Florida Senate - 2009 CS for SB 2654
By the Committee on Education Pre-K - 12; and Senators Altman
and Wise
581-05223A-09 20092654c1
1 A bill to be entitled
2 An act relating to high school graduation; amending s.
3 1003.428, F.S.; providing credit requirements for high
4 school graduation with a standard diploma beginning
5 with students entering grade 9 in the 2010-2011 school
6 year and students entering grade 9 in the 2012-2013
7 school year; deleting provisions relating to general
8 requirements for high school graduation to conform to
9 changes made by the act; creating s. 1003.4282, F.S.;
10 providing for accommodations for students with
11 disabilities for purposes of high school graduation;
12 creating s. 1003.4287, F.S.; providing a short title;
13 authorizing the award of a standard high school
14 diploma to certain honorably discharged veterans;
15 amending s. 1003.429, F.S.; requiring that students be
16 advised of the availability of certain courses for
17 purposes of an accelerated high school graduation
18 option; amending s. 1003.43, F.S.; deleting provisions
19 relating to general requirements for high school
20 graduation to conform to changes made by the act;
21 amending s. 1007.263, F.S.; conforming a cross
22 reference; amending s. 1008.22, F.S.; requiring
23 passing scores on the grade 10 FCAT to meet grade
24 level proficiency; conforming cross-references;
25 amending s. 1009.531, F.S.; conforming provisions;
26 providing an effective date.
27
28 Be It Enacted by the Legislature of the State of Florida:
29
30 Section 1. Paragraph (a) of subsection (2) and subsections
31 (5) through (11) of section 1003.428, Florida Statutes, are
32 amended to read:
33 1003.428 General requirements for high school graduation;
34 revised.—
35 (2) The 24 credits may be earned through applied,
36 integrated, and combined courses approved by the Department of
37 Education and shall be distributed as follows:
38 (a) Sixteen core curriculum credits:
39 1. Four credits in English, with major concentration in
40 composition, reading for information, and literature.
41 2. Four credits in mathematics, one of which must be
42 Algebra I, a series of courses equivalent to Algebra I, or a
43 higher-level mathematics course. Beginning with students
44 entering grade 9 in the 2010-2011 school year, one of the four
45 credits must be Algebra I or a series of courses equivalent to
46 Algebra I as approved by the State Board of Education, and one
47 credit must be geometry or a series of courses equivalent to
48 geometry as approved by the State Board of Education. Beginning
49 with students entering grade 9 in the 2012-2013 school year, one
50 of the four credits must be Algebra I or a series of courses
51 equivalent to Algebra I as approved by the State Board of
52 Education, one credit must be geometry or a series of courses
53 equivalent to geometry as approved by the State Board of
54 Education, and one credit must be Algebra II or a series of
55 courses equivalent to Algebra II as approved by the State Board
56 of Education. School districts are encouraged to set specific
57 goals to increase enrollments in, and successful completion of,
58 geometry and Algebra II.
59 3. Three credits in science, two of which must have a
60 laboratory component. Beginning with students entering grade 9
61 in the 2010-2011 school year, one of the three credits must be
62 Biology I or a series of courses equivalent to Biology I as
63 approved by the State Board of Education, one credit must be a
64 physical science or a series of courses equivalent to a physical
65 science as approved by the State Board of Education, and one
66 credit must be a higher-level science course. At least two of
67 the science courses must have a laboratory component. Beginning
68 with students entering grade 9 in the 2012-2013 school year, one
69 of the three credits must be Biology I or a series of courses
70 equivalent to Biology I as approved by the State Board of
71 Education, one credit must be chemistry or physics, or a series
72 of courses equivalent to chemistry or physics, as approved by
73 the State Board of Education, and one credit must be a higher
74 level science course. At least two of the science courses must
75 have a laboratory component.
76 4. Three credits in social studies as follows: one credit
77 in American history; one credit in world history; one-half
78 credit in economics; and one-half credit in American government.
79 5. One credit in fine or performing arts, speech and
80 debate, or a practical arts course that incorporates artistic
81 content and techniques of creativity, interpretation, and
82 imagination. Eligible practical arts courses shall be identified
83 through the Course Code Directory.
