CS/CS/HB 7053

1	A bill to be entitled
2	An act relating to education accountability; amending s.
3	1003.413, F.S., relating to secondary school redesign, to
4	delete obsolete provisions and to conform to changes made
5	by the act; amending s. 1003.4156, F.S.; revising
6	requirements for middle grades promotion; providing that
7	successful completion of a high school level Algebra I,
8	geometry, or Biology I course is not contingent upon a
9	student's performance on the end-of-course assessment;
10	requiring a student to pass the end-of-course assessment
11	to earn high school credit for such courses; specifying
12	information that must be provided to students as part of
13	the personalized academic and career plan; amending s.
14	1003.428, F.S.; revising requirements for high school
15	graduation; requiring students entering grade 9 in
16	specified school years to meet end-of-course assessment
17	requirements and revised credit requirements in
18	mathematics and science for high school graduation;
19	requiring district school board standards for grades in
20	certain courses; providing for waiver of end-of-course
21	assessment results for the purpose of determining a course
22	grade and credit for students with disabilities; amending
23	s. 1003.429, F.S.; revising requirements for accelerated
24	high school graduation options; updating cross-references;
25	requiring students entering grade 9 in specified school
26	years to meet end-of-course assessment requirements and
27	revised credit requirements in mathematics and science for
28	high school graduation; requiring district school board
29	standards for grades in certain courses; creating s.
30	1003.4295, F.S.; requiring high schools to advise students
31	of, and offer, acceleration courses; creating the Credit
32	Acceleration Program; amending s. 1003.493, F.S., relating
33	to career and professional academies, to conform to
34	changes made by the act; amending s. 1007.35, F.S.,
35	relating to the Florida Partnership for Minority and
36	Underrepresented Student Achievement, to conform to
37	changes made by the act; amending s. 1008.22, F.S.;
38	revising the statewide student achievement testing
39	program; requiring end-of-course assessments in
40	mathematics and science to replace FCAT Mathematics and
41	FCAT Science beginning with students entering grade 9 in
42	specified school years; providing requirements for the
43	administration of, and student performance on, statewide,
44	standardized end-of-course assessments in mathematics and
45	science; providing for establishment of an implementation
46	schedule to develop and administer end-of-course
47	assessments in certain courses; requiring evaluation and
48	reporting of the transition to specified end-of-course
49	assessments; requiring the use of scaled scores and
50	student achievement levels for describing student success
51	on assessments; requiring the State Board of Education to
52	designate passing scores for end-of-course assessments and
53	scores that indicate high achievement; providing
54	requirements for retaking specified assessments; providing
55	for waiver of end-of-course assessment requirements for
56	students in exceptional education programs and students
57	who have limited English proficiency; revising provisions
58	relating to testing and reporting schedules; requiring
59	that the Commissioner of Education consider the observance
60	of religious and school holidays when establishing the
61	schedules for the administration of statewide assessments;
62	conforming provisions and cross-references; authorizing
63	the State Board of Education to adopt concordant scores
64	for the FCAT and equivalent scores for end-of-course
65	assessments; deleting retake requirements for use of
66	concordant scores; providing requirements for use of
67	equivalent scores; amending s. 1008.25, F.S., relating to
68	public school student progression, to conform to changes
69	made by the act; amending s. 1008.30, F.S., relating to
70	the common placement test, to conform to changes made by
71	the act; amending s. 1008.34, F.S.; revising provisions
72	that specify the basis for determining school grades to
73	include student performance on end-of-course assessments
74	and to conform provisions to current FCAT assessments;
75	amending s. 1008.341, F.S.; revising provisions that
76	specify the basis for determining an alternative school's
77	school improvement rating to include student performance
78	on end-of-course assessments; amending s. 1008.36, F.S.;
79	revising provisions relating to the use of school
80	recognition awards; requiring that the Office of Program
81	Policy Analysis and Government Accountability conduct a
82	study on the different types of high school diplomas
83	offered in other states; requiring that the study be
84	submitted to the Governor and the Legislature by a
85	specified date; providing an effective date.
86
87	Be It Enacted by the Legislature of the State of Florida:
88
89	Section 1.  Paragraph (d) of subsection (3) and subsections
90	(4) and (5) of section 1003.413, Florida Statutes, are amended
91	to read:
92	1003.413  Florida Secondary School Redesign Act.-
93	(3)  Based on these guiding principles, district school
94	boards shall establish policies to implement the requirements of
95	ss. 1003.4156, 1003.428, and 1003.493. The policies must
96	address:
97	(d)  Credit recovery courses and intensive reading and
98	mathematics intervention courses based on student performance on
99	the FCAT Reading and Mathematics. These courses should be
100	competency based and offered through innovative delivery
101	systems, including computer-assisted instruction. School
102	districts should use learning gains as well as other appropriate
103	data and provide incentives to identify and reward high-
104	performing teachers who teach credit recovery and intensive
105	intervention courses.
106	(4)  In order to support the successful implementation of
107	this section by district school boards, the Department of
108	Education shall:
109	(a)  By February 1, 2007, increase the number of approved
110	applied, integrated, and combined courses available to school
111	districts.
112	(b)  By the beginning of the 2006-2007 school year, make
113	available a professional development package designed to provide
114	the information that content area teachers need to become
115	proficient in applying scientifically based reading strategies
116	through their content areas.
117	(a)(c)  Share best practices for providing a complete
118	education program to students enrolled in course recovery,
119	credit recovery, intensive reading intervention, or intensive
120	mathematics intervention.
121	(b)(d)  Expedite assistance and decisions and coordinate
122	policies throughout all divisions within the department to
123	provide school districts with support to implement this section.
124	(e)  Use data to provide the Legislature with an annual
125	longitudinal analysis of the success of this reform effort,
126	including the progress of 6th grade students and 9th grade
127	students scoring at Level 1 on FCAT Reading or FCAT Mathematics.
128	(5)  The Commissioner of Education shall create and
129	implement the Secondary School Improvement Award Program to
130	reward public secondary schools that demonstrate continuous
131	student academic improvement and show the greatest gains in
132	student academic achievement in reading and mathematics.
133	Section 2.  Paragraph (a) of subsection (1) of section
134	1003.4156, Florida Statutes, is amended to read:
135	1003.4156  General requirements for middle grades
136	promotion.-
137	(1)  Beginning with students entering grade 6 in the 2006-
138	2007 school year, promotion from a school composed of middle
139	grades 6, 7, and 8 requires that:
140	(a)  The student must successfully complete academic
141	courses as follows:
142	1.  Three middle school or higher courses in English. These
143	courses shall emphasize literature, composition, and technical
144	text.
145	2.  Three middle school or higher courses in mathematics.
146	Each middle school must offer at least one high school level
147	mathematics course for which students may earn high school
148	credit. Successful completion of a high school level Algebra I
149	or geometry course is not contingent upon the student's
150	performance on the end-of-course assessment required under s.
151	1008.22(3)(c)2.a.(I). However, beginning with the 2011-2012
152	school year, to earn high school credit for an Algebra I course,
153	a middle school student must pass the Algebra I end-of-course
154	assessment, and beginning with the 2012-2013 school year, to
155	earn high school credit for a geometry course, a middle school
156	student must pass the geometry end-of-course assessment.
157	3.  Three middle school or higher courses in social
158	studies, one semester of which must include the study of state
159	and federal government and civics education.
160	4.  Three middle school or higher courses in science.
161	Successful completion of a high school level Biology I course is
162	not contingent upon the student's performance on the end-of-
163	course assessment required under s. 1008.22(3)(c)2.a.(II).
164	However, beginning with the 2012-2013 school year, to earn high
165	school credit for a Biology I course, a middle school student
166	must pass the Biology I end-of-course assessment.
167	5.  One course in career and education planning to be
168	completed in 7th or 8th grade. The course may be taught by any
169	member of the instructional staff; must include career
170	exploration using Florida CHOICES for the 21st Century or a
171	comparable cost-effective program; must include educational
172	planning using the online student advising system known as
173	Florida Academic Counseling and Tracking for Students at the
174	Internet website FACTS.org; and shall result in the completion
175	of a personalized academic and career plan. The required
176	personalized academic and career plan must inform students of
177	high school graduation requirements, high school assessment and
178	college entrance test requirements, Florida Bright Futures
179	Scholarship Program requirements, state university and Florida
180	college admission requirements, and programs through which a
181	high school student can earn college credit, including Advanced
182	Placement, International Baccalaureate, Advanced International
183	Certificate of Education, dual enrollment, career academy
184	opportunities, and courses that lead to national industry
185	certification.
