida Comprehensive Assessment Test; amending ss.
81	1012.05, 1012.28, and 1012.52, F.S.; conforming
82	provisions; amending s. 1012.56, F.S.; revising
83	examination requirements for educators to demonstrate
84	mastery of general knowledge; requiring educators to
85	demonstrate mastery of a college-level general education
86	curriculum; requiring the State Board of Education to
87	align subject area examinations to the World Class
88	Education Standards; conforming provisions; amending s.
89	1012.585, F.S.; applying certain inservice points toward
90	renewal of an educator professional certificate
91	specialization area; amending s. 1012.72, F.S.; conforming
92	provisions; amending s. 1012.98, F.S.; requiring a school
93	district's inservice activities to support state
94	standards; directing districts to align inservice
95	activities to the World Class Education Standards;
96	providing that an individual professional development plan
97	requires instructional employees to complete specified
98	inservice activities; requiring passage of an inservice
99	examination for award of certain inservice points;
100	directing the department to adopt examination
101	competencies; requiring statewide standardized delivery of
102	certain inservice activities and outcome measurement of
103	such activities; requiring the department to provide
104	statewide standardized professional development and
105	requiring educators to participate therein; requiring
106	school districts to inventory professional development
107	programs; establishing priority for use of professional
108	development funds; requiring school districts to submit
109	reports; requiring the Office of Program Policy Analysis
110	and Government Accountability to submit reports relating
111	to student end-of-course examinations, after-school
112	programs, and sales tax on school facilities construction;
113	requiring the Commissioner of Education to submit a report
114	on visual and performing arts education; creating the
115	Public-Private Partnering Task Force within the Department
116	of Management Services; requiring the task force to submit
117	a report to the Governor and Legislature; providing for
118	the future abolishment of the task force; providing an
119	appropriation; providing effective dates.
120
121	Be It Enacted by the Legislature of the State of Florida:
122
123	Section 1.  Subsection (1) of section 1001.03, Florida
124	Statutes, is amended to read:
125	1001.03  Specific powers of State Board of Education.--
126	(1)  PUBLIC K-12 STUDENT PERFORMANCE STANDARDS.--
127	(a)  The State Board of Education shall review and
128	systematically replace approve the student performance standards
129	known as the Sunshine State Standards by adopting World Class
130	Education Standards that prepare Florida's students to compete
131	in a global economy. The World Class Education Standards shall,
132	at a minimum:
133	1.  Establish the essential content knowledge and skills,
134	by each in key academic subject areas and grade level, that are
135	necessary for student academic achievement;
136	2.  Identify the general content knowledge that a student
137	is expected to acquire for reading proficiency;
138	3.  Identify the specific content knowledge and skills that
139	a student is expected to acquire and be able to demonstrate for
140	each subject area listed in s. 1003.41 by grade level; and
141	4.  Provide for the sequential development of a student's
142	content knowledge and skills grade by grade for each subject
143	area levels.
144	(b)  By January 31, 2008, the State Board of Education
145	shall establish an expedited a schedule for to facilitate the
146	adoption periodic review of the World Class Education Standards,
147	and for the periodic review and revision of the standards, to
148	ensure superior adequate rigor, relevance, logical student
149	progression, and integration of reading, writing, and
150	mathematics across all subject areas. Effective January 1, 2009,
151	the state board shall, by January 1 of each year, submit a
152	report to the Governor, the President of the Senate, and the
153	Speaker of the House of Representatives detailing the status of
154	the adoption, implementation, and any subsequent revisions of
155	the World Class Education Standards. The report shall address
156	the recommendations of the World Class Education Standards
157	Advisory Council.
158	(c)  The State Board of Education shall include Florida
159	educators in the development and review of the World Class
160	Education Standards. The state board shall consider the
161	recommendations of the World Class Education Standards Advisory
162	Council, educators, citizens, and members of the business
163	community; consult national or international curricular experts
164	in each review by subject area; and consider standards
165	implemented by other states or nations, which standards are
166	regarded as exceptionally rigorous by the curricular experts.
167	The state board shall also must include the participation of
168	curriculum leaders in other content areas, including the arts,
169	to ensure valid content area integration and to address the
170	instructional requirements of different learning styles.
171	(d)  The process for adoption and revision of the World
172	Class Education Standards review and proposed revisions must
173	include leadership and input from the state's classroom teachers
174	and selected, school administrators, postsecondary institutions
175	and community colleges and universities, and from
176	representatives from business and industry representatives who
177	are identified by local education foundations.
178	(e)  The Department of Education may contract for the
179	development of the World Class Education Standards and the
180	identification of appropriate curricula aligned to the
181	standards. The department has flexibility to enter into multiple
182	contracts and may expand the contracts to include training.
183	(f)  The State Board of Education, before adopting or
184	revising the World Class Education Standards for a subject area,
185	shall submit the proposed standards for evaluation by more than
186	one nationally recognized foundation, institute, organization,
187	or board with expertise in performance standards for K-12
188	curricula. The state board shall submit the results of the
189	evaluations to the Governor, the President of the Senate, and
190	the Speaker of the House of Representatives before adopting the
191	proposed standards. A report including proposed revisions must
192	be submitted to the Governor, the President of the Senate, and
193	the Speaker of the House of Representatives annually to coincide
194	with the established review schedule. The review schedule and an
195	annual status report must be submitted to the Governor, the
196	President of the Senate, and the Speaker of the House of
197	Representatives annually not later than January 1.
198	Section 2.  Effective upon this act becoming a law, section
199	1003.411, Florida Statutes, is created to read:
200	1003.411  World Class Education Standards Advisory
201	Council.--
202	(1)(a)  The World Class Education Standards Advisory
203	Council is created within the Department of Education. The
204	advisory council is composed of 12 outstanding teachers
205	appointed as follows: two members appointed by the Governor; two
206	members appointed by the President of the Senate; two members
207	appointed by the Speaker of the House of Representatives; and
208	six members appointed by the State Board of Education, one of
209	whom shall be appointed from a nonpublic school and one of whom
210	shall be appointed from the Florida Virtual School. Members must
211	be highly motivated; representative of elementary, middle, and
212	high school grade levels; representative of the demographic
213	diversity of the state; and technologically experienced. Members
214	of the advisory council shall be appointed by July 1, 2007.
215	(b)  The advisory council, before submitting its report
216	under paragraph (c), shall publicly notice and conduct at least
217	three public hearings throughout the state.
218	(c)  By November 15, 2007, the advisory council shall
219	submit a report to the Commissioner of Education and State Board
220	of Education that includes recommendations that identify
221	innovative and unique methods to expedite the timeline for
222	replacing the Sunshine State Standards with the World Class
223	Education Standards. Each recommendation must include an
224	estimate of the expenditures required to implement the
225	recommendation. The advisory council's recommendations shall
226	address, at a minimum:
227	1.  An efficient and effective process for adoption of
228	instructional materials or alternative approaches to meeting the
229	state's needs for instructional materials;
230	2.  Strategies for timely and appropriate deployment of
231	professional development;
232	3.  The integration of technology in the standards,
233	professional development, and curricular content and delivery;
234	4.  Options for expediting the implementation of valid and
235	reliable assessments; and
236	5.  Options for designating curriculum leaders for the
237	World Class Education Standards who will be available to all
238	schools.
239
240	The report shall also establish a plan for the advisory
241	council's continued participation and input in the adoption,
242	implementation, and subsequent review and revision of the World
243	Class Education Standards, including a determination of whether
244	additional public hearings are needed and the timelines,
245	locations, and purposes of the hearings.
246	(d)  By December 31, 2007, the Commissioner of Education
247	shall submit a report to the State Board of Education that
248	contains the commissioner's recommendations for the adoption and
249	implementation of the World Class Education Standards. The
250	report must address the recommendations of the advisory council
251	and other education stakeholder groups. By January 31, 2008, the
252	State Board of Education shall submit a report of its
253	recommendations for the World Class Education Standards to the
254	Governor, the President of the Senate, the Speaker of the House
255	of Representatives, and the chairs of the education committees
256	of the Senate and the House of Representatives. The state
257	board's report shall include its schedule for adoption and
258	periodic revision of the World Class Education Standards which
259	is established under s. 1001.03(1)(b).
260	(2)  The department shall provide administrative and staff
261	support for the advisory council. The advisory council shall
262	meet at least quarterly and submit an annual report to the
263	Commissioner of Education and State Board of Education by
264	November 15 of each year that details successes, concerns, and
265	additional strategies for implementation of the World Class
266	Education Standards. Members of the advisory council shall serve
267	without compensation but are entitled to per diem and
268	reimbursement of travel expenses under s. 112.061.
269	(3)  A school district employing an advisory council member
270	shall grant the member administrative leave necessary for the
271	member's attendance at the advisory council's meetings and
272	public hearings. The department shall reimburse the school
273	district, subject to legislative appropriation, for assignment
274	of a substitute teacher for each day that the district grants
275	the member administrative leave under this subsection.
276	(4)  The advisory council is abolished November 30, 2010.
277	Section 3.  Paragraph (b) of subsection (4) and paragraph
278	(d) of subsection (5) of section 39.0016, Florida Statutes, are
279	amended to read:
280	39.0016  Education of abused, neglected, and abandoned
281	children.--
282	(4)  The department shall enter into agreements with
283	district school boards or other local educational entities
284	regarding education and related services for children known to
285	the department who are of school age and children known to the
286	department who are younger than school age but who would
287	otherwise qualify for services from the district school board.
288	Such agreements shall include, but are not limited to:
289	(b)  A requirement that the district school board shall:
290	1.  Provide the department with a general listing of the
291	services and information available from the district school
292	board, including, but not limited to, the World Class Education
293	current Sunshine State Standards, the Surrogate Parent Training
294	Manual, and other resources accessible through the Department of
295	Education or local school districts to facilitate educational
296	access for a child known to the department.
297	2.  Identify all educational and other services provided by
298	the school and school district which the school district
299	believes are reasonably necessary to meet the educational needs
300	of a child known to the department.
301	3.  Determine whether transportation is available for a
302	child known to the department when such transportation will
303	avoid a change in school assignment due to a change in
304	residential placement. Recognizing that continued enrollment in
305	the same school throughout the time the child known to the
306	department is in out-of-home care is preferable unless
307	enrollment in the same school would be unsafe or otherwise
308	impractical, the department, the district school board, and the
309	Department of Education shall assess the availability of
310	federal, charitable, or grant funding for such transportation.
311	4.  Provide individualized student intervention or an
312	individual educational plan when a determination has been made
313	through legally appropriate criteria that intervention services
314	are required. The intervention or individual educational plan
315	must include strategies to enable the child known to the
316	department to maximize the attainment of educational goals.
317	(5)  The department shall incorporate an education
318	component into all training programs of the department regarding
319	children known to the department. Such training shall be
320	coordinated with the Department of Education and the local
321	school districts. The department shall offer opportunities for
322	education personnel to participate in such training. Such
323	coordination shall include, but not be limited to, notice of
324	training sessions, opportunities to purchase training materials,
325	proposals to avoid duplication of services by offering joint
326	training, and incorporation of materials available from the
327	Department of Education and local school districts into the
328	department training when appropriate. The department training
329	components shall include:
330	(d)  Training of caseworkers regarding the services and
331	information available through the Department of Education and
332	local school districts, including, but not limited to, the World
333	Class Education current Sunshine State Standards, the Surrogate
334	Parent Training Manual, and other resources accessible through
335	the Department of Education or local school districts to
336	facilitate educational access for a child known to the
337	department.
338	Section 4.  Paragraph (g) of subsection (7) of section
339	445.049, Florida Statutes, is amended to read:
340	445.049  Digital Divide Council.--
341	(7)  PROGRAM OBJECTIVES AND GOALS.--The programs authorized
342	by this section shall have the following objectives and goals:
343	(g)  Using information technology to facilitate achievement
344	of the World Class Education Sunshine State Standards by all
345	children enrolled in the state's K-12 school system who are
346	members of at-risk families.
