Florida Senate - 2012                          SENATOR AMENDMENT
       Bill No. CS for CS for SB 1368
       
       
       
       
       
       
                                Barcode 290930                          
       
                              LEGISLATIVE ACTION                        
                    Senate             .             House              
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                Floor: 1/AD/2R         .                                
             03/07/2012 10:47 AM       .                                
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       Senator Gaetz moved the following:
       
    1         Senate Amendment (with title amendment)
    2  
    3         Delete everything after the enacting clause
    4  and insert:
    5         Section 1. Section 1002.3105, Florida Statutes, is created
    6  to read:
    7         1002.3105 Academically Challenging Curriculum to Enhance
    8  Learning (ACCEL) options.—
    9         (1) ACCEL OPTIONS.—
   10         (a) Academically Challenging Curriculum to Enhance Learning
   11  (ACCEL) options are educational options that provide
   12  academically challenging curriculum or accelerated instruction
   13  to eligible public school students in kindergarten through grade
   14  12.
   15         (b) At a minimum, each school must offer the following
   16  ACCEL options: whole-grade and midyear promotion; subject-matter
   17  acceleration; virtual instruction in higher grade level
   18  subjects; and the Credit Acceleration Program under s.
   19  1003.4295. Additional ACCEL options may include, but are not
   20  limited to, enriched science, technology, engineering, and
   21  mathematics (STEM) coursework; enrichment programs; flexible
   22  grouping; advanced academic courses; combined classes; self
   23  paced instruction; curriculum compacting; advanced-content
   24  instruction; and telescoping curriculum.
   25         (2) ELIGIBILITY AND PROCEDURAL REQUIREMENTS.—
   26         (a) Principal determined eligibility requirements.
   27         1. Each principal must establish student eligibility
   28  requirements for virtual instruction in higher grade level
   29  subjects. Each principal must also establish student eligibility
   30  requirements for whole-grade promotion, midyear promotion, and
   31  subject-matter acceleration when the promotion or acceleration
   32  occurs within the principal’s school.
   33         2. If a school offers enriched STEM coursework, enrichment
   34  programs, flexible grouping, advanced academic courses, combined
   35  classes, self-paced instruction, curriculum compacting,
   36  advanced-content instruction, telescoping curriculum, or an
   37  alternative ACCEL option established by the principal, the
   38  principal must establish student eligibility requirements.
   39         (b) School district determined eligibility and procedural
   40  requirements.—A school district must establish student
   41  eligibility requirements and procedural requirements for any
   42  whole-grade promotion, midyear promotion, or subject-matter
   43  acceleration that would result in a student attending a
   44  different school. Student eligibility requirements and
   45  procedural requirements established by the school district must
   46  be included in the school district’s comprehensive student
   47  progression plan under s. 1008.25.
   48         (3) STUDENT ELIGIBILITY CONSIDERATIONS.—When establishing
   49  student eligibility requirements, principals and school
   50  districts must consider, at a minimum:
   51         (a) The student’s performance on a locally determined
   52  assessment, a statewide assessment, or a statewide, standardized
   53  assessment administered pursuant to s. 1008.22.
   54         (b) The student’s grade point average.
   55         (c) The student’s attendance and conduct record.
   56         (d) Recommendations from one or more of the student’s
   57  teachers in core-curricula courses as defined in s.
   58  1003.01(14)(a)-(e).
   59         (e) A recommendation from a guidance counselor if one is
   60  assigned to the school in which the student is enrolled.
   61         (4) ACCEL REQUIREMENTS.—
   62         (a) Each principal must inform parents and students of the
   63  ACCEL options available at the school and the student
   64  eligibility requirements for the ACCEL options established
   65  pursuant to paragraph (2)(a).
   66         (b)1. Each principal must establish a process by which a
   67  parent may request student participation in whole-grade
   68  promotion, midyear promotion, and subject-matter acceleration
   69  when the promotion or acceleration occurs within the principal’s
   70  school; virtual instruction in higher grade level subjects; or
   71  an alternative ACCEL option established by the principal. If the
   72  parent selects one of these ACCEL options and the student meets
   73  the eligibility requirements established by the principal
   74  pursuant to paragraph (2)(a), the student must be provided the
   75  opportunity to participate in the ACCEL option.
   76         2. Each school district must establish a process by which a
   77  parent may request student participation in whole-grade
   78  promotion, midyear promotion, or subject-matter acceleration
   79  that would result in a student attending a different school. If
   80  the parent selects one of these ACCEL options and the student
   81  meets the eligibility and procedural requirements set forth in
   82  the district’s comprehensive student progression plan, as
   83  required under paragraph (2)(b), the student must be provided
   84  the opportunity to participate in the ACCEL option.
   85         (c) If a student participates in an ACCEL option pursuant
   86  to the parental request under subparagraph (b)1., a performance
   87  contract must be executed by the student, the parent, and the
   88  principal. At a minimum, the performance contract must require
   89  compliance with:
   90         1. Minimum student attendance requirements.
   91         2. Minimum student conduct requirements.
   92         3. ACCEL option requirements established by the principal,
   93  which may include participation in extracurricular activities,
   94  educational outings, field trips, interscholastic competitions,
   95  and other activities related to the ACCEL option selected.
   96         (d) If a principal initiates a student’s participation in
   97  an ACCEL option, the student’s parent must be notified. A
   98  performance contract, pursuant to paragraph (c), is not required
   99  when a principal initiates participation but may be used at the
  100  discretion of the principal.
  101         Section 2. Paragraph (a) of subsection (8) of section
  102  1001.64, Florida Statutes, is amended to read:
  103         1001.64 Florida College System institution boards of
  104  trustees; powers and duties.—
  105         (8) Each board of trustees has authority for policies
  106  related to students, enrollment of students, student records,
  107  student activities, financial assistance, and other student
  108  services.
  109         (a) Each board of trustees shall govern admission of
  110  students pursuant to s. 1007.263 and rules of the State Board of
  111  Education. A board of trustees may establish additional
  112  admissions criteria, which shall be included in the dual
  113  enrollment district interinstitutional articulation agreement
  114  developed according to s. 1007.271(21) 1007.235, to ensure
  115  student readiness for postsecondary instruction. Each board of
  116  trustees may consider the past actions of any person applying
  117  for admission or enrollment and may deny admission or enrollment
  118  to an applicant because of misconduct if determined to be in the
  119  best interest of the Florida College System institution.
  120         Section 3. Subsection (21) of section 1001.65, Florida
  121  Statutes, is amended to read:
  122         1001.65 Florida College System institution presidents;
  123  powers and duties.—The president is the chief executive officer
  124  of the Florida College System institution, shall be corporate
  125  secretary of the Florida College System institution board of
  126  trustees, and is responsible for the operation and
  127  administration of the Florida College System institution. Each
  128  Florida College System institution president shall:
  129         (21) Develop and implement jointly with school
  130  superintendents a comprehensive articulated acceleration
  131  program, including a comprehensive dual enrollment
  132  interinstitutional articulation agreement, for the students
  133  enrolled in their respective school districts and service areas
  134  pursuant to the provisions of s. 1007.271(21) 1007.235.
  135         Section 4. Paragraph (d) of subsection (19) of section
  136  1002.20, Florida Statutes, is amended to read:
  137         1002.20 K-12 student and parent rights.—Parents of public
  138  school students must receive accurate and timely information
  139  regarding their child’s academic progress and must be informed
  140  of ways they can help their child to succeed in school. K-12
  141  students and their parents are afforded numerous statutory
  142  rights including, but not limited to, the following:
  143         (19) INSTRUCTIONAL MATERIALS.—
  144         (d) Dual enrollment students.—Instructional materials
  145  purchased by a district school board or Florida College System
  146  institution board of trustees on behalf of public school dual
  147  enrollment students shall be made available to the dual
  148  enrollment students free of charge, in accordance with the
  149  provisions of s. 1007.271(17) 1007.271(14) and (15).
  150         Section 5. Subsection (6) of section 1002.41, Florida
  151  Statutes, is amended to read:
  152         1002.41 Home education programs.—
  153         (6) Home education students may participate in dual
  154  enrollment programs in accordance with the provisions of ss.
  155  1007.27(4) and 1007.271(13) 1007.271(10).
  156         Section 6. Paragraph (i) of subsection (1) of section
  157  1003.02, Florida Statutes, is amended to read:
  158         1003.02 District school board operation and control of
  159  public K-12 education within the school district.—As provided in
  160  part II of chapter 1001, district school boards are
  161  constitutionally and statutorily charged with the operation and
  162  control of public K-12 education within their school district.
  163  The district school boards must establish, organize, and operate
  164  their public K-12 schools and educational programs, employees,
  165  and facilities. Their responsibilities include staff
  166  development, public K-12 school student education including
  167  education for exceptional students and students in juvenile
  168  justice programs, special programs, adult education programs,
  169  and career education programs. Additionally, district school
  170  boards must:
  171         (1) Provide for the proper accounting for all students of
  172  school age, for the attendance and control of students at
  173  school, and for proper attention to health, safety, and other
  174  matters relating to the welfare of students in the following
  175  fields:
  176         (i) Parental notification of acceleration options
  177  mechanisms.—At the beginning of each school year, notify parents
  178  of students in or entering high school of the opportunity and
  179  benefits of advanced placement, International Baccalaureate,
  180  Advanced International Certificate of Education, dual
  181  enrollment, and Florida Virtual School courses and options for
  182  early or accelerated high school graduation under ss. 1003.4281
  183  and 1003.429.
