CS/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	requiring evaluation of proposed standards; requiring
9	reports on student achievement; amending ss. 39.0016 and
10	445.049, F.S.; conforming provisions; amending s. 1000.21,
11	F.S.; revising the systemwide definition of standards;
12	conforming provisions; amending s. 1001.02, F.S.; revising
13	provisions authorizing the State Board of Education to
14	adopt rules; amending s. 1001.215, F.S.; conforming
15	provisions; amending s. 1001.41, F.S.; requiring a school
16	district to emphasize certain content in social studies
17	education; amending s. 1001.42, F.S.; conforming
18	provisions; creating s. 1001.55, F.S.; requiring certain
19	high-performing school districts to submit plans to the
20	State Board of Education and give certain authority to
21	specified school principals; requiring annual reports;
22	amending ss. 1002.33 and 1002.415, F.S.; conforming
23	provisions; amending s. 1003.41, F.S.; specifying
24	requirements for World Class Education Standards; amending
25	s. 1003.428, F.S.; revising provisions governing credits
26	required for high school graduation; conforming
27	provisions; requiring school districts to include a
28	distinguished-honors notation on diplomas and academic
29	transcripts under specified conditions; conforming
30	provisions; amending s. 1003.43, F.S.; conforming
31	provisions; creating s. 1003.451, F.S.; requiring the
32	State Board of Education to adopt standards for world-
33	language instruction and provide flexibility in foreign-
34	language teacher certification; requiring school districts
35	and schools in the K-8 Virtual School Program to submit
36	plans for elementary school world-language curricula;
37	authorizing use of instructional materials funds; creating
38	s. 1003.59, F.S.; requiring the State Board of Education
39	to adopt a model policy for accelerated learning
40	opportunities for academically talented students;
41	requiring school districts to implement an accelerated
42	learning policy; requiring the Department of Education to
43	submit an annual report; amending ss. 1004.04 and 1007.35,
44	F.S.; conforming provisions; amending s. 1008.22, F.S.;
45	requiring the Florida Comprehensive Assessment Test to
46	assess students in social studies; requiring the content
47	knowledge and skills of the statewide assessment program
48	and Florida Comprehensive Assessment Test to align to the
49	World Class Education Standards; providing for the
50	expedited revision of the Florida Comprehensive Assessment
51	Test; requiring the Commissioner of Education to report
52	certain information; establishing limitations on testing
53	schedules for the Florida Comprehensive Assessment Test;
54	providing for a proficiency designation in a subject area
55	for a grade level based on student scores on the Florida
56	Comprehensive Assessment Test; creating s. 1008.222, F.S.;
57	providing requirements for end-of-course examinations;
58	establishing timelines for implementation and requiring
59	dissemination of information; amending s. 1008.25, F.S.;
60	conforming provisions; requiring remediation in social
61	studies; revising requirements for an annual report;
62	amending s. 1008.385, F.S.; conforming provisions;
63	amending ss. 1012.05, 1012.28, and 1012.52, F.S.;
64	conforming provisions; amending s. 1012.56, F.S.;
65	requiring the State Board of Education to align subject
66	area examinations to the World Class Education Standards;
67	conforming provisions; amending s. 1012.585, F.S.;
68	applying certain inservice points toward renewal of an
69	educator professional certificate specialization area;
70	amending s. 1012.72, F.S.; conforming provisions; amending
71	s. 1012.98, F.S.; requiring a school district's inservice
72	activities to support state standards; directing districts
73	to align inservice activities to the World Class Education
74	Standards; providing that an individual professional
75	development plan requires instructional employees to
76	complete specified inservice activities; requiring passage
77	of an inservice examination for award of certain inservice
78	points; directing the department to establish examination
79	competencies; requiring statewide standardized delivery of
80	certain inservice activities and outcome measurement of
81	such activities; requiring the department to provide
82	specified statewide standardized professional development
83	and requiring educators to participate therein; requiring
84	school districts to inventory professional development
85	programs; establishing priority for use of professional
86	development funds; requiring school districts to submit
87	reports; requiring the Office of Program Policy Analysis
88	and Government Accountability to submit reports relating
89	to after-school programs and state-level governance of
90	early learning programs and child care regulation;
91	providing report requirements; requiring the Commissioner
92	of Education to submit a report on visual and performing
93	arts education; providing report requirements; creating
94	the Public-Private Partnering Task Force within the
95	Department of Management Services; designating members;
96	providing for per diem and travel expenses; requiring the
97	task force to submit a report to the Governor and
98	Legislature; providing report requirements; providing for
99	the future abolishment of the task force; providing an
100	appropriation; providing effective dates.
101
102	Be It Enacted by the Legislature of the State of Florida:
103
104	Section 1.  Subsection (1) of section 1001.03, Florida
105	Statutes, is amended to read:
106	1001.03  Specific powers of State Board of Education.--
107	(1)  PUBLIC K-12 STUDENT PERFORMANCE STANDARDS.--
108	(a)  The State Board of Education shall review approve the
109	student performance standards known as the Sunshine State
110	Standards and systematically replace them by adopting World
111	Class Education Standards that prepare Florida's students to
112	effectively engage, communicate, and compete in a global
113	economy. As used in this section, the term "World Class
114	Education Standards" means curricular standards by subject area
115	and grade level that integrate critical thinking and problem-
116	solving skills, creativity and innovation skills, communication
117	and information skills, collaboration skills, contextual and
118	applied-learning skills, information and media-literacy skills,
119	and civic-engagement skills. The World Class Education Standards
120	shall, at a minimum:
121	1.  Establish the essential content knowledge and skills,
122	by each in key academic subject areas and grade level, that are
123	necessary for student academic achievement;
124	2.  Identify the general content knowledge that a student
125	is expected to acquire for reading proficiency;
126	3.  Identify the specific content knowledge and skills that
127	a student is expected to acquire and be able to demonstrate for
128	each subject area listed in s. 1003.41 by grade level;
129	4.  Provide for the sequential development of a student's
130	content knowledge and skills grade by grade for each subject
131	area; and
132	5.  Provide for alignment to curricula appropriate for
133	preparing high school graduates to enter the workforce and
134	compete in high-demand careers in Florida's global economy and
135	to succeed in postsecondary education levels.
136	(b)  By January 31, 2008, the State Board of Education
137	shall establish an expedited a schedule for to facilitate the
138	adoption periodic review of the World Class Education Standards,
139	and for the periodic review and revision of the standards, to
140	ensure superior adequate rigor, relevance, logical student
141	progression, and integration of reading, writing, and
142	mathematics across all subject areas. By January 1, 2009, and by
143	January 1 of each year thereafter, the state board shall submit
144	a report to the Governor, the President of the Senate, and the
145	Speaker of the House of Representatives detailing the status of
146	the adoption, implementation, and any subsequent revisions of
147	the World Class Education Standards.
148	(c)  The State Board of Education shall include Florida
149	educators in the development and review of the standards. The
150	state board shall consider the recommendations of educators,
151	citizens, and members of the business community; consult
152	national or international curricular experts in each review by
153	subject area; and consider standards implemented by other states
154	or nations, which standards are regarded as exceptionally
155	rigorous by the curricular experts. The state board shall also
156	must include the participation of curriculum leaders in other
157	content areas, including the arts, to ensure valid content area
158	integration and to address the instructional requirements of
159	different learning styles.
160	(d)  The process for adoption and revision of the World
161	Class Education Standards review and proposed revisions must
162	include leadership and input from the state's classroom teachers
163	and selected, school administrators, postsecondary institutions
164	and community colleges and universities, and from
165	representatives from business and industry representatives who
166	are identified by Enterprise Florida, Inc.
167	(e)  The State Board of Education, before adopting or
168	revising the World Class Education Standards for a subject area,
169	shall submit the proposed standards for evaluation by more than
170	one nationally recognized foundation, institute, organization,
171	or board with expertise in performance standards for K-12
172	curricula. The state board shall submit the evaluations to the
173	Governor, the President of the Senate, and the Speaker of the
174	House of Representatives before adopting the proposed standards.
175	local education foundations. A report including proposed
176	revisions must be submitted to the Governor, the President of
177	the Senate, and the Speaker of the House of Representatives
178	annually to coincide with the established review schedule. The
179	review schedule and an annual status report must be submitted to
180	the Governor, the President of the Senate, and the Speaker of
181	the House of Representatives annually not later than January 1.
182	(f)  Beginning with the 2008-2009 school year, the State
183	Board of Education shall submit an annual report on the
184	achievement results of Florida's students based on instruction
185	aligned to the World Class Education Standards implemented to
186	date. The report shall be submitted to the Governor, the
187	President of the Senate, and the Speaker of the House of
188	Representatives by December 30 of each year and shall include
189	data to monitor achievement gains and to provide academic
190	comparisons of Florida students who are achieving at or above
191	grade level to other students nationally and to students at
192	commensurate grade levels in other countries.
193	Section 2.  Paragraph (b) of subsection (4) and paragraph
194	(d) of subsection (5) of section 39.0016, Florida Statutes, are
195	amended to read:
196	39.0016  Education of abused, neglected, and abandoned
197	children.--
198	(4)  The department shall enter into agreements with
199	district school boards or other local educational entities
200	regarding education and related services for children known to
201	the department who are of school age and children known to the
202	department who are younger than school age but who would
203	otherwise qualify for services from the district school board.
204	Such agreements shall include, but are not limited to:
205	(b)  A requirement that the district school board shall:
206	1.  Provide the department with a general listing of the
207	services and information available from the district school
208	board, including, but not limited to, the World Class Education
209	current Sunshine State Standards, the Surrogate Parent Training
210	Manual, and other resources accessible through the Department of
211	Education or local school districts to facilitate educational
212	access for a child known to the department.
213	2.  Identify all educational and other services provided by
214	the school and school district which the school district
215	believes are reasonably necessary to meet the educational needs
216	of a child known to the department.
217	3.  Determine whether transportation is available for a
218	child known to the department when such transportation will
219	avoid a change in school assignment due to a change in
220	residential placement. Recognizing that continued enrollment in
221	the same school throughout the time the child known to the
222	department is in out-of-home care is preferable unless
223	enrollment in the same school would be unsafe or otherwise
224	impractical, the department, the district school board, and the
225	Department of Education shall assess the availability of
226	federal, charitable, or grant funding for such transportation.
227	4.  Provide individualized student intervention or an
228	individual educational plan when a determination has been made
229	through legally appropriate criteria that intervention services
230	are required. The intervention or individual educational plan
231	must include strategies to enable the child known to the
232	department to maximize the attainment of educational goals.