84 6. One credit in physical education to include integration
85 of health. Participation in an interscholastic sport at the
86 junior varsity or varsity level for two full seasons shall
87 satisfy the one-credit requirement in physical education if the
88 student passes a competency test on personal fitness with a
89 score of “C” or better. The competency test on personal fitness
90 must be developed by the Department of Education. A district
91 school board may not require that the one credit in physical
92 education be taken during the 9th grade year. Completion of one
93 semester with a grade of “C” or better in a marching band class,
94 in a physical activity class that requires participation in
95 marching band activities as an extracurricular activity, or in a
96 dance class shall satisfy one-half credit in physical education
97 or one-half credit in performing arts. This credit may not be
98 used to satisfy the personal fitness requirement or the
99 requirement for adaptive physical education under an individual
100 education plan (IEP) or 504 plan. Completion of 2 years in a
101 Reserve Officer Training Corps (R.O.T.C.) class, a significant
102 component of which is drills, shall satisfy the one-credit
103 requirement in physical education and the one-credit requirement
104 in performing arts. This credit may not be used to satisfy the
105 personal fitness requirement or the requirement for adaptive
106 physical education under an individual education plan (IEP) or
107 504 plan.
108 (5) The State Board of Education, after a public hearing
109 and consideration, shall adopt rules based upon the
110 recommendations of the commissioner for the provision of test
111 accommodations and modifications of procedures as necessary for
112 students with disabilities which will demonstrate the student’s
113 abilities rather than reflect the student’s impaired sensory,
114 manual, speaking, or psychological process skills.
115 (6) The public hearing and consideration required in
116 subsection (5) shall not be construed to amend or nullify the
117 requirements of security relating to the contents of
118 examinations or assessment instruments and related materials or
119 data as prescribed in s. 1008.23.
120 (5)(7)(a) A student who meets all requirements prescribed
121 in subsections (1), (2), (3), and (4) shall be awarded a
122 standard diploma in a form prescribed by the State Board of
123 Education.
124 (b) A student who completes the minimum number of credits
125 and other requirements prescribed by subsections (1), (2), and
126 (3), but who is unable to meet the standards of paragraph
127 (4)(b), paragraph (4)(c), or paragraph (4)(d), shall be awarded
128 a certificate of completion in a form prescribed by the State
129 Board of Education. However, any student who is otherwise
130 entitled to a certificate of completion may elect to remain in
131 the secondary school either as a full-time student or a part
132 time student for up to 1 additional year and receive special
133 instruction designed to remedy his or her identified
134 deficiencies.
135 (8)(a) Each district school board must provide instruction
136 to prepare students with disabilities to demonstrate proficiency
137 in the core content knowledge and skills necessary for
138 successful grade-to-grade progression and high school
139 graduation.
140 (b) A student with a disability, as defined in s.
141 1007.02(2), for whom the individual education plan (IEP)
142 committee determines that the FCAT cannot accurately measure the
143 student’s abilities taking into consideration all allowable
144 accommodations, shall have the FCAT requirement of paragraph
145 (4)(b) waived for the purpose of receiving a standard high
146 school diploma, if the student:
147 1. Completes the minimum number of credits and other
148 requirements prescribed by subsections (1), (2), and (3).
149 2. Does not meet the requirements of paragraph (4)(b) after
150 one opportunity in 10th grade and one opportunity in 11th grade.
151 (9) The Commissioner of Education may award a standard high
152 school diploma to honorably discharged veterans who started high
153 school between 1937 and 1946 and were scheduled to graduate
154 between 1941 and 1950 but were inducted into the United States
155 Armed Forces between September 16, 1940, and December 31, 1946,
156 prior to completing the necessary high school graduation
157 requirements. Upon the recommendation of the commissioner, the
158 State Board of Education may develop criteria and guidelines for
159 awarding such diplomas.