  184         Section 7. Paragraph (a) of subsection (1) of section
  185  1003.4156, Florida Statutes, is amended to read:
  186         1003.4156 General requirements for middle grades
  187  promotion.—
  188         (1) Promotion from a school composed of middle grades 6, 7,
  189  and 8 requires that:
  190         (a) The student must successfully complete academic courses
  191  as follows:
  192         1. Three middle school or higher courses in English. These
  193  courses shall emphasize literature, composition, and technical
  194  text.
  195         2. Three middle school or higher courses in mathematics.
  196  Each middle school must offer at least one high school level
  197  mathematics course for which students may earn high school
  198  credit. Successful completion of a high school level Algebra I
  199  or geometry course is not contingent upon the student’s
  200  performance on the end-of-course assessment required under s.
  201  1008.22(3)(c)2.a.(I). However, beginning with the 2011-2012
  202  school year, to earn high school credit for an Algebra I course,
  203  a middle school student must pass the Algebra I end-of-course
  204  assessment, and beginning with the 2012-2013 school year, to
  205  earn high school credit for a geometry course, a middle school
  206  student must pass the geometry end-of-course assessment.
  207         3. Three middle school or higher courses in social studies,
  208  one semester of which must include the study of state and
  209  federal government and civics education. Beginning with students
  210  entering grade 6 in the 2012-2013 school year, one of these
  211  courses must be at least a one-semester civics education course
  212  that a student successfully completes in accordance with s.
  213  1008.22(3)(c) and that includes the roles and responsibilities
  214  of federal, state, and local governments; the structures and
  215  functions of the legislative, executive, and judicial branches
  216  of government; and the meaning and significance of historic
  217  documents, such as the Articles of Confederation, the
  218  Declaration of Independence, and the Constitution of the United
  219  States.
  220         4. Three middle school or higher courses in science.
  221  Successful completion of a high school level Biology I course is
  222  not contingent upon the student’s performance on the end-of
  223  course assessment required under s. 1008.22(3)(c)2.a.(II).
  224  However, beginning with the 2012-2013 school year, to earn high
  225  school credit for a Biology I course, a middle school student
  226  must pass the Biology I end-of-course assessment.
  227         5. One course in career and education planning to be
  228  completed in 6th, 7th, or 8th grade. The course may be taught by
  229  any member of the instructional staff; must result in a
  230  completed personalized academic and career plan for the student;
  231  must emphasize technology or the application of technology in
  232  career fields; and, beginning in the 2014-2015 academic year,
  233  must include information from the Department of Economic
  234  Opportunity’s economic security report as described in s. 445.07
  235  must include career exploration using Florida CHOICES or a
  236  comparable cost-effective program; must include educational
  237  planning using the online student advising system known as
  238  Florida Academic Counseling and Tracking for Students at the
  239  Internet website FACTS.org; and shall result in the completion
  240  of a personalized academic and career plan. The required
  241  personalized academic and career plan must inform students of
  242  high school graduation requirements, high school assessment and
  243  college entrance test requirements, Florida Bright Futures
  244  Scholarship Program requirements, state university and Florida
  245  College System institution admission requirements, and programs
  246  through which a high school student can earn college credit,
  247  including Advanced Placement, International Baccalaureate,
  248  Advanced International Certificate of Education, dual
  249  enrollment, career academy and career-themed course
  250  opportunities, and courses that lead to national industry
  251  certification.
  252  
  253  A student with a disability, as defined in s. 1007.02(2), for
  254  whom the individual education plan team determines that an end
  255  of-course assessment cannot accurately measure the student’s
  256  abilities, taking into consideration all allowable
  257  accommodations, shall have the end-of-course assessment results
  258  waived for purposes of determining the student’s course grade
  259  and completing the requirements for middle grades promotion.
  260  Each school must hold a parent meeting either in the evening or
  261  on a weekend to inform parents about the course curriculum and
  262  activities. Each student shall complete a an electronic personal
  263  education plan that must be signed by the student; the student’s
  264  instructor, guidance counselor, or academic advisor; and the
  265  student’s parent. The Department of Education shall develop
  266  course frameworks and professional development materials for the
  267  career exploration and education planning course. The course may
  268  be implemented as a stand-alone course or integrated into
  269  another course or courses. The Commissioner of Education shall
  270  collect longitudinal high school course enrollment data by
  271  student ethnicity in order to analyze course-taking patterns.
  272         Section 8. Paragraph (c) of subsection (2) of section
  273  1003.428, Florida Statutes, is amended to read:
  274         1003.428 General requirements for high school graduation;
  275  revised.—
  276         (2) The 24 credits may be earned through applied,
  277  integrated, and combined courses approved by the Department of
  278  Education. The 24 credits shall be distributed as follows:
  279         (c) Beginning with students entering grade 9 in the 2011
  280  2012 school year, at least one course within the 24 credits
  281  required in this subsection must be completed through online
  282  learning. However, an online course taken during grades 6
  283  through 8 fulfills this requirement. This requirement shall be
  284  met through an online course offered by the Florida Virtual
  285  School, an online course offered by the high school, or an
  286  online dual enrollment course offered pursuant to a district
  287  interinstitutional articulation agreement pursuant to s.
  288  1007.235. A student who is enrolled in a full-time or part-time
  289  virtual instruction program under s. 1002.45 meets this
  290  requirement.
  291         Section 9. Section 1003.4281, Florida Statutes, is created
  292  to read:
  293         1003.4281 Early high school graduation.—
  294         (1) The purpose of this section is to provide a student the
  295  option of early graduation if the student has completed a
  296  minimum of 24 credits and meets the graduation requirements set
  297  forth in s. 1003.428. For purposes of this section, the term
  298  “early graduation” means graduation from high school in less
  299  than 8 semesters or the equivalent.
  300         (2) Each district school board shall adopt a policy that
  301  provides a high school student the option of early graduation.
  302  Each school district shall notify the parent of a student who is
  303  eligible to graduate early. A school district may not prohibit a
  304  student who meets the requirements of this section from
  305  graduating early.
  306         (3) A student who graduates early may continue to
  307  participate in school activities and social events and attend
  308  and participate in graduation events with the student’s cohort,
  309  as if the student were still enrolled in high school. A student
  310  who graduates early will be included in class ranking, honors,
  311  and award determinations for the student’s cohort. A student who
  312  graduates early must comply with district school board rules and
  313  policies regarding access to the school facilities and grounds
  314  during normal operating hours.
  315         (4) If eligible for a Florida Bright Futures Scholarship
  316  Program award under ss. 1009.53-1009.538, a student who
  317  graduates from high school midyear may receive an initial award
  318  in the spring term following the student’s graduation.
  319         (5) For purposes of this section, a credit is equal to 1/6
  320  FTE. A student may earn up to six paid high school credits
  321  equivalent to 1 FTE per school year in grades 9 through 12 for
  322  courses provided by the school district. High school credits
  323  earned in excess of six per school year in courses delivered by
  324  the school district are unpaid credits.
  325         Section 10. Subsections (1) and (3) of section 1003.4295,
  326  Florida Statutes, are amended to read:
  327         1003.4295 Acceleration options courses.—
  328         (1) Each high school shall advise each student of programs
  329  through which a high school student can earn college credit,
  330  including Advanced Placement, International Baccalaureate,
  331  Advanced International Certificate of Education, dual
  332  enrollment, and early admission courses, career academy courses,
  333  and courses that lead to national industry certification, as
  334  well as the availability of course offerings through virtual
  335  instruction. Students shall also be advised of the early and
  336  accelerated graduation options under ss. 1003.4281 and 1003.429.
  337         (3) The Credit Acceleration Program (CAP) is created for
  338  the purpose of allowing a secondary student to earn high school
  339  credit in a course that requires a statewide, standardized end
  340  of-course assessment if the student attains a specified score on
  341  the assessment. Notwithstanding s. 1003.436, a school district
  342  shall award course credit to a student who is not enrolled in
  343  the course, or who has not completed the course, if the student
  344  attains a passing score indicating satisfactory performance, as
  345  defined in s. 1008.22(3)(c)5., on the corresponding statewide,
  346  standardized end-of-course assessment. The school district shall
  347  permit a student who is not enrolled in the course, or who has
  348  not completed the course, to take the standardized end-of-course
  349  assessment during the regular administration of the assessment.
  350         Section 11. Paragraph (a) of subsection (1) of section
  351  1003.436, Florida Statutes, is amended to read:
  352         1003.436 Definition of “credit”.—
  353         (1)(a) For the purposes of requirements for high school
  354  graduation, one full credit means a minimum of 135 hours of bona
  355  fide instruction in a designated course of study that contains
  356  student performance standards. One full credit means a minimum
  357  of 120 hours of bona fide instruction in a designated course of
  358  study that contains student performance standards for purposes
  359  of meeting high school graduation requirements in a district
  360  school that has been authorized to implement block scheduling by
  361  the district school board. The State Board of Education shall
  362  determine the number of postsecondary credit hours earned
  363  through dual enrollment pursuant to s. 1007.271 that satisfy the
  364  requirements of a dual enrollment district’s interinstitutional
  365  articulation agreement according to s. 1007.271(21) 1007.235 and
  366  that equal one full credit of the equivalent high school course
  367  identified pursuant to s. 1007.271(9) 1007.271(6).
  368         Section 12. Section 1003.437, Florida Statutes, is amended
  369  to read:
  370         1003.437 Middle and high school grading system.—The grading
  371  system and interpretation of letter grades used to measure
  372  student success in grade 6 through grade 12 courses for students
  373  in public schools in grades 6-12 shall be as follows:
  374         (1) Grade “A” equals 90 percent through 100 percent, has a
  375  grade point average value of 4, and is defined as “outstanding
  376  progress.”
  377         (2) Grade “B” equals 80 percent through 89 percent, has a
  378  grade point average value of 3, and is defined as “above average
  379  progress.”