233	(5)  The department shall incorporate an education
234	component into all training programs of the department regarding
235	children known to the department. Such training shall be
236	coordinated with the Department of Education and the local
237	school districts. The department shall offer opportunities for
238	education personnel to participate in such training. Such
239	coordination shall include, but not be limited to, notice of
240	training sessions, opportunities to purchase training materials,
241	proposals to avoid duplication of services by offering joint
242	training, and incorporation of materials available from the
243	Department of Education and local school districts into the
244	department training when appropriate. The department training
245	components shall include:
246	(d)  Training of caseworkers regarding the services and
247	information available through the Department of Education and
248	local school districts, including, but not limited to, the World
249	Class Education current Sunshine State Standards, the Surrogate
250	Parent Training Manual, and other resources accessible through
251	the Department of Education or local school districts to
252	facilitate educational access for a child known to the
253	department.
254	Section 3.  Paragraph (g) of subsection (7) of section
255	445.049, Florida Statutes, is amended to read:
256	445.049  Digital Divide Council.--
257	(7)  PROGRAM OBJECTIVES AND GOALS.--The programs authorized
258	by this section shall have the following objectives and goals:
259	(g)  Using information technology to facilitate achievement
260	of the World Class Education Sunshine State Standards by all
261	children enrolled in the state's K-12 school system who are
262	members of at-risk families.
263	Section 4.  Subsection (7) of section 1000.21, Florida
264	Statutes, is amended to read:
265	1000.21  Systemwide definitions.--As used in the Florida K-
266	K-20 Education Code:
267	(7)  "World Class Education Sunshine State Standards" means
268	the student content are standards, as described in ss.
269	1001.03(1) and 1003.41, that identify what public school
270	students are expected to should know and be able to demonstrate
271	do. The term includes the Sunshine State Standards for a subject
272	area until the standards are replaced under s. 1001.03(1) by the
273	World Class Education Standards for the subject area. These
274	standards delineate the academic achievement of students for
275	which the state will hold its public schools accountable in
276	grades K-2, 3-5, 6-8, and 9-12, in the subjects of language
277	arts, mathematics, science, social studies, the arts, health and
278	physical education, foreign languages, reading, writing,
279	history, government, geography, economics, and computer
280	literacy.
281	Section 5.  Subsection (1) of section 1001.02, Florida
282	Statutes, is amended to read:
283	1001.02  General powers of State Board of Education.--
284	(1)  The State Board of Education is the chief implementing
285	and coordinating body of public education in Florida, and it
286	shall focus on high-level policy decisions. The state board It
287	has authority to adopt rules under pursuant to ss. 120.536(1)
288	and 120.54 to implement the provisions of law conferring duties
289	upon the State Board of Education, the Commissioner of
290	Education, and the Department of Education it for the
291	improvement of the state system of K-20 public education. Except
292	as otherwise provided by law herein, the State Board of
293	Education it may, as it finds appropriate, delegate its general
294	powers to the Commissioner of Education or the directors of the
295	divisions of the department.
296	Section 6.  Subsection (8) of section 1001.215, Florida
297	Statutes, is amended to read:
298	1001.215  Just Read, Florida! Office.--There is created in
299	the Department of Education the Just Read, Florida! Office. The
300	office shall be fully accountable to the Commissioner of
301	Education and shall:
302	(8)  Periodically review the World Class Education Sunshine
303	State Standards for reading at all grade levels.
304	Section 7.  Subsection (3) of section 1001.41, Florida
305	Statutes, is amended to read:
306	1001.41  General powers of district school board.--The
307	district school board, after considering recommendations
308	submitted by the district school superintendent, shall exercise
309	the following general powers:
310	(3)  Prescribe and adopt standards and policies to provide
311	each student the opportunity to receive a complete education
312	program, including language arts, reading, and writing;,
313	mathematics;, science;, social studies, including geography and
314	economics, with an emphasis on history, government, civics, and
315	United States patriotism and national sovereignty; health;,
316	physical education;, foreign languages; visual and performing,
317	and the arts; and computer literacy, as defined by the World
318	Class Education Sunshine State Standards. The standards and
319	policies must emphasize integration and reinforcement of
320	reading, writing, and mathematics skills across all subjects,
321	including career awareness, career exploration, and career and
322	technical education.
323	Section 8.  Paragraph (a) of subsection (16) of section
324	1001.42, Florida Statutes, is amended to read:
325	1001.42  Powers and duties of district school board.--The
326	district school board, acting as a board, shall exercise all
327	powers and perform all duties listed below:
328	(16)  IMPLEMENT SCHOOL IMPROVEMENT AND
329	ACCOUNTABILITY.--Maintain a system of school improvement and
330	education accountability as provided by statute and State Board
331	of Education rule. This system of school improvement and
332	education accountability shall be consistent with, and
333	implemented through, the district's continuing system of
334	planning and budgeting required by this section and ss.
335	1008.385, 1010.01, and 1011.01. This system of school
336	improvement and education accountability shall include, but is
337	not limited to, the following:
338	(a)  School improvement plans.--Annually approve and
339	require implementation of a new, amended, or continuation school
340	improvement plan for each school in the district. A district
341	school board may establish a district school improvement plan
342	that includes all schools in the district operating for the
343	purpose of providing educational services to youth in Department
344	of Juvenile Justice programs. The school improvement plan shall
345	be designed to achieve the state education priorities under
346	pursuant to s. 1000.03(5) and student proficiency on the World
347	Class Education Sunshine State Standards under pursuant to s.
348	1003.41. Each plan shall address student achievement goals and
349	strategies based on state and school district proficiency
350	standards. The plan may also address issues relative to other
351	academic-related matters, as determined by district school board
352	policy, and shall include an accurate, data-based analysis of
353	student achievement and other school performance data. Beginning
354	with plans approved for implementation in the 2007-2008 school
355	year, each secondary school plan must include a redesign
356	component based on the principles established in s. 1003.413.
357	For each school in the district that earns a school grade of "C"
358	or below, or is required to have a school improvement plan under
359	federal law, the school improvement plan shall, at a minimum,
360	also include:
361	1.  Professional development that supports enhanced and
362	differentiated instructional strategies to improve teaching and
363	learning.
364	2.  Continuous use of disaggregated student achievement
365	data to determine effectiveness of instructional strategies.
366	3.  Ongoing informal and formal assessments to monitor
367	individual student progress, including progress toward mastery
368	of the World Class Education Sunshine State Standards, and to
369	redesign instruction if needed.
370	4.  Alternative instructional delivery methods to support
371	remediation, acceleration, and enrichment strategies.
372	Section 9.  Section 1001.55, Florida Statutes, is created
373	to read:
374	1001.55  Site-based management.--A school district
375	receiving a designation for high performance from the State
376	Board of Education under part VI of chapter 1003 that is based,
377	at least in part, on school grades or district grades assigned
378	under s. 1008.34 shall submit to the state board and implement a
379	plan that gives the district's highest performing principals
380	significant decisionmaking and budgetary authority over their
381	respective schools. The school district shall annually audit,
382	monitor, and report to the state board on the implementation of
383	this section at each school site. The state board shall submit a
384	statewide annual report to the Governor, the President of the
385	Senate, and the Speaker of the House of Representatives on the
386	implementation of this section. The state board may adopt rules
387	under ss. 120.536(1) and 120.54 to administer this section.
388	Section 10.  Paragraph (a) of subsection (6) and paragraph
389	(a) of subsection (7) of section 1002.33, Florida Statutes, are
390	amended to read:
391	1002.33  Charter schools.--
392	(6)  APPLICATION PROCESS AND REVIEW.--Charter school
393	applications are subject to the following requirements:
394	(a)  A person or entity wishing to open a charter school
395	shall prepare an application that:
396	1.  Demonstrates how the school will use the guiding
397	principles and meet the statutorily defined purpose of a charter
398	school.
399	2.  Provides a detailed curriculum plan that illustrates
400	how students will be provided services to attain the World Class
401	Education Sunshine State Standards.
402	3.  Contains goals and objectives for improving student
403	learning and measuring that improvement. These goals and
404	objectives must indicate how much academic improvement students
405	are expected to show each year, how success will be evaluated,
406	and the specific results to be attained through instruction.
407	4.  Describes the reading curriculum and differentiated
408	strategies that will be used for students reading at grade level
409	or higher and a separate curriculum and strategies for students
410	who are reading below grade level. A sponsor shall deny a
411	charter if the school does not propose a reading curriculum that
412	is consistent with effective teaching strategies that are
413	grounded in scientifically based reading research.
414	5.  Contains an annual financial plan for each year
415	requested by the charter for operation of the school for up to 5
416	years. This plan must contain anticipated fund balances based on
417	revenue projections, a spending plan based on projected revenues
418	and expenses, and a description of controls that will safeguard
419	finances and projected enrollment trends.
420	(7)  CHARTER.--The major issues involving the operation of
421	a charter school shall be considered in advance and written into
422	the charter. The charter shall be signed by the governing body
423	of the charter school and the sponsor, following a public
424	hearing to ensure community input.
425	(a)  The charter shall address, and criteria for approval
426	of the charter shall be based on:
427	1.  The school's mission, the students to be served, and
428	the ages and grades to be included.
429	2.  The focus of the curriculum, the instructional methods
430	to be used, any distinctive instructional techniques to be
431	employed, and identification and acquisition of appropriate
432	technologies needed to improve educational and administrative
433	performance which include a means for promoting safe, ethical,
434	and appropriate uses of technology which comply with legal and
435	professional standards. The charter shall ensure that reading is
436	a primary focus of the curriculum and that resources are
437	provided to identify and provide specialized instruction for
438	students who are reading below grade level. The curriculum and
439	instructional strategies for reading must be consistent with the
440	World Class Education Sunshine State Standards and grounded in
441	scientifically based reading research.
442	3.  The current incoming baseline standard of student
443	academic achievement, the outcomes to be achieved, and the
444	method of measurement that will be used. The criteria listed in
445	this subparagraph shall include a detailed description for each
446	of the following:
447	a.  How the baseline student academic achievement levels
448	and prior rates of academic progress will be established.
449	b.  How these baseline rates will be compared to rates of
450	academic progress achieved by these same students while
451	attending the charter school.
452	c.  To the extent possible, how these rates of progress
453	will be evaluated and compared with rates of progress of other
454	closely comparable student populations.
455
456	The district school board is required to provide academic
457	student performance data to charter schools for each of their
458	students coming from the district school system, as well as
459	rates of academic progress of comparable student populations in
460	the district school system.
461	4.  The methods used to identify the educational strengths
462	and needs of students and how well educational goals and
463	performance standards are met by students attending the charter
464	school. Included in the methods is a means for the charter
465	school to ensure accountability to its constituents by analyzing
466	student performance data and by evaluating the effectiveness and
467	efficiency of its major educational programs. Students in
468	charter schools shall, at a minimum, participate in the
469	statewide assessment program created under s. 1008.22.
470	5.  In secondary charter schools, a method for determining
471	that a student has satisfied the requirements for graduation in
472	s. 1003.43.
473	6.  A method for resolving conflicts between the governing
474	body of the charter school and the sponsor.
475	7.  The admissions procedures and dismissal procedures,
476	including the school's code of student conduct.
