CS/CS/HB 1255

1
A bill to be entitled
2An act relating to education accountability; amending s.
31001.20, F.S.; deleting a provision that requires the
4Florida Virtual School to be administratively housed
5within the Office of Technology and Information Services
6within the Office of the Commissioner of Education;
7amending s. 1001.42, F.S.; revising the powers and duties
8of district school boards relating to student access to
9Florida Virtual School courses; creating s. 1001.421,
10F.S.; prohibiting district school board members and their
11relatives from soliciting or accepting certain gifts;
12amending s. 1002.20, F.S.; adding auditory-oral education
13programs to the list of public school choice options;
14amending s. 1002.37, F.S.; conforming provisions to
15changes made by the act; amending s. 1002.38, F.S.;
16requiring that a school's grade be based on statewide
17assessments for purposes of the Opportunity Scholarship
18Program; amending s. 1002.39, F.S.; providing requirements
19for determining the end of the term of a John M. McKay
20Scholarship; creating s. 1002.391, F.S.; providing for the
21establishment of auditory-oral education programs as a
22school of choice; providing definitions; providing
23requirements for enrollment and attendance; amending s.
241002.45, F.S.; revising provisions relating to virtual
25instruction program provider qualifications; amending s.
261002.66, F.S.; providing an additional instructional
27service for children with disabilities in the Voluntary
28Prekindergarten Education Program; amending s. 1002.67,
29F.S.; requiring that the State Board of Education
30periodically review and revise the performance standards
31for the statewide kindergarten screening; amending s.
321002.69, F.S.; authorizing nonpublic schools to administer
33the statewide kindergarten screening to kindergarten
34students who were enrolled in the Voluntary
35Prekindergarten Education Program; revising provisions
36relating to the minimum kindergarten readiness rate and
37criteria for good cause exemptions from meeting the
38requirement; requiring prekindergarten enrollment
39screening and post-assessment under certain circumstances;
40amending s. 1002.71, F.S.; providing that a child may
41reenroll more than once in a prekindergarten program if
42granted a good cause exemption; amending s. 1002.73, F.S.;
43requiring the Department of Education to adopt procedures
44relating to prekindergarten enrollment screening, the
45standardized post-assessment, and reporting of the results
46of readiness measures; amending s. 1003.01, F.S.;
47providing an additional special education service;
48amending s. 1003.4156, F.S.; revising the general
49requirements for middle grades promotion; providing that a
50student with a disability may have end-of-course
51assessment results waived under certain circumstances;
52providing that a middle grades student may be exempt from
53reading remediation requirements under certain
54circumstances; creating s. 1003.4203, F.S.; authorizing
55each district school board to develop and implement a
56digital curriculum for students in grades 6 through 12;
57requiring the Department of Education to develop a model
58digital curriculum; authorizing partnerships with private
59businesses and consultants; amending s. 1003.428, F.S.;
60revising provisions relating to the general requirements
61for high school graduation; providing that a high school
62student may be exempt from reading remediation
63requirements under certain circumstances; amending s.
641003.429, F.S.; revising provisions relating to the
65selection of accelerated high school graduation options;
66amending s. 1003.491, F.S.; revising provisions relating
67to the development, contents, and approval of the
68strategic plan to address workforce needs; amending s.
691003.493, F.S.; revising requirements for career and
70professional academies and enrollment of students;
71creating s. 1003.4935, F.S.; requiring each district
72school board to develop a plan to implement a career and
73professional academy in at least one middle school;
74providing requirements for middle school career and
75professional academies and academy courses; amending s.
761003.573, F.S.; revising provisions relating to the use of
77restraint and seclusion on students with disabilities;
78requiring that certain information be included in incident
79reports; removing an obsolete date; requiring that the
80Department of Education maintain certain data of incidents
81of manual or physical restraint and seclusion and
82establish standards for documenting, reporting, and
83monitoring the use of restraint and seclusion; requiring
84that the department provide these standards to school
85districts by a specified date; revising provisions
86relating to school district policies and procedures to
87include monitoring, training, selecting personnel to be
88trained, and planning for reducing the use of restraint
89and seclusion; extending the date that such policies and
90procedures must be revised and filed with the bureau chief
91of the Bureau of Exceptional Education and Student
92Services within the Department of Education; amending s.
931003.575, F.S.; providing requirements for completion of
94an assistive technology assessment; amending s. 1008.22,
95F.S.; revising provisions relating to the student
96assessment program for public schools; requiring that the
97Commissioner of Education direct school districts to
98participate in certain international assessment programs;
99authorizing a school principal to exempt certain students
100from the end-of-course assessment in civics education;
101revising provisions relating to administration and
102reporting of results of assessments; amending s. 1008.30,
103F.S.; revising provisions relating to evaluation of
104college readiness and providing for postsecondary
105preparatory instruction; requiring the State Board of
106Education to adopt certain rules; amending s. 1008.33,
107F.S.; revising provisions relating to public school
108improvement; requiring the Department of Education to
109categorize public schools based on a school's grade that
110relies on statewide assessments; amending s. 1008.331,
111F.S.; revising the responsibilities of the Department of
112Education; authorizing school districts to select
113acceptable premethods and postmethods for measuring
114student learning gains; amending s. 1008.34, F.S.;
115revising the basis for the designation of school grades;
116including achievement scores and learning gains for
117students who are hospital or homebound; amending s.
1181011.01, F.S.; revising provisions relating to the annual
119operating budgets of district school boards and Florida
120College System institution boards of trustees; amending s.
1211011.03, F.S.; revising provisions relating to adopted
122district school board budgets; creating s. 1011.035, F.S.;
123requiring each school district to post budgetary
124information on its website; amending s. 1011.62, F.S.;
125revising provisions relating to the funding model for
126exceptional student education programs; requiring the
127Department of Education to revise the descriptions of
128services and to implement the revisions; amending s.
1291012.39, F.S.; revising provisions relating to the
130qualifications for nondegreed teachers of career
131education; providing effective dates.
132
133Be It Enacted by the Legislature of the State of Florida:
134
135     Section 1.  Paragraph (a) of subsection (4) of section
1361001.20, Florida Statutes, is amended to read:
137     1001.20  Department under direction of state board.-
138     (4)  The Department of Education shall establish the
139following offices within the Office of the Commissioner of
140Education which shall coordinate their activities with all other
141divisions and offices:
142     (a)  Office of Technology and Information Services.-
143Responsible for developing a systemwide technology plan, making
144budget recommendations to the commissioner, providing data
145collection and management for the system, assisting school
146districts in securing Internet access and telecommunications
147services, including those eligible for funding under the Schools
148and Libraries Program of the federal Universal Service Fund, and
149coordinating services with other state, local, and private
150agencies. The office shall develop a method to address the need
151for a statewide approach to planning and operations of library
152and information services to achieve a single K-20 education
153system library information portal and a unified higher education
154library management system. The Florida Virtual School shall be
155administratively housed within the office.
156     Section 2.  Subsection (23) of section 1001.42, Florida
157Statutes, is amended to read:
158     1001.42  Powers and duties of district school board.-The
159district school board, acting as a board, shall exercise all
160powers and perform all duties listed below:
161     (23)  FLORIDA VIRTUAL SCHOOL.-Provide students with access
162to enroll in courses available through the Florida Virtual
163School and award credit for successful completion of such
164courses. Access shall be available to students during and or
165after the normal school day and through summer school
166enrollment.
167     Section 3.  Section 1001.421, Florida Statutes, is created
168to read:
169     1001.421  Gifts.-Notwithstanding any other provision of law
170to the contrary, district school board members and their
171relatives, as defined in s. 112.312(21), may not directly or
172indirectly solicit any gift, or directly or indirectly accept
173any gift in excess of $50, from any person, vendor, potential
174vendor, or other entity doing business with the school district.
175The term "gift" has the same meaning as in s. 112.312(12).
176     Section 4.  Paragraph (a) of subsection (6) of section
1771002.20, Florida Statutes, is amended to read:
178     1002.20  K-12 student and parent rights.-Parents of public
179school students must receive accurate and timely information
180regarding their child's academic progress and must be informed
181of ways they can help their child to succeed in school. K-12
182students and their parents are afforded numerous statutory
183rights including, but not limited to, the following:
184     (6)  EDUCATIONAL CHOICE.-
185     (a)  Public school choices.-Parents of public school
186students may seek whatever public school choice options that are
187applicable to their students and are available to students in
188their school districts. These options may include controlled
189open enrollment, single-gender programs, lab schools, school
190district virtual instruction programs, charter schools, charter
191technical career centers, magnet schools, alternative schools,
192special programs, auditory-oral education programs, advanced
193placement, dual enrollment, International Baccalaureate,
194International General Certificate of Secondary Education (pre-
195AICE), Advanced International Certificate of Education, early
196admissions, credit by examination or demonstration of
197competency, the New World School of the Arts, the Florida School
198for the Deaf and the Blind, and the Florida Virtual School.
199These options may also include the public school choice options
200of the Opportunity Scholarship Program and the McKay
201Scholarships for Students with Disabilities Program.
202     Section 5.  Paragraph (a) of subsection (1) of section
2031002.37, Florida Statutes, is amended to read:
204     1002.37  The Florida Virtual School.-
205     (1)(a)  The Florida Virtual School is established for the
206development and delivery of online and distance learning
207education and shall be administratively housed within the
208Commissioner of Education's Office of Technology and Information
209Services. The Commissioner of Education shall monitor the
210school's performance and report its performance to the State
211Board of Education and the Legislature.
212
213The board of trustees of the Florida Virtual School shall
214identify appropriate performance measures and standards based on
215student achievement that reflect the school's statutory mission
216and priorities, and shall implement an accountability system for
217the school that includes assessment of its effectiveness and
218efficiency in providing quality services that encourage high
219student achievement, seamless articulation, and maximum access.
220     Section 6.  Subsection (2) and paragraph (a) of subsection
221(3) of section 1002.38, Florida Statutes, are amended to read:
222     1002.38  Opportunity Scholarship Program.-
223     (2)  OPPORTUNITY SCHOLARSHIP ELIGIBILITY.-For purposes of
224this section, a school's grade shall be based upon statewide
225assessments administered pursuant to s. 1008.22. A public school
226student's parent may request and receive from the state an
227opportunity scholarship for the student to enroll in and attend
228a private school in accordance with the provisions of this
229section if:
230     (a)1.  By assigned school attendance area or by special
231assignment, the student has spent the prior school year in
232attendance at a public school that has been designated pursuant
233to s. 1008.34 as performance grade category "F," failing to make
234adequate progress, and that has had 2 school years in a 4-year
235period of such low performance, and the student's attendance
236occurred during a school year in which such designation was in
237effect;
238     2.  The student has been in attendance elsewhere in the
239public school system and has been assigned to such school for
240the next school year; or
241     3.  The student is entering kindergarten or first grade and
242has been notified that the student has been assigned to such
243school for the next school year.
244     (b)  The parent has obtained acceptance for admission of
245the student to a private school eligible for the program
246pursuant to subsection (4), and has notified the Department of
247Education and the school district of the request for an
248opportunity scholarship no later than July 1 of the first year
249in which the student intends to use the scholarship.
250
251The provisions of this section do shall not apply to a student
252who is enrolled in a school operating for the purpose of
253providing educational services to youth in Department of
254Juvenile Justice commitment programs. For purposes of continuity
255of educational choice, the opportunity scholarship shall remain
256in force until the student returns to a public school or, if the
257student chooses to attend a private school the highest grade of
258which is grade 8, until the student matriculates to high school
259and the public high school to which the student is assigned is
260an accredited school with a performance grade category
261designation of "C" or better. However, at any time upon
262reasonable notice to the Department of Education and the school
263district, the student's parent may remove the student from the
264private school and place the student in a public school, as
265provided in subparagraph (3)(a)2.
