Florida Senate - 2011                          SENATOR AMENDMENT
       Bill No. CS/CS/HB 1255, 1st Eng.
       
       
       
       
       
       
                                Barcode 287776                          
       
                              LEGISLATIVE ACTION                        
                    Senate             .             House              
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                Floor: 1/AD/2R         .           Floor: CA            
             05/02/2011 04:53 PM       .      05/06/2011 08:26 PM       
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       Senator Wise moved the following:
       
    1         Senate Amendment (with title amendment)
    2  
    3         Delete lines 120 - 1924
    4  and insert:
    5         Section 1. Paragraph (a) of subsection (4) of section
    6  1001.20, Florida Statutes, is amended to read:
    7         1001.20 Department under direction of state board.—
    8         (4) The Department of Education shall establish the
    9  following offices within the Office of the Commissioner of
   10  Education which shall coordinate their activities with all other
   11  divisions and offices:
   12         (a) Office of Technology and Information Services.
   13  Responsible for developing a systemwide technology plan, making
   14  budget recommendations to the commissioner, providing data
   15  collection and management for the system, assisting school
   16  districts in securing Internet access and telecommunications
   17  services, including those eligible for funding under the Schools
   18  and Libraries Program of the federal Universal Service Fund, and
   19  coordinating services with other state, local, and private
   20  agencies. The office shall develop a method to address the need
   21  for a statewide approach to planning and operations of library
   22  and information services to achieve a single K-20 education
   23  system library information portal and a unified higher education
   24  library management system. The Florida Virtual School shall be
   25  administratively housed within the office.
   26         Section 2. Subsection (23) of section 1001.42, Florida
   27  Statutes, is amended to read:
   28         1001.42 Powers and duties of district school board.—The
   29  district school board, acting as a board, shall exercise all
   30  powers and perform all duties listed below:
   31         (23) FLORIDA VIRTUAL SCHOOL.—Provide students with access
   32  to enroll in courses available through the Florida Virtual
   33  School and award credit for successful completion of such
   34  courses. Access shall be available to students during and or
   35  after the normal school day and through summer school
   36  enrollment.
   37         Section 3. Section 1001.421, Florida Statutes, is created
   38  to read:
   39         1001.421 Gifts.—Notwithstanding any other provision of law
   40  to the contrary, district school board members and their
   41  relatives, as defined in s. 112.312(21), may not directly or
   42  indirectly solicit any gift, or directly or indirectly accept
   43  any gift in excess of $50, from any person, vendor, potential
   44  vendor, or other entity doing business with the school district.
   45  The term “gift” has the same meaning as in s. 112.312(12).
   46         Section 4. Paragraph (a) of subsection (6) of section
   47  1002.20, Florida Statutes, is amended to read:
   48         1002.20 K-12 student and parent rights.—Parents of public
   49  school students must receive accurate and timely information
   50  regarding their child’s academic progress and must be informed
   51  of ways they can help their child to succeed in school. K-12
   52  students and their parents are afforded numerous statutory
   53  rights including, but not limited to, the following:
   54         (6) EDUCATIONAL CHOICE.—
   55         (a) Public school choices.—Parents of public school
   56  students may seek whatever public school choice options that are
   57  applicable to their students and are available to students in
   58  their school districts. These options may include controlled
   59  open enrollment, single-gender programs, lab schools, school
   60  district virtual instruction programs, charter schools, charter
   61  technical career centers, magnet schools, alternative schools,
   62  special programs, auditory-oral education programs, advanced
   63  placement, dual enrollment, International Baccalaureate,
   64  International General Certificate of Secondary Education (pre
   65  AICE), Advanced International Certificate of Education, early
   66  admissions, credit by examination or demonstration of
   67  competency, the New World School of the Arts, the Florida School
   68  for the Deaf and the Blind, and the Florida Virtual School.
   69  These options may also include the public school choice options
   70  of the Opportunity Scholarship Program and the McKay
   71  Scholarships for Students with Disabilities Program.
   72         Section 5. Paragraph (a) of subsection (1) of section
   73  1002.37, Florida Statutes, is amended to read:
   74         1002.37 The Florida Virtual School.—
   75         (1)(a) The Florida Virtual School is established for the
   76  development and delivery of online and distance learning
   77  education and shall be administratively housed within the
   78  Commissioner of Education’s Office of Technology and Information
   79  Services. The Commissioner of Education shall monitor the
   80  school’s performance and report its performance to the State
   81  Board of Education and the Legislature.
   82  
   83  The board of trustees of the Florida Virtual School shall
   84  identify appropriate performance measures and standards based on
   85  student achievement that reflect the school’s statutory mission
   86  and priorities, and shall implement an accountability system for
   87  the school that includes assessment of its effectiveness and
   88  efficiency in providing quality services that encourage high
   89  student achievement, seamless articulation, and maximum access.
   90         Section 6. Subsection (2) and paragraph (a) of subsection
   91  (3) of section 1002.38, Florida Statutes, are amended to read:
   92         1002.38 Opportunity Scholarship Program.—
   93         (2) OPPORTUNITY SCHOLARSHIP ELIGIBILITY.—For purposes of
   94  this section, a school’s grade shall be based upon statewide
   95  assessments administered pursuant to s. 1008.22. A public school
   96  student’s parent may request and receive from the state an
   97  opportunity scholarship for the student to enroll in and attend
   98  a private school in accordance with the provisions of this
   99  section if:
  100         (a)1. By assigned school attendance area or by special
  101  assignment, the student has spent the prior school year in
  102  attendance at a public school that has been designated pursuant
  103  to s. 1008.34 as performance grade category “F,” failing to make
  104  adequate progress, and that has had 2 school years in a 4-year
  105  period of such low performance, and the student’s attendance
  106  occurred during a school year in which such designation was in
  107  effect;
  108         2. The student has been in attendance elsewhere in the
  109  public school system and has been assigned to such school for
  110  the next school year; or
  111         3. The student is entering kindergarten or first grade and
  112  has been notified that the student has been assigned to such
  113  school for the next school year.
  114         (b) The parent has obtained acceptance for admission of the
  115  student to a private school eligible for the program pursuant to
  116  subsection (4), and has notified the Department of Education and
  117  the school district of the request for an opportunity
  118  scholarship no later than July 1 of the first year in which the
  119  student intends to use the scholarship.
  120  
  121  The provisions of this section do shall not apply to a student
  122  who is enrolled in a school operating for the purpose of
  123  providing educational services to youth in Department of
  124  Juvenile Justice commitment programs. For purposes of continuity
  125  of educational choice, the opportunity scholarship shall remain
  126  in force until the student returns to a public school or, if the
  127  student chooses to attend a private school the highest grade of
  128  which is grade 8, until the student matriculates to high school
  129  and the public high school to which the student is assigned is
  130  an accredited school with a performance grade category
  131  designation of “C” or better. However, at any time upon
  132  reasonable notice to the Department of Education and the school
  133  district, the student’s parent may remove the student from the
  134  private school and place the student in a public school, as
  135  provided in subparagraph (3)(a)2.
  136         (3) SCHOOL DISTRICT OBLIGATIONS.—
  137         (a) A school district shall, for each student enrolled in
  138  or assigned to a school that has been designated as performance
  139  grade category “F” for 2 school years in a 4-year period:
  140         1. Timely notify the parent of the student as soon as such
  141  designation is made of all options available pursuant to this
  142  section.
  143         2. Offer that student’s parent an opportunity to enroll the
  144  student in the public school within the district that has been
  145  designated by the state pursuant to s. 1008.34 as a school
  146  performing higher than that in which the student is currently
  147  enrolled or to which the student has been assigned, but not less
  148  than performance grade category “C.” The parent is not required
  149  to accept this offer in lieu of requesting a state opportunity
  150  scholarship to a private school. The opportunity to continue
  151  attending the higher performing public school shall remain in
  152  force until the student graduates from high school.
  153         Section 7. Paragraph (a) of subsection (4) of section
  154  1002.39, Florida Statutes, is amended to read:
  155         1002.39 The John M. McKay Scholarships for Students with
  156  Disabilities Program.—There is established a program that is
  157  separate and distinct from the Opportunity Scholarship Program
  158  and is named the John M. McKay Scholarships for Students with
  159  Disabilities Program.
  160         (4) TERM OF JOHN M. MCKAY SCHOLARSHIP.—
  161         (a) For purposes of continuity of educational choice, a
  162  John M. McKay Scholarship shall remain in force until the
  163  student returns to a public school, graduates from high school,
  164  or reaches the age of 22, whichever occurs first. A scholarship
  165  student who enrolls in a public school or public school program
  166  is considered to have returned to a public school for the
  167  purpose of determining the end of the scholarship’s term.
  168  However, if a student enters a Department of Juvenile Justice
  169  detention center for a period of no more than 21 days, the
  170  student is not considered to have returned to a public school
  171  for that purpose.
  172         Section 8. Section 1002.391, Florida Statutes, is created
  173  to read:
  174         1002.391Auditory-oral education programs.—
  175         (1) As used in this section, the term:
  176         (a) “Auditory-oral education program” means a program that
  177  develops and relies solely on listening skills and uses an
  178  implant or assistive hearing device for the purpose of relying
  179  on speech and spoken language skills as the method of
  180  communication.
  181         (b) “Deaf or hard of hearing” means aided or unaided
  182  hearing loss that affects the processing of linguistic
  183  information and adversely affects performance in the educational
  184  environment. The degree of loss may range from mild to profound
  185  in accordance with criteria established by rule of the State
  186  Board of Education.
  187         (c) “School” means a public or private school located in
  188  this state which meets the following requirements:
  189         1. Is accredited by OPTION Schools, Inc., to teach children
  190  who have obtained an implant or assistive hearing device; or
  191         2. Has a supervisor and a majority of the faculty provide
  192  direct services to children and are certified by the AG Bell
  193  Academy for Listening and Spoken Language as listening and
  194  spoken language specialists.
  195         (2) The parent of a child who is deaf or hard of hearing
  196  and who meets the following requirements may enroll the child in
  197  an auditory-oral education program as a school of choice
  198  pursuant to s. 1002.20. Such child may continue attending the
  199  school and complete the development of listening and spoken
  200  language skills at the school. In order to enroll and attend,
  201  the child must:
  202         (a) Have received an implant or assistive hearing device;
  203         (b) Be between the ages of 3 and 7 years, or between the
  204  ages of 2 and 7 years when the school district elects to serve
  205  children with disabilities who are under the age of 3 years; and
  206         (c) Be a resident of the state.
  207         (3) The level of services shall be determined by the
  208  individual educational plan team or individualized family
  209  support plan team, which includes the child’s parent in
  210  accordance with the rules of the State Board of Education. A
  211  child is eligible for services under this section until the end
  212  of the school year in which he or she reaches the age of 7 years
  213  or after grade 2, whichever comes first.
  214         Section 9. Paragraph (b) of subsection (2) of section
  215  1002.45, Florida Statutes, is amended to read:
  216         1002.45 School district virtual instruction programs.—
  217         (2) PROVIDER QUALIFICATIONS.—
  218         (b) An approved provider shall retain its approved status
  219  during the 3 school years for a period of 3 years after the date
  220  of the department’s approval under paragraph (a) as long as the
  221  provider continues to comply with all requirements of this
  222  section.
  223         Section 10. Paragraph (e) is added to subsection (2) of
  224  section 1002.66, Florida Statutes, to read:
  225         1002.66 Specialized instructional services for children
  226  with disabilities.—
  227         (2) The parent of a child who is eligible for the
  228  prekindergarten program for children with disabilities may
  229  select one or more specialized instructional services that are
  230  consistent with the child’s individual educational plan. These
  231  specialized instructional services may include, but are not
  232  limited to:
  233         (e) Listening and spoken language specialists and an
  234  appropriate acoustical environment for a child who is deaf or
  235  hard of hearing who has received an implant or assistive hearing
  236  device.
  237         Section 11. Subsection (1) and paragraph (c) of subsection
  238  (3) of section 1002.67, Florida Statutes, are amended to read:
  239         1002.67 Performance standards; curricula and
  240  accountability.—
  241         (1)(a) By April 1, 2005, the department shall develop and
  242  adopt performance standards for students in the Voluntary
  243  Prekindergarten Education Program. The performance standards
  244  must address the age-appropriate progress of students in the
  245  development of:
  246         1.(a) The capabilities, capacities, and skills required
  247  under s. 1(b), Art. IX of the State Constitution; and
  248         2.(b) Emergent literacy skills, including oral
  249  communication, knowledge of print and letters, phonemic and
  250  phonological awareness, and vocabulary and comprehension
  251  development.
  252         (b) The State Board of Education shall periodically review
  253  and revise the performance standards for the statewide
  254  kindergarten screening administered under s. 1002.69 and align
  255  the standards to the standards established by the state board
  256  for student performance on the statewide assessments
  257  administered pursuant to s. 1008.22.