186
187	Each school must hold a parent meeting either in the evening or
188	on a weekend to inform parents about the course curriculum and
189	activities. Each student shall complete an electronic personal
190	education plan that must be signed by the student; the student's
191	instructor, guidance counselor, or academic advisor; and the
192	student's parent. By January 1, 2007, The Department of
193	Education shall develop course frameworks and professional
194	development materials for the career exploration and education
195	planning course. The course may be implemented as a stand-alone
196	course or integrated into another course or courses. The
197	Commissioner of Education shall collect longitudinal high school
198	course enrollment data by student ethnicity in order to analyze
199	course-taking patterns.
200	Section 3.  Subsections (1) and (2), paragraph (a) of
201	subsection (4), and paragraph (b) of subsection (8) of section
202	1003.428, Florida Statutes, are amended to read:
203	1003.428  General requirements for high school graduation;
204	revised.-
205	(1)  Except as otherwise authorized pursuant to s.
206	1003.429, beginning with students entering grade 9 their first
207	year of high school in the 2007-2008 school year, graduation
208	requires the successful completion of a minimum of 24 credits,
209	an International Baccalaureate curriculum, or an Advanced
210	International Certificate of Education curriculum. Students must
211	be advised of eligibility requirements for state scholarship
212	programs and postsecondary admissions.
213	(2)  The 24 credits may be earned through applied,
214	integrated, and combined courses approved by the Department of
215	Education. The 24 credits and shall be distributed as follows:
216	(a)  Sixteen core curriculum credits:
217	1.  Four credits in English, with major concentration in
218	composition, reading for information, and literature.
219	2.  Four credits in mathematics, one of which must be
220	Algebra I, a series of courses equivalent to Algebra I, or a
221	higher-level mathematics course. Beginning with students
222	entering grade 9 in the 2010-2011 school year, in addition to
223	the Algebra I credit requirement, one of the four credits in
224	mathematics must be geometry or a series of courses equivalent
225	to geometry as approved by the State Board of Education.
226	Beginning with students entering grade 9 in the 2010-2011 school
227	year, the end-of-course assessment requirements under s.
228	1008.22(3)(c)2.a.(I) must be met in order for a student to earn
229	the required credit in Algebra I. Beginning with students
230	entering grade 9 in the 2011-2012 school year, the end-of-course
231	assessment requirements under s. 1008.22(3)(c)2.a.(I) must be
232	met in order for a student to earn the required credit in
233	geometry. Beginning with students entering grade 9 in the 2012-
234	2013 school year, in addition to the Algebra I and geometry
235	credit requirements, one of the four credits in mathematics must
236	be Algebra II or a series of courses equivalent to Algebra II as
237	approved by the State Board of Education. School districts are
238	encouraged to set specific goals to increase enrollments in, and
239	successful completion of, geometry and Algebra II.
240	3.  Three credits in science, two of which must have a
241	laboratory component. Beginning with students entering grade 9
242	in the 2011-2012 school year, one of the three credits in
243	science must be Biology I or a series of courses equivalent to
244	Biology I as approved by the State Board of Education. Beginning
245	with students entering grade 9 in the 2011-2012 school year, the
246	end-of-course assessment requirements under s.
247	1008.22(3)(c)2.a.(II) must be met in order for a student to earn
248	the required credit in Biology I. Beginning with students
249	entering grade 9 in the 2013-2014 school year, one of the three
250	credits must be Biology I or a series of courses equivalent to
251	Biology I as approved by the State Board of Education, one
252	credit must be chemistry or physics or a series of courses
253	equivalent to chemistry or physics as approved by the State
254	Board of Education, and one credit must be an equally rigorous
255	course, as determined by the State Board of Education.
256	4.  Three credits in social studies as follows: one credit
257	in United States American history; one credit in world history;
258	one-half credit in economics; and one-half credit in United
259	States American government.
260	5.  One credit in fine or performing arts, speech and
261	debate, or a practical arts course that incorporates artistic
262	content and techniques of creativity, interpretation, and
263	imagination. Eligible practical arts courses shall be identified
264	through the Course Code Directory.
265	6.  One credit in physical education to include integration
266	of health. Participation in an interscholastic sport at the
267	junior varsity or varsity level for two full seasons shall
268	satisfy the one-credit requirement in physical education if the
269	student passes a competency test on personal fitness with a
270	score of "C" or better. The competency test on personal fitness
271	must be developed by the Department of Education. A district
272	school board may not require that the one credit in physical
273	education be taken during the 9th grade year. Completion of one
274	semester with a grade of "C" or better in a marching band class,
275	in a physical activity class that requires participation in
276	marching band activities as an extracurricular activity, or in a
277	dance class shall satisfy one-half credit in physical education
278	or one-half credit in performing arts. This credit may not be
279	used to satisfy the personal fitness requirement or the
280	requirement for adaptive physical education under an individual
281	education plan (IEP) or 504 plan. Completion of 2 years in a
282	Reserve Officer Training Corps (R.O.T.C.) class, a significant
283	component of which is drills, shall satisfy the one-credit
284	requirement in physical education and the one-credit requirement
285	in performing arts. This credit may not be used to satisfy the
286	personal fitness requirement or the requirement for adaptive
287	physical education under an individual education plan (IEP) or
288	504 plan.
289	(b)  Eight credits in majors, minors, or electives.:
290	1.  Four credits in a major area of interest, such as
291	sequential courses in a career and technical program, fine and
292	performing arts, or academic content area, selected by the
293	student as part of the education plan required by s. 1003.4156.
294	Students may revise major areas of interest each year as part of
295	annual course registration processes and should update their
296	education plan to reflect such revisions. Annually by October 1,
297	the district school board shall approve major areas of interest
298	and submit the list of majors to the Commissioner of Education
299	for approval. Each major area of interest shall be deemed
300	approved unless specifically rejected by the commissioner within
301	60 days. Upon approval, each district's major areas of interest
302	shall be available for use by all school districts and shall be
303	posted on the department's website.
304	2.  Four credits in elective courses selected by the
305	student as part of the education plan required by s. 1003.4156.
306	These credits may be combined to allow for a second major area
307	of interest pursuant to subparagraph 1., a minor area of
308	interest, elective courses, or intensive reading or mathematics
309	intervention courses as described in this subparagraph.
310	a.  Minor areas of interest are composed of three credits
311	selected by the student as part of the education plan required
312	by s. 1003.4156 and approved by the district school board.
313	b.  Elective courses are selected by the student in order
314	to pursue a complete education program as described in s.
315	1001.41(3) and to meet eligibility requirements for
316	scholarships.
317	1.c.  For each year in which a student scores at Level l on
318	FCAT Reading, the student must be enrolled in and complete an
319	intensive reading course the following year. Placement of Level
320	2 readers in either an intensive reading course or a content
321	area course in which reading strategies are delivered shall be
322	determined by diagnosis of reading needs. The department shall
323	provide guidance on appropriate strategies for diagnosing and
324	meeting the varying instructional needs of students reading
325	below grade level. Reading courses shall be designed and offered
326	pursuant to the comprehensive reading plan required by s.
327	1011.62(9).
328	2.d.  For each year in which a student scores at Level 1 or
329	Level 2 on FCAT Mathematics, the student must receive
330	remediation the following year. These courses may be taught
331	through applied, integrated, or combined courses and are subject
332	to approval by the department for inclusion in the Course Code
333	Directory.
334	(4)  Each district school board shall establish standards
335	for graduation from its schools, which must include:
336	(a)  Successful completion of the academic credit or
337	curriculum requirements of subsections (1) and (2). For courses
338	that require statewide, standardized end-of-course assessments
339	under s. 1008.22(3)(c)2.c., a minimum of 30 percent of a
340	student's course grade shall be comprised of performance on the
341	statewide, standardized end-of-course assessment.
342
343	Each district school board shall adopt policies designed to
344	assist students in meeting the requirements of this subsection.
