HB 47C

1	A bill to be entitled
2	An act relating to the Florida Comprehensive Assessment
3	Test; amending s. 1008.22, F.S.; discontinuing use of the
4	Florida Comprehensive Assessment Test (FCAT) under the
5	statewide assessment program in the public schools;
6	continuing use of end-of-course assessments as required or
7	developed and implemented under the section; amending ss.
8	1002.33, 1003.03, 1003.413, 1003.4156, 1003.428, 1003.429,
9	1003.4295, 1003.433, 1008.25, 1008.30, 1008.34, 1008.341,
10	1011.62, and 1012.22, F.S.; conforming provisions to
11	changes made by the act; providing an effective date.
12
13	Be It Enacted by the Legislature of the State of Florida:
14
15	Section 1.  Paragraph (c) of subsection (3), subsection
16	(6), paragraph (a) of subsection (7), and subsections (10)
17	through (13) of section 1008.22, Florida Statutes, as amended by
18	chapters 2010-22 and 2010-48, Laws of Florida, are amended to
19	read:
20	1008.22  Student assessment program for public schools.-
21	(3)  STATEWIDE ASSESSMENT PROGRAM.-The commissioner shall
22	design and implement a statewide program of educational
23	assessment that provides information for the improvement of the
24	operation and management of the public schools, including
25	schools operating for the purpose of providing educational
26	services to youth in Department of Juvenile Justice programs.
27	The commissioner may enter into contracts for the continued
28	administration of the assessment, testing, and evaluation
29	programs authorized and funded by the Legislature. Contracts may
30	be initiated in 1 fiscal year and continue into the next and may
31	be paid from the appropriations of either or both fiscal years.
32	The commissioner is authorized to negotiate for the sale or
33	lease of tests, scoring protocols, test scoring services, and
34	related materials developed pursuant to law. Pursuant to the
35	statewide assessment program, the commissioner shall:
36	(c)  Develop and implement a student achievement testing
37	program as follows:
38	1.  The Florida Comprehensive Assessment Test (FCAT)
39	measures a student's content knowledge and skills in reading,
40	writing, science, and mathematics. The content knowledge and
41	skills assessed by the FCAT must be aligned to the core
42	curricular content established in the Next Generation Sunshine
43	State Standards. Other content areas may be included as directed
44	by the commissioner. Comprehensive assessments of reading and
45	mathematics shall be administered annually in grades 3 through
46	10 except, beginning with the 2010-2011 school year, the
47	administration of grade 9 FCAT Mathematics shall be
48	discontinued, and beginning with the 2011-2012 school year, the
49	administration of grade 10 FCAT Mathematics shall be
50	discontinued, except as required for students who have not
51	attained minimum performance expectations for graduation as
52	provided in paragraph (9)(c). FCAT Writing and FCAT Science
53	shall be administered at least once at the elementary, middle,
54	and high school levels except, beginning with the 2011-2012
55	school year, the administration of FCAT Science at the high
56	school level shall be discontinued.
57	1.2.a.  End-of-course assessments for a subject shall be
58	administered as required or otherwise implemented under this
59	section in addition to the comprehensive assessments required
60	under subparagraph 1. End-of-course assessments must be
61	rigorous, statewide, standardized, and developed or approved by
62	the department. The content knowledge and skills assessed by
63	end-of-course assessments must be aligned to the core curricular
64	content established in the Next Generation Sunshine State
65	Standards.
66	(I)  Statewide, standardized end-of-course assessments in
67	mathematics shall be administered according to this sub-sub-
68	subparagraph. Beginning with the 2010-2011 school year, all
69	students enrolled in Algebra I or an equivalent course must take
70	the Algebra I end-of-course assessment. Students who earned high
71	school credit in Algebra I while in grades 6 through 8 during
72	the 2007-2008 through 2009-2010 school years and who have not
73	taken Grade 10 FCAT Mathematics must take the Algebra I end-of-
74	course assessment during the 2010-2011 school year. For students
75	entering grade 9 during the 2010-2011 school year and who are
76	enrolled in Algebra I or an equivalent, each student's
77	performance on the end-of-course assessment in Algebra I shall
78	constitute 30 percent of the student's final course grade.
79	Beginning with students entering grade 9 in the 2011-2012 school
80	year, a student who is enrolled in Algebra I or an equivalent
81	must earn a passing score on the end-of-course assessment in
82	Algebra I or attain an equivalent score as described in
83	subsection (11) in order to earn course credit. Beginning with
84	the 2011-2012 school year, all students enrolled in geometry or
85	an equivalent course must take the geometry end-of-course
86	assessment. For students entering grade 9 during the 2011-2012
87	school year, each student's performance on the end-of-course
88	assessment in geometry shall constitute 30 percent of the
89	student's final course grade. Beginning with students entering
90	grade 9 during the 2012-2013 school year, a student must earn a
91	passing score on the end-of-course assessment in geometry or
92	attain an equivalent score as described in subsection (11) in
93	order to earn course credit.
94	(II)  Statewide, standardized end-of-course assessments in
95	science shall be administered according to this sub-sub-
96	subparagraph. Beginning with the 2011-2012 school year, all
97	students enrolled in Biology I or an equivalent course must take
98	the Biology I end-of-course assessment. For the 2011-2012 school
99	year, each student's performance on the end-of-course assessment
100	in Biology I shall constitute 30 percent of the student's final
101	course grade. Beginning with students entering grade 9 during
102	the 2012-2013 school year, a student must earn a passing score
103	on the end-of-course assessment in Biology I in order to earn
104	course credit.
105	b.  During the 2012-2013 school year, an end-of-course
106	assessment in civics education shall be administered as a field
107	test at the middle school level. During the 2013-2014 school
108	year, each student's performance on the statewide, standardized
109	end-of-course assessment in civics education shall constitute 30
110	percent of the student's final course grade. Beginning with the
111	2014-2015 school year, a student must earn a passing score on
112	the end-of-course assessment in civics education in order to
113	pass the course and receive course credit.
114	c.  The commissioner may select one or more nationally
115	developed comprehensive examinations, which may include, but
116	need not be limited to, examinations for a College Board
117	Advanced Placement course, International Baccalaureate course,
118	or Advanced International Certificate of Education course, or
119	industry-approved examinations to earn national industry
120	certifications identified in the Industry Certification Funding
121	List, pursuant to rules adopted by the State Board of Education,
122	for use as end-of-course assessments under this paragraph, if
123	the commissioner determines that the content knowledge and
124	skills assessed by the examinations meet or exceed the grade
125	level expectations for the core curricular content established
126	for the course in the Next Generation Sunshine State Standards.
127	The commissioner may collaborate with the American Diploma
128	Project in the adoption or development of rigorous end-of-course
129	assessments that are aligned to the Next Generation Sunshine
130	State Standards.
131	d.  Contingent upon funding provided in the General
132	Appropriations Act, including the appropriation of funds
133	received through federal grants, the Commissioner of Education
134	shall establish an implementation schedule for the development
135	and administration of additional statewide, standardized end-of-
136	course assessments in English/Language Arts II, Algebra II,
137	chemistry, physics, earth/space science, United States history,
138	and world history. Priority shall be given to the development of
139	end-of-course assessments in English/Language Arts II. The
140	Commissioner of Education shall evaluate the feasibility and
141	effect of transitioning from the grade 9 and grade 10 FCAT
142	Reading and high school level FCAT Writing to an end-of-course
143	assessment in English/Language Arts II. The commissioner shall
144	report the results of the evaluation to the President of the
145	Senate and the Speaker of the House of Representatives no later
146	than July 1, 2011.
147	2.3.  The testing program shall measure student content
148	knowledge and skills adopted by the State Board of Education as
149	specified in paragraph (a) and measure and report student
150	performance levels of all students assessed in reading, writing,
151	mathematics, and science. The commissioner shall provide for the
152	tests to be developed or obtained, as appropriate, through
153	contracts and project agreements with private vendors, public
154	vendors, public agencies, postsecondary educational
155	institutions, or school districts. The commissioner shall obtain
156	input with respect to the design and implementation of the
157	testing program from state educators, assistive technology
158	experts, and the public.
159	3.4.  The testing program shall be composed of criterion-
160	referenced tests that shall, to the extent determined by the
161	commissioner, include test items that require the student to
162	produce information or perform tasks in such a way that the core
163	content knowledge and skills he or she uses can be measured.
164	4.5.  FCAT Reading, Mathematics, and Science and All
165	statewide, standardized end-of-course assessments shall measure
166	the content knowledge and skills a student has attained on the
167	assessment by the use of scaled scores and achievement levels.
168	Achievement levels shall range from 1 through 5, with level 1
169	being the lowest achievement level, level 5 being the highest
170	achievement level, and level 3 indicating satisfactory
171	performance on an assessment. For purposes of FCAT Writing,
172	student achievement shall be scored using a scale of 1 through 6
173	and the score earned shall be used in calculating school grades.
174	A score shall be designated for each subject area tested, below
175	which score a student's performance is deemed inadequate. The
176	school districts shall provide appropriate remedial instruction
177	to students who score below these levels.
178	5.6.  The State Board of Education shall, by rule,
179	designate a passing score for each part of the grade 10
180	assessment test and end-of-course assessment assessments. Any
181	rule that has the effect of raising the required passing scores
182	may apply only to students taking the assessment for the first
183	time after the rule is adopted by the State Board of Education.
184	Except as otherwise provided in this subparagraph and as
185	provided in s. 1003.428(8)(b) or s. 1003.43(11)(b), students
186	must earn a passing score on grade 10 FCAT Reading and grade 10
187	FCAT Mathematics or attain concordant scores as described in
188	subsection (10) in order to qualify for a standard high school
189	diploma.