266     (3)  SCHOOL DISTRICT OBLIGATIONS.-
267     (a)  A school district shall, for each student enrolled in
268or assigned to a school that has been designated as performance
269grade category "F" for 2 school years in a 4-year period:
270     1.  Timely notify the parent of the student as soon as such
271designation is made of all options available pursuant to this
272section.
273     2.  Offer that student's parent an opportunity to enroll
274the student in the public school within the district that has
275been designated by the state pursuant to s. 1008.34 as a school
276performing higher than that in which the student is currently
277enrolled or to which the student has been assigned, but not less
278than performance grade category "C." The parent is not required
279to accept this offer in lieu of requesting a state opportunity
280scholarship to a private school. The opportunity to continue
281attending the higher performing public school shall remain in
282force until the student graduates from high school.
283     Section 7.  Paragraph (a) of subsection (4) of section
2841002.39, Florida Statutes, is amended to read:
285     1002.39  The John M. McKay Scholarships for Students with
286Disabilities Program.-There is established a program that is
287separate and distinct from the Opportunity Scholarship Program
288and is named the John M. McKay Scholarships for Students with
289Disabilities Program.
290     (4)  TERM OF JOHN M. MCKAY SCHOLARSHIP.-
291     (a)  For purposes of continuity of educational choice, a
292John M. McKay Scholarship shall remain in force until the
293student returns to a public school, graduates from high school,
294or reaches the age of 22, whichever occurs first. A scholarship
295student who enrolls in a public school or public school program
296is considered to have returned to a public school for the
297purpose of determining the end of the scholarship's term.
298However, if a student enters a Department of Juvenile Justice
299detention center for a period of no more than 21 days, the
300student is not considered to have returned to a public school
301for that purpose.
302     Section 8.  Section 1002.391, Florida Statutes, is created
303to read:
304     1002.391  Auditory-oral education programs.-
305     (1)  As used in this section, the term:
306     (a)  "Auditory-oral education program" means a program that
307develops and relies solely on listening skills and uses an
308implant or assistive hearing device for the purpose of relying
309on speech and spoken language skills as the method of
310communication.
311     (b)  "Deaf or hard of hearing" means aided or unaided
312hearing loss that affects the processing of linguistic
313information and adversely affects performance in the educational
314environment. The degree of loss may range from mild to profound
315in accordance with criteria established by rule of the State
316Board of Education.
317     (c)  "School" means a public or private school located in
318this state which can teach children who have obtained an implant
319or assistive hearing device, using faculty certified as
320listening and spoken language specialists.
321     (2)  The parent of a child who is deaf or hard of hearing
322and who meets the following requirements may enroll the child in
323an auditory-oral education program as a school of choice
324pursuant to s. 1002.20. Such child may continue attending the
325school and complete the development of listening and spoken
326language skills at the school. In order to enroll and attend,
327the child must:
328     (a)  Have received an implant or assistive hearing device;
329     (b)  Be between the ages of 3 and 7 years, or between the
330ages of 2 and 7 years when the school district elects to serve
331children with disabilities who are under the age of 3 years; and
332     (c)  Be a resident of the state.
333     (3)  The level of services shall be determined by the
334individual educational plan team or individualized family
335support plan team, which includes the child's parent in
336accordance with the rules of the State Board of Education. A
337child is eligible for services under this section until the end
338of the school year in which he or she reaches the age of 7 years
339or after grade 2, whichever comes first.
340     Section 9.  Paragraph (b) of subsection (2) of section
3411002.45, Florida Statutes, is amended to read:
342     1002.45  School district virtual instruction programs.-
343     (2)  PROVIDER QUALIFICATIONS.-
344     (b)  An approved provider shall retain its approved status
345during the 3 school years for a period of 3 years after the date
346of the department's approval under paragraph (a) as long as the
347provider continues to comply with all requirements of this
348section.
349     Section 10.  Paragraph (e) is added to subsection (2) of
350section 1002.66, Florida Statutes, to read:
351     1002.66  Specialized instructional services for children
352with disabilities.-
353     (2)  The parent of a child who is eligible for the
354prekindergarten program for children with disabilities may
355select one or more specialized instructional services that are
356consistent with the child's individual educational plan. These
357specialized instructional services may include, but are not
358limited to:
359     (e)  Listening and spoken language specialists and an
360appropriate acoustical environment for a child who is deaf or
361hard of hearing who has received an implant or assistive hearing
362device.
363     Section 11.  Subsection (1) and paragraph (c) of subsection
364(3) of section 1002.67, Florida Statutes, are amended to read:
365     1002.67  Performance standards; curricula and
366accountability.-
367     (1)(a)  By April 1, 2005, the department shall develop and
368adopt performance standards for students in the Voluntary
369Prekindergarten Education Program. The performance standards
370must address the age-appropriate progress of students in the
371development of:
372     1.(a)  The capabilities, capacities, and skills required
373under s. 1(b), Art. IX of the State Constitution; and
374     2.(b)  Emergent literacy skills, including oral
375communication, knowledge of print and letters, phonemic and
376phonological awareness, and vocabulary and comprehension
377development.
378     (b)  The State Board of Education shall periodically review
379and revise the performance standards for the statewide
380kindergarten screening administered under s. 1002.69 and align
381the standards to the standards established by the state board
382for student performance on the statewide assessments
383administered pursuant to s. 1008.22.
384     (3)
385     (c)1.  If the kindergarten readiness rate of a private
386prekindergarten provider or public school falls below the
387minimum rate adopted by the State Board of Education as
388satisfactory under s. 1002.69(6), the early learning coalition
389or school district, as applicable, shall require the provider or
390school to submit an improvement plan for approval by the
391coalition or school district, as applicable, and to implement
392the plan.
393     2.  If a private prekindergarten provider or public school
394fails to meet the minimum rate adopted by the State Board of
395Education as satisfactory under s. 1002.69(6) for 2 consecutive
396years, the early learning coalition or school district, as
397applicable, shall place the provider or school on probation and
398must require the provider or school to take certain corrective
399actions, including the use of a curriculum approved by the
400department under paragraph (2)(c).
401     3.  A private prekindergarten provider or public school
402that is placed on probation must continue the corrective actions
403required under subparagraph 2., including the use of a
404curriculum approved by the department, until the provider or
405school meets the minimum rate adopted by the State Board of
406Education as satisfactory under s. 1002.69(6).
407     4.  If a private prekindergarten provider or public school
408remains on probation for 2 consecutive years and fails to meet
409the minimum rate adopted by the State Board of Education as
410satisfactory under s. 1002.69(6) and is not granted a good cause
411exemption by the department pursuant to s. 1002.69(7), the
412Agency for Workforce Innovation shall require the early learning
413coalition or the Department of Education shall require the
414school district to remove, as applicable, the provider or school
415from eligibility to deliver the Voluntary Prekindergarten
416Education Program and receive state funds for the program.
417     Section 12.  Subsections (1), (5), and (6) and paragraphs
418(b) and (c) of subsection (7) of section 1002.69, Florida
419Statutes, are amended to read:
420     1002.69  Statewide kindergarten screening; kindergarten
421readiness rates; state-approved prekindergarten enrollment
422screening; good cause exemption.-
423     (1)  The department shall adopt a statewide kindergarten
424screening that assesses the readiness of each student for
425kindergarten based upon the performance standards adopted by the
426department under s. 1002.67(1) for the Voluntary Prekindergarten
427Education Program. The department shall require that each school
428district administer the statewide kindergarten screening to each
429kindergarten student in the school district within the first 30
430school days of each school year. Nonpublic schools may
431administer the statewide kindergarten screening to each
432kindergarten student in a nonpublic school who was enrolled in
433the Voluntary Prekindergarten Education Program.
434     (5)  The State Board of Education shall adopt procedures
435for the department to annually calculate each private
436prekindergarten provider's and public school's kindergarten
437readiness rate, which must be expressed as the percentage of the
438provider's or school's students who are assessed as ready for
439kindergarten. The kindergarten readiness rates must be based
440exclusively upon the results of the statewide kindergarten
441screening for students completing the Voluntary Prekindergarten
442Education Program, beginning with students completing the
443program during the 2005-2006 school year who are administered
444the statewide kindergarten screening during the 2006-2007 school
445year. The methodology for calculating each provider's
446kindergarten readiness rate must include the percentage of
447students who meet all state readiness measures. The rates must
448not include students who are not administered the statewide
449kindergarten screening.
450     (6)(a)  The State Board of Education shall periodically
451adopt a minimum kindergarten readiness rate that, if achieved by
452a private prekindergarten provider or public school, would
453demonstrate the provider's or school's satisfactory delivery of
454the Voluntary Prekindergarten Education Program.
455     (b)  The minimum rate must not exceed the rate at which
456more than 15 percent of the kindergarten readiness rates of all
457private prekindergarten providers and public schools delivering
458the Voluntary Prekindergarten Education Program in the state
459would fall below the minimum rate.
460     (7)
461     (b)  A private prekindergarten provider's or public
462school's request for a good cause exemption, or renewal of such
463an exemption, must be submitted to the state board in the manner
464and within the timeframes prescribed by the state board and must
465include the following:
466     1.  Submission of data by the private prekindergarten
467provider or public school which documents on a standardized
468assessment the achievement and progress of the children served
469as measured by the state-approved prekindergarten enrollment
470screening and the standardized post-assessment approved by the
471department pursuant to subparagraph (c)1.
472     2.  Submission and review of data available from the
473respective early learning coalition or district school board,
474the Department of Children and Family Services, local licensing
475authority, or an accrediting association, as applicable,
476relating to the private prekindergarten provider's or public
477school's compliance with state and local health and safety
478standards.
479     3.  Submission and review of data available to the
480department on the performance of the children served and the
481calculation of the private prekindergarten provider's or public
482school's kindergarten readiness rate.
483     (c)  The State Board of Education shall adopt criteria for
484granting good cause exemptions. Such criteria shall include, but
485are not limited to:
486     1.  Learning gains of children served in the Voluntary
487Prekindergarten Education Program by the private prekindergarten
488provider or public school. A provider seeking a good cause
489exemption shall have the early learning coalition or a
490department-approved second party administer the state-approved
491prekindergarten enrollment screening to each child in the
492prekindergarten provider's program within the first 30 days of
493each school year for which a good cause exemption is sought, and
494the provider shall administer the standardized post-assessment
495approved by the department to measure the student's learning
496gains for the year or summer, as appropriate. All data must be
497submitted to the department within 30 days after the
498administration of each assessment. Each parent who enrolls his
499or her child in a Voluntary Prekindergarten Education Program
500offered by a provider seeking a good cause exemption must submit
501the child for the state-approved prekindergarten enrollment
502screening.
503     2.  Verification that the private prekindergarten provider
504or public school serves at least twice the statewide percentage
505of children with disabilities as defined in s. 1003.01(3)(a) or
506children identified as limited English proficient as defined in
507s. 1003.56.
508     2.3.  Verification that local and state health and safety
509requirements are met.
510     Section 13.  Subsection (4) of section 1002.71, Florida
511Statutes, is amended to read:
512     1002.71  Funding; financial and attendance reporting.-
513     (4)  Notwithstanding s. 1002.53(3) and subsection (2):
514     (a)  A child who, for any of the prekindergarten programs
515listed in s. 1002.53(3), has not completed more than 70 percent
516of the hours authorized to be reported for funding under
517subsection (2), or has not expended more than 70 percent of the
518funds authorized for the child under s. 1002.66, may withdraw
519from the program for good cause and reenroll in one of the
520programs. The total funding for a child who reenrolls in one of
521the programs for good cause may not exceed one full-time
522equivalent student. Funding for a child who withdraws and
523reenrolls in one of the programs for good cause shall be issued
524in accordance with the agency's uniform attendance policy
525adopted pursuant to paragraph (6)(d).