  380         (3) Grade “C” equals 70 percent through 79 percent, has a
  381  grade point average value of 2, and is defined as “average
  382  progress.”
  383         (4) Grade “D” equals 60 percent through 69 percent, has a
  384  grade point average value of 1, and is defined as “lowest
  385  acceptable progress.”
  386         (5) Grade “F” equals zero percent through 59 percent, has a
  387  grade point average value of zero, and is defined as “failure.”
  388         (6) Grade “I” equals zero percent, has a grade point
  389  average value of zero, and is defined as “incomplete.”
  390  
  391  For the purposes of class ranking, district school boards may
  392  exercise a weighted grading system pursuant to s. 1007.271.
  393         Section 13. Section 1003.491, Florida Statutes, is amended
  394  to read:
  395         1003.491 Florida Career and Professional Education Act.—The
  396  Florida Career and Professional Education Act is created to
  397  provide a statewide planning partnership between the business
  398  and education communities in order to attract, expand, and
  399  retain targeted, high-value industry and to sustain a strong,
  400  knowledge-based economy.
  401         (1) The primary purpose of the Florida Career and
  402  Professional Education Act is to:
  403         (a) Improve middle and high school academic performance by
  404  providing rigorous and relevant curriculum opportunities;
  405         (b) Provide rigorous and relevant career-themed courses
  406  that articulate to postsecondary-level coursework and lead to
  407  industry certification;
  408         (c) Support local and regional economic development;
  409         (d) Respond to Florida’s critical workforce needs; and
  410         (e) Provide state residents with access to high-wage and
  411  high-demand careers.
  412         (2)  Each district school board shall develop, in
  413  collaboration with regional workforce boards, economic
  414  development agencies, and postsecondary institutions approved to
  415  operate in the state, a strategic 3-year 5-year plan to address
  416  and meet local and regional workforce demands. If involvement of
  417  a regional workforce board or an economic development agency in
  418  the strategic plan development is not feasible, the local school
  419  board, with the approval of the Department of Economic
  420  Opportunity, shall collaborate with the most appropriate
  421  regional business leadership board. Two or more school districts
  422  may collaborate in the development of the strategic plan and
  423  offer career-themed courses, as defined in s. 1003.493(1)(b), or
  424  a career and professional academy as a joint venture. The
  425  strategic plan must describe in detail provisions for the
  426  efficient transportation of students, the maximum use of shared
  427  resources, access to courses aligned to state curriculum
  428  standards through virtual education providers legislatively
  429  authorized to provide part-time instruction to middle school
  430  students, and an objective review of proposed career and
  431  professional academy courses and other career-themed courses to
  432  determine if the courses will lead to the attainment of industry
  433  certifications included on the Industry Certified Funding List
  434  pursuant to rules adopted by the State Board of Education. Each
  435  strategic plan shall be reviewed, updated, and jointly approved
  436  every 3 5 years by the local school district, regional workforce
  437  boards, economic development agencies, and state-approved
  438  postsecondary institutions.
  439         (3) The strategic 3-year 5-year plan developed jointly by
  440  the local school district, regional workforce boards, economic
  441  development agencies, and state-approved postsecondary
  442  institutions shall be constructed and based on:
  443         (a) Research conducted to objectively determine local and
  444  regional workforce needs for the ensuing 3 5 years, using labor
  445  projections of the United States Department of Labor and the
  446  Department of Economic Opportunity;
  447         (b) Strategies to develop and implement career academies or
  448  career-themed courses based on those careers determined to be
  449  high wage, high skill, and in high demand;
  450         (c) Strategies to provide shared, maximum use of private
  451  sector facilities and personnel;
  452         (d) Strategies that ensure instruction by industry
  453  certified faculty and standards and strategies to maintain
  454  current industry credentials and for recruiting and retaining
  455  faculty to meet those standards;
  456         (e) Strategies to provide personalized student advisement,
  457  including a parent-participation component, and coordination
  458  with middle schools to promote and support career-themed courses
  459  and education planning as required under s. 1003.4156;
  460         (f)(e) Alignment of requirements for middle school career
  461  planning under s. 1003.4156(1)(a)5. exploration, middle and high
  462  school career and professional academies or career-themed
  463  courses leading to industry certification or postsecondary
  464  credit, and high school graduation requirements;
  465         (g)(f) Provisions to ensure that career-themed courses and
  466  courses offered through career and professional academies are
  467  academically rigorous, meet or exceed appropriate state-adopted
  468  subject area standards, result in attainment of industry
  469  certification, and, when appropriate, result in postsecondary
  470  credit;
  471         (h) Plans to sustain and improve career-themed courses and
  472  career and professional academies;
  473         (i)(g) Strategies to improve the passage rate for industry
  474  certification examinations if the rate falls below 50 percent;
  475         (j)(h)Strategies to recruit students into career-themed
  476  courses and Establishment of student eligibility criteria in
  477  career and professional academies which include opportunities
  478  for students who have been unsuccessful in traditional
  479  classrooms but who are interested in enrolling in career-themed
  480  courses or a career and professional academy show aptitude to
  481  participate in academies. School boards shall address the
  482  analysis of eighth grade student achievement data to provide
  483  opportunities for students who may be deemed as potential
  484  dropouts to enroll in career-themed courses or participate in
  485  career and professional academies;
  486         (k)(i) Strategies to provide sufficient space within
  487  academies to meet workforce needs and to provide access to all
  488  interested and qualified students;
  489         (l)(j) Strategies to implement career-themed courses or
  490  career and professional academy training that lead leads to
  491  industry certification in juvenile justice education programs at
  492  Department of Juvenile Justice facilities;
  493         (m)(k) Opportunities for high school students to earn
  494  weighted or dual enrollment credit for higher-level career and
  495  technical courses;
  496         (n)(l) Promotion of the benefits of the Gold Seal Bright
  497  Futures Scholarship;
  498         (o)(m) Strategies to ensure the review of district pupil
  499  progression plans and to amend such plans to include career
  500  themed courses and career and professional academy courses and
  501  to include courses that may qualify as substitute courses for
  502  core graduation requirements and those that may be counted as
  503  elective courses; and
  504         (p)(n) Strategies to provide professional development for
  505  secondary guidance counselors on the benefits of career and
  506  professional academies and career-themed courses that lead to
  507  industry certification; and
  508         (q) Strategies to redirect appropriated career funding in
  509  secondary and postsecondary institutions to support career
  510  academies and career-themed courses that lead to industry
  511  certification.
  512         (4) The State Board of Education shall establish a process
  513  for the continual and uninterrupted review of newly proposed
  514  core secondary courses and existing courses requested to be
  515  considered as core courses to ensure that sufficient rigor and
  516  relevance is provided for workforce skills and postsecondary
  517  education and aligned to state curriculum standards.
  518         (a) The review of newly proposed core secondary courses
  519  shall be the responsibility of a curriculum review committee
  520  whose membership is approved by the Workforce Florida, Inc.,
  521  Board as described in s. 445.004, and shall include:
  522         1.(a) Three certified high school guidance counselors
  523  recommended by the Florida Association of Student Services
  524  Administrators.
  525         2.(b) Three assistant superintendents for curriculum and
  526  instruction, recommended by the Florida Association of District
  527  School Superintendents and who serve in districts that operate
  528  successful career and professional academies pursuant to s.
  529  1003.492 or a successful series of courses that lead to industry
  530  certification. Committee members in this category shall employ
  531  the expertise of appropriate subject area specialists in the
  532  review of proposed courses.
  533         3.(c) Three workforce representatives recommended by the
  534  Department of Economic Opportunity.
  535         4.(d) Three admissions directors of postsecondary
  536  institutions accredited by the Southern Association of Colleges
  537  and Schools, representing both public and private institutions.
  538         5.(e) The Deputy Commissioner of Education, or his or her
  539  designee, responsible for K-12 curriculum and instruction. The
  540  Deputy commissioner shall employ the expertise of appropriate
  541  subject area specialists in the review of proposed courses.
  542         (b)(5) The curriculum review committee shall review
  543  submission and review of newly proposed core courses shall be
  544  conducted electronically., and Each proposed core course shall
  545  be approved or denied within 30 60 days after submission by a
  546  district school board or regional workforce board. All courses
  547  approved as core courses for purposes of middle school promotion
  548  and high school graduation shall be immediately added to the
  549  Course Code Directory. Approved core courses shall also be
  550  reviewed and considered for approval for dual enrollment credit.
  551  The Board of Governors and the Commissioner of Education shall
  552  jointly recommend an annual deadline for approval of new core
  553  courses to be included for purposes of postsecondary admissions
  554  and dual enrollment credit the following academic year. The
  555  State Board of Education shall establish an appeals process in
  556  the event that a proposed course is denied which shall require a
  557  consensus ruling by the Department of Economic Opportunity and
  558  the Commissioner of Education within 15 days.
  559         Section 14. Section 1003.492, Florida Statutes, is amended
  560  to read:
  561         1003.492 Industry-certified career education programs.—
  562         (1) Secondary schools offering career-themed courses, as
  563  defined in s. 1003.493(1)(b), and career and professional
  564  academies shall be coordinated with the relevant and appropriate
  565  industry indicating that all components of the program are
  566  relevant and appropriate to prepare a the student for further
  567  education or for employment in that industry.
  568         (2) The State Board of Education shall use the expertise of
  569  Workforce Florida, Inc., to develop and adopt rules pursuant to
  570  ss. 120.536(1) and 120.54 for implementing an industry
  571  certification process. Industry certification shall be defined
  572  by the Department of Economic Opportunity, based upon the
  573  highest available national standards for specific industry
  574  certification, to ensure student skill proficiency and to
  575  address emerging labor market and industry trends. A regional
  576  workforce board or a school principal career and professional
  577  academy may apply to Workforce Florida, Inc., to request
  578  additions to the approved list of industry certifications based
  579  on high-skill, high-wage, and high-demand job requirements in
  580  the regional economy. The list of industry certifications
  581  approved by Workforce Florida, Inc., and the Department of
  582  Education shall be published and updated annually by a date
  583  certain, to be included in the adopted rule.
