Florida Senate - 2011 COMMITTEE AMENDMENT
Bill No. CS for SB 1696
Barcode 129976
LEGISLATIVE ACTION
Senate . House
Comm: RCS .
04/14/2011 .
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The Committee on Budget Subcommittee on Education Pre-K - 12
Appropriations (Wise) recommended the following:
1 Senate Amendment (with title amendment)
2
3 Delete everything after the enacting clause
4 and insert:
5 Section 1. Paragraph (a) of subsection (4) of section
6 1001.20, Florida Statutes, is amended to read:
7 1001.20 Department under direction of state board.—
8 (4) The Department of Education shall establish the
9 following offices within the Office of the Commissioner of
10 Education which shall coordinate their activities with all other
11 divisions and offices:
12 (a) Office of Technology and Information Services.
13 Responsible for developing a systemwide technology plan, making
14 budget recommendations to the commissioner, providing data
15 collection and management for the system, assisting school
16 districts in securing Internet access and telecommunications
17 services, including those eligible for funding under the Schools
18 and Libraries Program of the federal Universal Service Fund, and
19 coordinating services with other state, local, and private
20 agencies. The office shall develop a method to address the need
21 for a statewide approach to planning and operations of library
22 and information services to achieve a single K-20 education
23 system library information portal and a unified higher education
24 library management system. The Florida Virtual School shall be
25 administratively housed within the office.
26 Section 2. Subsection (23) of section 1001.42, Florida
27 Statutes, is amended to read:
28 1001.42 Powers and duties of district school board.—The
29 district school board, acting as a board, shall exercise all
30 powers and perform all duties listed below:
31 (23) FLORIDA VIRTUAL SCHOOL.—Provide students with access
32 to enroll in courses available through the Florida Virtual
33 School and award credit for successful completion of such
34 courses. Access shall be available to students during and or
35 after the normal school day and through summer school
36 enrollment.
37 Section 3. Section 1001.421, Florida Statutes, is created
38 to read:
39 1001.421 Gifts.—Notwithstanding any other provision of law
40 to the contrary, district school board members and their
41 relatives, as defined in s. 112.312(21), may not directly or
42 indirectly solicit any gift, or directly or indirectly accept
43 any gift in excess of $50, from any person, vendor, potential
44 vendor, or other entity doing business with the school district.
45 The term “gift” has the same meaning as in s. 112.312(12).
46 Section 4. Paragraph (a) of subsection (1) of section
47 1002.37, Florida Statutes, is amended to read:
48 1002.37 The Florida Virtual School.—
49 (1)(a) The Florida Virtual School is established for the
50 development and delivery of online and distance learning
51 education and shall be administratively housed within the
52 Commissioner of Education’s Office of Technology and Information
53 Services. The Commissioner of Education shall monitor the
54 school’s performance and report its performance to the State
55 Board of Education and the Legislature.
56
57 The board of trustees of the Florida Virtual School shall
58 identify appropriate performance measures and standards based on
59 student achievement that reflect the school’s statutory mission
60 and priorities, and shall implement an accountability system for
61 the school that includes assessment of its effectiveness and
62 efficiency in providing quality services that encourage high
63 student achievement, seamless articulation, and maximum access.
64 Section 5. Subsection (2) and paragraph (a) of subsection
65 (3) of section 1002.38, Florida Statutes, are amended to read:
66 1002.38 Opportunity Scholarship Program.—
67 (2) OPPORTUNITY SCHOLARSHIP ELIGIBILITY.—For purposes of
68 this section, a school’s grade shall be based upon statewide
69 assessments administered pursuant to s. 1008.22. A public school
70 student’s parent may request and receive from the state an
71 opportunity scholarship for the student to enroll in and attend
72 a private school in accordance with the provisions of this
73 section if:
74 (a)1. By assigned school attendance area or by special
75 assignment, the student has spent the prior school year in
76 attendance at a public school that has been designated pursuant
77 to s. 1008.34 as performance grade category “F,” failing to make
78 adequate progress, and that has had 2 school years in a 4-year
79 period of such low performance, and the student’s attendance
80 occurred during a school year in which such designation was in
81 effect;
82 2. The student has been in attendance elsewhere in the
83 public school system and has been assigned to such school for
84 the next school year; or
85 3. The student is entering kindergarten or first grade and
86 has been notified that the student has been assigned to such
87 school for the next school year.
88 (b) The parent has obtained acceptance for admission of the
89 student to a private school eligible for the program pursuant to
90 subsection (4), and has notified the Department of Education and
91 the school district of the request for an opportunity
92 scholarship no later than July 1 of the first year in which the
93 student intends to use the scholarship.
94
95 The provisions of this section do shall not apply to a student
96 who is enrolled in a school operating for the purpose of
97 providing educational services to youth in Department of
98 Juvenile Justice commitment programs. For purposes of continuity
99 of educational choice, the opportunity scholarship shall remain
100 in force until the student returns to a public school or, if the
101 student chooses to attend a private school the highest grade of
102 which is grade 8, until the student matriculates to high school
103 and the public high school to which the student is assigned is
104 an accredited school with a performance grade category
105 designation of “C” or better. However, at any time upon
106 reasonable notice to the Department of Education and the school
107 district, the student’s parent may remove the student from the
108 private school and place the student in a public school, as
109 provided in subparagraph (3)(a)2.
110 (3) SCHOOL DISTRICT OBLIGATIONS.—
111 (a) A school district shall, for each student enrolled in
112 or assigned to a school that has been designated as performance
113 grade category “F” for 2 school years in a 4-year period:
114 1. Timely notify the parent of the student as soon as such
115 designation is made of all options available pursuant to this
116 section.
117 2. Offer that student’s parent an opportunity to enroll the
118 student in the public school within the district that has been
119 designated by the state pursuant to s. 1008.34 as a school
120 performing higher than that in which the student is currently
121 enrolled or to which the student has been assigned, but not less
122 than performance grade category “C.” The parent is not required
123 to accept this offer in lieu of requesting a state opportunity
124 scholarship to a private school. The opportunity to continue
125 attending the higher performing public school shall remain in
126 force until the student graduates from high school.
127 Section 6. Paragraph (a) of subsection (4) of section
128 1002.39, Florida Statutes, is amended to read:
129 1002.39 The John M. McKay Scholarships for Students with
130 Disabilities Program.—There is established a program that is
131 separate and distinct from the Opportunity Scholarship Program
132 and is named the John M. McKay Scholarships for Students with
133 Disabilities Program.
134 (4) TERM OF JOHN M. MCKAY SCHOLARSHIP.—
135 (a) For purposes of continuity of educational choice, a
136 John M. McKay Scholarship shall remain in force until the
137 student returns to a public school, graduates from high school,
138 or reaches the age of 22, whichever occurs first. A scholarship
139 student who enrolls in a public school or public school program
140 is considered to have returned to a public school for the
141 purpose of determining the end of the scholarship’s term.
142 However, if a student enters a Department of Juvenile Justice
143 detention center for a period of no more than 21 days, the
144 student is not considered to have returned to a public school
145 for that purpose.
146 Section 7. Paragraph (b) of subsection (2) of section
147 1002.45, Florida Statutes, is amended to read:
148 1002.45 School district virtual instruction programs.—
149 (2) PROVIDER QUALIFICATIONS.—
150 (b) An approved provider shall retain its approved status
151 during the 3 school years for a period of 3 years after the date
152 of the department’s approval under paragraph (a) as long as the
153 provider continues to comply with all requirements of this
154 section.
155 Section 8. Paragraph (e) is added to subsection (2) of
156 section 1002.66, Florida Statutes, to read:
157 1002.66 Specialized instructional services for children
158 with disabilities.—
159 (2) The parent of a child who is eligible for the
160 prekindergarten program for children with disabilities may
161 select one or more specialized instructional services that are
162 consistent with the child’s individual educational plan. These
163 specialized instructional services may include, but are not
164 limited to:
165 (e) Listening and Spoken Language specialists for any child
166 who is deaf or hard of hearing and who has received an implant
167 or assistive hearing device.
168 Section 9. Subsection (1) and paragraph (c) of subsection
169 (3) of section 1002.67, Florida Statutes, are amended to read:
170 1002.67 Performance standards; curricula and
171 accountability.—
172 (1)(a) By April 1, 2005, the department shall develop and
173 adopt performance standards for students in the Voluntary
174 Prekindergarten Education Program. The performance standards
175 must address the age-appropriate progress of students in the
176 development of:
177 1.(a) The capabilities, capacities, and skills required
178 under s. 1(b), Art. IX of the State Constitution; and
179 2.(b) Emergent literacy skills, including oral
180 communication, knowledge of print and letters, phonemic and
181 phonological awareness, and vocabulary and comprehension
182 development.
183 (b) The State Board of Education shall periodically review
184 and revise the performance standards for the statewide
185 kindergarten screening administered under s. 1002.69 and align
186 the standards to the standards established by the state board
187 for student performance on the statewide assessments
188 administered pursuant to s. 1008.22.
189 (3)
190 (c)1. If the kindergarten readiness rate of a private
191 prekindergarten provider or public school falls below the
192 minimum rate adopted by the State Board of Education as
193 satisfactory under s. 1002.69(6), the early learning coalition
194 or school district, as applicable, shall require the provider or
195 school to submit an improvement plan for approval by the
196 coalition or school district, as applicable, and to implement
197 the plan.
198 2. If a private prekindergarten provider or public school
199 fails to meet the minimum rate adopted by the State Board of
200 Education as satisfactory under s. 1002.69(6) for 2 consecutive
201 years, the early learning coalition or school district, as
202 applicable, shall place the provider or school on probation and
203 must require the provider or school to take certain corrective
204 actions, including the use of a curriculum approved by the
205 department under paragraph (2)(c).