526     (b)  A child who has not substantially completed any of the
527prekindergarten programs listed in s. 1002.53(3) may withdraw
528from the program due to an extreme hardship that is beyond the
529child's or parent's control, reenroll in one of the summer
530programs, and be reported for funding purposes as a full-time
531equivalent student in the summer program for which the child is
532reenrolled.
533
534A child may reenroll only once in a prekindergarten program
535under this section. A child who reenrolls in a prekindergarten
536program under this subsection may not subsequently withdraw from
537the program and reenroll, unless the child is granted a good
538cause exemption under this subsection. The Agency for Workforce
539Innovation shall establish criteria specifying whether a good
540cause exists for a child to withdraw from a program under
541paragraph (a), whether a child has substantially completed a
542program under paragraph (b), and whether an extreme hardship
543exists which is beyond the child's or parent's control under
544paragraph (b).
545     Section 14.  Subsection (2) of section 1002.73, Florida
546Statutes, is amended to read:
547     1002.73  Department of Education; powers and duties;
548accountability requirements.-
549     (2)  The department shall adopt procedures for its:
550     (a)  Approval of prekindergarten director credentials under
551ss. 1002.55 and 1002.57.
552     (b)  Approval of emergent literacy training courses under
553ss. 1002.55 and 1002.59.
554     (c)  Administration of the statewide kindergarten screening
555and calculation of kindergarten readiness rates under s.
5561002.69.
557     (d)  Implementation of, and determination of costs
558associated with, the state-approved prekindergarten enrollment
559screening and the standardized post-assessment approved by the
560department, and determination of the learning gains of students
561who complete the state-approved prekindergarten enrollment
562screening and the standardized post-assessment approved by the
563department.
564     (e)(d)  Approval of specialized instructional services
565providers under s. 1002.66.
566     (f)  Annual reporting of the percentage of kindergarten
567students who meet all state readiness measures.
568     (g)(e)  Granting of a private prekindergarten provider's or
569public school's request for a good cause exemption under s.
5701002.69(7).
571     Section 15.  Paragraph (b) of subsection (3) of section
5721003.01, Florida Statutes, is amended to read:
573     1003.01  Definitions.-As used in this chapter, the term:
574     (3)
575     (b)  "Special education services" means specially designed
576instruction and such related services as are necessary for an
577exceptional student to benefit from education. Such services may
578include: transportation; diagnostic and evaluation services;
579social services; physical and occupational therapy; speech and
580language pathology services; job placement; orientation and
581mobility training; braillists, typists, and readers for the
582blind; interpreters and auditory amplification; services
583provided by a certified listening and spoken language
584specialist; rehabilitation counseling; transition services;
585mental health services; guidance and career counseling;
586specified materials, assistive technology devices, and other
587specialized equipment; and other such services as approved by
588rules of the state board.
589     Section 16.  Subsection (1) of section 1003.4156, Florida
590Statutes, is amended to read:
591     1003.4156  General requirements for middle grades
592promotion.-
593     (1)  Beginning with students entering grade 6 in the 2006-
5942007 school year, Promotion from a school composed of middle
595grades 6, 7, and 8 requires that:
596     (a)  The student must successfully complete academic
597courses as follows:
598     1.  Three middle school or higher courses in English. These
599courses shall emphasize literature, composition, and technical
600text.
601     2.  Three middle school or higher courses in mathematics.
602Each middle school must offer at least one high school level
603mathematics course for which students may earn high school
604credit. Successful completion of a high school level Algebra I
605or geometry course is not contingent upon the student's
606performance on the end-of-course assessment required under s.
6071008.22(3)(c)2.a.(I). However, beginning with the 2011-2012
608school year, to earn high school credit for an Algebra I course,
609a middle school student must pass the Algebra I end-of-course
610assessment, and beginning with the 2012-2013 school year, to
611earn high school credit for a geometry course, a middle school
612student must pass the geometry end-of-course assessment.
613     3.  Three middle school or higher courses in social
614studies, one semester of which must include the study of state
615and federal government and civics education. Beginning with
616students entering grade 6 in the 2012-2013 school year, one of
617these courses must be at least a one-semester civics education
618course that a student successfully completes in accordance with
619s. 1008.22(3)(c) and that includes the roles and
620responsibilities of federal, state, and local governments; the
621structures and functions of the legislative, executive, and
622judicial branches of government; and the meaning and
623significance of historic documents, such as the Articles of
624Confederation, the Declaration of Independence, and the
625Constitution of the United States.
626     4.  Three middle school or higher courses in science.
627Successful completion of a high school level Biology I course is
628not contingent upon the student's performance on the end-of-
629course assessment required under s. 1008.22(3)(c)2.a.(II).
630However, beginning with the 2012-2013 school year, to earn high
631school credit for a Biology I course, a middle school student
632must pass the Biology I end-of-course assessment.
633     5.  One course in career and education planning to be
634completed in 7th or 8th grade. The course may be taught by any
635member of the instructional staff; must include career
636exploration using Florida CHOICES or a comparable cost-effective
637program; must include educational planning using the online
638student advising system known as Florida Academic Counseling and
639Tracking for Students at the Internet website FACTS.org; and
640shall result in the completion of a personalized academic and
641career plan. The required personalized academic and career plan
642must inform students of high school graduation requirements,
643high school assessment and college entrance test requirements,
644Florida Bright Futures Scholarship Program requirements, state
645university and Florida college admission requirements, and
646programs through which a high school student can earn college
647credit, including Advanced Placement, International
648Baccalaureate, Advanced International Certificate of Education,
649dual enrollment, career academy opportunities, and courses that
650lead to national industry certification.
651
652A student with a disability, as defined in s. 1007.02(2), for
653whom the individual education plan team determines that an end-
654of-course assessment cannot accurately measure the student's
655abilities, taking into consideration all allowable
656accommodations, shall have the end-of-course assessment results
657waived for purposes of determining the student's course grade
658and completing the requirements for middle grades promotion.
659Each school must hold a parent meeting either in the evening or
660on a weekend to inform parents about the course curriculum and
661activities. Each student shall complete an electronic personal
662education plan that must be signed by the student; the student's
663instructor, guidance counselor, or academic advisor; and the
664student's parent. The Department of Education shall develop
665course frameworks and professional development materials for the
666career exploration and education planning course. The course may
667be implemented as a stand-alone course or integrated into
668another course or courses. The Commissioner of Education shall
669collect longitudinal high school course enrollment data by
670student ethnicity in order to analyze course-taking patterns.
671     (b)  For each year in which a student scores at Level l on
672FCAT Reading, the student must be enrolled in and complete an
673intensive reading course the following year. Placement of Level
6742 readers in either an intensive reading course or a content
675area course in which reading strategies are delivered shall be
676determined by diagnosis of reading needs. The department shall
677provide guidance on appropriate strategies for diagnosing and
678meeting the varying instructional needs of students reading
679below grade level. Reading courses shall be designed and offered
680pursuant to the comprehensive reading plan required by s.
6811011.62(9). A middle grades student who scores at Level 1 or
682Level 2 on FCAT Reading but who did not score below Level 3 in
683the previous 3 years may be granted a 1-year exemption from the
684reading remediation requirement; however, the student must have
685an approved academic improvement plan already in place, signed
686by the appropriate school staff and the student's parent, for
687the year for which the exemption is granted.
688     (c)  For each year in which a student scores at Level 1 or
689Level 2 on FCAT Mathematics, the student must receive
690remediation the following year, which may be integrated into the
691student's required mathematics course.
692     Section 17.  Section 1003.4203, Florida Statutes, is
693created to read:
694     1003.4203  Digital curriculum.-
695     (1)  Each district school board, in consultation with the
696district school superintendent, may develop and implement a
697digital curriculum for students in grades 6 through 12 in order
698to enable students to attain competencies in web communications
699and web design. A digital curriculum may include web-based
700skills, web-based core technologies, web design, use of digital
701technologies and markup language to show competency in computer
702skills, and use of web-based core technologies to design
703creative, informational, and content standards for web-based
704digital products that demonstrate proficiency in creating,
705publishing, testing, monitoring, and maintaining a website.
706     (2)  The digital curriculum instruction may be integrated
707into middle school and high school subject area curricula or
708offered as a separate course, subject to available funding.
709     (3)  The Department of Education shall develop a model
710digital curriculum to serve as a guide for district school
711boards in the development of a digital curriculum.
712     (4)  A district school board may seek partnerships with
713private businesses and consultants to offer classes and
714instruction to teachers and students to assist the school
715district in providing digital curriculum instruction.
716     Section 18.  Paragraph (b) of subsection (2) of section
7171003.428, Florida Statutes, is amended to read:
718     1003.428  General requirements for high school graduation;
719revised.-
720     (2)  The 24 credits may be earned through applied,
721integrated, and combined courses approved by the Department of
722Education. The 24 credits shall be distributed as follows:
723     (b)  Eight credits in electives.
724     1.  For each year in which a student scores at Level 1 on
725FCAT Reading, the student must be enrolled in and complete an
726intensive reading course the following year. Placement of Level
7272 readers in either an intensive reading course or a content
728area course in which reading strategies are delivered shall be
729determined by diagnosis of reading needs. The department shall
730provide guidance on appropriate strategies for diagnosing and
731meeting the varying instructional needs of students reading
732below grade level. Reading courses shall be designed and offered
733pursuant to the comprehensive reading plan required by s.
7341011.62(9). A high school student who scores at Level 1 or Level
7352 on FCAT Reading but who did not score below Level 3 in the
736previous 3 years may be granted a 1-year exemption from the
737reading remediation requirement; however, the student must have
738an approved academic improvement plan already in place, signed
739by the appropriate school staff and the student's parent, for
740the year for which the exemption is granted.
741     2.  For each year in which a student scores at Level 1 or
742Level 2 on FCAT Mathematics, the student must receive
743remediation the following year. These courses may be taught
744through applied, integrated, or combined courses and are subject
745to approval by the department for inclusion in the Course Code
746Directory.
747     Section 19.  Subsections (2), (3), (4), and (7) of section
7481003.429, Florida Statutes, are amended to read:
749     1003.429  Accelerated high school graduation options.-
750     (2)  Prior to selecting a program described in paragraph
751(1)(b) or paragraph (1)(c), a student and the student's parent
752should must meet with designated school personnel to receive an
753explanation of the relative requirements, advantages, and
754disadvantages of each program option, and the student must also
755receive the written consent of the student's parent. If an
756effort to meet with the student's parent fails and that effort
757has been documented by designated school personnel, the student
758may select a program described in paragraph (1)(b) or paragraph
759(1)(c) with the written consent of the student's parent. A
760student may select a program described in paragraph (1)(b) or
761paragraph (1)(c) without the written consent of the student's
762parent if the student is 18 years of age or older.
763     (3)  Beginning with the 2011-2012 2006-2007 school year,
764each district school board shall provide each student in grades
7656 through 12 9 and their parents with information concerning the
7663-year and 4-year high school graduation options listed in
767subsection (1), including the respective curriculum requirements
768for those options, so that the students and their parents may
769select the program that best fits their needs. The information
770must include a timeframe for achieving each graduation option.