  584         (3) The Department of Education shall collect student
  585  achievement and performance data in industry-certified career
  586  education programs and career-themed courses and shall work with
  587  Workforce Florida, Inc., in the analysis of collected data. The
  588  data collection and analyses shall examine the performance of
  589  participating students over time. Performance factors shall
  590  include, but not be limited to, graduation rates, retention
  591  rates, Florida Bright Futures Scholarship awards, additional
  592  educational attainment, employment records, earnings, industry
  593  certification, and employer satisfaction. The results of this
  594  study shall be submitted to the President of the Senate and the
  595  Speaker of the House of Representatives annually by December 31.
  596         Section 15. Section 1003.493, Florida Statutes, is amended
  597  to read:
  598         1003.493 Career and professional academies and career
  599  themed courses.—
  600         (1)(a) A “career and professional academy” is a research
  601  based program that integrates a rigorous academic curriculum
  602  with an industry-specific curriculum aligned directly to
  603  priority workforce needs established by the regional workforce
  604  board or the Department of Economic Opportunity. Career and
  605  professional academies shall be offered by public schools and
  606  school districts. The Florida Virtual School is encouraged to
  607  develop and offer rigorous career and professional courses as
  608  appropriate. Students completing career and professional academy
  609  programs must receive a standard high school diploma, the
  610  highest available industry certification, and opportunities to
  611  earn postsecondary credit if the academy partners with a
  612  postsecondary institution approved to operate in the state.
  613         (b) A “career-themed course” is a course, or a course in a
  614  series of courses, that leads to an industry certification
  615  identified in the Industry Certification Funding List pursuant
  616  to rules adopted by the State Board of Education. Career-themed
  617  courses have industry-specific curriculum aligned directly to
  618  priority workforce needs established by the regional workforce
  619  board or the Department of Economic Opportunity. School
  620  districts shall offer at least two career-themed courses and
  621  each secondary school is encouraged to offer at least one
  622  career-themed course. The Florida Virtual School is encouraged
  623  to develop and offer rigorous career-themed courses as
  624  appropriate. Students completing a career-themed course must be
  625  provided opportunities to earn postsecondary credit if the
  626  credit for the career-themed course can be articulated to a
  627  postsecondary institution approved to operate in the state.
  628         (2) The goals of a career and professional academy and
  629  career-themed courses are to:
  630         (a) Increase student academic achievement and graduation
  631  rates through integrated academic and career curricula.
  632         (b) Prepare graduating high school students to make
  633  appropriate choices relative to employment and future
  634  educational experiences.
  635         (c) Focus on career preparation through rigorous academics
  636  and industry certification.
  637         (d) Raise student aspiration and commitment to academic
  638  achievement and work ethics through relevant coursework.
  639         (e) Promote acceleration mechanisms, such as dual
  640  enrollment or, articulated credit, or occupational completion
  641  points, so that students may earn postsecondary credit while in
  642  high school.
  643         (f) Support the state’s economy by meeting industry needs
  644  for skilled employees in high-skill, high wage, and high-demand
  645  occupations.
  646         (3)(a) Career-themed courses may be offered in any public
  647  secondary school.
  648         (b) Existing career education courses may serve as a
  649  foundation for the creation of a career and professional
  650  academy. A career and professional academy may be offered as one
  651  of the following small learning communities:
  652         1.(a) A school-within-a-school career academy, as part of
  653  an existing high school, that provides courses in one or more
  654  occupational clusters cluster. Students who attend in the high
  655  school are not required to attend be students in the academy.
  656         2.(b) A total school configuration that provides courses in
  657  one or more providing multiple academies, each structured around
  658  an occupational clusters cluster. Every student who attends in
  659  the school also attends the is in an academy.
  660         (4) Each career and professional academy and secondary
  661  school providing a career-themed course must:
  662         (a) Provide a rigorous standards-based academic curriculum
  663  integrated with a career curriculum; consider. The curriculum
  664  must take into consideration multiple styles of student
  665  learning; promote learning by doing through application and
  666  adaptation; maximize relevance of the subject matter; enhance
  667  each student’s capacity to excel; and include an emphasis on
  668  work habits and work ethics.
  669         (b) Include one or more partnerships with postsecondary
  670  institutions, businesses, industry, employers, economic
  671  development organizations, or other appropriate partners from
  672  the local community. Such partnerships with postsecondary
  673  institutions shall be delineated in articulation agreements and
  674  include any career and professional academy courses or career
  675  themed to provide for career-based courses that earn
  676  postsecondary credit. Such agreements may include articulation
  677  between the secondary school academy and public or private 2
  678  year and 4-year postsecondary institutions and technical
  679  centers. The Department of Education, in consultation with the
  680  Board of Governors, shall establish a mechanism to ensure
  681  articulation and transfer of credits to postsecondary
  682  institutions in this state. Such partnerships must provide
  683  opportunities for:
  684         1. Instruction from highly skilled professionals who
  685  possess industry-certification credentials for courses they are
  686  teaching.
  687         2. Internships, externships, and on-the-job training.
  688         3. A postsecondary degree, diploma, or certificate.
  689         4. The highest available level of industry certification.
  690         5. Maximum articulation of credits pursuant to s. 1007.23
  691  upon program completion.
  692         (c) Provide shared, maximum use of private sector
  693  facilities and personnel.
  694         (d) Provide personalized student advisement, including a
  695  parent-participation component, and coordination with middle
  696  schools to promote and support career exploration and education
  697  planning as required under s. 1003.4156. Coordination with
  698  middle schools must provide information to middle school
  699  students about secondary and postsecondary career education
  700  programs and academies.
  701         (c)(e) Promote and provide opportunities for students
  702  enrolled in a career and professional academy or a career-themed
  703  course students to attain, at minimum, the Florida Gold Seal
  704  Vocational Scholars award pursuant to s. 1009.536.
  705         (d)(f) Provide instruction in careers designated as high
  706  skill, high-wage, and high-demand high growth, high demand, and
  707  high pay by the regional workforce development board, the
  708  chamber of commerce, economic development agencies, or the
  709  Department of Economic Opportunity.
  710         (e)(g) Deliver academic content through instruction
  711  relevant to the career, including intensive reading and
  712  mathematics intervention required by s. 1003.428, with an
  713  emphasis on strengthening reading for information skills.
  714         (f)(h) Offer applied courses that combine academic content
  715  with technical skills.
  716         (g)(i) Provide instruction resulting in competency,
  717  certification, or credentials in workplace skills, including,
  718  but not limited to, communication skills, interpersonal skills,
  719  decisionmaking skills, the importance of attendance and
  720  timeliness in the work environment, and work ethics.
  721         (j) Include a plan to sustain career and professional
  722  academies.
  723         (k) Redirect appropriated career funding to career and
  724  professional academies.
  725         (5) All career courses offered in a career and professional
  726  academy and each career-themed course offered by a secondary
  727  school must lead to industry certification or college credit
  728  linked directly to the career theme of the course. If the
  729  passage rate on an industry certification examination that is
  730  associated with the career and professional academy or a career
  731  themed course falls below 50 percent, the 3-year strategic plan
  732  must be amended to include specific strategies to improve the
  733  passage rate of the academy or career-themed course the academy
  734  must discontinue enrollment of new students the following school
  735  year and each year thereafter until such time as the passage
  736  rate is above 50 percent or the academy is discontinued.
  737         (6) Workforce Florida, Inc., through the secondary career
  738  academies initiatives, shall serve in an advisory role and offer
  739  technical assistance in the development and deployment of newly
  740  established career and professional academies and career-themed
  741  courses.
  742         Section 16. Section 1003.4935, Florida Statutes, is amended
  743  to read:
  744         1003.4935 Middle school career and professional academy
  745  courses and career-themed courses.—
  746         (1) Beginning with the 2011-2012 school year, each district
  747  school board, in collaboration with regional workforce boards,
  748  economic development agencies, and state-approved postsecondary
  749  institutions, shall include plans to implement a career and
  750  professional academy or a career-themed course, as defined in s.
  751  1003.493(1)(b), in at least one middle school in the district as
  752  part of the strategic 3-year 5-year plan pursuant to s.
  753  1003.491(2). The middle school career and professional academy
  754  component of the strategic plan must provide students ensure the
  755  opportunity to transfer from a transition of middle school
  756  career and professional academy or a career-themed course
  757  students to a high school career and professional academy or a
  758  career-themed course currently operating within the school
  759  district. Students who complete a middle school career and
  760  professional academy or a career-themed course must have the
  761  opportunity to earn an industry certificate and high school
  762  credit and participate in career planning, job shadowing, and
  763  business leadership development activities.