190	6.7.  In addition to designating a passing score under
191	subparagraph 5. 6., the State Board of Education shall also
192	designate, by rule, a score for each statewide, standardized
193	end-of-course assessment which indicates that a student is high
194	achieving and has the potential to meet college-readiness
195	standards by the time the student graduates from high school.
196	7.8.  Participation in the testing program is mandatory for
197	all students attending public school, including students served
198	in Department of Juvenile Justice programs, except as otherwise
199	prescribed by the commissioner. A student who has not earned
200	passing scores on the grade 10 FCAT as provided in subparagraph
201	6. must participate in each retake of the assessment until the
202	student earns passing scores or achieves scores on a
203	standardized assessment which are concordant with passing scores
204	pursuant to subsection (10). If a student does not participate
205	in the statewide assessment, the district must notify the
206	student's parent and provide the parent with information
207	regarding the implications of such nonparticipation. A parent
208	must provide signed consent for a student to receive classroom
209	instructional accommodations that would not be available or
210	permitted on the statewide assessments and must acknowledge in
211	writing that he or she understands the implications of such
212	instructional accommodations. The State Board of Education shall
213	adopt rules, based upon recommendations of the commissioner, for
214	the provision of test accommodations for students in exceptional
215	education programs and for students who have limited English
216	proficiency. Accommodations that negate the validity of a
217	statewide assessment are not allowable in the administration of
218	the FCAT or an end-of-course assessment. However, Instructional
219	accommodations are allowable in the classroom if included in a
220	student's individual education plan. Students using
221	instructional accommodations in the classroom that are not
222	allowable as accommodations on the FCAT or an end-of-course
223	assessment may have the FCAT or an end-of-course assessment
224	requirement waived pursuant to the requirements of s.
225	1003.428(8)(b) or s. 1003.43(11)(b).
226	8.9.  A student seeking an adult high school diploma must
227	meet the same testing requirements that a regular high school
228	student must meet.
229	9.10.  District school boards must provide instruction to
230	prepare students in the core curricular content established in
231	the Next Generation Sunshine State Standards adopted under s.
232	1003.41, including the core content knowledge and skills
233	necessary for successful grade-to-grade progression and high
234	school graduation. If a student is provided with instructional
235	accommodations in the classroom that are not allowable as
236	accommodations in the statewide assessment program, as described
237	in the test manuals, the district must inform the parent in
238	writing and must provide the parent with information regarding
239	the impact on the student's ability to meet expected performance
240	levels in reading, writing, mathematics, and science. The
241	commissioner shall conduct studies as necessary to verify that
242	the required core curricular content is part of the district
243	instructional programs.
244	10.11.  District school boards must provide opportunities
245	for students to demonstrate an acceptable performance level on
246	an alternative standardized assessment approved by the State
247	Board of Education following enrollment in summer academies.
248	11.12.  The Department of Education must develop, or
249	select, and implement a common battery of assessment tools that
250	will be used in all juvenile justice programs in the state.
251	These tools must accurately measure the core curricular content
252	established in the Next Generation Sunshine State Standards.
253	12.13.  For students seeking a special diploma pursuant to
254	s. 1003.438, the Department of Education must develop or select
255	and implement an alternate assessment tool that accurately
256	measures the core curricular content established in the Next
257	Generation Sunshine State Standards for students with
258	disabilities under s. 1003.438.
259	14.  The Commissioner of Education shall establish
260	schedules for the administration of statewide assessments and
261	the reporting of student test results. When establishing the
262	schedules for the administration of statewide assessments, the
263	commissioner shall consider the observance of religious and
264	school holidays. The commissioner shall, by August 1 of each
265	year, notify each school district in writing and publish on the
266	department's Internet website the testing and reporting
267	schedules for, at a minimum, the school year following the
268	upcoming school year. The testing and reporting schedules shall
269	require that:
270	a.  There is the latest possible administration of
271	statewide assessments and the earliest possible reporting to the
272	school districts of student test results which is feasible
273	within available technology and specific appropriations;
274	however, test results for the FCAT must be made available no
275	later than the week of June 8. Student results for end-of-course
276	assessments must be provided no later than 1 week after the
277	school district completes testing for each course.
278	b.  Beginning with the 2010-2011 school year, FCAT Writing
279	is not administered earlier than the week of March 1 and a
280	comprehensive statewide assessment of any other subject is not
281	administered earlier than the week of April 15.
282	13.c.  A statewide, standardized end-of-course assessment
283	is administered during a 3-week period at the end of the course.
284	The commissioner shall select a 3-week administration period for
285	assessments that meets the intent of end-of-course assessments
286	and provides student results prior to the end of the course.
287	School districts shall select 1 testing week within the 3-week
288	administration period for each end-of-course assessment. For an
289	end-of-course assessment administered at the end of the first
290	semester, the commissioner shall determine the most appropriate
291	testing dates based on a school district's academic calendar.
292
293	The commissioner may, based on collaboration and input from
294	school districts, design and implement student testing programs,
295	for any grade level and subject area, necessary to effectively
296	monitor educational achievement in the state, including the
297	measurement of educational achievement of the Next Generation
298	Sunshine State Standards for students with disabilities.
299	Development and refinement of assessments shall include
300	universal design principles and accessibility standards that
301	will prevent any unintended obstacles for students with
302	disabilities while ensuring the validity and reliability of the
303	test. These principles should be applicable to all technology
304	platforms and assistive devices available for the assessments.
305	The field testing process and psychometric analyses for the
306	statewide assessment program must include an appropriate
307	percentage of students with disabilities and an evaluation or
308	determination of the effect of test items on such students.
309	(6)  SCHOOL TESTING PROGRAMS.-Each public school shall
310	participate in the statewide assessment program in accordance
311	with the testing and reporting schedules published by the
312	Commissioner of Education under subparagraph (3)(c)11.12. unless
313	specifically exempted by state board rule based on serving a
314	specialized population for which standardized testing is not
315	appropriate. Student performance data shall be analyzed and
316	reported to parents, the community, and the state. Student
317	performance data shall be used in developing objectives of the
318	school improvement plan, evaluation of instructional personnel,
319	evaluation of administrative personnel, assignment of staff,
320	allocation of resources, acquisition of instructional materials
321	and technology, performance-based budgeting, and promotion and
322	assignment of students into educational programs. The analysis
323	of student performance data also must identify strengths and
324	needs in the educational program and trends over time. The
325	analysis must be used in conjunction with the budgetary planning
326	processes developed pursuant to s. 1008.385 and the development
327	of the programs of remediation.
328	(7)  REQUIRED ANALYSES.-The commissioner shall provide, at
329	a minimum, for the following analyses of data produced by the
330	student achievement testing program:
331	(a)  The statistical system for the annual assessments
332	shall use measures of student learning, such as the end-of-
333	course assessments FCAT, to determine teacher, school, and
334	school district statistical distributions, which shall be
335	determined using available data from the end-of-course
336	assessments FCAT, and other data collection as deemed
337	appropriate by the Department of Education, to measure the
338	differences in student prior year achievement compared to the
339	current year achievement for the purposes of accountability and
340	recognition.
341	(10)  CONCORDANT SCORES FOR THE FCAT.-
342	(a)  The Commissioner of Education shall analyze the
343	content and concordant data sets for nationally recognized high
344	school achievement tests, including, but not limited to, the
345	PSAT, PLAN, SAT, ACT, and College Placement Test, to assess if
346	concordant scores for FCAT scores can be determined for high
347	school graduation. When content alignment and concordant scores
348	can be determined, the Commissioner of Education shall adopt
349	those scores as meeting the graduation requirement in lieu of
350	achieving the FCAT passing score and may adopt those scores as
351	being sufficient to achieve additional purposes as determined by
352	rule. Each time that test content or scoring procedures change
353	for the FCAT or for a high school achievement test for which a
354	concordant score is determined, new concordant scores must be
355	determined.
356	(b)  The State Board of Education may define by rule the
357	allowable uses, other than to satisfy the high school graduation
358	requirement, for concordant scores as described in this
359	subsection. Such uses may include, but need not be limited to,
360	achieving appropriate standardized test scores required for the
361	awarding of Florida Bright Futures Scholarships and college
362	placement.
363	(10)(11)  EQUIVALENT SCORES FOR END-OF-COURSE ASSESSMENTS.-
364	(a)  The Commissioner of Education shall analyze the
365	content and equivalent data sets for nationally recognized high
366	school achievement tests and industry certification tests under
367	the Industry Certification Funding List, pursuant to rules
368	adopted by the State Board of Education, including, but not
369	limited to, grade 10 FCAT Mathematics retakes until such retakes
370	are discontinued pursuant to subsection (9), the PSAT, the PLAN,
371	the SAT, the ACT, and the College Placement Test, to assess if
372	equivalent scores for end-of-course assessment scores can be
373	determined for passage of an end-of-course assessment. When
374	content alignment and equivalent scores can be determined, the
375	Commissioner of Education shall adopt those scores as meeting
376	the requirement to pass the end-of-course assessment and as
377	being sufficient to achieve additional purposes as determined by
378	rule. Each time that assessment content or scoring procedures
379	change for an end-of-course assessment or for a high school
380	achievement test or an industry certification test under the
381	Industry Certification Funding List, pursuant to rules adopted
382	by the State Board of Education for which an equivalent score is
383	determined, new equivalent scores must be determined.
384	(b)  Use of an equivalent score adopted by the State Board
385	of Education under paragraph (a) for purposes of grade
386	adjustment, grade forgiveness, or course credit recovery is
387	contingent upon and subject to district school board rules.