771     (4)  Selection of one of the graduation options listed in
772subsection (1) may must be completed by the student at any time
773during grades 9 through 12 prior to the end of grade 9 and is
774exclusively up to the student and parent, subject to the
775requirements in subsection (2). Each district school board shall
776establish policies for extending this deadline to the end of a
777student's first semester of grade 10 for a student who entered a
778Florida public school after grade 9 upon transfer from a private
779school or another state or who was prevented from choosing a
780graduation option due to illness during grade 9. If the student
781and parent fail to select one of the accelerated high school
782graduation options a graduation option, the student shall be
783considered to have selected the general requirements for high
784school graduation pursuant to paragraph (1)(a).
785     (7)  If, at the end of each grade 10, a student is not on
786track to meet the credit, assessment, or grade-point-average
787requirements of the accelerated graduation option selected, the
788school shall notify the student and parent of the following:
789     (a)  The requirements that the student is not currently
790meeting.
791     (b)  The specific performance necessary in grade 11 for the
792student to meet the accelerated graduation requirements.
793     (c)  The right of the student to change to the 4-year
794program set forth in s. 1003.428 or s. 1003.43, as applicable.
795     Section 20.  Subsections (2), (3), and (5) of section
7961003.491, Florida Statutes, are amended to read:
797     1003.491  Florida Career and Professional Education Act.-
798The Florida Career and Professional Education Act is created to
799provide a statewide planning partnership between the business
800and education communities in order to attract, expand, and
801retain targeted, high-value industry and to sustain a strong,
802knowledge-based economy.
803     (2)  Beginning with the 2007-2008 school year, Each
804district school board shall develop, in collaboration with
805regional local workforce boards, economic development agencies,
806and postsecondary institutions approved to operate in the state,
807a strategic 5-year plan to address and meet local and regional
808workforce demands. If involvement of a regional the local
809workforce board or an economic development agency in the
810strategic plan development is not feasible, the local school
811board, with the approval of the Agency for Workforce Innovation,
812shall collaborate with the most appropriate regional local
813business leadership board. Two or more school districts may
814collaborate in the development of the strategic plan and offer a
815career and professional academy as a joint venture. The
816strategic plan Such plans must describe in detail provisions for
817the efficient transportation of students, the maximum use of
818shared resources, and access to courses aligned to state
819curriculum standards through virtual education providers
820legislatively authorized to provide part-time instruction to
821middle school students, and an objective review of career and
822professional academy courses to determine if the courses will
823lead to the attainment of industry certifications included on
824the Industry Certified Funding List pursuant to rules adopted by
825the State Board of Education the Florida Virtual School when
826appropriate. Each strategic plan shall be reviewed, updated, and
827jointly approved every 5 years by the local school district,
828regional workforce boards, economic development agencies, and
829state-approved postsecondary institutions completed no later
830than June 30, 2008, and shall include provisions to have in
831place at least one operational career and professional academy,
832pursuant to s. 1003.492, no later than the beginning of the
8332008-2009 school year.
834     (3)  The strategic 5-year plan developed jointly by between
835the local school district, regional local workforce boards,
836economic development agencies, and state-approved postsecondary
837institutions shall be constructed and based on:
838     (a)  Research conducted to objectively determine local and
839regional workforce needs for the ensuing 5 years, using labor
840projections of the United States Department of Labor and the
841Agency for Workforce Innovation;
842     (b)  Strategies to develop and implement career academies
843based on those careers determined to be in high demand;
844     (c)  Maximum use of private sector facilities and
845personnel;
846     (d)  Strategies that ensure instruction by industry-
847certified faculty and standards and strategies to maintain
848current industry credentials and for recruiting and retaining
849faculty to meet those standards;
850     (e)  Alignment of to requirements for middle school career
851exploration, middle and high school career and professional
852academies leading to industry certification, and high school
853graduation requirements redesign;
854     (f)  Provisions to ensure that courses offered through
855career and professional academies are academically rigorous,
856meet or exceed appropriate state-adopted subject area standards,
857result in attainment of industry certification, and, when
858appropriate, result in postsecondary credit;
859     (g)  Strategies to improve the passage rate for industry
860certification examinations if the rate falls below 50 percent;
861     (h)(g)  Establishment of student eligibility criteria in
862career and professional academies which include opportunities
863for students who have been unsuccessful in traditional
864classrooms but who show aptitude to participate in academies.
865School boards shall address the analysis of eighth grade student
866achievement data to provide opportunities for students who may
867be deemed as potential dropouts to participate in career and
868professional academies;
869     (i)(h)  Strategies to provide sufficient space within
870academies to meet workforce needs and to provide access to all
871interested and qualified students;
872     (j)(i)  Strategies to implement engage Department of
873Juvenile Justice students in career and professional academy
874training that leads to industry certification at Department of
875Juvenile Justice facilities;
876     (k)(j)  Opportunities for high school students to earn
877weighted or dual enrollment credit for higher-level career and
878technical courses;
879     (l)(k)  Promotion of the benefits of the Gold Seal Bright
880Futures Scholarship;
881     (m)(l)  Strategies to ensure the review of district pupil-
882progression plans and to amend such plans to include career and
883professional courses and to include courses that may qualify as
884substitute courses for core graduation requirements and those
885that may be counted as elective courses; and
886     (n)(m)  Strategies to provide professional development for
887secondary guidance counselors on the benefits of career and
888professional academies.
889     (5)  The submission and review of newly proposed core
890courses shall be conducted electronically, and each proposed
891core course shall be approved or denied within 60 days. All
892courses approved as core courses for purposes of middle school
893promotion and high school graduation purposes shall be
894immediately added to the Course Code Directory. Approved core
895courses shall also be reviewed and considered for approval for
896dual enrollment credit. The Board of Governors and the
897Commissioner of Education shall jointly recommend an annual
898deadline for approval of new core courses to be included for
899purposes of postsecondary admissions and dual enrollment credit
900the following academic year. The State Board of Education shall
901establish an appeals process in the event that a proposed course
902is denied which shall require a consensus ruling by the Agency
903for Workforce Innovation and the Commissioner of Education
904within 15 days. The curriculum review committee must be
905established and operational no later than September 1, 2007.
906     Section 21.  Subsections (2), (4), (5), and (6) of section
9071003.493, Florida Statutes, are amended to read:
908     1003.493  Career and professional academies.-
909     (2)  The goals of a career and professional academy are to:
910     (a)  Increase student academic achievement and graduation
911rates through integrated academic and career curricula.
912     (b)  Prepare graduating high school students to make
913appropriate choices relative to employment and future
914educational experiences.
915     (c)  Focus on career preparation through rigorous academics
916and industry certification.
917     (d)  Raise student aspiration and commitment to academic
918achievement and work ethics through relevant coursework.
919     (e)  Support graduation requirements pursuant to s.
9201003.428 by providing creative, applied major areas of interest.
921     (e)(f)  Promote acceleration mechanisms, such as dual
922enrollment, articulated credit, or occupational completion
923points, so that students may earn postsecondary credit while in
924high school.
925     (f)(g)  Support the state's economy by meeting industry
926needs for skilled employees in high-demand occupations.
927     (4)  Each career and professional academy must:
928     (a)  Provide a rigorous standards-based academic curriculum
929integrated with a career curriculum. The curriculum must take
930into consideration multiple styles of student learning; promote
931learning by doing through application and adaptation; maximize
932relevance of the subject matter; enhance each student's capacity
933to excel; and include an emphasis on work habits and work
934ethics.
935     (b)  Include one or more partnerships with postsecondary
936institutions, businesses, industry, employers, economic
937development organizations, or other appropriate partners from
938the local community. Such partnerships shall be delineated in
939articulation agreements to provide for career-based courses that
940earn postsecondary credit. Such agreements may include
941articulation between the academy and public or private 2-year
942and 4-year postsecondary institutions and technical centers. The
943Department of Education, in consultation with the Board of
944Governors, shall establish a mechanism to ensure articulation
945and transfer of credits to postsecondary institutions in this
946state. Such partnerships must provide opportunities for:
947     1.  Instruction from highly skilled professionals who
948possess industry-certification credentials for courses they are
949teaching.
950     2.  Internships, externships, and on-the-job training.
951     3.  A postsecondary degree, diploma, or certificate.
952     4.  The highest available level of industry certification.
953     5.  Maximum articulation of credits pursuant to s. 1007.23
954upon program completion.
955     (c)  Provide shared, maximum use of private sector
956facilities and personnel.
957     (d)  Provide personalized student advisement, including a
958parent-participation component, and coordination with middle
959schools to promote and support career exploration and education
960planning as required under s. 1003.4156. Coordination with
961middle schools must provide information to middle school
962students about secondary and postsecondary career education
963programs and academies.
964     (e)  Promote and provide opportunities for career and
965professional academy students to attain, at minimum, the Florida
966Gold Seal Vocational Scholars award pursuant to s. 1009.536.
967     (f)  Provide instruction in careers designated as high
968growth, high demand, and high pay by the regional local
969workforce development board, the chamber of commerce, economic
970development agencies, or the Agency for Workforce Innovation.
971     (g)  Deliver academic content through instruction relevant
972to the career, including intensive reading and mathematics
973intervention required by s. 1003.428, with an emphasis on
974strengthening reading for information skills.
975     (h)  Offer applied courses that combine academic content
976with technical skills.
977     (i)  Provide instruction resulting in competency,
978certification, or credentials in workplace skills, including,
979but not limited to, communication skills, interpersonal skills,
980decisionmaking skills, the importance of attendance and
981timeliness in the work environment, and work ethics.
982     (j)  Include a plan to sustain career and professional
983academies Provide opportunities for students to obtain the
984Florida Ready to Work Certification pursuant to s. 1004.99.
985     (k)  Include an evaluation plan developed jointly with the
986Department of Education and the local workforce board. The
987evaluation plan must include an assessment tool based on
988national industry standards, such as the Career Academy National
989Standards of Practice, and outcome measures, including, but not
990limited to, achievement of national industry certifications
991identified in the Industry Certification Funding List, pursuant
992to rules adopted by the State Board of Education, graduation
993rates, enrollment in postsecondary education, business and
994industry satisfaction, employment and earnings, awards of
995postsecondary credit and scholarships, and student achievement
996levels and learning gains on statewide assessments administered
997under s. 1008.22(3)(c). The Department of Education shall use
998Workforce Florida, Inc., and Enterprise Florida, Inc., in
999identifying industry experts to participate in developing and
1000implementing such assessments.
1001     (k)(m)  Redirect appropriated career funding to career and
1002professional academies.
1003     (5)  All career courses offered in a career and
1004professional academy must lead to industry certification or
1005college credit linked directly to the career theme of the
1006course. If the passage rate on an industry certification
1007examination that is associated with the career and professional
1008academy falls below 50 percent, the academy must discontinue
1009enrollment of new students the following school year and each
1010year thereafter until such time as the passage rate is above 50
1011percent or the academy is discontinued. At least 50 percent of
1012students enrolled in a career course must achieve industry
1013certifications or college credits during the second year the
1014course is offered in order for the course to be offered a third
1015year. At least 66 percent of students enrolled in such a course
1016must achieve industry certifications or college credits during
1017the third year the course is offered in order for it to be
1018offered a fourth year and thereafter.
1019     (6)  Workforce Florida, Inc., through the secondary career
1020academies initiatives, The Okaloosa County School District
1021CHOICE Institutes shall serve in an advisory role and shall
1022offer technical assistance in the development and deployment of
1023newly established career and professional academies for a 3-year
1024period beginning July 1, 2007.
1025     Section 22.  Section 1003.4935, Florida Statutes, is
1026created to read:
1027     1003.4935  Middle school career and professional academy
1028courses.-
1029     (1)  Beginning with the 2011-2012 school year, each
1030district school board, in collaboration with regional workforce
1031boards, economic development agencies, and state-approved
1032postsecondary institutions, shall include plans to implement a
1033career and professional academy in at least one middle school in
1034the district as part of the strategic 5-year plan pursuant to s.