206 3. A private prekindergarten provider or public school that
207 is placed on probation must continue the corrective actions
208 required under subparagraph 2., including the use of a
209 curriculum approved by the department, until the provider or
210 school meets the minimum rate adopted by the State Board of
211 Education as satisfactory under s. 1002.69(6).
212 4. If a private prekindergarten provider or public school
213 remains on probation for 2 consecutive years and fails to meet
214 the minimum rate adopted by the State Board of Education as
215 satisfactory under s. 1002.69(6) and is not granted a good cause
216 exemption by the department pursuant to s. 1002.69(7), the
217 Agency for Workforce Innovation shall require the early learning
218 coalition or the Department of Education shall require the
219 school district to remove, as applicable, the provider or school
220 from eligibility to deliver the Voluntary Prekindergarten
221 Education Program and receive state funds for the program.
222 Section 10. Subsections (1), (5), and (6) and paragraphs
223 (b) and (c) of subsection (7) of section 1002.69, Florida
224 Statutes, are amended to read:
225 1002.69 Statewide kindergarten screening; kindergarten
226 readiness rates; state-approved prekindergarten enrollment
227 screening; good cause exemption.—
228 (1) The department shall adopt a statewide kindergarten
229 screening that assesses the readiness of each student for
230 kindergarten based upon the performance standards adopted by the
231 department under s. 1002.67(1) for the Voluntary Prekindergarten
232 Education Program. The department shall require that each school
233 district administer the statewide kindergarten screening to each
234 kindergarten student in the school district within the first 30
235 school days of each school year. Nonpublic schools may
236 administer the statewide kindergarten screening to each
237 kindergarten student in a nonpublic school who was enrolled in
238 the Voluntary Prekindergarten Education Program.
239 (5) The State Board of Education shall adopt procedures for
240 the department to annually calculate each private
241 prekindergarten provider’s and public school’s kindergarten
242 readiness rate, which must be expressed as the percentage of the
243 provider’s or school’s students who are assessed as ready for
244 kindergarten. The kindergarten readiness rates must be based
245 exclusively upon the results of the statewide kindergarten
246 screening for students completing the Voluntary Prekindergarten
247 Education Program, beginning with students completing the
248 program during the 2005-2006 school year who are administered
249 the statewide kindergarten screening during the 2006-2007 school
250 year. The methodology for calculating each provider’s
251 kindergarten readiness rate must include the percentage of
252 students who meet all state readiness measures. The rates must
253 not include students who are not administered the statewide
254 kindergarten screening.
255 (6)(a) The State Board of Education shall periodically
256 adopt a minimum kindergarten readiness rate that, if achieved by
257 a private prekindergarten provider or public school, would
258 demonstrate the provider’s or school’s satisfactory delivery of
259 the Voluntary Prekindergarten Education Program.
260 (b) The minimum rate must not exceed the rate at which more
261 than 15 percent of the kindergarten readiness rates of all
262 private prekindergarten providers and public schools delivering
263 the Voluntary Prekindergarten Education Program in the state
264 would fall below the minimum rate.
265 (7)
266 (b) A private prekindergarten provider’s or public school’s
267 request for a good cause exemption, or renewal of such an
268 exemption, must be submitted to the state board in the manner
269 and within the timeframes prescribed by the state board and must
270 include the following:
271 1. Submission of data by the private prekindergarten
272 provider or public school which documents on a standardized
273 assessment the achievement and progress of the children served
274 as measured by the state-approved prekindergarten enrollment
275 screening and the standardized post-assessment approved by the
276 department pursuant to subparagraph (c)1.
277 2. Submission and review of data available from the
278 respective early learning coalition or district school board,
279 the Department of Children and Family Services, local licensing
280 authority, or an accrediting association, as applicable,
281 relating to the private prekindergarten provider’s or public
282 school’s compliance with state and local health and safety
283 standards.
284 3. Submission and review of data available to the
285 department on the performance of the children served and the
286 calculation of the private prekindergarten provider’s or public
287 school’s kindergarten readiness rate.
288 (c) The State Board of Education shall adopt criteria for
289 granting good cause exemptions. Such criteria shall include, but
290 are not limited to:
291 1. Learning gains of children served in the Voluntary
292 Prekindergarten Education Program by the private prekindergarten
293 provider or public school. A provider seeking a good cause
294 exemption shall have the early learning coalition or a
295 department-approved second party administer the state-approved
296 prekindergarten enrollment screening to each child in the
297 prekindergarten provider’s program within the first 30 days of
298 each school year for which a good cause exemption is sought, and
299 the provider shall administer the standardized post-assessment
300 approved by the department to measure the student’s learning
301 gains for the year or summer, as appropriate. All data must be
302 submitted to the department within 30 days after the
303 administration of each assessment. Each parent who enrolls his
304 or her child in a Voluntary Prekindergarten Education Program
305 offered by a provider seeking a good cause exemption must submit
306 the child for the state-approved prekindergarten enrollment
307 screening.
308 2. Verification that the private prekindergarten provider
309 or public school serves at least twice the statewide percentage
310 of children with disabilities as defined in s. 1003.01(3)(a) or
311 children identified as limited English proficient as defined in
312 s. 1003.56.
313 2.3. Verification that local and state health and safety
314 requirements are met.
315 Section 11. Subsection (4) of section 1002.71, Florida
316 Statutes, is amended to read:
317 1002.71 Funding; financial and attendance reporting.—
318 (4) Notwithstanding s. 1002.53(3) and subsection (2):
319 (a) A child who, for any of the prekindergarten programs
320 listed in s. 1002.53(3), has not completed more than 70 percent
321 of the hours authorized to be reported for funding under
322 subsection (2), or has not expended more than 70 percent of the
323 funds authorized for the child under s. 1002.66, may withdraw
324 from the program for good cause and reenroll in one of the
325 programs. The total funding for a child who reenrolls in one of
326 the programs for good cause may not exceed one full-time
327 equivalent student. Funding for a child who withdraws and
328 reenrolls in one of the programs for good cause shall be issued
329 in accordance with the agency’s uniform attendance policy
330 adopted pursuant to paragraph (6)(d).
331 (b) A child who has not substantially completed any of the
332 prekindergarten programs listed in s. 1002.53(3) may withdraw
333 from the program due to an extreme hardship that is beyond the
334 child’s or parent’s control, reenroll in one of the summer
335 programs, and be reported for funding purposes as a full-time
336 equivalent student in the summer program for which the child is
337 reenrolled.
338
339 A child may reenroll only once in a prekindergarten program
340 under this section. A child who reenrolls in a prekindergarten
341 program under this subsection may not subsequently withdraw from
342 the program and reenroll, unless the child is granted a good
343 cause exemption under this subsection. The Agency for Workforce
344 Innovation shall establish criteria specifying whether a good
345 cause exists for a child to withdraw from a program under
346 paragraph (a), whether a child has substantially completed a
347 program under paragraph (b), and whether an extreme hardship
348 exists which is beyond the child’s or parent’s control under
349 paragraph (b).
350 Section 12. Subsection (2) of section 1002.73, Florida
351 Statutes, is amended to read:
352 1002.73 Department of Education; powers and duties;
353 accountability requirements.—
354 (2) The department shall adopt procedures for its:
355 (a) Approval of prekindergarten director credentials under
356 ss. 1002.55 and 1002.57.
357 (b) Approval of emergent literacy training courses under
358 ss. 1002.55 and 1002.59.
359 (c) Administration of the statewide kindergarten screening
360 and calculation of kindergarten readiness rates under s.
361 1002.69.
362 (d) Implementation of, and determination of costs
363 associated with, the state-approved prekindergarten enrollment
364 screening and the standardized post-assessment approved by the
365 department, and determination of the learning gains of students
366 who complete the state-approved prekindergarten enrollment
367 screening and the standardized post-assessment approved by the
368 department.
369 (e)(d) Approval of specialized instructional services
370 providers under s. 1002.66.
371 (f) Annual reporting of the percentage of kindergarten
372 students who meet all state readiness measures.
373 (g)(e) Granting of a private prekindergarten provider’s or
374 public school’s request for a good cause exemption under s.
375 1002.69(7).
376 Section 13. Paragraph (b) of subsection (3) of section
377 1003.01, Florida Statutes, is amended to read:
378 1003.01 Definitions.—As used in this chapter, the term:
379 (3)
380 (b) “Special education services” means specially designed
381 instruction and such related services as are necessary for an
382 exceptional student to benefit from education. Such services may
383 include: transportation; diagnostic and evaluation services;
384 social services; physical and occupational therapy; speech and
385 language pathology services; job placement; orientation and
386 mobility training; braillists, typists, and readers for the
387 blind; interpreters and auditory amplification; services
388 provided by a certified Listening and Spoken Language
389 specialist; rehabilitation counseling; transition services;
390 mental health services; guidance and career counseling;
391 specified materials, assistive technology devices, and other
392 specialized equipment; and other such services as approved by
393 rules of the state board.
394 Section 14. Subsection (1) of section 1003.4156, Florida
395 Statutes, is amended to read:
396 1003.4156 General requirements for middle grades
397 promotion.—
398 (1) Beginning with students entering grade 6 in the 2006
399 2007 school year, Promotion from a school composed of middle
400 grades 6, 7, and 8 requires that:
401 (a) The student must successfully complete academic courses
402 as follows:
403 1. Three middle school or higher courses in English. These
404 courses shall emphasize literature, composition, and technical
405 text.
406 2. Three middle school or higher courses in mathematics.
407 Each middle school must offer at least one high school level
408 mathematics course for which students may earn high school
409 credit. Successful completion of a high school level Algebra I
410 or geometry course is not contingent upon the student’s
411 performance on the end-of-course assessment required under s.
412 1008.22(3)(c)2.a.(I). However, beginning with the 2011-2012
413 school year, to earn high school credit for an Algebra I course,
414 a middle school student must pass the Algebra I end-of-course
415 assessment, and beginning with the 2012-2013 school year, to
416 earn high school credit for a geometry course, a middle school
417 student must pass the geometry end-of-course assessment.
418 3. Three middle school or higher courses in social studies,
419 one semester of which must include the study of state and
420 federal government and civics education. Beginning with students
421 entering grade 6 in the 2012-2013 school year, one of these
422 courses must be at least a one-semester civics education course
423 that a student successfully completes in accordance with s.
424 1008.22(3)(c) and that includes the roles and responsibilities
425 of federal, state, and local governments; the structures and
426 functions of the legislative, executive, and judicial branches
427 of government; and the meaning and significance of historic
428 documents, such as the Articles of Confederation, the
429 Declaration of Independence, and the Constitution of the United
430 States.
431 4. Three middle school or higher courses in science.
432 Successful completion of a high school level Biology I course is
433 not contingent upon the student’s performance on the end-of
434 course assessment required under s. 1008.22(3)(c)2.a.(II).
435 However, beginning with the 2012-2013 school year, to earn high
436 school credit for a Biology I course, a middle school student
437 must pass the Biology I end-of-course assessment.