160 (10) The Commissioner of Education may award a standard
161 high school diploma to honorably discharged veterans who started
162 high school between 1946 and 1950 and were scheduled to graduate
163 between 1950 and 1954, but were inducted into the United States
164 Armed Forces between June 27, 1950, and January 31, 1955, and
165 served during the Korean Conflict prior to completing the
166 necessary high school graduation requirements. Upon the
167 recommendation of the commissioner, the State Board of Education
168 may develop criteria and guidelines for awarding such diplomas.
169 (6)(11) The State Board of Education may adopt rules
170 pursuant to ss. 120.536(1) and 120.54 to implement the
171 provisions of this section and may enforce the provisions of
172 this section pursuant to s. 1008.32.
173 Section 2. Section 1003.4282, Florida Statutes, is created
174 to read:
175 1003.4282 Accommodations for students with disabilities;
176 graduation requirements.—For purposes of high school graduation:
177 (1) The State Board of Education, after a public hearing
178 and consideration, shall adopt rules based upon the
179 recommendations of the Commissioner of Education for the
180 provision of test accommodations as necessary for students with
181 disabilities which will demonstrate the student’s abilities
182 rather than reflect the student’s impaired sensory, manual,
183 speaking, or psychological process skills.
184 (2) The public hearing and consideration required in
185 subsection (1) shall not be construed to amend or nullify the
186 requirements of security relating to the contents of
187 examinations or assessment instruments and related materials or
188 data as prescribed in s. 1008.23.
189 (3)(a) Each district school board must provide instruction
190 to prepare students with disabilities to demonstrate proficiency
191 in the core content knowledge and skills necessary for
192 successful grade-to-grade progression and high school
193 graduation.
194 (b) A student with a disability, as defined in s.
195 1007.02(2), for whom the individual education plan committee
196 determines that the FCAT cannot accurately measure the student’s
197 abilities taking into consideration all allowable
198 accommodations, shall have the FCAT requirement of s.
199 1003.428(4)(b) or s. 1003.43(5)(a) waived for the purpose of
200 receiving a high school diploma, if the student:
201 1. Completes the minimum number of credits and other
202 requirements prescribed in s. 1003.428(1)-(3) or s. 1003.43(1)
203 and (4).
204 2. Does not meet the FCAT requirements of s. 1003.428(4)(b)
205 or s. 1003.43(5)(a) after one opportunity in grade 10 and one
206 opportunity in grade 11.
207 Section 3. Section 1003.4287, Florida Statutes, is created
208 to read:
209 1003.4287 Recognition of veterans; high school diploma.—
210 (1) This section may be cited as the “Corporal Larry E.
211 Smedley Vietnam Veterans High School Diploma Act.”
212 (2) The Commissioner of Education may award a standard high
213 school diploma to honorably discharged veterans who started high
214 school between 1937 and 1946 and were scheduled to graduate
215 between 1941 and 1950 but were inducted into the United States
216 Armed Forces between September 16, 1940, and December 31, 1946,
217 prior to completing the necessary high school graduation
218 requirements. Upon the recommendation of the commissioner, the
219 State Board of Education may develop criteria and guidelines for
220 awarding such diplomas.
221 (3) The Commissioner of Education may award a standard high
222 school diploma to honorably discharged veterans who started high
223 school between 1946 and 1950 and were scheduled to graduate
224 between 1949 and 1955 but were inducted into the United States
225 Armed Forces between June 1949 and January 1955 and served
226 during the Korean War prior to completing the necessary high
227 school graduation requirements. Upon the recommendation of the
228 commissioner, the State Board of Education may develop criteria
229 and guidelines for awarding such diplomas.
230 (4) The Commissioner of Education may award a standard high
231 school diploma to honorably discharged veterans who were
232 inducted into the United States Armed Forces during the Vietnam
233 Era, as defined in s. 1.01(14), before completing the necessary
234 high school graduation requirements. Upon the recommendation of
235 the commissioner, the State Board of Education may develop
236 criteria and guidelines for awarding such diplomas.