347	Section 5.  Subsection (7) of section 1000.21, Florida
348	Statutes, is amended to read:
349	1000.21  Systemwide definitions.--As used in the Florida K-
350	K-20 Education Code:
351	(7)  "World Class Education Sunshine State Standards" means
352	the student content are standards, as described in ss.
353	1001.03(1) and 1003.41, that identify what public school
354	students are expected to should know and be able to demonstrate
355	do. The term includes the Sunshine State Standards for a subject
356	area until the standards are replaced under s. 1001.03(1) by the
357	World Class Education Standards for the subject area. These
358	standards delineate the academic achievement of students for
359	which the state will hold its public schools accountable in
360	grades K-2, 3-5, 6-8, and 9-12, in the subjects of language
361	arts, mathematics, science, social studies, the arts, health and
362	physical education, foreign languages, reading, writing,
363	history, government, geography, economics, and computer
364	literacy.
365	Section 6.  Subsection (1) of section 1001.02, Florida
366	Statutes, is amended to read:
367	1001.02  General powers of State Board of Education.--
368	(1)  The State Board of Education is the chief implementing
369	and coordinating body of public education in Florida, and it
370	shall focus on high-level policy decisions. The state board It
371	has authority to adopt rules under pursuant to ss. 120.536(1)
372	and 120.54 to implement the provisions of law conferring duties
373	upon the State Board of Education, the Commissioner of
374	Education, and the Department of Education it for the
375	improvement of the state system of K-20 public education. Except
376	as otherwise provided by law herein, the State Board of
377	Education it may, as it finds appropriate, delegate its general
378	powers to the Commissioner of Education or the directors of the
379	divisions of the department.
380	Section 7.  Subsection (8) of section 1001.215, Florida
381	Statutes, is amended to read:
382	1001.215  Just Read, Florida! Office.--There is created in
383	the Department of Education the Just Read, Florida! Office. The
384	office shall be fully accountable to the Commissioner of
385	Education and shall:
386	(8)  Periodically review the World Class Education Sunshine
387	State Standards for reading at all grade levels.
388	Section 8.  Subsection (3) of section 1001.41, Florida
389	Statutes, is amended to read:
390	1001.41  General powers of district school board.--The
391	district school board, after considering recommendations
392	submitted by the district school superintendent, shall exercise
393	the following general powers:
394	(3)  Prescribe and adopt standards and policies to provide
395	each student the opportunity to receive a complete education
396	program, including language arts;, mathematics;, science;,
397	social studies, with an emphasis on history, government, civics,
398	and United States patriotism and national sovereignty; health;,
399	physical education;, foreign languages;, and the arts, as
400	defined by the World Class Education Sunshine State Standards.
401	The standards and policies must emphasize integration and
402	reinforcement of reading, writing, and mathematics skills across
403	all subjects, including career awareness, career exploration,
404	and career and technical education.
405	Section 9.  Paragraph (a) of subsection (16) of section
406	1001.42, Florida Statutes, is amended to read:
407	1001.42  Powers and duties of district school board.--The
408	district school board, acting as a board, shall exercise all
409	powers and perform all duties listed below:
410	(16)  IMPLEMENT SCHOOL IMPROVEMENT AND
411	ACCOUNTABILITY.--Maintain a system of school improvement and
412	education accountability as provided by statute and State Board
413	of Education rule. This system of school improvement and
414	education accountability shall be consistent with, and
415	implemented through, the district's continuing system of
416	planning and budgeting required by this section and ss.
417	1008.385, 1010.01, and 1011.01. This system of school
418	improvement and education accountability shall include, but is
419	not limited to, the following:
420	(a)  School improvement plans.--Annually approve and
421	require implementation of a new, amended, or continuation school
422	improvement plan for each school in the district. A district
423	school board may establish a district school improvement plan
424	that includes all schools in the district operating for the
425	purpose of providing educational services to youth in Department
426	of Juvenile Justice programs. The school improvement plan shall
427	be designed to achieve the state education priorities under
428	pursuant to s. 1000.03(5) and student proficiency on the World
429	Class Education Sunshine State Standards under pursuant to s.
430	1003.41. Each plan shall address student achievement goals and
431	strategies based on state and school district proficiency
432	standards. The plan may also address issues relative to other
433	academic-related matters, as determined by district school board
434	policy, and shall include an accurate, data-based analysis of
435	student achievement and other school performance data. Beginning
436	with plans approved for implementation in the 2007-2008 school
437	year, each secondary school plan must include a redesign
438	component based on the principles established in s. 1003.413.
439	For each school in the district that earns a school grade of "C"
440	or below, or is required to have a school improvement plan under
441	federal law, the school improvement plan shall, at a minimum,
442	also include:
443	1.  Professional development that supports enhanced and
444	differentiated instructional strategies to improve teaching and
445	learning.
446	2.  Continuous use of disaggregated student achievement
447	data to determine effectiveness of instructional strategies.
448	3.  Ongoing informal and formal assessments to monitor
449	individual student progress, including progress toward mastery
450	of the World Class Education Sunshine State Standards, and to
451	redesign instruction if needed.
452	4.  Alternative instructional delivery methods to support
453	remediation, acceleration, and enrichment strategies.
454	Section 10.  Section 1001.55, Florida Statutes, is created
455	to read:
456	1001.55  Site-based management.--A school district
457	receiving a designation for high performance from the State
458	Board of Education under part VI of chapter 1003 that is based,
459	at least in part, on school grades or district grades assigned
460	under s. 1008.34 shall submit to the state board and implement a
461	plan that gives the district's highest performing principals
462	significant decisionmaking and budgetary authority over their
463	respective schools. The school district shall annually audit,
464	monitor, and report to the state board on the implementation of
465	this section at each school site. The state board shall submit a
466	statewide annual report to the Governor, the President of the
467	Senate, and the Speaker of the House of Representatives on the
468	implementation of this section. The state board may adopt rules
469	under ss. 120.536(1) and 120.54 to administer this section.
470	Section 11.  Paragraph (a) of subsection (6) and paragraph
471	(a) of subsection (7) of section 1002.33, Florida Statutes, are
472	amended to read:
473	1002.33  Charter schools.--
474	(6)  APPLICATION PROCESS AND REVIEW.--Charter school
475	applications are subject to the following requirements:
476	(a)  A person or entity wishing to open a charter school
477	shall prepare an application that:
478	1.  Demonstrates how the school will use the guiding
479	principles and meet the statutorily defined purpose of a charter
480	school.
481	2.  Provides a detailed curriculum plan that illustrates
482	how students will be provided services to attain the World Class
483	Education Sunshine State Standards.
484	3.  Contains goals and objectives for improving student
485	learning and measuring that improvement. These goals and
486	objectives must indicate how much academic improvement students
487	are expected to show each year, how success will be evaluated,
488	and the specific results to be attained through instruction.
489	4.  Describes the reading curriculum and differentiated
490	strategies that will be used for students reading at grade level
491	or higher and a separate curriculum and strategies for students
492	who are reading below grade level. A sponsor shall deny a
493	charter if the school does not propose a reading curriculum that
494	is consistent with effective teaching strategies that are
495	grounded in scientifically based reading research.
496	5.  Contains an annual financial plan for each year
497	requested by the charter for operation of the school for up to 5
498	years. This plan must contain anticipated fund balances based on
499	revenue projections, a spending plan based on projected revenues
500	and expenses, and a description of controls that will safeguard
501	finances and projected enrollment trends.
502	(7)  CHARTER.--The major issues involving the operation of
503	a charter school shall be considered in advance and written into
504	the charter. The charter shall be signed by the governing body
505	of the charter school and the sponsor, following a public
506	hearing to ensure community input.
507	(a)  The charter shall address, and criteria for approval
508	of the charter shall be based on:
509	1.  The school's mission, the students to be served, and
510	the ages and grades to be included.
511	2.  The focus of the curriculum, the instructional methods
512	to be used, any distinctive instructional techniques to be
513	employed, and identification and acquisition of appropriate
514	technologies needed to improve educational and administrative
515	performance which include a means for promoting safe, ethical,
516	and appropriate uses of technology which comply with legal and
517	professional standards. The charter shall ensure that reading is
518	a primary focus of the curriculum and that resources are
519	provided to identify and provide specialized instruction for
520	students who are reading below grade level. The curriculum and
521	instructional strategies for reading must be consistent with the
522	World Class Education Sunshine State Standards and grounded in
523	scientifically based reading research.
524	3.  The current incoming baseline standard of student
525	academic achievement, the outcomes to be achieved, and the
526	method of measurement that will be used. The criteria listed in
527	this subparagraph shall include a detailed description for each
528	of the following:
529	a.  How the baseline student academic achievement levels
530	and prior rates of academic progress will be established.
531	b.  How these baseline rates will be compared to rates of
532	academic progress achieved by these same students while
533	attending the charter school.
534	c.  To the extent possible, how these rates of progress
535	will be evaluated and compared with rates of progress of other
536	closely comparable student populations.
537
538	The district school board is required to provide academic
539	student performance data to charter schools for each of their
540	students coming from the district school system, as well as
541	rates of academic progress of comparable student populations in
542	the district school system.
543	4.  The methods used to identify the educational strengths
544	and needs of students and how well educational goals and
545	performance standards are met by students attending the charter
546	school. Included in the methods is a means for the charter
547	school to ensure accountability to its constituents by analyzing
548	student performance data and by evaluating the effectiveness and
549	efficiency of its major educational programs. Students in
550	charter schools shall, at a minimum, participate in the
551	statewide assessment program created under s. 1008.22.
552	5.  In secondary charter schools, a method for determining
553	that a student has satisfied the requirements for graduation in
554	s. 1003.43.
555	6.  A method for resolving conflicts between the governing
556	body of the charter school and the sponsor.
557	7.  The admissions procedures and dismissal procedures,
558	including the school's code of student conduct.
559	8.  The ways by which the school will achieve a
560	racial/ethnic balance reflective of the community it serves or
561	within the racial/ethnic range of other public schools in the
562	same school district.
563	9.  The financial and administrative management of the
564	school, including a reasonable demonstration of the professional
565	experience or competence of those individuals or organizations
566	applying to operate the charter school or those hired or
567	retained to perform such professional services and the
568	description of clearly delineated responsibilities and the
569	policies and practices needed to effectively manage the charter
570	school. A description of internal audit procedures and
571	establishment of controls to ensure that financial resources are
572	properly managed must be included. Both public sector and
573	private sector professional experience shall be equally valid in
574	such a consideration.
575	10.  The asset and liability projections required in the
576	application which are incorporated into the charter and which
577	shall be compared with information provided in the annual report
578	of the charter school. The charter shall ensure that, if a
579	charter school internal audit or annual financial audit reveals
580	a state of financial emergency as defined in s. 218.503 or
581	deficit financial position, the auditors are required to notify
582	the charter school governing board, the sponsor, and the
583	Department of Education. The internal auditor shall report such
584	findings in the form of an exit interview to the principal or
585	the principal administrator of the charter school and the chair
586	of the governing board within 7 working days after finding the
587	state of financial emergency or deficit position. A final report
588	shall be provided to the entire governing board, the sponsor,
589	and the Department of Education within 14 working days after the
590	exit interview. When a charter school is in a state of financial
591	emergency, the charter school shall file a detailed financial
592	recovery plan with the sponsor. The department, with the
593	involvement of both sponsors and charter schools, shall
594	establish guidelines for developing such plans.
595	11.  A description of procedures that identify various
596	risks and provide for a comprehensive approach to reduce the
597	impact of losses; plans to ensure the safety and security of
598	students and staff; plans to identify, minimize, and protect
599	others from violent or disruptive student behavior; and the
600	manner in which the school will be insured, including whether or
601	not the school will be required to have liability insurance,
602	and, if so, the terms and conditions thereof and the amounts of
603	coverage.