388	(11)(12)  REPORTS.-The Department of Education shall
389	annually provide a report to the Governor, the President of the
390	Senate, and the Speaker of the House of Representatives on the
391	following:
392	(a)  Longitudinal performance of students in mathematics
393	and reading.
394	(b)  Longitudinal performance of students by grade level in
395	mathematics and reading.
396	(c)  Longitudinal performance regarding efforts to close
397	the achievement gap.
398	(d)  Other student performance data based on national norm-
399	referenced and criterion-referenced tests, when available, and
400	numbers of students who after 8th grade enroll in adult
401	education rather than other secondary education.
402	(12)(13)  RULES.-The State Board of Education shall adopt
403	rules pursuant to ss. 120.536(1) and 120.54 to implement the
404	provisions of this section.
405	Section 2.  Paragraph (a) of subsection (20) of section
406	1002.33, Florida Statutes, as amended by chapter 2010-154, Laws
407	of Florida, is amended to read:
408	1002.33  Charter schools.-
409	(20)  SERVICES.-
410	(a)1.  A sponsor shall provide certain administrative and
411	educational services to charter schools. These services shall
412	include contract management services; full-time equivalent and
413	data reporting services; exceptional student education
414	administration services; services related to eligibility and
415	reporting duties required to ensure that school lunch services
416	under the federal lunch program, consistent with the needs of
417	the charter school, are provided by the school district at the
418	request of the charter school, that any funds due to the charter
419	school under the federal lunch program be paid to the charter
420	school as soon as the charter school begins serving food under
421	the federal lunch program, and that the charter school is paid
422	at the same time and in the same manner under the federal lunch
423	program as other public schools serviced by the sponsor or the
424	school district; test administration services, including payment
425	of the costs of state-required or district-required student
426	assessments; processing of teacher certificate data services;
427	and information services, including equal access to student
428	information systems that are used by public schools in the
429	district in which the charter school is located. Student
430	performance data for each student in a charter school,
431	including, but not limited to, FCAT scores, standardized test
432	scores, previous public school student report cards, and student
433	performance measures, shall be provided by the sponsor to a
434	charter school in the same manner provided to other public
435	schools in the district.
436	2.  A total administrative fee for the provision of such
437	services shall be calculated based upon up to 5 percent of the
438	available funds defined in paragraph (17)(b) for all students.
439	However, a sponsor may only withhold up to a 5-percent 250
440	students. For charter schools with a population of 251 or more
441	students, the difference between the total administrative fee
442	calculation and the amount of the administrative fee withheld
443	may only be used for capital outlay purposes specified in s.
444	1013.62(2).
445	3.  In addition, a sponsor may withhold only up to a 5-
446	percent administrative fee for enrollment for up to and
447	including 500 students within a system of charter schools which
448	meets all of the following:
449	a.  Includes both conversion charter schools and
450	nonconversion charter schools;
451	b.  Has all schools located in the same county;
452	c.  Has a total enrollment exceeding the total enrollment
453	of at least one school district in the state;
454	d.  Has the same governing board; and
455	e.  Does not contract with a for-profit service provider
456	for management of school operations.
457	4.  The difference between the total administrative fee
458	calculation and the amount of the administrative fee withheld
459	pursuant to subparagraph 3. may be used for instructional and
460	administrative purposes as well as for capital outlay purposes
461	specified in s. 1013.62(2).
462	5.  Each charter school shall receive 100 percent of the
463	funds awarded to that school pursuant to s. 1012.225. Sponsors
464	shall not charge charter schools any additional fees or
465	surcharges for administrative and educational services in
466	addition to the maximum 5-percent administrative fee withheld
467	pursuant to this paragraph.
468	Section 3.  Paragraph (c) of subsection (3) of section
469	1003.03, Florida Statutes, as amended by section 11 of chapter
470	2010-154, Laws of Florida, and, if Senate Joint Resolution 2 is
471	approved by the electors at the 2010 General Election, as
472	amended by section 12 of chapter 2010-154, Laws of Florida, is
473	amended to read:
474	1003.03  Maximum class size.-
475	(3)  IMPLEMENTATION OPTIONS.-District school boards must
476	consider, but are not limited to, implementing the following
477	items in order to meet the constitutional class size maximums
478	described in subsection (1):
479	(c)1.  Repeal district school board policies that require
480	students to have more than 24 credits to graduate from high
481	school.
482	2.  Adopt policies to allow students to graduate from high
483	school as soon as they pass all end-of-course assessments
484	required for the grade 10 FCAT and complete the courses required
485	for high school graduation.
486	Section 4.  Paragraph (d) of subsection (3) of section
487	1003.413, Florida Statutes, as amended by chapter 2010-22, Laws
488	of Florida, is amended to read:
489	1003.413  Florida Secondary School Redesign Act.-
490	(3)  Based on these guiding principles, district school
491	boards shall establish policies to implement the requirements of
492	ss. 1003.4156, 1003.428, and 1003.493. The policies must
493	address:
494	(d)  Credit recovery courses and intensive reading and
495	mathematics intervention courses based on student performance on
496	FCAT Reading and Mathematics. These courses should be competency
497	based and offered through innovative delivery systems, including
498	computer-assisted instruction. School districts should use
499	learning gains as well as other appropriate data and provide
500	incentives to identify and reward high-performing teachers who
501	teach credit recovery and intensive intervention courses.
502	Section 5.  Subsection (1) of section 1003.4156, Florida
503	Statutes, as amended by chapters 2010-22 and 2010-48, Laws of
504	Florida, is amended to read:
505	1003.4156  General requirements for middle grades
506	promotion.-
507	(1)  Beginning with students entering grade 6 in the 2006-
508	2007 school year, promotion from a school composed of middle
509	grades 6, 7, and 8 requires that:
510	(a)  The student must successfully complete academic
511	courses as follows:
512	1.  Three middle school or higher courses in English. These
513	courses shall emphasize literature, composition, and technical
514	text.
515	2.  Three middle school or higher courses in mathematics.
516	Each middle school must offer at least one high school level
517	mathematics course for which students may earn high school
518	credit. Successful completion of a high school level Algebra I
519	or geometry course is not contingent upon the student's
520	performance on the end-of-course assessment required under s.
521	1008.22(3)(c)1.a.(I) s. 1008.22(3)(c)2.a.(I). However, beginning
522	with the 2011-2012 school year, to earn high school credit for
523	an Algebra I course, a middle school student must pass the
524	Algebra I end-of-course assessment, and beginning with the 2012-
525	2013 school year, to earn high school credit for a geometry
526	course, a middle school student must pass the geometry end-of-
527	course assessment.
528	3.  Three middle school or higher courses in social
529	studies, one semester of which must include the study of state
530	and federal government and civics education. Beginning with
531	students entering grade 6 in the 2012-2013 school year, one of
532	these courses must be at least a one-semester civics education
533	course that a student successfully completes in accordance with
534	s. 1008.22(3)(c) and that includes the roles and
535	responsibilities of federal, state, and local governments; the
536	structures and functions of the legislative, executive, and
537	judicial branches of government; and the meaning and
538	significance of historic documents, such as the Articles of
539	Confederation, the Declaration of Independence, and the
540	Constitution of the United States.
541	4.  Three middle school or higher courses in science.
542	Successful completion of a high school level Biology I course is
543	not contingent upon the student's performance on the end-of-
544	course assessment required under s. 1008.22(3)(c)1.a.(II) s.
545	1008.22(3)(c)2.a.(II). However, beginning with the 2012-2013
546	school year, to earn high school credit for a Biology I course,
547	a middle school student must pass the Biology I end-of-course
548	assessment.
549	5.  One course in career and education planning to be
550	completed in 7th or 8th grade. The course may be taught by any
551	member of the instructional staff; must include career
552	exploration using Florida CHOICES or a comparable cost-effective
553	program; must include educational planning using the online
554	student advising system known as Florida Academic Counseling and
555	Tracking for Students at the Internet website FACTS.org; and
556	shall result in the completion of a personalized academic and
557	career plan. The required personalized academic and career plan
558	must inform students of high school graduation requirements,
559	high school assessment and college entrance test requirements,
560	Florida Bright Futures Scholarship Program requirements, state
561	university and Florida college admission requirements, and
562	programs through which a high school student can earn college
563	credit, including Advanced Placement, International
564	Baccalaureate, Advanced International Certificate of Education,
565	dual enrollment, career academy opportunities, and courses that
566	lead to national industry certification.
567
568	Each school must hold a parent meeting either in the evening or
569	on a weekend to inform parents about the course curriculum and
570	activities. Each student shall complete an electronic personal
571	education plan that must be signed by the student; the student's
572	instructor, guidance counselor, or academic advisor; and the
573	student's parent. The Department of Education shall develop
574	course frameworks and professional development materials for the
575	career exploration and education planning course. The course may
576	be implemented as a stand-alone course or integrated into
577	another course or courses. The Commissioner of Education shall
578	collect longitudinal high school course enrollment data by
579	student ethnicity in order to analyze course-taking patterns.
580	(b)  For each year in which a student scores below grade
581	level in reading at Level l on FCAT Reading, the student must be
582	enrolled in and complete an intensive reading course the
583	following year. Placement of Level 2 readers in either an
584	intensive reading course or a content area course in which
585	reading strategies are delivered shall be determined by
586	diagnosis of reading needs. The department shall provide
587	guidance on appropriate strategies for diagnosing and meeting
588	the varying instructional needs of students reading below grade
589	level. Reading courses shall be designed and offered pursuant to
590	the comprehensive reading plan required by s. 1011.62(9).