  764         (2) Each middle school career and professional academy or
  765  career-themed course must be aligned with at least one high
  766  school career and professional academy or career-themed course
  767  offered in the district and maintain partnerships with local
  768  business and industry and economic development boards. Middle
  769  school career and professional academies and career-themed
  770  courses must:
  771         (a) Lead Provide instruction in courses leading to careers
  772  in occupations designated as high-skill, high-wage, and high
  773  demand high growth, high demand, and high pay in the Industry
  774  Certification Funding List approved under rules adopted by the
  775  State Board of Education;
  776         (b) Offer career and professional academy courses that
  777  Integrate content from core subject areas;
  778         (c) Offer courses that Integrate career and professional
  779  academy or career-themed course content with intensive reading
  780  and mathematics pursuant to s. 1003.428;
  781         (d) Coordinate with high schools to maximize opportunities
  782  for middle school career and professional academy students to
  783  earn high school credit;
  784         (e) Provide access to virtual instruction courses provided
  785  by virtual education providers legislatively authorized to
  786  provide part-time instruction to middle school students. The
  787  virtual instruction courses must be aligned to state curriculum
  788  standards for middle school career and professional academy
  789  courses or career-themed courses students, with priority given
  790  to students who have required course deficits;
  791         (f) Provide instruction from highly skilled professionals
  792  who hold industry certificates in the career area in which they
  793  teach;
  794         (g) Offer externships; and
  795         (h) Provide personalized student advisement that includes a
  796  parent-participation component.
  797         (3) Beginning with the 2012-2013 school year, if a school
  798  district implements a middle school career and professional
  799  academy or a career-themed course, the Department of Education
  800  shall collect and report student achievement data pursuant to
  801  performance factors identified under s. 1003.492(3) for academy
  802  students enrolled in an academy or a career-themed course.
  803         (4) The State Board of Education shall adopt rules to
  804  identify industry certifications in science, technology,
  805  engineering, and mathematics offered in middle school to be
  806  included on the Industry Certified Funding List and which are
  807  eligible for additional full-time equivalent membership under s.
  808  1011.62(1).
  809         Section 17. Section 1007.235, Florida Statutes, is
  810  repealed.
  811         Section 18. Paragraph (a) of subsection (2) of section
  812  1007.263, Florida Statutes, is amended to read:
  813         1007.263 Florida College System institutions; admissions of
  814  students.—Each Florida College System institution board of
  815  trustees is authorized to adopt rules governing admissions of
  816  students subject to this section and rules of the State Board of
  817  Education. These rules shall include the following:
  818         (2) Admission to associate degree programs is subject to
  819  minimum standards adopted by the State Board of Education and
  820  shall require:
  821         (a) A standard high school diploma, a high school
  822  equivalency diploma as prescribed in s. 1003.435, previously
  823  demonstrated competency in college credit postsecondary
  824  coursework, or, in the case of a student who is home educated, a
  825  signed affidavit submitted by the student’s parent or legal
  826  guardian attesting that the student has completed a home
  827  education program pursuant to the requirements of s. 1002.41.
  828  Students who are enrolled in a dual enrollment or early
  829  admission program pursuant to s. ss. 1007.27 and 1007.271 are
  830  and secondary students enrolled in college-level instruction
  831  creditable toward the associate degree, but not toward the high
  832  school diploma, shall be exempt from this requirement.
  833  
  834  Each board of trustees shall establish policies that notify
  835  students about, and place students into, adult basic education,
  836  adult secondary education, or other instructional programs that
  837  provide students with alternatives to traditional college
  838  preparatory instruction, including private provider instruction.
  839  A student is prohibited from enrolling in additional college
  840  level courses until the student scores above the cut-score on
  841  all sections of the common placement test.
  842         Section 19. Subsections (6) through (9) of section 1007.27,
  843  Florida Statutes, are renumbered as subsections (5) through (8),
  844  respectively, and present subsections (1) and (5) of that
  845  section are amended to read:
  846         1007.27 Articulated acceleration mechanisms.—
  847         (1) It is the intent of the Legislature that a variety of
  848  articulated acceleration mechanisms be available for secondary
  849  and postsecondary students attending public educational
  850  institutions. It is intended that articulated acceleration serve
  851  to shorten the time necessary for a student to complete the
  852  requirements associated with the conference of a high school
  853  diploma and a postsecondary degree, broaden the scope of
  854  curricular options available to students, or increase the depth
  855  of study available for a particular subject. Articulated
  856  acceleration mechanisms shall include, but are not be limited
  857  to, dual enrollment and early admission as provided for in s.
  858  1007.271, early admission, advanced placement, credit by
  859  examination, the International Baccalaureate Program, and the
  860  Advanced International Certificate of Education Program. Credit
  861  earned through the Florida Virtual School shall provide
  862  additional opportunities for early graduation and acceleration.
  863  Students of Florida public secondary schools enrolled pursuant
  864  to this subsection shall be deemed authorized users of the
  865  state-funded electronic library resources that are licensed for
  866  Florida College System institutions and state universities by
  867  the Florida Center for Library Automation and the College Center
  868  for Library Automation. Verification of eligibility shall be in
  869  accordance with rules established by the State Board of
  870  Education and regulations established by the Board of Governors
  871  and processes implemented by Florida College System institutions
  872  and state universities.
  873         (5) Early admission shall be a form of dual enrollment
  874  through which eligible secondary students enroll in a
  875  postsecondary institution on a full-time basis in courses that
  876  are creditable toward the high school diploma and the associate
  877  or baccalaureate degree. Students enrolled pursuant to this
  878  subsection shall be exempt from the payment of registration,
  879  tuition, and laboratory fees.
  880         Section 20. Section 1007.271, Florida Statutes, is amended
  881  to read:
  882         1007.271 Dual enrollment programs.—
  883         (1) The dual enrollment program is the enrollment of an
  884  eligible secondary student or home education student in a
  885  postsecondary course creditable toward high school completion
  886  and a career certificate or an associate or baccalaureate
  887  degree. A student who is enrolled in postsecondary instruction
  888  that is not creditable toward a high school diploma may not be
  889  classified as a dual enrollment student.
  890         (2) For the purpose of this section, an eligible secondary
  891  student is a student who is enrolled in a Florida public
  892  secondary school or in a Florida private secondary school which
  893  is in compliance with s. 1002.42(2) and provides conducts a
  894  secondary curriculum pursuant to s. 1003.428, s. 1003.429, or s.
  895  1003.43. Students enrolled in postsecondary instruction that is
  896  not creditable toward the high school diploma shall not be
  897  classified as dual enrollments. Students who are eligible for
  898  dual enrollment pursuant to this section may shall be permitted
  899  to enroll in dual enrollment courses conducted during school
  900  hours, after school hours, and during the summer term. However,
  901  if the student is projected to graduate from high school before
  902  the scheduled completion date of a postsecondary course, the
  903  student may not register for that course through dual
  904  enrollment. The student may apply to the postsecondary
  905  institution and pay the required registration, tuition, and fees
  906  if the student meets the postsecondary institution’s admissions
  907  requirements under s. 1007.263. Instructional time for dual such
  908  enrollment may vary from 900 hours; however, the school district
  909  may only report the student for a maximum of 1.0 FTE, as
  910  provided in s. 1011.61(4). Any student so enrolled as a dual
  911  enrollment student is exempt from the payment of registration,
  912  tuition, and laboratory fees. Vocational-preparatory
  913  instruction, college-preparatory instruction, and other forms of
  914  precollegiate instruction, as well as physical education courses
  915  that focus on the physical execution of a skill rather than the
  916  intellectual attributes of the activity, are ineligible for
  917  inclusion in the dual enrollment program. Recreation and leisure
  918  studies courses shall be evaluated individually in the same
  919  manner as physical education courses for potential inclusion in
  920  the program.
  921         (3) The Department of Education shall adopt guidelines
  922  designed to achieve comparability across school districts of
  923  both student qualifications and teacher qualifications for dual
  924  enrollment courses. Student qualifications must demonstrate
  925  readiness for college-level coursework if the student is to be
  926  enrolled in college courses. Student qualifications must
  927  demonstrate readiness for career-level coursework if the student
  928  is to be enrolled in career courses. In addition to the common
  929  placement examination, Student eligibility requirements
  930  qualifications for initial enrollment in college credit dual
  931  enrollment courses must include a 3.0 unweighted high school
  932  grade point average, and the minimum score on a common placement
  933  test adopted by the State Board of Education which indicates
  934  that the student is ready for college-level coursework. Student
  935  eligibility requirements for continued enrollment in college
  936  credit dual enrollment courses must include the maintenance of a
  937  3.0 unweighted high school grade point average and the minimum
  938  postsecondary grade point average established by the
  939  postsecondary institution. Regardless of meeting student
  940  eligibility requirements for continued enrollment, a student may
  941  lose the opportunity to participate in a dual enrollment course
  942  if the student is disruptive to the learning process such that
  943  the progress of other students or the efficient administration
  944  of the course is hindered. Student eligibility requirements
  945  qualifications for initial and continued enrollment in career
  946  certificate dual enrollment courses must include a 2.0
  947  unweighted high school grade point average. Exceptions to the
  948  required grade point averages may be granted on an individual
  949  student basis if the educational entities agree and the terms of
  950  the agreement are contained within the dual enrollment
  951  interinstitutional articulation agreement established pursuant
  952  to subsection (21). Florida College System institution boards of
  953  trustees may establish additional initial student eligibility
  954  requirements admissions criteria, which shall be included in the
  955  dual enrollment district interinstitutional articulation
  956  agreement developed according to s. 1007.235, to ensure student
  957  readiness for postsecondary instruction. Additional requirements
  958  included in the agreement may shall not arbitrarily prohibit
  959  students who have demonstrated the ability to master advanced
  960  courses from participating in dual enrollment courses.
  961         (4) District school boards may not refuse to enter into a
  962  dual enrollment articulation an agreement with a local Florida
  963  College System institution if that Florida College System
  964  institution has the capacity to offer dual enrollment courses. A
  965  Florida College System institution may limit dual enrollment
  966  participation based upon capacity. Such limitation must be
  967  clearly specified in the dual enrollment articulation agreement.
  968         (5)(a) Each faculty member providing instruction in college
  969  credit dual enrollment courses must:
  970         1. Meet the qualifications required by the entity
  971  accrediting the postsecondary institution offering the course.