10351003.491(2). The middle school career and professional academy
1036component of the strategic plan must ensure the transition of
1037middle school career and professional academy students to a high
1038school career and professional academy currently operating
1039within the school district. Students who complete a middle
1040school career and professional academy must have the opportunity
1041to earn an industry certificate and high school credit and
1042participate in career planning, job shadowing, and business
1043leadership development activities.
1044     (2)  Each middle school career and professional academy
1045must be aligned with at least one high school career and
1046professional academy offered in the district and maintain
1047partnerships with local business and industry and economic
1048development boards. Middle school career and professional
1049academies must:
1050     (a)  Provide instruction in courses leading to careers in
1051occupations designated as high growth, high demand, and high pay
1052in the Industry Certification Funding List approved under rules
1053adopted by the State Board of Education;
1054     (b)  Offer career and professional academy courses that
1055integrate content from core subject areas;
1056     (c)  Offer courses that integrate career and professional
1057academy content with intensive reading and mathematics pursuant
1058to s. 1003.428;
1059     (d)  Coordinate with high schools to maximize opportunities
1060for middle school career and professional academy students to
1061earn high school credit;
1062     (e)  Provide access to virtual instruction courses provided
1063by virtual education providers legislatively authorized to
1064provide part-time instruction to middle school students which
1065are aligned to state curriculum standards for middle school
1066career and professional academy students, with priority given to
1067students who have required course deficits;
1068     (f)  Provide instruction from highly skilled professionals
1069who hold industry certificates in the career area in which they
1070teach;
1071     (g)  Offer externships; and
1072     (h)  Provide personalized student advisement that includes
1073a parent-participation component.
1074     (3)  Beginning with the 2012-2013 school year, if a school
1075district implements a middle school career and professional
1076academy, the Department of Education shall collect and report
1077student achievement data pursuant to performance factors
1078identified under s. 1003.492(3) for academy students.
1079     Section 23.  Section 1003.573, Florida Statutes, is amended
1080to read:
1081     1003.573  Use of seclusion and restraint and seclusion on
1082students with disabilities.-
1083     (1)  DOCUMENTATION AND REPORTING.-
1084     (a)  A school shall prepare an incident report within 24
1085hours after a student is released from restraint or seclusion.
1086If the student's release occurs on a day before the school
1087closes for the weekend, a holiday, or another reason, the
1088incident report must be completed by the end of the school day
1089on the day the school reopens.
1090     (b)  The following must be included in the incident report:
1091     1.  The name of the student restrained or secluded.
1092     2.  The age, grade, ethnicity, and disability of the
1093student restrained or secluded.
1094     3.2.  The date and time of the event and the duration of
1095the restraint or seclusion.
1096     4.3.  The location at which the restraint or seclusion
1097occurred.
1098     5.4.  A description of the type of restraint used in terms
1099established by the Department of Education.
1100     6.5.  The name of the person using or assisting in the
1101restraint or seclusion of the student.
1102     7.6.  The name of any nonstudent who was present to witness
1103the restraint or seclusion.
1104     8.7.  A description of the incident, including:
1105     a.  The context in which the restraint or seclusion
1106occurred.
1107     b.  The student's behavior leading up to and precipitating
1108the decision to use manual or physical restraint or seclusion,
1109including an indication as to why there was an imminent risk of
1110serious injury or death to the student or others.
1111     c.  The specific positive behavioral strategies used to
1112prevent and deescalate the behavior.
1113     d.  What occurred with the student immediately after the
1114termination of the restraint or seclusion.
1115     e.  Any injuries, visible marks, or possible medical
1116emergencies that may have occurred during the restraint or
1117seclusion, documented according to district policies.
1118     f.  Evidence of steps taken to notify the student's parent
1119or guardian.
1120     (c)  A school shall notify the parent or guardian of a
1121student each time manual or physical restraint or seclusion is
1122used. Such notification must be in writing and provided before
1123the end of the school day on which the restraint or seclusion
1124occurs. Reasonable efforts must also be taken to notify the
1125parent or guardian by telephone or computer e-mail, or both, and
1126these efforts must be documented. The school shall obtain, and
1127keep in its records, the parent's or guardian's signed
1128acknowledgment that he or she was notified of his or her child's
1129restraint or seclusion.
1130     (d)  A school shall also provide the parent or guardian
1131with the completed incident report in writing by mail within 3
1132school days after a student was manually or physically
1133restrained or secluded. The school shall obtain, and keep in its
1134records, the parent's or guardian's signed acknowledgment that
1135he or she received a copy of the incident report.
1136     (2)  MONITORING.-
1137     (a)  Monitoring of the use of manual or physical restraint
1138or seclusion on students shall occur at the classroom, building,
1139district, and state levels.
1140     (b)  Beginning July 1, 2010, Documentation prepared as
1141required in subsection (1) shall be provided to the school
1142principal, the district director of Exceptional Student
1143Education, and the bureau chief of the Bureau of Exceptional
1144Education and Student Services electronically each month that
1145the school is in session.
1146     (c)  The department shall maintain aggregate data of
1147incidents of manual or physical restraint and seclusion and
1148disaggregate the data for analysis by county, school, student
1149exceptionality, and other variables, including the type and
1150method of restraint or seclusion used. This information shall be
1151updated monthly.
1152     (d)  The department shall establish standards for
1153documenting, reporting, and monitoring the use of manual or
1154physical restraint or mechanical restraint, and occurrences of
1155seclusion. These standards shall be provided to school districts
1156by October 1, 2011.
1157     (3)  SCHOOL DISTRICT POLICIES AND PROCEDURES.-
1158     (a)  Each school district shall develop policies and
1159procedures that are consistent with this section and that govern
1160the following:
1161     1.  Incident-reporting procedures.
1162     2.  Data collection and monitoring, including when, where,
1163and why students are restrained or secluded; the frequency of
1164occurrences of such restraint or seclusion; and the prone or
1165mechanical restraint that is most used.
1166     3.  Monitoring and reporting of data collected.
1167     4.  Training programs relating to manual or physical
1168restraint and seclusion.
1169     5.  The district's plan for selecting personnel to be
1170trained.
1171     6.  The district's plan for reducing the use of restraint
1172and seclusion particularly in settings in which it occurs
1173frequently or with students who are restrained repeatedly, and
1174for reducing the use of prone restraint and mechanical
1175restraint. The plan must include a goal for reducing the use of
1176restraint and seclusion and must include activities, skills, and
1177resources needed to achieve that goal. Activities may include,
1178but are not limited to:
1179     a.  Additional training in positive behavioral support and
1180crisis management;
1181     b.  Parental involvement;
1182     c.  Data review;
1183     d.  Updates of students' functional behavioral analysis and
1184positive behavior intervention plans;
1185     e.  Additional student evaluations;
1186     f.  Debriefing with staff;
1187     g.  Use of schoolwide positive behavior support; and
1188     h.  Changes to the school environment.
1189     (b)  Any revisions to the district's such policies and
1190procedures, which must be prepared as part of its the school
1191district's special policies and procedures, must be filed with
1192the bureau chief of the Bureau of Exceptional Education and
1193Student Services no later than January 31, 2012 2011.
1194     (4)  PROHIBITED RESTRAINT.-School personnel may not use a
1195mechanical restraint or a manual or physical restraint that
1196restricts a student's breathing.
1197     (5)  SECLUSION.-School personnel may not close, lock, or
1198physically block a student in a room that is unlit and does not
1199meet the rules of the State Fire Marshal for seclusion time-out
1200rooms.
1201     Section 24.  Section 1003.575, Florida Statutes, is amended
1202to read:
1203     1003.575  Assistive technology devices; findings;
1204interagency agreements.-Accessibility, utilization, and
1205coordination of appropriate assistive technology devices and
1206services are essential as a young person with disabilities moves
1207from early intervention to preschool, from preschool to school,
1208from one school to another, and from school to employment or
1209independent living. If an individual education plan team makes a
1210recommendation in accordance with State Board of Education rule
1211for a student with a disability, as defined in s. 1003.01(3), to
1212receive an assistive technology assessment, that assessment must
1213be completed within 60 school days after the team's
1214recommendation. To ensure that an assistive technology device
1215issued to a young person as part of his or her individualized
1216family support plan, individual support plan, or an individual
1217education plan remains with the individual through such
1218transitions, the following agencies shall enter into interagency
1219agreements, as appropriate, to ensure the transaction of
1220assistive technology devices:
1221     (1)  The Florida Infants and Toddlers Early Intervention
1222Program in the Division of Children's Medical Services of the
1223Department of Health.
1224     (2)  The Division of Blind Services, the Bureau of
1225Exceptional Education and Student Services, and the Division of
1226Vocational Rehabilitation of the Department of Education.
1227     (3)  The Voluntary Prekindergarten Education Program
1228administered by the Department of Education and the Agency for
1229Workforce Innovation.
1230
1231Interagency agreements entered into pursuant to this section
1232shall provide a framework for ensuring that young persons with
1233disabilities and their families, educators, and employers are
1234informed about the utilization and coordination of assistive
1235technology devices and services that may assist in meeting
1236transition needs, and shall establish a mechanism by which a
1237young person or his or her parent may request that an assistive
1238technology device remain with the young person as he or she
1239moves through the continuum from home to school to postschool.
1240     Section 25.  Effective upon this act becoming a law,
1241subsection (2) and paragraph (c) of subsection (3) of section
12421008.22, Florida Statutes, are amended to read:
1243     1008.22  Student assessment program for public schools.-
1244     (2)  NATIONAL AND INTERNATIONAL EDUCATION COMPARISONS.-It
1245is Florida's intent to participate in the measurement of
1246national educational goals. The Commissioner of Education shall
1247direct Florida school districts to participate in the
1248administration of the National Assessment of Educational
1249Progress, or a similar national or international assessment
1250program, both for the national sample and for any state-by-state
1251comparison programs which may be initiated. The assessments must
1252be conducted using the data collection procedures, the student
1253surveys, the educator surveys, and other instruments included in
1254the National Assessment of Educational Progress or similar
1255national or international assessment program being administered
1256in Florida. The results of these assessments shall be included
1257in the annual report of the Commissioner of Education specified
1258in this section, as applicable. The administration of the
1259National Assessment of Educational Progress or similar national
1260or international assessment program shall be in addition to and
1261separate from the administration of the statewide assessment
1262program.
1263     (3)  STATEWIDE ASSESSMENT PROGRAM.-The commissioner shall
1264design and implement a statewide program of educational
1265assessment that provides information for the improvement of the
1266operation and management of the public schools, including
1267schools operating for the purpose of providing educational
1268services to youth in Department of Juvenile Justice programs.
1269The commissioner may enter into contracts for the continued
1270administration of the assessment, testing, and evaluation
1271programs authorized and funded by the Legislature. Contracts may
1272be initiated in 1 fiscal year and continue into the next and may
1273be paid from the appropriations of either or both fiscal years.