  258         (3)
  259         (c)1. If the kindergarten readiness rate of a private
  260  prekindergarten provider or public school falls below the
  261  minimum rate adopted by the State Board of Education as
  262  satisfactory under s. 1002.69(6), the early learning coalition
  263  or school district, as applicable, shall require the provider or
  264  school to submit an improvement plan for approval by the
  265  coalition or school district, as applicable, and to implement
  266  the plan.
  267         2. If a private prekindergarten provider or public school
  268  fails to meet the minimum rate adopted by the State Board of
  269  Education as satisfactory under s. 1002.69(6) for 2 consecutive
  270  years, the early learning coalition or school district, as
  271  applicable, shall place the provider or school on probation and
  272  must require the provider or school to take certain corrective
  273  actions, including the use of a curriculum approved by the
  274  department under paragraph (2)(c).
  275         3. A private prekindergarten provider or public school that
  276  is placed on probation must continue the corrective actions
  277  required under subparagraph 2., including the use of a
  278  curriculum approved by the department, until the provider or
  279  school meets the minimum rate adopted by the State Board of
  280  Education as satisfactory under s. 1002.69(6).
  281         4. If a private prekindergarten provider or public school
  282  remains on probation for 2 consecutive years and fails to meet
  283  the minimum rate adopted by the State Board of Education as
  284  satisfactory under s. 1002.69(6) and is not granted a good cause
  285  exemption by the department pursuant to s. 1002.69(7), the
  286  Agency for Workforce Innovation shall require the early learning
  287  coalition or the Department of Education shall require the
  288  school district to remove, as applicable, the provider or school
  289  from eligibility to deliver the Voluntary Prekindergarten
  290  Education Program and receive state funds for the program.
  291         Section 12. Subsections (1), (5), and (6) and paragraphs
  292  (b) and (c) of subsection (7) of section 1002.69, Florida
  293  Statutes, are amended to read:
  294         1002.69 Statewide kindergarten screening; kindergarten
  295  readiness rates; state-approved prekindergarten enrollment
  296  screening; good cause exemption.—
  297         (1) The department shall adopt a statewide kindergarten
  298  screening that assesses the readiness of each student for
  299  kindergarten based upon the performance standards adopted by the
  300  department under s. 1002.67(1) for the Voluntary Prekindergarten
  301  Education Program. The department shall require that each school
  302  district administer the statewide kindergarten screening to each
  303  kindergarten student in the school district within the first 30
  304  school days of each school year. Nonpublic schools may
  305  administer the statewide kindergarten screening to each
  306  kindergarten student in a nonpublic school who was enrolled in
  307  the Voluntary Prekindergarten Education Program.
  308         (5) The State Board of Education shall adopt procedures for
  309  the department to annually calculate each private
  310  prekindergarten provider’s and public school’s kindergarten
  311  readiness rate, which must be expressed as the percentage of the
  312  provider’s or school’s students who are assessed as ready for
  313  kindergarten. The kindergarten readiness rates must be based
  314  exclusively upon the results of the statewide kindergarten
  315  screening for students completing the Voluntary Prekindergarten
  316  Education Program, beginning with students completing the
  317  program during the 2005-2006 school year who are administered
  318  the statewide kindergarten screening during the 2006-2007 school
  319  year. The methodology for calculating each provider’s
  320  kindergarten readiness rate must include the percentage of
  321  students who meet all state readiness measures. The rates must
  322  not include students who are not administered the statewide
  323  kindergarten screening.
  324         (6)(a) The State Board of Education shall periodically
  325  adopt a minimum kindergarten readiness rate that, if achieved by
  326  a private prekindergarten provider or public school, would
  327  demonstrate the provider’s or school’s satisfactory delivery of
  328  the Voluntary Prekindergarten Education Program.
  329         (b) The minimum rate must not exceed the rate at which more
  330  than 15 percent of the kindergarten readiness rates of all
  331  private prekindergarten providers and public schools delivering
  332  the Voluntary Prekindergarten Education Program in the state
  333  would fall below the minimum rate.
  334         (7)
  335         (b) A private prekindergarten provider’s or public school’s
  336  request for a good cause exemption, or renewal of such an
  337  exemption, must be submitted to the state board in the manner
  338  and within the timeframes prescribed by the state board and must
  339  include the following:
  340         1. Submission of data by the private prekindergarten
  341  provider or public school which documents on a standardized
  342  assessment the achievement and progress of the children served
  343  as measured by the state-approved prekindergarten enrollment
  344  screening and the standardized post-assessment approved by the
  345  department pursuant to subparagraph (c)1.
  346         2. Submission and review of data available from the
  347  respective early learning coalition or district school board,
  348  the Department of Children and Family Services, local licensing
  349  authority, or an accrediting association, as applicable,
  350  relating to the private prekindergarten provider’s or public
  351  school’s compliance with state and local health and safety
  352  standards.
  353         3. Submission and review of data available to the
  354  department on the performance of the children served and the
  355  calculation of the private prekindergarten provider’s or public
  356  school’s kindergarten readiness rate.
  357         (c) The State Board of Education shall adopt criteria for
  358  granting good cause exemptions. Such criteria shall include, but
  359  are not limited to:
  360         1. Learning gains of children served in the Voluntary
  361  Prekindergarten Education Program by the private prekindergarten
  362  provider or public school. A provider seeking a good cause
  363  exemption shall have the early learning coalition or a
  364  department-approved second party administer the state-approved
  365  prekindergarten enrollment screening to each child in the
  366  prekindergarten provider’s program within the first 30 days of
  367  each school year for which a good cause exemption is sought, and
  368  the provider shall administer the standardized post-assessment
  369  approved by the department to measure the student’s learning
  370  gains for the year or summer, as appropriate. All data must be
  371  submitted to the department within 30 days after the
  372  administration of each assessment. Each parent who enrolls his
  373  or her child in a Voluntary Prekindergarten Education Program
  374  offered by a provider seeking a good cause exemption must submit
  375  the child for the state-approved prekindergarten enrollment
  376  screening.
  377         2. Verification that the private prekindergarten provider
  378  or public school serves at least twice the statewide percentage
  379  of children with disabilities as defined in s. 1003.01(3)(a) or
  380  children identified as limited English proficient as defined in
  381  s. 1003.56.
  382         2.3. Verification that local and state health and safety
  383  requirements are met.
  384         Section 13. Subsection (4) of section 1002.71, Florida
  385  Statutes, is amended to read:
  386         1002.71 Funding; financial and attendance reporting.—
  387         (4) Notwithstanding s. 1002.53(3) and subsection (2):
  388         (a) A child who, for any of the prekindergarten programs
  389  listed in s. 1002.53(3), has not completed more than 70 percent
  390  of the hours authorized to be reported for funding under
  391  subsection (2), or has not expended more than 70 percent of the
  392  funds authorized for the child under s. 1002.66, may withdraw
  393  from the program for good cause and reenroll in one of the
  394  programs. The total funding for a child who reenrolls in one of
  395  the programs for good cause may not exceed one full-time
  396  equivalent student. Funding for a child who withdraws and
  397  reenrolls in one of the programs for good cause shall be issued
  398  in accordance with the agency’s uniform attendance policy
  399  adopted pursuant to paragraph (6)(d).
  400         (b) A child who has not substantially completed any of the
  401  prekindergarten programs listed in s. 1002.53(3) may withdraw
  402  from the program due to an extreme hardship that is beyond the
  403  child’s or parent’s control, reenroll in one of the summer
  404  programs, and be reported for funding purposes as a full-time
  405  equivalent student in the summer program for which the child is
  406  reenrolled.
  407  
  408  A child may reenroll only once in a prekindergarten program
  409  under this section. A child who reenrolls in a prekindergarten
  410  program under this subsection may not subsequently withdraw from
  411  the program and reenroll, unless the child is granted a good
  412  cause exemption under this subsection. The Agency for Workforce
  413  Innovation shall establish criteria specifying whether a good
  414  cause exists for a child to withdraw from a program under
  415  paragraph (a), whether a child has substantially completed a
  416  program under paragraph (b), and whether an extreme hardship
  417  exists which is beyond the child’s or parent’s control under
  418  paragraph (b).
  419         Section 14. Subsection (2) of section 1002.73, Florida
  420  Statutes, is amended to read:
  421         1002.73 Department of Education; powers and duties;
  422  accountability requirements.—
  423         (2) The department shall adopt procedures for its:
  424         (a) Approval of prekindergarten director credentials under
  425  ss. 1002.55 and 1002.57.
  426         (b) Approval of emergent literacy training courses under
  427  ss. 1002.55 and 1002.59.
  428         (c) Administration of the statewide kindergarten screening
  429  and calculation of kindergarten readiness rates under s.
  430  1002.69.
  431         (d) Implementation of, and determination of costs
  432  associated with, the state-approved prekindergarten enrollment
  433  screening and the standardized post-assessment approved by the
  434  department, and determination of the learning gains of students
  435  who complete the state-approved prekindergarten enrollment
  436  screening and the standardized post-assessment approved by the
  437  department.
  438         (e)(d) Approval of specialized instructional services
  439  providers under s. 1002.66.
  440         (f) Annual reporting of the percentage of kindergarten
  441  students who meet all state readiness measures.
  442         (g)(e) Granting of a private prekindergarten provider’s or
  443  public school’s request for a good cause exemption under s.
  444  1002.69(7).
  445         Section 15. Paragraph (b) of subsection (3) of section
  446  1003.01, Florida Statutes, is amended to read:
  447         1003.01 Definitions.—As used in this chapter, the term:
  448         (3)
  449         (b) “Special education services” means specially designed
  450  instruction and such related services as are necessary for an
  451  exceptional student to benefit from education. Such services may
  452  include: transportation; diagnostic and evaluation services;
  453  social services; physical and occupational therapy; speech and
  454  language pathology services; job placement; orientation and
  455  mobility training; braillists, typists, and readers for the
  456  blind; interpreters and auditory amplification; services
  457  provided by a certified listening and spoken language
  458  specialist; rehabilitation counseling; transition services;
  459  mental health services; guidance and career counseling;
  460  specified materials, assistive technology devices, and other
  461  specialized equipment; and other such services as approved by
  462  rules of the state board.
  463         Section 16. Subsection (1) of section 1003.4156, Florida
  464  Statutes, is amended to read:
  465         1003.4156 General requirements for middle grades
  466  promotion.—
  467         (1) Beginning with students entering grade 6 in the 2006
  468  2007 school year, Promotion from a school composed of middle
  469  grades 6, 7, and 8 requires that:
  470         (a) The student must successfully complete academic courses
  471  as follows:
  472         1. Three middle school or higher courses in English. These
  473  courses shall emphasize literature, composition, and technical
  474  text.
  475         2. Three middle school or higher courses in mathematics.
  476  Each middle school must offer at least one high school level
  477  mathematics course for which students may earn high school
  478  credit. Successful completion of a high school level Algebra I
  479  or geometry course is not contingent upon the student’s
  480  performance on the end-of-course assessment required under s.
  481  1008.22(3)(c)2.a.(I). However, beginning with the 2011-2012
  482  school year, to earn high school credit for an Algebra I course,
  483  a middle school student must pass the Algebra I end-of-course
  484  assessment, and beginning with the 2012-2013 school year, to
  485  earn high school credit for a geometry course, a middle school
  486  student must pass the geometry end-of-course assessment.
  487         3. Three middle school or higher courses in social studies,
  488  one semester of which must include the study of state and
  489  federal government and civics education. Beginning with students
  490  entering grade 6 in the 2012-2013 school year, one of these
  491  courses must be at least a one-semester civics education course
  492  that a student successfully completes in accordance with s.
  493  1008.22(3)(c) and that includes the roles and responsibilities
  494  of federal, state, and local governments; the structures and
  495  functions of the legislative, executive, and judicial branches
  496  of government; and the meaning and significance of historic
  497  documents, such as the Articles of Confederation, the
  498  Declaration of Independence, and the Constitution of the United
  499  States.
  500         4. Three middle school or higher courses in science.
  501  Successful completion of a high school level Biology I course is
  502  not contingent upon the student’s performance on the end-of
  503  course assessment required under s. 1008.22(3)(c)2.a.(II).
  504  However, beginning with the 2012-2013 school year, to earn high
  505  school credit for a Biology I course, a middle school student
  506  must pass the Biology I end-of-course assessment.
  507         5. One course in career and education planning to be
  508  completed in 7th or 8th grade. The course may be taught by any
  509  member of the instructional staff; must include career
  510  exploration using Florida CHOICES or a comparable cost-effective
  511  program; must include educational planning using the online
  512  student advising system known as Florida Academic Counseling and
  513  Tracking for Students at the Internet website FACTS.org; and
  514  shall result in the completion of a personalized academic and
  515  career plan. The required personalized academic and career plan
  516  must inform students of high school graduation requirements,
  517  high school assessment and college entrance test requirements,
  518  Florida Bright Futures Scholarship Program requirements, state
  519  university and Florida college admission requirements, and
  520  programs through which a high school student can earn college
  521  credit, including Advanced Placement, International
  522  Baccalaureate, Advanced International Certificate of Education,
  523  dual enrollment, career academy opportunities, and courses that
  524  lead to national industry certification.