237 Section 4. Paragraph (b) of subsection (1) of section
238 1003.429, Florida Statutes, is amended to read:
239 1003.429 Accelerated high school graduation options.—
240 (1) Students who enter grade 9 in the 2006-2007 school year
241 and thereafter may select, upon receipt of each consent required
242 by this section, one of the following three high school
243 graduation options:
244 (b) Completion of a 3-year standard college preparatory
245 program requiring successful completion of a minimum of 18
246 academic credits in grades 9 through 12. At least 6 of the 18
247 credits required for completion of this program must be received
248 in classes that are offered pursuant to the International
249 Baccalaureate Program, the Advanced Placement Program, dual
250 enrollment, or the Advanced International Certificate of
251 Education Program, or specifically listed or identified by the
252 Department of Education as rigorous pursuant to s. 1009.531(3).
253 Students must be advised of the Advanced Placement,
254 International Baccalaureate, Advanced International Certificate
255 of Education, career academy coursework that leads to national
256 industry certification, and dual enrollment courses available,
257 as well as the availability of course offerings through the
258 Florida Virtual School. The 18 credits required for completion
259 of this program shall be primary requirements and shall be
260 distributed as follows:
261 1. Four credits in English, with major concentration in
262 composition and literature;
263 2. Three credits in mathematics at the Algebra I level or
264 higher from the list of courses that qualify for state
265 university admission;
266 3. Three credits in natural science, two of which must have
267 a laboratory component;
268 4. Three credits in social sciences, which must include one
269 credit in American history, one credit in world history, one
270 half credit in American government, and one-half credit in
271 economics;
272 5. Two credits in the same second language unless the
273 student is a native speaker of or can otherwise demonstrate
274 competency in a language other than English. If the student
275 demonstrates competency in another language, the student may
276 replace the language requirement with two credits in other
277 academic courses; and
278 6. Three credits in electives; or
279
280 Any student who selected an accelerated graduation program
281 before July 1, 2004, may continue that program, and all
282 statutory program requirements that were applicable when the
283 student made the program choice shall remain applicable to the
284 student as long as the student continues that program.
285 Section 5. Subsections (8) through (13) of section 1003.43,
286 Florida Statutes, are amended to read:
287 1003.43 General requirements for high school graduation.—
288 (8) The State Board of Education, after a public hearing
289 and consideration, shall adopt rules based upon the
290 recommendations of the commissioner for the provision of test
291 accommodations and modifications of procedures as necessary for
292 students with disabilities which will demonstrate the student’s
293 abilities rather than reflect the student’s impaired sensory,
294 manual, speaking, or psychological process skills.
295 (9) The public hearing and consideration required in
296 subsection (8) shall not be construed to amend or nullify the
297 requirements of security relating to the contents of
298 examinations or assessment instruments and related materials or
299 data as prescribed in s. 1008.23.
300 (8)(10)(a) A student who meets all requirements prescribed
301 in subsections (1), (4), and (5) shall be awarded a standard
302 diploma in a form prescribed by the State Board of Education. A
303 district school board may attach the Florida gold seal career
304 endorsement to a standard diploma or, instead of the standard
305 diploma, award differentiated diplomas to those exceeding the
306 prescribed minimums.
307 (b) A student who completes the minimum number of credits
308 and other requirements prescribed by subsections (1) and (4),
309 but who is unable to meet the standards of paragraph (5)(a),
310 paragraph (5)(b), or paragraph (5)(c), shall be awarded a
311 certificate of completion in a form prescribed by the State
312 Board of Education. However, any student who is otherwise
313 entitled to a certificate of completion may elect to remain in
314 the secondary school either as a full-time student or a part
315 time student for up to 1 additional year and receive special
316 instruction designed to remedy his or her identified
317 deficiencies.
318 (11)(a) Each district school board must provide instruction
319 to prepare students with disabilities to demonstrate proficiency
320 in the core content knowledge and skills necessary for
321 successful grade-to-grade progression and high school
322 graduation.
323 (b) A student with a disability, as defined in s.
324 1007.02(2), for whom the individual educational plan (IEP)
325 committee determines that the FCAT cannot accurately measure the
326 student’s abilities taking into consideration all allowable
327 accommodations, shall have the FCAT requirement of paragraph
328 (5)(a) waived for the purpose of receiving a standard high
329 school diploma, if the student:
330 1. Completes the minimum number of credits and other
331 requirements prescribed by subsections (1) and (4).