604	12.  The term of the charter which shall provide for
605	cancellation of the charter if insufficient progress has been
606	made in attaining the student achievement objectives of the
607	charter and if it is not likely that such objectives can be
608	achieved before expiration of the charter. The initial term of a
609	charter shall be for 4 or 5 years. In order to facilitate access
610	to long-term financial resources for charter school
611	construction, charter schools that are operated by a
612	municipality or other public entity as provided by law are
613	eligible for up to a 15-year charter, subject to approval by the
614	district school board. A charter lab school is eligible for a
615	charter for a term of up to 15 years. In addition, to facilitate
616	access to long-term financial resources for charter school
617	construction, charter schools that are operated by a private,
618	not-for-profit, s. 501(c)(3) status corporation are eligible for
619	up to a 15-year charter, subject to approval by the district
620	school board. Such long-term charters remain subject to annual
621	review and may be terminated during the term of the charter, but
622	only according to the provisions set forth in subsection (8).
623	13.  The facilities to be used and their location.
624	14.  The qualifications to be required of the teachers and
625	the potential strategies used to recruit, hire, train, and
626	retain qualified staff to achieve best value.
627	15.  The governance structure of the school, including the
628	status of the charter school as a public or private employer as
629	required in paragraph (12)(i).
630	16.  A timetable for implementing the charter which
631	addresses the implementation of each element thereof and the
632	date by which the charter shall be awarded in order to meet this
633	timetable.
634	17.  In the case of an existing public school being
635	converted to charter status, alternative arrangements for
636	current students who choose not to attend the charter school and
637	for current teachers who choose not to teach in the charter
638	school after conversion in accordance with the existing
639	collective bargaining agreement or district school board rule in
640	the absence of a collective bargaining agreement. However,
641	alternative arrangements shall not be required for current
642	teachers who choose not to teach in a charter lab school, except
643	as authorized by the employment policies of the state university
644	which grants the charter to the lab school.
645	Section 12.  Paragraph (b) of subsection (2) of section
646	1002.415, Florida Statutes, is amended to read:
647	1002.415  K-8 Virtual School Program.--Subject to annual
648	legislative appropriation, a kindergarten through grade 8
649	virtual school program is established within the Department of
650	Education for the purpose of making academic instruction
651	available to full-time students in kindergarten through grade 8
652	using on-line and distance learning technology. The department
653	shall use an application process to select schools to deliver
654	program instruction.
655	(2)  APPLICATION.--
656	(b)  In addition to a completed application form, each
657	applicant must provide the department with:
658	1.  A detailed plan describing how the school curriculum
659	and course content will conform to the World Class Education
660	Sunshine State Standards; and
661	2.  An annual financial plan for each year of operation of
662	the school for a minimum of 3 years. The plan must contain
663	anticipated fund balances based on revenue projections, a
664	spending plan based on projected revenues and expenses, and a
665	description of controls that will safeguard finances and
666	projected enrollment trends.
667	Section 13.  Section 1003.41, Florida Statutes, is amended
668	to read:
669	1003.41  World Class Education Sunshine State
670	Standards.--Public K-12 educational instruction in Florida is
671	based on the "World Class Education Sunshine State Standards."
672	The These standards are have been adopted by the State Board of
673	Education and delineate the academic achievement of students,
674	for which the state holds will hold schools accountable, in each
675	K-12 grade level grades K-2, 3-5, 6-8, and 9-12 in, at a
676	minimum, the subject areas subjects of language arts;,
677	mathematics;, science;, social studies, with an emphasis on
678	history, government, civics, and United States patriotism and
679	national sovereignty; the arts;, health and physical education;,
680	and foreign languages. The World Class Education Standards must
681	be content oriented and knowledge based and must They include
682	standards for problem-solving and higher order skills and
683	standards for in reading, writing, history, government,
684	geography, economics, and computer literacy.
685	Section 14.  Subsection (7) and paragraph (a) of subsection
686	(8) of section 1003.428, Florida Statutes, are amended to read:
687	1003.428  General requirements for high school graduation;
688	revised.--
689	(7)(a)  A student who meets all requirements prescribed in
690	subsections (1), (2), (3), and (4) shall be awarded a standard
691	diploma in a form prescribed by the State Board of Education.
692	(b)  The standard diploma awarded to a student, and the
693	student's high school academic transcript, shall include a
694	notation of distinguished honors if the student earns a score
695	demonstrating superior academic achievement, as determined by
696	the Commissioner of Education, on the grade 10 Florida
697	Comprehensive Assessment Test. By the beginning of the 2008-2009
698	school year, the commissioner shall widely publicize and
699	disseminate information about the distinguished-honors notation,
700	including notice to district superintendents, school principals,
701	teachers, guidance counselors, parents, and students of the
702	scores required to earn distinguished honors. The commissioner
703	shall also publish the information on the department's Internet
704	website.
705	(c)(b)  A student who completes the minimum number of
706	credits and other requirements prescribed by subsections (1),
707	(2), and (3), but who is unable to meet the standards of
708	paragraph (4)(b), paragraph (4)(c), or paragraph (4)(d), shall
709	be awarded a certificate of completion in a form prescribed by
710	the State Board of Education. However, any student who is
711	otherwise entitled to a certificate of completion may elect to
712	remain in the secondary school either as a full-time student or
713	a part-time student for up to 1 additional year and receive
714	special instruction designed to remedy his or her identified
715	deficiencies.
716	(8)(a)  Each district school board must provide instruction
717	to prepare students with disabilities to demonstrate proficiency
718	in the content knowledge and skills and competencies necessary
719	for successful grade-to-grade progression and high school
720	graduation.
721	Section 15.  Paragraph (a) of subsection (11) of section
722	1003.43, Florida Statutes, is amended to read:
723	1003.43  General requirements for high school graduation.--
724	(11)(a)  Each district school board must provide
725	instruction to prepare students with disabilities to demonstrate
726	proficiency in the content knowledge and skills and competencies
727	necessary for successful grade-to-grade progression and high
728	school graduation.
729	Section 16.  Section 1003.451, Florida Statutes, is created
730	to read:
731	1003.451  World-language curricula.--
732	(1)  It is the intent of the Legislature that the state
733	shall move toward the goal of establishing world-language
734	curricula that begin in elementary school and continue through
735	the middle and high school grades.
736	(2)  The State Board of Education shall:
737	(a)  Encourage school districts to expand foreign-language
738	course offerings to include world languages commonly spoken in
739	nations actively engaged in international commerce in order to
740	prepare Florida's students to compete in a global economy;
741	(b)  Establish content standards for world languages as
742	part of the World Class Education Standards for foreign
743	languages;
744	(c)  Encourage school districts to offer world-language
745	instruction to students in elementary school; and
746	(d)  Provide flexibility in foreign-language teacher
747	certification so that Florida schools may benefit from
748	instruction offered by Floridians who are fluent in a foreign
749	language and are available to provide such instruction.
750	(3)  By December 1, 2007, each district school board and
751	each school in the K-8 Virtual School Program shall develop and
752	submit to the Commissioner of Education a plan for articulated
753	world-language curricula for elementary school students
754	performing at or above grade level beginning by grade 4. The
755	plan may include the use of video conferencing, technology
756	devices with digital content, or on-line technology.
757	(4)  Notwithstanding chapter 1006, instructional materials
758	used to implement elementary school world-language curricula may
759	include technology devices with digital content and on-line
760	content. The Commissioner of Education shall prescribe uniform
761	standards for technologies that facilitate the sharing of
762	content among school districts. District school boards may use
763	up to 10 percent of instructional materials funds available for
764	the purchase of materials not on the state-adopted list for
765	purposes of this subsection.
766	Section 17.  Section 1003.59, Florida Statutes, is created
767	to read:
768	1003.59  Accelerated learning opportunities for
769	academically talented students.--
770	(1)  By June 30, 2008, the State Board of Education shall
771	adopt a model policy for the accelerated learning of
772	academically talented students in grades K-12, regardless of
773	whether the students are classified as gifted. The model policy
774	shall address, but not be limited to, whole-grade acceleration,
775	continuous progress exceeding chronological-age peers, subject-
776	matter acceleration, virtual-education acceleration, and early
777	postsecondary enrollment. The model policy shall include a plan
778	for:
779	(a)  Providing teachers and guidance counselors with
780	professional training that addresses effective implementation of
781	the policy, strategies for identifying gifted and academically
782	talented students in the elementary grades, and methods for
783	placing the students in accelerated programming that allows them
784	to work at suitably challenging academic levels; and
785	(b)  Assisting school district interactions with students
786	and parents to help guide them in making the most appropriate
787	choice for each student.
788	(2)  Each district school board shall implement an
789	academically talented student acceleration policy beginning with
790	the 2008-2009 school year. The policy shall be either the model
791	policy adopted by the State Board of Education or a
792	substantially similar policy adopted by the school board. The
793	school board shall widely publicize and disseminate the policy
794	so that teachers, students, and parents are aware of the
795	accelerated learning opportunities. The school board shall also
796	publish the policy on the school district's Internet website.
797	Section 18.  Paragraph (b) of subsection (2), paragraph (b)
798	of subsection (3), paragraph (e) of subsection (5), and
799	paragraph (c) of subsection (6) of section 1004.04, Florida
800	Statutes, are amended to read:
801	1004.04  Public accountability and state approval for
802	teacher preparation programs.--
803	(2)  UNIFORM CORE CURRICULA.--
804	(b)  The rules to establish uniform core curricula for each
805	state-approved teacher preparation program must include, but are
806	not limited to, a State Board of Education identified foundation
807	in scientifically researched, knowledge-based reading literacy
808	and computational skills acquisition; classroom management;
809	school safety; professional ethics; educational law; human
810	development and learning; and understanding of the World Class
811	Education Sunshine State Standards content measured by state
812	achievement tests, reading and interpretation of data, and use
813	of data to improve student achievement.
814	(3)  DEVELOPMENT OF TEACHER PREPARATION PROGRAMS.--A system
815	developed by the Department of Education in collaboration with
816	postsecondary educational institutions shall assist departments
817	and colleges of education in the restructuring of their programs
818	in accordance with this section to meet the need for producing
819	quality teachers now and in the future.
820	(b)  Departments and colleges of education shall emphasize
821	the state system of school improvement and education
822	accountability concepts and standards, including the World Class
823	Education Sunshine State Standards.
824	(5)  CONTINUED PROGRAM APPROVAL.--Notwithstanding
825	subsection (4), failure by a public or nonpublic teacher
826	preparation program to meet the criteria for continued program
827	approval shall result in loss of program approval. The
828	Department of Education, in collaboration with the departments
829	and colleges of education, shall develop procedures for
830	continued program approval that document the continuous
831	improvement of program processes and graduates' performance.
832	(e)  Continued approval of teacher preparation programs is
833	contingent upon compliance with the student admission
834	requirements of subsection (4) and upon the receipt of at least
835	a satisfactory rating from public schools and private schools
836	that employ graduates of the program. Each teacher preparation
837	program shall guarantee the high quality of its graduates during
838	the first 2 years immediately following graduation from the
839	program or following initial certification, whichever occurs
840	first. Any educator in a Florida school who fails to demonstrate
841	the essential skills specified in subparagraphs 1.-5. shall be
842	provided additional training by the teacher preparation program
843	at no expense to the educator or the employer. Such training
844	must consist of an individualized plan agreed upon by the school
845	district and the postsecondary educational institution that
846	includes specific learning outcomes. The postsecondary
847	educational institution assumes no responsibility for the
848	educator's employment contract with the employer. Employer
849	satisfaction shall be determined by an annually administered
850	survey instrument approved by the Department of Education that,
851	at a minimum, must include employer satisfaction of the
852	graduates' ability to do the following:
853	1.  Write and speak in a logical and understandable style
854	with appropriate grammar.
855	2.  Recognize signs of students' difficulty with the
856	reading and computational process and apply appropriate measures
857	to improve students' reading and computational performance.
858	3.  Use and integrate appropriate technology in teaching
859	and learning processes.
860	4.  Demonstrate knowledge and understanding of the World
861	Class Education Sunshine State Standards.
862	5.  Maintain an orderly and disciplined classroom conducive
863	to student learning.