  525  
  526  A student with a disability, as defined in s. 1007.02(2), for
  527  whom the individual education plan team determines that an end
  528  of-course assessment cannot accurately measure the student’s
  529  abilities, taking into consideration all allowable
  530  accommodations, shall have the end-of-course assessment results
  531  waived for purposes of determining the student’s course grade
  532  and completing the requirements for middle grades promotion.
  533  Each school must hold a parent meeting either in the evening or
  534  on a weekend to inform parents about the course curriculum and
  535  activities. Each student shall complete an electronic personal
  536  education plan that must be signed by the student; the student’s
  537  instructor, guidance counselor, or academic advisor; and the
  538  student’s parent. The Department of Education shall develop
  539  course frameworks and professional development materials for the
  540  career exploration and education planning course. The course may
  541  be implemented as a stand-alone course or integrated into
  542  another course or courses. The Commissioner of Education shall
  543  collect longitudinal high school course enrollment data by
  544  student ethnicity in order to analyze course-taking patterns.
  545         (b) For each year in which a student scores at Level l on
  546  FCAT Reading, the student must be enrolled in and complete an
  547  intensive reading course the following year. Placement of Level
  548  2 readers in either an intensive reading course or a content
  549  area course in which reading strategies are delivered shall be
  550  determined by diagnosis of reading needs. The department shall
  551  provide guidance on appropriate strategies for diagnosing and
  552  meeting the varying instructional needs of students reading
  553  below grade level. Reading courses shall be designed and offered
  554  pursuant to the comprehensive reading plan required by s.
  555  1011.62(9). A middle grades student who scores at Level 1 or
  556  Level 2 on FCAT Reading but who did not score below Level 3 in
  557  the previous 3 years may be granted a 1-year exemption from the
  558  reading remediation requirement; however, the student must have
  559  an approved academic improvement plan already in place, signed
  560  by the appropriate school staff and the student’s parent, for
  561  the year for which the exemption is granted.
  562         (c) For each year in which a student scores at Level 1 or
  563  Level 2 on FCAT Mathematics, the student must receive
  564  remediation the following year, which may be integrated into the
  565  student’s required mathematics course.
  566         Section 17. Section 1003.4203, Florida Statutes, is created
  567  to read:
  568         1003.4203 Digital curriculum.—
  569         (1) Each district school board, in consultation with the
  570  district school superintendent, may develop and implement a
  571  digital curriculum for students in grades 6 through 12 in order
  572  to enable students to attain competencies in web communications
  573  and web design. A digital curriculum may include web-based
  574  skills, web-based core technologies, web design, use of digital
  575  technologies and markup language to show competency in computer
  576  skills, and use of web-based core technologies to design
  577  creative, informational, and content standards for web-based
  578  digital products that demonstrate proficiency in creating,
  579  publishing, testing, monitoring, and maintaining a website.
  580         (2) The digital curriculum instruction may be integrated
  581  into middle school and high school subject area curricula or
  582  offered as a separate course, subject to available funding.
  583         (3) The Department of Education shall develop a model
  584  digital curriculum to serve as a guide for district school
  585  boards in the development of a digital curriculum.
  586         (4) A district school board may seek partnerships with
  587  private businesses and consultants to offer classes and
  588  instruction to teachers and students to assist the school
  589  district in providing digital curriculum instruction.
  590         Section 18. Paragraph (b) of subsection (2) of section
  591  1003.428, Florida Statutes, is amended to read:
  592         1003.428 General requirements for high school graduation;
  593  revised.—
  594         (2) The 24 credits may be earned through applied,
  595  integrated, and combined courses approved by the Department of
  596  Education. The 24 credits shall be distributed as follows:
  597         (b) Eight credits in electives.
  598         1. For each year in which a student scores at Level 1 on
  599  FCAT Reading, the student must be enrolled in and complete an
  600  intensive reading course the following year. Placement of Level
  601  2 readers in either an intensive reading course or a content
  602  area course in which reading strategies are delivered shall be
  603  determined by diagnosis of reading needs. The department shall
  604  provide guidance on appropriate strategies for diagnosing and
  605  meeting the varying instructional needs of students reading
  606  below grade level. Reading courses shall be designed and offered
  607  pursuant to the comprehensive reading plan required by s.
  608  1011.62(9). A high school student who scores at Level 1 or Level
  609  2 on FCAT Reading but who did not score below Level 3 in the
  610  previous 3 years may be granted a 1-year exemption from the
  611  reading remediation requirement; however, the student must have
  612  an approved academic improvement plan already in place, signed
  613  by the appropriate school staff and the student’s parent, for
  614  the year for which the exemption is granted.
  615         2. For each year in which a student scores at Level 1 or
  616  Level 2 on FCAT Mathematics, the student must receive
  617  remediation the following year. These courses may be taught
  618  through applied, integrated, or combined courses and are subject
  619  to approval by the department for inclusion in the Course Code
  620  Directory.
  621         Section 19. Subsections (2), (3), (4), and (7) of section
  622  1003.429, Florida Statutes, are amended to read:
  623         1003.429 Accelerated high school graduation options.—
  624         (2) Prior to selecting a program described in paragraph
  625  (1)(b) or paragraph (1)(c), a student and the student’s parent
  626  should must meet with designated school personnel to receive an
  627  explanation of the relative requirements, advantages, and
  628  disadvantages of each program option, and the student must also
  629  receive the written consent of the student’s parent. If an
  630  effort to meet with the student’s parent fails and that effort
  631  has been documented by designated school personnel, the student
  632  may select a program described in paragraph (1)(b) or paragraph
  633  (1)(c) with the written consent of the student’s parent. A
  634  student may select a program described in paragraph (1)(b) or
  635  paragraph (1)(c) without the written consent of the student’s
  636  parent if the student is 18 years of age or older.
  637         (3) Beginning with the 2011-2012 2006-2007 school year,
  638  each district school board shall provide each student in grades
  639  6 through 12 9 and their parents with information concerning the
  640  3-year and 4-year high school graduation options listed in
  641  subsection (1), including the respective curriculum requirements
  642  for those options, so that the students and their parents may
  643  select the program that best fits their needs. The information
  644  must include a timeframe for achieving each graduation option.
  645         (4) Selection of one of the graduation options listed in
  646  subsection (1) may must be completed by the student at any time
  647  during grades 9 through 12 prior to the end of grade 9 and is
  648  exclusively up to the student and parent, subject to the
  649  requirements in subsection (2). Each district school board shall
  650  establish policies for extending this deadline to the end of a
  651  student’s first semester of grade 10 for a student who entered a
  652  Florida public school after grade 9 upon transfer from a private
  653  school or another state or who was prevented from choosing a
  654  graduation option due to illness during grade 9. If the student
  655  and parent fail to select one of the accelerated high school
  656  graduation options a graduation option, the student shall be
  657  considered to have selected the general requirements for high
  658  school graduation pursuant to paragraph (1)(a).
  659         (7) If, at the end of each grade 10, a student is not on
  660  track to meet the credit, assessment, or grade-point-average
  661  requirements of the accelerated graduation option selected, the
  662  school shall notify the student and parent of the following:
  663         (a) The requirements that the student is not currently
  664  meeting.
  665         (b) The specific performance necessary in grade 11 for the
  666  student to meet the accelerated graduation requirements.
  667         (c) The right of the student to change to the 4-year
  668  program set forth in s. 1003.428 or s. 1003.43, as applicable.
  669         Section 20. Subsections (2), (3), and (5) of section
  670  1003.491, Florida Statutes, are amended to read:
  671         1003.491 Florida Career and Professional Education Act.—The
  672  Florida Career and Professional Education Act is created to
  673  provide a statewide planning partnership between the business
  674  and education communities in order to attract, expand, and
  675  retain targeted, high-value industry and to sustain a strong,
  676  knowledge-based economy.
  677         (2) Beginning with the 2007-2008 school year, Each district
  678  school board shall develop, in collaboration with regional local
  679  workforce boards, economic development agencies, and
  680  postsecondary institutions approved to operate in the state, a
  681  strategic 5-year plan to address and meet local and regional
  682  workforce demands. If involvement of a regional the local
  683  workforce board or an economic development agency in the
  684  strategic plan development is not feasible, the local school
  685  board, with the approval of the Agency for Workforce Innovation,
  686  shall collaborate with the most appropriate regional local
  687  business leadership board. Two or more school districts may
  688  collaborate in the development of the strategic plan and offer a
  689  career and professional academy as a joint venture. The
  690  strategic plan Such plans must describe in detail provisions for
  691  the efficient transportation of students, the maximum use of
  692  shared resources, and access to courses aligned to state
  693  curriculum standards through virtual education providers
  694  legislatively authorized to provide part-time instruction to
  695  middle school students, and an objective review of career and
  696  professional academy courses to determine if the courses will
  697  lead to the attainment of industry certifications included on
  698  the Industry Certified Funding List pursuant to rules adopted by
  699  the State Board of Education the Florida Virtual School when
  700  appropriate. Each strategic plan shall be reviewed, updated, and
  701  jointly approved every 5 years by the local school district,
  702  regional workforce boards, economic development agencies, and
  703  state-approved postsecondary institutions completed no later
  704  than June 30, 2008, and shall include provisions to have in
  705  place at least one operational career and professional academy,
  706  pursuant to s. 1003.492, no later than the beginning of the
  707  2008-2009 school year.
  708         (3) The strategic 5-year plan developed jointly by between
  709  the local school district, regional local workforce boards,
  710  economic development agencies, and state-approved postsecondary
  711  institutions shall be constructed and based on:
  712         (a) Research conducted to objectively determine local and
  713  regional workforce needs for the ensuing 5 years, using labor
  714  projections of the United States Department of Labor and the
  715  Agency for Workforce Innovation;
  716         (b) Strategies to develop and implement career academies
  717  based on those careers determined to be in high demand;
  718         (c) Maximum use of private sector facilities and personnel;
  719         (d) Strategies that ensure instruction by industry
  720  certified faculty and standards and strategies to maintain
  721  current industry credentials and for recruiting and retaining
  722  faculty to meet those standards;
  723         (e) Alignment of to requirements for middle school career
  724  exploration, middle and high school career and professional
  725  academies leading to industry certification, and high school
  726  graduation requirements redesign;
  727         (f) Provisions to ensure that courses offered through
  728  career and professional academies are academically rigorous,
  729  meet or exceed appropriate state-adopted subject area standards,
  730  result in attainment of industry certification, and, when
  731  appropriate, result in postsecondary credit;
  732         (g) Strategies to improve the passage rate for industry
  733  certification examinations if the rate falls below 50 percent;
  734         (h)(g) Establishment of student eligibility criteria in
  735  career and professional academies which include opportunities
  736  for students who have been unsuccessful in traditional
  737  classrooms but who show aptitude to participate in academies.
  738  School boards shall address the analysis of eighth grade student
  739  achievement data to provide opportunities for students who may
  740  be deemed as potential dropouts to participate in career and
  741  professional academies;
  742         (i)(h) Strategies to provide sufficient space within
  743  academies to meet workforce needs and to provide access to all
  744  interested and qualified students;
  745         (j)(i) Strategies to implement engage Department of
  746  Juvenile Justice students in career and professional academy
  747  training that leads to industry certification at Department of
  748  Juvenile Justice facilities;
  749         (k)(j) Opportunities for high school students to earn
  750  weighted or dual enrollment credit for higher-level career and
  751  technical courses;
  752         (l)(k) Promotion of the benefits of the Gold Seal Bright
  753  Futures Scholarship;
  754         (m)(l) Strategies to ensure the review of district pupil
  755  progression plans and to amend such plans to include career and
  756  professional courses and to include courses that may qualify as
  757  substitute courses for core graduation requirements and those
  758  that may be counted as elective courses; and
  759         (n)(m) Strategies to provide professional development for
  760  secondary guidance counselors on the benefits of career and
  761  professional academies.
  762         (5) The submission and review of newly proposed core
  763  courses shall be conducted electronically, and each proposed
  764  core course shall be approved or denied within 60 days. All
  765  courses approved as core courses for purposes of middle school
  766  promotion and high school graduation purposes shall be
  767  immediately added to the Course Code Directory. Approved core
  768  courses shall also be reviewed and considered for approval for
  769  dual enrollment credit. The Board of Governors and the
  770  Commissioner of Education shall jointly recommend an annual
  771  deadline for approval of new core courses to be included for
  772  purposes of postsecondary admissions and dual enrollment credit
  773  the following academic year. The State Board of Education shall
  774  establish an appeals process in the event that a proposed course
  775  is denied which shall require a consensus ruling by the Agency
  776  for Workforce Innovation and the Commissioner of Education
  777  within 15 days. The curriculum review committee must be
  778  established and operational no later than September 1, 2007.