438 5. One course in career and education planning to be
439 completed in 7th or 8th grade. The course may be taught by any
440 member of the instructional staff; must include career
441 exploration using Florida CHOICES or a comparable cost-effective
442 program; must include educational planning using the online
443 student advising system known as Florida Academic Counseling and
444 Tracking for Students at the Internet website FACTS.org; and
445 shall result in the completion of a personalized academic and
446 career plan. The required personalized academic and career plan
447 must inform students of high school graduation requirements,
448 high school assessment and college entrance test requirements,
449 Florida Bright Futures Scholarship Program requirements, state
450 university and Florida college admission requirements, and
451 programs through which a high school student can earn college
452 credit, including Advanced Placement, International
453 Baccalaureate, Advanced International Certificate of Education,
454 dual enrollment, career academy opportunities, and courses that
455 lead to national industry certification.
456
457 A student with a disability, as defined in s. 1007.02(2), for
458 whom the individual education plan team determines that an end
459 of-course assessment cannot accurately measure the student’s
460 abilities, taking into consideration all allowable
461 accommodations, shall have the end-of-course assessment results
462 waived for purposes of determining the student’s course grade
463 and completing the requirements for middle grades promotion.
464 Each school must hold a parent meeting either in the evening or
465 on a weekend to inform parents about the course curriculum and
466 activities. Each student shall complete an electronic personal
467 education plan that must be signed by the student; the student’s
468 instructor, guidance counselor, or academic advisor; and the
469 student’s parent. The Department of Education shall develop
470 course frameworks and professional development materials for the
471 career exploration and education planning course. The course may
472 be implemented as a stand-alone course or integrated into
473 another course or courses. The Commissioner of Education shall
474 collect longitudinal high school course enrollment data by
475 student ethnicity in order to analyze course-taking patterns.
476 (b) For each year in which a student scores at Level l on
477 FCAT Reading, the student must be enrolled in and complete an
478 intensive reading course the following year. Placement of Level
479 2 readers in either an intensive reading course or a content
480 area course in which reading strategies are delivered shall be
481 determined by diagnosis of reading needs. The department shall
482 provide guidance on appropriate strategies for diagnosing and
483 meeting the varying instructional needs of students reading
484 below grade level. Reading courses shall be designed and offered
485 pursuant to the comprehensive reading plan required by s.
486 1011.62(9). A middle grades student who scores at Level 1 or
487 Level 2 on FCAT Reading but who did not score below Level 3 in
488 the previous 3 years may be granted a 1-year exemption from the
489 reading remediation requirement; however, the student must have
490 an approved academic improvement plan already in place, signed
491 by the appropriate school staff and the student’s parent, for
492 the year for which the exemption is granted.
493 (c) For each year in which a student scores at Level 1 or
494 Level 2 on FCAT Mathematics, the student must receive
495 remediation the following year, which may be integrated into the
496 student’s required mathematics course.
497 Section 15. Section 1003.4203, Florida Statutes, is created
498 to read:
499 1003.4203 Digital curriculum.—
500 (1) Each district school board, in consultation with the
501 district school superintendent, may develop and implement a
502 digital curriculum for students in grades 6 through 12 in order
503 to enable students to attain competencies in web communications
504 and web design. A digital curriculum may include web-based
505 skills, web-based core technologies, web design, use of digital
506 technologies and markup language to show competency in computer
507 skills, and use of web-based core technologies to design
508 creative, informational, and content standards for web-based
509 digital products that demonstrate proficiency in creating,
510 publishing, testing, monitoring, and maintaining a website.
511 (2) The digital curriculum instruction may be integrated
512 into middle school and high school subject area curricula or
513 offered as a separate course, subject to available funding.
514 (3) The Department of Education shall develop a model
515 digital curriculum to serve as a guide for district school
516 boards in the development of a digital curriculum.
517 (4) A district school board may seek partnerships with
518 private businesses and consultants to offer classes and
519 instruction to teachers and students to assist the school
520 district in providing digital curriculum instruction.
521 Section 16. Paragraph (b) of subsection (2) of section
522 1003.428, Florida Statutes, is amended to read:
523 1003.428 General requirements for high school graduation;
524 revised.—
525 (2) The 24 credits may be earned through applied,
526 integrated, and combined courses approved by the Department of
527 Education. The 24 credits shall be distributed as follows:
528 (b) Eight credits in electives.
529 1. For each year in which a student scores at Level 1 on
530 FCAT Reading, the student must be enrolled in and complete an
531 intensive reading course the following year. Placement of Level
532 2 readers in either an intensive reading course or a content
533 area course in which reading strategies are delivered shall be
534 determined by diagnosis of reading needs. The department shall
535 provide guidance on appropriate strategies for diagnosing and
536 meeting the varying instructional needs of students reading
537 below grade level. Reading courses shall be designed and offered
538 pursuant to the comprehensive reading plan required by s.
539 1011.62(9). A high school student who scores at Level 1 or Level
540 2 on FCAT Reading but who did not score below Level 3 in the
541 previous 3 years may be granted a 1-year exemption from the
542 reading remediation requirement; however, the student must have
543 an approved academic improvement plan already in place, signed
544 by the appropriate school staff and the student’s parent, for
545 the year for which the exemption is granted.
546 2. For each year in which a student scores at Level 1 or
547 Level 2 on FCAT Mathematics, the student must receive
548 remediation the following year. These courses may be taught
549 through applied, integrated, or combined courses and are subject
550 to approval by the department for inclusion in the Course Code
551 Directory.
552 Section 17. Subsections (2), (3), and (5) of section
553 1003.491, Florida Statutes, are amended to read:
554 1003.491 Florida Career and Professional Education Act.—The
555 Florida Career and Professional Education Act is created to
556 provide a statewide planning partnership between the business
557 and education communities in order to attract, expand, and
558 retain targeted, high-value industry and to sustain a strong,
559 knowledge-based economy.
560 (2) Beginning with the 2007-2008 school year, Each district
561 school board shall develop, in collaboration with regional local
562 workforce boards, economic development agencies, and
563 postsecondary institutions approved to operate in the state, a
564 strategic 5-year plan to address and meet local and regional
565 workforce demands. If involvement of a regional the local
566 workforce board or an economic development agency in the
567 strategic plan development is not feasible, the local school
568 board, with the approval of the Agency for Workforce Innovation,
569 shall collaborate with the most appropriate regional local
570 business leadership board. Two or more school districts may
571 collaborate in the development of the strategic plan and offer a
572 career and professional academy as a joint venture. The
573 strategic plan Such plans must describe in detail provisions for
574 the efficient transportation of students, the maximum use of
575 shared resources, and access to courses aligned to state
576 curriculum standards through virtual education providers
577 legislatively authorized to provide part-time instruction to
578 middle school students, and an objective review of career and
579 professional academy courses to determine if the courses will
580 lead to the attainment of industry certifications included on
581 the Industry Certified Funding List pursuant to rules adopted by
582 the State Board of Education the Florida Virtual School when
583 appropriate. Each strategic plan shall be reviewed, updated, and
584 jointly approved every 5 years by the local school district,
585 regional workforce boards, economic development agencies, and
586 state-approved postsecondary institutions completed no later
587 than June 30, 2008, and shall include provisions to have in
588 place at least one operational career and professional academy,
589 pursuant to s. 1003.492, no later than the beginning of the
590 2008-2009 school year.
591 (3) The strategic 5-year plan developed jointly by between
592 the local school district, regional local workforce boards,
593 economic development agencies, and state-approved postsecondary
594 institutions shall be constructed and based on:
595 (a) Research conducted to objectively determine local and
596 regional workforce needs for the ensuing 5 years, using labor
597 projections of the United States Department of Labor and the
598 Agency for Workforce Innovation;
599 (b) Strategies to develop and implement career academies
600 based on those careers determined to be in high demand;
601 (c) Maximum use of private sector facilities and personnel;
602 (d) Strategies that ensure instruction by industry
603 certified faculty and standards and strategies to maintain
604 current industry credentials and for recruiting and retaining
605 faculty to meet those standards;
606 (e) Alignment of to requirements for middle school career
607 exploration, middle and high school career and professional
608 academies leading to industry certification, and high school
609 graduation requirements redesign;
610 (f) Provisions to ensure that courses offered through
611 career and professional academies are academically rigorous,
612 meet or exceed appropriate state-adopted subject area standards,
613 result in attainment of industry certification, and, when
614 appropriate, result in postsecondary credit;
615 (g) Strategies to improve the passage rate for industry
616 certification examinations if the rate falls below 50 percent;
617 (h)(g) Establishment of student eligibility criteria in
618 career and professional academies which include opportunities
619 for students who have been unsuccessful in traditional
620 classrooms but who show aptitude to participate in academies.
621 School boards shall address the analysis of eighth grade student
622 achievement data to provide opportunities for students who may
623 be deemed as potential dropouts to participate in career and
624 professional academies;
625 (i)(h) Strategies to provide sufficient space within
626 academies to meet workforce needs and to provide access to all
627 interested and qualified students;
628 (j)(i) Strategies to implement engage Department of
629 Juvenile Justice students in career and professional academy
630 training that leads to industry certification at Department of
631 Juvenile Justice facilities;
632 (k)(j) Opportunities for high school students to earn
633 weighted or dual enrollment credit for higher-level career and
634 technical courses;
635 (l)(k) Promotion of the benefits of the Gold Seal Bright
636 Futures Scholarship;
637 (m)(l) Strategies to ensure the review of district pupil
638 progression plans and to amend such plans to include career and
639 professional courses and to include courses that may qualify as
640 substitute courses for core graduation requirements and those
641 that may be counted as elective courses; and
642 (n)(m) Strategies to provide professional development for
643 secondary guidance counselors on the benefits of career and
644 professional academies.
645 (5) The submission and review of newly proposed core
646 courses shall be conducted electronically, and each proposed
647 core course shall be approved or denied within 60 days. All
648 courses approved as core courses for purposes of middle school
649 promotion and high school graduation purposes shall be
650 immediately added to the Course Code Directory. Approved core
651 courses shall also be reviewed and considered for approval for
652 dual enrollment credit. The Board of Governors and the
653 Commissioner of Education shall jointly recommend an annual
654 deadline for approval of new core courses to be included for
655 purposes of postsecondary admissions and dual enrollment credit
656 the following academic year. The State Board of Education shall
657 establish an appeals process in the event that a proposed course
658 is denied which shall require a consensus ruling by the Agency
659 for Workforce Innovation and the Commissioner of Education
660 within 15 days. The curriculum review committee must be
661 established and operational no later than September 1, 2007.
662 Section 18. Subsections (2), (4), (5), and (6) of section
663 1003.493, Florida Statutes, are amended to read:
664 1003.493 Career and professional academies.—
665 (2) The goals of a career and professional academy are to:
666 (a) Increase student academic achievement and graduation
667 rates through integrated academic and career curricula.