591	(c)  For each year in which a student scores below grade
592	level in mathematics at Level 1 or Level 2 on FCAT Mathematics,
593	the student must receive remediation the following year, which
594	may be integrated into the student's required mathematics
595	course.
596	Section 6.  Subsections (2) and (4), paragraph (b) of
597	subsection (7), and subsection (8) of section 1003.428, Florida
598	Statutes, as amended by chapter 2010-22, Laws of Florida, are
599	amended to read:
600	1003.428  General requirements for high school graduation;
601	revised.-
602	(2)  The 24 credits may be earned through applied,
603	integrated, and combined courses approved by the Department of
604	Education. The 24 credits shall be distributed as follows:
605	(a)  Sixteen core curriculum credits:
606	1.  Four credits in English, with major concentration in
607	composition, reading for information, and literature.
608	2.  Four credits in mathematics, one of which must be
609	Algebra I, a series of courses equivalent to Algebra I, or a
610	higher-level mathematics course. Beginning with students
611	entering grade 9 in the 2010-2011 school year, in addition to
612	the Algebra I credit requirement, one of the four credits in
613	mathematics must be geometry or a series of courses equivalent
614	to geometry as approved by the State Board of Education.
615	Beginning with students entering grade 9 in the 2010-2011 school
616	year, the end-of-course assessment requirements under s.
617	1008.22(3)(c)1.a.(I) s. 1008.22(3)(c)2.a.(I) must be met in
618	order for a student to earn the required credit in Algebra I.
619	Beginning with students entering grade 9 in the 2011-2012 school
620	year, the end-of-course assessment requirements under s.
621	1008.22(3)(c)1.a.(I) s. 1008.22(3)(c)2.a.(I) must be met in
622	order for a student to earn the required credit in geometry.
623	Beginning with students entering grade 9 in the 2012-2013 school
624	year, in addition to the Algebra I and geometry credit
625	requirements, one of the four credits in mathematics must be
626	Algebra II or a series of courses equivalent to Algebra II as
627	approved by the State Board of Education.
628	3.  Three credits in science, two of which must have a
629	laboratory component. Beginning with students entering grade 9
630	in the 2011-2012 school year, one of the three credits in
631	science must be Biology I or a series of courses equivalent to
632	Biology I as approved by the State Board of Education. Beginning
633	with students entering grade 9 in the 2011-2012 school year, the
634	end-of-course assessment requirements under s.
635	1008.22(3)(c)1.a.(II) s. 1008.22(3)(c)2.a.(II) must be met in
636	order for a student to earn the required credit in Biology I.
637	Beginning with students entering grade 9 in the 2013-2014 school
638	year, one of the three credits must be Biology I or a series of
639	courses equivalent to Biology I as approved by the State Board
640	of Education, one credit must be chemistry or physics or a
641	series of courses equivalent to chemistry or physics as approved
642	by the State Board of Education, and one credit must be an
643	equally rigorous course, as determined by the State Board of
644	Education.
645	4.  Three credits in social studies as follows: one credit
646	in United States history; one credit in world history; one-half
647	credit in economics; and one-half credit in United States
648	government.
649	5.  One credit in fine or performing arts, speech and
650	debate, or a practical arts course that incorporates artistic
651	content and techniques of creativity, interpretation, and
652	imagination. Eligible practical arts courses shall be identified
653	through the Course Code Directory.
654	6.  One credit in physical education to include integration
655	of health. Participation in an interscholastic sport at the
656	junior varsity or varsity level for two full seasons shall
657	satisfy the one-credit requirement in physical education if the
658	student passes a competency test on personal fitness with a
659	score of "C" or better. The competency test on personal fitness
660	must be developed by the Department of Education. A district
661	school board may not require that the one credit in physical
662	education be taken during the 9th grade year. Completion of one
663	semester with a grade of "C" or better in a marching band class,
664	in a physical activity class that requires participation in
665	marching band activities as an extracurricular activity, or in a
666	dance class shall satisfy one-half credit in physical education
667	or one-half credit in performing arts. This credit may not be
668	used to satisfy the personal fitness requirement or the
669	requirement for adaptive physical education under an individual
670	education plan (IEP) or 504 plan. Completion of 2 years in a
671	Reserve Officer Training Corps (R.O.T.C.) class, a significant
672	component of which is drills, shall satisfy the one-credit
673	requirement in physical education and the one-credit requirement
674	in performing arts. This credit may not be used to satisfy the
675	personal fitness requirement or the requirement for adaptive
676	physical education under an individual education plan (IEP) or
677	504 plan.
678	(b)  Eight credits in electives.
679	1.  For each year in which a student scores below grade
680	level in reading at Level l on FCAT Reading, the student must be
681	enrolled in and complete an intensive reading course the
682	following year. Placement of Level 2 readers in either an
683	intensive reading course or a content area course in which
684	reading strategies are delivered shall be determined by
685	diagnosis of reading needs. The department shall provide
686	guidance on appropriate strategies for diagnosing and meeting
687	the varying instructional needs of students reading below grade
688	level. Reading courses shall be designed and offered pursuant to
689	the comprehensive reading plan required by s. 1011.62(9).
690	2.  For each year in which a student scores below grade
691	level in mathematics at Level 1 or Level 2 on FCAT Mathematics,
692	the student must receive remediation the following year. These
693	courses may be taught through applied, integrated, or combined
694	courses and are subject to approval by the department for
695	inclusion in the Course Code Directory.
696	(4)  Each district school board shall establish standards
697	for graduation from its schools, which must include:
698	(a)  Successful completion of the academic credit or
699	curriculum requirements of subsections (1) and (2). For courses
700	that require statewide, standardized end-of-course assessments
701	under s. 1008.22(3)(c)1.d. s. 1008.22(3)(c)2.c., a minimum of 30
702	percent of a student's course grade shall be comprised of
703	performance on the statewide, standardized end-of-course
704	assessment.
705	(b)  Earning passing scores on the FCAT, as defined in s.
706	1008.22(3)(c), or scores on a standardized test that are
707	concordant with passing scores on the FCAT as defined in s.
708	1008.22(10).
709	(b)(c)  Completion of all other applicable requirements
710	prescribed by the district school board pursuant to s. 1008.25.
711	(c)(d)  Achievement of a cumulative grade point average of
712	2.0 on a 4.0 scale, or its equivalent, in the courses required
713	by this section.
714
715	Each district school board shall adopt policies designed to
716	assist students in meeting the requirements of this subsection.
717	These policies may include, but are not limited to: forgiveness
718	policies, summer school or before or after school attendance,
719	special counseling, volunteers or peer tutors, school-sponsored
720	help sessions, homework hotlines, and study skills classes.
721	Forgiveness policies for required courses shall be limited to
722	replacing a grade of "D" or "F," or the equivalent of a grade of
723	"D" or "F," with a grade of "C" or higher, or the equivalent of
724	a grade of "C" or higher, earned subsequently in the same or
725	comparable course. Forgiveness policies for elective courses
726	shall be limited to replacing a grade of "D" or "F," or the
727	equivalent of a grade of "D" or "F," with a grade of "C" or
728	higher, or the equivalent of a grade of "C" or higher, earned
729	subsequently in another course. The only exception to these
730	forgiveness policies shall be made for a student in the middle
731	grades who takes any high school course for high school credit
732	and earns a grade of "C," "D," or "F" or the equivalent of a
733	grade of "C," "D," or "F." In such case, the district
734	forgiveness policy must allow the replacement of the grade with
735	a grade of "C" or higher, or the equivalent of a grade of "C" or
736	higher, earned subsequently in the same or comparable course. In
737	all cases of grade forgiveness, only the new grade shall be used
738	in the calculation of the student's grade point average. Any
739	course grade not replaced according to a district school board
740	forgiveness policy shall be included in the calculation of the
741	cumulative grade point average required for graduation.
742	(7)
743	(b)  A student who completes the minimum number of credits
744	and other requirements prescribed by subsections (1), (2), and
745	(3), but who is unable to meet the standards of paragraph (4)(b)
746	or, paragraph (4)(c), or paragraph (4)(d), shall be awarded a
747	certificate of completion in a form prescribed by the State
748	Board of Education. However, any student who is otherwise
749	entitled to a certificate of completion may elect to remain in
750	the secondary school either as a full-time student or a part-
751	time student for up to 1 additional year and receive special
752	instruction designed to remedy his or her identified
753	deficiencies.
754	(8)(a)  Each district school board must provide instruction
755	to prepare students with disabilities to demonstrate proficiency
756	in the core content knowledge and skills necessary for
757	successful grade-to-grade progression and high school
758	graduation.
759	(b)1.  A student with a disability, as defined in s.
760	1007.02(2), for whom the individual education plan (IEP)
761	committee determines that the FCAT cannot accurately measure the
762	student's abilities taking into consideration all allowable
763	accommodations, shall have the FCAT requirement of paragraph
764	(4)(b) waived for the purpose of receiving a standard high
765	school diploma, if the student:
766	a.  Completes the minimum number of credits and other
767	requirements prescribed by subsections (1), (2), and (3).
768	b.  Does not meet the requirements of paragraph (4)(b)
769	after one opportunity in 10th grade and one opportunity in 11th
770	grade.
771	2.  A student with a disability, as defined in s.
772	1007.02(2), for whom the IEP committee determines that an end-
773	of-course assessment cannot accurately measure the student's
774	abilities, taking into consideration all allowable
775	accommodations, shall have the end-of-course assessment results
776	waived for the purpose of determining the student's course grade
777	and credit as required in paragraph (4)(a).