  972  The qualifications apply to all faculty members regardless of
  973  the location of instruction. The postsecondary institution
  974  offering the course must require compliance with these
  975  qualifications.
  976         2. Provide the institution offering the dual enrollment
  977  course a copy of his or her postsecondary transcript.
  978         3. Provide a copy of the current syllabus for each course
  979  taught to the discipline chair or department chair of the
  980  postsecondary institution before the start of each term. The
  981  content of each syllabus must meet the same standards required
  982  for all college-level courses offered by that postsecondary
  983  institution.
  984         4. Adhere to the professional rules, guidelines, and
  985  expectations stated in the postsecondary institution’s faculty
  986  or adjunct faculty handbook. Any exceptions must be included in
  987  the dual enrollment articulation agreement.
  988         5. Adhere to the rules, guidelines, and expectations stated
  989  in the postsecondary institution’s student handbook which apply
  990  to faculty members. Any exceptions must be noted in the dual
  991  enrollment articulation agreement.
  992         (b) Each president, or designee, of a postsecondary
  993  institution offering a college credit dual enrollment course
  994  must:
  995         1. Provide a copy of the institution’s current faculty or
  996  adjunct faculty handbook to all faculty members teaching a dual
  997  enrollment course.
  998         2. Provide to all faculty members teaching a dual
  999  enrollment course a copy of the institution’s current student
 1000  handbook, which may include, but is not limited to, information
 1001  on registration policies, the student code of conduct, grading
 1002  policies, and critical dates.
 1003         3. Designate an individual or individuals to observe all
 1004  faculty members teaching a dual enrollment course, regardless of
 1005  the location of instruction.
 1006         4. Use the same criteria to evaluate faculty members
 1007  teaching a dual enrollment course as the criteria used to
 1008  evaluate all other faculty members.
 1009         5. Provide course plans and objectives to all faculty
 1010  members teaching a dual enrollment course.
 1011         (6) The following curriculum standards apply to college
 1012  credit dual enrollment:
 1013         (a) Dual enrollment courses taught on the high school
 1014  campus must meet the same competencies required for courses
 1015  taught on the postsecondary institution campus. To ensure
 1016  equivalent rigor with courses taught on the postsecondary
 1017  institution campus, the postsecondary institution offering the
 1018  course is responsible for providing in a timely manner a
 1019  comprehensive, cumulative end-of-course assessment or a series
 1020  of assessments of all expected learning outcomes to the faculty
 1021  member teaching the course. Completed, scored assessments must
 1022  be returned to the postsecondary institution and held for 1
 1023  year.
 1024         (b) Instructional materials used in dual enrollment courses
 1025  must be the same as or comparable to those used in courses
 1026  offered by the postsecondary institution with the same course
 1027  prefix and number. The postsecondary institution must advise the
 1028  school district of instructional materials requirements as soon
 1029  as that information becomes available but no later than one term
 1030  before a course is offered.
 1031         (c) Course requirements, such as tests, papers, or other
 1032  assignments, for dual enrollment students must be at the same
 1033  level of rigor or depth as those for all nondual enrollment
 1034  postsecondary students. All faculty members teaching dual
 1035  enrollment courses must observe the procedures and deadlines of
 1036  the postsecondary institution for the submission of grades. A
 1037  postsecondary institution must advise each faculty member
 1038  teaching a dual enrollment course of the institution’s grading
 1039  guidelines before the faculty member begins teaching the course.
 1040         (d) Dual enrollment courses taught on a high school campus
 1041  may not be combined with any noncollege credit high school
 1042  course.
 1043         (7)(4) Career dual enrollment shall be provided as a
 1044  curricular option for secondary students to pursue in order to
 1045  earn a series of elective credits toward the high school
 1046  diploma. Career dual enrollment shall be available for secondary
 1047  students seeking a degree or certificate from a complete career
 1048  preparatory program, and may shall not be used to enroll
 1049  students in isolated career courses. It is the intent of the
 1050  Legislature that career dual enrollment provide a comprehensive
 1051  academic and career dual enrollment program within the career
 1052  center or Florida College System institution.
 1053         (8)(5) Each district school board shall inform all
 1054  secondary students and their parents of dual enrollment as an
 1055  educational option and mechanism for acceleration. Students and
 1056  their parents shall be informed of student eligibility
 1057  requirements criteria, the option for taking dual enrollment
 1058  courses beyond the regular school year, and the minimum academic
 1059  credits required for graduation. District school boards shall
 1060  annually assess the demand for dual enrollment and provide that
 1061  information to each partnering postsecondary institution other
 1062  advanced courses, and the district school board shall consider
 1063  strategies and programs to meet that demand and include access
 1064  to dual enrollment on the high school campus whenever possible.
 1065  Alternative grade calculation, weighting systems, and or
 1066  information regarding student education options that
 1067  discriminate which discriminates against dual enrollment courses
 1068  are is prohibited.
 1069         (9)(6) The Commissioner of Education shall appoint faculty
 1070  committees representing public school, Florida College System
 1071  institution, and university faculties to identify postsecondary
 1072  courses that meet the high school graduation requirements of s.
 1073  1003.428, s. 1003.429, or s. 1003.43, and to establish the
 1074  number of postsecondary semester credit hours of instruction and
 1075  equivalent high school credits earned through dual enrollment
 1076  pursuant to this section that are necessary to meet high school
 1077  graduation requirements. Such equivalencies shall be determined
 1078  solely on comparable course content and not on seat time
 1079  traditionally allocated to such courses in high school. The
 1080  Commissioner of Education shall recommend to the State Board of
 1081  Education those postsecondary courses identified to meet high
 1082  school graduation requirements, based on mastery of course
 1083  outcomes, by their course numbers, and all high schools shall
 1084  accept these postsecondary education courses toward meeting the
 1085  requirements of s. 1003.428, s. 1003.429, or s. 1003.43.
 1086         (10)(7) Early admission is shall be a form of dual
 1087  enrollment through which eligible secondary students enroll in a
 1088  postsecondary institution on a full-time basis in courses that
 1089  are creditable toward the high school diploma and the associate
 1090  or baccalaureate degree. A student must enroll in a minimum of
 1091  12 college credit hours per semester or the equivalent to
 1092  participate in the early admission program; however, a student
 1093  may not be required to enroll in more than 15 college credit
 1094  hours per semester or the equivalent. Students enrolled pursuant
 1095  to this subsection are shall be exempt from the payment of
 1096  registration, tuition, and laboratory fees.
 1097         (11)(8) Career early admission is a form of career dual
 1098  enrollment through which eligible secondary students enroll full
 1099  time in a career center or a Florida College System institution
 1100  in courses that are creditable toward the high school diploma
 1101  and the certificate or associate degree. Participation in the
 1102  career early admission program is shall be limited to students
 1103  who have completed a minimum of 6 semesters of full-time
 1104  secondary enrollment, including studies undertaken in the ninth
 1105  grade. Students enrolled pursuant to this section are exempt
 1106  from the payment of registration, tuition, and laboratory fees.
 1107         (12)(9) The State Board of Education shall adopt rules for
 1108  any dual enrollment programs involving requirements for high
 1109  school graduation.
 1110         (13)(10)(a) The dual enrollment program for home education
 1111  students consists of the enrollment of an eligible home
 1112  education secondary student in a postsecondary course creditable
 1113  toward an associate degree, a career certificate, or a
 1114  baccalaureate degree. To participate in the dual enrollment
 1115  program, an eligible home education secondary student must:
 1116         1. Provide proof of enrollment in a home education program
 1117  pursuant to s. 1002.41.
 1118         2. Be responsible for his or her own instructional
 1119  materials and transportation unless provided for otherwise.
 1120         3. Sign a home education articulation agreement pursuant to
 1121  paragraph (b).
 1122         (b) Each postsecondary career center, Florida College
 1123  System institution, and state university shall enter into a home
 1124  education articulation agreement with each home education
 1125  student seeking enrollment in a dual enrollment course and the
 1126  student’s parent. The home education articulation agreement
 1127  shall include, at a minimum:
 1128         1. A delineation of Delineate courses and programs
 1129  available to for dually enrolled home education students.
 1130  Courses and programs may be added, revised, or deleted at any
 1131  time by the postsecondary institution.
 1132         2. The initial and continued Identify eligibility
 1133  requirements criteria for home education student participation,
 1134  not to exceed those required of other dually enrolled students.
 1135         3. The student’s responsibilities for providing his or her
 1136  own instructional materials and transportation.
 1137         4. A copy of the statement on transfer guarantees developed
 1138  by the Department of Education under subsection (15).
 1139         (14)(11) The Department of Education shall approve any
 1140  course for inclusion in the dual enrollment program that is
 1141  contained within the statewide course numbering system. However,
 1142  college-preparatory and other forms of precollegiate
 1143  instruction, and physical education and other courses that focus
 1144  on the physical execution of a skill rather than the
 1145  intellectual attributes of the activity, may not be so approved,
 1146  but must be evaluated individually for potential inclusion in
 1147  the dual enrollment program. This subsection may shall not be
 1148  construed to mean that an independent postsecondary institution
 1149  eligible for inclusion in a dual enrollment or early admission
 1150  program pursuant to s. 1011.62 must participate in the statewide
 1151  course numbering system developed pursuant to s. 1007.24 to
 1152  participate in a dual enrollment program.
 1153         (15)(12) The Department of Education shall develop a
 1154  statement on transfer guarantees to which will inform students
 1155  and their parents, prior to enrollment in a dual enrollment
 1156  course, of the potential for the dual enrollment course to
 1157  articulate as an elective or a general education course into a
 1158  postsecondary education certificate or degree program. The
 1159  statement shall be provided to each district school
 1160  superintendent, who shall include the statement in the
 1161  information provided to all secondary students and their parents
 1162  as required pursuant to this subsection. The statement may also
 1163  include additional information, including, but not limited to,
 1164  dual enrollment options, guarantees, privileges, and
 1165  responsibilities.