  779         Section 21. Subsections (2), (4), (5), and (6) of section
  780  1003.493, Florida Statutes, are amended to read:
  781         1003.493 Career and professional academies.—
  782         (2) The goals of a career and professional academy are to:
  783         (a) Increase student academic achievement and graduation
  784  rates through integrated academic and career curricula.
  785         (b) Prepare graduating high school students to make
  786  appropriate choices relative to employment and future
  787  educational experiences.
  788         (c) Focus on career preparation through rigorous academics
  789  and industry certification.
  790         (d) Raise student aspiration and commitment to academic
  791  achievement and work ethics through relevant coursework.
  792         (e) Support graduation requirements pursuant to s. 1003.428
  793  by providing creative, applied major areas of interest.
  794         (e)(f) Promote acceleration mechanisms, such as dual
  795  enrollment, articulated credit, or occupational completion
  796  points, so that students may earn postsecondary credit while in
  797  high school.
  798         (f)(g) Support the state’s economy by meeting industry
  799  needs for skilled employees in high-demand occupations.
  800         (4) Each career and professional academy must:
  801         (a) Provide a rigorous standards-based academic curriculum
  802  integrated with a career curriculum. The curriculum must take
  803  into consideration multiple styles of student learning; promote
  804  learning by doing through application and adaptation; maximize
  805  relevance of the subject matter; enhance each student’s capacity
  806  to excel; and include an emphasis on work habits and work
  807  ethics.
  808         (b) Include one or more partnerships with postsecondary
  809  institutions, businesses, industry, employers, economic
  810  development organizations, or other appropriate partners from
  811  the local community. Such partnerships shall be delineated in
  812  articulation agreements to provide for career-based courses that
  813  earn postsecondary credit. Such agreements may include
  814  articulation between the academy and public or private 2-year
  815  and 4-year postsecondary institutions and technical centers. The
  816  Department of Education, in consultation with the Board of
  817  Governors, shall establish a mechanism to ensure articulation
  818  and transfer of credits to postsecondary institutions in this
  819  state. Such partnerships must provide opportunities for:
  820         1. Instruction from highly skilled professionals who
  821  possess industry-certification credentials for courses they are
  822  teaching.
  823         2. Internships, externships, and on-the-job training.
  824         3. A postsecondary degree, diploma, or certificate.
  825         4. The highest available level of industry certification.
  826         5. Maximum articulation of credits pursuant to s. 1007.23
  827  upon program completion.
  828         (c) Provide shared, maximum use of private sector
  829  facilities and personnel.
  830         (d) Provide personalized student advisement, including a
  831  parent-participation component, and coordination with middle
  832  schools to promote and support career exploration and education
  833  planning as required under s. 1003.4156. Coordination with
  834  middle schools must provide information to middle school
  835  students about secondary and postsecondary career education
  836  programs and academies.
  837         (e) Promote and provide opportunities for career and
  838  professional academy students to attain, at minimum, the Florida
  839  Gold Seal Vocational Scholars award pursuant to s. 1009.536.
  840         (f) Provide instruction in careers designated as high
  841  growth, high demand, and high pay by the regional local
  842  workforce development board, the chamber of commerce, economic
  843  development agencies, or the Agency for Workforce Innovation.
  844         (g) Deliver academic content through instruction relevant
  845  to the career, including intensive reading and mathematics
  846  intervention required by s. 1003.428, with an emphasis on
  847  strengthening reading for information skills.
  848         (h) Offer applied courses that combine academic content
  849  with technical skills.
  850         (i) Provide instruction resulting in competency,
  851  certification, or credentials in workplace skills, including,
  852  but not limited to, communication skills, interpersonal skills,
  853  decisionmaking skills, the importance of attendance and
  854  timeliness in the work environment, and work ethics.
  855         (j) Include a plan to sustain career and professional
  856  academies Provide opportunities for students to obtain the
  857  Florida Ready to Work Certification pursuant to s. 1004.99.
  858         (k) Include an evaluation plan developed jointly with the
  859  Department of Education and the local workforce board. The
  860  evaluation plan must include an assessment tool based on
  861  national industry standards, such as the Career Academy National
  862  Standards of Practice, and outcome measures, including, but not
  863  limited to, achievement of national industry certifications
  864  identified in the Industry Certification Funding List, pursuant
  865  to rules adopted by the State Board of Education, graduation
  866  rates, enrollment in postsecondary education, business and
  867  industry satisfaction, employment and earnings, awards of
  868  postsecondary credit and scholarships, and student achievement
  869  levels and learning gains on statewide assessments administered
  870  under s. 1008.22(3)(c). The Department of Education shall use
  871  Workforce Florida, Inc., and Enterprise Florida, Inc., in
  872  identifying industry experts to participate in developing and
  873  implementing such assessments.
  874         (k)(m) Redirect appropriated career funding to career and
  875  professional academies.
  876         (5) All career courses offered in a career and professional
  877  academy must lead to industry certification or college credit
  878  linked directly to the career theme of the course. If the
  879  passage rate on an industry certification examination that is
  880  associated with the career and professional academy falls below
  881  50 percent, the academy must discontinue enrollment of new
  882  students the following school year and each year thereafter
  883  until such time as the passage rate is above 50 percent or the
  884  academy is discontinued. At least 50 percent of students
  885  enrolled in a career course must achieve industry certifications
  886  or college credits during the second year the course is offered
  887  in order for the course to be offered a third year. At least 66
  888  percent of students enrolled in such a course must achieve
  889  industry certifications or college credits during the third year
  890  the course is offered in order for it to be offered a fourth
  891  year and thereafter.
  892         (6) Workforce Florida, Inc., through the secondary career
  893  academies initiatives, The Okaloosa County School District
  894  CHOICE Institutes shall serve in an advisory role and shall
  895  offer technical assistance in the development and deployment of
  896  newly established career and professional academies for a 3-year
  897  period beginning July 1, 2007.
  898         Section 22. Section 1003.4935, Florida Statutes, is created
  899  to read:
  900         1003.4935 Middle school career and professional academy
  901  courses.—
  902         (1) Beginning with the 2011-2012 school year, each district
  903  school board, in collaboration with regional workforce boards,
  904  economic development agencies, and state-approved postsecondary
  905  institutions, shall include plans to implement a career and
  906  professional academy in at least one middle school in the
  907  district as part of the strategic 5-year plan pursuant to s.
  908  1003.491(2). The middle school career and professional academy
  909  component of the strategic plan must ensure the transition of
  910  middle school career and professional academy students to a high
  911  school career and professional academy currently operating
  912  within the school district. Students who complete a middle
  913  school career and professional academy must have the opportunity
  914  to earn an industry certificate and high school credit and
  915  participate in career planning, job shadowing, and business
  916  leadership development activities.
  917         (2) Each middle school career and professional academy must
  918  be aligned with at least one high school career and professional
  919  academy offered in the district and maintain partnerships with
  920  local business and industry and economic development boards.
  921  Middle school career and professional academies must:
  922         (a) Provide instruction in courses leading to careers in
  923  occupations designated as high growth, high demand, and high pay
  924  in the Industry Certification Funding List approved under rules
  925  adopted by the State Board of Education;
  926         (b) Offer career and professional academy courses that
  927  integrate content from core subject areas;
  928         (c) Offer courses that integrate career and professional
  929  academy content with intensive reading and mathematics pursuant
  930  to s. 1003.428;
  931         (d) Coordinate with high schools to maximize opportunities
  932  for middle school career and professional academy students to
  933  earn high school credit;
  934         (e) Provide access to virtual instruction courses provided
  935  by virtual education providers legislatively authorized to
  936  provide part-time instruction to middle school students which
  937  are aligned to state curriculum standards for middle school
  938  career and professional academy students, with priority given to
  939  students who have required course deficits;
  940         (f) Provide instruction from highly skilled professionals
  941  who hold industry certificates in the career area in which they
  942  teach;
  943         (g) Offer externships; and
  944         (h) Provide personalized student advisement that includes a
  945  parent-participation component.
  946         (3) Beginning with the 2012-2013 school year, if a school
  947  district implements a middle school career and professional
  948  academy, the Department of Education shall collect and report
  949  student achievement data pursuant to performance factors
  950  identified under s. 1003.492(3) for academy students.
  951         Section 23. Section 1003.573, Florida Statutes, is amended
  952  to read:
  953         1003.573 Use of seclusion and restraint and seclusion on
  954  students with disabilities.—
  955         (1) DOCUMENTATION AND REPORTING.—
  956         (a) A school shall prepare an incident report within 24
  957  hours after a student is released from restraint or seclusion.
  958  If the student’s release occurs on a day before the school
  959  closes for the weekend, a holiday, or another reason, the
  960  incident report must be completed by the end of the school day
  961  on the day the school reopens.
  962         (b) The following must be included in the incident report:
  963         1. The name of the student restrained or secluded.
  964         2. The age, grade, ethnicity, and disability of the student
  965  restrained or secluded.
  966         3.2. The date and time of the event and the duration of the
  967  restraint or seclusion.
  968         4.3. The location at which the restraint or seclusion
  969  occurred.
  970         5.4.A description of the type of restraint used in terms
  971  established by the Department of Education.
  972         6.5. The name of the person using or assisting in the
  973  restraint or seclusion of the student.
  974         7.6. The name of any nonstudent who was present to witness
  975  the restraint or seclusion.
  976         8.7. A description of the incident, including:
  977         a. The context in which the restraint or seclusion
  978  occurred.
  979         b. The student’s behavior leading up to and precipitating
  980  the decision to use manual or physical restraint or seclusion,
  981  including an indication as to why there was an imminent risk of
  982  serious injury or death to the student or others.
  983         c. The specific positive behavioral strategies used to
  984  prevent and deescalate the behavior.
  985         d. What occurred with the student immediately after the
  986  termination of the restraint or seclusion.
  987         e. Any injuries, visible marks, or possible medical
  988  emergencies that may have occurred during the restraint or
  989  seclusion, documented according to district policies.
  990         f. Evidence of steps taken to notify the student’s parent
  991  or guardian.
  992         (c) A school shall notify the parent or guardian of a
  993  student each time manual or physical restraint or seclusion is
  994  used. Such notification must be in writing and provided before
  995  the end of the school day on which the restraint or seclusion
  996  occurs. Reasonable efforts must also be taken to notify the
  997  parent or guardian by telephone or computer e-mail, or both, and
  998  these efforts must be documented. The school shall obtain, and
  999  keep in its records, the parent’s or guardian’s signed
 1000  acknowledgment that he or she was notified of his or her child’s
 1001  restraint or seclusion.
 1002         (d) A school shall also provide the parent or guardian with
 1003  the completed incident report in writing by mail within 3 school
 1004  days after a student was manually or physically restrained or
 1005  secluded. The school shall obtain, and keep in its records, the
 1006  parent’s or guardian’s signed acknowledgment that he or she
 1007  received a copy of the incident report.
 1008         (2) MONITORING.—
 1009         (a) Monitoring of the use of manual or physical restraint
 1010  or seclusion on students shall occur at the classroom, building,
 1011  district, and state levels.
 1012         (b) Beginning July 1, 2010, Documentation prepared as
 1013  required in subsection (1) shall be provided to the school
 1014  principal, the district director of Exceptional Student
 1015  Education, and the bureau chief of the Bureau of Exceptional
 1016  Education and Student Services electronically each month that
 1017  the school is in session.
 1018         (c) The department shall maintain aggregate data of
 1019  incidents of manual or physical restraint and seclusion and
 1020  disaggregate the data for analysis by county, school, student
 1021  exceptionality, and other variables, including the type and
 1022  method of restraint or seclusion used. This information shall be
 1023  updated monthly.
 1024         (d) The department shall establish standards for
 1025  documenting, reporting, and monitoring the use of manual or
 1026  physical restraint or mechanical restraint, and occurrences of
 1027  seclusion. These standards shall be provided to school districts
 1028  by October 1, 2011.
 1029         (3) SCHOOL DISTRICT POLICIES AND PROCEDURES.—
 1030         (a) Each school district shall develop policies and
 1031  procedures that are consistent with this section and that govern
 1032  the following:
 1033         1. Incident-reporting procedures.
 1034         2. Data collection and monitoring, including when, where,
 1035  and why students are restrained or secluded; the frequency of
 1036  occurrences of such restraint or seclusion; and the prone or
 1037  mechanical restraint that is most used.
 1038         3. Monitoring and reporting of data collected.
 1039         4. Training programs relating to manual or physical
 1040  restraint and seclusion.
 1041         5. The district’s plan for selecting personnel to be
 1042  trained.