668 (b) Prepare graduating high school students to make
669 appropriate choices relative to employment and future
670 educational experiences.
671 (c) Focus on career preparation through rigorous academics
672 and industry certification.
673 (d) Raise student aspiration and commitment to academic
674 achievement and work ethics through relevant coursework.
675 (e) Support graduation requirements pursuant to s. 1003.428
676 by providing creative, applied major areas of interest.
677 (e)(f) Promote acceleration mechanisms, such as dual
678 enrollment, articulated credit, or occupational completion
679 points, so that students may earn postsecondary credit while in
680 high school.
681 (f)(g) Support the state’s economy by meeting industry
682 needs for skilled employees in high-demand occupations.
683 (4) Each career and professional academy must:
684 (a) Provide a rigorous standards-based academic curriculum
685 integrated with a career curriculum. The curriculum must take
686 into consideration multiple styles of student learning; promote
687 learning by doing through application and adaptation; maximize
688 relevance of the subject matter; enhance each student’s capacity
689 to excel; and include an emphasis on work habits and work
690 ethics.
691 (b) Include one or more partnerships with postsecondary
692 institutions, businesses, industry, employers, economic
693 development organizations, or other appropriate partners from
694 the local community. Such partnerships shall be delineated in
695 articulation agreements to provide for career-based courses that
696 earn postsecondary credit. Such agreements may include
697 articulation between the academy and public or private 2-year
698 and 4-year postsecondary institutions and technical centers. The
699 Department of Education, in consultation with the Board of
700 Governors, shall establish a mechanism to ensure articulation
701 and transfer of credits to postsecondary institutions in this
702 state. Such partnerships must provide opportunities for:
703 1. Instruction from highly skilled professionals who
704 possess industry-certification credentials for courses they are
705 teaching.
706 2. Internships, externships, and on-the-job training.
707 3. A postsecondary degree, diploma, or certificate.
708 4. The highest available level of industry certification.
709 5. Maximum articulation of credits pursuant to s. 1007.23
710 upon program completion.
711 (c) Provide shared, maximum use of private sector
712 facilities and personnel.
713 (d) Provide personalized student advisement, including a
714 parent-participation component, and coordination with middle
715 schools to promote and support career exploration and education
716 planning as required under s. 1003.4156. Coordination with
717 middle schools must provide information to middle school
718 students about secondary and postsecondary career education
719 programs and academies.
720 (e) Promote and provide opportunities for career and
721 professional academy students to attain, at minimum, the Florida
722 Gold Seal Vocational Scholars award pursuant to s. 1009.536.
723 (f) Provide instruction in careers designated as high
724 growth, high demand, and high pay by the regional local
725 workforce development board, the chamber of commerce, economic
726 development agencies, or the Agency for Workforce Innovation.
727 (g) Deliver academic content through instruction relevant
728 to the career, including intensive reading and mathematics
729 intervention required by s. 1003.428, with an emphasis on
730 strengthening reading for information skills.
731 (h) Offer applied courses that combine academic content
732 with technical skills.
733 (i) Provide instruction resulting in competency,
734 certification, or credentials in workplace skills, including,
735 but not limited to, communication skills, interpersonal skills,
736 decisionmaking skills, the importance of attendance and
737 timeliness in the work environment, and work ethics.
738 (j) Include a plan to sustain career and professional
739 academies Provide opportunities for students to obtain the
740 Florida Ready to Work Certification pursuant to s. 1004.99.
741 (k) Include an evaluation plan developed jointly with the
742 Department of Education and the local workforce board. The
743 evaluation plan must include an assessment tool based on
744 national industry standards, such as the Career Academy National
745 Standards of Practice, and outcome measures, including, but not
746 limited to, achievement of national industry certifications
747 identified in the Industry Certification Funding List, pursuant
748 to rules adopted by the State Board of Education, graduation
749 rates, enrollment in postsecondary education, business and
750 industry satisfaction, employment and earnings, awards of
751 postsecondary credit and scholarships, and student achievement
752 levels and learning gains on statewide assessments administered
753 under s. 1008.22(3)(c). The Department of Education shall use
754 Workforce Florida, Inc., and Enterprise Florida, Inc., in
755 identifying industry experts to participate in developing and
756 implementing such assessments.
757 (k)(m) Redirect appropriated career funding to career and
758 professional academies.
759 (5) All career courses offered in a career and professional
760 academy must lead to industry certification or college credit
761 linked directly to the career theme of the course. If the
762 passage rate on an industry certification examination that is
763 associated with the career and professional academy falls below
764 50 percent, the academy must discontinue enrollment of new
765 students the following school year and each year thereafter
766 until such time as the passage rate is above 50 percent or the
767 academy is discontinued. At least 50 percent of students
768 enrolled in a career course must achieve industry certifications
769 or college credits during the second year the course is offered
770 in order for the course to be offered a third year. At least 66
771 percent of students enrolled in such a course must achieve
772 industry certifications or college credits during the third year
773 the course is offered in order for it to be offered a fourth
774 year and thereafter.
775 (6) Workforce Florida, Inc., through the secondary career
776 academies initiatives, The Okaloosa County School District
777 CHOICE Institutes shall serve in an advisory role and shall
778 offer technical assistance in the development and deployment of
779 newly established career and professional academies for a 3-year
780 period beginning July 1, 2007.
781 Section 19. Section 1003.4935, Florida Statutes, is created
782 to read:
783 1003.4935 Middle school career and professional academy
784 courses.—
785 (1) Beginning with the 2011-2012 school year, each district
786 school board, in collaboration with regional workforce boards,
787 economic development agencies, and state-approved postsecondary
788 institutions, shall include plans to implement a career and
789 professional academy in at least one middle school in the
790 district as part of the strategic 5-year plan pursuant to s.
791 1003.491(2). The middle school career and professional academy
792 component of the strategic plan must ensure the transition of
793 middle school career and professional academy students to a high
794 school career and professional academy currently operating
795 within the school district. Students who complete a middle
796 school career and professional academy must have the opportunity
797 to earn an industry certificate and high school credit and
798 participate in career planning, job shadowing, and business
799 leadership development activities.
800 (2) Each middle school career and professional academy must
801 be aligned with at least one high school career and professional
802 academy offered in the district and maintain partnerships with
803 local business and industry and economic development boards.
804 Middle school career and professional academies must:
805 (a) Provide instruction in courses leading to careers in
806 occupations designated as high growth, high demand, and high pay
807 in the Industry Certification Funding List approved under rules
808 adopted by the State Board of Education;
809 (b) Offer career and professional academy courses that
810 integrate content from core subject areas;
811 (c) Offer courses that integrate career and professional
812 academy content with intensive reading and mathematics pursuant
813 to s. 1003.428;
814 (d) Coordinate with high schools to maximize opportunities
815 for middle school career and professional academy students to
816 earn high school credit;
817 (e) Provide access to virtual instruction courses provided
818 by virtual education providers legislatively authorized to
819 provide part-time instruction to middle school students which
820 are aligned to state curriculum standards for middle school
821 career and professional academy students, with priority given to
822 students who have required course deficits;
823 (f) Provide instruction from highly skilled professionals
824 who hold industry certificates in the career area in which they
825 teach;
826 (g) Offer externships; and
827 (h) Provide personalized student advisement that includes a
828 parent-participation component.
829 (3) Beginning with the 2012-2013 school year, if a school
830 district implements a middle school career and professional
831 academy, the Department of Education shall collect and report
832 student achievement data pursuant to performance factors
833 identified under s. 1003.492(3) for academy students.
834 Section 20. Section 1003.575, Florida Statutes, is amended
835 to read:
836 1003.575 Assistive technology devices; findings;
837 interagency agreements.—Accessibility, utilization, and
838 coordination of appropriate assistive technology devices and
839 services are essential as a young person with disabilities moves
840 from early intervention to preschool, from preschool to school,
841 from one school to another, and from school to employment or
842 independent living. If an individual education plan team makes a
843 recommendation in accordance with State Board of Education rule
844 for a student with a disability, as defined in s. 1003.01(3), to
845 receive an assistive technology assessment, that assessment must
846 be completed within 60 school days after the team’s
847 recommendation. To ensure that an assistive technology device
848 issued to a young person as part of his or her individualized
849 family support plan, individual support plan, or an individual
850 education plan remains with the individual through such
851 transitions, the following agencies shall enter into interagency
852 agreements, as appropriate, to ensure the transaction of
853 assistive technology devices:
854 (1) The Florida Infants and Toddlers Early Intervention
855 Program in the Division of Children’s Medical Services of the
856 Department of Health.
857 (2) The Division of Blind Services, the Bureau of
858 Exceptional Education and Student Services, and the Division of
859 Vocational Rehabilitation of the Department of Education.
860 (3) The Voluntary Prekindergarten Education Program
861 administered by the Department of Education and the Agency for
862 Workforce Innovation.
863
864 Interagency agreements entered into pursuant to this section
865 shall provide a framework for ensuring that young persons with
866 disabilities and their families, educators, and employers are
867 informed about the utilization and coordination of assistive
868 technology devices and services that may assist in meeting
869 transition needs, and shall establish a mechanism by which a
870 young person or his or her parent may request that an assistive
871 technology device remain with the young person as he or she
872 moves through the continuum from home to school to postschool.
873 Section 21. Effective upon this act becoming a law,
874 subsection (2) and paragraph (c) of subsection (3) of section
875 1008.22, Florida Statutes, are amended to read:
876 1008.22 Student assessment program for public schools.—
877 (2) NATIONAL AND INTERNATIONAL EDUCATION COMPARISONS.—It is
878 Florida’s intent to participate in the measurement of national
879 educational goals. The Commissioner of Education shall direct
880 Florida school districts to participate in the administration of
881 the National Assessment of Educational Progress, or a similar
882 national or international assessment program, both for the
883 national sample and for any state-by-state comparison programs
884 which may be initiated. The assessments must be conducted using
885 the data collection procedures, the student surveys, the
886 educator surveys, and other instruments included in the National
887 Assessment of Educational Progress or similar national or
888 international assessment program being administered in Florida.
889 The results of these assessments shall be included in the annual
890 report of the Commissioner of Education specified in this
891 section, as applicable. The administration of the National
892 Assessment of Educational Progress or similar national or
893 international assessment program shall be in addition to and
894 separate from the administration of the statewide assessment
895 program.
896 (3) STATEWIDE ASSESSMENT PROGRAM.—The commissioner shall
897 design and implement a statewide program of educational
898 assessment that provides information for the improvement of the
899 operation and management of the public schools, including
900 schools operating for the purpose of providing educational
901 services to youth in Department of Juvenile Justice programs.