345	These policies may include, but are not limited to: forgiveness
346	policies, summer school or before or after school attendance,
347	special counseling, volunteers or peer tutors, school-sponsored
348	help sessions, homework hotlines, and study skills classes.
349	Forgiveness policies for required courses shall be limited to
350	replacing a grade of "D" or "F," or the equivalent of a grade of
351	"D" or "F," with a grade of "C" or higher, or the equivalent of
352	a grade of "C" or higher, earned subsequently in the same or
353	comparable course. Forgiveness policies for elective courses
354	shall be limited to replacing a grade of "D" or "F," or the
355	equivalent of a grade of "D" or "F," with a grade of "C" or
356	higher, or the equivalent of a grade of "C" or higher, earned
357	subsequently in another course. The only exception to these
358	forgiveness policies shall be made for a student in the middle
359	grades who takes any high school course for high school credit
360	and earns a grade of "C," "D," or "F" or the equivalent of a
361	grade of "C," "D," or "F." In such case, the district
362	forgiveness policy must allow the replacement of the grade with
363	a grade of "C" or higher, or the equivalent of a grade of "C" or
364	higher, earned subsequently in the same or comparable course. In
365	all cases of grade forgiveness, only the new grade shall be used
366	in the calculation of the student's grade point average. Any
367	course grade not replaced according to a district school board
368	forgiveness policy shall be included in the calculation of the
369	cumulative grade point average required for graduation.
370	(8)
371	(b)1.  A student with a disability, as defined in s.
372	1007.02(2), for whom the individual education plan (IEP)
373	committee determines that the FCAT cannot accurately measure the
374	student's abilities taking into consideration all allowable
375	accommodations, shall have the FCAT requirement of paragraph
376	(4)(b) waived for the purpose of receiving a standard high
377	school diploma, if the student:
378	a.1.  Completes the minimum number of credits and other
379	requirements prescribed by subsections (1), (2), and (3).
380	b.2.  Does not meet the requirements of paragraph (4)(b)
381	after one opportunity in 10th grade and one opportunity in 11th
382	grade.
383	2.  A student with a disability, as defined in s.
384	1007.02(2), for whom the IEP committee determines that an end-
385	of-course assessment cannot accurately measure the student's
386	abilities, taking into consideration all allowable
387	accommodations, shall have the end-of-course assessment results
388	waived for the purpose of determining the student's course grade
389	and credit as required in paragraph (4)(a).
390	Section 4.  Subsections (1) and (5), paragraph (c) of
391	subsection (7), and subsection (8) of section 1003.429, Florida
392	Statutes, are amended to read:
393	1003.429  Accelerated high school graduation options.-
394	(1)  Students who enter grade 9 in the 2006-2007 school
395	year and thereafter may select, upon receipt of each consent
396	required by this section, one of the following three high school
397	graduation options:
398	(a)  Completion of the general requirements for high school
399	graduation pursuant to s. 1003.428 or s. 1003.43, as applicable;
400	(b)  Completion of a 3-year standard college preparatory
401	program requiring successful completion of a minimum of 18
402	academic credits in grades 9 through 12. At least 6 of the 18
403	credits required for completion of this program must be received
404	in classes that are offered pursuant to the International
405	Baccalaureate Program, the Advanced Placement Program, dual
406	enrollment, Advanced International Certificate of Education, or
407	specifically listed or identified by the Department of Education
408	as rigorous pursuant to s. 1009.531(3). The 18 credits required
409	for completion of this program shall be primary requirements and
410	shall be distributed as follows:
411	1.  Four credits in English, with major concentration in
412	composition and literature;
413	2.  Three credits and, beginning with students entering
414	grade 9 in the 2010-2011 school year, four credits in
415	mathematics at the Algebra I level or higher from the list of
416	courses that qualify for state university admission. Beginning
417	with students entering grade 9 in the 2010-2011 school year, in
418	addition to the Algebra I credit requirement, one of the four
419	credits in mathematics must be geometry or a series of courses
420	equivalent to geometry as approved by the State Board of
421	Education. Beginning with students entering grade 9 in the 2010-
422	2011 school year, the end-of-course assessment requirements
423	under s. 1008.22(3)(c)2.a.(I) must be met in order for a student
424	to earn the required credit in Algebra I. Beginning with
425	students entering grade 9 in the 2011-2012 school year, the end-
426	of-course assessment requirements under s. 1008.22(3)(c)2.a.(I)
427	must be met in order for a student to earn the required credit
428	in geometry. Beginning with students entering grade 9 in the
429	2012-2013 school year, in addition to the Algebra I and geometry
430	credit requirements, one of the four credits in mathematics must
431	be Algebra II or a series of courses equivalent to Algebra II as
432	approved by the State Board of Education;
433	3.  Three credits in natural science, two of which must
434	have a laboratory component. Beginning with students entering
435	grade 9 in the 2011-2012 school year, one of the three credits
436	in science must be Biology I or a series of courses equivalent
437	to Biology I as approved by the State Board of Education.
438	Beginning with students entering grade 9 in the 2011-2012 school
439	year, the end-of-course assessment requirements under s.
440	1008.22(3)(c)2.a.(II) must be met in order for a student to earn
441	the required credit in Biology I. Beginning with students
442	entering grade 9 in the 2013-2014 school year, one of the three
443	credits must be Biology I or a series of courses equivalent to
444	Biology I as approved by the State Board of Education, one
445	credit must be chemistry or physics or a series of courses
446	equivalent to chemistry or physics as approved by the State
447	Board of Education, and one credit must be an equally rigorous
448	course, as approved by the State Board of Education;
449	4.  Three credits in social sciences, which must include
450	one credit in United States American history, one credit in
451	world history, one-half credit in United States American
452	government, and one-half credit in economics;
453	5.  Two credits in the same second language unless the
454	student is a native speaker of or can otherwise demonstrate
455	competency in a language other than English. If the student
456	demonstrates competency in another language, the student may
457	replace the language requirement with two credits in other
458	academic courses; and
459	6.  Three credits in electives and, beginning with students
460	entering grade 9 in the 2010-2011 school year, two credits in
461	electives; or
462	(c)  Completion of a 3-year career preparatory program
463	requiring successful completion of a minimum of 18 academic
464	credits in grades 9 through 12. The 18 credits shall be primary
465	requirements and shall be distributed as follows:
466	1.  Four credits in English, with major concentration in
467	composition and literature;
468	2.  Three credits and, beginning with students entering
469	grade 9 in the 2010-2011 school year, four credits in
470	mathematics, one of which must be Algebra I. Beginning with
471	students entering grade 9 in the 2010-2011 school year, in
472	addition to the Algebra I credit requirement, one of the four
473	credits in mathematics must be geometry or a series of courses
474	equivalent to geometry as approved by the State Board of
475	Education. Beginning with students entering grade 9 in the 2010-
476	2011 school year, the end-of-course assessment requirements
477	under s. 1008.22(3)(c)2.a.(I) must be met in order for a student
478	to earn the required credit in Algebra I. Beginning with
479	students entering grade 9 in the 2011-2012 school year, the end-
480	of-course assessment requirements under s. 1008.22(3)(c)2.a.(I)
481	must be met in order for a student to earn the required credit
482	in geometry. Beginning with students entering grade 9 in the
483	2012-2013 school year, in addition to the Algebra I and geometry
484	credit requirements, one of the four credits in mathematics must
485	be Algebra II or a series of courses equivalent to Algebra II as
486	approved by the State Board of Education;
487	3.  Three credits in natural science, two of which must
488	have a laboratory component. Beginning with students entering
489	grade 9 in the 2011-2012 school year, one of the three credits
490	in science must be Biology I or a series of courses equivalent
491	to Biology I as approved by the State Board of Education.
492	Beginning with students entering grade 9 in the 2011-2012 school
493	year, the end-of-course assessment requirements under s.
494	1008.22(3)(c)2.a.(II) must be met in order for a student to earn
495	the required credit in Biology I. Beginning with students
496	entering grade 9 in the 2013-2014 school year, one of the three
497	credits must be Biology I or a series of courses equivalent to
498	Biology I as approved by the State Board of Education, one
499	credit must be chemistry or physics or a series of courses
500	equivalent to chemistry or physics as approved by the State
501	Board of Education, and one credit must be an equally rigorous
502	course, as approved by the State Board of Education;
503	4.  Three credits in social sciences, which must include
504	one credit in United States American history, one credit in
505	world history, one-half credit in United States American
506	government, and one-half credit in economics;
507	5.  Three credits in a single vocational or career
508	education program, three credits in career and technical
509	certificate dual enrollment courses, or five credits in
510	vocational or career education courses; and
511	6.  Two credits and, beginning with students entering grade
512	9 in the 2010-2011 school year, one credit in electives unless
513	five credits are earned pursuant to subparagraph 5.