 1043         6. The district’s plan for reducing the use of restraint
 1044  and seclusion particularly in settings in which it occurs
 1045  frequently or with students who are restrained repeatedly, and
 1046  for reducing the use of prone restraint and mechanical
 1047  restraint. The plan must include a goal for reducing the use of
 1048  restraint and seclusion and must include activities, skills, and
 1049  resources needed to achieve that goal. Activities may include,
 1050  but are not limited to:
 1051         a. Additional training in positive behavioral support and
 1052  crisis management;
 1053         b. Parental involvement;
 1054         c. Data review;
 1055         d. Updates of students’ functional behavioral analysis and
 1056  positive behavior intervention plans;
 1057         e. Additional student evaluations;
 1058         f. Debriefing with staff;
 1059         g. Use of schoolwide positive behavior support; and
 1060         h. Changes to the school environment.
 1061         (b) Any revisions to the district’s such policies and
 1062  procedures, which must be prepared as part of its the school
 1063  district’s special policies and procedures, must be filed with
 1064  the bureau chief of the Bureau of Exceptional Education and
 1065  Student Services no later than January 31, 2012 2011.
 1066         (4) PROHIBITED RESTRAINT.—School personnel may not use a
 1067  mechanical restraint or a manual or physical restraint that
 1068  restricts a student’s breathing.
 1069         (5) SECLUSION.—School personnel may not close, lock, or
 1070  physically block a student in a room that is unlit and does not
 1071  meet the rules of the State Fire Marshal for seclusion time-out
 1072  rooms.
 1073         Section 24. Section 1003.575, Florida Statutes, is amended
 1074  to read:
 1075         1003.575 Assistive technology devices; findings;
 1076  interagency agreements.—Accessibility, utilization, and
 1077  coordination of appropriate assistive technology devices and
 1078  services are essential as a young person with disabilities moves
 1079  from early intervention to preschool, from preschool to school,
 1080  from one school to another, and from school to employment or
 1081  independent living. If an individual education plan team makes a
 1082  recommendation in accordance with State Board of Education rule
 1083  for a student with a disability, as defined in s. 1003.01(3), to
 1084  receive an assistive technology assessment, that assessment must
 1085  be completed within 60 school days after the team’s
 1086  recommendation. To ensure that an assistive technology device
 1087  issued to a young person as part of his or her individualized
 1088  family support plan, individual support plan, or an individual
 1089  education plan remains with the individual through such
 1090  transitions, the following agencies shall enter into interagency
 1091  agreements, as appropriate, to ensure the transaction of
 1092  assistive technology devices:
 1093         (1) The Florida Infants and Toddlers Early Intervention
 1094  Program in the Division of Children’s Medical Services of the
 1095  Department of Health.
 1096         (2) The Division of Blind Services, the Bureau of
 1097  Exceptional Education and Student Services, and the Division of
 1098  Vocational Rehabilitation of the Department of Education.
 1099         (3) The Voluntary Prekindergarten Education Program
 1100  administered by the Department of Education and the Agency for
 1101  Workforce Innovation.
 1102  
 1103  Interagency agreements entered into pursuant to this section
 1104  shall provide a framework for ensuring that young persons with
 1105  disabilities and their families, educators, and employers are
 1106  informed about the utilization and coordination of assistive
 1107  technology devices and services that may assist in meeting
 1108  transition needs, and shall establish a mechanism by which a
 1109  young person or his or her parent may request that an assistive
 1110  technology device remain with the young person as he or she
 1111  moves through the continuum from home to school to postschool.
 1112         Section 25. Effective upon this act becoming a law,
 1113  subsection (2) and paragraph (c) of subsection (3) of section
 1114  1008.22, Florida Statutes, are amended to read:
 1115         1008.22 Student assessment program for public schools.—
 1116         (2) NATIONAL AND INTERNATIONAL EDUCATION COMPARISONS.—It is
 1117  Florida’s intent to participate in the measurement of national
 1118  educational goals. The Commissioner of Education shall direct
 1119  Florida school districts to participate in the administration of
 1120  the National Assessment of Educational Progress, or a similar
 1121  national or international assessment program, both for the
 1122  national sample and for any state-by-state comparison programs
 1123  which may be initiated. The assessments must be conducted using
 1124  the data collection procedures, the student surveys, the
 1125  educator surveys, and other instruments included in the National
 1126  Assessment of Educational Progress or similar national or
 1127  international assessment program being administered in Florida.
 1128  The results of these assessments shall be included in the annual
 1129  report of the Commissioner of Education specified in this
 1130  section, as applicable. The administration of the National
 1131  Assessment of Educational Progress or similar national or
 1132  international assessment program shall be in addition to and
 1133  separate from the administration of the statewide assessment
 1134  program.
 1135         (3) STATEWIDE ASSESSMENT PROGRAM.—The commissioner shall
 1136  design and implement a statewide program of educational
 1137  assessment that provides information for the improvement of the
 1138  operation and management of the public schools, including
 1139  schools operating for the purpose of providing educational
 1140  services to youth in Department of Juvenile Justice programs.
 1141  The commissioner may enter into contracts for the continued
 1142  administration of the assessment, testing, and evaluation
 1143  programs authorized and funded by the Legislature. Contracts may
 1144  be initiated in 1 fiscal year and continue into the next and may
 1145  be paid from the appropriations of either or both fiscal years.
 1146  The commissioner is authorized to negotiate for the sale or
 1147  lease of tests, scoring protocols, test scoring services, and
 1148  related materials developed pursuant to law. Pursuant to the
 1149  statewide assessment program, the commissioner shall:
 1150         (c) Develop and implement a student achievement testing
 1151  program as follows:
 1152         1. The Florida Comprehensive Assessment Test (FCAT)
 1153  measures a student’s content knowledge and skills in reading,
 1154  writing, science, and mathematics. The content knowledge and
 1155  skills assessed by the FCAT must be aligned to the core
 1156  curricular content established in the Next Generation Sunshine
 1157  State Standards. Other content areas may be included as directed
 1158  by the commissioner. Comprehensive assessments of reading and
 1159  mathematics shall be administered annually in grades 3 through
 1160  10 except, beginning with the 2010-2011 school year, the
 1161  administration of grade 9 FCAT Mathematics shall be
 1162  discontinued, and beginning with the 2011-2012 school year, the
 1163  administration of grade 10 FCAT Mathematics shall be
 1164  discontinued, except as required for students who have not
 1165  attained minimum performance expectations for graduation as
 1166  provided in paragraph (9)(c). FCAT Writing and FCAT Science
 1167  shall be administered at least once at the elementary, middle,
 1168  and high school levels except, beginning with the 2011-2012
 1169  school year, the administration of FCAT Science at the high
 1170  school level shall be discontinued.
 1171         2.a. End-of-course assessments for a subject shall be
 1172  administered in addition to the comprehensive assessments
 1173  required under subparagraph 1. End-of-course assessments must be
 1174  rigorous, statewide, standardized, and developed or approved by
 1175  the department. The content knowledge and skills assessed by
 1176  end-of-course assessments must be aligned to the core curricular
 1177  content established in the Next Generation Sunshine State
 1178  Standards.
 1179         (I) Statewide, standardized end-of-course assessments in
 1180  mathematics shall be administered according to this sub-sub
 1181  subparagraph. Beginning with the 2010-2011 school year, all
 1182  students enrolled in Algebra I or an equivalent course must take
 1183  the Algebra I end-of-course assessment. Students who earned high
 1184  school credit in Algebra I while in grades 6 through 8 during
 1185  the 2007-2008 through 2009-2010 school years and who have not
 1186  taken Grade 10 FCAT Mathematics must take the Algebra I end-of
 1187  course assessment during the 2010-2011 school year. For students
 1188  entering grade 9 during the 2010-2011 school year and who are
 1189  enrolled in Algebra I or an equivalent, each student’s
 1190  performance on the end-of-course assessment in Algebra I shall
 1191  constitute 30 percent of the student’s final course grade.
 1192  Beginning with students entering grade 9 in the 2011-2012 school
 1193  year, a student who is enrolled in Algebra I or an equivalent
 1194  must earn a passing score on the end-of-course assessment in
 1195  Algebra I or attain an equivalent score as described in
 1196  subsection (11) in order to earn course credit. Beginning with
 1197  the 2011-2012 school year, all students enrolled in geometry or
 1198  an equivalent course must take the geometry end-of-course
 1199  assessment. For students entering grade 9 during the 2011-2012
 1200  school year, each student’s performance on the end-of-course
 1201  assessment in geometry shall constitute 30 percent of the
 1202  student’s final course grade. Beginning with students entering
 1203  grade 9 during the 2012-2013 school year, a student must earn a
 1204  passing score on the end-of-course assessment in geometry or
 1205  attain an equivalent score as described in subsection (11) in
 1206  order to earn course credit.
 1207         (II) Statewide, standardized end-of-course assessments in
 1208  science shall be administered according to this sub-sub
 1209  subparagraph. Beginning with the 2011-2012 school year, all
 1210  students enrolled in Biology I or an equivalent course must take
 1211  the Biology I end-of-course assessment. For the 2011-2012 school
 1212  year, each student’s performance on the end-of-course assessment
 1213  in Biology I shall constitute 30 percent of the student’s final
 1214  course grade. Beginning with students entering grade 9 during
 1215  the 2012-2013 school year, a student must earn a passing score
 1216  on the end-of-course assessment in Biology I in order to earn
 1217  course credit.
 1218         b. During the 2012-2013 school year, an end-of-course
 1219  assessment in civics education shall be administered as a field
 1220  test at the middle school level. During the 2013-2014 school
 1221  year, each student’s performance on the statewide, standardized
 1222  end-of-course assessment in civics education shall constitute 30
 1223  percent of the student’s final course grade. Beginning with the
 1224  2014-2015 school year, a student must earn a passing score on
 1225  the end-of-course assessment in civics education in order to
 1226  pass the course and be promoted from the middle grades receive
 1227  course credit. The school principal of a middle school shall
 1228  determine, in accordance with State Board of Education rule,
 1229  whether a student who transfers to the middle school and who has
 1230  successfully completed a civics education course at the
 1231  student’s previous school must take an end-of-course assessment
 1232  in civics education.
 1233         c. The commissioner may select one or more nationally
 1234  developed comprehensive examinations, which may include, but
 1235  need not be limited to, examinations for a College Board
 1236  Advanced Placement course, International Baccalaureate course,
 1237  or Advanced International Certificate of Education course, or
 1238  industry-approved examinations to earn national industry
 1239  certifications identified in the Industry Certification Funding
 1240  List, pursuant to rules adopted by the State Board of Education,
 1241  for use as end-of-course assessments under this paragraph, if
 1242  the commissioner determines that the content knowledge and
 1243  skills assessed by the examinations meet or exceed the grade
 1244  level expectations for the core curricular content established
 1245  for the course in the Next Generation Sunshine State Standards.
 1246  The commissioner may collaborate with the American Diploma
 1247  Project in the adoption or development of rigorous end-of-course
 1248  assessments that are aligned to the Next Generation Sunshine
 1249  State Standards.
 1250         d. Contingent upon funding provided in the General
 1251  Appropriations Act, including the appropriation of funds
 1252  received through federal grants, the Commissioner of Education
 1253  shall establish an implementation schedule for the development
 1254  and administration of additional statewide, standardized end-of
 1255  course assessments in English/Language Arts II, Algebra II,
 1256  chemistry, physics, earth/space science, United States history,
 1257  and world history. Priority shall be given to the development of
 1258  end-of-course assessments in English/Language Arts II. The
 1259  Commissioner of Education shall evaluate the feasibility and
 1260  effect of transitioning from the grade 9 and grade 10 FCAT
 1261  Reading and high school level FCAT Writing to an end-of-course
 1262  assessment in English/Language Arts II. The commissioner shall
 1263  report the results of the evaluation to the President of the
 1264  Senate and the Speaker of the House of Representatives no later
 1265  than July 1, 2011.
 1266         3. The testing program shall measure student content
 1267  knowledge and skills adopted by the State Board of Education as
 1268  specified in paragraph (a) and measure and report student
 1269  performance levels of all students assessed in reading, writing,
 1270  mathematics, and science. The commissioner shall provide for the
 1271  tests to be developed or obtained, as appropriate, through
 1272  contracts and project agreements with private vendors, public
 1273  vendors, public agencies, postsecondary educational
 1274  institutions, or school districts. The commissioner shall obtain
 1275  input with respect to the design and implementation of the
 1276  testing program from state educators, assistive technology
 1277  experts, and the public.
 1278         4. The testing program shall be composed of criterion
 1279  referenced tests that shall, to the extent determined by the
 1280  commissioner, include test items that require the student to
 1281  produce information or perform tasks in such a way that the core
 1282  content knowledge and skills he or she uses can be measured.
 1283         5. FCAT Reading, Mathematics, and Science and all
 1284  statewide, standardized end-of-course assessments shall measure
 1285  the content knowledge and skills a student has attained on the
 1286  assessment by the use of scaled scores and achievement levels.
 1287  Achievement levels shall range from 1 through 5, with level 1
 1288  being the lowest achievement level, level 5 being the highest
 1289  achievement level, and level 3 indicating satisfactory
 1290  performance on an assessment. For purposes of FCAT Writing,
 1291  student achievement shall be scored using a scale of 1 through 6
 1292  and the score earned shall be used in calculating school grades.