902 The commissioner may enter into contracts for the continued
903 administration of the assessment, testing, and evaluation
904 programs authorized and funded by the Legislature. Contracts may
905 be initiated in 1 fiscal year and continue into the next and may
906 be paid from the appropriations of either or both fiscal years.
907 The commissioner is authorized to negotiate for the sale or
908 lease of tests, scoring protocols, test scoring services, and
909 related materials developed pursuant to law. Pursuant to the
910 statewide assessment program, the commissioner shall:
911 (c) Develop and implement a student achievement testing
912 program as follows:
913 1. The Florida Comprehensive Assessment Test (FCAT)
914 measures a student’s content knowledge and skills in reading,
915 writing, science, and mathematics. The content knowledge and
916 skills assessed by the FCAT must be aligned to the core
917 curricular content established in the Next Generation Sunshine
918 State Standards. Other content areas may be included as directed
919 by the commissioner. Comprehensive assessments of reading and
920 mathematics shall be administered annually in grades 3 through
921 10 except, beginning with the 2010-2011 school year, the
922 administration of grade 9 FCAT Mathematics shall be
923 discontinued, and beginning with the 2011-2012 school year, the
924 administration of grade 10 FCAT Mathematics shall be
925 discontinued, except as required for students who have not
926 attained minimum performance expectations for graduation as
927 provided in paragraph (9)(c). FCAT Writing and FCAT Science
928 shall be administered at least once at the elementary, middle,
929 and high school levels except, beginning with the 2011-2012
930 school year, the administration of FCAT Science at the high
931 school level shall be discontinued.
932 2.a. End-of-course assessments for a subject shall be
933 administered in addition to the comprehensive assessments
934 required under subparagraph 1. End-of-course assessments must be
935 rigorous, statewide, standardized, and developed or approved by
936 the department. The content knowledge and skills assessed by
937 end-of-course assessments must be aligned to the core curricular
938 content established in the Next Generation Sunshine State
939 Standards.
940 (I) Statewide, standardized end-of-course assessments in
941 mathematics shall be administered according to this sub-sub
942 subparagraph. Beginning with the 2010-2011 school year, all
943 students enrolled in Algebra I or an equivalent course must take
944 the Algebra I end-of-course assessment. Students who earned high
945 school credit in Algebra I while in grades 6 through 8 during
946 the 2007-2008 through 2009-2010 school years and who have not
947 taken Grade 10 FCAT Mathematics must take the Algebra I end-of
948 course assessment during the 2010-2011 school year. For students
949 entering grade 9 during the 2010-2011 school year and who are
950 enrolled in Algebra I or an equivalent, each student’s
951 performance on the end-of-course assessment in Algebra I shall
952 constitute 30 percent of the student’s final course grade.
953 Beginning with students entering grade 9 in the 2011-2012 school
954 year, a student who is enrolled in Algebra I or an equivalent
955 must earn a passing score on the end-of-course assessment in
956 Algebra I or attain an equivalent score as described in
957 subsection (11) in order to earn course credit. Beginning with
958 the 2011-2012 school year, all students enrolled in geometry or
959 an equivalent course must take the geometry end-of-course
960 assessment. For students entering grade 9 during the 2011-2012
961 school year, each student’s performance on the end-of-course
962 assessment in geometry shall constitute 30 percent of the
963 student’s final course grade. Beginning with students entering
964 grade 9 during the 2012-2013 school year, a student must earn a
965 passing score on the end-of-course assessment in geometry or
966 attain an equivalent score as described in subsection (11) in
967 order to earn course credit.
968 (II) Statewide, standardized end-of-course assessments in
969 science shall be administered according to this sub-sub
970 subparagraph. Beginning with the 2011-2012 school year, all
971 students enrolled in Biology I or an equivalent course must take
972 the Biology I end-of-course assessment. For the 2011-2012 school
973 year, each student’s performance on the end-of-course assessment
974 in Biology I shall constitute 30 percent of the student’s final
975 course grade. Beginning with students entering grade 9 during
976 the 2012-2013 school year, a student must earn a passing score
977 on the end-of-course assessment in Biology I in order to earn
978 course credit.
979 b. During the 2012-2013 school year, an end-of-course
980 assessment in civics education shall be administered as a field
981 test at the middle school level. During the 2013-2014 school
982 year, each student’s performance on the statewide, standardized
983 end-of-course assessment in civics education shall constitute 30
984 percent of the student’s final course grade. Beginning with the
985 2014-2015 school year, a student must earn a passing score on
986 the end-of-course assessment in civics education in order to
987 pass the course and be promoted from the middle grades receive
988 course credit. The school principal of a middle school shall
989 determine, in accordance with State Board of Education rule,
990 whether a student who transfers to the middle school and who has
991 successfully completed a civics education course at the
992 student’s previous school must take an end-of-course assessment
993 in civics education.
994 c. The commissioner may select one or more nationally
995 developed comprehensive examinations, which may include, but
996 need not be limited to, examinations for a College Board
997 Advanced Placement course, International Baccalaureate course,
998 or Advanced International Certificate of Education course, or
999 industry-approved examinations to earn national industry
1000 certifications identified in the Industry Certification Funding
1001 List, pursuant to rules adopted by the State Board of Education,
1002 for use as end-of-course assessments under this paragraph, if
1003 the commissioner determines that the content knowledge and
1004 skills assessed by the examinations meet or exceed the grade
1005 level expectations for the core curricular content established
1006 for the course in the Next Generation Sunshine State Standards.
1007 The commissioner may collaborate with the American Diploma
1008 Project in the adoption or development of rigorous end-of-course
1009 assessments that are aligned to the Next Generation Sunshine
1010 State Standards.
1011 d. Contingent upon funding provided in the General
1012 Appropriations Act, including the appropriation of funds
1013 received through federal grants, the Commissioner of Education
1014 shall establish an implementation schedule for the development
1015 and administration of additional statewide, standardized end-of
1016 course assessments in English/Language Arts II, Algebra II,
1017 chemistry, physics, earth/space science, United States history,
1018 and world history. Priority shall be given to the development of
1019 end-of-course assessments in English/Language Arts II. The
1020 Commissioner of Education shall evaluate the feasibility and
1021 effect of transitioning from the grade 9 and grade 10 FCAT
1022 Reading and high school level FCAT Writing to an end-of-course
1023 assessment in English/Language Arts II. The commissioner shall
1024 report the results of the evaluation to the President of the
1025 Senate and the Speaker of the House of Representatives no later
1026 than July 1, 2011.
1027 3. The testing program shall measure student content
1028 knowledge and skills adopted by the State Board of Education as
1029 specified in paragraph (a) and measure and report student
1030 performance levels of all students assessed in reading, writing,
1031 mathematics, and science. The commissioner shall provide for the
1032 tests to be developed or obtained, as appropriate, through
1033 contracts and project agreements with private vendors, public
1034 vendors, public agencies, postsecondary educational
1035 institutions, or school districts. The commissioner shall obtain
1036 input with respect to the design and implementation of the
1037 testing program from state educators, assistive technology
1038 experts, and the public.
1039 4. The testing program shall be composed of criterion
1040 referenced tests that shall, to the extent determined by the
1041 commissioner, include test items that require the student to
1042 produce information or perform tasks in such a way that the core
1043 content knowledge and skills he or she uses can be measured.
1044 5. FCAT Reading, Mathematics, and Science and all
1045 statewide, standardized end-of-course assessments shall measure
1046 the content knowledge and skills a student has attained on the
1047 assessment by the use of scaled scores and achievement levels.
1048 Achievement levels shall range from 1 through 5, with level 1
1049 being the lowest achievement level, level 5 being the highest
1050 achievement level, and level 3 indicating satisfactory
1051 performance on an assessment. For purposes of FCAT Writing,
1052 student achievement shall be scored using a scale of 1 through 6
1053 and the score earned shall be used in calculating school grades.
1054 A score shall be designated for each subject area tested, below
1055 which score a student’s performance is deemed inadequate. The
1056 school districts shall provide appropriate remedial instruction
1057 to students who score below these levels.
1058 6. The State Board of Education shall, by rule, designate a
1059 passing score for each part of the grade 10 assessment test and
1060 end-of-course assessments. Any rule that has the effect of
1061 raising the required passing scores may apply only to students
1062 taking the assessment for the first time after the rule is
1063 adopted by the State Board of Education. Except as otherwise
1064 provided in this subparagraph and as provided in s.
1065 1003.428(8)(b) or s. 1003.43(11)(b), students must earn a
1066 passing score on grade 10 FCAT Reading and grade 10 FCAT
1067 Mathematics or attain concordant scores as described in
1068 subsection (10) in order to qualify for a standard high school
1069 diploma.
1070 7. In addition to designating a passing score under
1071 subparagraph 6., the State Board of Education shall also
1072 designate, by rule, a score for each statewide, standardized
1073 end-of-course assessment which indicates that a student is high
1074 achieving and has the potential to meet college-readiness
1075 standards by the time the student graduates from high school.
1076 8. Participation in the testing program is mandatory for
1077 all students attending public school, including students served
1078 in Department of Juvenile Justice programs, except as otherwise
1079 prescribed by the commissioner. A student who has not earned
1080 passing scores on the grade 10 FCAT as provided in subparagraph
1081 6. must participate in each retake of the assessment until the
1082 student earns passing scores or achieves scores on a
1083 standardized assessment which are concordant with passing scores
1084 pursuant to subsection (10). If a student does not participate
1085 in the statewide assessment, the district must notify the
1086 student’s parent and provide the parent with information
1087 regarding the implications of such nonparticipation. A parent
1088 must provide signed consent for a student to receive classroom
1089 instructional accommodations that would not be available or
1090 permitted on the statewide assessments and must acknowledge in
1091 writing that he or she understands the implications of such
1092 instructional accommodations. The State Board of Education shall
1093 adopt rules, based upon recommendations of the commissioner, for
1094 the provision of test accommodations for students in exceptional
1095 education programs and for students who have limited English
1096 proficiency. Accommodations that negate the validity of a
1097 statewide assessment are not allowable in the administration of
1098 the FCAT or an end-of-course assessment. However, instructional
1099 accommodations are allowable in the classroom if included in a
1100 student’s individual education plan. Students using
1101 instructional accommodations in the classroom that are not
1102 allowable as accommodations on the FCAT or an end-of-course
1103 assessment may have the FCAT or an end-of-course assessment
1104 requirement waived pursuant to the requirements of s.
1105 1003.428(8)(b) or s. 1003.43(11)(b).