477	8.  The ways by which the school will achieve a
478	racial/ethnic balance reflective of the community it serves or
479	within the racial/ethnic range of other public schools in the
480	same school district.
481	9.  The financial and administrative management of the
482	school, including a reasonable demonstration of the professional
483	experience or competence of those individuals or organizations
484	applying to operate the charter school or those hired or
485	retained to perform such professional services and the
486	description of clearly delineated responsibilities and the
487	policies and practices needed to effectively manage the charter
488	school. A description of internal audit procedures and
489	establishment of controls to ensure that financial resources are
490	properly managed must be included. Both public sector and
491	private sector professional experience shall be equally valid in
492	such a consideration.
493	10.  The asset and liability projections required in the
494	application which are incorporated into the charter and which
495	shall be compared with information provided in the annual report
496	of the charter school. The charter shall ensure that, if a
497	charter school internal audit or annual financial audit reveals
498	a state of financial emergency as defined in s. 218.503 or
499	deficit financial position, the auditors are required to notify
500	the charter school governing board, the sponsor, and the
501	Department of Education. The internal auditor shall report such
502	findings in the form of an exit interview to the principal or
503	the principal administrator of the charter school and the chair
504	of the governing board within 7 working days after finding the
505	state of financial emergency or deficit position. A final report
506	shall be provided to the entire governing board, the sponsor,
507	and the Department of Education within 14 working days after the
508	exit interview. When a charter school is in a state of financial
509	emergency, the charter school shall file a detailed financial
510	recovery plan with the sponsor. The department, with the
511	involvement of both sponsors and charter schools, shall
512	establish guidelines for developing such plans.
513	11.  A description of procedures that identify various
514	risks and provide for a comprehensive approach to reduce the
515	impact of losses; plans to ensure the safety and security of
516	students and staff; plans to identify, minimize, and protect
517	others from violent or disruptive student behavior; and the
518	manner in which the school will be insured, including whether or
519	not the school will be required to have liability insurance,
520	and, if so, the terms and conditions thereof and the amounts of
521	coverage.
522	12.  The term of the charter which shall provide for
523	cancellation of the charter if insufficient progress has been
524	made in attaining the student achievement objectives of the
525	charter and if it is not likely that such objectives can be
526	achieved before expiration of the charter. The initial term of a
527	charter shall be for 4 or 5 years. In order to facilitate access
528	to long-term financial resources for charter school
529	construction, charter schools that are operated by a
530	municipality or other public entity as provided by law are
531	eligible for up to a 15-year charter, subject to approval by the
532	district school board. A charter lab school is eligible for a
533	charter for a term of up to 15 years. In addition, to facilitate
534	access to long-term financial resources for charter school
535	construction, charter schools that are operated by a private,
536	not-for-profit, s. 501(c)(3) status corporation are eligible for
537	up to a 15-year charter, subject to approval by the district
538	school board. Such long-term charters remain subject to annual
539	review and may be terminated during the term of the charter, but
540	only according to the provisions set forth in subsection (8).
541	13.  The facilities to be used and their location.
542	14.  The qualifications to be required of the teachers and
543	the potential strategies used to recruit, hire, train, and
544	retain qualified staff to achieve best value.
545	15.  The governance structure of the school, including the
546	status of the charter school as a public or private employer as
547	required in paragraph (12)(i).
548	16.  A timetable for implementing the charter which
549	addresses the implementation of each element thereof and the
550	date by which the charter shall be awarded in order to meet this
551	timetable.
552	17.  In the case of an existing public school being
553	converted to charter status, alternative arrangements for
554	current students who choose not to attend the charter school and
555	for current teachers who choose not to teach in the charter
556	school after conversion in accordance with the existing
557	collective bargaining agreement or district school board rule in
558	the absence of a collective bargaining agreement. However,
559	alternative arrangements shall not be required for current
560	teachers who choose not to teach in a charter lab school, except
561	as authorized by the employment policies of the state university
562	which grants the charter to the lab school.
563	Section 11.  Paragraph (b) of subsection (2) of section
564	1002.415, Florida Statutes, is amended to read:
565	1002.415  K-8 Virtual School Program.--Subject to annual
566	legislative appropriation, a kindergarten through grade 8
567	virtual school program is established within the Department of
568	Education for the purpose of making academic instruction
569	available to full-time students in kindergarten through grade 8
570	using on-line and distance learning technology. The department
571	shall use an application process to select schools to deliver
572	program instruction.
573	(2)  APPLICATION.--
574	(b)  In addition to a completed application form, each
575	applicant must provide the department with:
576	1.  A detailed plan describing how the school curriculum
577	and course content will conform to the World Class Education
578	Sunshine State Standards; and
579	2.  An annual financial plan for each year of operation of
580	the school for a minimum of 3 years. The plan must contain
581	anticipated fund balances based on revenue projections, a
582	spending plan based on projected revenues and expenses, and a
583	description of controls that will safeguard finances and
584	projected enrollment trends.
585	Section 12.  Section 1003.41, Florida Statutes, is amended
586	to read:
587	1003.41  World Class Education Sunshine State
588	Standards.--Public K-12 educational instruction in Florida is
589	based on the World Class Education Standards as defined in s.
590	1001.03(1). The "Sunshine State Standards." These standards are
591	have been adopted by the State Board of Education and delineate
592	the academic achievement of students, for which the state holds
593	will hold schools accountable, in each K-12 grade level grades
594	K-2, 3-5, 6-8, and 9-12 in, at a minimum, the subject areas
595	subjects of language arts, reading, and writing;, mathematics;,
596	science;, social studies, including geography and economics,
597	with an emphasis on history, government, civics, and United
598	States patriotism and national sovereignty; visual and
599	performing the arts;, health and physical education;, and
600	foreign languages; and computer literacy. The World Class
601	Education Standards must be content oriented and knowledge based
602	and must They include problem-solving and higher order skills as
603	described in s. 1001.03(1) standards in reading, writing,
604	history, government, geography, economics, and computer
605	literacy.
606	Section 13.  Paragraph (a) of subsection (2), subsection
607	(7), and paragraph (a) of subsection (8) of section 1003.428,
608	Florida Statutes, are amended to read:
609	1003.428  General requirements for high school graduation;
610	revised.--
611	(2)  The 24 credits may be earned through applied,
612	integrated, and combined courses approved by the Department of
613	Education and shall be distributed as follows:
614	(a)  Sixteen core curriculum credits:
615	1.  Four credits in English, with major concentration in
616	composition, reading for information, and literature.
617	2.  Four credits in mathematics, one of which must be
618	Algebra I, a series of courses equivalent to Algebra I, or a
619	higher-level mathematics course. School districts are encouraged
620	to set specific goals to increase enrollments in, and successful
621	completion of, geometry and Algebra II.
622	3.  Three credits in science, two of which must have a
623	laboratory component.
624	4.  Three credits in social studies as follows: one credit
625	in American history; one credit in world history; one-half
626	credit in economics; and one-half credit in American government.
627	5.  One credit in visual or performing fine arts, which may
628	include speech and debate.
629	6.  One credit in physical education to include integration
630	of health.
631	(7)(a)  A student who meets all requirements prescribed in
632	subsections (1), (2), (3), and (4) shall be awarded a standard
633	diploma in a form prescribed by the State Board of Education.
634	(b)  The standard diploma awarded to a student, and the
635	student's high school academic transcript, shall include a
636	notation of distinguished honors if the student earns a score
637	demonstrating superior academic achievement, as determined by
638	the Commissioner of Education, on the grade 10 Florida
639	Comprehensive Assessment Test. By the beginning of the 2008-2009
640	school year, the commissioner shall widely publicize and
641	disseminate information about the distinguished-honors notation,
642	including notice to district superintendents, school principals,
643	teachers, guidance counselors, parents, and students of the
644	scores required to earn distinguished honors. The commissioner
645	shall also publish the information on the department's Internet
646	website.
647	(c)(b)  A student who completes the minimum number of
648	credits and other requirements prescribed by subsections (1),
649	(2), and (3), but who is unable to meet the standards of
650	paragraph (4)(b), paragraph (4)(c), or paragraph (4)(d), shall
651	be awarded a certificate of completion in a form prescribed by
652	the State Board of Education. However, any student who is
653	otherwise entitled to a certificate of completion may elect to
654	remain in the secondary school either as a full-time student or
655	a part-time student for up to 1 additional year and receive
656	special instruction designed to remedy his or her identified
657	deficiencies.
658	(8)(a)  Each district school board must provide instruction
659	to prepare students with disabilities to demonstrate proficiency
660	in the content knowledge and skills and competencies necessary
661	for successful grade-to-grade progression and high school
662	graduation.
663	Section 14.  Paragraph (a) of subsection (11) of section
664	1003.43, Florida Statutes, is amended to read:
665	1003.43  General requirements for high school graduation.--
666	(11)(a)  Each district school board must provide
667	instruction to prepare students with disabilities to demonstrate
668	proficiency in the content knowledge and skills and competencies
669	necessary for successful grade-to-grade progression and high
670	school graduation.
671	Section 15.  Section 1003.451, Florida Statutes, is created
672	to read:
673	1003.451  World-language curricula.--
674	(1)  It is the intent of the Legislature that the state
675	move toward the goal of establishing world-language curricula
676	that begins in elementary school and continues through the
677	middle and high school grades.
678	(2)  The State Board of Education shall:
679	(a)  Encourage school districts to expand foreign-language
680	course offerings to include world languages commonly spoken in
681	nations actively engaged in international commerce in order to
682	prepare Florida's students to effectively engage, communicate,
683	and compete in a global economy;
684	(b)  Establish content standards for world languages as
685	part of the World Class Education Standards for foreign
686	languages;
687	(c)  Encourage school districts to offer world-language
688	instruction to students in elementary school; and
689	(d)  Provide flexibility in foreign-language teacher
690	certification so that Florida schools may benefit from
691	instruction offered by Floridians who are fluent in world
692	languages and are available to provide such instruction.
693	(3)  By December 1, 2007, each district school board and
694	each school in the K-8 Virtual School Program shall develop and
695	submit to the Commissioner of Education a plan for articulated
696	world-language curricula beginning by grade 4 for elementary
697	school students performing at or above grade level. The plan may
698	include the use of video conferencing, technology devices with
699	digital content, or on-line technology.
700	(4)  Notwithstanding chapter 1006, instructional materials
701	used to implement elementary school world-language curricula may
702	include technology devices with digital content and on-line
703	content. The Commissioner of Education shall prescribe uniform
704	standards for technologies that facilitate the sharing of
705	content among school districts. District school boards may use
706	up to 10 percent of instructional materials funds available for
707	the purchase of materials not on the state-adopted list for
708	purposes of this subsection.