 1293  A score shall be designated for each subject area tested, below
 1294  which score a student’s performance is deemed inadequate. The
 1295  school districts shall provide appropriate remedial instruction
 1296  to students who score below these levels.
 1297         6. The State Board of Education shall, by rule, designate a
 1298  passing score for each part of the grade 10 assessment test and
 1299  end-of-course assessments. Any rule that has the effect of
 1300  raising the required passing scores may apply only to students
 1301  taking the assessment for the first time after the rule is
 1302  adopted by the State Board of Education. Except as otherwise
 1303  provided in this subparagraph and as provided in s.
 1304  1003.428(8)(b) or s. 1003.43(11)(b), students must earn a
 1305  passing score on grade 10 FCAT Reading and grade 10 FCAT
 1306  Mathematics or attain concordant scores as described in
 1307  subsection (10) in order to qualify for a standard high school
 1308  diploma.
 1309         7. In addition to designating a passing score under
 1310  subparagraph 6., the State Board of Education shall also
 1311  designate, by rule, a score for each statewide, standardized
 1312  end-of-course assessment which indicates that a student is high
 1313  achieving and has the potential to meet college-readiness
 1314  standards by the time the student graduates from high school.
 1315         8. Participation in the testing program is mandatory for
 1316  all students attending public school, including students served
 1317  in Department of Juvenile Justice programs, except as otherwise
 1318  prescribed by the commissioner. A student who has not earned
 1319  passing scores on the grade 10 FCAT as provided in subparagraph
 1320  6. must participate in each retake of the assessment until the
 1321  student earns passing scores or achieves scores on a
 1322  standardized assessment which are concordant with passing scores
 1323  pursuant to subsection (10). If a student does not participate
 1324  in the statewide assessment, the district must notify the
 1325  student’s parent and provide the parent with information
 1326  regarding the implications of such nonparticipation. A parent
 1327  must provide signed consent for a student to receive classroom
 1328  instructional accommodations that would not be available or
 1329  permitted on the statewide assessments and must acknowledge in
 1330  writing that he or she understands the implications of such
 1331  instructional accommodations. The State Board of Education shall
 1332  adopt rules, based upon recommendations of the commissioner, for
 1333  the provision of test accommodations for students in exceptional
 1334  education programs and for students who have limited English
 1335  proficiency. Accommodations that negate the validity of a
 1336  statewide assessment are not allowable in the administration of
 1337  the FCAT or an end-of-course assessment. However, instructional
 1338  accommodations are allowable in the classroom if included in a
 1339  student’s individual education plan. Students using
 1340  instructional accommodations in the classroom that are not
 1341  allowable as accommodations on the FCAT or an end-of-course
 1342  assessment may have the FCAT or an end-of-course assessment
 1343  requirement waived pursuant to the requirements of s.
 1344  1003.428(8)(b) or s. 1003.43(11)(b).
 1345         9. A student seeking an adult high school diploma must meet
 1346  the same testing requirements that a regular high school student
 1347  must meet.
 1348         10. District school boards must provide instruction to
 1349  prepare students in the core curricular content established in
 1350  the Next Generation Sunshine State Standards adopted under s.
 1351  1003.41, including the core content knowledge and skills
 1352  necessary for successful grade-to-grade progression and high
 1353  school graduation. If a student is provided with instructional
 1354  accommodations in the classroom that are not allowable as
 1355  accommodations in the statewide assessment program, as described
 1356  in the test manuals, the district must inform the parent in
 1357  writing and must provide the parent with information regarding
 1358  the impact on the student’s ability to meet expected performance
 1359  levels in reading, writing, mathematics, and science. The
 1360  commissioner shall conduct studies as necessary to verify that
 1361  the required core curricular content is part of the district
 1362  instructional programs.
 1363         11. District school boards must provide opportunities for
 1364  students to demonstrate an acceptable performance level on an
 1365  alternative standardized assessment approved by the State Board
 1366  of Education following enrollment in summer academies.
 1367         12. The Department of Education must develop, or select,
 1368  and implement a common battery of assessment tools that will be
 1369  used in all juvenile justice programs in the state. These tools
 1370  must accurately measure the core curricular content established
 1371  in the Next Generation Sunshine State Standards.
 1372         13. For students seeking a special diploma pursuant to s.
 1373  1003.438, the Department of Education must develop or select and
 1374  implement an alternate assessment tool that accurately measures
 1375  the core curricular content established in the Next Generation
 1376  Sunshine State Standards for students with disabilities under s.
 1377  1003.438.
 1378         14. The Commissioner of Education shall establish schedules
 1379  for the administration of statewide assessments and the
 1380  reporting of student test results. When establishing the
 1381  schedules for the administration of statewide assessments, the
 1382  commissioner shall consider the observance of religious and
 1383  school holidays. The commissioner shall, by August 1 of each
 1384  year, notify each school district in writing and publish on the
 1385  department’s Internet website the testing and reporting
 1386  schedules for, at a minimum, the school year following the
 1387  upcoming school year. The testing and reporting schedules shall
 1388  require that:
 1389         a. There is the latest possible administration of statewide
 1390  assessments and the earliest possible reporting to the school
 1391  districts of student test results which is feasible within
 1392  available technology and specific appropriations; however, test
 1393  results for the FCAT must be made available no later than the
 1394  week of June 8. Student results for end-of-course assessments
 1395  must be provided no later than 1 week after the school district
 1396  completes testing for each course. The commissioner may extend
 1397  the reporting schedule under exigent circumstances.
 1398         b. Beginning with the 2010-2011 school year, FCAT Writing
 1399  may is not be administered earlier than the week of March 1 and
 1400  a comprehensive statewide assessment of any other subject may is
 1401  not be administered earlier than the week of April 15.
 1402         c. A statewide, standardized end-of-course assessment is
 1403  administered during a 3-week period at the end of the course.
 1404  The commissioner shall select an a 3-week administration period
 1405  for assessments that meets the intent of end-of-course
 1406  assessments and provides student results prior to the end of the
 1407  course. School districts shall administer tests in accordance
 1408  with the schedule determined by the commissioner select 1
 1409  testing week within the 3-week administration period for each
 1410  end-of-course assessment. For an end-of-course assessment
 1411  administered at the end of the first semester, the commissioner
 1412  shall determine the most appropriate testing dates based on a
 1413  review of each school district’s academic calendar.
 1414  
 1415  The commissioner may, based on collaboration and input from
 1416  school districts, design and implement student testing programs,
 1417  for any grade level and subject area, necessary to effectively
 1418  monitor educational achievement in the state, including the
 1419  measurement of educational achievement of the Next Generation
 1420  Sunshine State Standards for students with disabilities.
 1421  Development and refinement of assessments shall include
 1422  universal design principles and accessibility standards that
 1423  will prevent any unintended obstacles for students with
 1424  disabilities while ensuring the validity and reliability of the
 1425  test. These principles should be applicable to all technology
 1426  platforms and assistive devices available for the assessments.
 1427  The field testing process and psychometric analyses for the
 1428  statewide assessment program must include an appropriate
 1429  percentage of students with disabilities and an evaluation or
 1430  determination of the effect of test items on such students.
 1431         Section 26. Subsection (3) of section 1008.30, Florida
 1432  Statutes, is amended to read:
 1433         1008.30 Common placement testing for public postsecondary
 1434  education.—
 1435         (3) The State Board of Education shall adopt rules that
 1436  require high schools to evaluate before the beginning of grade
 1437  12 the college readiness of each student who indicates an
 1438  interest in postsecondary education and scores at Level 2 or
 1439  Level 3 on the reading portion of the grade 10 FCAT or Level 2,
 1440  Level 3, or Level 4 on the mathematics assessments under s.
 1441  1008.22(3)(c). High schools shall perform this evaluation using
 1442  results from the corresponding component of the common placement
 1443  test prescribed in this section, or an equivalent test
 1444  identified by the State Board of Education. The State Board
 1445  Department of Education shall identify in rule purchase or
 1446  develop the assessments necessary to perform the evaluations
 1447  required by this subsection and shall work with the school
 1448  districts to administer the assessments. The State Board of
 1449  Education shall establish by rule the minimum test scores a
 1450  student must achieve to demonstrate readiness. Students who
 1451  demonstrate readiness by achieving the minimum test scores
 1452  established by the state board and enroll in a community college
 1453  within 2 years of achieving such scores shall not be required to
 1454  retest or enroll in remediation when admitted courses as a
 1455  condition of acceptance to any community college. The high
 1456  school shall use the results of the test to advise the students
 1457  of any identified deficiencies and to the maximum extent
 1458  practicable provide 12th grade students, and require them to
 1459  complete, access to appropriate postsecondary preparatory
 1460  remedial instruction prior to high school graduation. The
 1461  curriculum remedial instruction provided under this subsection
 1462  shall be identified in rule by the State Board of Education and
 1463  encompass Florida’s Postsecondary Readiness Competencies. Other
 1464  elective courses may not be substituted for the selected
 1465  postsecondary reading, mathematics, or writing preparatory
 1466  course unless the elective course covers the same competencies
 1467  included in the postsecondary reading, mathematics, or writing
 1468  preparatory course a collaborative effort between secondary and
 1469  postsecondary educational institutions. To the extent courses
 1470  are available, the Florida Virtual School may be used to provide
 1471  the remedial instruction required by this subsection.
 1472         Section 27. Paragraph (b) of subsection (3) and subsection
 1473  (4) of section 1008.33, Florida Statutes, are amended to read:
 1474         1008.33 Authority to enforce public school improvement.—
 1475         (3)
 1476         (b) For the purpose of determining whether a public school
 1477  requires action to achieve a sufficient level of school
 1478  improvement, beginning with the 2010-2011 school year, the
 1479  Department of Education shall annually categorize a public
 1480  school in one of six categories based on the following:
 1481         1. A school’s grade based upon statewide assessments
 1482  administered pursuant to s. 1008.22; and
 1483         2.school’s grade, pursuant to s. 1008.34, and The level
 1484  and rate of change in student performance in the areas of
 1485  reading and mathematics, disaggregated into student subgroups as
 1486  described in the federal Elementary and Secondary Education Act,
 1487  20 U.S.C. s. 6311(b)(2)(C)(v)(II).
 1488         (4) The Department of Education shall create a matrix that
 1489  reflects intervention and support strategies to address the
 1490  particular needs of schools in each category.
 1491         (a) Intervention and support strategies shall be applied to
 1492  schools based upon the school categorization pursuant to
 1493  paragraph (3)(b). The Department of Education shall apply the
 1494  most intense intervention strategies to the lowest-performing
 1495  schools. For all but the lowest category and “F” schools in the
 1496  second lowest category, the intervention and support strategies
 1497  shall be administered solely by the districts and the schools.
 1498         (b) The lowest-performing schools are schools that are
 1499  categorized pursuant to paragraph (3)(b) and have received:
 1500         1. A grade of “F” in the most recent school year and in 4
 1501  of the last 6 years; or
 1502         2. A grade of “D” or “F” in the most recent school year and
 1503  meet at least three of the following criteria:
 1504         a. The percentage of students who are not proficient in
 1505  reading has increased when compared to measurements taken 5
 1506  years previously;
 1507         b. The percentage of students who are not proficient in
 1508  mathematics has increased when compared to measurements taken 5
 1509  years previously;
 1510         c. At least 65 percent of the school’s students are not
 1511  proficient in reading; or
 1512         d. At least 65 percent of the school’s students are not
 1513  proficient in mathematics.
 1514         Section 28. Paragraph (f) of subsection (5) of section
 1515  1008.331, Florida Statutes, is amended to read:
 1516         1008.331 Supplemental educational services in Title I
 1517  schools; school district, provider, and department
 1518  responsibilities.—
 1519         (5) RESPONSIBILITIES OF THE DEPARTMENT OF EDUCATION.—
 1520         (f) By September 1, 2009, The department shall approve and
 1521  a district may select acceptable premethods and postmethods for
 1522  measuring student learning gains, including standardized
 1523  assessments, diagnostic assessments, criterion-referenced and
 1524  skills-based assessments, or other applicable methods
 1525  appropriate for each grade level, for use by supplemental
 1526  educational services providers and local school districts in
 1527  determining student learning gains. Each method must be able to
 1528  measure student progress toward mastering the benchmarks or
 1529  access points set forth in the Sunshine State Standards and the
 1530  student’s supplemental educational services plan. The use of a
 1531  diagnostic and assessment instrument, which is aligned to a
 1532  provider’s curriculum, is an acceptable premethod and postmethod
 1533  if the provider can demonstrate that the assessment meets the
 1534  requirements in this paragraph and is not deemed unreliable or
 1535  invalid by the department.