864	(6)  PRESERVICE FIELD EXPERIENCE.--All postsecondary
865	instructors, school district personnel and instructional
866	personnel, and school sites preparing instructional personnel
867	through preservice field experience courses and internships
868	shall meet special requirements. District school boards are
869	authorized to pay student teachers during their internships.
870	(c)  Preservice field experience programs must provide
871	specific guidance and demonstration of effective classroom
872	management strategies, strategies for incorporating technology
873	into classroom instruction, strategies for incorporating
874	scientifically researched, knowledge-based reading literacy and
875	computational skills acquisition into classroom instruction, and
876	ways to link instructional plans to the World Class Education
877	Sunshine State Standards, as appropriate. The length of
878	structured field experiences may be extended to ensure that
879	candidates achieve the competencies needed to meet certification
880	requirements.
881	Section 19.  Subsection (3) of section 1007.271, Florida
882	Statutes, is amended to read:
883	1007.271  Dual enrollment programs.--
884	(3)(a)  The Department of Education shall adopt guidelines
885	designed to achieve comparability across school districts of
886	both student qualifications and teacher qualifications for dual
887	enrollment courses.
888	(b)  Student qualifications must demonstrate readiness for
889	college-level coursework if the student is to be enrolled in
890	college courses. Student qualifications must demonstrate
891	readiness for career-level coursework if the student is to be
892	enrolled in career courses. In addition to the common placement
893	examination, student qualifications for enrollment in college
894	credit dual enrollment courses must include a 3.0 unweighted
895	grade point average, and student qualifications for enrollment
896	in career certificate dual enrollment courses must include a 2.0
897	unweighted grade point average.
898	(c)  Exceptions to the required grade point averages may be
899	granted if the educational entities agree and the terms of the
900	agreement are contained within the dual enrollment
901	interinstitutional articulation agreement.
902	(d)  Community college boards of trustees may establish
903	additional admissions criteria, which shall be included in the
904	district interinstitutional articulation agreement developed
905	according to s. 1007.235, to ensure student readiness for
906	postsecondary instruction. Additional requirements included in
907	the agreement shall not arbitrarily prohibit students who have
908	demonstrated the ability to master advanced courses from
909	participating in dual enrollment courses. District school boards
910	may not refuse to enter into an agreement with a local community
911	college if that community college has the capacity to offer dual
912	enrollment courses.
913	(e)  Student qualifications for early admission and dual
914	enrollment programs shall provide that, upon alignment of the
915	Florida Comprehensive Assessment Test to the World Class
916	Education Standards, a student is exempt from passing the common
917	placement test if the student:
918	1.  Scores, within a margin of error of a passing score on
919	the common placement test, as identified by the Commissioner of
920	Education; and
921	2.  Scores at Level 5 in each content area tested on the
922	grade 10 Florida Comprehensive Assessment Test.
923	Section 20.  Paragraph (c) of subsection (6) of section
924	1007.35, Florida Statutes, is amended to read:
925	1007.35  Florida Partnership for Minority and
926	Underrepresented Student Achievement.--
927	(6)  The partnership shall:
928	(c)  Provide teacher training and materials that are
929	aligned with the World Class Education Sunshine State Standards
930	and are consistent with best theory and practice regarding
931	multiple learning styles and research on learning, instructional
932	strategies, instructional design, and classroom assessment.
933	Curriculum materials must be based on current, accepted, and
934	essential academic knowledge. Materials for prerequisite courses
935	should, at a minimum, address the skills assessed on the Florida
936	Comprehensive Assessment Test (FCAT).
937	Section 21.  Paragraph (a) of subsection (1), paragraphs
938	(a), (c), and (g) of subsection (3), and subsection (4) of
939	section 1008.22, Florida Statutes, are amended to read:
940	1008.22  Student assessment program for public schools.--
941	(1)  PURPOSE.--The primary purposes of the student
942	assessment program are to provide information needed to improve
943	the public schools by enhancing the learning gains of all
944	students and to inform parents of the educational progress of
945	their public school children. The program must be designed to:
946	(a)  Assess the annual learning gains of each student
947	toward achieving the World Class Education Sunshine State
948	Standards appropriate for the student's grade level.
949	(3)  STATEWIDE ASSESSMENT PROGRAM.--The commissioner shall
950	design and implement a statewide program of educational
951	assessment that provides information for the improvement of the
952	operation and management of the public schools, including
953	schools operating for the purpose of providing educational
954	services to youth in Department of Juvenile Justice programs.
955	The commissioner may enter into contracts for the continued
956	administration of the assessment, testing, and evaluation
957	programs authorized and funded by the Legislature. Contracts may
958	be initiated in 1 fiscal year and continue into the next and may
959	be paid from the appropriations of either or both fiscal years.
960	The commissioner is authorized to negotiate for the sale or
961	lease of tests, scoring protocols, test scoring services, and
962	related materials developed pursuant to law. Pursuant to the
963	statewide assessment program, the commissioner shall:
964	(a)  Submit to the State Board of Education for approval
965	the content knowledge and a list that specifies student skills
966	expected of a student by and competencies to which the goals for
967	education specified in the state plan apply, including, but not
968	limited to, reading, writing, science, and mathematics. The
969	skills and competencies must include problem-solving and higher-
970	order skills as appropriate and shall be known as the World
971	Class Education Sunshine State Standards as defined in s.
972	1000.21. The commissioner shall select such skills and
973	competencies after receiving recommendations from educators,
974	citizens, and members of the business community. The
975	commissioner shall submit to the State Board of Education
976	revisions to the list of student skills and competencies in
977	order to maintain continuous progress toward improvements in
978	student proficiency.
979	(c)  Develop and implement a student achievement testing
980	program known as the Florida Comprehensive Assessment Test
981	(FCAT) as part of the statewide assessment program to measure
982	reading;, writing;, science; social studies, with an emphasis on
983	history, government, civics, and United States patriotism and
984	national sovereignty;, and mathematics. Other content areas may
985	be included as directed by the commissioner. The assessment of
986	reading and mathematics shall be administered annually in grades
987	3 through 10. The assessment of writing, and science, and social
988	studies shall be administered at least once at the elementary,
989	middle, and high school levels. The content knowledge and skills
990	assessed by the FCAT must be aligned to the content knowledge
991	and skills expected of a student by the World Class Education
992	Standards. As the Sunshine State Standards are replaced by the
993	World Class Education Standards under s. 1001.03(1), the
994	commissioner, to the maximum extent practicable, shall expedite
995	revision of the FCAT for alignment to the standards. The
996	commissioner shall report any barriers to expedited alignment,
997	including, but not limited to, funding and staff support, to the
998	State Board of Education, the Governor, the President of the
999	Senate, and the Speaker of the House of Representatives. The
1000	state board shall consider the use of other validated
1001	assessments, including, but not limited to, assessments
1002	administered by other states, to expedite alignment of the FCAT
1003	to the World Class Education Standards. The commissioner must
1004	document the procedures used to ensure that the versions of the
1005	FCAT which are taken by students retaking the grade 10 FCAT are
1006	equally as challenging and difficult as the tests taken by
1007	students in grade 10 which contain performance tasks. The
1008	testing program must be designed so that:
1009	1.  The tests measure student content knowledge and skills
1010	and competencies adopted by the State Board of Education as
1011	specified in paragraph (a). The tests must measure and report
1012	student proficiency levels of all students assessed in reading;,
1013	writing;, mathematics;, and science; and social studies, with an
1014	emphasis on history, government, civics, and United States
1015	patriotism and national sovereignty. The commissioner shall
1016	provide for the tests to be developed or obtained, as
1017	appropriate, through contracts and project agreements with
1018	private vendors, public vendors, public agencies, postsecondary
1019	educational institutions, or school districts. The commissioner
1020	shall obtain input for with respect to the design and
1021	implementation of the testing program from state educators,
1022	assistive technology experts, and the public.
1023	2.  The testing program will include a combination of norm-
1024	referenced and criterion-referenced tests and include, to the
1025	extent determined by the commissioner, questions that require
1026	the student to produce information or perform tasks in such a
1027	manner in which the content knowledge and way that the skills
1028	used by the student and competencies he or she uses can be
1029	measured.
1030	3.  Each testing program, whether at the elementary,
1031	middle, or high school level, includes a test of writing in
1032	which students are required to produce writings that are then
1033	scored by appropriate and timely methods.
1034	4.  A score is designated for each subject area tested,
1035	below which score a student's performance is deemed inadequate.
1036	The school districts shall provide appropriate remedial
1037	instruction to students who score below these levels.
1038	5.  Except as provided in s. 1003.428(8)(b) or s.
1039	1003.43(11)(b), students must earn a passing score on the grade
1040	10 assessment test described in this paragraph or attain
1041	concordant scores as described in subsection (9) in reading,
1042	writing, and mathematics to qualify for a standard high school
1043	diploma. The State Board of Education shall designate a passing
1044	score for each part of the grade 10 assessment test. In
1045	establishing passing scores, the state board shall consider any
1046	possible negative impact of the test on minority students. The
1047	State Board of Education shall adopt rules which specify the
1048	passing scores for the grade 10 FCAT. Any such rules, which have
1049	the effect of raising the required passing scores, shall only
1050	apply to students taking the grade 10 FCAT for the first time
1051	after such rules are adopted by the State Board of Education.
1052	6.  Participation in the testing program is mandatory for
1053	all students attending public school, including students served
1054	in Department of Juvenile Justice programs, except as otherwise
1055	prescribed by the commissioner. If a student does not
1056	participate in the statewide assessment, the district must
1057	notify the student's parent and provide the parent with
1058	information regarding the implications of such nonparticipation.
1059	A parent must provide signed consent for a student to receive
1060	classroom instructional accommodations that would not be
1061	available or permitted on the statewide assessments and must
1062	acknowledge in writing that he or she understands the
1063	implications of such instructional accommodations. The State
1064	Board of Education shall adopt rules, based upon recommendations
1065	of the commissioner, for the provision of test accommodations
1066	for students in exceptional education programs and for students
1067	who have limited English proficiency. Accommodations that negate
1068	the validity of a statewide assessment are not allowable in the
1069	administration of the FCAT. However, instructional
1070	accommodations are allowable in the classroom if included in a
1071	student's individual education plan. Students using
1072	instructional accommodations in the classroom that are not
1073	allowable as accommodations on the FCAT may have the FCAT
1074	requirement waived under pursuant to the requirements of s.
1075	1003.428(8)(b) or s. 1003.43(11)(b).
1076	7.  A student seeking an adult high school diploma must
1077	meet the same testing requirements that a regular high school
1078	student must meet.
1079	8.  District school boards must provide instruction to
1080	prepare students to demonstrate proficiency in the content
1081	knowledge and skills and competencies necessary for successful
1082	grade-to-grade progression and high school graduation. If a
1083	student is provided with instructional accommodations in the
1084	classroom that are not allowable as accommodations in the
1085	statewide assessment program, as described in the test manuals,
1086	the district must inform the parent in writing and must provide
1087	the parent with information regarding the impact on the
1088	student's ability to meet expected proficiency levels in
1089	reading, writing, and math, science, and social studies. The
1090	commissioner shall conduct studies as necessary to verify that
1091	the required content knowledge and skills and competencies are
1092	part of the district instructional programs.
1093	9.  District school boards must provide opportunities for
1094	students to demonstrate an acceptable level of performance on an
1095	alternative standardized assessment approved by the State Board
1096	of Education following enrollment in summer academies.
1097	10.  The Department of Education must develop, or select,
1098	and implement a common battery of assessment tools that will be
1099	used in all juvenile justice programs in the state. These tools
1100	must accurately measure the content knowledge and skills and
1101	competencies established in the World Class Education Sunshine
1102	State Standards.
1103	11.  For students seeking a special diploma under pursuant
1104	to s. 1003.438, the Department of Education must develop or
1105	select and implement an alternate assessment tool that
1106	accurately measures the content knowledge and skills and
1107	competencies established in the World Class Education Sunshine
1108	State Standards for students with disabilities under s.
1109	1003.438.