709	Section 16.  Section 1003.59, Florida Statutes, is created
710	to read:
711	1003.59  Accelerated learning opportunities for
712	academically talented students.--
713	(1)  By December 31, 2007, the State Board of Education
714	shall adopt a model policy for the accelerated learning of
715	academically talented students in grades K-12, regardless of
716	whether the students are classified as gifted. The model policy
717	shall address, but not be limited to, whole-grade acceleration,
718	continuous progress exceeding chronological-age peers, subject-
719	matter acceleration, virtual-education acceleration, and early
720	postsecondary enrollment. The model policy shall include a plan
721	for:
722	(a)  Providing teachers and guidance counselors with
723	professional training that addresses effective implementation of
724	the policy, strategies for identifying gifted and academically
725	talented students in the elementary grades, and methods for
726	placing the students in accelerated programming that allows them
727	to work at suitably challenging academic levels; and
728	(b)  Assisting school district interactions with students
729	and parents to help guide them in making the most appropriate
730	choice for each student.
731	(2)  Each district school board shall implement an
732	academically talented student acceleration policy beginning with
733	the 2008-2009 school year. The school board shall widely
734	publicize and disseminate the policy so that teachers, students,
735	and parents are aware of accelerated-learning opportunities. The
736	school board shall submit the policy to the Department of
737	Education and publish the policy on the school district's
738	Internet website.
739	(3)  By December 31, 2009, and by December 31 of each year
740	thereafter, the Department of Education shall submit a report to
741	the Governor, the President of the Senate, and the Speaker of
742	the House of Representatives on academically talented student
743	acceleration and gifted programs in each school district. The
744	report shall include information concerning district
745	implementation strategies and student achievement gains and
746	provide a comparison of district performance.
747	Section 17.  Paragraph (b) of subsection (2), paragraph (b)
748	of subsection (3), paragraph (e) of subsection (5), and
749	paragraph (c) of subsection (6) of section 1004.04, Florida
750	Statutes, are amended to read:
751	1004.04  Public accountability and state approval for
752	teacher preparation programs.--
753	(2)  UNIFORM CORE CURRICULA.--
754	(b)  The rules to establish uniform core curricula for each
755	state-approved teacher preparation program must include, but are
756	not limited to, a State Board of Education identified foundation
757	in scientifically researched, knowledge-based reading literacy
758	and computational skills acquisition; classroom management;
759	school safety; professional ethics; educational law; human
760	development and learning; and understanding of the World Class
761	Education Sunshine State Standards content measured by state
762	achievement tests, reading and interpretation of data, and use
763	of data to improve student achievement.
764	(3)  DEVELOPMENT OF TEACHER PREPARATION PROGRAMS.--A system
765	developed by the Department of Education in collaboration with
766	postsecondary educational institutions shall assist departments
767	and colleges of education in the restructuring of their programs
768	in accordance with this section to meet the need for producing
769	quality teachers now and in the future.
770	(b)  Departments and colleges of education shall emphasize
771	the state system of school improvement and education
772	accountability concepts and standards, including the World Class
773	Education Sunshine State Standards.
774	(5)  CONTINUED PROGRAM APPROVAL.--Notwithstanding
775	subsection (4), failure by a public or nonpublic teacher
776	preparation program to meet the criteria for continued program
777	approval shall result in loss of program approval. The
778	Department of Education, in collaboration with the departments
779	and colleges of education, shall develop procedures for
780	continued program approval that document the continuous
781	improvement of program processes and graduates' performance.
782	(e)  Continued approval of teacher preparation programs is
783	contingent upon compliance with the student admission
784	requirements of subsection (4) and upon the receipt of at least
785	a satisfactory rating from public schools and private schools
786	that employ graduates of the program. Each teacher preparation
787	program shall guarantee the high quality of its graduates during
788	the first 2 years immediately following graduation from the
789	program or following initial certification, whichever occurs
790	first. Any educator in a Florida school who fails to demonstrate
791	the essential skills specified in subparagraphs 1.-5. shall be
792	provided additional training by the teacher preparation program
793	at no expense to the educator or the employer. Such training
794	must consist of an individualized plan agreed upon by the school
795	district and the postsecondary educational institution that
796	includes specific learning outcomes. The postsecondary
797	educational institution assumes no responsibility for the
798	educator's employment contract with the employer. Employer
799	satisfaction shall be determined by an annually administered
800	survey instrument approved by the Department of Education that,
801	at a minimum, must include employer satisfaction of the
802	graduates' ability to do the following:
803	1.  Write and speak in a logical and understandable style
804	with appropriate grammar.
805	2.  Recognize signs of students' difficulty with the
806	reading and computational process and apply appropriate measures
807	to improve students' reading and computational performance.
808	3.  Use and integrate appropriate technology in teaching
809	and learning processes.
810	4.  Demonstrate knowledge and understanding of the World
811	Class Education Sunshine State Standards.
812	5.  Maintain an orderly and disciplined classroom conducive
813	to student learning.
814	(6)  PRESERVICE FIELD EXPERIENCE.--All postsecondary
815	instructors, school district personnel and instructional
816	personnel, and school sites preparing instructional personnel
817	through preservice field experience courses and internships
818	shall meet special requirements. District school boards are
819	authorized to pay student teachers during their internships.
820	(c)  Preservice field experience programs must provide
821	specific guidance and demonstration of effective classroom
822	management strategies, strategies for incorporating technology
823	into classroom instruction, strategies for incorporating
824	scientifically researched, knowledge-based reading literacy and
825	computational skills acquisition into classroom instruction, and
826	ways to link instructional plans to the World Class Education
827	Sunshine State Standards, as appropriate. The length of
828	structured field experiences may be extended to ensure that
829	candidates achieve the competencies needed to meet certification
830	requirements.
831	Section 18.  Paragraph (c) of subsection (6) of section
832	1007.35, Florida Statutes, is amended to read:
833	1007.35  Florida Partnership for Minority and
834	Underrepresented Student Achievement.--
835	(6)  The partnership shall:
836	(c)  Provide teacher training and materials that are
837	aligned with the World Class Education Sunshine State Standards
838	and are consistent with best theory and practice regarding
839	multiple learning styles and research on learning, instructional
840	strategies, instructional design, and classroom assessment.
841	Curriculum materials must be based on current, accepted, and
842	essential academic knowledge. Materials for prerequisite courses
843	should, at a minimum, address the skills assessed on the Florida
844	Comprehensive Assessment Test (FCAT).
845	Section 19.  Paragraph (a) of subsection (1), paragraphs
846	(a) and (c) of subsection (3), and subsection (4) of section
847	1008.22, Florida Statutes, are amended to read:
848	1008.22  Student assessment program for public schools.--
849	(1)  PURPOSE.--The primary purposes of the student
850	assessment program are to provide information needed to improve
851	the public schools by enhancing the learning gains of all
852	students and to inform parents of the educational progress of
853	their public school children. The program must be designed to:
854	(a)  Assess the annual learning gains of each student
855	toward achieving the World Class Education Sunshine State
856	Standards appropriate for the student's grade level.
857	(3)  STATEWIDE ASSESSMENT PROGRAM.--The commissioner shall
858	design and implement a statewide program of educational
859	assessment that provides information for the improvement of the
860	operation and management of the public schools, including
861	schools operating for the purpose of providing educational
862	services to youth in Department of Juvenile Justice programs.
863	The commissioner may enter into contracts for the continued
864	administration of the assessment, testing, and evaluation
865	programs authorized and funded by the Legislature. Contracts may
866	be initiated in 1 fiscal year and continue into the next and may
867	be paid from the appropriations of either or both fiscal years.
868	The commissioner is authorized to negotiate for the sale or
869	lease of tests, scoring protocols, test scoring services, and
870	related materials developed pursuant to law. Pursuant to the
871	statewide assessment program, the commissioner shall:
872	(a)  Submit to the State Board of Education for approval
873	the content knowledge and a list that specifies student skills
874	expected of a student by and competencies to which the goals for
875	education specified in the state plan apply, including, but not
876	limited to, reading, writing, science, and mathematics. The
877	skills and competencies must include problem-solving and higher-
878	order skills as appropriate and shall be known as the World
879	Class Education Sunshine State Standards as defined in s.
880	1000.21. The commissioner shall select such skills and
881	competencies after receiving recommendations from educators,
882	citizens, and members of the business community. The
883	commissioner shall submit to the State Board of Education
884	revisions to the list of student skills and competencies in
885	order to maintain continuous progress toward improvements in
886	student proficiency.
887	(c)  Develop and implement a student achievement testing
888	program known as the Florida Comprehensive Assessment Test
889	(FCAT) as part of the statewide assessment program to measure
890	reading;, writing;, science; social studies, with an emphasis on
891	history, government, civics, and United States patriotism and
892	national sovereignty;, and mathematics. Other content areas may
893	be included as directed by the commissioner. The assessment of
894	reading and mathematics shall be administered annually in grades
895	3 through 10. The assessment of writing, and science, and,
896	beginning by the 2012-2013 school year, social studies, shall be
897	administered at least once at the elementary, middle, and high
898	school levels. The content knowledge and skills assessed by the
899	FCAT must be aligned to the content knowledge and skills
900	expected of a student by the World Class Education Standards. As
901	the Sunshine State Standards are replaced by the World Class
902	Education Standards under s. 1001.03(1), the commissioner, to
903	the maximum extent practicable, shall expedite revision of the
904	FCAT for alignment to the standards. The commissioner shall
905	report any barriers to expedited alignment to the State Board of
906	Education, the Governor, the President of the Senate, and the
907	Speaker of the House of Representatives. The state board shall
908	consider the use of other validated assessments, including, but
909	not limited to, assessments administered by other states, to
910	expedite alignment of the FCAT to the World Class Education
911	Standards. The commissioner must document the procedures used to
912	ensure that the versions of the FCAT which are taken by students
913	retaking the grade 10 FCAT are equally as challenging and
914	difficult as the tests taken by students in grade 10 which
915	contain performance tasks. The testing program must be designed
916	so that:
917	1.  The tests measure student content knowledge and skills
918	and competencies adopted by the State Board of Education as
919	specified in paragraph (a). The tests must measure and report
920	student proficiency levels of all students assessed in reading;,
921	writing;, mathematics;, and science; and social studies, with an
922	emphasis on history, government, civics, and United States
923	patriotism and national sovereignty. The commissioner shall
924	provide for the tests to be developed or obtained, as
925	appropriate, through contracts and project agreements with
926	private vendors, public vendors, public agencies, postsecondary
927	educational institutions, or school districts. The commissioner
928	shall obtain input for with respect to the design and
929	implementation of the testing program from state educators,
930	assistive technology experts, and the public.
931	2.  The testing program will include a combination of norm-
932	referenced and criterion-referenced tests and include, to the
933	extent determined by the commissioner, questions that require
934	the student to produce information or perform tasks in such a
935	manner in which the content knowledge and way that the skills
936	used by the student and competencies he or she uses can be
937	measured.
938	3.  Each testing program, whether at the elementary,
939	middle, or high school level, includes a test of writing in
940	which students are required to produce writings that are then
941	scored by appropriate and timely methods.
942	4.  A score is designated for each subject area tested,
943	below which score a student's performance is deemed inadequate.