1106 9. A student seeking an adult high school diploma must meet
1107 the same testing requirements that a regular high school student
1108 must meet.
1109 10. District school boards must provide instruction to
1110 prepare students in the core curricular content established in
1111 the Next Generation Sunshine State Standards adopted under s.
1112 1003.41, including the core content knowledge and skills
1113 necessary for successful grade-to-grade progression and high
1114 school graduation. If a student is provided with instructional
1115 accommodations in the classroom that are not allowable as
1116 accommodations in the statewide assessment program, as described
1117 in the test manuals, the district must inform the parent in
1118 writing and must provide the parent with information regarding
1119 the impact on the student’s ability to meet expected performance
1120 levels in reading, writing, mathematics, and science. The
1121 commissioner shall conduct studies as necessary to verify that
1122 the required core curricular content is part of the district
1123 instructional programs.
1124 11. District school boards must provide opportunities for
1125 students to demonstrate an acceptable performance level on an
1126 alternative standardized assessment approved by the State Board
1127 of Education following enrollment in summer academies.
1128 12. The Department of Education must develop, or select,
1129 and implement a common battery of assessment tools that will be
1130 used in all juvenile justice programs in the state. These tools
1131 must accurately measure the core curricular content established
1132 in the Next Generation Sunshine State Standards.
1133 13. For students seeking a special diploma pursuant to s.
1134 1003.438, the Department of Education must develop or select and
1135 implement an alternate assessment tool that accurately measures
1136 the core curricular content established in the Next Generation
1137 Sunshine State Standards for students with disabilities under s.
1138 1003.438.
1139 14. The Commissioner of Education shall establish schedules
1140 for the administration of statewide assessments and the
1141 reporting of student test results. When establishing the
1142 schedules for the administration of statewide assessments, the
1143 commissioner shall consider the observance of religious and
1144 school holidays. The commissioner shall, by August 1 of each
1145 year, notify each school district in writing and publish on the
1146 department’s Internet website the testing and reporting
1147 schedules for, at a minimum, the school year following the
1148 upcoming school year. The testing and reporting schedules shall
1149 require that:
1150 a. There is the latest possible administration of statewide
1151 assessments and the earliest possible reporting to the school
1152 districts of student test results which is feasible within
1153 available technology and specific appropriations; however, test
1154 results for the FCAT must be made available no later than the
1155 week of June 8. Student results for end-of-course assessments
1156 must be provided no later than 1 week after the school district
1157 completes testing for each course. The commissioner may extend
1158 the reporting schedule under exigent circumstances.
1159 b. Beginning with the 2010-2011 school year, FCAT Writing
1160 may is not be administered earlier than the week of March 1 and
1161 a comprehensive statewide assessment of any other subject may is
1162 not be administered earlier than the week of April 15.
1163 c. A statewide, standardized end-of-course assessment is
1164 administered during a 3-week period at the end of the course.
1165 The commissioner shall select an a 3-week administration period
1166 for assessments that meets the intent of end-of-course
1167 assessments and provides student results prior to the end of the
1168 course. School districts shall administer tests in accordance
1169 with the schedule determined by the commissioner select 1
1170 testing week within the 3-week administration period for each
1171 end-of-course assessment. For an end-of-course assessment
1172 administered at the end of the first semester, the commissioner
1173 shall determine the most appropriate testing dates based on a
1174 review of each school district’s academic calendar.
1175
1176 The commissioner may, based on collaboration and input from
1177 school districts, design and implement student testing programs,
1178 for any grade level and subject area, necessary to effectively
1179 monitor educational achievement in the state, including the
1180 measurement of educational achievement of the Next Generation
1181 Sunshine State Standards for students with disabilities.
1182 Development and refinement of assessments shall include
1183 universal design principles and accessibility standards that
1184 will prevent any unintended obstacles for students with
1185 disabilities while ensuring the validity and reliability of the
1186 test. These principles should be applicable to all technology
1187 platforms and assistive devices available for the assessments.
1188 The field testing process and psychometric analyses for the
1189 statewide assessment program must include an appropriate
1190 percentage of students with disabilities and an evaluation or
1191 determination of the effect of test items on such students.
1192 Section 22. Subsection (3) of section 1008.30, Florida
1193 Statutes, is amended to read:
1194 1008.30 Common placement testing for public postsecondary
1195 education.—
1196 (3) The State Board of Education shall adopt rules that
1197 require high schools to evaluate before the beginning of grade
1198 12 the college readiness of each student who indicates an
1199 interest in postsecondary education and scores at Level 2 or
1200 Level 3 on the reading portion of the grade 10 FCAT or Level 2,
1201 Level 3, or Level 4 on the mathematics assessments under s.
1202 1008.22(3)(c). High schools shall perform this evaluation using
1203 results from the corresponding component of the common placement
1204 test prescribed in this section, or an equivalent test
1205 identified by the State Board of Education. The State Board
1206 Department of Education shall identify in rule purchase or
1207 develop the assessments necessary to perform the evaluations
1208 required by this subsection and shall work with the school
1209 districts to administer the assessments. The State Board of
1210 Education shall establish by rule the minimum test scores a
1211 student must achieve to demonstrate readiness. Students who
1212 demonstrate readiness by achieving the minimum test scores
1213 established by the state board and enroll in a community college
1214 within 2 years of achieving such scores shall not be required to
1215 retest or enroll in remediation when admitted courses as a
1216 condition of acceptance to any community college. The high
1217 school shall use the results of the test to advise the students
1218 of any identified deficiencies and to the maximum extent
1219 practicable provide 12th grade students, and require them to
1220 complete, access to appropriate postsecondary preparatory
1221 remedial instruction prior to high school graduation. The
1222 curriculum remedial instruction provided under this subsection
1223 shall be identified in rule by the State Board of Education and
1224 encompass Florida’s Postsecondary Readiness Competencies. Other
1225 elective courses may not be substituted for the selected
1226 postsecondary reading, mathematics, or writing preparatory
1227 course unless the elective course covers the same competencies
1228 included in the postsecondary reading, mathematics, or writing
1229 preparatory course a collaborative effort between secondary and
1230 postsecondary educational institutions. To the extent courses
1231 are available, the Florida Virtual School may be used to provide
1232 the remedial instruction required by this subsection.
1233 Section 23. Paragraph (b) of subsection (3) and subsection
1234 (4) of section 1008.33, Florida Statutes, are amended to read:
1235 1008.33 Authority to enforce public school improvement.—
1236 (3)
1237 (b) For the purpose of determining whether a public school
1238 requires action to achieve a sufficient level of school
1239 improvement, beginning with the 2010-2011 school year, the
1240 Department of Education shall annually categorize a public
1241 school in one of six categories based on the following:
1242 1. A school’s grade based upon statewide assessments
1243 administered pursuant to s. 1008.22; and
1244 2. school’s grade, pursuant to s. 1008.34, and The level
1245 and rate of change in student performance in the areas of
1246 reading and mathematics, disaggregated into student subgroups as
1247 described in the federal Elementary and Secondary Education Act,
1248 20 U.S.C. s. 6311(b)(2)(C)(v)(II).
1249 (4) The Department of Education shall create a matrix that
1250 reflects intervention and support strategies to address the
1251 particular needs of schools in each category.
1252 (a) Intervention and support strategies shall be applied to
1253 schools based upon the school categorization pursuant to
1254 paragraph (3)(b). The Department of Education shall apply the
1255 most intense intervention strategies to the lowest-performing
1256 schools. For all but the lowest category and “F” schools in the
1257 second lowest category, the intervention and support strategies
1258 shall be administered solely by the districts and the schools.
1259 (b) The lowest-performing schools are schools that are
1260 categorized pursuant to paragraph (3)(b) and have received:
1261 1. A grade of “F” in the most recent school year and in 4
1262 of the last 6 years; or
1263 2. A grade of “D” or “F” in the most recent school year and
1264 meet at least three of the following criteria:
1265 a. The percentage of students who are not proficient in
1266 reading has increased when compared to measurements taken 5
1267 years previously;
1268 b. The percentage of students who are not proficient in
1269 mathematics has increased when compared to measurements taken 5
1270 years previously;
1271 c. At least 65 percent of the school’s students are not
1272 proficient in reading; or
1273 d. At least 65 percent of the school’s students are not
1274 proficient in mathematics.
1275 Section 24. Paragraph (h) is added to subsection (2) of
1276 section 1008.331, Florida Statutes, to read:
1277 1008.331 Supplemental educational services in Title I
1278 schools; school district, provider, and department
1279 responsibilities.—
1280 (2) RESPONSIBILITIES OF SCHOOL DISTRICT AND PROVIDER.—
1281 (h) Notwithstanding a provider’s submission to the
1282 department regarding the premethods and postmethods to be used
1283 to determine student learning gains, beginning with the 2011
1284 2012 school year, a school board may include in its district
1285 contract with a provider a requirement to use a uniform
1286 standardized assessment, if the department is notified of such
1287 intent before services are provided to the student.
1288 Section 25. Paragraphs (b) and (c) of subsection (3) of
1289 section 1008.34, Florida Statutes, are amended to read:
1290 1008.34 School grading system; school report cards;
1291 district grade.—
1292 (3) DESIGNATION OF SCHOOL GRADES.—
1293 (b)1. A school’s grade shall be based on a combination of:
1294 a. Student achievement scores, including achievement on all
1295 FCAT assessments administered under s. 1008.22(3)(c)1., end-of
1296 course assessments administered under s. 1008.22(3)(c)2.a., and
1297 achievement scores for students seeking a special diploma.
1298 b. Student learning gains in reading and mathematics as
1299 measured by FCAT and end-of-course assessments, as described in
1300 s. 1008.22(3)(c)1. and 2.a. Learning gains for students seeking
1301 a special diploma, as measured by an alternate assessment tool,
1302 shall be included not later than the 2009-2010 school year.
1303 c. Improvement of the lowest 25th percentile of students in
1304 the school in reading and mathematics on the FCAT or end-of
1305 course assessments described in s. 1008.22(3)(c)2.a., unless
1306 these students are exhibiting satisfactory performance.
1307 2. Beginning with the 2011-2012 school year, for schools
1308 comprised of middle school grades 6 through 8 or grades 7 and 8,
1309 the school’s grade shall include the performance and
1310 participation of its students enrolled in high school level
1311 courses with end-of-course assessments administered under s.