1110	12.  Test scores for the FCAT shall be reported, at a
1111	minimum, on an achievement-level scale. The achievement-level
1112	scale shall establish ranges of scores by content area and grade
1113	level for five achievement levels, Level 1 through Level 5, in
1114	which Level 5 corresponds to the highest range of scores and
1115	Level 1 corresponds to the lowest range.
1116	13.  The commissioner shall establish a testing schedule
1117	that provides for administration of the FCAT as close to the end
1118	of the school year as practicable while ensuring that test
1119	scores are reported before the end of the school year. The
1120	commissioner shall consider computer-based testing, alternative
1121	approaches to norm-referenced testing, and other strategies for
1122	reducing the time for reporting test results. Beginning with the
1123	2009-2010 school year, the FCAT Writing assessment may not be
1124	administered before March 1, and the other FCAT assessments may
1125	not be administered before April 15.
1126	14.  A student earns the designation of "proficient" in a
1127	subject area for a grade level if the student earns a score on
1128	the FCAT that demonstrates proficiency in the subject area for
1129	that grade level. The commissioner shall determine scores
1130	demonstrating proficiency in each subject area and grade level
1131	of the FCAT. The commissioner's determination shall limit the
1132	proficiency designation to scores earned by the highest
1133	performing students to give parents and the public a clear
1134	understanding of student performance while establishing high
1135	standards that all students may strive to achieve.
1136
1137	The commissioner may, based on collaboration and input from
1138	school districts, design and implement student testing programs,
1139	for any grade level and subject area, necessary to effectively
1140	monitor educational achievement in the state, including the
1141	measurement of educational achievement of the World Class
1142	Education Sunshine State Standards for students with
1143	disabilities. Development and refinement of assessments shall
1144	include universal design principles and accessibility standards
1145	that will prevent any unintended obstacles for students with
1146	disabilities while ensuring the validity and reliability of the
1147	test. These principles should be applicable to all technology
1148	platforms and assistive devices available for the assessments.
1149	The field testing process and psychometric analyses for the
1150	statewide assessment program must include an appropriate
1151	percentage of students with disabilities and an evaluation or
1152	determination of the effect of test items on such students.
1153	(g)  Review the recommendations of the Office of Program
1154	Policy Analysis and Government Accountability on high-quality
1155	statewide study the cost and student achievement impact of
1156	secondary end-of-course examinations and, by January 1, 2008,
1157	submit a report to the Governor, the President of the Senate,
1158	and the Speaker of the House of Representatives on end-of-course
1159	examinations. The report shall contain the commissioner's
1160	recommendations on end-of-course examinations; outline a plan
1161	for the statewide administration of end-of-course examinations
1162	assessments, including recommended policies, timelines, and
1163	implementation strategies; web-based and identify implementation
1164	issues that performance formats, and report to the department
1165	and school districts confront in administering the examinations
1166	Legislature prior to implementation.
1167	(4)  DISTRICT TESTING PROGRAMS.--Each district school board
1168	shall periodically assess student performance and achievement
1169	within each school of the district. The assessment programs must
1170	be based upon local goals and objectives that are compatible
1171	with the state plan for education and that supplement the
1172	content knowledge and skills and competencies adopted by the
1173	State Board of Education. All school districts must participate
1174	in the statewide assessment program designed to measure annual
1175	student learning and school performance. All district school
1176	boards shall report assessment results as required by the state
1177	management information system.
1178	Section 22.  Subsection (1), paragraph (b) of subsection
1179	(2), paragraphs (a) and (c) of subsection (4), paragraph (b) of
1180	subsection (6), paragraph (b) of subsection (7), and paragraph
1181	(a) of subsection (8) of section 1008.25, Florida Statutes, are
1182	amended to read:
1183	1008.25  Public school student progression; remedial
1184	instruction; reporting requirements.--
1185	(1)  INTENT.--It is the intent of the Legislature that each
1186	student's progression from one grade to another be determined,
1187	in part, upon proficiency in reading, writing, science, social
1188	studies, and mathematics; that district school board policies
1189	facilitate such proficiency; and that each student and his or
1190	her parent be informed of that student's academic progress.
1191	(2)  COMPREHENSIVE PROGRAM.--Each district school board
1192	shall establish a comprehensive program for student progression
1193	which must include:
1194	(b)  Specific levels of performance in reading, writing,
1195	science, social studies, and mathematics for each grade level,
1196	including the levels of performance on statewide assessments as
1197	defined by the commissioner, below which a student must receive
1198	remediation, or be retained within an intensive program that is
1199	different from the previous year's program and that takes into
1200	account the student's learning style.
1201	(4)  ASSESSMENT AND REMEDIATION.--
1202	(a)  Each student must participate in the statewide
1203	assessment tests required by s. 1008.22. Each student who does
1204	not meet specific levels of performance as determined by the
1205	district school board in reading, writing, science, social
1206	studies, and mathematics for each grade level, or who scores
1207	below Level 3 in reading or math, must be provided with
1208	additional diagnostic assessments to determine the nature of the
1209	student's difficulty, the areas of academic need, and strategies
1210	for appropriate intervention and instruction as described in
1211	paragraph (b).
1212	(c)  Upon subsequent evaluation, if the documented
1213	deficiency has not been remediated, the student may be retained.
1214	Each student who does not meet the minimum performance
1215	expectations defined by the Commissioner of Education for the
1216	statewide assessment tests in reading, writing, science, social
1217	studies, and mathematics must continue to be provided with
1218	remedial or supplemental instruction until the expectations are
1219	met or the student graduates from high school or is not subject
1220	to compulsory school attendance.
1221	(6)  ELIMINATION OF SOCIAL PROMOTION.--
1222	(b)  The district school board may only exempt students
1223	from mandatory retention, as provided in paragraph (5)(b), for
1224	good cause. Good cause exemptions shall be limited to the
1225	following:
1226	1.  Limited English proficient students who have had less
1227	than 2 years of instruction in an English for Speakers of Other
1228	Languages program.
1229	2.  Students with disabilities whose individual education
1230	plan indicates that participation in the statewide assessment
1231	program is not appropriate, consistent with the requirements of
1232	State Board of Education rule.
1233	3.  Students who demonstrate an acceptable level of
1234	performance on an alternative standardized reading assessment
1235	approved by the State Board of Education.
1236	4.  Students who demonstrate, through a student portfolio,
1237	that the student is reading on grade level as evidenced by
1238	demonstration of mastery of the World Class Education Sunshine
1239	State Standards in reading equal to at least a Level 2
1240	performance on the FCAT.
1241	5.  Students with disabilities who participate in the FCAT
1242	and who have an individual education plan or a Section 504 plan
1243	that reflects that the student has received intensive
1244	remediation in reading for more than 2 years but still
1245	demonstrates a deficiency in reading and was previously retained
1246	in kindergarten, grade 1, grade 2, or grade 3.
1247	6.  Students who have received intensive remediation in
1248	reading for 2 or more years but still demonstrate a deficiency
1249	in reading and who were previously retained in kindergarten,
1250	grade 1, grade 2, or grade 3 for a total of 2 years. Intensive
1251	reading instruction for students so promoted must include an
1252	altered instructional day that includes specialized diagnostic
1253	information and specific reading strategies for each student.
1254	The district school board shall assist schools and teachers to
1255	implement reading strategies that research has shown to be
1256	successful in improving reading among low-performing readers.
1257	(7)  SUCCESSFUL PROGRESSION FOR RETAINED READERS.--
1258	(b)  Beginning with the 2004-2005 school year, each school
1259	district shall:
1260	1.  Conduct a review of student progress monitoring plans
1261	for all students who did not score above Level 1 on the reading
1262	portion of the FCAT and did not meet the criteria for one of the
1263	good cause exemptions in paragraph (6)(b). The review shall
1264	address additional supports and services, as described in this
1265	subsection, needed to remediate the identified areas of reading
1266	deficiency. The school district shall require a student
1267	portfolio to be completed for each such student.
1268	2.  Provide students who are retained under the provisions
1269	of paragraph (5)(b) with intensive instructional services and
1270	supports to remediate the identified areas of reading
1271	deficiency, including a minimum of 90 minutes of daily,
1272	uninterrupted, scientifically research-based reading instruction
1273	and other strategies prescribed by the school district, which
1274	may include, but are not limited to:
1275	a.  Small group instruction.
1276	b.  Reduced teacher-student ratios.
1277	c.  More frequent progress monitoring.
1278	d.  Tutoring or mentoring.
1279	e.  Transition classes containing 3rd and 4th grade
1280	students.
1281	f.  Extended school day, week, or year.
1282	g.  Summer reading camps.
1283	3.  Provide written notification to the parent of any
1284	student who is retained under the provisions of paragraph (5)(b)
1285	that his or her child has not met the proficiency level required
1286	for promotion and the reasons the child is not eligible for a
1287	good cause exemption as provided in paragraph (6)(b). The
1288	notification must comply with the provisions of s. 1002.20(15)
1289	and must include a description of proposed interventions and
1290	supports that will be provided to the child to remediate the
1291	identified areas of reading deficiency.
1292	4.  Implement a policy for the midyear promotion of any
1293	student retained under the provisions of paragraph (5)(b) who
1294	can demonstrate that he or she is a successful and independent
1295	reader, reading at or above grade level, and ready to be
1296	promoted to grade 4. Tools that school districts may use in
1297	reevaluating any student retained may include subsequent
1298	assessments, alternative assessments, and portfolio reviews, in
1299	accordance with rules of the State Board of Education. Students
1300	promoted during the school year after November 1 must
1301	demonstrate proficiency above that required to score at Level 2
1302	on the grade 3 FCAT, as determined by the State Board of
1303	Education. The State Board of Education shall adopt standards
1304	that provide a reasonable expectation that the student's
1305	progress is sufficient to master appropriate 4th grade level
1306	reading skills.
1307	5.  Provide students who are retained under the provisions
1308	of paragraph (5)(b) with a high-performing teacher as determined
1309	by student performance data and above-satisfactory performance
1310	appraisals.
1311	6.  In addition to required reading enhancement and
1312	acceleration strategies, provide parents of students to be
1313	retained with at least one of the following instructional
1314	options:
1315	a.  Supplemental tutoring in scientifically research-based
1316	reading services in addition to the regular reading block,
1317	including tutoring before and/or after school.
1318	b.  A "Read at Home" plan outlined in a parental contract,
1319	including participation in "Families Building Better Readers
1320	Workshops" and regular parent-guided home reading.
1321	c.  A mentor or tutor with specialized reading training.
1322	7.  Establish a Reading Enhancement and Acceleration
1323	Development (READ) Initiative. The focus of the READ Initiative
1324	shall be to prevent the retention of grade 3 students and to
1325	offer intensive accelerated reading instruction to grade 3
1326	students who failed to meet standards for promotion to grade 4
1327	and to each K-3 student who is assessed as exhibiting a reading
1328	deficiency. The READ Initiative shall:
1329	a.  Be provided to all K-3 students at risk of retention as
1330	identified by the statewide assessment system used in Reading
1331	First schools. The assessment must measure phonemic awareness,
1332	phonics, fluency, vocabulary, and comprehension.
1333	b.  Be provided during regular school hours in addition to
1334	the regular reading instruction.
1335	c.  Provide a state-identified reading curriculum that has
1336	been reviewed by the Florida Center for Reading Research at
1337	Florida State University and meets, at a minimum, the following
1338	specifications:
1339	(I)  Assists students assessed as exhibiting a reading
1340	deficiency in developing the ability to read at grade level.
1341	(II)  Provides skill development in phonemic awareness,
1342	phonics, fluency, vocabulary, and comprehension.
1343	(III)  Provides scientifically based and reliable
1344	assessment.
1345	(IV)  Provides initial and ongoing analysis of each
1346	student's reading progress.