944	The school districts shall provide appropriate remedial
945	instruction to students who score below these levels.
946	5.  Except as provided in s. 1003.428(8)(b) or s.
947	1003.43(11)(b), students must earn a passing score on the grade
948	10 assessment test described in this paragraph or attain
949	concordant scores as described in subsection (9) in reading,
950	writing, and mathematics to qualify for a standard high school
951	diploma. The State Board of Education shall designate a passing
952	score for each part of the grade 10 assessment test. In
953	establishing passing scores, the state board shall consider any
954	possible negative impact of the test on minority students. The
955	State Board of Education shall adopt rules which specify the
956	passing scores for the grade 10 FCAT. Any such rules, which have
957	the effect of raising the required passing scores, shall only
958	apply to students taking the grade 10 FCAT for the first time
959	after such rules are adopted by the State Board of Education.
960	6.  Participation in the testing program is mandatory for
961	all students attending public school, including students served
962	in Department of Juvenile Justice programs, except as otherwise
963	prescribed by the commissioner. If a student does not
964	participate in the statewide assessment, the district must
965	notify the student's parent and provide the parent with
966	information regarding the implications of such nonparticipation.
967	A parent must provide signed consent for a student to receive
968	classroom instructional accommodations that would not be
969	available or permitted on the statewide assessments and must
970	acknowledge in writing that he or she understands the
971	implications of such instructional accommodations. The State
972	Board of Education shall adopt rules, based upon recommendations
973	of the commissioner, for the provision of test accommodations
974	for students in exceptional education programs and for students
975	who have limited English proficiency. Accommodations that negate
976	the validity of a statewide assessment are not allowable in the
977	administration of the FCAT. However, instructional
978	accommodations are allowable in the classroom if included in a
979	student's individual education plan. Students using
980	instructional accommodations in the classroom that are not
981	allowable as accommodations on the FCAT may have the FCAT
982	requirement waived under pursuant to the requirements of s.
983	1003.428(8)(b) or s. 1003.43(11)(b).
984	7.  A student seeking an adult high school diploma must
985	meet the same testing requirements that a regular high school
986	student must meet.
987	8.  District school boards must provide instruction to
988	prepare students to demonstrate proficiency in the content
989	knowledge and skills and competencies necessary for successful
990	grade-to-grade progression and high school graduation. If a
991	student is provided with instructional accommodations in the
992	classroom that are not allowable as accommodations in the
993	statewide assessment program, as described in the test manuals,
994	the district must inform the parent in writing and must provide
995	the parent with information regarding the impact on the
996	student's ability to meet expected proficiency levels in
997	reading, writing, mathematics, science, and social studies math.
998	The commissioner shall conduct studies as necessary to verify
999	that the required content knowledge and skills and competencies
1000	are part of the district instructional programs.
1001	9.  District school boards must provide opportunities for
1002	students to demonstrate an acceptable level of performance on an
1003	alternative standardized assessment approved by the State Board
1004	of Education following enrollment in summer academies.
1005	10.  The Department of Education must develop, or select,
1006	and implement a common battery of assessment tools that will be
1007	used in all juvenile justice programs in the state. These tools
1008	must accurately measure the content knowledge and skills and
1009	competencies established in the World Class Education Sunshine
1010	State Standards.
1011	11.  For students seeking a special diploma under pursuant
1012	to s. 1003.438, the Department of Education must develop or
1013	select and implement an alternate assessment tool that
1014	accurately measures the content knowledge and skills and
1015	competencies established in the World Class Education Sunshine
1016	State Standards for students with disabilities under s.
1017	1003.438.
1018	12.  The commissioner shall establish a testing schedule
1019	that provides for administration of the FCAT as close to the end
1020	of the school year as practicable while reporting test scores
1021	before the end of the school year. The commissioner shall
1022	consider computer-based testing and other strategies for
1023	reducing the time for reporting test results. Beginning with the
1024	2009-2010 school year, the FCAT Writing assessment may not be
1025	administered before March 1 and the other FCAT assessments may
1026	not be administered before April 15.
1027	13.  A student earns the designation of "proficient" in a
1028	subject area for a grade level if the student earns a score on
1029	the FCAT that demonstrates proficiency in the subject area for
1030	that grade level. The commissioner shall determine scores
1031	demonstrating proficiency in each subject area and grade level
1032	of the FCAT. The commissioner's determination shall limit the
1033	proficiency designation to scores earned by the highest
1034	performing students.
1035
1036	The commissioner may, based on collaboration and input from
1037	school districts, design and implement student testing programs,
1038	for any grade level and subject area, necessary to effectively
1039	monitor educational achievement in the state, including the
1040	measurement of educational achievement of the World Class
1041	Education Sunshine State Standards for students with
1042	disabilities. Development and refinement of assessments shall
1043	include universal design principles and accessibility standards
1044	that will prevent any unintended obstacles for students with
1045	disabilities while ensuring the validity and reliability of the
1046	test. These principles should be applicable to all technology
1047	platforms and assistive devices available for the assessments.
1048	The field testing process and psychometric analyses for the
1049	statewide assessment program must include an appropriate
1050	percentage of students with disabilities and an evaluation or
1051	determination of the effect of test items on such students.
1052	(4)  DISTRICT TESTING PROGRAMS.--Each district school board
1053	shall periodically assess student performance and achievement
1054	within each school of the district. The assessment programs must
1055	be based upon local goals and objectives that are compatible
1056	with the state plan for education and that supplement the
1057	content knowledge and skills and competencies adopted by the
1058	State Board of Education. All school districts must participate
1059	in the statewide assessment program designed to measure annual
1060	student learning and school performance. All district school
1061	boards shall report assessment results as required by the state
1062	management information system.
1063	Section 20.  Section 1008.222, Florida Statutes, is created
1064	to read:
1065	1008.222  End-of-course examinations.--
1066	(1)  It is the intent of the Legislature that effective
1067	assessment measures be developed and implemented for subject
1068	areas that are not included within the statewide assessment
1069	system under s. 1008.22 or included as acceptable examinations
1070	as provided in section 2 of chapter 2007-3, Laws of Florida.
1071	(2)  As used in this section, the term "end-of-course
1072	examination" means a locally developed, state-developed, or
1073	nationally developed comprehensive examination based on the
1074	instructional content of a complete semester or year-long
1075	course. Comprehensive end-of-course examinations must be aligned
1076	to the most currently adopted state standards and must account
1077	for at least 15 percent of a student's grade. Comprehensive end-
1078	of-course examinations must provide for at least 50 percent of
1079	the student assessment to be based on extended written
1080	responses, application or performance of content skills, and
1081	measures of critical thinking.
1082	(3)  The Department of Education shall disseminate to all
1083	school districts information regarding the most effective
1084	practices in the development and administration of locally
1085	developed, state-developed, and nationally developed
1086	comprehensive end-of-course examinations as described in this
1087	section. This information must be provided to school districts
1088	in an electronic format by July 1, 2008, and must be updated a
1089	minimum of twice annually.
1090	(4)  Beginning with the 2008-2009 school year, school
1091	districts that administer end-of-course examinations for merit
1092	award programs under s. 1012.225 must comply with this section.
1093	Section 21.  Subsection (1), paragraph (b) of subsection
1094	(2), paragraphs (a) and (c) of subsection (4), paragraph (b) of
1095	subsection (6), paragraph (b) of subsection (7), and paragraph
1096	(a) of subsection (8) of section 1008.25, Florida Statutes, are
1097	amended to read:
1098	1008.25  Public school student progression; remedial
1099	instruction; reporting requirements.--
1100	(1)  INTENT.--It is the intent of the Legislature that each
1101	student's progression from one grade to another be determined,
1102	in part, upon proficiency in reading, writing, science, social
1103	studies, and mathematics; that district school board policies
1104	facilitate such proficiency; and that each student and his or
1105	her parent be informed of that student's academic progress.
1106	(2)  COMPREHENSIVE PROGRAM.--Each district school board
1107	shall establish a comprehensive program for student progression
1108	which must include:
1109	(b)  Specific levels of performance in reading, writing,
1110	science, social studies, and mathematics for each grade level,
1111	including the levels of performance on statewide assessments as
1112	defined by the commissioner, below which a student must receive
1113	remediation, or be retained within an intensive program that is
1114	different from the previous year's program and that takes into
1115	account the student's learning style.
1116	(4)  ASSESSMENT AND REMEDIATION.--
1117	(a)  Each student must participate in the statewide
1118	assessment tests required by s. 1008.22. Each student who does
1119	not meet specific levels of performance as determined by the
1120	district school board in reading, writing, science, social
1121	studies, and mathematics for each grade level, or who scores
1122	below Level 3 in reading or math, must be provided with
1123	additional diagnostic assessments to determine the nature of the
1124	student's difficulty, the areas of academic need, and strategies
1125	for appropriate intervention and instruction as described in
1126	paragraph (b).
1127	(c)  Upon subsequent evaluation, if the documented
1128	deficiency has not been remediated, the student may be retained.
1129	Each student who does not meet the minimum performance
1130	expectations defined by the Commissioner of Education for the
1131	statewide assessment tests in reading, writing, science, social
1132	studies, and mathematics must continue to be provided with
1133	remedial or supplemental instruction until the expectations are
1134	met or the student graduates from high school or is not subject
1135	to compulsory school attendance.
1136	(6)  ELIMINATION OF SOCIAL PROMOTION.--
1137	(b)  The district school board may only exempt students
1138	from mandatory retention, as provided in paragraph (5)(b), for
1139	good cause. Good cause exemptions shall be limited to the
1140	following:
1141	1.  Limited English proficient students who have had less
1142	than 2 years of instruction in an English for Speakers of Other
1143	Languages program.
1144	2.  Students with disabilities whose individual education
1145	plan indicates that participation in the statewide assessment
1146	program is not appropriate, consistent with the requirements of
1147	State Board of Education rule.
1148	3.  Students who demonstrate an acceptable level of
1149	performance on an alternative standardized reading assessment
1150	approved by the State Board of Education.
1151	4.  Students who demonstrate, through a student portfolio,
1152	that the student is reading on grade level as evidenced by
1153	demonstration of mastery of the World Class Education Sunshine
1154	State Standards in reading equal to at least a Level 2
1155	performance on the FCAT.
1156	5.  Students with disabilities who participate in the FCAT
1157	and who have an individual education plan or a Section 504 plan
1158	that reflects that the student has received intensive
1159	remediation in reading for more than 2 years but still
1160	demonstrates a deficiency in reading and was previously retained
1161	in kindergarten, grade 1, grade 2, or grade 3.
1162	6.  Students who have received intensive remediation in
1163	reading for 2 or more years but still demonstrate a deficiency
1164	in reading and who were previously retained in kindergarten,
1165	grade 1, grade 2, or grade 3 for a total of 2 years. Intensive
1166	reading instruction for students so promoted must include an
1167	altered instructional day that includes specialized diagnostic
1168	information and specific reading strategies for each student.