332 2. Does not meet the requirements of paragraph (5)(a) after
333 one opportunity in 10th grade and one opportunity in 11th grade.
334 (12) The Commissioner of Education may award a standard
335 high school diploma to honorably discharged veterans who started
336 high school between 1937 and 1946 and were scheduled to graduate
337 between 1941 and 1950 but were inducted into the United States
338 Armed Forces between September 16, 1940, and December 31, 1946,
339 prior to completing the necessary high school graduation
340 requirements. Upon the recommendation of the commissioner, the
341 State Board of Education may develop criteria and guidelines for
342 awarding such diplomas.
343 (13) The Commissioner of Education may award a standard
344 high school diploma to honorably discharged veterans who started
345 high school between 1946 and 1950 and were scheduled to graduate
346 between 1949 and 1955, but were inducted into the United States
347 Armed Forces between June 1949 and January 1955, and served
348 during the Korean War prior to completing the necessary high
349 school graduation requirements. Upon the recommendation of the
350 commissioner, the State Board of Education may develop criteria
351 and guidelines for awarding such diplomas.
352 Section 6. Subsection (4) of section 1007.263, Florida
353 Statutes, is amended to read:
354 1007.263 Community colleges; admissions of students.—Each
355 community college board of trustees is authorized to adopt rules
356 governing admissions of students subject to this section and
357 rules of the State Board of Education. These rules shall include
358 the following:
359 (4) A student who has been awarded a special diploma as
360 defined in s. 1003.438 or a certificate of completion as defined
361 in s. 1003.43(8)(10) is eligible to enroll in certificate career
362 education programs.
363
364 Each board of trustees shall establish policies that notify
365 students about, and place students into, adult basic education,
366 adult secondary education, or other instructional programs that
367 provide students with alternatives to traditional college
368 preparatory instruction, including private provider instruction.
369 A student is prohibited from enrolling in additional college
370 level courses until the student scores above the cut-score on
371 all sections of the common placement test.
372 Section 7. Paragraph (c) of subsection (3) of section
373 1008.22, Florida Statutes, is amended to read:
374 1008.22 Student assessment program for public schools.—
375 (3) STATEWIDE ASSESSMENT PROGRAM.—The commissioner shall
376 design and implement a statewide program of educational
377 assessment that provides information for the improvement of the
378 operation and management of the public schools, including
379 schools operating for the purpose of providing educational
380 services to youth in Department of Juvenile Justice programs.
381 The commissioner may enter into contracts for the continued
382 administration of the assessment, testing, and evaluation
383 programs authorized and funded by the Legislature. Contracts may
384 be initiated in 1 fiscal year and continue into the next and may
385 be paid from the appropriations of either or both fiscal years.
386 The commissioner is authorized to negotiate for the sale or
387 lease of tests, scoring protocols, test scoring services, and
388 related materials developed pursuant to law. Pursuant to the
389 statewide assessment program, the commissioner shall:
390 (c) Develop and implement a student achievement testing
391 program known as the Florida Comprehensive Assessment Test
392 (FCAT) as part of the statewide assessment program to measure a
393 student’s content knowledge and skills in reading, writing,
394 science, and mathematics. Other content areas may be included as
395 directed by the commissioner. Comprehensive assessments of
396 reading and mathematics shall be administered annually in grades
397 3 through 10. Comprehensive assessments of writing and science
398 shall be administered at least once at the elementary, middle,
399 and high school levels. End-of-course assessments for a subject
400 may be administered in addition to the comprehensive assessments
401 required for that subject under this paragraph. An end-of-course
402 assessment must be rigorous, statewide, standardized, and
403 developed or approved by the department. The content knowledge
404 and skills assessed by comprehensive and end-of-course
405 assessments must be aligned to the core curricular content
406 established in the Sunshine State Standards. The commissioner
407 may select one or more nationally developed comprehensive
408 examinations, which may include, but need not be limited to,
409 examinations for a College Board Advanced Placement course,
410 International Baccalaureate course, or Advanced International
411 Certificate of Education course or industry-approved
412 examinations to earn national industry certifications as defined
413 in s. 1003.492, for use as end-of-course assessments under this
414 paragraph, if the commissioner determines that the content
415 knowledge and skills assessed by the examinations meet or exceed
416 the grade level expectations for the core curricular content
417 established for the course in the Next Generation Sunshine State
418 Standards. The commissioner may collaborate with the American
419 Diploma Project in the adoption or development of rigorous end
420 of-course assessments that are aligned to the Next Generation
421 Sunshine State Standards. The testing program must be designed
422 as follows:
423 1. The tests shall measure student skills and competencies
424 adopted by the State Board of Education as specified in
425 paragraph (a). The tests must measure and report student
426 proficiency levels of all students assessed in reading, writing,
427 mathematics, and science. The commissioner shall provide for the
428 tests to be developed or obtained, as appropriate, through
429 contracts and project agreements with private vendors, public
430 vendors, public agencies, postsecondary educational
431 institutions, or school districts. The commissioner shall obtain
432 input with respect to the design and implementation of the
433 testing program from state educators, assistive technology
434 experts, and the public.