778	Section 7.  Subsections (1), (5), (6), and (8) of section
779	1003.429, Florida Statutes, as amended by chapter 2010-22, Laws
780	of Florida, are amended to read:
781	1003.429  Accelerated high school graduation options.-
782	(1)  Students who enter grade 9 in the 2006-2007 school
783	year and thereafter may select, upon receipt of each consent
784	required by this section, one of the following three high school
785	graduation options:
786	(a)  Completion of the general requirements for high school
787	graduation pursuant to s. 1003.428 or s. 1003.43, as applicable;
788	(b)  Completion of a 3-year standard college preparatory
789	program requiring successful completion of a minimum of 18
790	academic credits in grades 9 through 12. At least 6 of the 18
791	credits required for completion of this program must be received
792	in classes that are offered pursuant to the International
793	Baccalaureate Program, the Advanced Placement Program, dual
794	enrollment, Advanced International Certificate of Education, or
795	specifically listed or identified by the Department of Education
796	as rigorous pursuant to s. 1009.531(3). The 18 credits required
797	for completion of this program shall be primary requirements and
798	shall be distributed as follows:
799	1.  Four credits in English, with major concentration in
800	composition and literature;
801	2.  Three credits and, beginning with students entering
802	grade 9 in the 2010-2011 school year, four credits in
803	mathematics at the Algebra I level or higher from the list of
804	courses that qualify for state university admission. Beginning
805	with students entering grade 9 in the 2010-2011 school year, in
806	addition to the Algebra I credit requirement, one of the four
807	credits in mathematics must be geometry or a series of courses
808	equivalent to geometry as approved by the State Board of
809	Education. Beginning with students entering grade 9 in the 2010-
810	2011 school year, the end-of-course assessment requirements
811	under s. 1008.22(3)(c)1.a.(I) s. 1008.22(3)(c)2.a.(I) must be
812	met in order for a student to earn the required credit in
813	Algebra I. Beginning with students entering grade 9 in the 2011-
814	2012 school year, the end-of-course assessment requirements
815	under s. 1008.22(3)(c)1.a.(I) s. 1008.22(3)(c)2.a.(I) must be
816	met in order for a student to earn the required credit in
817	geometry. Beginning with students entering grade 9 in the 2012-
818	2013 school year, in addition to the Algebra I and geometry
819	credit requirements, one of the four credits in mathematics must
820	be Algebra II or a series of courses equivalent to Algebra II as
821	approved by the State Board of Education;
822	3.  Three credits in science, two of which must have a
823	laboratory component. Beginning with students entering grade 9
824	in the 2011-2012 school year, one of the three credits in
825	science must be Biology I or a series of courses equivalent to
826	Biology I as approved by the State Board of Education. Beginning
827	with students entering grade 9 in the 2011-2012 school year, the
828	end-of-course assessment requirements under s.
829	1008.22(3)(c)1.a.(II) s. 1008.22(3)(c)2.a.(II) must be met in
830	order for a student to earn the required credit in Biology I.
831	Beginning with students entering grade 9 in the 2013-2014 school
832	year, one of the three credits must be Biology I or a series of
833	courses equivalent to Biology I as approved by the State Board
834	of Education, one credit must be chemistry or physics or a
835	series of courses equivalent to chemistry or physics as approved
836	by the State Board of Education, and one credit must be an
837	equally rigorous course, as approved by the State Board of
838	Education;
839	4.  Three credits in social sciences, which must include
840	one credit in United States history, one credit in world
841	history, one-half credit in United States government, and one-
842	half credit in economics;
843	5.  Two credits in the same second language unless the
844	student is a native speaker of or can otherwise demonstrate
845	competency in a language other than English. If the student
846	demonstrates competency in another language, the student may
847	replace the language requirement with two credits in other
848	academic courses; and
849	6.  Three credits in electives and, beginning with students
850	entering grade 9 in the 2010-2011 school year, two credits in
851	electives; or
852	(c)  Completion of a 3-year career preparatory program
853	requiring successful completion of a minimum of 18 academic
854	credits in grades 9 through 12. The 18 credits shall be primary
855	requirements and shall be distributed as follows:
856	1.  Four credits in English, with major concentration in
857	composition and literature;
858	2.  Three credits and, beginning with students entering
859	grade 9 in the 2010-2011 school year, four credits in
860	mathematics, one of which must be Algebra I. Beginning with
861	students entering grade 9 in the 2010-2011 school year, in
862	addition to the Algebra I credit requirement, one of the four
863	credits in mathematics must be geometry or a series of courses
864	equivalent to geometry as approved by the State Board of
865	Education. Beginning with students entering grade 9 in the 2010-
866	2011 school year, the end-of-course assessment requirements
867	under s. 1008.22(3)(c)1.a.(I) s. 1008.22(3)(c)2.a.(I) must be
868	met in order for a student to earn the required credit in
869	Algebra I. Beginning with students entering grade 9 in the 2011-
870	2012 school year, the end-of-course assessment requirements
871	under s. 1008.22(3)(c)1.a.(I) s. 1008.22(3)(c)2.a.(I) must be
872	met in order for a student to earn the required credit in
873	geometry. Beginning with students entering grade 9 in the 2012-
874	2013 school year, in addition to the Algebra I and geometry
875	credit requirements, one of the four credits in mathematics must
876	be Algebra II or a series of courses equivalent to Algebra II as
877	approved by the State Board of Education;
878	3.  Three credits in science, two of which must have a
879	laboratory component. Beginning with students entering grade 9
880	in the 2011-2012 school year, one of the three credits in
881	science must be Biology I or a series of courses equivalent to
882	Biology I as approved by the State Board of Education. Beginning
883	with students entering grade 9 in the 2011-2012 school year, the
884	end-of-course assessment requirements under s.
885	1008.22(3)(c)1.a.(II) s. 1008.22(3)(c)2.a.(II) must be met in
886	order for a student to earn the required credit in Biology I.
887	Beginning with students entering grade 9 in the 2013-2014 school
888	year, one of the three credits must be Biology I or a series of
889	courses equivalent to Biology I as approved by the State Board
890	of Education, one credit must be chemistry or physics or a
891	series of courses equivalent to chemistry or physics as approved
892	by the State Board of Education, and one credit must be an
893	equally rigorous course, as approved by the State Board of
894	Education;
895	4.  Three credits in social sciences, which must include
896	one credit in United States history, one credit in world
897	history, one-half credit in United States government, and one-
898	half credit in economics;
899	5.  Three credits in a single vocational or career
900	education program, three credits in career and technical
901	certificate dual enrollment courses, or five credits in
902	vocational or career education courses; and
903	6.  Two credits and, beginning with students entering grade
904	9 in the 2010-2011 school year, one credit in electives unless
905	five credits are earned pursuant to subparagraph 5.
906
907	Any student who selected an accelerated graduation program
908	before July 1, 2004, may continue that program, and all
909	statutory program requirements that were applicable when the
910	student made the program choice shall remain applicable to the
911	student as long as the student continues that program.
912	(5)  District school boards may not establish requirements
913	for accelerated 3-year high school graduation options in excess
914	of the requirements in paragraphs (1)(b) and (c). For courses
915	that require statewide, standardized end-of-course assessments
916	under s. 1008.22(3)(c)1.d. s. 1008.22(3)(c)2.c., a minimum of 30
917	percent of a student's course grade shall be comprised of
918	performance on the statewide, standardized end-of-course
919	assessment.
920	(6)  Students pursuing accelerated 3-year high school
921	graduation options pursuant to paragraph (1)(b) or paragraph
922	(1)(c) are required to:
923	(a)  Earn passing scores on the FCAT as defined in s.
924	1008.22(3)(c) or scores on a standardized test that are
925	concordant with passing scores on the FCAT as defined in s.
926	1008.22(10).
927	(a)(b)1.  Achieve a cumulative weighted grade point average
928	of 3.5 on a 4.0 scale, or its equivalent, in the courses
929	required for the college preparatory accelerated 3-year high
930	school graduation option pursuant to paragraph (1)(b); or
931	2.  Achieve a cumulative weighted grade point average of
932	3.0 on a 4.0 scale, or its equivalent, in the courses required
933	for the career preparatory accelerated 3-year high school
934	graduation option pursuant to paragraph (1)(c).
935	(b)(c)  Receive a weighted or unweighted grade that earns
936	at least 3.0 points, or its equivalent, to earn course credit
937	toward the 18 credits required for the college preparatory
938	accelerated 3-year high school graduation option pursuant to
939	paragraph (1)(b).
940	(c)(d)  Receive a weighted or unweighted grade that earns
941	at least 2.0 points, or its equivalent, to earn course credit
942	toward the 18 credits required for the career preparatory
943	accelerated 3-year high school graduation option pursuant to
944	paragraph (1)(c).
945
946	Weighted grades referred to in paragraphs (a), (b), and (c), and
947	(d) shall be applied to those courses specifically listed or
948	identified by the department as rigorous pursuant to s.
949	1009.531(3) or weighted by the district school board for class
950	ranking purposes.
951	(8)  A student who selected one of the accelerated 3-year
952	graduation options shall automatically move to the 4-year
953	program set forth in s. 1003.428 or s. 1003.43, if applicable,
954	if the student:
955	(a)  Exercises his or her right to change to the 4-year
956	program;
957	(b)  Fails to earn 5 credits by the end of grade 9 or fails
958	to earn 11 credits by the end of grade 10;
959	(c)  Performs below grade level in writing in Does not
960	achieve a score of 3 or higher on the grade 10 FCAT Writing
961	assessment; or
962	(d)  By the end of grade 11 does not meet the requirements
963	of subsections (1) and (6).