 1166         (16)(13) Students who meet the eligibility requirements of
 1167  this section and who choose to participate in dual enrollment
 1168  programs are exempt from the payment of registration, tuition,
 1169  and laboratory fees.
 1170         (17)(14) Instructional materials assigned for use within
 1171  dual enrollment courses shall be made available to dual
 1172  enrollment students from Florida public high schools free of
 1173  charge. This subsection does shall not be construed to prohibit
 1174  a Florida College System institution from providing
 1175  instructional materials at no cost to a home education student
 1176  or student from a private school. Students enrolled in
 1177  postsecondary instruction not creditable toward a high school
 1178  diploma shall not be considered dual enrollments and shall be
 1179  required to assume the cost of instructional materials necessary
 1180  for such instruction.
 1181         (15) Instructional materials purchased by a district school
 1182  board or Florida College System institution board of trustees on
 1183  behalf of dual enrollment students shall be the property of the
 1184  board against which the purchase is charged.
 1185         (18)(16) Beginning with students entering grade 9 in the
 1186  2006-2007 school year, School districts and Florida College
 1187  System institutions must weigh dual enrollment courses the same
 1188  as advanced placement, International Baccalaureate, and Advanced
 1189  International Certificate of Education courses when grade point
 1190  averages are calculated. Alternative grade calculation systems,
 1191  alternative grade or weighting systems, and information
 1192  regarding student education options that discriminate against
 1193  dual enrollment courses are prohibited.
 1194         (19)(17) The Commissioner of Education may approve dual
 1195  enrollment agreements for limited course offerings that have
 1196  statewide appeal. Such programs shall be limited to a single
 1197  site with multiple county participation.
 1198         (20) A postsecondary institution shall assign letter grades
 1199  to each student enrolled in a dual enrollment course. The letter
 1200  grade assigned by the postsecondary institution shall be posted
 1201  to the student’s high school transcript by the school district.
 1202         (21) Each district school superintendent and Florida
 1203  College System institution president shall develop a
 1204  comprehensive dual enrollment articulation agreement for the
 1205  respective school district and Florida College System
 1206  institution. The superintendent and president shall establish an
 1207  articulation committee for the purpose of developing the
 1208  agreement. Each state university president may designate a
 1209  university representative to participate in the development of a
 1210  dual enrollment articulation agreement. A dual enrollment
 1211  articulation agreement shall be completed and submitted annually
 1212  by the Florida College System institution to the Department of
 1213  Education on or before August 1. The agreement must include, but
 1214  is not limited to:
 1215         (a) A ratification or modification of all existing
 1216  articulation agreements.
 1217         (b) A description of the process by which students and
 1218  their parents are informed about opportunities for student
 1219  participation in the dual enrollment program.
 1220         (c) A delineation of courses and programs available to
 1221  students eligible to participate in dual enrollment.
 1222         (d) A description of the process by which students and
 1223  their parents exercise options to participate in the dual
 1224  enrollment program.
 1225         (e) A list of any additional initial student eligibility
 1226  requirements for participation in the dual enrollment program.
 1227         (f) A delineation of the high school credit earned for the
 1228  passage of each dual enrollment course.
 1229         (g) A description of the process for informing students and
 1230  their parents of college-level course expectations.
 1231         (h) The policies and procedures, if any, for determining
 1232  exceptions to the required grade point averages on an individual
 1233  student basis.
 1234         (i) The registration policies for dual enrollment courses
 1235  as determined by the postsecondary institution.
 1236         (j) Exceptions, if any, to the professional rules,
 1237  guidelines, and expectations stated in the faculty or adjunct
 1238  faculty handbook for the postsecondary institution.
 1239         (k) Exceptions, if any, to the rules, guidelines, and
 1240  expectations stated in the student handbook of the postsecondary
 1241  institution which apply to faculty members.
 1242         (l) The responsibilities of the school district regarding
 1243  the determination of student eligibility before participating in
 1244  the dual enrollment program and the monitoring of student
 1245  performance while participating in the dual enrollment program.
 1246         (m) The responsibilities of the Florida College System
 1247  institution regarding the transmission of student grades in dual
 1248  enrollment courses to the school district.
 1249         (n) A funding provision that delineates costs incurred by
 1250  each entity. School districts should share funding to cover
 1251  instructional and support costs incurred by the postsecondary
 1252  institution.
 1253         (o) Any institutional responsibilities for student
 1254  transportation, if provided.
 1255         (22) The Department of Education shall develop an
 1256  electronic submission system for dual enrollment articulation
 1257  agreements and shall review, for compliance, each dual
 1258  enrollment articulation agreement submitted pursuant to
 1259  subsection (21). The Commissioner of Education shall notify the
 1260  district school superintendent and the Florida College System
 1261  institution president if the dual enrollment articulation
 1262  agreement does not comply with statutory requirements and shall
 1263  submit any dual enrollment articulation agreement with
 1264  unresolved issues of noncompliance to the State Board of
 1265  Education.
 1266         (23) District school boards and Florida College System
 1267  institutions may enter into additional dual enrollment
 1268  articulation agreements with state universities for the purposes
 1269  of this section. School districts may also enter into dual
 1270  enrollment articulation agreements with eligible independent
 1271  colleges and universities pursuant to s. 1011.62(1)(i).
 1272         (24) Postsecondary institutions may enter into dual
 1273  enrollment articulation agreements with private secondary
 1274  schools pursuant to subsection (2).
 1275         Section 21. Section 1007.272, Florida Statutes, is
 1276  repealed.
 1277         Section 22. Paragraph (c) of subsection (3) of section
 1278  1008.22, Florida Statutes, is amended to read:
 1279         1008.22 Student assessment program for public schools.—
 1280         (3) STATEWIDE ASSESSMENT PROGRAM.—The commissioner shall
 1281  design and implement a statewide program of educational
 1282  assessment that provides information for the improvement of the
 1283  operation and management of the public schools, including
 1284  schools operating for the purpose of providing educational
 1285  services to youth in Department of Juvenile Justice programs.
 1286  The commissioner may enter into contracts for the continued
 1287  administration of the assessment, testing, and evaluation
 1288  programs authorized and funded by the Legislature. Contracts may
 1289  be initiated in 1 fiscal year and continue into the next and may
 1290  be paid from the appropriations of either or both fiscal years.
 1291  The commissioner is authorized to negotiate for the sale or
 1292  lease of tests, scoring protocols, test scoring services, and
 1293  related materials developed pursuant to law. Pursuant to the
 1294  statewide assessment program, the commissioner shall:
 1295         (c) Develop and implement a student achievement testing
 1296  program as follows:
 1297         1. The Florida Comprehensive Assessment Test (FCAT)
 1298  measures a student’s content knowledge and skills in reading,
 1299  writing, science, and mathematics. The content knowledge and
 1300  skills assessed by the FCAT must be aligned to the core
 1301  curricular content established in the Next Generation Sunshine
 1302  State Standards. Other content areas may be included as directed
 1303  by the commissioner. Comprehensive assessments of reading and
 1304  mathematics shall be administered annually in grades 3 through
 1305  10 except, beginning with the 2010-2011 school year, the
 1306  administration of grade 9 FCAT Mathematics shall be
 1307  discontinued, and beginning with the 2011-2012 school year, the
 1308  administration of grade 10 FCAT Mathematics shall be
 1309  discontinued, except as required for students who have not
 1310  attained minimum performance expectations for graduation as
 1311  provided in paragraph (9)(c). FCAT Writing and FCAT Science
 1312  shall be administered at least once at the elementary, middle,
 1313  and high school levels except, beginning with the 2011-2012
 1314  school year, the administration of FCAT Science at the high
 1315  school level shall be discontinued.
 1316         2.a. End-of-course assessments for a subject shall be
 1317  administered in addition to the comprehensive assessments
 1318  required under subparagraph 1. End-of-course assessments must be
 1319  rigorous, statewide, standardized, and developed or approved by
 1320  the department. The content knowledge and skills assessed by
 1321  end-of-course assessments must be aligned to the core curricular
 1322  content established in the Next Generation Sunshine State
 1323  Standards.
 1324         (I) Statewide, standardized end-of-course assessments in
 1325  mathematics shall be administered according to this sub-sub
 1326  subparagraph. Beginning with the 2010-2011 school year, all
 1327  students enrolled in Algebra I or an equivalent course must take
 1328  the Algebra I end-of-course assessment. For students entering
 1329  grade 9 during the 2010-2011 school year and who are enrolled in
 1330  Algebra I or an equivalent, each student’s performance on the
 1331  end-of-course assessment in Algebra I shall constitute 30
 1332  percent of the student’s final course grade. Beginning with the
 1333  2012-2013 school year, the end-of-course assessment in Algebra I
 1334  shall be administered four times annually. Beginning with
 1335  students entering grade 9 in the 2011-2012 school year, a
 1336  student who is enrolled in Algebra I or an equivalent must earn
 1337  a passing score on the end-of-course assessment in Algebra I or
 1338  attain an equivalent score as described in subsection (11) in
 1339  order to earn course credit. Beginning with the 2011-2012 school
 1340  year, all students enrolled in geometry or an equivalent course
 1341  must take the geometry end-of-course assessment. For students
 1342  entering grade 9 during the 2011-2012 school year, each
 1343  student’s performance on the end-of-course assessment in
 1344  geometry shall constitute 30 percent of the student’s final
 1345  course grade. Beginning with students entering grade 9 during
 1346  the 2012-2013 school year, a student must earn a passing score
 1347  on the end-of-course assessment in geometry or attain an
 1348  equivalent score as described in subsection (11) in order to
 1349  earn course credit.