1169	The district school board shall assist schools and teachers to
1170	implement reading strategies that research has shown to be
1171	successful in improving reading among low-performing readers.
1172	(7)  SUCCESSFUL PROGRESSION FOR RETAINED READERS.--
1173	(b)  Beginning with the 2004-2005 school year, each school
1174	district shall:
1175	1.  Conduct a review of student progress monitoring plans
1176	for all students who did not score above Level 1 on the reading
1177	portion of the FCAT and did not meet the criteria for one of the
1178	good cause exemptions in paragraph (6)(b). The review shall
1179	address additional supports and services, as described in this
1180	subsection, needed to remediate the identified areas of reading
1181	deficiency. The school district shall require a student
1182	portfolio to be completed for each such student.
1183	2.  Provide students who are retained under the provisions
1184	of paragraph (5)(b) with intensive instructional services and
1185	supports to remediate the identified areas of reading
1186	deficiency, including a minimum of 90 minutes of daily,
1187	uninterrupted, scientifically research-based reading instruction
1188	and other strategies prescribed by the school district, which
1189	may include, but are not limited to:
1190	a.  Small group instruction.
1191	b.  Reduced teacher-student ratios.
1192	c.  More frequent progress monitoring.
1193	d.  Tutoring or mentoring.
1194	e.  Transition classes containing 3rd and 4th grade
1195	students.
1196	f.  Extended school day, week, or year.
1197	g.  Summer reading camps.
1198	3.  Provide written notification to the parent of any
1199	student who is retained under the provisions of paragraph (5)(b)
1200	that his or her child has not met the proficiency level required
1201	for promotion and the reasons the child is not eligible for a
1202	good cause exemption as provided in paragraph (6)(b). The
1203	notification must comply with the provisions of s. 1002.20(15)
1204	and must include a description of proposed interventions and
1205	supports that will be provided to the child to remediate the
1206	identified areas of reading deficiency.
1207	4.  Implement a policy for the midyear promotion of any
1208	student retained under the provisions of paragraph (5)(b) who
1209	can demonstrate that he or she is a successful and independent
1210	reader, reading at or above grade level, and ready to be
1211	promoted to grade 4. Tools that school districts may use in
1212	reevaluating any student retained may include subsequent
1213	assessments, alternative assessments, and portfolio reviews, in
1214	accordance with rules of the State Board of Education. Students
1215	promoted during the school year after November 1 must
1216	demonstrate proficiency above that required to score at Level 2
1217	on the grade 3 FCAT, as determined by the State Board of
1218	Education. The State Board of Education shall adopt standards
1219	that provide a reasonable expectation that the student's
1220	progress is sufficient to master appropriate 4th grade level
1221	reading skills.
1222	5.  Provide students who are retained under the provisions
1223	of paragraph (5)(b) with a high-performing teacher as determined
1224	by student performance data and above-satisfactory performance
1225	appraisals.
1226	6.  In addition to required reading enhancement and
1227	acceleration strategies, provide parents of students to be
1228	retained with at least one of the following instructional
1229	options:
1230	a.  Supplemental tutoring in scientifically research-based
1231	reading services in addition to the regular reading block,
1232	including tutoring before and/or after school.
1233	b.  A "Read at Home" plan outlined in a parental contract,
1234	including participation in "Families Building Better Readers
1235	Workshops" and regular parent-guided home reading.
1236	c.  A mentor or tutor with specialized reading training.
1237	7.  Establish a Reading Enhancement and Acceleration
1238	Development (READ) Initiative. The focus of the READ Initiative
1239	shall be to prevent the retention of grade 3 students and to
1240	offer intensive accelerated reading instruction to grade 3
1241	students who failed to meet standards for promotion to grade 4
1242	and to each K-3 student who is assessed as exhibiting a reading
1243	deficiency. The READ Initiative shall:
1244	a.  Be provided to all K-3 students at risk of retention as
1245	identified by the statewide assessment system used in Reading
1246	First schools. The assessment must measure phonemic awareness,
1247	phonics, fluency, vocabulary, and comprehension.
1248	b.  Be provided during regular school hours in addition to
1249	the regular reading instruction.
1250	c.  Provide a state-identified reading curriculum that has
1251	been reviewed by the Florida Center for Reading Research at
1252	Florida State University and meets, at a minimum, the following
1253	specifications:
1254	(I)  Assists students assessed as exhibiting a reading
1255	deficiency in developing the ability to read at grade level.
1256	(II)  Provides skill development in phonemic awareness,
1257	phonics, fluency, vocabulary, and comprehension.
1258	(III)  Provides scientifically based and reliable
1259	assessment.
1260	(IV)  Provides initial and ongoing analysis of each
1261	student's reading progress.
1262	(V)  Is implemented during regular school hours.
1263	(VI)  Provides a curriculum in core academic subjects to
1264	assist the student in maintaining or meeting proficiency levels
1265	for the appropriate grade in all academic subjects.
1266	8.  Establish at each school, where applicable, an
1267	Intensive Acceleration Class for retained grade 3 students who
1268	subsequently score at Level 1 on the reading portion of the
1269	FCAT. The focus of the Intensive Acceleration Class shall be to
1270	increase a child's reading level at least two grade levels in 1
1271	school year. The Intensive Acceleration Class shall:
1272	a.  Be provided to any student in grade 3 who scores at
1273	Level 1 on the reading portion of the FCAT and who was retained
1274	in grade 3 the prior year because of scoring at Level 1 on the
1275	reading portion of the FCAT.
1276	b.  Have a reduced teacher-student ratio.
1277	c.  Provide uninterrupted reading instruction for the
1278	majority of student contact time each day and incorporate
1279	opportunities to master the World Class Education Standards for
1280	grade 4 Sunshine State Standards in other core subject areas.
1281	d.  Use a reading program that is scientifically research-
1282	based and has proven results in accelerating student reading
1283	achievement within the same school year.
1284	e.  Provide intensive language and vocabulary instruction
1285	using a scientifically research-based program, including use of
1286	a speech-language therapist.
1287	f.  Include weekly progress monitoring measures to ensure
1288	progress is being made.
1289	g.  Report to the Department of Education, in the manner
1290	described by the department, the progress of students in the
1291	class at the end of the first semester.
1292	9.  Report to the State Board of Education, as requested,
1293	on the specific intensive reading interventions and supports
1294	implemented at the school district level. The Commissioner of
1295	Education shall annually prescribe the required components of
1296	requested reports.
1297	10.  Provide a student who has been retained in grade 3 and
1298	has received intensive instructional services but is still not
1299	ready for grade promotion, as determined by the school district,
1300	the option of being placed in a transitional instructional
1301	setting. Such setting shall specifically be designed to produce
1302	learning gains sufficient to meet grade 4 performance standards
1303	while continuing to remediate the areas of reading deficiency.
1304	(8)  ANNUAL REPORT.--
1305	(a)  In addition to the requirements in paragraph (5)(b),
1306	each district school board must annually report to the parent of
1307	each student the progress of the student toward achieving state
1308	and district expectations for proficiency in reading, writing,
1309	science, social studies, and mathematics. The district school
1310	board must report to the parent the student's results on each
1311	statewide assessment test. The evaluation of each student's
1312	progress must be based upon the student's classroom work,
1313	observations, tests, district and state assessments, and other
1314	relevant information. Progress reporting must be provided to the
1315	parent in writing in a format adopted by the district school
1316	board.
1317	Section 22.  Paragraph (b) of subsection (1) of section
1318	1008.385, Florida Statutes, is amended to read:
1319	1008.385  Educational planning and information systems.--
1320	(1)  EDUCATIONAL PLANNING.--
1321	(b)  Each district school board shall maintain a continuing
1322	system of planning and budgeting designed to aid in identifying
1323	and meeting the educational needs of students and the public.
1324	Provision shall be made for coordination between district school
1325	boards and community college boards of trustees concerning the
1326	planning for career education and adult educational programs.
1327	The major emphasis of the system shall be upon locally
1328	determined goals and objectives, the state plan for education,
1329	and the World Class Education Sunshine State Standards developed
1330	by the Department of Education and adopted by the State Board of
1331	Education. The district planning and budgeting system must
1332	include consideration of student achievement data obtained
1333	pursuant to ss. 1008.22 and 1008.34. The system shall be
1334	structured to meet the specific management needs of the district
1335	and to align the budget adopted by the district school board
1336	with the plan the board has also adopted. Each district school
1337	board shall utilize its system of planning and budgeting to
1338	emphasize a system of school-based management in which
1339	individual school centers become the principal planning units
1340	and to integrate planning and budgeting at the school level.
1341	Section 23.  Paragraph (o) of subsection (2) of
1342	section 1012.05, Florida Statutes, is amended to read:
1343	1012.05  Teacher recruitment and retention.--
1344	(2)  The Department of Education shall:
1345	(o)  Develop and implement an online Teacher Toolkit that
1346	contains a menu of resources, based on the World Class Education
1347	Sunshine State Standards, that all teachers can use to enhance
1348	classroom instruction and increase teacher effectiveness, thus
1349	resulting in improved student achievement.
1350	Section 24.  Subsection (5) of section 1012.28, Florida
1351	Statutes, is amended to read:
1352	1012.28  Public school personnel; duties of school
1353	principals.--
1354	(5)  Each school principal shall perform such duties as may
1355	be assigned by the district school superintendent, pursuant to
1356	the rules of the district school board. Such rules shall
1357	include, but are not limited to, rules relating to
1358	administrative responsibility, instructional leadership in
1359	implementing the World Class Education Sunshine State Standards
1360	and the overall educational program of the school to which the
1361	school principal is assigned, submission of personnel
1362	recommendations to the district school superintendent,
1363	administrative responsibility for records and reports,
1364	administration of corporal punishment, and student suspension.
1365	Section 25.  Subsection (1) of section 1012.52, Florida
1366	Statutes, is amended to read:
1367	1012.52  Teacher quality; legislative findings.--
1368	(1)  The Legislature intends to implement a comprehensive
1369	approach to increase students' academic achievement and improve
1370	teaching quality. The Legislature recognizes that professional
1371	educators play an important role in shaping the future of this
1372	state and the nation by developing the knowledge and skills of
1373	our future workforce and laying the foundation for good
1374	citizenship and full participation in community and civic life.