1347	(V)  Is implemented during regular school hours.
1348	(VI)  Provides a curriculum in core academic subjects to
1349	assist the student in maintaining or meeting proficiency levels
1350	for the appropriate grade in all academic subjects.
1351	8.  Establish at each school, where applicable, an
1352	Intensive Acceleration Class for retained grade 3 students who
1353	subsequently score at Level 1 on the reading portion of the
1354	FCAT. The focus of the Intensive Acceleration Class shall be to
1355	increase a child's reading level at least two grade levels in 1
1356	school year. The Intensive Acceleration Class shall:
1357	a.  Be provided to any student in grade 3 who scores at
1358	Level 1 on the reading portion of the FCAT and who was retained
1359	in grade 3 the prior year because of scoring at Level 1 on the
1360	reading portion of the FCAT.
1361	b.  Have a reduced teacher-student ratio.
1362	c.  Provide uninterrupted reading instruction for the
1363	majority of student contact time each day and incorporate
1364	opportunities to master the World Class Education Standards for
1365	grade 4 Sunshine State Standards in other core subject areas.
1366	d.  Use a reading program that is scientifically research-
1367	based and has proven results in accelerating student reading
1368	achievement within the same school year.
1369	e.  Provide intensive language and vocabulary instruction
1370	using a scientifically research-based program, including use of
1371	a speech-language therapist.
1372	f.  Include weekly progress monitoring measures to ensure
1373	progress is being made.
1374	g.  Report to the Department of Education, in the manner
1375	described by the department, the progress of students in the
1376	class at the end of the first semester.
1377	9.  Report to the State Board of Education, as requested,
1378	on the specific intensive reading interventions and supports
1379	implemented at the school district level. The Commissioner of
1380	Education shall annually prescribe the required components of
1381	requested reports.
1382	10.  Provide a student who has been retained in grade 3 and
1383	has received intensive instructional services but is still not
1384	ready for grade promotion, as determined by the school district,
1385	the option of being placed in a transitional instructional
1386	setting. Such setting shall specifically be designed to produce
1387	learning gains sufficient to meet grade 4 performance standards
1388	while continuing to remediate the areas of reading deficiency.
1389	(8)  ANNUAL REPORT.--
1390	(a)  In addition to the requirements in paragraph (5)(b),
1391	each district school board must annually report to the parent of
1392	each student the progress of the student toward achieving state
1393	and district expectations for proficiency in reading, writing,
1394	science, social studies, and mathematics. The district school
1395	board must report to the parent the student's results on each
1396	statewide assessment test. The evaluation of each student's
1397	progress must be based upon the student's classroom work,
1398	observations, tests, district and state assessments, and other
1399	relevant information. Progress reporting must be provided to the
1400	parent in writing in a format adopted by the district school
1401	board.
1402	Section 23.  Subsection (6) is added to section 1008.30,
1403	Florida Statutes, to read:
1404	1008.30  Common placement testing for public postsecondary
1405	education.--
1406	(6)  Upon alignment of the Florida Comprehensive Assessment
1407	Test to the World Class Education Standards, a student is exempt
1408	from passing the common placement test if the student:
1409	(a)  Scores, within a margin of error of a passing score on
1410	the common placement test, as identified by the Commissioner of
1411	Education; and
1412	(b)  Scores at Level 5 in each content area tested on the
1413	grade 10 Florida Comprehensive Assessment Test.
1414	Section 24.  Paragraph (b) of subsection (1) of section
1415	1008.385, Florida Statutes, is amended to read:
1416	1008.385  Educational planning and information systems.--
1417	(1)  EDUCATIONAL PLANNING.--
1418	(b)  Each district school board shall maintain a continuing
1419	system of planning and budgeting designed to aid in identifying
1420	and meeting the educational needs of students and the public.
1421	Provision shall be made for coordination between district school
1422	boards and community college boards of trustees concerning the
1423	planning for career education and adult educational programs.
1424	The major emphasis of the system shall be upon locally
1425	determined goals and objectives, the state plan for education,
1426	and the World Class Education Sunshine State Standards developed
1427	by the Department of Education and adopted by the State Board of
1428	Education. The district planning and budgeting system must
1429	include consideration of student achievement data obtained
1430	pursuant to ss. 1008.22 and 1008.34. The system shall be
1431	structured to meet the specific management needs of the district
1432	and to align the budget adopted by the district school board
1433	with the plan the board has also adopted. Each district school
1434	board shall utilize its system of planning and budgeting to
1435	emphasize a system of school-based management in which
1436	individual school centers become the principal planning units
1437	and to integrate planning and budgeting at the school level.
1438	Section 25.  Subsection (1) of section 1009.534, Florida
1439	Statutes, is amended to read:
1440	1009.534  Florida Academic Scholars award.--
1441	(1)  A student is eligible for a Florida Academic Scholars
1442	award if the student meets the general eligibility requirements
1443	for the Florida Bright Futures Scholarship Program and the
1444	student:
1445	(a)  Has achieved a 3.5 weighted grade point average as
1446	calculated under pursuant to s. 1009.531, or its equivalent, in
1447	high school courses that are designated by the State Board of
1448	Education as college-preparatory academic courses; and has
1449	attained at least the score required identified by rules of the
1450	State Board of Education on the combined verbal and quantitative
1451	parts of the Scholastic Aptitude Test, the Scholastic Assessment
1452	Test, or the recentered Scholastic Assessment Test of the
1453	College Entrance Examination, or an equivalent score on the ACT
1454	Assessment Program, or a score, within a margin of error of the
1455	required score on any of the tests, as identified by the
1456	Commissioner of Education, if, upon alignment of the Florida
1457	Comprehensive Assessment Test to the World Class Education
1458	Standards, the student scores at Level 5 in each content area
1459	tested on the grade 10 Florida Comprehensive Assessment Test; or
1460	(b)  Has attended a home education program according to s.
1461	1002.41 during grades 11 and 12 or has completed the
1462	International Baccalaureate curriculum but failed to earn the
1463	International Baccalaureate Diploma or has completed the
1464	Advanced International Certificate of Education curriculum but
1465	failed to earn the Advanced International Certificate of
1466	Education Diploma, and has attained at least the score required
1467	identified by rules of the State Board of Education on the
1468	combined verbal and quantitative parts of the Scholastic
1469	Aptitude Test, the Scholastic Assessment Test, or the recentered
1470	Scholastic Assessment Test of the College Entrance Examination,
1471	or an equivalent score on the ACT Assessment Program, or a
1472	score, within a margin of error of the required score on any of
1473	the tests, as identified by the Commissioner of Education, if,
1474	upon alignment of the Florida Comprehensive Assessment Test to
1475	the World Class Education Standards, the student scores at Level
1476	5 in each content area tested on the grade 10 Florida
1477	Comprehensive Assessment Test; or
1478	(c)  Has been awarded an International Baccalaureate
1479	Diploma from the International Baccalaureate Office or an
1480	Advanced International Certificate of Education Diploma from the
1481	University of Cambridge International Examinations Office; or
1482	(d)  Has been recognized by the merit or achievement
1483	programs of the National Merit Scholarship Corporation as a
1484	scholar or finalist; or
1485	(e)  Has been recognized by the National Hispanic
1486	Recognition Program as a scholar recipient.
1487
1488	A student must complete a program of community service work, as
1489	approved by the district school board or the administrators of a
1490	nonpublic school, which shall include a minimum of 75 hours of
1491	service work and require the student to identify a social
1492	problem that interests him or her, develop a plan for his or her
1493	personal involvement in addressing the problem, and, through
1494	papers or other presentations, evaluate and reflect upon his or
1495	her experience.
1496	Section 26.  Subsection (1) of section 1009.535, Florida
1497	Statutes, is amended to read:
1498	1009.535  Florida Medallion Scholars award.--
1499	(1)  A student is eligible for a Florida Medallion Scholars
1500	award if the student meets the general eligibility requirements
1501	for the Florida Bright Futures Scholarship Program and the
1502	student:
1503	(a)  Has achieved a weighted grade point average of 3.0 as
1504	calculated under pursuant to s. 1009.531, or the equivalent, in
1505	high school courses that are designated by the State Board of
1506	Education as college-preparatory academic courses; and has
1507	attained at least the score required identified by rules of the
1508	State Board of Education on the combined verbal and quantitative
1509	parts of the Scholastic Aptitude Test, the Scholastic Assessment
1510	Test, or the recentered Scholastic Assessment Test of the
1511	College Entrance Examination, or an equivalent score on the ACT
1512	Assessment Program, or a score, within a margin of error of the
1513	required score on any of the tests, as identified by the
1514	Commissioner of Education, if, upon alignment of the Florida
1515	Comprehensive Assessment Test to the World Class Education
1516	Standards, the student scores at Level 5 in each content area
1517	tested on the grade 10 Florida Comprehensive Assessment Test; or
1518	(b)  Has attended a home education program according to s.
1519	1002.41 during grades 11 and 12 or has completed the
1520	International Baccalaureate curriculum but failed to earn the
1521	International Baccalaureate Diploma or has completed the
1522	Advanced International Certificate of Education curriculum but
1523	failed to earn the Advanced International Certificate of
1524	Education Diploma, and has attained at least the score required
1525	identified by rules of the State Board of Education on the
1526	combined verbal and quantitative parts of the Scholastic
1527	Aptitude Test, the Scholastic Assessment Test, or the recentered
1528	Scholastic Assessment Test of the College Entrance Examination,
1529	or an equivalent score on the ACT Assessment Program, or a
1530	score, within a margin of error of the required score on any of
1531	the tests, as identified by the Commissioner of Education, if,
1532	upon alignment of the Florida Comprehensive Assessment Test to
1533	the World Class Education Standards, the student scores at Level
1534	5 in each content area tested on the grade 10 Florida
1535	Comprehensive Assessment Test; or
1536	(c)  Has been recognized by the merit or achievement
1537	program of the National Merit Scholarship Corporation as a
1538	scholar or finalist but has not completed a program of community
1539	service as provided in s. 1009.534; or
1540	(d)  Has been recognized by the National Hispanic
1541	Recognition Program as a scholar, but has not completed a
1542	program of community service as provided in s. 1009.534.
1543	Section 27.  Paragraph (b) of subsection (1) of section
1544	1009.536, Florida Statutes, is amended to read:
1545	1009.536  Florida Gold Seal Vocational Scholars award.--The
1546	Florida Gold Seal Vocational Scholars award is created within
1547	the Florida Bright Futures Scholarship Program to recognize and
1548	reward academic achievement and career preparation by high
1549	school students who wish to continue their education.
1550	(1)  A student is eligible for a Florida Gold Seal
1551	Vocational Scholars award if the student meets the general
1552	eligibility requirements for the Florida Bright Futures
1553	Scholarship Program and the student:
1554	(b)  Demonstrates readiness for postsecondary education by:
1555	1.  Earning a passing score on the Florida College Entry
1556	Level Placement Test or its equivalent as identified by the
1557	Department of Education; or
1558	2.  Earning a score on the Florida College Level Entry
1559	Test, which is within a margin of error of a passing score, as
1560	identified by the Commissioner of Education, if, upon alignment
1561	of the Florida Comprehensive Assessment Test to the World Class
1562	Education Standards, the student scores at Level 5 in each
1563	content area tested on the grade 10 Florida Comprehensive
1564	Assessment Test.
1565	Section 28.  Paragraph (o) of subsection (2) of section
1566	1012.05, Florida Statutes, is amended to read:
1567	1012.05  Teacher recruitment and retention.--
1568	(2)  The Department of Education shall:
1569	(o)  Develop and implement an online Teacher Toolkit that
1570	contains a menu of resources, based on the World Class Education
1571	Sunshine State Standards, that all teachers can use to enhance
1572	classroom instruction and increase teacher effectiveness, thus
1573	resulting in improved student achievement.