964	Section 8.  Subsection (3) of section 1003.4295, Florida
965	Statutes, as created by chapter 2010-22, Laws of Florida, is
966	amended to read:
967	1003.4295  Acceleration courses.-
968	(3)  The Credit Acceleration Program (CAP) is created for
969	the purpose of allowing a secondary student to earn high school
970	credit in a course that requires a statewide, standardized end-
971	of-course assessment if the student attains a specified score on
972	the assessment. Notwithstanding s. 1003.436, a school district
973	shall award course credit to a student who is not enrolled in
974	the course, or who has not completed the course, if the student
975	attains a score indicating satisfactory performance, as defined
976	in s. 1008.22(3)(c)4. s. 1008.22(3)(c)5., on the corresponding
977	statewide, standardized end-of-course assessment. The school
978	district shall permit a student who is not enrolled in the
979	course, or who has not completed the course, to take the
980	standardized end-of-course assessment during the regular
981	administration of the assessment.
982	Section 9.  Subsections (1), (2), and (3) of section
983	1003.433, Florida Statutes, are amended to read:
984	1003.433  Learning opportunities for out-of-state and out-
985	of-country transfer students and students needing additional
986	instruction to meet high school graduation requirements.-
987	(1)  Students who enter a Florida public school at the
988	eleventh or twelfth grade from out of state or from a foreign
989	country shall not be required to spend additional time in a
990	Florida public school in order to meet the high school course
991	requirements if the student has met all requirements of the
992	school district, state, or country from which he or she is
993	transferring. Such students who are not proficient in English
994	should receive immediate and intensive instruction in English
995	language acquisition. However, to receive a standard high school
996	diploma, a transfer student must earn a 2.0 grade point average
997	and pass all end-of-course assessments required for the grade 10
998	FCAT required in s. 1008.22(3) or an alternate assessment as
999	described in s. 1008.22(10).
1000	(2)  Students who have met all requirements for the
1001	standard high school diploma except for passage of all end-of-
1002	course assessments required for the grade 10 FCAT or an
1003	alternate assessment by the end of grade 12 must be provided the
1004	following learning opportunities:
1005	(a)  Participation in an accelerated high school
1006	equivalency diploma preparation program during the summer.
1007	(b)  Upon receipt of a certificate of completion, be
1008	allowed to take the College Placement Test and be admitted to
1009	remedial or credit courses at a state community college, as
1010	appropriate.
1011	(c)  Participation in an adult general education program as
1012	provided in s. 1004.93 for such time as the student requires to
1013	master English, reading, mathematics, or any other subject
1014	required for high school graduation. Students attending adult
1015	basic, adult secondary, or vocational-preparatory instruction
1016	are exempt from any requirement for the payment of tuition and
1017	fees, including lab fees, pursuant to s. 1009.25. A student
1018	attending an adult general education program shall have the
1019	opportunity to take any end-of-course assessment required for
1020	the grade 10 FCAT an unlimited number of times in order to
1021	receive a standard high school diploma.
1022	(3)  Students who have been enrolled in an ESOL program for
1023	less than 2 school years and have met all requirements for the
1024	standard high school diploma except for passage of all end-of-
1025	course assessments required for the grade 10 FCAT or alternate
1026	assessment may receive immersion English language instruction
1027	during the summer following their senior year. Students
1028	receiving such instruction are eligible to take any end-of-
1029	course assessment required for grade 10 the FCAT or alternate
1030	assessment and receive a standard high school diploma upon
1031	passage of all end-of-course assessments required for the grade
1032	10 FCAT or the alternate assessment. This subsection shall be
1033	implemented to the extent funding is provided in the General
1034	Appropriations Act.
1035	Section 10.  Paragraph (a) of subsection (4), paragraph (c)
1036	of subsection (5), paragraph (b) of subsection (6), paragraph
1037	(b) of subsection (7), and paragraph (b) of subsection (8) of
1038	section 1008.25, Florida Statutes, as amended by chapter 2010-
1039	22, Laws of Florida, are amended to read:
1040	1008.25  Public school student progression; remedial
1041	instruction; reporting requirements.-
1042	(4)  ASSESSMENT AND REMEDIATION.-
1043	(a)  Each student must participate in the statewide
1044	assessment tests required by s. 1008.22. Each student who does
1045	not meet specific levels of performance as determined by the
1046	district school board in FCAT reading, writing, science, and
1047	mathematics for each grade level, or who scores below Level 3 in
1048	FCAT reading or FCAT mathematics, must be provided with
1049	additional diagnostic assessments to determine the nature of the
1050	student's difficulty, the areas of academic need, and strategies
1051	for appropriate intervention and instruction as described in
1052	paragraph (b).
1053	(5)  READING DEFICIENCY AND PARENTAL NOTIFICATION.-
1054	(c)  The parent of any student who exhibits a substantial
1055	deficiency in reading, as described in paragraph (a), must be
1056	notified in writing of the following:
1057	1.  That his or her child has been identified as having a
1058	substantial deficiency in reading.
1059	2.  A description of the current services that are provided
1060	to the child.
1061	3.  A description of the proposed supplemental
1062	instructional services and supports that will be provided to the
1063	child that are designed to remediate the identified area of
1064	reading deficiency.
1065	4.  That if the child's reading deficiency is not
1066	remediated by the end of grade 3, the child must be retained
1067	unless he or she is exempt from mandatory retention for good
1068	cause.
1069	5.  Strategies for parents to use in helping their child
1070	succeed in reading proficiency.
1071	6.  That an end-of-course assessment in reading the Florida
1072	Comprehensive Assessment Test (FCAT) is not the sole determiner
1073	of promotion and that additional evaluations, portfolio reviews,
1074	and assessments are available to the child to assist parents and
1075	the school district in knowing when a child is reading at or
1076	above grade level and ready for grade promotion.
1077	7.  The district's specific criteria and policies for
1078	midyear promotion. Midyear promotion means promotion of a
1079	retained student at any time during the year of retention once
1080	the student has demonstrated ability to read at grade level.
1081	(6)  ELIMINATION OF SOCIAL PROMOTION.-
1082	(b)  The district school board may only exempt students
1083	from mandatory retention, as provided in paragraph (5)(b), for
1084	good cause. Good cause exemptions shall be limited to the
1085	following:
1086	1.  Limited English proficient students who have had less
1087	than 2 years of instruction in an English for Speakers of Other
1088	Languages program.
1089	2.  Students with disabilities whose individual education
1090	plan indicates that participation in the statewide assessment
1091	program is not appropriate, consistent with the requirements of
1092	State Board of Education rule.
1093	3.  Students who demonstrate an acceptable level of
1094	performance on an alternative standardized reading assessment
1095	approved by the State Board of Education.
1096	4.  Students who demonstrate, through a student portfolio,
1097	that the student is reading on grade level as evidenced by
1098	demonstration of mastery of the Sunshine State Standards in
1099	reading equal to at least a Level 2 performance on the FCAT.
1100	5.  Students with disabilities who participate in the FCAT
1101	and who have an individual education plan or a Section 504 plan
1102	that reflects that the student has received intensive
1103	remediation in reading for more than 2 years but still
1104	demonstrates a deficiency in reading and was previously retained
1105	in kindergarten, grade 1, grade 2, or grade 3.
1106	6.  Students who have received intensive remediation in
1107	reading for 2 or more years but still demonstrate a deficiency
1108	in reading and who were previously retained in kindergarten,
1109	grade 1, grade 2, or grade 3 for a total of 2 years. Intensive
1110	reading instruction for students so promoted must include an
1111	altered instructional day that includes specialized diagnostic
1112	information and specific reading strategies for each student.
1113	The district school board shall assist schools and teachers to
1114	implement reading strategies that research has shown to be
1115	successful in improving reading among low-performing readers.
1116	(7)  SUCCESSFUL PROGRESSION FOR RETAINED READERS.-
1117	(b)  Beginning with the 2004-2005 school year, each school
1118	district shall:
1119	1.  Conduct a review of student progress monitoring plans
1120	for all students who did not achieve grade level in reading
1121	score above Level 1 on the reading portion of the FCAT and did
1122	not meet the criteria for one of the good cause exemptions in
1123	paragraph (6)(b). The review shall address additional supports
1124	and services, as described in this subsection, needed to
1125	remediate the identified areas of reading deficiency. The school
1126	district shall require a student portfolio to be completed for
1127	each such student.
1128	2.  Provide students who are retained under the provisions
1129	of paragraph (5)(b) with intensive instructional services and
1130	supports to remediate the identified areas of reading
1131	deficiency, including a minimum of 90 minutes of daily,
1132	uninterrupted, scientifically research-based reading instruction
1133	and other strategies prescribed by the school district, which
1134	may include, but are not limited to:
1135	a.  Small group instruction.
1136	b.  Reduced teacher-student ratios.
1137	c.  More frequent progress monitoring.
1138	d.  Tutoring or mentoring.
1139	e.  Transition classes containing 3rd and 4th grade
1140	students.
1141	f.  Extended school day, week, or year.
1142	g.  Summer reading camps.
1143	3.  Provide written notification to the parent of any
1144	student who is retained under the provisions of paragraph (5)(b)
1145	that his or her child has not met the proficiency level required
1146	for promotion and the reasons the child is not eligible for a
1147	good cause exemption as provided in paragraph (6)(b). The
1148	notification must comply with the provisions of s. 1002.20(15)
1149	and must include a description of proposed interventions and
1150	supports that will be provided to the child to remediate the
1151	identified areas of reading deficiency.