1375	The Legislature also recognizes its role in meeting the state's
1376	educational priorities so as to provide opportunity for all
1377	students to achieve at the levels set by the World Class
1378	Education Sunshine State Standards.
1379	Section 26.  Subsection (4) and paragraph (a) of subsection
1380	(7) of section 1012.56, Florida Statutes, are amended to read:
1381	1012.56  Educator certification requirements.--
1382	(4)  MASTERY OF SUBJECT AREA KNOWLEDGE.--Acceptable means
1383	of demonstrating mastery of subject area knowledge are:
1384	(a)  Achievement of passing scores on subject area
1385	examinations required by state board rule;
1386	(b)  Completion of the subject area specialization
1387	requirements specified in state board rule and verification of
1388	the attainment of the essential subject matter competencies by
1389	the district school superintendent of the employing school
1390	district or chief administrative officer of the employing state-
1391	supported or private school for a subject area for which a
1392	subject area examination has not been developed and required by
1393	state board rule;
1394	(c)  Completion of the subject area specialization
1395	requirements specified in state board rule for a subject
1396	coverage requiring a master's or higher degree and achievement
1397	of a passing score on the subject area examination specified in
1398	state board rule;
1399	(d)  A valid professional standard teaching certificate
1400	issued by another state; or
1401	(e)  A valid certificate issued by the National Board for
1402	Professional Teaching Standards or a national educator
1403	credentialing board approved by the State Board of Education.
1404
1405	School districts are encouraged to provide mechanisms for those
1406	middle school teachers holding only a K-6 teaching certificate
1407	to obtain a subject area coverage for middle grades through
1408	postsecondary coursework or district add-on certification. As
1409	the Sunshine State Standards are replaced by the World Class
1410	Education Standards under s. 1001.03(1), the State Board of
1411	Education shall align the subject area examinations to the World
1412	Class Education Standards.
1413	(7)  PROFESSIONAL PREPARATION ALTERNATIVE CERTIFICATION AND
1414	EDUCATION COMPETENCY PROGRAM.--
1415	(a)  The Department of Education shall develop and each
1416	school district must provide a cohesive competency-based
1417	professional preparation alternative certification program by
1418	which members of a school district's instructional staff may
1419	satisfy the mastery of professional preparation and education
1420	competence requirements specified in this subsection and rules
1421	of the State Board of Education. Participants must hold a state-
1422	issued temporary certificate. A school district shall provide a
1423	competency-based alternative certification preparation program
1424	developed by the Department of Education or developed by the
1425	district and approved by the Department of Education. The
1426	program shall include the following components:
1427	1.  A minimum period of initial preparation prior to
1428	assuming duties as the teacher of record.
1429	2.  An option for collaboration between school districts
1430	and other supporting agencies for implementation.
1431	3.  Experienced peer mentors.
1432	4.  An assessment that provides for:
1433	a.  An initial evaluation of each educator's competencies
1434	to determine an appropriate individualized professional
1435	development plan.
1436	b.  A postevaluation to assure successful completion of the
1437	program.
1438	5.  Professional education preparation content knowledge
1439	that includes, but is not limited to, the following:
1440	a.  Requirements specified in state board rule for
1441	professional preparation.
1442	b.  The educator-accomplished practices approved by the
1443	state board.
1444	c.  A variety of data indicators for student progress.
1445	d.  Methodologies, including technology-based
1446	methodologies, for teaching subject content that supports the
1447	World Class Education Sunshine State Standards for students.
1448	e.  Techniques for effective classroom management.
1449	f.  Techniques and strategies for operationalizing the role
1450	of the teacher in assuring a safe learning environment for
1451	students.
1452	g.  Methodologies for assuring the ability of all students
1453	to read, write, and compute.
1454	6.  Required achievement of passing scores on the
1455	professional education competency examination required by state
1456	board rule.
1457	Section 27.  Paragraph (a) of subsection (3) of section
1458	1012.585, Florida Statutes, is amended to read:
1459	1012.585  Process for renewal of professional
1460	certificates.--
1461	(3)  For the renewal of a professional certificate, the
1462	following requirements must be met:
1463	(a)  The applicant must earn a minimum of 6 college credits
1464	or 120 inservice points or a combination thereof. For each area
1465	of specialization to be retained on a certificate, the applicant
1466	must earn at least 3 of the required credit hours or equivalent
1467	inservice points in the specialization area. Education in
1468	"clinical educator" training under pursuant to s. 1004.04(6)(b)
1469	and credits or points that provide training in the area of
1470	scientifically researched, knowledge-based reading literacy and
1471	computational skills acquisition, exceptional student education,
1472	normal child development, and the disorders of development may
1473	be applied toward any specialization area. Credits or points
1474	that provide training in the areas of drug abuse, child abuse
1475	and neglect, strategies in teaching students having limited
1476	proficiency in English, or dropout prevention, or training in
1477	areas identified in the educational goals and performance
1478	standards adopted under pursuant to ss. 1000.03(5) and 1008.345
1479	may be applied toward any specialization area. Credits or points
1480	earned through approved summer institutes may be applied toward
1481	the fulfillment of these requirements. Inservice points earned
1482	under s. 1012.98(4)(b)5.d. for inservice activities on the
1483	content and instruction of the World Class Education Standards
1484	may be applied toward any specialization area. Inservice points
1485	may also be earned by participation in professional growth
1486	components approved by the State Board of Education and
1487	specified under pursuant to s. 1012.98 in the district's
1488	approved master plan for inservice educational training,
1489	including, but not limited to, serving as a trainer in an
1490	approved teacher training activity, serving on an instructional
1491	materials committee or a state board or commission that deals
1492	with educational issues, or serving on an advisory council
1493	created under pursuant to s. 1001.452.
1494	Section 28.  Subsection (1) of section 1012.72, Florida
1495	Statutes, is amended to read:
1496	1012.72  Dale Hickam Excellent Teaching Program.--
1497	(1)  The Legislature recognizes that teachers play a
1498	critical role in preparing students to achieve the high levels
1499	of academic performance expected by the World Class Education
1500	Sunshine State Standards. The Legislature further recognizes the
1501	importance of identifying and rewarding teaching excellence and
1502	of encouraging good teachers to become excellent teachers. The
1503	Legislature finds that the National Board of Professional
1504	Teaching Standards (NBPTS) has established high and rigorous
1505	standards for accomplished teaching and has developed a national
1506	voluntary system for assessing and certifying teachers who
1507	demonstrate teaching excellence by meeting those standards. It
1508	is therefore the Legislature's intent to provide incentives for
1509	teachers to seek NBPTS certification and to reward teachers who
1510	demonstrate teaching excellence by attaining NBPTS certification
1511	and sharing their expertise with other teachers.
1512	Section 29.  Subsection (1) and paragraph (b) of subsection
1513	(4) of section 1012.98, Florida Statutes, are amended, and
1514	subsections (12) and (13) are added to that section, to read:
1515	1012.98  School Community Professional Development Act.--
1516	(1)  The Department of Education, public postsecondary
1517	educational institutions, public school districts, public
1518	schools, state education foundations, consortia, and
1519	professional organizations in this state shall work
1520	collaboratively to establish a coordinated system of
1521	professional development. The purpose of the professional
1522	development system is to increase student achievement, enhance
1523	classroom instructional strategies that promote rigor and
1524	relevance throughout the curriculum, and prepare students for
1525	continuing education and the workforce. The system of
1526	professional development must align to the World Class Education
1527	Standards adopted by the state and support the framework for
1528	standards adopted by the National Staff Development Council.
1529	(4)  The Department of Education, school districts,
1530	schools, community colleges, and state universities share the
1531	responsibilities described in this section. These
1532	responsibilities include the following:
1533	(b)  Each school district shall develop a professional
1534	development system as specified in subsection (3). The system
1535	shall be developed in consultation with teachers, teacher-
1536	educators of community colleges and state universities, business
1537	and community representatives, and local education foundations,
1538	consortia, and professional organizations. The professional
1539	development system must:
1540	1.  Be approved by the department. All substantial
1541	revisions to the system must shall be submitted to the
1542	department for review for continued approval.
1543	2.  Be based on analyses of student achievement data and
1544	instructional strategies and methods that support rigorous,
1545	relevant, and challenging curricula for all students. Schools
1546	and districts, in developing and refining the professional
1547	development system, shall also review and monitor school
1548	discipline data; school environment surveys; assessments of
1549	parental satisfaction; performance appraisal data of teachers,
1550	managers, and administrative personnel; and other performance
1551	indicators to identify school and student needs that can be met
1552	by improved professional performance.
1553	3.  Provide inservice activities coupled with followup
1554	support appropriate to accomplish state, district, district-
1555	level and school school-level improvement goals and standards.
1556	The inservice activities for instructional personnel shall focus
1557	on analysis of student achievement data, ongoing formal and
1558	informal assessments of student achievement, identification and
1559	use of enhanced and differentiated instructional strategies that
1560	emphasize rigor, relevance, and reading in the content areas,
1561	enhancement of subject content expertise, integrated use of
1562	classroom technology that enhances teaching and learning,
1563	classroom management, parent involvement, and school safety. As
1564	the Sunshine State Standards are replaced by the World Class
1565	Education Standards under s. 1001.03(1), a school district must
1566	align its inservice activities to the World Class Education
1567	Standards.
1568	4.  Include a master plan for inservice activities, in
1569	accordance with pursuant to rules of the State Board of
1570	Education, for all district employees from all fund sources. The
1571	master plan shall be updated annually by September 1, must be
1572	based on input from teachers and district and school
1573	instructional leaders, and must use the latest available student
1574	achievement data and research to enhance rigor and relevance in
1575	the classroom. Each district inservice plan must be aligned to
1576	and support the school-based inservice plans and school
1577	improvement plans under pursuant to s. 1001.42(16). District
1578	plans must be approved by the district school board annually in
1579	order to ensure compliance with subsection (1) and to allow for
1580	dissemination of research-based best practices to other
1581	districts. District school boards must submit verification of
1582	their approval to the Commissioner of Education by no later than
1583	October 1 of each year, annually.
1584	5.  Require each school principal to establish and maintain
1585	an individual professional development plan for each
1586	instructional employee assigned to the school as a seamless
1587	component to the school improvement plans developed under
1588	pursuant to s. 1001.42(16). The individual professional
1589	development plan must:
1590	a.  Be related to specific performance data for the
1591	students to whom the teacher is assigned.
1592	b.  Define the inservice objectives and specific measurable
1593	improvements expected in student performance as a result of the
1594	inservice activity.
1595	c.  Include an evaluation component that determines the
1596	effectiveness of the professional development plan.
1597	d.  Require the instructional employee to earn at least 20
1598	inservice points for inservice activities on the content and
1599	instruction of the World Class Education Standards. The award of
1600	inservice points is conditioned upon the employee's passage of
1601	an inservice examination of the knowledge and skills presented
1602	through the inservice activities. An instructional employee is
1603	required to take only those parts of an inservice examination on
1604	subject areas for which the employee holds certification or
1605	endorsement. If an instructional employee passes the inservice
1606	examination after completing less than 20 inservice hours, the
1607	employee is awarded a total of 20 inservice points. The
1608	Department of Education shall establish minimum competencies for
1609	the inservice examinations. An instructional employee must earn
1610	the inservice points for at least one subject area by the end of
1611	the next school year after:
1612	(I)  Initial adoption of the World Class Education
1613	Standards for the subject area; and
1614	(II)  Subsequent adoption of the World Class Education
1615	Standards for the subject area if the Commissioner of Education
1616	determines that the standards for the subject area are
1617	substantially revised from the previously adopted standards.