1574	Section 29.  Subsection (5) of section 1012.28, Florida
1575	Statutes, is amended to read:
1576	1012.28  Public school personnel; duties of school
1577	principals.--
1578	(5)  Each school principal shall perform such duties as may
1579	be assigned by the district school superintendent, pursuant to
1580	the rules of the district school board. Such rules shall
1581	include, but are not limited to, rules relating to
1582	administrative responsibility, instructional leadership in
1583	implementing the World Class Education Sunshine State Standards
1584	and the overall educational program of the school to which the
1585	school principal is assigned, submission of personnel
1586	recommendations to the district school superintendent,
1587	administrative responsibility for records and reports,
1588	administration of corporal punishment, and student suspension.
1589	Section 30.  Subsection (1) of section 1012.52, Florida
1590	Statutes, is amended to read:
1591	1012.52  Teacher quality; legislative findings.--
1592	(1)  The Legislature intends to implement a comprehensive
1593	approach to increase students' academic achievement and improve
1594	teaching quality. The Legislature recognizes that professional
1595	educators play an important role in shaping the future of this
1596	state and the nation by developing the knowledge and skills of
1597	our future workforce and laying the foundation for good
1598	citizenship and full participation in community and civic life.
1599	The Legislature also recognizes its role in meeting the state's
1600	educational priorities so as to provide opportunity for all
1601	students to achieve at the levels set by the World Class
1602	Education Sunshine State Standards.
1603	Section 31.  Subsections (3) and (4) and paragraph (a) of
1604	subsection (7) of section 1012.56, Florida Statutes, are amended
1605	to read:
1606	1012.56  Educator certification requirements.--
1607	(3)  MASTERY OF GENERAL KNOWLEDGE.--Acceptable means of
1608	demonstrating mastery of general knowledge are:
1609	(a)  Achievement of passing scores on a basic skills
1610	examination required by state board rule for persons seeking
1611	initial certification before July 1, 2009;
1612	(b)  Achievement of passing scores on an examination that
1613	demonstrates mastery of a college-level general education
1614	curriculum required by state board rule for persons seeking
1615	initial certification on or after July 1, 2009 the College Level
1616	Academic Skills Test earned prior to July 1, 2002;
1617	(c)  A valid professional standard teaching certificate
1618	issued by another state;
1619	(d)  A valid certificate issued by the National Board for
1620	Professional Teaching Standards or a national educator
1621	credentialing board approved by the State Board of Education; or
1622	(e)  Documentation of two semesters of successful teaching
1623	in a community college, state university, or private college or
1624	university that awards an associate or higher degree and is an
1625	accredited institution or an institution of higher education
1626	identified by the Department of Education as having a quality
1627	program.
1628	(4)  MASTERY OF SUBJECT AREA KNOWLEDGE.--Acceptable means
1629	of demonstrating mastery of subject area knowledge are:
1630	(a)  Achievement of passing scores on subject area
1631	examinations required by state board rule;
1632	(b)  Completion of the subject area specialization
1633	requirements specified in state board rule and verification of
1634	the attainment of the essential subject matter competencies by
1635	the district school superintendent of the employing school
1636	district or chief administrative officer of the employing state-
1637	supported or private school for a subject area for which a
1638	subject area examination has not been developed and required by
1639	state board rule;
1640	(c)  Completion of the subject area specialization
1641	requirements specified in state board rule for a subject
1642	coverage requiring a master's or higher degree and achievement
1643	of a passing score on the subject area examination specified in
1644	state board rule;
1645	(d)  A valid professional standard teaching certificate
1646	issued by another state; or
1647	(e)  A valid certificate issued by the National Board for
1648	Professional Teaching Standards or a national educator
1649	credentialing board approved by the State Board of Education.
1650
1651	School districts are encouraged to provide mechanisms for those
1652	middle school teachers holding only a K-6 teaching certificate
1653	to obtain a subject area coverage for middle grades through
1654	postsecondary coursework or district add-on certification. As
1655	the Sunshine State Standards are replaced by the World Class
1656	Education Standards under s. 1001.03(1), the State Board of
1657	Education shall align the subject area examinations to the World
1658	Class Education Standards.
1659	(7)  PROFESSIONAL PREPARATION ALTERNATIVE CERTIFICATION AND
1660	EDUCATION COMPETENCY PROGRAM.--
1661	(a)  The Department of Education shall develop and each
1662	school district must provide a cohesive competency-based
1663	professional preparation alternative certification program by
1664	which members of a school district's instructional staff may
1665	satisfy the mastery of professional preparation and education
1666	competence requirements specified in this subsection and rules
1667	of the State Board of Education. Participants must hold a state-
1668	issued temporary certificate. A school district shall provide a
1669	competency-based alternative certification preparation program
1670	developed by the Department of Education or developed by the
1671	district and approved by the Department of Education. The
1672	program shall include the following components:
1673	1.  A minimum period of initial preparation prior to
1674	assuming duties as the teacher of record.
1675	2.  An option for collaboration between school districts
1676	and other supporting agencies for implementation.
1677	3.  Experienced peer mentors.
1678	4.  An assessment that provides for:
1679	a.  An initial evaluation of each educator's competencies
1680	to determine an appropriate individualized professional
1681	development plan.
1682	b.  A postevaluation to assure successful completion of the
1683	program.
1684	5.  Professional education preparation content knowledge
1685	that includes, but is not limited to, the following:
1686	a.  Requirements specified in state board rule for
1687	professional preparation.
1688	b.  The educator-accomplished practices approved by the
1689	state board.
1690	c.  A variety of data indicators for student progress.
1691	d.  Methodologies, including technology-based
1692	methodologies, for teaching subject content that supports the
1693	World Class Education Sunshine State Standards for students.
1694	e.  Techniques for effective classroom management.
1695	f.  Techniques and strategies for operationalizing the role
1696	of the teacher in assuring a safe learning environment for
1697	students.
1698	g.  Methodologies for assuring the ability of all students
1699	to read, write, and compute.
1700	6.  Required achievement of passing scores on the
1701	professional education competency examination required by state
1702	board rule.
1703	Section 32.  Paragraph (a) of subsection (3) of section
1704	1012.585, Florida Statutes, is amended to read:
1705	1012.585  Process for renewal of professional
1706	certificates.--
1707	(3)  For the renewal of a professional certificate, the
1708	following requirements must be met:
1709	(a)  The applicant must earn a minimum of 6 college credits
1710	or 120 inservice points or a combination thereof. For each area
1711	of specialization to be retained on a certificate, the applicant
1712	must earn at least 3 of the required credit hours or equivalent
1713	inservice points in the specialization area. Education in
1714	"clinical educator" training under pursuant to s. 1004.04(6)(b)
1715	and credits or points that provide training in the area of
1716	scientifically researched, knowledge-based reading literacy and
1717	computational skills acquisition, exceptional student education,
1718	normal child development, and the disorders of development may
1719	be applied toward any specialization area. Credits or points
1720	that provide training in the areas of drug abuse, child abuse
1721	and neglect, strategies in teaching students having limited
1722	proficiency in English, or dropout prevention, or training in
1723	areas identified in the educational goals and performance
1724	standards adopted under pursuant to ss. 1000.03(5) and 1008.345
1725	may be applied toward any specialization area. Credits or points
1726	earned through approved summer institutes may be applied toward
1727	the fulfillment of these requirements. Inservice points earned
1728	under s. 1012.98(4)(b)5.d. for inservice activities on the
1729	content and instruction of the World Class Education Standards
1730	may be applied toward any specialization area. Inservice points
1731	may also be earned by participation in professional growth
1732	components approved by the State Board of Education and
1733	specified under pursuant to s. 1012.98 in the district's
1734	approved master plan for inservice educational training,
1735	including, but not limited to, serving as a trainer in an
1736	approved teacher training activity, serving on an instructional
1737	materials committee or a state board or commission that deals
1738	with educational issues, or serving on an advisory council
1739	created under pursuant to s. 1001.452.
1740	Section 33.  Subsection (1) of section 1012.72, Florida
1741	Statutes, is amended to read:
1742	1012.72  Dale Hickam Excellent Teaching Program.--
1743	(1)  The Legislature recognizes that teachers play a
1744	critical role in preparing students to achieve the high levels
1745	of academic performance expected by the World Class Education
1746	Sunshine State Standards. The Legislature further recognizes the
1747	importance of identifying and rewarding teaching excellence and
1748	of encouraging good teachers to become excellent teachers. The
1749	Legislature finds that the National Board of Professional
1750	Teaching Standards (NBPTS) has established high and rigorous
1751	standards for accomplished teaching and has developed a national
1752	voluntary system for assessing and certifying teachers who
1753	demonstrate teaching excellence by meeting those standards. It
1754	is therefore the Legislature's intent to provide incentives for
1755	teachers to seek NBPTS certification and to reward teachers who
1756	demonstrate teaching excellence by attaining NBPTS certification
1757	and sharing their expertise with other teachers.
1758	Section 34.  Subsection (1) and paragraph (b) of subsection
1759	(4) of section 1012.98, Florida Statutes, are amended, and
1760	subsections (12) and (13) are added to that section, to read:
1761	1012.98  School Community Professional Development Act.--
1762	(1)  The Department of Education, public postsecondary
1763	educational institutions, public school districts, public
1764	schools, state education foundations, consortia, and
1765	professional organizations in this state shall work
1766	collaboratively to establish a coordinated system of
1767	professional development. The purpose of the professional
1768	development system is to increase student achievement, enhance
1769	classroom instructional strategies that promote rigor and
1770	relevance throughout the curriculum, and prepare students for
1771	continuing education and the workforce. The system of
1772	professional development must align to the World Class Education
1773	Standards adopted by the state and support the framework for
1774	standards adopted by the National Staff Development Council.
1775	(4)  The Department of Education, school districts,
1776	schools, community colleges, and state universities share the
1777	responsibilities described in this section. These
1778	responsibilities include the following:
1779	(b)  Each school district shall develop a professional
1780	development system as specified in subsection (3). The system
1781	shall be developed in consultation with teachers, teacher-
1782	educators of community colleges and state universities, business
1783	and community representatives, and local education foundations,
1784	consortia, and professional organizations. The professional
1785	development system must:
1786	1.  Be approved by the department. All substantial
1787	revisions to the system must shall be submitted to the
1788	department for review for continued approval.
1789	2.  Be based on analyses of student achievement data and
1790	instructional strategies and methods that support rigorous,
1791	relevant, and challenging curricula for all students. Schools
1792	and districts, in developing and refining the professional
1793	development system, shall also review and monitor school
1794	discipline data; school environment surveys; assessments of
1795	parental satisfaction; performance appraisal data of teachers,
1796	managers, and administrative personnel; and other performance
1797	indicators to identify school and student needs that can be met
1798	by improved professional performance.
1799	3.  Provide inservice activities coupled with followup
1800	support appropriate to accomplish state, district, district-
1801	level and school school-level improvement goals and standards.
1802	The inservice activities for instructional personnel shall focus
1803	on analysis of student achievement data, ongoing formal and
1804	informal assessments of student achievement, identification and
1805	use of enhanced and differentiated instructional strategies that
1806	emphasize rigor, relevance, and reading in the content areas,
1807	enhancement of subject content expertise, integrated use of
1808	classroom technology that enhances teaching and learning,
1809	classroom management, parent involvement, and school safety. As
1810	the Sunshine State Standards are replaced by the World Class
1811	Education Standards under s. 1001.03(1), a school district must
1812	align its inservice activities to the World Class Education
1813	Standards.
1814	4.  Include a master plan for inservice activities, in
1815	accordance with pursuant to rules of the State Board of
1816	Education, for all district employees from all fund sources. The
1817	master plan shall be updated annually by September 1, must be
1818	based on input from teachers and district and school
1819	instructional leaders, and must use the latest available student
1820	achievement data and research to enhance rigor and relevance in
1821	the classroom. Each district inservice plan must be aligned to
1822	and support the school-based inservice plans and school
1823	improvement plans under pursuant to s. 1001.42(16). District
1824	plans must be approved by the district school board annually in
1825	order to ensure compliance with subsection (1) and to allow for
1826	dissemination of research-based best practices to other
1827	districts. District school boards must submit verification of
1828	their approval to the Commissioner of Education by no later than
1829	October 1 of each year, annually.
1830	5.  Require each school principal to establish and maintain
1831	an individual professional development plan for each
1832	instructional employee assigned to the school as a seamless
1833	component to the school improvement plans developed under
1834	pursuant to s. 1001.42(16). The individual professional
1835	development plan must:
1836	a.  Be related to specific performance data for the
1837	students to whom the teacher is assigned.