1274The commissioner is authorized to negotiate for the sale or
1275lease of tests, scoring protocols, test scoring services, and
1276related materials developed pursuant to law. Pursuant to the
1277statewide assessment program, the commissioner shall:
1278     (c)  Develop and implement a student achievement testing
1279program as follows:
1280     1.  The Florida Comprehensive Assessment Test (FCAT)
1281measures a student's content knowledge and skills in reading,
1282writing, science, and mathematics. The content knowledge and
1283skills assessed by the FCAT must be aligned to the core
1284curricular content established in the Next Generation Sunshine
1285State Standards. Other content areas may be included as directed
1286by the commissioner. Comprehensive assessments of reading and
1287mathematics shall be administered annually in grades 3 through
128810 except, beginning with the 2010-2011 school year, the
1289administration of grade 9 FCAT Mathematics shall be
1290discontinued, and beginning with the 2011-2012 school year, the
1291administration of grade 10 FCAT Mathematics shall be
1292discontinued, except as required for students who have not
1293attained minimum performance expectations for graduation as
1294provided in paragraph (9)(c). FCAT Writing and FCAT Science
1295shall be administered at least once at the elementary, middle,
1296and high school levels except, beginning with the 2011-2012
1297school year, the administration of FCAT Science at the high
1298school level shall be discontinued.
1299     2.a.  End-of-course assessments for a subject shall be
1300administered in addition to the comprehensive assessments
1301required under subparagraph 1. End-of-course assessments must be
1302rigorous, statewide, standardized, and developed or approved by
1303the department. The content knowledge and skills assessed by
1304end-of-course assessments must be aligned to the core curricular
1305content established in the Next Generation Sunshine State
1306Standards.
1307     (I)  Statewide, standardized end-of-course assessments in
1308mathematics shall be administered according to this sub-sub-
1309subparagraph. Beginning with the 2010-2011 school year, all
1310students enrolled in Algebra I or an equivalent course must take
1311the Algebra I end-of-course assessment. Students who earned high
1312school credit in Algebra I while in grades 6 through 8 during
1313the 2007-2008 through 2009-2010 school years and who have not
1314taken Grade 10 FCAT Mathematics must take the Algebra I end-of-
1315course assessment during the 2010-2011 school year. For students
1316entering grade 9 during the 2010-2011 school year and who are
1317enrolled in Algebra I or an equivalent, each student's
1318performance on the end-of-course assessment in Algebra I shall
1319constitute 30 percent of the student's final course grade.
1320Beginning with students entering grade 9 in the 2011-2012 school
1321year, a student who is enrolled in Algebra I or an equivalent
1322must earn a passing score on the end-of-course assessment in
1323Algebra I or attain an equivalent score as described in
1324subsection (11) in order to earn course credit. Beginning with
1325the 2011-2012 school year, all students enrolled in geometry or
1326an equivalent course must take the geometry end-of-course
1327assessment. For students entering grade 9 during the 2011-2012
1328school year, each student's performance on the end-of-course
1329assessment in geometry shall constitute 30 percent of the
1330student's final course grade. Beginning with students entering
1331grade 9 during the 2012-2013 school year, a student must earn a
1332passing score on the end-of-course assessment in geometry or
1333attain an equivalent score as described in subsection (11) in
1334order to earn course credit.
1335     (II)  Statewide, standardized end-of-course assessments in
1336science shall be administered according to this sub-sub-
1337subparagraph. Beginning with the 2011-2012 school year, all
1338students enrolled in Biology I or an equivalent course must take
1339the Biology I end-of-course assessment. For the 2011-2012 school
1340year, each student's performance on the end-of-course assessment
1341in Biology I shall constitute 30 percent of the student's final
1342course grade. Beginning with students entering grade 9 during
1343the 2012-2013 school year, a student must earn a passing score
1344on the end-of-course assessment in Biology I in order to earn
1345course credit.
1346     b.  During the 2012-2013 school year, an end-of-course
1347assessment in civics education shall be administered as a field
1348test at the middle school level. During the 2013-2014 school
1349year, each student's performance on the statewide, standardized
1350end-of-course assessment in civics education shall constitute 30
1351percent of the student's final course grade. Beginning with the
13522014-2015 school year, a student must earn a passing score on
1353the end-of-course assessment in civics education in order to
1354pass the course and be promoted from the middle grades receive
1355course credit. The school principal of a middle school shall
1356determine, in accordance with State Board of Education rule,
1357whether a student who transfers to the middle school and who has
1358successfully completed a civics education course at the
1359student's previous school must take an end-of-course assessment
1360in civics education.
1361     c.  The commissioner may select one or more nationally
1362developed comprehensive examinations, which may include, but
1363need not be limited to, examinations for a College Board
1364Advanced Placement course, International Baccalaureate course,
1365or Advanced International Certificate of Education course, or
1366industry-approved examinations to earn national industry
1367certifications identified in the Industry Certification Funding
1368List, pursuant to rules adopted by the State Board of Education,
1369for use as end-of-course assessments under this paragraph, if
1370the commissioner determines that the content knowledge and
1371skills assessed by the examinations meet or exceed the grade
1372level expectations for the core curricular content established
1373for the course in the Next Generation Sunshine State Standards.
1374The commissioner may collaborate with the American Diploma
1375Project in the adoption or development of rigorous end-of-course
1376assessments that are aligned to the Next Generation Sunshine
1377State Standards.
1378     d.  Contingent upon funding provided in the General
1379Appropriations Act, including the appropriation of funds
1380received through federal grants, the Commissioner of Education
1381shall establish an implementation schedule for the development
1382and administration of additional statewide, standardized end-of-
1383course assessments in English/Language Arts II, Algebra II,
1384chemistry, physics, earth/space science, United States history,
1385and world history. Priority shall be given to the development of
1386end-of-course assessments in English/Language Arts II. The
1387Commissioner of Education shall evaluate the feasibility and
1388effect of transitioning from the grade 9 and grade 10 FCAT
1389Reading and high school level FCAT Writing to an end-of-course
1390assessment in English/Language Arts II. The commissioner shall
1391report the results of the evaluation to the President of the
1392Senate and the Speaker of the House of Representatives no later
1393than July 1, 2011.
1394     3.  The testing program shall measure student content
1395knowledge and skills adopted by the State Board of Education as
1396specified in paragraph (a) and measure and report student
1397performance levels of all students assessed in reading, writing,
1398mathematics, and science. The commissioner shall provide for the
1399tests to be developed or obtained, as appropriate, through
1400contracts and project agreements with private vendors, public
1401vendors, public agencies, postsecondary educational
1402institutions, or school districts. The commissioner shall obtain
1403input with respect to the design and implementation of the
1404testing program from state educators, assistive technology
1405experts, and the public.
1406     4.  The testing program shall be composed of criterion-
1407referenced tests that shall, to the extent determined by the
1408commissioner, include test items that require the student to
1409produce information or perform tasks in such a way that the core
1410content knowledge and skills he or she uses can be measured.
1411     5.  FCAT Reading, Mathematics, and Science and all
1412statewide, standardized end-of-course assessments shall measure
1413the content knowledge and skills a student has attained on the
1414assessment by the use of scaled scores and achievement levels.
1415Achievement levels shall range from 1 through 5, with level 1
1416being the lowest achievement level, level 5 being the highest
1417achievement level, and level 3 indicating satisfactory
1418performance on an assessment. For purposes of FCAT Writing,
1419student achievement shall be scored using a scale of 1 through 6
1420and the score earned shall be used in calculating school grades.
1421A score shall be designated for each subject area tested, below
1422which score a student's performance is deemed inadequate. The
1423school districts shall provide appropriate remedial instruction
1424to students who score below these levels.
1425     6.  The State Board of Education shall, by rule, designate
1426a passing score for each part of the grade 10 assessment test
1427and end-of-course assessments. Any rule that has the effect of
1428raising the required passing scores may apply only to students
1429taking the assessment for the first time after the rule is
1430adopted by the State Board of Education. Except as otherwise
1431provided in this subparagraph and as provided in s.
14321003.428(8)(b) or s. 1003.43(11)(b), students must earn a
1433passing score on grade 10 FCAT Reading and grade 10 FCAT
1434Mathematics or attain concordant scores as described in
1435subsection (10) in order to qualify for a standard high school
1436diploma.
1437     7.  In addition to designating a passing score under
1438subparagraph 6., the State Board of Education shall also
1439designate, by rule, a score for each statewide, standardized
1440end-of-course assessment which indicates that a student is high
1441achieving and has the potential to meet college-readiness
1442standards by the time the student graduates from high school.
1443     8.  Participation in the testing program is mandatory for
1444all students attending public school, including students served
1445in Department of Juvenile Justice programs, except as otherwise
1446prescribed by the commissioner. A student who has not earned
1447passing scores on the grade 10 FCAT as provided in subparagraph
14486. must participate in each retake of the assessment until the
1449student earns passing scores or achieves scores on a
1450standardized assessment which are concordant with passing scores
1451pursuant to subsection (10). If a student does not participate
1452in the statewide assessment, the district must notify the
1453student's parent and provide the parent with information
1454regarding the implications of such nonparticipation. A parent
1455must provide signed consent for a student to receive classroom
1456instructional accommodations that would not be available or
1457permitted on the statewide assessments and must acknowledge in
1458writing that he or she understands the implications of such
1459instructional accommodations. The State Board of Education shall
1460adopt rules, based upon recommendations of the commissioner, for
1461the provision of test accommodations for students in exceptional
1462education programs and for students who have limited English
1463proficiency. Accommodations that negate the validity of a
1464statewide assessment are not allowable in the administration of
1465the FCAT or an end-of-course assessment. However, instructional
1466accommodations are allowable in the classroom if included in a
1467student's individual education plan. Students using
1468instructional accommodations in the classroom that are not
1469allowable as accommodations on the FCAT or an end-of-course
1470assessment may have the FCAT or an end-of-course assessment
1471requirement waived pursuant to the requirements of s.
14721003.428(8)(b) or s. 1003.43(11)(b).
1473     9.  A student seeking an adult high school diploma must
1474meet the same testing requirements that a regular high school
1475student must meet.
1476     10.  District school boards must provide instruction to
1477prepare students in the core curricular content established in
1478the Next Generation Sunshine State Standards adopted under s.
14791003.41, including the core content knowledge and skills
1480necessary for successful grade-to-grade progression and high
1481school graduation. If a student is provided with instructional
1482accommodations in the classroom that are not allowable as
1483accommodations in the statewide assessment program, as described
1484in the test manuals, the district must inform the parent in
1485writing and must provide the parent with information regarding
1486the impact on the student's ability to meet expected performance
1487levels in reading, writing, mathematics, and science. The
1488commissioner shall conduct studies as necessary to verify that
1489the required core curricular content is part of the district
1490instructional programs.
1491     11.  District school boards must provide opportunities for
1492students to demonstrate an acceptable performance level on an
1493alternative standardized assessment approved by the State Board
1494of Education following enrollment in summer academies.
1495     12.  The Department of Education must develop, or select,
1496and implement a common battery of assessment tools that will be
1497used in all juvenile justice programs in the state. These tools
1498must accurately measure the core curricular content established
1499in the Next Generation Sunshine State Standards.
1500     13.  For students seeking a special diploma pursuant to s.
15011003.438, the Department of Education must develop or select and
1502implement an alternate assessment tool that accurately measures
1503the core curricular content established in the Next Generation
1504Sunshine State Standards for students with disabilities under s.
15051003.438.
1506     14.  The Commissioner of Education shall establish
1507schedules for the administration of statewide assessments and
1508the reporting of student test results. When establishing the
1509schedules for the administration of statewide assessments, the
1510commissioner shall consider the observance of religious and
1511school holidays. The commissioner shall, by August 1 of each
1512year, notify each school district in writing and publish on the
1513department's Internet website the testing and reporting
1514schedules for, at a minimum, the school year following the
1515upcoming school year. The testing and reporting schedules shall
1516require that:
1517     a.  There is the latest possible administration of
1518statewide assessments and the earliest possible reporting to the
1519school districts of student test results which is feasible
1520within available technology and specific appropriations;
1521however, test results for the FCAT must be made available no
1522later than the week of June 8. Student results for end-of-course
1523assessments must be provided no later than 1 week after the
1524school district completes testing for each course. The
1525commissioner may extend the reporting schedule under exigent
1526circumstances.