 1536         1. A district may include in its district contract with a
 1537  provider a requirement to use a single uniform assessment, if
 1538  the department is notified of such intent before the district
 1539  school start date, and the assessment is not deemed invalid or
 1540  unreliable by the department as a means to measure student
 1541  progress toward mastering the benchmarks or access points set
 1542  forth in the state standards and the student’s supplemental
 1543  educational services plan, and to evaluate the effectiveness of
 1544  the provider.
 1545         2. If a district requires a provider to use a third party
 1546  entity to determine student academic deficiencies or learning
 1547  gains; to administer, supervise, or score the uniform district
 1548  assessment; or to develop student profiles, providers may not be
 1549  charged more than 3 percent of the maximum per-child expenditure
 1550  for supplemental educational services or $50 per student,
 1551  whichever is greater, including the actual assessment tool if
 1552  administered by the third party entity.
 1553         Section 29. Paragraphs (b) and (c) of subsection (3) of
 1554  section 1008.34, Florida Statutes, are amended to read:
 1555         1008.34 School grading system; school report cards;
 1556  district grade.—
 1557         (3) DESIGNATION OF SCHOOL GRADES.—
 1558         (b)1. A school’s grade shall be based on a combination of:
 1559         a. Student achievement scores, including achievement on all
 1560  FCAT assessments administered under s. 1008.22(3)(c)1., end-of
 1561  course assessments administered under s. 1008.22(3)(c)2.a., and
 1562  achievement scores for students seeking a special diploma.
 1563         b. Student learning gains in reading and mathematics as
 1564  measured by FCAT and end-of-course assessments, as described in
 1565  s. 1008.22(3)(c)1. and 2.a. Learning gains for students seeking
 1566  a special diploma, as measured by an alternate assessment tool,
 1567  shall be included not later than the 2009-2010 school year.
 1568         c. Improvement of the lowest 25th percentile of students in
 1569  the school in reading and mathematics on the FCAT or end-of
 1570  course assessments described in s. 1008.22(3)(c)2.a., unless
 1571  these students are exhibiting satisfactory performance.
 1572         2. Beginning with the 2011-2012 school year, for schools
 1573  comprised of middle school grades 6 through 8 or grades 7 and 8,
 1574  the school’s grade shall include the performance and
 1575  participation of its students enrolled in high school level
 1576  courses with end-of-course assessments administered under s.
 1577  1008.22(3)(c)2.a. Performance and participation must be weighted
 1578  equally. As valid data becomes available, the school grades
 1579  shall include the students’ attainment of national industry
 1580  certification identified in the Industry Certification Funding
 1581  List pursuant to rules adopted by the State Board of Education.
 1582         3.2. Beginning with the 2009-2010 school year for schools
 1583  comprised of high school grades 9, 10, 11, and 12, or grades 10,
 1584  11, and 12, 50 percent of the school grade shall be based on a
 1585  combination of the factors listed in sub-subparagraphs 1.a.-c.
 1586  and the remaining 50 percent on the following factors:
 1587         a. The high school graduation rate of the school;
 1588         b. As valid data becomes available, the performance and
 1589  participation of the school’s students in College Board Advanced
 1590  Placement courses, International Baccalaureate courses, dual
 1591  enrollment courses, and Advanced International Certificate of
 1592  Education courses; and the students’ achievement of national
 1593  industry certification identified in the Industry Certification
 1594  Funding List, pursuant to rules adopted by the State Board of
 1595  Education;
 1596         c. Postsecondary readiness of the school’s students as
 1597  measured by the SAT, ACT, or the common placement test;
 1598         d. The high school graduation rate of at-risk students who
 1599  scored at Level 2 or lower on the grade 8 FCAT Reading and
 1600  Mathematics examinations;
 1601         e. As valid data becomes available, the performance of the
 1602  school’s students on statewide standardized end-of-course
 1603  assessments administered under s. 1008.22(3)(c)2.b. and c.; and
 1604         f. The growth or decline in the components listed in sub
 1605  subparagraphs a.-e. from year to year.
 1606         (c) Student assessment data used in determining school
 1607  grades shall include:
 1608         1. The aggregate scores of all eligible students enrolled
 1609  in the school who have been assessed on the FCAT and statewide,
 1610  standardized end-of-course assessments in courses required for
 1611  high school graduation, including, beginning with the 2010-2011
 1612  school year, the end-of-course assessment in Algebra I; and
 1613  beginning with the 2011-2012 school year, the end-of-course
 1614  assessments in geometry and Biology; and beginning with the
 1615  2013-2014 school year, on the statewide, standardized end-of
 1616  course assessment in civics education at the middle school
 1617  level.
 1618         2. The aggregate scores of all eligible students enrolled
 1619  in the school who have been assessed on the FCAT and end-of
 1620  course assessments as described in s. 1008.22(3)(c)2.a., and who
 1621  have scored at or in the lowest 25th percentile of students in
 1622  the school in reading and mathematics, unless these students are
 1623  exhibiting satisfactory performance.
 1624         3. The achievement scores and learning gains of eligible
 1625  students attending alternative schools that provide dropout
 1626  prevention and academic intervention services pursuant to s.
 1627  1003.53. The term “eligible students” in this subparagraph does
 1628  not include students attending an alternative school who are
 1629  subject to district school board policies for expulsion for
 1630  repeated or serious offenses, who are in dropout retrieval
 1631  programs serving students who have officially been designated as
 1632  dropouts, or who are in programs operated or contracted by the
 1633  Department of Juvenile Justice. The student performance data for
 1634  eligible students identified in this subparagraph shall be
 1635  included in the calculation of the home school’s grade. As used
 1636  in this subparagraph section and s. 1008.341, the term “home
 1637  school” means the school to which the student would be assigned
 1638  if the student were not assigned to an alternative school. If an
 1639  alternative school chooses to be graded under this section,
 1640  student performance data for eligible students identified in
 1641  this subparagraph shall not be included in the home school’s
 1642  grade but shall be included only in the calculation of the
 1643  alternative school’s grade. A school district that fails to
 1644  assign the FCAT and end-of-course assessment as described in s.
 1645  1008.22(3)(c)2.a. scores of each of its students to his or her
 1646  home school or to the alternative school that receives a grade
 1647  shall forfeit Florida School Recognition Program funds for 1
 1648  fiscal year. School districts must require collaboration between
 1649  the home school and the alternative school in order to promote
 1650  student success. This collaboration must include an annual
 1651  discussion between the principal of the alternative school and
 1652  the principal of each student’s home school concerning the most
 1653  appropriate school assignment of the student.
 1654         4. The achievement scores and learning gains of students
 1655  designated as hospital or homebound. Student assessment data for
 1656  students designated as hospital or homebound shall be assigned
 1657  to their home school for the purposes of school grades. As used
 1658  in this subparagraph, the term “home school” means the school to
 1659  which a student would be assigned if the student were not
 1660  assigned to a hospital or homebound program.
 1661         5.4. For schools comprised of high school grades 9, 10, 11,
 1662  and 12, or grades 10, 11, and 12, the data listed in
 1663  subparagraphs 1.-3. and the following data as the Department of
 1664  Education determines such data are valid and available:
 1665         a. The high school graduation rate of the school as
 1666  calculated by the Department of Education;
 1667         b. The participation rate of all eligible students enrolled
 1668  in the school and enrolled in College Board Advanced Placement
 1669  courses; International Baccalaureate courses; dual enrollment
 1670  courses; Advanced International Certificate of Education
 1671  courses; and courses or sequence of courses leading to national
 1672  industry certification identified in the Industry Certification
 1673  Funding List, pursuant to rules adopted by the State Board of
 1674  Education;
 1675         c. The aggregate scores of all eligible students enrolled
 1676  in the school in College Board Advanced Placement courses,
 1677  International Baccalaureate courses, and Advanced International
 1678  Certificate of Education courses;
 1679         d. Earning of college credit by all eligible students
 1680  enrolled in the school in dual enrollment programs under s.
 1681  1007.271;
 1682         e. Earning of a national industry certification identified
 1683  in the Industry Certification Funding List, pursuant to rules
 1684  adopted by the State Board of Education;
 1685         f. The aggregate scores of all eligible students enrolled
 1686  in the school in reading, mathematics, and other subjects as
 1687  measured by the SAT, the ACT, and the common placement test for
 1688  postsecondary readiness;
 1689         g. The high school graduation rate of all eligible at-risk
 1690  students enrolled in the school who scored at Level 2 or lower
 1691  on the grade 8 FCAT Reading and Mathematics examinations;
 1692         h. The performance of the school’s students on statewide
 1693  standardized end-of-course assessments administered under s.
 1694  1008.22(3)(c)2.b. and c.; and
 1695         i. The growth or decline in the data components listed in
 1696  sub-subparagraphs a.-h. from year to year.
 1697  
 1698  The State Board of Education shall adopt appropriate criteria
 1699  for each school grade. The criteria must also give added weight
 1700  to student achievement in reading. Schools designated with a
 1701  grade of “C,” making satisfactory progress, shall be required to
 1702  demonstrate that adequate progress has been made by students in
 1703  the school who are in the lowest 25th percentile in reading and
 1704  mathematics on the FCAT and end-of-course assessments as
 1705  described in s. 1008.22(3)(c)2.a., unless these students are
 1706  exhibiting satisfactory performance. Beginning with the 2009
 1707  2010 school year for schools comprised of high school grades 9,
 1708  10, 11, and 12, or grades 10, 11, and 12, the criteria for
 1709  school grades must also give added weight to the graduation rate
 1710  of all eligible at-risk students, as defined in this paragraph.
 1711  Beginning in the 2009-2010 school year, in order for a high
 1712  school to be designated as having a grade of “A,” making
 1713  excellent progress, the school must demonstrate that at-risk
 1714  students, as defined in this paragraph, in the school are making
 1715  adequate progress.
 1716         Section 30. Paragraph (a) of subsection (3) of section
 1717  1011.01, Florida Statutes, is amended to read:
 1718         1011.01 Budget system established.—
 1719         (3)(a) Each district school board and each community
 1720  college board of trustees shall prepare, adopt, and submit to
 1721  the Commissioner of Education for review an annual operating
 1722  budget. Operating budgets shall be prepared and submitted in
 1723  accordance with the provisions of law, rules of the State Board
 1724  of Education, the General Appropriations Act, and for district
 1725  school boards in accordance with the provisions of ss. 200.065
 1726  and 1011.64.
 1727         Section 31. Subsection (4) of section 1011.03, Florida
 1728  Statutes, is amended to read:
 1729         1011.03 Public hearings; budget to be submitted to
 1730  Department of Education.—
 1731         (4) The board shall hold public hearings to adopt tentative
 1732  and final budgets pursuant to s. 200.065. The hearings shall be
 1733  primarily for the purpose of hearing requests and complaints
 1734  from the public regarding the budgets and the proposed tax
 1735  levies and for explaining the budget and proposed or adopted
 1736  amendments thereto, if any. The district school board shall then
 1737  require the superintendent to transmit forthwith two copies of
 1738  the adopted budget to the Department of Education for approval
 1739  as prescribed by law and rules of the State Board of Education.
 1740         Section 32. Section 1011.035, Florida Statutes, is created
 1741  to read:
 1742         1011.035 School district budget transparency.-
 1743         (1) It is important for school districts to provide
 1744  budgetary transparency to enable taxpayers, parents, and
 1745  education advocates to obtain school district budget and related
 1746  information in a manner that is simply explained and easily
 1747  understandable. Budgetary transparency leads to more responsible
 1748  spending, more citizen involvement, and improved accountability.
 1749  A budget that is not transparent, accessible, and accurate
 1750  cannot be properly analyzed, its implementation thoroughly
 1751  monitored, or its outcomes evaluated.
 1752         (2) Each district school board shall post on its website a
 1753  plain language version of each proposed, tentative, and official
 1754  budget which describes each budget item in terms that are easily
 1755  understandable to the public. This information must be
 1756  prominently posted on the school district’s website in a manner
 1757  that is readily accessible to the public.
 1758         (3) Each district school board is encouraged to post the
 1759  following information on its website:
 1760         (a) Timely information as to when a budget hearing will be
 1761  conducted.
 1762         (b) Each contract between the district school board and the
 1763  teachers’ union.
 1764         (c) Each contract between the district school board and
 1765  noninstructional staff.
 1766         (d) Each contract exceeding $35,000 between the school
 1767  board and a vendor of services, supplies, or programs or for the
 1768  purchase or lease of lands, facilities, or properties.
 1769         (e) Each contract exceeding $35,000 that is an emergency
 1770  procurement or is with a single source as authorized under s.
 1771  287.057(3).
 1772         (f) Recommendations of the citizens’ budget advisory
 1773  committee.
 1774         (g) Current and archived video recordings of each district
 1775  school board meeting and workshop.
 1776         (4) The website should contain links to:
 1777         (a) Help explain or provide background information on
 1778  various budget items that are required by state or federal law.
 1779         (b) Allow users to navigate to related sites to view
 1780  supporting details.
 1781         (c) Enable taxpayers, parents, and education advocates to
 1782  send e-mails asking questions about the budget and enable others
 1783  to view the questions and responses.