1838	b.  Define the inservice objectives and specific measurable
1839	improvements expected in student performance as a result of the
1840	inservice activity.
1841	c.  Include an evaluation component that determines the
1842	effectiveness of the professional development plan.
1843	d.  Require the instructional employee to earn at least 20
1844	inservice points for inservice activities on the content and
1845	instruction of the World Class Education Standards. The award of
1846	inservice points is conditioned upon the employee's passage of
1847	an inservice examination of the knowledge and skills presented
1848	through the inservice activities. An instructional employee is
1849	required to take only those parts of an inservice examination on
1850	subject areas for which the employee holds certification or
1851	endorsement. If an instructional employee passes the inservice
1852	examination after completing less than 20 inservice hours, the
1853	employee is awarded a total of 20 inservice points. The
1854	Department of Education shall establish minimum competencies for
1855	the inservice examinations. An instructional employee must earn
1856	the inservice points for a subject area by the end of the next
1857	school year after:
1858	(I)  Initial adoption of the World Class Education
1859	Standards for the subject area; and
1860	(II)  Subsequent adoption of the World Class Education
1861	Standards for the subject area if the Commissioner of Education
1862	determines that the standards for the subject area are
1863	substantially revised from the previously adopted standards.
1864	6.  Include inservice activities for school administrative
1865	personnel that address updated skills necessary for
1866	instructional leadership and effective school management under
1867	pursuant to s. 1012.986.
1868	7.  Provide for systematic consultation with regional and
1869	state personnel designated to provide technical assistance and
1870	evaluation of local professional development programs.
1871	8.  Provide for delivery of professional development by
1872	distance learning and other technology-based delivery systems to
1873	reach more educators at lower costs.
1874	9.  Provide for the continuous evaluation of the quality
1875	and effectiveness of professional development programs in order
1876	to eliminate ineffective programs and strategies and to expand
1877	effective ones. Evaluations must consider the impact of such
1878	activities on the performance of participating educators and
1879	their students' achievement and behavior.
1880	(12)  The State Board of Education shall require the
1881	statewide standardized delivery of inservice activities for
1882	Florida educators on the content and instruction of the World
1883	Class Education Standards. The effectiveness of the inservice
1884	activities shall be evaluated using performance outcomes of both
1885	the educator and the educator's students. The Department of
1886	Education shall use the inservice examinations required under
1887	sub-subparagraph (4)(b)5.d. as the primary outcome measure for
1888	the educator. The department shall use annual gains in student
1889	academic performance as the primary outcome measure for the
1890	educator's students.
1891	(13)  The Department of Education shall provide statewide
1892	standardized professional development for educators on the
1893	Florida Comprehensive Assessment Test, and all Florida educators
1894	must participate in the professional development. The
1895	professional development shall include, at a minimum, how the
1896	Florida Comprehensive Assessment Test is developed and scored,
1897	what information is available to parents and students about the
1898	test, how to use the test specifications and other resources for
1899	teaching students, the ethics of testing, and the process used
1900	in grading schools for the state's accountability system.
1901	Section 35.  Funding for professional development.--
1902	(1)  By January 15, 2008, each school district shall submit
1903	to the Department of Education, in the format prescribed by the
1904	department, an inventory of all professional development
1905	programs offered by the district during the 2006-2007 fiscal
1906	year. The department shall compile a statewide inventory of the
1907	programs using the information submitted by each district.
1908	(2)(a)  The Department of Education and school districts
1909	shall give priority in the allocation and use of professional
1910	development funds provided for the 2008-2009 fiscal year to
1911	professional development programs on the World Class Education
1912	Standards that have measurable outcomes, with an emphasis on
1913	programs delivered through the use of information technology.
1914	(b)  By December 31, 2009, each school district shall
1915	submit to the Department of Education, in the format prescribed
1916	by the department, a report detailing the district's use of
1917	professional development funds during the 2008-2009 fiscal year.
1918	The report, at a minimum, shall identify each program within the
1919	district that is provided state funds, the portion of the
1920	program devoted to professional development on the World Class
1921	Education Standards, and the measurable outcomes of the program.
1922	Section 36.  Statewide end-of-course examinations.--
1923	(1)  It is the intent of the Legislature that, to enhance
1924	the goal of student mastery of the essential content knowledge
1925	and skills expected by the World Class Education Standards, the
1926	state shall establish high-quality statewide end-of-course
1927	examinations.
1928	(2)  The Office of Program Policy Analysis and Government
1929	Accountability shall, by December 1, 2007, submit a report to
1930	the Governor, the Commissioner of Education, the President of
1931	the Senate, and the Speaker of the House of Representatives on
1932	statewide end-of-course examinations. The report shall:
1933	(a)  Review the use by other states of statewide end-of-
1934	course examinations;
1935	(b)  Identify the benefits and challenges of implementing
1936	statewide end-of-course examinations in this state;
1937	(c)  Identify school districts in this state that currently
1938	administer end-of-course examinations and describe the
1939	districts' implementation framework, including, but not limited
1940	to, how the districts use the examination results; the use of
1941	technology in administering the examinations; the districts'
1942	strategies for ensuring the rigor of the examinations, test
1943	security, and updating of the examinations; and the
1944	implementation issues confronted by the districts;
1945	(d)  Estimate the costs associated with the statewide
1946	administration of end-of-course examinations; and
1947	(e)  Identify implementation issues that Florida confronts
1948	in administering statewide end-of-course examinations.
1949	Section 37.  After-school programs.--
1950	(1)  The Office of Program Policy Analysis and Government
1951	Accountability, by January 1, 2008, shall submit a report to the
1952	Governor, the President of the Senate, and the Speaker of the
1953	House of Representatives on after-school programs. The report
1954	shall:
1955	(a)  Review different types of public and private after-
1956	school programs available for families;
1957	(b)  Identify strong accountability measures, including
1958	outcomes, that could be used to measure the success of after-
1959	school programs;
1960	(c)  Review existing research that analyzes the types of
1961	after-school programs that provide important educational
1962	benefits for students and families;
1963	(d)  Provide options for providing incentives to create
1964	public-private partnerships to expand after-school programs;
1965	(e)  Review how Florida could maximize federal funding of
1966	after-school programs, including, but not limited to, an
1967	examination of current methods for obtaining funding from the
1968	Federal Government, including grants, and other methods to
1969	obtain federal funding; and
1970	(f)  Provide options for correcting the state's
1971	deficiencies in obtaining federal funding for after-school
1972	programs, if the report finds any deficiencies, and the
1973	projected cost of implementing the options.
1974	(2)  The Office of Program Policy Analysis and Government
1975	Accountability, in conducting research for the report, shall
1976	consult with the Department of Education, the Department of
1977	Children and Family Services, and other interested entities that
1978	may offer unique experiences and perspectives on after-school
1979	programs.
1980	Section 38.  Visual and performing arts education.--By
1981	February 1, 2008, the Commissioner of Education shall submit a
1982	report to the Governor, the President of the Senate, and the
1983	Speaker of the House of Representatives on the opportunities
1984	available to students in this state for participation in visual
1985	and performing arts education in K-12 public schools. The report
1986	shall include the following elements:
1987	(1)  Enrollment data for students enrolled in visual and
1988	performing arts courses for the previous 5 school years,
1989	reported separately for music, visual arts, theatre, and dance
1990	by grade level; and
1991	(2)  An analysis of the correlation between a student's
1992	participation in visual and performing arts education and
1993	overall student performance. The analysis shall examine the
1994	number of credits in visual and performing arts taken by grade
1995	12 students in public high school during the previous 5 school
1996	years compared to the students' high school graduation rates,
1997	grade point averages, and attendance.
1998	Section 39.  Sales tax on school facilities
1999	construction.--The Office of Program Policy Analysis and
2000	Government Accountability, by December 1, 2007, shall submit a
2001	report to the Governor, the President of the Senate, and the
2002	Speaker of the House of Representatives on facilities
2003	construction by school districts. The report shall:
2004	(1)  Review the amount of sales tax paid by contractors
2005	when building public school facilities;
2006	(2)  Review the estimated impact on sales taxes of
2007	construction costs; and
2008	(3)  Identify mechanisms that the state could use to
2009	provide tax exemptions for contractors building public school
2010	facilities.
2011	Section 40.  Public-Private Partnering Task Force.--
2012	(1)  Effective upon this act becoming a law, there is
2013	created the Public-Private Partnering Task Force. The task force
2014	is composed of the following members: the Secretary of
2015	Management Services or the secretary's designee, who shall serve
2016	as chair; the chair of the State Board of Education or the
2017	chair's designee, who shall serve as vice chair; and five
2018	members who are not members of the Legislature or school
2019	district officers or employees and who have a broad variety of
2020	business experience in public-private partnering, one of whom
2021	shall be appointed by the Governor, two of whom shall be
2022	appointed by the President of the Senate, and two of whom shall
2023	be appointed by Speaker of the House of Representatives.
2024	(2)  The members of the task force shall be appointed by
2025	July 1, 2007, and shall convene the initial meeting of the task
2026	force by August 1, 2007.
2027	(3)  The task force is assigned to the Department of
2028	Management Services for administrative purposes. Members of the
2029	task force are entitled to per diem and travel expenses under s.
2030	112.061, Florida Statutes, and are subject to the Code of Ethics
2031	for Public Officers and Employees under part III of chapter 112,
2032	Florida Statutes.
2033	(4)  By February 1, 2008, the task force shall submit
2034	recommendations to the Governor, the President of the Senate,
2035	and the Speaker of the House of Representatives. The
2036	recommendations shall include, but are not limited to, the
2037	following:
2038	(a)  Recommendations on public-private partnering for
2039	school construction, leasing, and maintenance that relate to:
2040	1.  The feasibility and advisability of, and possible
2041	methodologies for, achieving greater facilities construction and
2042	maintenance cost efficiencies and reducing construction times
2043	through public-private partnering.
2044	2.  Optimal design and performance standards for safe and
2045	functional school facilities that are space efficient and
2046	technologically advanced.
2047	3.  Optimal construction standards that ensure appropriate
2048	industry standards and optimal life cycles, including, but not
2049	limited to, standards for optimal size of core facility space,
2050	design-build performance contracting, energy efficiency, and
2051	life-cycle systems costing.
2052	4.  Maintenance, repair, renovation, remodeling, and site
2053	acquisition standards, guidelines, and protocols.
2054	5.  Optimal use of permanent versus relocatable facilities
2055	and protocols for decisionmaking regarding both facility
2056	options.
2057	6.  Protocols for regular assessments of facility capacity
2058	to ensure maximization of space utilization.
2059	7.  Energy performance contracting with guaranteed annual
2060	energy savings.
2061	(b)  Recommendations on public-private partnering for
2062	school transportation services that relate to:
2063	1.  Fuel and bus efficiencies.
2064	2.  Route planning, times, and design efficiencies.
2065	(c)  Recommendations on public-private partnering for
2066	school food services that relate to:
2067	1.  Relevant federal law and implications.
2068	2.  Potential liability issues.
2069	3.  Quality control.
2070	(5)  Upon delivery of its final report and recommendations,
2071	the task force is abolished.
2072	Section 41.  The sum of $ 2,525,000 is provided from the
2073	General Revenue Fund to the Department of Education for the
2074	2007-2008 fiscal year for purposes of implementing this act.
2075	Section 42.  Except as otherwise expressly provided in this
2076	act, this act shall take effect July 1, 2007.

CODING: Words stricken are deletions; words underlined are additions.