1312 1008.22(3)(c)2.a. Performance and participation must be weighted
1313 equally. As valid data becomes available, the school grades
1314 shall include the students’ attainment of national industry
1315 certification identified in the Industry Certification Funding
1316 List pursuant to rules adopted by the State Board of Education.
1317 3.2. Beginning with the 2009-2010 school year for schools
1318 comprised of high school grades 9, 10, 11, and 12, or grades 10,
1319 11, and 12, 50 percent of the school grade shall be based on a
1320 combination of the factors listed in sub-subparagraphs 1.a.-c.
1321 and the remaining 50 percent on the following factors:
1322 a. The high school graduation rate of the school;
1323 b. As valid data becomes available, the performance and
1324 participation of the school’s students in College Board Advanced
1325 Placement courses, International Baccalaureate courses, dual
1326 enrollment courses, and Advanced International Certificate of
1327 Education courses; and the students’ achievement of national
1328 industry certification identified in the Industry Certification
1329 Funding List, pursuant to rules adopted by the State Board of
1330 Education;
1331 c. Postsecondary readiness of the school’s students as
1332 measured by the SAT, ACT, or the common placement test;
1333 d. The high school graduation rate of at-risk students who
1334 scored at Level 2 or lower on the grade 8 FCAT Reading and
1335 Mathematics examinations;
1336 e. As valid data becomes available, the performance of the
1337 school’s students on statewide standardized end-of-course
1338 assessments administered under s. 1008.22(3)(c)2.b. and c.; and
1339 f. The growth or decline in the components listed in sub
1340 subparagraphs a.-e. from year to year.
1341 (c) Student assessment data used in determining school
1342 grades shall include:
1343 1. The aggregate scores of all eligible students enrolled
1344 in the school who have been assessed on the FCAT and statewide,
1345 standardized end-of-course assessments in courses required for
1346 high school graduation, including, beginning with the 2010-2011
1347 school year, the end-of-course assessment in Algebra I; and
1348 beginning with the 2011-2012 school year, the end-of-course
1349 assessments in geometry and Biology; and beginning with the
1350 2013-2014 school year, on the statewide, standardized end-of
1351 course assessment in civics education at the middle school
1352 level.
1353 2. The aggregate scores of all eligible students enrolled
1354 in the school who have been assessed on the FCAT and end-of
1355 course assessments as described in s. 1008.22(3)(c)2.a., and who
1356 have scored at or in the lowest 25th percentile of students in
1357 the school in reading and mathematics, unless these students are
1358 exhibiting satisfactory performance.
1359 3. The achievement scores and learning gains of eligible
1360 students attending alternative schools that provide dropout
1361 prevention and academic intervention services pursuant to s.
1362 1003.53. The term “eligible students” in this subparagraph does
1363 not include students attending an alternative school who are
1364 subject to district school board policies for expulsion for
1365 repeated or serious offenses, who are in dropout retrieval
1366 programs serving students who have officially been designated as
1367 dropouts, or who are in programs operated or contracted by the
1368 Department of Juvenile Justice. The student performance data for
1369 eligible students identified in this subparagraph shall be
1370 included in the calculation of the home school’s grade. As used
1371 in this subparagraph section and s. 1008.341, the term “home
1372 school” means the school to which the student would be assigned
1373 if the student were not assigned to an alternative school. If an
1374 alternative school chooses to be graded under this section,
1375 student performance data for eligible students identified in
1376 this subparagraph shall not be included in the home school’s
1377 grade but shall be included only in the calculation of the
1378 alternative school’s grade. A school district that fails to
1379 assign the FCAT and end-of-course assessment as described in s.
1380 1008.22(3)(c)2.a. scores of each of its students to his or her
1381 home school or to the alternative school that receives a grade
1382 shall forfeit Florida School Recognition Program funds for 1
1383 fiscal year. School districts must require collaboration between
1384 the home school and the alternative school in order to promote
1385 student success. This collaboration must include an annual
1386 discussion between the principal of the alternative school and
1387 the principal of each student’s home school concerning the most
1388 appropriate school assignment of the student.
1389 4. The achievement scores and learning gains of students
1390 designated as hospital or homebound. Student assessment data for
1391 students designated as hospital or homebound shall be assigned
1392 to their home school for the purposes of school grades. As used
1393 in this subparagraph, the term “home school” means the school to
1394 which a student would be assigned if the student were not
1395 assigned to a hospital or homebound program.
1396 5.4. For schools comprised of high school grades 9, 10, 11,
1397 and 12, or grades 10, 11, and 12, the data listed in
1398 subparagraphs 1.-3. and the following data as the Department of
1399 Education determines such data are valid and available:
1400 a. The high school graduation rate of the school as
1401 calculated by the Department of Education;
1402 b. The participation rate of all eligible students enrolled
1403 in the school and enrolled in College Board Advanced Placement
1404 courses; International Baccalaureate courses; dual enrollment
1405 courses; Advanced International Certificate of Education
1406 courses; and courses or sequence of courses leading to national
1407 industry certification identified in the Industry Certification
1408 Funding List, pursuant to rules adopted by the State Board of
1409 Education;
1410 c. The aggregate scores of all eligible students enrolled
1411 in the school in College Board Advanced Placement courses,
1412 International Baccalaureate courses, and Advanced International
1413 Certificate of Education courses;
1414 d. Earning of college credit by all eligible students
1415 enrolled in the school in dual enrollment programs under s.
1416 1007.271;
1417 e. Earning of a national industry certification identified
1418 in the Industry Certification Funding List, pursuant to rules
1419 adopted by the State Board of Education;
1420 f. The aggregate scores of all eligible students enrolled
1421 in the school in reading, mathematics, and other subjects as
1422 measured by the SAT, the ACT, and the common placement test for
1423 postsecondary readiness;
1424 g. The high school graduation rate of all eligible at-risk
1425 students enrolled in the school who scored at Level 2 or lower
1426 on the grade 8 FCAT Reading and Mathematics examinations;
1427 h. The performance of the school’s students on statewide
1428 standardized end-of-course assessments administered under s.
1429 1008.22(3)(c)2.b. and c.; and
1430 i. The growth or decline in the data components listed in
1431 sub-subparagraphs a.-h. from year to year.
1432
1433 The State Board of Education shall adopt appropriate criteria
1434 for each school grade. The criteria must also give added weight
1435 to student achievement in reading. Schools designated with a
1436 grade of “C,” making satisfactory progress, shall be required to
1437 demonstrate that adequate progress has been made by students in
1438 the school who are in the lowest 25th percentile in reading and
1439 mathematics on the FCAT and end-of-course assessments as
1440 described in s. 1008.22(3)(c)2.a., unless these students are
1441 exhibiting satisfactory performance. Beginning with the 2009
1442 2010 school year for schools comprised of high school grades 9,
1443 10, 11, and 12, or grades 10, 11, and 12, the criteria for
1444 school grades must also give added weight to the graduation rate
1445 of all eligible at-risk students, as defined in this paragraph.
1446 Beginning in the 2009-2010 school year, in order for a high
1447 school to be designated as having a grade of “A,” making
1448 excellent progress, the school must demonstrate that at-risk
1449 students, as defined in this paragraph, in the school are making
1450 adequate progress.
1451 Section 26. Paragraph (a) of subsection (3) of section
1452 1011.01, Florida Statutes, is amended to read:
1453 1011.01 Budget system established.—
1454 (3)(a) Each district school board and each community
1455 college board of trustees shall prepare, adopt, and submit to
1456 the Commissioner of Education for review an annual operating
1457 budget. Operating budgets shall be prepared and submitted in
1458 accordance with the provisions of law, rules of the State Board
1459 of Education, the General Appropriations Act, and for district
1460 school boards in accordance with the provisions of ss. 200.065
1461 and 1011.64.
1462 Section 27. Subsection (4) of section 1011.03, Florida
1463 Statutes, is amended to read:
1464 1011.03 Public hearings; budget to be submitted to
1465 Department of Education.—
1466 (4) The board shall hold public hearings to adopt tentative
1467 and final budgets pursuant to s. 200.065. The hearings shall be
1468 primarily for the purpose of hearing requests and complaints
1469 from the public regarding the budgets and the proposed tax
1470 levies and for explaining the budget and proposed or adopted
1471 amendments thereto, if any. The district school board shall then
1472 require the superintendent to transmit forthwith two copies of
1473 the adopted budget to the Department of Education for approval
1474 as prescribed by law and rules of the State Board of Education.
1475 Section 28. Section 1011.035, Florida Statutes, is created
1476 to read:
1477 1011.035 School district budget transparency.-
1478 (1) It is important for school districts to provide
1479 budgetary transparency to enable taxpayers, parents, and
1480 education advocates to obtain school district budget and related
1481 information in a manner that is simply explained and easily
1482 understandable. Budgetary transparency leads to more responsible
1483 spending, more citizen involvement, and improved accountability.
1484 A budget that is not transparent, accessible, and accurate
1485 cannot be properly analyzed, its implementation thoroughly
1486 monitored, or its outcomes evaluated.
1487 (2) Each district school board shall post on its website a
1488 plain language version of each proposed, tentative, and official
1489 budget which describes each budget item in terms that are easily
1490 understandable to the public. This information must be
1491 prominently posted on the school district’s website in a manner
1492 that is readily accessible to the public.
1493 (3) Each district school board is encouraged to post the
1494 following information on its website:
1495 (a) Timely information as to when a budget hearing will be
1496 conducted.
1497 (b) Each contract between the district school board and the
1498 teachers’ union.
1499 (c) Each contract between the district school board and
1500 noninstructional staff.
1501 (d) Each contract exceeding $35,000 between the school
1502 board and a vendor of services, supplies, or programs or for the
1503 purchase or lease of lands, facilities, or properties.
1504 (e) Each contract exceeding $35,000 that is an emergency
1505 procurement or is with a single source as authorized under s.
1506 287.057(3).
1507 (f) Recommendations of the citizens’ budget advisory
1508 committee.
1509 (g) Current and archived video recordings of each district
1510 school board meeting and workshop.
1511 (4) The website should contain links to:
1512 (a) Help explain or provide background information on
1513 various budget items that are required by state or federal law.
1514 (b) Allow users to navigate to related sites to view
1515 supporting details.
1516 (c) Enable taxpayers, parents, and education advocates to
1517 send e-mails asking questions about the budget and enable others
1518 to view the questions and responses.