1618
1619	If the instructional employee holds certification or endorsement
1620	in more than one subject area, the employee must earn the
1621	required inservice points for the remaining subject areas before
1622	the employee's educator certificate is required to be renewed.
1623	However, if this sub-subparagraph requires the instructional
1624	employee to earn the inservice points within the last 2 years of
1625	the employee's recertification period, the employee must earn
1626	the inservice points for at least one subject area per year and
1627	must earn all of the inservice points for the remaining subject
1628	areas within 2 years after the employee's educator certificate
1629	is required to be renewed.
1630	6.  Include inservice activities for school administrative
1631	personnel that address updated skills necessary for
1632	instructional leadership and effective school management under
1633	pursuant to s. 1012.986.
1634	7.  Provide for systematic consultation with regional and
1635	state personnel designated to provide technical assistance and
1636	evaluation of local professional development programs.
1637	8.  Provide for delivery of professional development by
1638	distance learning and other technology-based delivery systems to
1639	reach more educators at lower costs.
1640	9.  Provide for the continuous evaluation of the quality
1641	and effectiveness of professional development programs in order
1642	to eliminate ineffective programs and strategies and to expand
1643	effective ones. Evaluations must consider the impact of such
1644	activities on the performance of participating educators and
1645	their students' achievement and behavior.
1646	(12)  The State Board of Education shall require the
1647	statewide standardized delivery of inservice activities for
1648	Florida educators on the content and instruction of the World
1649	Class Education Standards. The effectiveness of the inservice
1650	activities shall be evaluated using performance outcomes of both
1651	the educator and the educator's students.
1652	(13)  The Department of Education shall provide statewide
1653	standardized professional development for educators on the
1654	Florida Comprehensive Assessment Test, and all Florida educators
1655	must participate in the professional development. The
1656	professional development shall include, at a minimum,
1657	instruction on how the Florida Comprehensive Assessment Test is
1658	developed and scored, what information is available to parents
1659	and students about the test, the ethical and professional
1660	standards of instruction aligned to state-adopted standards and
1661	the importance of not teaching to the test, and the process used
1662	in grading schools for the state's accountability system.
1663	Section 30.  Funding for professional development.--
1664	(1)  By January 15, 2008, each school district shall submit
1665	to the Department of Education, in the format prescribed by the
1666	department, an inventory of all professional development
1667	programs offered by the district during the 2006-2007 fiscal
1668	year. The department shall compile a statewide inventory of the
1669	programs using the information submitted by each district.
1670	(2)(a)  The Department of Education and school districts
1671	shall give priority in the allocation and use of professional
1672	development funds provided for the 2008-2009 fiscal year to
1673	professional development programs on the World Class Education
1674	Standards that have measurable outcomes, with an emphasis on
1675	programs delivered through the use of information technology.
1676	(b)  By December 31, 2009, each school district shall
1677	submit to the Department of Education, in the format prescribed
1678	by the department, a report detailing the district's use of
1679	professional development funds during the 2008-2009 fiscal year.
1680	The report, at a minimum, shall identify each program within the
1681	district that is provided state funds, the portion of the
1682	program devoted to professional development on the World Class
1683	Education Standards, and the measurable outcomes of the program.
1684	Section 31.  After-school programs.--
1685	(1)  The Office of Program Policy Analysis and Government
1686	Accountability, by January 1, 2008, shall submit a report to the
1687	Governor, the President of the Senate, and the Speaker of the
1688	House of Representatives on after-school programs. The report
1689	shall:
1690	(a)  Review different types of public and private after-
1691	school programs available for families;
1692	(b)  Identify strong accountability measures, including
1693	outcomes, that could be used to measure the success of after-
1694	school programs;
1695	(c)  Review existing research that analyzes the types of
1696	after-school programs that provide important educational
1697	benefits for students and families;
1698	(d)  Include options for providing incentives to create
1699	public-private partnerships to expand after-school programs;
1700	(e)  Review how the state could maximize federal funding of
1701	after-school programs, including, but not limited to, an
1702	examination of current methods for obtaining funding from the
1703	Federal Government, including grants, and other methods for
1704	obtaining federal funding; and
1705	(f)  Provide options for correcting the state's
1706	deficiencies in obtaining federal funding for after-school
1707	programs, if the report finds any deficiencies, and the
1708	projected cost of implementing those options.
1709	(2)  The Office of Program Policy Analysis and Government
1710	Accountability, in conducting research for the report, shall
1711	consult with the Department of Education, the Department of
1712	Children and Family Services, and other interested entities that
1713	may offer unique experiences and perspectives on after-school
1714	programs.
1715	Section 32.  Visual and performing arts education.--By
1716	February 1, 2008, the Commissioner of Education shall submit a
1717	report to the Governor, the President of the Senate, and the
1718	Speaker of the House of Representatives on the opportunities
1719	available to students in this state for participation in visual
1720	and performing arts education in K-12 public schools. The report
1721	shall include the following elements:
1722	(1)  Enrollment data for students enrolled in visual and
1723	performing arts courses for the previous 5 school years,
1724	reported separately for music, visual arts, theatre, and dance
1725	by grade level; and
1726	(2)  An analysis of the correlation between a student's
1727	participation in visual and performing arts education and
1728	overall student performance. The analysis shall examine the
1729	number of credits in visual and performing arts taken by grade
1730	12 students in public high school during the previous 5 school
1731	years compared to the students' high school graduation rates,
1732	grade point averages, and attendance.
1733	Section 33.  Public-Private Partnering Task Force.--
1734	(1)  Effective upon this act becoming a law, there is
1735	created the Public-Private Partnering Task Force. The task force
1736	is composed of the following members: the Secretary of
1737	Management Services or the secretary's designee, who shall serve
1738	as chair; the chair of the State Board of Education or the
1739	chair's designee, who shall serve as vice chair; and five
1740	members who are not members of the Legislature or school
1741	district officers or employees and who have a broad variety of
1742	business experience in public-private partnering, one of whom
1743	shall be appointed by the Governor, two of whom shall be
1744	appointed by the President of the Senate, and two of whom shall
1745	be appointed by Speaker of the House of Representatives.
1746	(2)  The members of the task force shall be appointed by
1747	July 1, 2007, and shall convene the initial meeting of the task
1748	force by August 1, 2007.
1749	(3)  The task force is assigned to the Department of
1750	Management Services for administrative purposes. Members of the
1751	task force are entitled to per diem and travel expenses under s.
1752	112.061, Florida Statutes, and are subject to the Code of Ethics
1753	for Public Officers and Employees under part III of chapter 112,
1754	Florida Statutes.
1755	(4)  By February 1, 2008, the task force shall submit
1756	recommendations to the Governor, the President of the Senate,
1757	and the Speaker of the House of Representatives. The
1758	recommendations shall include, but are not limited to, the
1759	following:
1760	(a)  Recommendations on public-private partnering for
1761	school construction, leasing, and maintenance that relate to:
1762	1.  The feasibility and advisability of, and possible
1763	methodologies for, achieving greater facilities construction and
1764	maintenance cost efficiencies and reducing construction times
1765	through public-private partnering.
1766	2.  Optimal design and performance standards for safe and
1767	functional school facilities that are space efficient and
1768	technologically advanced.
1769	3.  Optimal construction standards that ensure appropriate
1770	industry standards and optimal life cycles, including, but not
1771	limited to, standards for optimal size of core facility space,
1772	design-build performance contracting, energy efficiency, and
1773	life-cycle systems costing.
1774	4.  Maintenance, repair, renovation, remodeling, and site
1775	acquisition standards, guidelines, and protocols.
1776	5.  Optimal use of permanent versus relocatable facilities
1777	and protocols for decisionmaking regarding both facility
1778	options.
1779	6.  Protocols for regular assessments of facility capacity
1780	to ensure maximization of space utilization.
1781	7.  Energy performance contracting with guaranteed annual
1782	energy savings.
1783	(b)  Recommendations on public-private partnering for
1784	school transportation services that relate to:
1785	1.  Fuel and bus efficiencies.
1786	2.  Route planning, times, and design efficiencies.
1787	(c)  Recommendations on public-private partnering for
1788	school food services that relate to:
1789	1.  Relevant federal law and implications.
1790	2.  Potential liability issues.
1791	3.  Quality control.
1792	(5)  Upon delivery of its final report and recommendations,
1793	the task force is abolished.
1794	Section 34.  State-level governance of early learning
1795	programs and child care regulation.--By December 31, 2007, the
1796	Office of Program Policy Analysis and Government Accountability
1797	shall submit a report to the Governor, the President of the
1798	Senate, and the Speaker of the House of Representatives on the
1799	state-level governance structure for the state's early learning
1800	programs and child care regulation, including, but not limited
1801	to, the Voluntary Prekindergarten Education Program, school
1802	readiness programs, and child care resource and referral.
1803	(1)  The report shall:
1804	(a)  Evaluate the current state-level governance structure,
1805	which is divided among the Department of Education, the Office
1806	of Early Learning of the Agency for Workforce Innovation, and
1807	the Child Care Services Program Office of the Department of
1808	Children and Family Services.
1809	(b)  Identify whether duplication of functions, duties, or
1810	activities exists among the three state agencies and, if
1811	duplication does exist, describe the nature and extent of the
1812	duplication.
1813	(c)  Examine the coordination efforts among the three state
1814	agencies and their efforts to minimize duplication of functions,
1815	duties, and activities.
1816	(d)  Review the state-level governance structure, and the
1817	sources and levels of funding, for early learning programs and
1818	child care regulation in other states.
1819	(e)  Identify and evaluate options, and make specific
1820	recommendations, for the state-level governance structure to
1821	provide effective and efficient administration of early learning
1822	programs and child care regulation, including, but not limited
1823	to:
1824	1.  Maintaining the current governance structure, including
1825	specific options for improving state-level governance.
1826	2.  Reorganizing parts of the current governance structure.
1827	3.  Consolidating the governance structure within a new or
1828	existing state agency or department. The report shall identify
1829	and evaluate options as to which state agency or department is
1830	most appropriate for administrative placement of the governance
1831	structure.
1832	(2)  The report may include recommendations on the state-
1833	level governance for other programs in this state that relate to
1834	early learning and child care, including, but not limited to:
1835	(a)  Child Care Food Program administered by the Department
1836	of Health.
1837	(b)  Florida Infants and Toddlers Early Intervention
1838	Program administered by the Department of Health under part C of
1839	the federal Individuals with Disabilities Education Act.
1840	(c)  Special programs for prekindergarten children with
1841	disabilities administered by the Department of Education under
1842	part B of the federal Individuals with Disabilities Education
1843	Act.
1844	Section 35.  The sum of $2,525,000 is appropriated from the
1845	General Revenue Fund to the Department of Education for the
1846	2007-2008 fiscal year for purposes of implementing this act.
1847	Section 36.  Except as otherwise expressly provided in this
1848	act, this act shall take effect July 1, 2007.

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