 1784         Section 33. Paragraph (e) of subsection (1) of section
 1785  1011.62, Florida Statutes, is amended to read:
 1786         1011.62 Funds for operation of schools.—If the annual
 1787  allocation from the Florida Education Finance Program to each
 1788  district for operation of schools is not determined in the
 1789  annual appropriations act or the substantive bill implementing
 1790  the annual appropriations act, it shall be determined as
 1791  follows:
 1792         (1) COMPUTATION OF THE BASIC AMOUNT TO BE INCLUDED FOR
 1793  OPERATION.—The following procedure shall be followed in
 1794  determining the annual allocation to each district for
 1795  operation:
 1796         (e) Funding model for exceptional student education
 1797  programs.—
 1798         1.a. The funding model uses basic, at-risk, support levels
 1799  IV and V for exceptional students and career Florida Education
 1800  Finance Program cost factors, and a guaranteed allocation for
 1801  exceptional student education programs. Exceptional education
 1802  cost factors are determined by using a matrix of services to
 1803  document the services that each exceptional student will
 1804  receive. The nature and intensity of the services indicated on
 1805  the matrix shall be consistent with the services described in
 1806  each exceptional student’s individual educational plan. The
 1807  Department of Education shall review and revise the descriptions
 1808  of the services and supports included in the matrix of services
 1809  for exceptional students and shall implement those revisions
 1810  before the beginning of the 2011-2012 school year.
 1811         b. In order to generate funds using one of the two weighted
 1812  cost factors, a matrix of services must be completed at the time
 1813  of the student’s initial placement into an exceptional student
 1814  education program and at least once every 3 years by personnel
 1815  who have received approved training. Nothing listed in the
 1816  matrix shall be construed as limiting the services a school
 1817  district must provide in order to ensure that exceptional
 1818  students are provided a free, appropriate public education.
 1819         c. Students identified as exceptional, in accordance with
 1820  chapter 6A-6, Florida Administrative Code, who do not have a
 1821  matrix of services as specified in sub-subparagraph b. shall
 1822  generate funds on the basis of full-time-equivalent student
 1823  membership in the Florida Education Finance Program at the same
 1824  funding level per student as provided for basic students.
 1825  Additional funds for these exceptional students will be provided
 1826  through the guaranteed allocation designated in subparagraph 2.
 1827         2. For students identified as exceptional who do not have a
 1828  matrix of services and students who are gifted in grades K
 1829  through 8, there is created a guaranteed allocation to provide
 1830  these students with a free appropriate public education, in
 1831  accordance with s. 1001.42(4)(m) and rules of the State Board of
 1832  Education, which shall be allocated annually to each school
 1833  district in the amount provided in the General Appropriations
 1834  Act. These funds shall be in addition to the funds appropriated
 1835  on the basis of FTE student membership in the Florida Education
 1836  Finance Program, and the amount allocated for each school
 1837  district shall not be recalculated during the year. These funds
 1838  shall be used to provide special education and related services
 1839  for exceptional students and students who are gifted in grades K
 1840  through 8. Beginning with the 2007-2008 fiscal year, a
 1841  district’s expenditure of funds from the guaranteed allocation
 1842  for students in grades 9 through 12 who are gifted may not be
 1843  greater than the amount expended during the 2006-2007 fiscal
 1844  year for gifted students in grades 9 through 12.
 1845         Section 34. Paragraph (c) of subsection (1) of section
 1846  1012.39, Florida Statutes, is amended to read:
 1847         1012.39 Employment of substitute teachers, teachers of
 1848  adult education, nondegreed teachers of career education, and
 1849  career specialists; students performing clinical field
 1850  experience.—
 1851         (1) Notwithstanding ss. 1012.32, 1012.55, 1012.56, and
 1852  1012.57, or any other provision of law or rule to the contrary,
 1853  each district school board shall establish the minimal
 1854  qualifications for:
 1855         (c) Part-time and full-time nondegreed teachers of career
 1856  programs. Qualifications shall be established for nondegreed
 1857  teachers of career and technical education courses for program
 1858  clusters that are recognized in the state and are agriculture,
 1859  business, health occupations, family and consumer sciences,
 1860  industrial, marketing, career specialist, and public service
 1861  education teachers, based primarily on successful occupational
 1862  experience rather than academic training. The qualifications for
 1863  such teachers shall require:
 1864         1. The filing of a complete set of fingerprints in the same
 1865  manner as required by s. 1012.32. Faculty employed solely to
 1866  conduct postsecondary instruction may be exempted from this
 1867  requirement.
 1868         2. Documentation of education and successful occupational
 1869  experience including documentation of:
 1870         a. A high school diploma or the equivalent.
 1871         b. Completion of 6 years of full-time successful
 1872  occupational experience or the equivalent of part-time
 1873  experience in the teaching specialization area. The district
 1874  school board may establish alternative qualifications for
 1875  teachers with an industry certification in the career area in
 1876  which they teach. Alternate means of determining successful
 1877  occupational experience may be established by the district
 1878  school board.
 1879         c. Completion of career education training conducted
 1880  through the local school district inservice master plan.
 1881         d. For full-time teachers, completion of professional
 1882  education training in teaching methods, course construction,
 1883  lesson planning and evaluation, and teaching special needs
 1884  students. This training may be completed through coursework from
 1885  an accredited or approved institution or an approved district
 1886  teacher education program.
 1887         e. Demonstration of successful teaching performance.
 1888         f. Documentation of industry certification when state or
 1889  national industry certifications are available and applicable.
 1890         Section 35. Except as otherwise expressly provided in this
 1891  act and except for this section, which shall take effect upon
 1892  this act becoming a law, this act shall take effect July 1,
 1893  2011.
 1894  
 1895  ================= T I T L E  A M E N D M E N T ================
 1896         And the title is amended as follows:
 1897         Delete lines 2 - 116
 1898  and insert:
 1899         An act relating to education accountability; amending
 1900         s. 1001.20, F.S.; deleting a provision that requires
 1901         the Florida Virtual School to be administratively
 1902         housed within the Office of Technology and Information
 1903         Services within the Office of the Commissioner of
 1904         Education; amending s. 1001.42, F.S.; revising the
 1905         powers and duties of district school boards relating
 1906         to student access to Florida Virtual School courses;
 1907         creating s. 1001.421, F.S.; prohibiting district
 1908         school board members and their relatives from
 1909         soliciting or accepting certain gifts; amending s.
 1910         1002.20, F.S.; adding auditory-oral education programs
 1911         to the list of public school choice options; amending
 1912         s. 1002.37, F.S.; conforming provisions to changes
 1913         made by the act; amending s. 1002.38, F.S.; requiring
 1914         that a school’s grade be based on statewide
 1915         assessments for purposes of the Opportunity
 1916         Scholarship Program; amending s. 1002.39, F.S.;
 1917         providing requirements for determining the end of the
 1918         term of a John M. McKay Scholarship; creating s.
 1919         1002.391, F.S.; providing for the establishment of
 1920         auditory-oral education programs as a school of
 1921         choice; providing definitions; providing requirements
 1922         for enrollment and attendance; amending s. 1002.45,
 1923         F.S.; revising provisions relating to virtual
 1924         instruction program provider qualifications; amending
 1925         s. 1002.66, F.S.; providing an additional
 1926         instructional service for children with disabilities
 1927         in the Voluntary Prekindergarten Education Program;
 1928         amending s. 1002.67, F.S.; requiring that the State
 1929         Board of Education periodically review and revise the
 1930         performance standards for the statewide kindergarten
 1931         screening; amending s. 1002.69, F.S.; authorizing
 1932         nonpublic schools to administer the statewide
 1933         kindergarten screening to kindergarten students who
 1934         were enrolled in the Voluntary Prekindergarten
 1935         Education Program; revising provisions relating to the
 1936         minimum kindergarten readiness rate and criteria for
 1937         good cause exemptions from meeting the requirement;
 1938         requiring prekindergarten enrollment screening and
 1939         post-assessment under certain circumstances; amending
 1940         s. 1002.71, F.S.; providing that a child may reenroll
 1941         more than once in a prekindergarten program if granted
 1942         a good cause exemption; amending s. 1002.73, F.S.;
 1943         requiring the Department of Education to adopt
 1944         procedures relating to prekindergarten enrollment
 1945         screening, the standardized post-assessment, and
 1946         reporting of the results of readiness measures;
 1947         amending s. 1003.01, F.S.; providing an additional
 1948         special education service; amending s. 1003.4156,
 1949         F.S.; revising the general requirements for middle
 1950         grades promotion; providing that a student with a
 1951         disability may have end-of-course assessment results
 1952         waived under certain circumstances; providing that a
 1953         middle grades student may be exempt from reading
 1954         remediation requirements under certain circumstances;
 1955         creating s. 1003.4203, F.S.; authorizing each district
 1956         school board to develop and implement a digital
 1957         curriculum for students in grades 6 through 12;
 1958         requiring the Department of Education to develop a
 1959         model digital curriculum; authorizing partnerships
 1960         with private businesses and consultants; amending s.
 1961         1003.428, F.S.; revising provisions relating to the
 1962         general requirements for high school graduation;
 1963         providing that a high school student may be exempt
 1964         from reading remediation requirements under certain
 1965         circumstances; amending s. 1003.429, F.S.; revising
 1966         provisions relating to the selection of accelerated
 1967         high school graduation options; amending s. 1003.491,
 1968         F.S.; revising provisions relating to the development,
 1969         contents, and approval of the strategic plan to
 1970         address workforce needs; amending s. 1003.493, F.S.;
 1971         revising requirements for career and professional
 1972         academies and enrollment of students; creating s.
 1973         1003.4935, F.S.; requiring each district school board
 1974         to develop a plan to implement a career and
 1975         professional academy in at least one middle school;
 1976         providing requirements for middle school career and
 1977         professional academies and academy courses; amending
 1978         s. 1003.573, F.S.; revising provisions relating to the
 1979         use of restraint and seclusion on students with
 1980         disabilities; requiring that certain information be
 1981         included in incident reports; removing an obsolete
 1982         date; requiring that the Department of Education
 1983         maintain certain data of incidents of manual or
 1984         physical restraint and seclusion and establish
 1985         standards for documenting, reporting, and monitoring
 1986         the use of restraint and seclusion; requiring that the
 1987         department provide these standards to school districts
 1988         by a specified date; revising provisions relating to
 1989         school district policies and procedures to include
 1990         monitoring, training, selecting personnel to be
 1991         trained, and planning for reducing the use of
 1992         restraint and seclusion; extending the date that such
 1993         policies and procedures must be revised and filed with
 1994         the bureau chief of the Bureau of Exceptional
 1995         Education and Student Services within the Department
 1996         of Education; amending s. 1003.575, F.S.; providing
 1997         requirements for completion of an assistive technology
 1998         assessment; amending s. 1008.22, F.S.; revising
 1999         provisions relating to the student assessment program
 2000         for public schools; requiring that the Commissioner of
 2001         Education direct school districts to participate in
 2002         certain international assessment programs; authorizing
 2003         a school principal to exempt certain students from the
 2004         end-of-course assessment in civics education; revising
 2005         provisions relating to administration and reporting of
 2006         results of assessments; amending s. 1008.30, F.S.;
 2007         revising provisions relating to evaluation of college
 2008         readiness and providing for postsecondary preparatory
 2009         instruction; requiring the State Board of Education to
 2010         adopt certain rules; amending s. 1008.33, F.S.;
 2011         revising provisions relating to public school
 2012         improvement; requiring the Department of Education to
 2013         categorize public schools based on a school’s grade
 2014         that relies on statewide assessments; amending s.
 2015         1008.331, F.S.; revising the responsibilities of the
 2016         Department of Education; authorizing school districts
 2017         to select acceptable premethods and postmethods for
 2018         measuring student learning gains; authorizing a school
 2019         district to include in its contract with a provider a
 2020         requirement to use a single uniform assessment;
 2021         providing that providers may not be charged more than
 2022         a certain amount for the maximum per child for
 2023         supplemental educational services; amending s.
 2024         1008.34, F.S.; revising the basis for the designation
 2025         of school grades; including achievement scores and
 2026         learning gains for students who are hospital or
 2027         homebound; amending s. 1011.01, F.S.; revising
 2028         provisions relating to the annual operating budgets of
 2029         district school boards and Florida College System
 2030         institution boards of trustees; amending s. 1011.03,
 2031         F.S.; revising provisions relating to adopted district
 2032         school board budgets; creating s. 1011.035, F.S.;
 2033         requiring each school district to post budgetary
 2034         information on its website; amending s. 1011.62, F.S.;
 2035         revising provisions relating to the funding model for
 2036         exceptional student education programs; requiring the
 2037         Department of Education to revise the descriptions of
 2038         services and to implement the revisions; amending s.
 2039         1012.39, F.S.; revising provisions relating to the
 2040         qualifications for nondegreed teachers of career
 2041         education; providing effective dates.