514
515	Any student who selected an accelerated graduation program
516	before July 1, 2004, may continue that program, and all
517	statutory program requirements that were applicable when the
518	student made the program choice shall remain applicable to the
519	student as long as the student continues that program.
520	(5)  District school boards may not establish requirements
521	for accelerated 3-year high school graduation options in excess
522	of the requirements in paragraphs (1)(b) and (c). For courses
523	that require statewide, standardized end-of-course assessments
524	under s. 1008.22(3)(c)2.c., a minimum of 30 percent of a
525	student's course grade shall be comprised of performance on the
526	statewide, standardized end-of-course assessment.
527	(7)  If, at the end of grade 10, a student is not on track
528	to meet the credit, assessment, or grade-point-average
529	requirements of the accelerated graduation option selected, the
530	school shall notify the student and parent of the following:
531	(c)  The right of the student to change to the 4-year
532	program set forth in s. 1003.428 or s. 1003.43, as applicable.
533	(8)  A student who selected one of the accelerated 3-year
534	graduation options shall automatically move to the 4-year
535	program set forth in s. 1003.428 or s. 1003.43, if applicable,
536	if the student:
537	(a)  Exercises his or her right to change to the 4-year
538	program;
539	(b)  Fails to earn 5 credits by the end of grade 9 or fails
540	to earn 11 credits by the end of grade 10;
541	(c)  Does not achieve a score of 3 or higher on the grade
542	10 FCAT Writing assessment; or
543	(d)  By the end of grade 11 does not meet the requirements
544	of subsections (1) and (6).
545	Section 5.  Section 1003.4295, Florida Statutes, is created
546	to read:
547	1003.4295  Acceleration courses.-
548	(1)  Each high school shall advise each student of programs
549	through which a high school student can earn college credit,
550	including Advanced Placement, International Baccalaureate,
551	Advanced International Certificate of Education, dual enrollment
552	courses, career academy courses, and courses that lead to
553	national industry certification, as well as the availability of
554	course offerings through virtual instruction.
555	(2)  Beginning with the 2011-2012 school year, each high
556	school shall offer an International Baccalaureate Program, an
557	Advanced International Certificate of Education Program, or a
558	combination of at least four courses in dual enrollment or
559	Advanced Placement, including one course each in English,
560	mathematics, science, and social studies. To meet this
561	requirement, school districts may provide courses through
562	virtual instruction, if the virtual course significantly
563	integrates postsecondary level content for which a student may
564	earn college credit, as determined by the Department of
565	Education, and for which a standardized end-of-course
566	assessment, as approved by the department, is administered.
567	(3)  The Credit Acceleration Program (CAP) is created for
568	the purpose of allowing a secondary student to earn high school
569	credit in a course that requires a statewide, standardized end-
570	of-course assessment if the student attains a specified score on
571	the assessment. Notwithstanding s. 1003.436, a school district
572	shall award course credit to a student who is not enrolled in
573	the course, or who has not completed the course, if the student
574	attains a score indicating satisfactory performance, as defined
575	in s. 1008.22(3)(c)5., on the corresponding statewide,
576	standardized end-of-course assessment. The school district shall
577	permit a student who is not enrolled in the course, or who has
578	not completed the course, to take the standardized end-of-course
579	assessment during the regular administration of the assessment.
580	Section 6.  Paragraph (k) of subsection (4) of section
581	1003.493, Florida Statutes, is amended to read:
582	1003.493  Career and professional academies.-
583	(4)  Each career and professional academy must:
584	(k)  Include an evaluation plan developed jointly with the
585	Department of Education and the local workforce board. The
586	evaluation plan must include an assessment tool based on
587	national industry standards, such as the Career Academy National
588	Standards of Practice, and outcome measures, including, but not
589	limited to, achievement of national industry certifications
590	identified in the Industry Certification Funding List, pursuant
591	to rules adopted by the State Board of Education, graduation
592	rates, enrollment in postsecondary education, business and
593	industry satisfaction, employment and earnings, awards of
594	postsecondary credit and scholarships, and student FCAT
595	achievement levels and learning gains on statewide assessments
596	administered under s. 1008.22(3)(c). The Department of Education
597	shall use Workforce Florida, Inc., and Enterprise Florida, Inc.,
598	in identifying industry experts to participate in developing and
599	implementing such assessments.
600	Section 7.  Paragraph (c) of subsection (6) of section
601	1007.35, Florida Statutes, is amended to read:
602	1007.35  Florida Partnership for Minority and
603	Underrepresented Student Achievement.-
604	(6)  The partnership shall:
605	(c)  Provide teacher training and materials that are
606	aligned with the Next Generation Sunshine State Standards and
607	are consistent with best theory and practice regarding multiple
608	learning styles and research on learning, instructional
609	strategies, instructional design, and classroom assessment.
610	Curriculum materials must be based on current, accepted, and
611	essential academic knowledge. Materials for prerequisite courses
612	should, at a minimum, address the skills assessed on the Florida
613	Comprehensive Assessment Test (FCAT).
614	Section 8.  Paragraph (c) of subsection (3) and subsections
615	(6), (9), (10), (11), and (12) of section 1008.22, Florida
616	Statutes, are amended to read:
617	1008.22  Student assessment program for public schools.-
618	(3)  STATEWIDE ASSESSMENT PROGRAM.-The commissioner shall
619	design and implement a statewide program of educational
620	assessment that provides information for the improvement of the
621	operation and management of the public schools, including
622	schools operating for the purpose of providing educational
623	services to youth in Department of Juvenile Justice programs.
624	The commissioner may enter into contracts for the continued
625	administration of the assessment, testing, and evaluation
626	programs authorized and funded by the Legislature. Contracts may
627	be initiated in 1 fiscal year and continue into the next and may
628	be paid from the appropriations of either or both fiscal years.
629	The commissioner is authorized to negotiate for the sale or
630	lease of tests, scoring protocols, test scoring services, and
631	related materials developed pursuant to law. Pursuant to the
632	statewide assessment program, the commissioner shall:
633	(c)  Develop and implement a student achievement testing
634	program as follows: known as
635	1.  The Florida Comprehensive Assessment Test (FCAT)
636	measures as part of the statewide assessment program to measure
637	a student's content knowledge and skills in reading, writing,
638	science, and mathematics. The content knowledge and skills
639	assessed by the FCAT must be aligned to the core curricular
640	content established in the Next Generation Sunshine State
641	Standards. Other content areas may be included as directed by
642	the commissioner. Comprehensive assessments of reading and
643	mathematics shall be administered annually in grades 3 through
644	10 except, beginning with the 2010-2011 school year, the
645	administration of grade 9 FCAT Mathematics shall be
646	discontinued, and beginning with the 2011-2012 school year, the
647	administration of grade 10 FCAT Mathematics shall be
648	discontinued, except as required for students who have not
649	attained minimum performance expectations for graduation as
650	provided in paragraph (9)(c). FCAT Comprehensive assessments of
651	Writing and FCAT Science shall be administered at least once at
652	the elementary, middle, and high school levels except, beginning
653	with the 2011-2012 school year, the administration of FCAT
654	Science at the high school level shall be discontinued.
655	2.a.  End-of-course assessments for a subject shall may be
656	administered in addition to the comprehensive assessments
657	required for that subject under subparagraph 1. this paragraph.