1527     b.  Beginning with the 2010-2011 school year, FCAT Writing
1528may is not be administered earlier than the week of March 1 and
1529a comprehensive statewide assessment of any other subject may is
1530not be administered earlier than the week of April 15.
1531     c.  A statewide, standardized end-of-course assessment is
1532administered during a 3-week period at the end of the course.
1533The commissioner shall select an a 3-week administration period
1534for assessments that meets the intent of end-of-course
1535assessments and provides student results prior to the end of the
1536course. School districts shall administer tests in accordance
1537with the schedule determined by the commissioner select 1
1538testing week within the 3-week administration period for each
1539end-of-course assessment. For an end-of-course assessment
1540administered at the end of the first semester, the commissioner
1541shall determine the most appropriate testing dates based on a
1542review of each school district's academic calendar.
1543
1544The commissioner may, based on collaboration and input from
1545school districts, design and implement student testing programs,
1546for any grade level and subject area, necessary to effectively
1547monitor educational achievement in the state, including the
1548measurement of educational achievement of the Next Generation
1549Sunshine State Standards for students with disabilities.
1550Development and refinement of assessments shall include
1551universal design principles and accessibility standards that
1552will prevent any unintended obstacles for students with
1553disabilities while ensuring the validity and reliability of the
1554test. These principles should be applicable to all technology
1555platforms and assistive devices available for the assessments.
1556The field testing process and psychometric analyses for the
1557statewide assessment program must include an appropriate
1558percentage of students with disabilities and an evaluation or
1559determination of the effect of test items on such students.
1560     Section 26.  Subsection (3) of section 1008.30, Florida
1561Statutes, is amended to read:
1562     1008.30  Common placement testing for public postsecondary
1563education.-
1564     (3)  The State Board of Education shall adopt rules that
1565require high schools to evaluate before the beginning of grade
156612 the college readiness of each student who indicates an
1567interest in postsecondary education and scores at Level 2 or
1568Level 3 on the reading portion of the grade 10 FCAT or Level 2,
1569Level 3, or Level 4 on the mathematics assessments under s.
15701008.22(3)(c). High schools shall perform this evaluation using
1571results from the corresponding component of the common placement
1572test prescribed in this section, or an equivalent test
1573identified by the State Board of Education. The State Board
1574Department of Education shall identify in rule purchase or
1575develop the assessments necessary to perform the evaluations
1576required by this subsection and shall work with the school
1577districts to administer the assessments. The State Board of
1578Education shall establish by rule the minimum test scores a
1579student must achieve to demonstrate readiness. Students who
1580demonstrate readiness by achieving the minimum test scores
1581established by the state board and enroll in a community college
1582within 2 years of achieving such scores shall not be required to
1583retest or enroll in remediation when admitted courses as a
1584condition of acceptance to any community college. The high
1585school shall use the results of the test to advise the students
1586of any identified deficiencies and to the maximum extent
1587practicable provide 12th grade students, and require them to
1588complete, access to appropriate postsecondary preparatory
1589remedial instruction prior to high school graduation. The
1590curriculum remedial instruction provided under this subsection
1591shall be identified in rule by the State Board of Education and
1592encompass Florida's Postsecondary Readiness Competencies. Other
1593elective courses may not be substituted for the selected
1594postsecondary reading, mathematics, or writing preparatory
1595course unless the elective course covers the same competencies
1596included in the postsecondary reading, mathematics, or writing
1597preparatory course a collaborative effort between secondary and
1598postsecondary educational institutions. To the extent courses
1599are available, the Florida Virtual School may be used to provide
1600the remedial instruction required by this subsection.
1601     Section 27.  Paragraph (b) of subsection (3) and subsection
1602(4) of section 1008.33, Florida Statutes, are amended to read:
1603     1008.33  Authority to enforce public school improvement.-
1604     (3)
1605     (b)  For the purpose of determining whether a public school
1606requires action to achieve a sufficient level of school
1607improvement, beginning with the 2010-2011 school year, the
1608Department of Education shall annually categorize a public
1609school in one of six categories based on the following:
1610     1.  A school's grade based upon statewide assessments
1611administered pursuant to s. 1008.22; and
1612     2.  school's grade, pursuant to s. 1008.34, and The level
1613and rate of change in student performance in the areas of
1614reading and mathematics, disaggregated into student subgroups as
1615described in the federal Elementary and Secondary Education Act,
161620 U.S.C. s. 6311(b)(2)(C)(v)(II).
1617     (4)  The Department of Education shall create a matrix that
1618reflects intervention and support strategies to address the
1619particular needs of schools in each category.
1620     (a)  Intervention and support strategies shall be applied
1621to schools based upon the school categorization pursuant to
1622paragraph (3)(b). The Department of Education shall apply the
1623most intense intervention strategies to the lowest-performing
1624schools. For all but the lowest category and "F" schools in the
1625second lowest category, the intervention and support strategies
1626shall be administered solely by the districts and the schools.
1627     (b)  The lowest-performing schools are schools that are
1628categorized pursuant to paragraph (3)(b) and have received:
1629     1.  A grade of "F" in the most recent school year and in 4
1630of the last 6 years; or
1631     2.  A grade of "D" or "F" in the most recent school year
1632and meet at least three of the following criteria:
1633     a.  The percentage of students who are not proficient in
1634reading has increased when compared to measurements taken 5
1635years previously;
1636     b.  The percentage of students who are not proficient in
1637mathematics has increased when compared to measurements taken 5
1638years previously;
1639     c.  At least 65 percent of the school's students are not
1640proficient in reading; or
1641     d.  At least 65 percent of the school's students are not
1642proficient in mathematics.
1643     Section 28.  Paragraph (f) of subsection (5) of section
16441008.331, Florida Statutes, is amended to read:
1645     1008.331  Supplemental educational services in Title I
1646schools; school district, provider, and department
1647responsibilities.-
1648     (5)  RESPONSIBILITIES OF THE DEPARTMENT OF EDUCATION.-
1649     (f)  By September 1, 2011 2009, the department shall
1650approve and a district may select acceptable premethods and
1651postmethods for measuring student learning gains, including
1652standardized assessments, diagnostic assessments, criterion-
1653referenced and skills-based assessments, or other applicable
1654methods appropriate for each grade level, for use by
1655supplemental educational services providers and local school
1656districts in determining student learning gains. Each method
1657must be able to measure student progress toward mastering the
1658benchmarks or access points set forth in the Sunshine State
1659Standards and the student's supplemental educational services
1660plan. The use of a diagnostic and assessment instrument, which
1661is aligned to a provider's curriculum, is an acceptable
1662premethod and postmethod if the provider can demonstrate that
1663the assessment meets the requirements in this paragraph and is
1664not deemed unreliable or invalid by the department.
1665     Section 29.  Paragraphs (b) and (c) of subsection (3) of
1666section 1008.34, Florida Statutes, are amended to read:
1667     1008.34  School grading system; school report cards;
1668district grade.-
1669     (3)  DESIGNATION OF SCHOOL GRADES.-
1670     (b)1.  A school's grade shall be based on a combination of:
1671     a.  Student achievement scores, including achievement on
1672all FCAT assessments administered under s. 1008.22(3)(c)1., end-
1673of-course assessments administered under s. 1008.22(3)(c)2.a.,
1674and achievement scores for students seeking a special diploma.
1675     b.  Student learning gains in reading and mathematics as
1676measured by FCAT and end-of-course assessments, as described in
1677s. 1008.22(3)(c)1. and 2.a. Learning gains for students seeking
1678a special diploma, as measured by an alternate assessment tool,
1679shall be included not later than the 2009-2010 school year.
1680     c.  Improvement of the lowest 25th percentile of students
1681in the school in reading and mathematics on the FCAT or end-of-
1682course assessments described in s. 1008.22(3)(c)2.a., unless
1683these students are exhibiting satisfactory performance.
1684     2.  Beginning with the 2011-2012 school year, for schools
1685comprised of middle school grades 6 through 8 or grades 7 and 8,
1686the school's grade shall include the performance and
1687participation of its students enrolled in high school level
1688courses with end-of-course assessments administered under s.
16891008.22(3)(c)2.a. Performance and participation must be weighted
1690equally. As valid data becomes available, the school grades
1691shall include the students' attainment of national industry
1692certification identified in the Industry Certification Funding
1693List pursuant to rules adopted by the State Board of Education.
1694     3.2.  Beginning with the 2009-2010 school year for schools
1695comprised of high school grades 9, 10, 11, and 12, or grades 10,
169611, and 12, 50 percent of the school grade shall be based on a
1697combination of the factors listed in sub-subparagraphs 1.a.-c.
1698and the remaining 50 percent on the following factors:
1699     a.  The high school graduation rate of the school;
1700     b.  As valid data becomes available, the performance and
1701participation of the school's students in College Board Advanced
1702Placement courses, International Baccalaureate courses, dual
1703enrollment courses, and Advanced International Certificate of
1704Education courses; and the students' achievement of national
1705industry certification identified in the Industry Certification
1706Funding List, pursuant to rules adopted by the State Board of
1707Education;
1708     c.  Postsecondary readiness of the school's students as
1709measured by the SAT, ACT, or the common placement test;
1710     d.  The high school graduation rate of at-risk students who
1711scored at Level 2 or lower on the grade 8 FCAT Reading and
1712Mathematics examinations;
1713     e.  As valid data becomes available, the performance of the
1714school's students on statewide standardized end-of-course
1715assessments administered under s. 1008.22(3)(c)2.b. and c.; and
1716     f.  The growth or decline in the components listed in sub-
1717subparagraphs a.-e. from year to year.
1718     (c)  Student assessment data used in determining school
1719grades shall include:
1720     1.  The aggregate scores of all eligible students enrolled
1721in the school who have been assessed on the FCAT and statewide,
1722standardized end-of-course assessments in courses required for
1723high school graduation, including, beginning with the 2010-2011
1724school year, the end-of-course assessment in Algebra I; and
1725beginning with the 2011-2012 school year, the end-of-course
1726assessments in geometry and Biology; and beginning with the
17272013-2014 school year, on the statewide, standardized end-of-
1728course assessment in civics education at the middle school
1729level.
1730     2.  The aggregate scores of all eligible students enrolled
1731in the school who have been assessed on the FCAT and end-of-
1732course assessments as described in s. 1008.22(3)(c)2.a., and who
1733have scored at or in the lowest 25th percentile of students in
1734the school in reading and mathematics, unless these students are
1735exhibiting satisfactory performance.
1736     3.  The achievement scores and learning gains of eligible
1737students attending alternative schools that provide dropout
1738prevention and academic intervention services pursuant to s.
17391003.53. The term "eligible students" in this subparagraph does
1740not include students attending an alternative school who are
1741subject to district school board policies for expulsion for
1742repeated or serious offenses, who are in dropout retrieval
1743programs serving students who have officially been designated as
1744dropouts, or who are in programs operated or contracted by the
1745Department of Juvenile Justice. The student performance data for
1746eligible students identified in this subparagraph shall be
1747included in the calculation of the home school's grade. As used
1748in this subparagraph section and s. 1008.341, the term "home
1749school" means the school to which the student would be assigned
1750if the student were not assigned to an alternative school. If an
1751alternative school chooses to be graded under this section,
1752student performance data for eligible students identified in
1753this subparagraph shall not be included in the home school's
1754grade but shall be included only in the calculation of the
1755alternative school's grade. A school district that fails to
1756assign the FCAT and end-of-course assessment as described in s.