1152	4.  Implement a policy for the midyear promotion of any
1153	student retained under the provisions of paragraph (5)(b) who
1154	can demonstrate that he or she is a successful and independent
1155	reader, reading at or above grade level, and ready to be
1156	promoted to grade 4. Tools that school districts may use in
1157	reevaluating any student retained may include subsequent
1158	assessments, alternative assessments, and portfolio reviews, in
1159	accordance with rules of the State Board of Education. Students
1160	promoted during the school year after November 1 must
1161	demonstrate proficiency above that required to score at Level 2
1162	on the grade 3 FCAT, as determined by the State Board of
1163	Education. The State Board of Education shall adopt standards
1164	that provide a reasonable expectation that the student's
1165	progress is sufficient to master appropriate 4th grade level
1166	reading skills.
1167	5.  Provide students who are retained under the provisions
1168	of paragraph (5)(b) with a high-performing teacher as determined
1169	by student performance data and above-satisfactory performance
1170	appraisals.
1171	6.  In addition to required reading enhancement and
1172	acceleration strategies, provide parents of students to be
1173	retained with at least one of the following instructional
1174	options:
1175	a.  Supplemental tutoring in scientifically research-based
1176	reading services in addition to the regular reading block,
1177	including tutoring before and/or after school.
1178	b.  A "Read at Home" plan outlined in a parental contract,
1179	including participation in "Families Building Better Readers
1180	Workshops" and regular parent-guided home reading.
1181	c.  A mentor or tutor with specialized reading training.
1182	7.  Establish a Reading Enhancement and Acceleration
1183	Development (READ) Initiative. The focus of the READ Initiative
1184	shall be to prevent the retention of grade 3 students and to
1185	offer intensive accelerated reading instruction to grade 3
1186	students who failed to meet standards for promotion to grade 4
1187	and to each K-3 student who is assessed as exhibiting a reading
1188	deficiency. The READ Initiative shall:
1189	a.  Be provided to all K-3 students at risk of retention as
1190	identified by the statewide assessment system used in Reading
1191	First schools. The assessment must measure phonemic awareness,
1192	phonics, fluency, vocabulary, and comprehension.
1193	b.  Be provided during regular school hours in addition to
1194	the regular reading instruction.
1195	c.  Provide a state-identified reading curriculum that has
1196	been reviewed by the Florida Center for Reading Research at
1197	Florida State University and meets, at a minimum, the following
1198	specifications:
1199	(I)  Assists students assessed as exhibiting a reading
1200	deficiency in developing the ability to read at grade level.
1201	(II)  Provides skill development in phonemic awareness,
1202	phonics, fluency, vocabulary, and comprehension.
1203	(III)  Provides scientifically based and reliable
1204	assessment.
1205	(IV)  Provides initial and ongoing analysis of each
1206	student's reading progress.
1207	(V)  Is implemented during regular school hours.
1208	(VI)  Provides a curriculum in core academic subjects to
1209	assist the student in maintaining or meeting proficiency levels
1210	for the appropriate grade in all academic subjects.
1211	8.  Establish at each school, where applicable, an
1212	Intensive Acceleration Class for retained grade 3 students who
1213	subsequently score below grade level in reading at Level 1 on
1214	the reading portion of the FCAT. The focus of the Intensive
1215	Acceleration Class shall be to increase a child's reading level
1216	at least two grade levels in 1 school year. The Intensive
1217	Acceleration Class shall:
1218	a.  Be provided to any student in grade 3 who scores below
1219	grade level in reading at Level 1 on the reading portion of the
1220	FCAT and who was retained in grade 3 the prior year because of
1221	scoring below grade level in reading at Level 1 on the reading
1222	portion of the FCAT.
1223	b.  Have a reduced teacher-student ratio.
1224	c.  Provide uninterrupted reading instruction for the
1225	majority of student contact time each day and incorporate
1226	opportunities to master the grade 4 Sunshine State Standards in
1227	other core subject areas.
1228	d.  Use a reading program that is scientifically research-
1229	based and has proven results in accelerating student reading
1230	achievement within the same school year.
1231	e.  Provide intensive language and vocabulary instruction
1232	using a scientifically research-based program, including use of
1233	a speech-language therapist.
1234	f.  Include weekly progress monitoring measures to ensure
1235	progress is being made.
1236	g.  Report to the Department of Education, in the manner
1237	described by the department, the progress of students in the
1238	class at the end of the first semester.
1239	9.  Report to the State Board of Education, as requested,
1240	on the specific intensive reading interventions and supports
1241	implemented at the school district level. The Commissioner of
1242	Education shall annually prescribe the required components of
1243	requested reports.
1244	10.  Provide a student who has been retained in grade 3 and
1245	has received intensive instructional services but is still not
1246	ready for grade promotion, as determined by the school district,
1247	the option of being placed in a transitional instructional
1248	setting. Such setting shall specifically be designed to produce
1249	learning gains sufficient to meet grade 4 performance standards
1250	while continuing to remediate the areas of reading deficiency.
1251	(8)  ANNUAL REPORT.-
1252	(b)  Each district school board must annually publish in
1253	the local newspaper, and report in writing to the State Board of
1254	Education by September 1 of each year, the following information
1255	on the prior school year:
1256	1.  The provisions of this section relating to public
1257	school student progression and the district school board's
1258	policies and procedures on student retention and promotion.
1259	2.  By grade, the number and percentage of all students in
1260	grades 3 through 10 performing below grade level in reading at
1261	Levels 1 and 2 on the reading portion of the FCAT.
1262	3.  By grade, the number and percentage of all students
1263	retained in grades 3 through 10.
1264	4.  Information on the total number of students who were
1265	promoted for good cause, by each category of good cause as
1266	specified in paragraph (6)(b).
1267	5.  Any revisions to the district school board's policy on
1268	student retention and promotion from the prior year.
1269	Section 11.  Subsection (3) of section 1008.30, Florida
1270	Statutes, as amended by chapter 2010-22, Laws of Florida, is
1271	amended to read:
1272	1008.30  Common placement testing for public postsecondary
1273	education.-
1274	(3)  The State Board of Education shall adopt rules that
1275	require high schools to evaluate before the beginning of grade
1276	12 the college readiness of each student who indicates an
1277	interest in postsecondary education and scores below grade level
1278	in reading or mathematics in at Level 2 or Level 3 on the
1279	reading portion of the grade 10 FCAT or Level 2, Level 3, or
1280	Level 4 on the mathematics assessments under s. 1008.22(3)(c).
1281	High schools shall perform this evaluation using results from
1282	the corresponding component of the common placement test
1283	prescribed in this section, or an equivalent test identified by
1284	the State Board of Education. The Department of Education shall
1285	purchase or develop the assessments necessary to perform the
1286	evaluations required by this subsection and shall work with the
1287	school districts to administer the assessments. The State Board
1288	of Education shall establish by rule the minimum test scores a
1289	student must achieve to demonstrate readiness. Students who
1290	demonstrate readiness by achieving the minimum test scores
1291	established by the state board and enroll in a community college
1292	within 2 years of achieving such scores shall not be required to
1293	enroll in remediation courses as a condition of acceptance to
1294	any community college. The high school shall use the results of
1295	the test to advise the students of any identified deficiencies
1296	and to the maximum extent practicable provide 12th grade
1297	students access to appropriate remedial instruction prior to
1298	high school graduation. The remedial instruction provided under
1299	this subsection shall be a collaborative effort between
1300	secondary and postsecondary educational institutions. To the
1301	extent courses are available, the Florida Virtual School may be
1302	used to provide the remedial instruction required by this
1303	subsection.
1304	Section 12.  Paragraphs (b) and (c) of subsection (3) of
1305	section 1008.34, Florida Statutes, as amended by chapters 2010-
1306	22 and 2010-48, Laws of Florida, are amended to read:
1307	1008.34  School grading system; school report cards;
1308	district grade.-
1309	(3)  DESIGNATION OF SCHOOL GRADES.-
1310	(b)1.  A school's grade shall be based on a combination of:
1311	a.  Student achievement scores, including achievement on
1312	all FCAT assessments administered under s. 1008.22(3)(c)1., end-
1313	of-course assessments administered under s. 1008.22(3)(c)1.a. s.
1314	1008.22(3)(c)2.a., and achievement scores for students seeking a
1315	special diploma.
1316	b.  Student learning gains in subjects reading and
1317	mathematics as measured by FCAT and end-of-course assessments,
1318	as described in s. 1008.22(3)(c)1.a. and 2.a. Learning gains for
1319	students seeking a special diploma, as measured by an alternate
1320	assessment tool, shall be included not later than the 2009-2010
1321	school year.
1322	c.  Improvement of the lowest 25th percentile of students
1323	in the school in subjects reading and mathematics on the FCAT or
1324	end-of-course assessments described in s. 1008.22(3)(c)1.a. s.
1325	1008.22(3)(c)2.a., unless these students are exhibiting
1326	satisfactory performance.
1327	2.  Beginning with the 2009-2010 school year for schools
1328	comprised of high school grades 9, 10, 11, and 12, or grades 10,
1329	11, and 12, 50 percent of the school grade shall be based on a
1330	combination of the factors listed in sub-subparagraphs 1.a.-c.