1519 Section 29. Paragraph (e) of subsection (1) of section
1520 1011.62, Florida Statutes, is amended to read:
1521 1011.62 Funds for operation of schools.—If the annual
1522 allocation from the Florida Education Finance Program to each
1523 district for operation of schools is not determined in the
1524 annual appropriations act or the substantive bill implementing
1525 the annual appropriations act, it shall be determined as
1526 follows:
1527 (1) COMPUTATION OF THE BASIC AMOUNT TO BE INCLUDED FOR
1528 OPERATION.—The following procedure shall be followed in
1529 determining the annual allocation to each district for
1530 operation:
1531 (e) Funding model for exceptional student education
1532 programs.—
1533 1.a. The funding model uses basic, at-risk, support levels
1534 IV and V for exceptional students and career Florida Education
1535 Finance Program cost factors, and a guaranteed allocation for
1536 exceptional student education programs. Exceptional education
1537 cost factors are determined by using a matrix of services to
1538 document the services that each exceptional student will
1539 receive. The nature and intensity of the services indicated on
1540 the matrix shall be consistent with the services described in
1541 each exceptional student’s individual educational plan. The
1542 Department of Education shall review and revise the descriptions
1543 of the services and supports included in the matrix of services
1544 for exceptional students and shall implement those revisions
1545 before the beginning of the 2012-2013 school year.
1546 b. In order to generate funds using one of the two weighted
1547 cost factors, a matrix of services must be completed at the time
1548 of the student’s initial placement into an exceptional student
1549 education program and at least once every 3 years by personnel
1550 who have received approved training. Nothing listed in the
1551 matrix shall be construed as limiting the services a school
1552 district must provide in order to ensure that exceptional
1553 students are provided a free, appropriate public education.
1554 c. Students identified as exceptional, in accordance with
1555 chapter 6A-6, Florida Administrative Code, who do not have a
1556 matrix of services as specified in sub-subparagraph b. shall
1557 generate funds on the basis of full-time-equivalent student
1558 membership in the Florida Education Finance Program at the same
1559 funding level per student as provided for basic students.
1560 Additional funds for these exceptional students will be provided
1561 through the guaranteed allocation designated in subparagraph 2.
1562 2. For students identified as exceptional who do not have a
1563 matrix of services and students who are gifted in grades K
1564 through 8, there is created a guaranteed allocation to provide
1565 these students with a free appropriate public education, in
1566 accordance with s. 1001.42(4)(m) and rules of the State Board of
1567 Education, which shall be allocated annually to each school
1568 district in the amount provided in the General Appropriations
1569 Act. These funds shall be in addition to the funds appropriated
1570 on the basis of FTE student membership in the Florida Education
1571 Finance Program, and the amount allocated for each school
1572 district shall not be recalculated during the year. These funds
1573 shall be used to provide special education and related services
1574 for exceptional students and students who are gifted in grades K
1575 through 8. Beginning with the 2007-2008 fiscal year, a
1576 district’s expenditure of funds from the guaranteed allocation
1577 for students in grades 9 through 12 who are gifted may not be
1578 greater than the amount expended during the 2006-2007 fiscal
1579 year for gifted students in grades 9 through 12.
1580 Section 30. Paragraph (c) of subsection (1) of section
1581 1012.39, Florida Statutes, is amended to read:
1582 1012.39 Employment of substitute teachers, teachers of
1583 adult education, nondegreed teachers of career education, and
1584 career specialists; students performing clinical field
1585 experience.—
1586 (1) Notwithstanding ss. 1012.32, 1012.55, 1012.56, and
1587 1012.57, or any other provision of law or rule to the contrary,
1588 each district school board shall establish the minimal
1589 qualifications for:
1590 (c) Part-time and full-time nondegreed teachers of career
1591 programs. Qualifications shall be established for nondegreed
1592 teachers of career and technical education courses for program
1593 clusters that are recognized in the state and are agriculture,
1594 business, health occupations, family and consumer sciences,
1595 industrial, marketing, career specialist, and public service
1596 education teachers, based primarily on successful occupational
1597 experience rather than academic training. The qualifications for
1598 such teachers shall require:
1599 1. The filing of a complete set of fingerprints in the same
1600 manner as required by s. 1012.32. Faculty employed solely to
1601 conduct postsecondary instruction may be exempted from this
1602 requirement.
1603 2. Documentation of education and successful occupational
1604 experience including documentation of:
1605 a. A high school diploma or the equivalent.
1606 b. Completion of 6 years of full-time successful
1607 occupational experience or the equivalent of part-time
1608 experience in the teaching specialization area. The district
1609 school board may establish alternative qualifications for
1610 teachers with an industry certification in the career area in
1611 which they teach. Alternate means of determining successful
1612 occupational experience may be established by the district
1613 school board.
1614 c. Completion of career education training conducted
1615 through the local school district inservice master plan.
1616 d. For full-time teachers, completion of professional
1617 education training in teaching methods, course construction,
1618 lesson planning and evaluation, and teaching special needs
1619 students. This training may be completed through coursework from
1620 an accredited or approved institution or an approved district
1621 teacher education program.
1622 e. Demonstration of successful teaching performance.
1623 f. Documentation of industry certification when state or
1624 national industry certifications are available and applicable.
1625 Section 31. Except as otherwise expressly provided in this
1626 act and except for this section, which shall take effect upon
1627 this act becoming a law, this act shall take effect July 1,
1628 2011.
1629
1630 ================= T I T L E A M E N D M E N T ================
1631 And the title is amended as follows:
1632 Delete everything before the enacting clause
1633 and insert:
1634 A bill to be entitled
1635 An act relating to education accountability; amending
1636 s. 1001.20, F.S.; deleting a provision that requires
1637 the Florida Virtual School to be administratively
1638 housed within the Office of Technology and Information
1639 Services within the Office of the Commissioner of
1640 Education; amending s. 1001.42, F.S.; revising the
1641 powers and duties of district school boards relating
1642 to student access to Florida Virtual School courses;
1643 creating s. 1001.421, F.S.; prohibiting district
1644 school board members and their relatives from
1645 soliciting or accepting certain gifts; amending s.
1646 1002.37, F.S.; conforming provisions to changes made
1647 by the act; amending s. 1002.38, F.S.; requiring that
1648 a school’s grade be based on statewide assessments for
1649 purposes of the Opportunity Scholarship Program;
1650 amending s. 1002.39, F.S.; providing requirements for
1651 determining the end of the term of a John M. McKay
1652 Scholarship; amending s. 1002.45, F.S.; revising
1653 provisions relating to virtual instruction program
1654 provider qualifications; amending s. 1002.66, F.S.;
1655 providing an additional instructional service for
1656 children with disabilities in the Voluntary
1657 Prekindergarten Education Program; amending s.
1658 1002.67, F.S.; requiring that the State Board of
1659 Education periodically review and revise the
1660 performance standards for the statewide kindergarten
1661 screening; amending s. 1002.69, F.S.; authorizing
1662 nonpublic schools to administer the statewide
1663 kindergarten screening to kindergarten students who
1664 were enrolled in the Voluntary Prekindergarten
1665 Education Program; revising provisions relating to the
1666 minimum kindergarten readiness rate and criteria for
1667 good cause exemptions from meeting the requirement;
1668 requiring prekindergarten enrollment screening and
1669 post-assessment under certain circumstances; amending
1670 s. 1002.71, F.S.; providing that a child may reenroll
1671 more than once in a prekindergarten program if granted
1672 a good cause exemption; amending s. 1002.73, F.S.;
1673 requiring the Department of Education to adopt
1674 procedures relating to prekindergarten enrollment
1675 screening, the standardized post-assessment, and
1676 reporting of the results of readiness measures;
1677 amending s. 1003.01, F.S.; providing an additional
1678 special education service; amending s. 1003.4156,
1679 F.S.; revising the general requirements for middle
1680 grades promotion; providing that a student with a
1681 disability may have end-of-course assessment results
1682 waived under certain circumstances; providing that a
1683 middle grades student may be exempt from reading
1684 remediation requirements under certain circumstances;
1685 creating s. 1003.4203, F.S.; authorizing each district
1686 school board to develop and implement a digital
1687 curriculum for students in grades 6 through 12;
1688 requiring the Department of Education to develop a
1689 model digital curriculum; authorizing partnerships
1690 with private businesses and consultants; amending s.
1691 1003.428, F.S.; revising provisions relating to the
1692 general requirements for high school graduation;
1693 providing that a high school student may be exempt
1694 from reading remediation requirements under certain
1695 circumstances; amending s. 1003.491, F.S.; revising
1696 provisions relating to the development, contents, and
1697 approval of the strategic plan to address workforce
1698 needs; amending s. 1003.493, F.S.; revising
1699 requirements for career and professional academies and
1700 enrollment of students; creating s. 1003.4935, F.S.;
1701 requiring each district school board to develop a plan
1702 to implement a career and professional academy in at
1703 least one middle school; providing requirements for
1704 middle school career and professional academies and
1705 academy courses; amending s. 1003.575, F.S.; providing
1706 requirements for completion of an assistive technology
1707 assessment; amending s. 1008.22, F.S.; revising
1708 provisions relating to the student assessment program
1709 for public schools; requiring that the Commissioner of
1710 Education direct school districts to participate in
1711 certain international assessment programs; authorizing
1712 a school principal to exempt certain students from the
1713 end-of-course assessment in civics education; revising
1714 provisions relating to administration and reporting of
1715 results of assessments; amending s. 1008.30, F.S.;
1716 revising provisions relating to evaluation of college
1717 readiness and providing for postsecondary preparatory
1718 instruction; requiring the State Board of Education to
1719 adopt certain rules; amending s. 1008.33, F.S.;
1720 revising provisions relating to public school
1721 improvement; requiring the Department of Education to
1722 categorize public schools based on a school’s grade
1723 that relies on statewide assessments; amending s.
1724 1008.331, F.S., relating to supplemental educational
1725 services in Title I schools; providing that a school
1726 board may include in its district contract with a
1727 provider a requirement to use a uniform standardized
1728 assessment if the Department of Education is notified
1729 of such intent before services are provided to the
1730 student; amending s. 1008.34, F.S.; revising the basis
1731 for the designation of school grades; including
1732 achievement scores and learning gains for students who
1733 are hospital or homebound; amending s. 1011.01, F.S.;
1734 revising provisions relating to the annual operating
1735 budgets of district school boards and Florida College
1736 System institution boards of trustees; amending s.
1737 1011.03, F.S.; revising provisions relating to adopted
1738 district school board budgets; creating s. 1011.035,
1739 F.S.; requiring each school district to post budgetary
1740 information on its website; amending s. 1011.62, F.S.;
1741 revising provisions relating to the funding model for
1742 exceptional student education programs; requiring the
1743 Department of Education to revise the descriptions of
1744 services and to implement the revisions; amending s.
1745 1012.39, F.S.; revising provisions relating to the
1746 qualifications for nondegreed teachers of career
1747 education; providing effective dates.