658	An End-of-course assessments assessment must be rigorous,
659	statewide, standardized, and developed or approved by the
660	department. The content knowledge and skills assessed by
661	comprehensive and end-of-course assessments must be aligned to
662	the core curricular content established in the Next Generation
663	Sunshine State Standards.
664	(I)  Statewide, standardized end-of-course assessments in
665	mathematics shall be administered according to this sub-sub-
666	subparagraph. Beginning with the 2010-2011 school year, all
667	students enrolled in Algebra I or an equivalent course must take
668	the Algebra I end-of-course assessment. Students who earned high
669	school credit in Algebra I while in grades 6 through 8 during
670	the 2007-2008 through 2009-2010 school years and who have not
671	taken Grade 10 FCAT Mathematics must take the Algebra I end-of-
672	course assessment during the 2010-2011 school year. For students
673	entering grade 9 during the 2010-2011 school year and who are
674	enrolled in Algebra I or an equivalent, each student's
675	performance on the end-of-course assessment in Algebra I shall
676	constitute 30 percent of the student's final course grade.
677	Beginning with students entering grade 9 in the 2011-2012 school
678	year, a student who is enrolled in Algebra I or an equivalent
679	must earn a passing score on the end-of-course assessment in
680	Algebra I or attain an equivalent score as described in
681	subsection (11) in order to earn course credit. Beginning with
682	the 2011-2012 school year, all students enrolled in geometry or
683	an equivalent course must take the geometry end-of-course
684	assessment. For students entering grade 9 during the 2011-2012
685	school year, each student's performance on the end-of-course
686	assessment in geometry shall constitute 30 percent of the
687	student's final course grade. Beginning with students entering
688	grade 9 during the 2012-2013 school year, a student must earn a
689	passing score on the end-of-course assessment in geometry or
690	attain an equivalent score as described in subsection (11) in
691	order to earn course credit.
692	(II)  Statewide, standardized end-of-course assessments in
693	science shall be administered according to this sub-sub-
694	subparagraph. Beginning with the 2011-2012 school year, all
695	students enrolled in Biology I or an equivalent course must take
696	the Biology I end-of-course assessment. For the 2011-2012 school
697	year, each student's performance on the end-of-course assessment
698	in Biology I shall constitute 30 percent of the student's final
699	course grade. Beginning with students entering grade 9 during
700	the 2012-2013 school year, a student must earn a passing score
701	on the end-of-course assessment in Biology I in order to earn
702	course credit.
703	b.  The commissioner may select one or more nationally
704	developed comprehensive examinations, which may include, but
705	need not be limited to, examinations for a College Board
706	Advanced Placement course, International Baccalaureate course,
707	or Advanced International Certificate of Education course, or
708	industry-approved examinations to earn national industry
709	certifications identified in the Industry Certification Funding
710	List, pursuant to rules adopted by the State Board of Education
711	as defined in s. 1003.492, for use as end-of-course assessments
712	under this paragraph, if the commissioner determines that the
713	content knowledge and skills assessed by the examinations meet
714	or exceed the grade level expectations for the core curricular
715	content established for the course in the Next Generation
716	Sunshine State Standards. The commissioner may collaborate with
717	the American Diploma Project in the adoption or development of
718	rigorous end-of-course assessments that are aligned to the Next
719	Generation Sunshine State Standards. The testing program must be
720	designed as follows:
721	c.  Contingent upon funding provided in the General
722	Appropriations Act, including the appropriation of funds
723	received through federal grants, the Commissioner of Education
724	shall establish an implementation schedule for the development
725	and administration of additional statewide, standardized end-of-
726	course assessments in English/Language Arts II, Algebra II,
727	chemistry, physics, earth/space science, United States history,
728	and world history. Priority shall be given to the development of
729	end-of-course assessments in English/Language Arts II. The
730	Commissioner of Education shall evaluate the feasibility and
731	effect of transitioning from the grade 9 and grade 10 FCAT
732	Reading and high school level FCAT Writing to an end-of-course
733	assessment in English/Language Arts II. The commissioner shall
734	report the results of the evaluation to the President of the
735	Senate and the Speaker of the House of Representatives no later
736	than July 1, 2011.
737	3.1.  The testing program tests shall measure student
738	content knowledge and skills and competencies adopted by the
739	State Board of Education as specified in paragraph (a) and. The
740	tests must measure and report student performance proficiency
741	levels of all students assessed in reading, writing,
742	mathematics, and science. The commissioner shall provide for the
743	tests to be developed or obtained, as appropriate, through
744	contracts and project agreements with private vendors, public
745	vendors, public agencies, postsecondary educational
746	institutions, or school districts. The commissioner shall obtain
747	input with respect to the design and implementation of the
748	testing program from state educators, assistive technology
749	experts, and the public.
750	4.2.  The testing program shall be composed of criterion-
751	referenced tests that shall, to the extent determined by the
752	commissioner, include test items that require the student to
753	produce information or perform tasks in such a way that the core
754	content knowledge and skills he or she uses can be measured.
755	3.  Beginning with the 2008-2009 school year, the
756	commissioner shall discontinue administration of the selected-
757	response test items on the comprehensive assessments of writing.
758	Beginning with the 2012-2013 school year, the comprehensive
759	assessments of writing shall be composed of a combination of
760	selected-response test items, short-response performance tasks,
761	and extended-response performance tasks, which shall measure a
762	student's content knowledge of writing, including, but not
763	limited to, paragraph and sentence structure, sentence
764	construction, grammar and usage, punctuation, capitalization,
765	spelling, parts of speech, verb tense, irregular verbs, subject-
766	verb agreement, and noun-pronoun agreement.
767	5.  FCAT Reading, Mathematics, and Science and all
768	statewide, standardized end-of-course assessments shall measure
769	the content knowledge and skills a student has attained on the
770	assessment by the use of scaled scores and achievement levels.
771	Achievement levels shall range from 1 through 5, with level 1
772	being the lowest achievement level, level 5 being the highest
773	achievement level, and level 3 indicating satisfactory
774	performance on an assessment. For purposes of FCAT Writing,
775	student achievement shall be scored using a scale of 1 through 6
776	and the score earned shall be used in calculating school grades.
777	4.  A score shall be designated for each subject area
778	tested, below which score a student's performance is deemed
779	inadequate. The school districts shall provide appropriate
780	remedial instruction to students who score below these levels.
781	6.5.  Except as provided in s. 1003.428(8)(b) or s.
782	1003.43(11)(b), students must earn a passing score on the grade
783	10 assessment test described in this paragraph or attain
784	concordant scores as described in subsection (10) in reading,
785	writing, and mathematics to qualify for a standard high school
786	diploma. The State Board of Education shall, by rule, designate
787	a passing score for each part of the grade 10 assessment test
788	and end-of-course assessments. In establishing passing scores,
789	the state board shall consider any possible negative impact of
790	the test on minority students. The State Board of Education
791	shall adopt rules which specify the passing scores for the grade
792	10 FCAT. Any rule that has such rules, which have the effect of
793	raising the required passing scores may, shall apply only to
794	students taking the assessment grade 10 FCAT for the first time
795	after the rule is such rules are adopted by the State Board of
796	Education. Except as otherwise provided in this subparagraph and
797	as provided in s. 1003.428(8)(b) or s. 1003.43(11)(b), students
798	must earn a passing score on grade 10 FCAT Reading and grade 10
799	FCAT Mathematics or attain concordant scores as described in
800	subsection (10) in order to qualify for a standard high school
801	diploma.
802	7.  In addition to designating a passing score under
803	subparagraph 6., the State Board of Education shall also
804	designate, by rule, a score for each statewide, standardized
805	end-of-course assessment which indicates that a student is high
806	achieving and has the potential to meet college-readiness
807	standards by the time the student graduates from high school.
808	8.6.  Participation in the testing program is mandatory for
809	all students attending public school, including students served
810	in Department of Juvenile Justice programs, except as otherwise
811	prescribed by the commissioner. A student who has not earned
812	passing scores on the grade 10 FCAT as provided in subparagraph
813	6. must participate in each retake of the assessment until the
814	student earns passing scores or achieves scores on a
815	standardized assessment which are concordant with passing scores
816	pursuant to subsection (10). If a student does not participate
817	in the statewide assessment, the district must notify the
818	student's parent and provide the parent with information
819	regarding the implications of such nonparticipation. A parent
820	must provide signed consent for a student to receive classroom
821	instructional accommodations that would not be available or
822	permitted on the statewide assessments and must acknowledge in
823	writing that he or she understands the implications of such
824	instructional accommodations. The State Board of Education shall
825	adopt rules, based upon recommendations of the commissioner, for
826	the provision of test accommodations for students in exceptional
827	education programs and for students who have limited English
828	proficiency. Accommodations that negate the validity of a
829	statewide assessment are not allowable in the administration of
830	the FCAT or an end-of-course assessment. However, instructional
831	accommodations are allowable in the classroom if included in a
832	student's individual education plan. Students using
833	instructional accommodations in the classroom that are not
834	allowable as accommodations on the FCAT or an end-of-course
835	assessment may have the FCAT or an end-of-course assessment
836	requirement waived pursuant to the requirements of s.