1331	and the remaining 50 percent on the following factors:
1332	a.  The high school graduation rate of the school;
1333	b.  As valid data becomes available, the performance and
1334	participation of the school's students in College Board Advanced
1335	Placement courses, International Baccalaureate courses, dual
1336	enrollment courses, and Advanced International Certificate of
1337	Education courses; and the students' achievement of national
1338	industry certification identified in the Industry Certification
1339	Funding List, pursuant to rules adopted by the State Board of
1340	Education;
1341	c.  Postsecondary readiness of the school's students as
1342	measured by the SAT, ACT, or the common placement test;
1343	d.  The high school graduation rate of at-risk students who
1344	scored below grade level in reading and mathematics in at Level
1345	2 or lower on the grade 8 FCAT Reading and Mathematics
1346	examinations;
1347	e.  As valid data becomes available, the performance of the
1348	school's students on statewide standardized end-of-course
1349	assessments administered under s. 1008.22(3)(c)1.c. and d. s.
1350	1008.22(3)(c)2.b. and c.; and
1351	f.  The growth or decline in the components listed in sub-
1352	subparagraphs a.-e. from year to year.
1353	(c)  Student assessment data used in determining school
1354	grades shall include:
1355	1.  The aggregate scores of all eligible students enrolled
1356	in the school who have been assessed on the FCAT and statewide,
1357	standardized end-of-course assessments in courses required for
1358	high school graduation, including, beginning with the 2010-2011
1359	school year, the end-of-course assessment in Algebra I; and
1360	beginning with the 2011-2012 school year, the end-of-course
1361	assessments in geometry and Biology; and beginning with the
1362	2013-2014 school year, on the statewide, standardized end-of-
1363	course assessment in civics education at the middle school
1364	level.
1365	2.  The aggregate scores of all eligible students enrolled
1366	in the school who have been assessed on the FCAT and end-of-
1367	course assessments as described in s. 1008.22(3)(c)1.a. s.
1368	1008.22(3)(c)2.a., and who have scored at or in the lowest 25th
1369	percentile of students in the school in the subjects of those
1370	assessments reading and mathematics, unless these students are
1371	exhibiting satisfactory performance.
1372	3.  The achievement scores and learning gains of eligible
1373	students attending alternative schools that provide dropout
1374	prevention and academic intervention services pursuant to s.
1375	1003.53. The term "eligible students" in this subparagraph does
1376	not include students attending an alternative school who are
1377	subject to district school board policies for expulsion for
1378	repeated or serious offenses, who are in dropout retrieval
1379	programs serving students who have officially been designated as
1380	dropouts, or who are in programs operated or contracted by the
1381	Department of Juvenile Justice. The student performance data for
1382	eligible students identified in this subparagraph shall be
1383	included in the calculation of the home school's grade. As used
1384	in this section and s. 1008.341, the term "home school" means
1385	the school to which the student would be assigned if the student
1386	were not assigned to an alternative school. If an alternative
1387	school chooses to be graded under this section, student
1388	performance data for eligible students identified in this
1389	subparagraph shall not be included in the home school's grade
1390	but shall be included only in the calculation of the alternative
1391	school's grade. A school district that fails to assign the FCAT
1392	and end-of-course assessment as described in s.
1393	1008.22(3)(c)1.a. s. 1008.22(3)(c)2.a. scores of each of its
1394	students to his or her home school or to the alternative school
1395	that receives a grade shall forfeit Florida School Recognition
1396	Program funds for 1 fiscal year. School districts must require
1397	collaboration between the home school and the alternative school
1398	in order to promote student success. This collaboration must
1399	include an annual discussion between the principal of the
1400	alternative school and the principal of each student's home
1401	school concerning the most appropriate school assignment of the
1402	student.
1403	4.  For schools comprised of high school grades 9, 10, 11,
1404	and 12, or grades 10, 11, and 12, the data listed in
1405	subparagraphs 1.-3. and the following data as the Department of
1406	Education determines such data are valid and available:
1407	a.  The high school graduation rate of the school as
1408	calculated by the Department of Education;
1409	b.  The participation rate of all eligible students
1410	enrolled in the school and enrolled in College Board Advanced
1411	Placement courses; International Baccalaureate courses; dual
1412	enrollment courses; Advanced International Certificate of
1413	Education courses; and courses or sequence of courses leading to
1414	national industry certification identified in the Industry
1415	Certification Funding List, pursuant to rules adopted by the
1416	State Board of Education;
1417	c.  The aggregate scores of all eligible students enrolled
1418	in the school in College Board Advanced Placement courses,
1419	International Baccalaureate courses, and Advanced International
1420	Certificate of Education courses;
1421	d.  Earning of college credit by all eligible students
1422	enrolled in the school in dual enrollment programs under s.
1423	1007.271;
1424	e.  Earning of a national industry certification identified
1425	in the Industry Certification Funding List, pursuant to rules
1426	adopted by the State Board of Education;
1427	f.  The aggregate scores of all eligible students enrolled
1428	in the school in reading, mathematics, and other subjects as
1429	measured by the SAT, the ACT, and the common placement test for
1430	postsecondary readiness;
1431	g.  The high school graduation rate of all eligible at-risk
1432	students enrolled in the school who scored below grade level in
1433	reading and mathematics in at Level 2 or lower on the grade 8
1434	FCAT Reading and Mathematics examinations;
1435	h.  The performance of the school's students on statewide
1436	standardized end-of-course assessments administered under s.
1437	1008.22(3)(c)1.c. and d. s. 1008.22(3)(c)2.b. and c.; and
1438	i.  The growth or decline in the data components listed in
1439	sub-subparagraphs a.-h. from year to year.
1440
1441	The State Board of Education shall adopt appropriate criteria
1442	for each school grade. The criteria must also give added weight
1443	to student achievement in reading. Schools designated with a
1444	grade of "C," making satisfactory progress, shall be required to
1445	demonstrate that adequate progress has been made by students in
1446	the school who are in the lowest 25th percentile in reading and
1447	mathematics on the FCAT and end-of-course assessments as
1448	described in s. 1008.22(3)(c)1.a. s. 1008.22(3)(c)2.a., unless
1449	these students are exhibiting satisfactory performance.
1450	Beginning with the 2009-2010 school year for schools comprised
1451	of high school grades 9, 10, 11, and 12, or grades 10, 11, and
1452	12, the criteria for school grades must also give added weight
1453	to the graduation rate of all eligible at-risk students, as
1454	defined in this paragraph. Beginning in the 2009-2010 school
1455	year, in order for a high school to be designated as having a
1456	grade of "A," making excellent progress, the school must
1457	demonstrate that at-risk students, as defined in this paragraph,
1458	in the school are making adequate progress.
1459	Section 13.  Subsection (3) of section 1008.341, Florida
1460	Statutes, as amended by chapter 2010-22, Laws of Florida, is
1461	amended to read:
1462	1008.341  School improvement rating for alternative
1463	schools.-
1464	(3)  DESIGNATION OF SCHOOL IMPROVEMENT RATING.-Student data
1465	used in determining an alternative school's school improvement
1466	rating shall include:
1467	(a)  The aggregate scores on statewide assessments
1468	administered under s. 1008.22 for all eligible students who were
1469	assigned to and enrolled in the school during the October or
1470	February FTE count and who have end-of-course assessment FCAT or
1471	comparable scores for the preceding school year.
1472	(b)  The aggregate scores on statewide assessments
1473	administered under s. 1008.22 for all eligible students who were
1474	assigned to and enrolled in the school during the October or
1475	February FTE count and who have scored in the lowest 25th
1476	percentile of students in the state on end-of-course assessments
1477	in reading FCAT Reading.
1478
1479	The assessment scores of students who are subject to district
1480	school board policies for expulsion for repeated or serious
1481	offenses, who are in dropout retrieval programs serving students
1482	who have officially been designated as dropouts, or who are in
1483	programs operated or contracted by the Department of Juvenile
1484	Justice may not be included in an alternative school's school
1485	improvement rating.
1486	Section 14.  Paragraph (c) of subsection (9) of section
1487	1011.62, Florida Statutes, is amended to read:
1488	1011.62  Funds for operation of schools.-If the annual
1489	allocation from the Florida Education Finance Program to each
1490	district for operation of schools is not determined in the
1491	annual appropriations act or the substantive bill implementing
1492	the annual appropriations act, it shall be determined as
1493	follows:
1494	(9)  RESEARCH-BASED READING INSTRUCTION ALLOCATION.-
1495	(c)  Funds allocated under this subsection must be used to
1496	provide a system of comprehensive reading instruction to
1497	students enrolled in the K-12 programs, which may include the
1498	following:
1499	1.  The provision of highly qualified reading coaches.
1500	2.  Professional development for school district teachers
1501	in scientifically based reading instruction, including
1502	strategies to teach reading in content areas and with an
1503	emphasis on technical and informational text.
1504	3.  The provision of summer reading camps for students who
1505	are reading below grade level score at Level 1 on FCAT Reading.
1506	4.  The provision of supplemental instructional materials
1507	that are grounded in scientifically based reading research.
1508	5.  The provision of intensive interventions for middle and
1509	high school students reading below grade level.
1510	Section 15.  Paragraph (b) of subsection (1) of section
1511	1012.22, Florida Statutes, is amended to read:
1512	1012.22  Public school personnel; powers and duties of the
1513	district school board.-The district school board shall:
1514	(1)  Designate positions to be filled, prescribe
1515	qualifications for those positions, and provide for the
1516	appointment, compensation, promotion, suspension, and dismissal
1517	of employees as follows, subject to the requirements of this
1518	chapter:
1519	(b)  Time to act on nominations.-The district school board
1520	shall act not later than 3 weeks following the receipt of FCAT
1521	scores and data, including school grades, or June 30, whichever
1522	is later, on the district school superintendent's nominations of
1523	supervisors, principals, and members of the instructional staff.
1524	Section 16.  This act shall take effect upon becoming a
1525	law.

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