435 2. The testing program shall be composed of criterion
436 referenced tests that shall, to the extent determined by the
437 commissioner, include test items that require the student to
438 produce information or perform tasks in such a way that the core
439 content knowledge and skills he or she uses can be measured.
440 3. Beginning with the 2008-2009 school year, the
441 commissioner shall discontinue administration of the selected
442 response test items on the comprehensive assessments of writing.
443 Beginning with the 2012-2013 school year, the comprehensive
444 assessments of writing shall be composed of a combination of
445 selected-response test items, short-response performance tasks,
446 and extended-response performance tasks, which shall measure a
447 student’s content knowledge of writing, including, but not
448 limited to, paragraph and sentence structure, sentence
449 construction, grammar and usage, punctuation, capitalization,
450 spelling, parts of speech, verb tense, irregular verbs, subject
451 verb agreement, and noun-pronoun agreement.
452 4. A score shall be designated for each subject area
453 tested, below which score a student’s performance is deemed
454 inadequate. The school districts shall provide appropriate
455 remedial instruction to students who score below these levels.
456 5. Except as provided in s. 1003.4282 1003.428(8)(b) or s.
457 1003.43(11)(b), students must earn a passing score on the grade
458 10 assessment test described in this paragraph or attain
459 concordant scores as described in subsection (10) in reading,
460 writing, and mathematics to qualify for a standard high school
461 diploma. The State Board of Education shall designate a passing
462 score for each part of the grade 10 assessment test. In
463 establishing passing scores, the state board shall consider any
464 possible negative impact of the test on minority students. The
465 State Board of Education shall adopt rules which specify the
466 passing scores for the grade 10 FCAT. Beginning in the 2011-2012
467 school year, such passing scores must at a minimum meet grade
468 level proficiency. Any such rules, which have the effect of
469 raising the required passing scores, shall apply only to
470 students taking the grade 10 FCAT for the first time after such
471 rules are adopted by the State Board of Education.
472 6. Participation in the testing program is mandatory for
473 all students attending public school, including students served
474 in Department of Juvenile Justice programs, except as otherwise
475 prescribed by the commissioner. If a student does not
476 participate in the statewide assessment, the district must
477 notify the student’s parent and provide the parent with
478 information regarding the implications of such nonparticipation.
479 A parent must provide signed consent for a student to receive
480 classroom instructional accommodations that would not be
481 available or permitted on the statewide assessments and must
482 acknowledge in writing that he or she understands the
483 implications of such instructional accommodations. The State
484 Board of Education shall adopt rules, based upon recommendations
485 of the commissioner, for the provision of test accommodations
486 for students in exceptional education programs and for students
487 who have limited English proficiency. Accommodations that negate
488 the validity of a statewide assessment are not allowable in the
489 administration of the FCAT. However, instructional
490 accommodations are allowable in the classroom if included in a
491 student’s individual education plan. Students using
492 instructional accommodations in the classroom that are not
493 allowable as accommodations on the FCAT may have the FCAT
494 requirement waived pursuant to the requirements of s. 1003.4282
495 1003.428(8)(b) or s. 1003.43(11)(b).