837	1003.428(8)(b) or s. 1003.43(11)(b).
838	9.7.  A student seeking an adult high school diploma must
839	meet the same testing requirements that a regular high school
840	student must meet.
841	10.8.  District school boards must provide instruction to
842	prepare students to demonstrate proficiency in the core
843	curricular content established in the Next Generation Sunshine
844	State Standards adopted under s. 1003.41, including the core
845	content knowledge and skills necessary for successful grade-to-
846	grade progression and high school graduation. If a student is
847	provided with instructional accommodations in the classroom that
848	are not allowable as accommodations in the statewide assessment
849	program, as described in the test manuals, the district must
850	inform the parent in writing and must provide the parent with
851	information regarding the impact on the student's ability to
852	meet expected performance proficiency levels in reading,
853	writing, and mathematics, and science. The commissioner shall
854	conduct studies as necessary to verify that the required core
855	curricular content is part of the district instructional
856	programs.
857	11.9.  District school boards must provide opportunities
858	for students to demonstrate an acceptable performance level of
859	performance on an alternative standardized assessment approved
860	by the State Board of Education following enrollment in summer
861	academies.
862	12.10.  The Department of Education must develop, or
863	select, and implement a common battery of assessment tools that
864	will be used in all juvenile justice programs in the state.
865	These tools must accurately measure the core curricular content
866	established in the Next Generation Sunshine State Standards.
867	13.11.  For students seeking a special diploma pursuant to
868	s. 1003.438, the Department of Education must develop or select
869	and implement an alternate assessment tool that accurately
870	measures the core curricular content established in the Next
871	Generation Sunshine State Standards for students with
872	disabilities under s. 1003.438.
873	14.12.  The Commissioner of Education shall establish
874	schedules for the administration of statewide assessments and
875	the reporting of student test results. When establishing the
876	schedules for the administration of statewide assessments, the
877	commissioner shall consider the observance of religious and
878	school holidays. The commissioner shall, by August 1 of each
879	year, notify each school district in writing and publish on the
880	department's Internet website the testing and reporting
881	schedules for, at a minimum, the school year following the
882	upcoming school year. The testing and reporting schedules shall
883	require that:
884	a.  There is the latest possible administration of
885	statewide assessments and the earliest possible reporting to the
886	school districts of student test results which is feasible
887	within available technology and specific appropriations;
888	however, test results for the FCAT must be made available no
889	later than the week of June 8. Student results for end-of-course
890	assessments must be provided no later than 1 week after the
891	school district completes testing for each course final day of
892	the regular school year for students.
893	b.  Beginning with the 2010-2011 school year, FCAT Writing
894	a comprehensive statewide assessment of writing is not
895	administered earlier than the week of March 1 and a
896	comprehensive statewide assessment of any other subject is not
897	administered earlier than the week of April 15.
898	c.  A statewide, standardized end-of-course assessment is
899	administered during a 3-week period at the end within the last 2
900	weeks of the course. The commissioner shall select a 3-week
901	administration period for assessments that meets the intent of
902	end-of-course assessments and provides student results prior to
903	the end of the course. School districts shall select one testing
904	week within the 3-week administration period for each end-of-
905	course assessment. For an end-of-course assessment administered
906	at the end of the first semester, the commissioner shall
907	determine the most appropriate testing dates based on a school
908	district's academic calendar.
909
910	The commissioner may, based on collaboration and input from
911	school districts, design and implement student testing programs,
912	for any grade level and subject area, necessary to effectively
913	monitor educational achievement in the state, including the
914	measurement of educational achievement of the Next Generation
915	Sunshine State Standards for students with disabilities.
916	Development and refinement of assessments shall include
917	universal design principles and accessibility standards that
918	will prevent any unintended obstacles for students with
919	disabilities while ensuring the validity and reliability of the
920	test. These principles should be applicable to all technology
921	platforms and assistive devices available for the assessments.
922	The field testing process and psychometric analyses for the
923	statewide assessment program must include an appropriate
924	percentage of students with disabilities and an evaluation or
925	determination of the effect of test items on such students.
926	(6)  SCHOOL TESTING PROGRAMS.-Each public school shall
927	participate in the statewide assessment program in accordance
928	with the testing and reporting schedules published by the
929	Commissioner of Education under subparagraph (3)(c)14.12. unless
930	specifically exempted by state board rule based on serving a
931	specialized population for which standardized testing is not
932	appropriate. Student performance data shall be analyzed and
933	reported to parents, the community, and the state. Student
934	performance data shall be used in developing objectives of the
935	school improvement plan, evaluation of instructional personnel,
936	evaluation of administrative personnel, assignment of staff,
937	allocation of resources, acquisition of instructional materials
938	and technology, performance-based budgeting, and promotion and
939	assignment of students into educational programs. The analysis
940	of student performance data also must identify strengths and
941	needs in the educational program and trends over time. The
942	analysis must be used in conjunction with the budgetary planning
943	processes developed pursuant to s. 1008.385 and the development
944	of the programs of remediation.
945	(9)  APPLICABILITY OF TESTING STANDARDS.-
946	(a)  If the Commissioner of Education revises a statewide
947	assessment and the revisions require the State Board of
948	Education to modify the assessment's performance proficiency
949	levels or modify the passing scores required for a standard high
950	school diploma, until the state board adopts the modifications
951	by rule, the commissioner shall use calculations for scoring the
952	assessment which adjust student scores on the revised assessment
953	for statistical equivalence to student scores on the former
954	assessment.
955	(b)  A student must attain the passing scores on the
956	statewide assessment required for a standard high school diploma
957	or for high school course credits under sub-sub-subparagraphs
958	(3)(c)2.a.(I) and (II) which are in effect at the time the
959	student enters grade 9. If a student transfers into a high
960	school, the school principal shall determine, in accordance with
961	State Board of Education rule, whether the student must take an
962	end-of-course assessment in a course for which the student has
963	credit that was earned from the previous school if the student's
964	enrollment is continuous.
965	(c)  If the commissioner revises a statewide assessment and
966	the revisions require the State Board of Education to modify the
967	passing scores required for a standard high school diploma or
968	for high school course credits under sub-sub-subparagraphs
969	(3)(c)2.a.(I) and (II), the commissioner may, with approval of
970	the state board, discontinue administration of the former
971	assessment upon the graduation, based on normal student
972	progression, of students participating in the final regular
973	administration of the former assessment. The state board shall
974	adopt by rule passing scores for the revised assessment which
975	are statistically equivalent to passing scores on the
976	discontinued assessment for a student required under paragraph
977	(b) to attain passing scores on the discontinued assessment.
978	(10)  CONCORDANT SCORES FOR THE FCAT.-
979	(a)  The Commissioner State Board of Education shall
980	analyze the content and concordant data sets for nationally
981	recognized widely used high school achievement tests, including,
982	but not limited to, the PSAT, PLAN, SAT, ACT, and College
983	Placement Test, to assess if concordant scores for FCAT scores
984	can be determined for high school graduation, college placement,
985	and scholarship awards. When In cases where content alignment
986	and concordant scores can be determined, the Commissioner of
987	Education shall adopt those scores as meeting the graduation
988	requirement in lieu of achieving the FCAT passing score and may
989	adopt those scores as being sufficient to achieve additional
990	purposes as determined by rule. Each time that test content or
991	scoring procedures change for the FCAT or for a high school
992	achievement test for which a concordant score is determined, new
993	concordant scores must be determined.
994	(b)  In order to use a concordant subject area score
995	pursuant to this subsection to satisfy the assessment
996	requirement for a standard high school diploma as provided in s.
997	1003.429(6)(a), s. 1003.43(5)(a), or s. 1003.428, a student must
998	take each subject area of the grade 10 FCAT a total of three
999	times without earning a passing score. The requirements of this
1000	paragraph shall not apply to a new student who enters the
1001	Florida public school system in grade 12, who may either achieve
1002	a passing score on the FCAT or use an approved subject area
1003	concordant score to fulfill the graduation requirement.