17571008.22(3)(c)2.a. scores of each of its students to his or her
1758home school or to the alternative school that receives a grade
1759shall forfeit Florida School Recognition Program funds for 1
1760fiscal year. School districts must require collaboration between
1761the home school and the alternative school in order to promote
1762student success. This collaboration must include an annual
1763discussion between the principal of the alternative school and
1764the principal of each student's home school concerning the most
1765appropriate school assignment of the student.
1766     4.  The achievement scores and learning gains of students
1767designated as hospital or homebound. Student assessment data for
1768students designated as hospital or homebound shall be assigned
1769to their home school for the purposes of school grades. As used
1770in this subparagraph, the term "home school" means the school to
1771which a student would be assigned if the student were not
1772assigned to a hospital or homebound program.
1773     5.4.  For schools comprised of high school grades 9, 10,
177411, and 12, or grades 10, 11, and 12, the data listed in
1775subparagraphs 1.-3. and the following data as the Department of
1776Education determines such data are valid and available:
1777     a.  The high school graduation rate of the school as
1778calculated by the Department of Education;
1779     b.  The participation rate of all eligible students
1780enrolled in the school and enrolled in College Board Advanced
1781Placement courses; International Baccalaureate courses; dual
1782enrollment courses; Advanced International Certificate of
1783Education courses; and courses or sequence of courses leading to
1784national industry certification identified in the Industry
1785Certification Funding List, pursuant to rules adopted by the
1786State Board of Education;
1787     c.  The aggregate scores of all eligible students enrolled
1788in the school in College Board Advanced Placement courses,
1789International Baccalaureate courses, and Advanced International
1790Certificate of Education courses;
1791     d.  Earning of college credit by all eligible students
1792enrolled in the school in dual enrollment programs under s.
17931007.271;
1794     e.  Earning of a national industry certification identified
1795in the Industry Certification Funding List, pursuant to rules
1796adopted by the State Board of Education;
1797     f.  The aggregate scores of all eligible students enrolled
1798in the school in reading, mathematics, and other subjects as
1799measured by the SAT, the ACT, and the common placement test for
1800postsecondary readiness;
1801     g.  The high school graduation rate of all eligible at-risk
1802students enrolled in the school who scored at Level 2 or lower
1803on the grade 8 FCAT Reading and Mathematics examinations;
1804     h.  The performance of the school's students on statewide
1805standardized end-of-course assessments administered under s.
18061008.22(3)(c)2.b. and c.; and
1807     i.  The growth or decline in the data components listed in
1808sub-subparagraphs a.-h. from year to year.
1809
1810The State Board of Education shall adopt appropriate criteria
1811for each school grade. The criteria must also give added weight
1812to student achievement in reading. Schools designated with a
1813grade of "C," making satisfactory progress, shall be required to
1814demonstrate that adequate progress has been made by students in
1815the school who are in the lowest 25th percentile in reading and
1816mathematics on the FCAT and end-of-course assessments as
1817described in s. 1008.22(3)(c)2.a., unless these students are
1818exhibiting satisfactory performance. Beginning with the 2009-
18192010 school year for schools comprised of high school grades 9,
182010, 11, and 12, or grades 10, 11, and 12, the criteria for
1821school grades must also give added weight to the graduation rate
1822of all eligible at-risk students, as defined in this paragraph.
1823Beginning in the 2009-2010 school year, in order for a high
1824school to be designated as having a grade of "A," making
1825excellent progress, the school must demonstrate that at-risk
1826students, as defined in this paragraph, in the school are making
1827adequate progress.
1828     Section 30.  Paragraph (a) of subsection (3) of section
18291011.01, Florida Statutes, is amended to read:
1830     1011.01  Budget system established.-
1831     (3)(a)  Each district school board and each community
1832college board of trustees shall prepare, adopt, and submit to
1833the Commissioner of Education for review an annual operating
1834budget. Operating budgets shall be prepared and submitted in
1835accordance with the provisions of law, rules of the State Board
1836of Education, the General Appropriations Act, and for district
1837school boards in accordance with the provisions of ss. 200.065
1838and 1011.64.
1839     Section 31.  Subsection (4) of section 1011.03, Florida
1840Statutes, is amended to read:
1841     1011.03  Public hearings; budget to be submitted to
1842Department of Education.-
1843     (4)  The board shall hold public hearings to adopt
1844tentative and final budgets pursuant to s. 200.065. The hearings
1845shall be primarily for the purpose of hearing requests and
1846complaints from the public regarding the budgets and the
1847proposed tax levies and for explaining the budget and proposed
1848or adopted amendments thereto, if any. The district school board
1849shall then require the superintendent to transmit forthwith two
1850copies of the adopted budget to the Department of Education for
1851approval as prescribed by law and rules of the State Board of
1852Education.
1853     Section 32.  Section 1011.035, Florida Statutes, is created
1854to read:
1855     1011.035  School district budget transparency.-
1856     (1)  It is important for school districts to provide
1857budgetary transparency to enable taxpayers, parents, and
1858education advocates to obtain school district budget and related
1859information in a manner that is simply explained and easily
1860understandable. Budgetary transparency leads to more responsible
1861spending, more citizen involvement, and improved accountability.
1862A budget that is not transparent, accessible, and accurate
1863cannot be properly analyzed, its implementation thoroughly
1864monitored, or its outcomes evaluated.
1865     (2)  Each district school board shall post on its website a
1866plain language version of each proposed, tentative, and official
1867budget which describes each budget item in terms that are easily
1868understandable to the public. This information must be
1869prominently posted on the school district's website in a manner
1870that is readily accessible to the public.
1871     (3)  Each district school board is encouraged to post the
1872following information on its website:
1873     (a)  Timely information as to when a budget hearing will be
1874conducted.
1875     (b)  Each contract between the district school board and
1876the teachers' union.
1877     (c)  Each contract between the district school board and
1878noninstructional staff.
1879     (d)  Each contract exceeding $35,000 between the school
1880board and a vendor of services, supplies, or programs or for the
1881purchase or lease of lands, facilities, or properties.
1882     (e)  Each contract exceeding $35,000 that is an emergency
1883procurement or is with a single source as authorized under s.
1884287.057(3).
1885     (f)  Recommendations of the citizens' budget advisory
1886committee.
1887     (g)  Current and archived video recordings of each district
1888school board meeting and workshop.
1889     (4)  The website should contain links to:
1890     (a)  Help explain or provide background information on
1891various budget items that are required by state or federal law.
1892     (b)  Allow users to navigate to related sites to view
1893supporting details.
1894     (c)  Enable taxpayers, parents, and education advocates to
1895send e-mails asking questions about the budget and enable others
1896to view the questions and responses.
1897     Section 33.  Paragraph (e) of subsection (1) of section
18981011.62, Florida Statutes, is amended to read:
1899     1011.62  Funds for operation of schools.-If the annual
1900allocation from the Florida Education Finance Program to each
1901district for operation of schools is not determined in the
1902annual appropriations act or the substantive bill implementing
1903the annual appropriations act, it shall be determined as
1904follows:
1905     (1)  COMPUTATION OF THE BASIC AMOUNT TO BE INCLUDED FOR
1906OPERATION.-The following procedure shall be followed in
1907determining the annual allocation to each district for
1908operation:
1909     (e)  Funding model for exceptional student education
1910programs.-
1911     1.a.  The funding model uses basic, at-risk, support levels
1912IV and V for exceptional students and career Florida Education
1913Finance Program cost factors, and a guaranteed allocation for
1914exceptional student education programs. Exceptional education
1915cost factors are determined by using a matrix of services to
1916document the services that each exceptional student will
1917receive. The nature and intensity of the services indicated on
1918the matrix shall be consistent with the services described in
1919each exceptional student's individual educational plan. The
1920Department of Education shall review and revise the descriptions
1921of the services and supports included in the matrix of services
1922for exceptional students and shall implement those revisions
1923before the beginning of the 2012-2013 school year.
1924     b.  In order to generate funds using one of the two
1925weighted cost factors, a matrix of services must be completed at
1926the time of the student's initial placement into an exceptional
1927student education program and at least once every 3 years by
1928personnel who have received approved training. Nothing listed in
1929the matrix shall be construed as limiting the services a school
1930district must provide in order to ensure that exceptional
1931students are provided a free, appropriate public education.
1932     c.  Students identified as exceptional, in accordance with
1933chapter 6A-6, Florida Administrative Code, who do not have a
1934matrix of services as specified in sub-subparagraph b. shall
1935generate funds on the basis of full-time-equivalent student
1936membership in the Florida Education Finance Program at the same
1937funding level per student as provided for basic students.
1938Additional funds for these exceptional students will be provided
1939through the guaranteed allocation designated in subparagraph 2.
1940     2.  For students identified as exceptional who do not have
1941a matrix of services and students who are gifted in grades K
1942through 8, there is created a guaranteed allocation to provide
1943these students with a free appropriate public education, in
1944accordance with s. 1001.42(4)(m) and rules of the State Board of
1945Education, which shall be allocated annually to each school
1946district in the amount provided in the General Appropriations
1947Act. These funds shall be in addition to the funds appropriated
1948on the basis of FTE student membership in the Florida Education
1949Finance Program, and the amount allocated for each school
1950district shall not be recalculated during the year. These funds
1951shall be used to provide special education and related services
1952for exceptional students and students who are gifted in grades K
1953through 8. Beginning with the 2007-2008 fiscal year, a
1954district's expenditure of funds from the guaranteed allocation
1955for students in grades 9 through 12 who are gifted may not be
1956greater than the amount expended during the 2006-2007 fiscal
1957year for gifted students in grades 9 through 12.
1958     Section 34.  Paragraph (c) of subsection (1) of section
19591012.39, Florida Statutes, is amended to read:
1960     1012.39  Employment of substitute teachers, teachers of
1961adult education, nondegreed teachers of career education, and
1962career specialists; students performing clinical field
1963experience.-
1964     (1)  Notwithstanding ss. 1012.32, 1012.55, 1012.56, and
19651012.57, or any other provision of law or rule to the contrary,
1966each district school board shall establish the minimal
1967qualifications for:
1968     (c)  Part-time and full-time nondegreed teachers of career
1969programs. Qualifications shall be established for nondegreed
1970teachers of career and technical education courses for program
1971clusters that are recognized in the state and are agriculture,
1972business, health occupations, family and consumer sciences,
1973industrial, marketing, career specialist, and public service
1974education teachers, based primarily on successful occupational
1975experience rather than academic training. The qualifications for
1976such teachers shall require:
1977     1.  The filing of a complete set of fingerprints in the
1978same manner as required by s. 1012.32. Faculty employed solely
1979to conduct postsecondary instruction may be exempted from this
1980requirement.
1981     2.  Documentation of education and successful occupational
1982experience including documentation of:
1983     a.  A high school diploma or the equivalent.
1984     b.  Completion of 6 years of full-time successful
1985occupational experience or the equivalent of part-time
1986experience in the teaching specialization area. The district
1987school board may establish alternative qualifications for
1988teachers with an industry certification in the career area in
1989which they teach. Alternate means of determining successful
1990occupational experience may be established by the district
1991school board.
1992     c.  Completion of career education training conducted
1993through the local school district inservice master plan.
1994     d.  For full-time teachers, completion of professional
1995education training in teaching methods, course construction,
1996lesson planning and evaluation, and teaching special needs
1997students. This training may be completed through coursework from
1998an accredited or approved institution or an approved district
1999teacher education program.
2000     e.  Demonstration of successful teaching performance.
2001     f.  Documentation of industry certification when state or
2002national industry certifications are available and applicable.
2003     Section 35.  Except as otherwise expressly provided in this
2004act and except for this section, which shall take effect upon
2005this act becoming a law, this act shall take effect July 1,
20062011.


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