496 7. A student seeking an adult high school diploma must meet
497 the same testing requirements that a regular high school student
498 must meet.
499 8. District school boards must provide instruction to
500 prepare students to demonstrate proficiency in the core
501 curricular content established in the Next Generation Sunshine
502 State Standards adopted under s. 1003.41, including the core
503 content knowledge and skills necessary for successful grade-to
504 grade progression and high school graduation. If a student is
505 provided with instructional accommodations in the classroom that
506 are not allowable as accommodations in the statewide assessment
507 program, as described in the test manuals, the district must
508 inform the parent in writing and must provide the parent with
509 information regarding the impact on the student’s ability to
510 meet expected proficiency levels in reading, writing, and
511 mathematics. The commissioner shall conduct studies as necessary
512 to verify that the required core curricular content is part of
513 the district instructional programs.
514 9. District school boards must provide opportunities for
515 students to demonstrate an acceptable level of performance on an
516 alternative standardized assessment approved by the State Board
517 of Education following enrollment in summer academies.
518 10. The Department of Education must develop, or select,
519 and implement a common battery of assessment tools that will be
520 used in all juvenile justice programs in the state. These tools
521 must accurately measure the core curricular content established
522 in the Sunshine State Standards.
523 11. For students seeking a special diploma pursuant to s.
524 1003.438, the Department of Education must develop or select and
525 implement an alternate assessment tool that accurately measures
526 the core curricular content established in the Sunshine State
527 Standards for students with disabilities under s. 1003.438.
528 12. The Commissioner of Education shall establish schedules
529 for the administration of statewide assessments and the
530 reporting of student test results. The commissioner shall, by
531 August 1 of each year, notify each school district in writing
532 and publish on the department’s Internet website the testing and
533 reporting schedules for, at a minimum, the school year following
534 the upcoming school year. The testing and reporting schedules
535 shall require that:
536 a. There is the latest possible administration of statewide
537 assessments and the earliest possible reporting to the school
538 districts of student test results which is feasible within
539 available technology and specific appropriations; however, test
540 results must be made available no later than the final day of
541 the regular school year for students.
542 b. Beginning with the 2010-2011 school year, a
543 comprehensive statewide assessment of writing is not
544 administered earlier than the week of March 1 and a
545 comprehensive statewide assessment of any other subject is not
546 administered earlier than the week of April 15.
547 c. A statewide standardized end-of-course assessment is
548 administered within the last 2 weeks of the course.
549
550 The commissioner may, based on collaboration and input from
551 school districts, design and implement student testing programs,
552 for any grade level and subject area, necessary to effectively
553 monitor educational achievement in the state, including the
554 measurement of educational achievement of the Sunshine State
555 Standards for students with disabilities. Development and
556 refinement of assessments shall include universal design
557 principles and accessibility standards that will prevent any
558 unintended obstacles for students with disabilities while
559 ensuring the validity and reliability of the test. These
560 principles should be applicable to all technology platforms and
561 assistive devices available for the assessments. The field
562 testing process and psychometric analyses for the statewide
563 assessment program must include an appropriate percentage of
564 students with disabilities and an evaluation or determination of
565 the effect of test items on such students.
566 Section 8. Paragraph (b) of subsection (1) of section
567 1009.531, Florida Statutes, is amended to read:
568 1009.531 Florida Bright Futures Scholarship Program;
569 student eligibility requirements for initial awards.—
570 (1) Effective January 1, 2008, in order to be eligible for
571 an initial award from any of the three types of scholarships
572 under the Florida Bright Futures Scholarship Program, a student
573 must:
574 (b) Earn a standard Florida high school diploma or its
575 equivalent as described in s. 1003.428, s. 1003.429, s. 1003.43,
576 or s. 1003.435 unless:
577 1. The student completes a home education program according
578 to s. 1002.41; or
579 2. The student earns a high school diploma from a non
580 Florida school while living with a parent or guardian who is on
581 military or public service assignment away from Florida.
582 Section 9. This act shall take effect July 1, 2009.