1004	(b)(c)  The State Board of Education may define by rule the
1005	allowable uses, other than to satisfy the high school graduation
1006	requirement, for concordant scores as described in this
1007	subsection. Such uses may include, but need not be limited to,
1008	achieving appropriate standardized test scores required for the
1009	awarding of Florida Bright Futures Scholarships and college
1010	placement.
1011	(11)  EQUIVALENT SCORES FOR END-OF-COURSE ASSESSMENTS.-
1012	(a)  The Commissioner of Education shall analyze the
1013	content and equivalent data sets for nationally recognized high
1014	school achievement tests and industry certification tests under
1015	the Industry Certification Funding List, pursuant to rules
1016	adopted by the State Board of Education, including, but not
1017	limited to, grade 10 FCAT Mathematics retakes until such retakes
1018	are discontinued pursuant to subsection (9), the PSAT, the PLAN,
1019	the SAT, the ACT, and the College Placement Test, to assess if
1020	equivalent scores for end-of-course assessment scores can be
1021	determined for passage of an end-of-course assessment. When
1022	content alignment and equivalent scores can be determined, the
1023	Commissioner of Education shall adopt those scores as meeting
1024	the requirement to pass the end-of-course assessment and as
1025	being sufficient to achieve additional purposes as determined by
1026	rule. Each time that assessment content or scoring procedures
1027	change for an end-of-course assessment or for a high school
1028	achievement test or an industry certification test under the
1029	Industry Certification Funding List, pursuant to rules adopted
1030	by the State Board of Education for which an equivalent score is
1031	determined, new equivalent scores must be determined.
1032	(b)  Use of an equivalent score adopted by the State Board
1033	of Education under paragraph (a) for purposes of grade
1034	adjustment, grade forgiveness, or course credit recovery is
1035	contingent upon and subject to district school board rules.
1036	(12)(11)  REPORTS.-The Department of Education shall
1037	annually provide a report to the Governor, the President of the
1038	Senate, and the Speaker of the House of Representatives on the
1039	following:
1040	(a)  Longitudinal performance of students in mathematics
1041	and reading.
1042	(b)  Longitudinal performance of students by grade level in
1043	mathematics and reading.
1044	(c)  Longitudinal performance regarding efforts to close
1045	the achievement gap.
1046	(d)  Other student performance data based on national norm-
1047	referenced and criterion-referenced tests, when available, and
1048	numbers of students who after 8th grade enroll in adult
1049	education rather than other secondary education.
1050	(13)(12)  RULES.-The State Board of Education shall adopt
1051	rules pursuant to ss. 120.536(1) and 120.54 to implement the
1052	provisions of this section.
1053	Section 9.  Paragraph (a) of subsection (4) of section
1054	1008.25, Florida Statutes, is amended to read:
1055	1008.25  Public school student progression; remedial
1056	instruction; reporting requirements.-
1057	(4)  ASSESSMENT AND REMEDIATION.-
1058	(a)  Each student must participate in the statewide
1059	assessment tests required by s. 1008.22. Each student who does
1060	not meet specific levels of performance as determined by the
1061	district school board in FCAT reading, writing, science, and
1062	mathematics for each grade level, or who scores below Level 3 in
1063	FCAT reading or FCAT mathematics math, must be provided with
1064	additional diagnostic assessments to determine the nature of the
1065	student's difficulty, the areas of academic need, and strategies
1066	for appropriate intervention and instruction as described in
1067	paragraph (b).
1068	Section 10.  Subsection (3) of section 1008.30, Florida
1069	Statutes, is amended to read:
1070	1008.30  Common placement testing for public postsecondary
1071	education.-
1072	(3)  The State Board of Education shall adopt rules that
1073	require high schools to evaluate before the beginning of grade
1074	12 the college readiness of each student who indicates an
1075	interest in postsecondary education and scores at Level 2 or
1076	Level 3 on the reading portion of the grade 10 FCAT or Level 2,
1077	Level 3, or Level 4 on the mathematics assessments under s.
1078	1008.22(3)(c) portion of the grade 10 FCAT. High schools shall
1079	perform this evaluation using results from the corresponding
1080	component of the common placement test prescribed in this
1081	section, or an equivalent test identified by the State Board of
1082	Education. The Department of Education shall purchase or develop
1083	the assessments necessary to perform the evaluations required by
1084	this subsection and shall work with the school districts to
1085	administer the assessments. The State Board of Education shall
1086	establish by rule the minimum test scores a student must achieve
1087	to demonstrate readiness. Students who demonstrate readiness by
1088	achieving the minimum test scores established by the state board
1089	and enroll in a community college within 2 years of achieving
1090	such scores shall not be required to enroll in remediation
1091	courses as a condition of acceptance to any community college.
1092	The high school shall use the results of the test to advise the
1093	students of any identified deficiencies and to the maximum
1094	extent practicable provide 12th grade students access to
1095	appropriate remedial instruction prior to high school
1096	graduation. The remedial instruction provided under this
1097	subsection shall be a collaborative effort between secondary and
1098	postsecondary educational institutions. To the extent courses
1099	are available, the Florida Virtual School may be used to provide
1100	the remedial instruction required by this subsection.
1101	Section 11.  Paragraphs (b) and (c) of subsection (3) of
1102	section 1008.34, Florida Statutes, are amended to read:
1103	1008.34  School grading system; school report cards;
1104	district grade.-
1105	(3)  DESIGNATION OF SCHOOL GRADES.-
1106	(b)1.  A school's grade shall be based on a combination of:
1107	a.  Student achievement scores, including achievement on
1108	all FCAT assessments administered under s. 1008.22(3)(c)1., end-
1109	of-course assessments administered under s. 1008.22(3)(c)2.a.,
1110	and achievement scores for students seeking a special diploma.
1111	b.  Student learning gains in reading and mathematics as
1112	measured by annual FCAT and end-of-course assessments, as
1113	described in s. 1008.22(3)(c)1. and 2.a. in grades 3 through 10;
1114	Learning gains for students seeking a special diploma, as
1115	measured by an alternate assessment tool, shall be included not
1116	later than the 2009-2010 school year.
1117	c.  Improvement of the lowest 25th percentile of students
1118	in the school in reading and, mathematics, or writing on the
1119	FCAT or end-of-course assessments described in s.
1120	1008.22(3)(c)2.a., unless these students are exhibiting
1121	satisfactory performance.
1122	2.  Beginning with the 2009-2010 school year for schools
1123	comprised of high school grades 9, 10, 11, and 12, or grades 10,
1124	11, and 12, 50 percent of the school grade shall be based on a
1125	combination of the factors listed in sub-subparagraphs 1.a.-c.
1126	and the remaining 50 percent on the following factors:
1127	a.  The high school graduation rate of the school;
1128	b.  As valid data becomes available, the performance and
1129	participation of the school's students in College Board Advanced
1130	Placement courses, International Baccalaureate courses, dual
1131	enrollment courses, and Advanced International Certificate of
1132	Education courses; and the students' achievement of national
1133	industry certification identified in the Industry Certification
1134	Funding List, pursuant to rules adopted by the State Board of
1135	Education, as determined by the Agency for Workforce Innovation
1136	under s. 1003.492(2) in a career and professional academy, as
1137	described in s. 1003.493;
1138	c.  Postsecondary readiness of the school's students as
1139	measured by the SAT, ACT, or the common placement test;
1140	d.  The high school graduation rate of at-risk students who
1141	scored at Level 2 or lower on the grade 8 FCAT Reading and
1142	Mathematics examinations;
1143	e.  As valid data becomes available, the performance of the
1144	school's students on statewide standardized end-of-course
1145	assessments administered under s. 1008.22(3)(c)2.b. and c. s.
1146	1008.22; and
1147	f.  The growth or decline in the components listed in sub-
1148	subparagraphs a.-e. from year to year.
1149	(c)  Student assessment data used in determining school
1150	grades shall include:
1151	1.  The aggregate scores of all eligible students enrolled
1152	in the school who have been assessed on the FCAT and statewide,
1153	standardized end-of-course assessments in courses required for
1154	high school graduation, including, beginning with the 2010-2011
1155	school year, the end-of-course assessment in Algebra I, and
1156	beginning with the 2011-2012 school year, the end-of-course
1157	assessments in geometry and Biology.
1158	2.  The aggregate scores of all eligible students enrolled
1159	in the school who have been assessed on the FCAT and end-of-
1160	course assessments as described in s. 1008.22(3)(c)2.a., and who
1161	have scored at or in the lowest 25th percentile of students in
1162	the school in reading and, mathematics, or writing, unless these
1163	students are exhibiting satisfactory performance.
1164	3.  Effective with the 2005-2006 school year, The
1165	achievement scores and learning gains of eligible students
1166	attending alternative schools that provide dropout prevention
1167	and academic intervention services pursuant to s. 1003.53. The
1168	term "eligible students" in this subparagraph does not include
1169	students attending an alternative school who are subject to
1170	district school board policies for expulsion for repeated or
1171	serious offenses, who are in dropout retrieval programs serving
1172	students who have officially been designated as dropouts, or who
1173	are in programs operated or contracted by the Department of
1174	Juvenile Justice. The student performance data for eligible
1175	students identified in this subparagraph shall be included in
1176	the calculation of the home school's grade. As used in this
1177	section and s. 1008.341, the term "home school" means the school
1178	to which the student would be assigned if the student were not
1179	assigned to an alternative school. If an alternative school
1180	chooses to be graded under this section, student performance
1181	data for eligible students identified in this subparagraph shall
1182	not be included in the home school's grade but shall be included
1183	only in the calculation of the alternative school's grade. A
1184	school district that fails to assign the FCAT and end-of-course
1185	assessment as described in s. 1008.22(3)(c)2.a. scores of each
1186	of its students to his or her home school or to the alternative
1187	school that receives a grade shall forfeit Florida School
1188	Recognition Program funds for 1 fiscal year. School districts
1189	must require collaboration between the home school and the
1190	alternative school in order to promote student success. This
1191	collaboration must include an annual discussion between the
1192	principal of the alternative school and the principal of each
1193	student's home school concerning the most appropriate school
1194	assignment of the student.
1195	4.  Beginning with the 2009-2010 school year For schools
1196	comprised of high school grades 9, 10, 11, and 12, or grades 10,
1197	11, and 12, the data listed in subparagraphs 1.-3. and the
1198	following data as the Department of Education determines such
1199	data are valid and available:
1200	a.  The high school graduation rate of the school as
1201	calculated by the Department of Education;
1202	b.  The participation rate of all eligible students
1203	enrolled in the school and enrolled in College Board Advanced
1204	Placement courses; International Baccalaureate courses; dual
1205	enrollment courses; Advanced International Certificate of
1206	Education courses; and courses or sequence of courses leading to
1207	national industry certification identified in the Industry
1208	Certification Funding List, pursuant to rules adopted by the
1209	State Board of Education, as determined by the Agency for
1210	Workforce Innovation under s. 1003.492(2) in a career and
1211	professional academy, as described in s. 1003.493;
1212	c.  The aggregate scores of all eligible students enrolled
1213	in the school in College Board Advanced Placement courses,
1214	International Baccalaureate courses, and Advanced International
1215	Certificate of Education courses;
1216	d.  Earning of college credit by all eligible students
1217	enrolled in the school in dual enrollment programs under s.
1218	1007.271;
1219	e.  Earning of a national an industry certification
1220	identified in the Industry Certification Funding List, pursuant
1221	to rules adopted by the State Board of Education, as determined
1222	by the Agency for Workforce Innovation under s. 1003.492(2) in a
1223	career and professional academy, as described in s. 1003.493;
1224	f.  The aggregate scores of all eligible students enrolled
1225	in the school in reading, mathematics, and other subjects as
1226	measured by the SAT, the ACT, and the common placement test for
1227	postsecondary readiness;
1228	g.  The high school graduation rate of all eligible at-risk
1229	students enrolled in the school who scored at Level 2 or lower
1230	on the grade 8 FCAT Reading and Mathematics examinations;
1231	h.  The performance of the school's students on statewide
1232	standardized end-of-course assessments administered under s.
1233	1008.22(3)(c)2.b. and c. s. 1008.22; and
1234	i.  The growth or decline in the data components listed in
1235	sub-subparagraphs a.-h. from year to year.
1236
1237	The State Board of Education shall adopt appropriate criteria
1238	for each school grade. The criteria must also give added weight
1239	to student achievement in reading. Schools designated with a
1240	grade of "C," making satisfactory progress, shall be required to
1241	demonstrate that adequate progress has been made by students in
1242	the school who are in the lowest 25th percentile in reading and,
1243	mathematics, or writing on the FCAT and end-of-course
1244	assessments as described in s. 1008.22(3)(c)2.a., unless these
1245	students are exhibiting satisfactory performance. Beginning with
1246	the 2009-2010 school year for schools comprised of high school
1247	grades 9, 10, 11, and 12, or grades 10, 11, and 12, the criteria
1248	for school grades must also give added weight to the graduation
1249	rate of all eligible at-risk students, as defined in this
1250	paragraph. Beginning in the 2009-2010 school year, in order for
1251	a high school to be designated as having a grade of "A," making
1252	excellent progress, the school must demonstrate that at-risk
1253	students, as defined in this paragraph, in the school are making
1254	adequate progress.
1255	Section 12.  Subsection (3) of section 1008.341, Florida
1256	Statutes, is amended to read:
1257	1008.341  School improvement rating for alternative
1258	schools.-
1259	(3)  DESIGNATION OF SCHOOL IMPROVEMENT RATING.-Student data
1260	used in determining an alternative school's school improvement
1261	rating shall include:
1262	(a)  The aggregate scores on statewide assessments
1263	administered under s. 1008.22 for of all eligible students who
1264	were assigned to and enrolled in the school during the October
1265	or February FTE count, who have been assessed on the FCAT, and
1266	who have FCAT or comparable scores for the preceding school
1267	year.
1268	(b)  The aggregate scores on statewide assessments
1269	administered under s. 1008.22 for of all eligible students who
1270	were assigned to and enrolled in the school during the October
1271	or February FTE count, who have been assessed on the FCAT and
1272	who have scored in the lowest 25th percentile of students in the
1273	state on FCAT Reading.
1274
1275	The assessment scores of students who are subject to district
1276	school board policies for expulsion for repeated or serious
1277	offenses, who are in dropout retrieval programs serving students
1278	who have officially been designated as dropouts, or who are in
1279	programs operated or contracted by the Department of Juvenile
1280	Justice may not be included in an alternative school's school
1281	improvement rating.
1282	Section 13.  Subsection (4) of section 1008.36, Florida
1283	Statutes, is amended to read:
1284	1008.36  Florida School Recognition Program.-
1285	(4)  All selected schools shall receive financial awards
1286	depending on the availability of funds appropriated and the
1287	number and size of schools selected to receive an award. Funds
1288	must be distributed to the school's fiscal agent and placed in
1289	the school's account and must be used for purposes listed in
1290	subsection (5) as determined jointly by the school's staff and
1291	school advisory council. If school staff and the school advisory
1292	council cannot reach agreement by February November 1, the
1293	awards must be equally distributed to all classroom teachers
1294	currently teaching in the school. If a school selected to
1295	receive a school recognition award is no longer in existence at
1296	the time the award is paid, the district school superintendent
1297	shall distribute the funds to teachers who taught at the school
1298	in the previous year in the form of a bonus.
1299
1300	Notwithstanding statutory provisions to the contrary, incentive
1301	awards are not subject to collective bargaining.
1302	Section 14.  The Office of Program Policy Analysis and
1303	Government Accountability (OPPAGA) shall conduct a study on the
1304	different types of high school diplomas offered in other states.
1305	The study must provide information regarding differentiated high
1306	school diploma options and endorsements that other states offer,
1307	including the criteria for awarding the diplomas or
1308	endorsements, the differences in courses required for college
1309	and career pathways, the advantages and disadvantages of
1310	offering a range of diploma options, and any barriers other
1311	states have encountered when implementing differentiated diploma
1312	options. OPPAGA shall submit the results of the study to the
1313	Governor, the President of the Senate, and the Speaker of the
1314	House of Representatives no later than January 31, 2011.
1315	Section 15.  This act shall take effect July 1, 2010.

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