 1350         (II) Statewide, standardized end-of-course assessments in
 1351  science shall be administered according to this sub-sub
 1352  subparagraph. Beginning with the 2011-2012 school year, all
 1353  students enrolled in Biology I or an equivalent course must take
 1354  the Biology I end-of-course assessment. For the 2011-2012 school
 1355  year, each student’s performance on the end-of-course assessment
 1356  in Biology I shall constitute 30 percent of the student’s final
 1357  course grade. Beginning with students entering grade 9 during
 1358  the 2012-2013 school year, a student must earn a passing score
 1359  on the end-of-course assessment in Biology I in order to earn
 1360  course credit.
 1361         b. During the 2012-2013 school year, an end-of-course
 1362  assessment in civics education shall be administered as a field
 1363  test at the middle school level. During the 2013-2014 school
 1364  year, each student’s performance on the statewide, standardized
 1365  end-of-course assessment in civics education shall constitute 30
 1366  percent of the student’s final course grade. Beginning with the
 1367  2014-2015 school year, a student must earn a passing score on
 1368  the end-of-course assessment in civics education in order to
 1369  pass the course and be promoted from the middle grades. The
 1370  school principal of a middle school shall determine, in
 1371  accordance with State Board of Education rule, whether a student
 1372  who transfers to the middle school and who has successfully
 1373  completed a civics education course at the student’s previous
 1374  school must take an end-of-course assessment in civics
 1375  education.
 1376         c. The commissioner may select one or more nationally
 1377  developed comprehensive examinations, which may include, but
 1378  need not be limited to, examinations for a College Board
 1379  Advanced Placement course, International Baccalaureate course,
 1380  or Advanced International Certificate of Education course, or
 1381  industry-approved examinations to earn national industry
 1382  certifications identified in the Industry Certification Funding
 1383  List, pursuant to rules adopted by the State Board of Education,
 1384  for use as end-of-course assessments under this paragraph, if
 1385  the commissioner determines that the content knowledge and
 1386  skills assessed by the examinations meet or exceed the grade
 1387  level expectations for the core curricular content established
 1388  for the course in the Next Generation Sunshine State Standards.
 1389  The commissioner may collaborate with the American Diploma
 1390  Project in the adoption or development of rigorous end-of-course
 1391  assessments that are aligned to the Next Generation Sunshine
 1392  State Standards.
 1393         d. Contingent upon funding provided in the General
 1394  Appropriations Act, including the appropriation of funds
 1395  received through federal grants, the Commissioner of Education
 1396  shall establish an implementation schedule for the development
 1397  and administration of additional statewide, standardized end-of
 1398  course assessments in English/Language Arts II, Algebra II,
 1399  chemistry, physics, earth/space science, United States history,
 1400  and world history. Priority shall be given to the development of
 1401  end-of-course assessments in English/Language Arts II. The
 1402  Commissioner of Education shall evaluate the feasibility and
 1403  effect of transitioning from the grade 9 and grade 10 FCAT
 1404  Reading and high school level FCAT Writing to an end-of-course
 1405  assessment in English/Language Arts II. The commissioner shall
 1406  report the results of the evaluation to the President of the
 1407  Senate and the Speaker of the House of Representatives no later
 1408  than July 1, 2011.
 1409         3. The testing program shall measure student content
 1410  knowledge and skills adopted by the State Board of Education as
 1411  specified in paragraph (a) and measure and report student
 1412  performance levels of all students assessed in reading, writing,
 1413  mathematics, and science. The commissioner shall provide for the
 1414  tests to be developed or obtained, as appropriate, through
 1415  contracts and project agreements with private vendors, public
 1416  vendors, public agencies, postsecondary educational
 1417  institutions, or school districts. The commissioner shall obtain
 1418  input with respect to the design and implementation of the
 1419  testing program from state educators, assistive technology
 1420  experts, and the public.
 1421         4. The testing program shall be composed of criterion
 1422  referenced tests that shall, to the extent determined by the
 1423  commissioner, include test items that require the student to
 1424  produce information or perform tasks in such a way that the core
 1425  content knowledge and skills he or she uses can be measured.
 1426         5. FCAT Reading, Mathematics, and Science and all
 1427  statewide, standardized end-of-course assessments shall measure
 1428  the content knowledge and skills a student has attained on the
 1429  assessment by the use of scaled scores and achievement levels.
 1430  Achievement levels shall range from 1 through 5, with level 1
 1431  being the lowest achievement level, level 5 being the highest
 1432  achievement level, and level 3 indicating satisfactory
 1433  performance on an assessment. For purposes of FCAT Writing,
 1434  student achievement shall be scored using a scale of 1 through 6
 1435  and the score earned shall be used in calculating school grades.
 1436  A score shall be designated for each subject area tested, below
 1437  which score a student’s performance is deemed inadequate. The
 1438  school districts shall provide appropriate remedial instruction
 1439  to students who score below these levels.
 1440         6. The State Board of Education shall, by rule, designate a
 1441  passing score for each part of the grade 10 assessment test and
 1442  end-of-course assessments. Any rule that has the effect of
 1443  raising the required passing scores may apply only to students
 1444  taking the assessment for the first time after the rule is
 1445  adopted by the State Board of Education. Except as otherwise
 1446  provided in this subparagraph and as provided in s.
 1447  1003.428(8)(b) or s. 1003.43(11)(b), students must earn a
 1448  passing score on grade 10 FCAT Reading and grade 10 FCAT
 1449  Mathematics or attain concordant scores as described in
 1450  subsection (10) in order to qualify for a standard high school
 1451  diploma.
 1452         7. In addition to designating a passing score under
 1453  subparagraph 6., the State Board of Education shall also
 1454  designate, by rule, a score for each statewide, standardized
 1455  end-of-course assessment which indicates that a student is high
 1456  achieving and has the potential to meet college-readiness
 1457  standards by the time the student graduates from high school.
 1458         8. Participation in the testing program is mandatory for
 1459  all students attending public school, including students served
 1460  in Department of Juvenile Justice programs, except as otherwise
 1461  prescribed by the commissioner. A student who has not earned
 1462  passing scores on the grade 10 FCAT as provided in subparagraph
 1463  6. must participate in each retake of the assessment until the
 1464  student earns passing scores or achieves scores on a
 1465  standardized assessment which are concordant with passing scores
 1466  pursuant to subsection (10). If a student does not participate
 1467  in the statewide assessment, the district must notify the
 1468  student’s parent and provide the parent with information
 1469  regarding the implications of such nonparticipation. A parent
 1470  must provide signed consent for a student to receive classroom
 1471  instructional accommodations that would not be available or
 1472  permitted on the statewide assessments and must acknowledge in
 1473  writing that he or she understands the implications of such
 1474  instructional accommodations. The State Board of Education shall
 1475  adopt rules, based upon recommendations of the commissioner, for
 1476  the provision of test accommodations for students in exceptional
 1477  education programs and for students who have limited English
 1478  proficiency. Accommodations that negate the validity of a
 1479  statewide assessment are not allowable in the administration of
 1480  the FCAT or an end-of-course assessment. However, instructional
 1481  accommodations are allowable in the classroom if included in a
 1482  student’s individual education plan. Students using
 1483  instructional accommodations in the classroom that are not
 1484  allowable as accommodations on the FCAT or an end-of-course
 1485  assessment may have the FCAT or an end-of-course assessment
 1486  requirement waived pursuant to the requirements of s.
 1487  1003.428(8)(b) or s. 1003.43(11)(b).
 1488         9. A student seeking an adult high school diploma must meet
 1489  the same testing requirements that a regular high school student
 1490  must meet.
 1491         10. District school boards must provide instruction to
 1492  prepare students in the core curricular content established in
 1493  the Next Generation Sunshine State Standards adopted under s.
 1494  1003.41, including the core content knowledge and skills
 1495  necessary for successful grade-to-grade progression and high
 1496  school graduation. If a student is provided with instructional
 1497  accommodations in the classroom that are not allowable as
 1498  accommodations in the statewide assessment program, as described
 1499  in the test manuals, the district must inform the parent in
 1500  writing and must provide the parent with information regarding
 1501  the impact on the student’s ability to meet expected performance
 1502  levels in reading, writing, mathematics, and science. The
 1503  commissioner shall conduct studies as necessary to verify that
 1504  the required core curricular content is part of the district
 1505  instructional programs.
 1506         11. District school boards must provide opportunities for
 1507  students to demonstrate an acceptable performance level on an
 1508  alternative standardized assessment approved by the State Board
 1509  of Education following enrollment in summer academies.
 1510         12. The Department of Education must develop, or select,
 1511  and implement a common battery of assessment tools that will be
 1512  used in all juvenile justice programs in the state. These tools
 1513  must accurately measure the core curricular content established
 1514  in the Next Generation Sunshine State Standards.
 1515         13. For students seeking a special diploma pursuant to s.
 1516  1003.438, the Department of Education must develop or select and
 1517  implement an alternate assessment tool that accurately measures
 1518  the core curricular content established in the Next Generation
 1519  Sunshine State Standards for students with disabilities under s.
 1520  1003.438.
 1521         14. The Commissioner of Education shall establish schedules
 1522  for the administration of statewide assessments and the
 1523  reporting of student test results. When establishing the
 1524  schedules for the administration of statewide assessments, the
 1525  commissioner shall consider the observance of religious and
 1526  school holidays. The commissioner shall, by August 1 of each
 1527  year, notify each school district in writing and publish on the
 1528  department’s Internet website the testing and reporting
 1529  schedules for, at a minimum, the school year following the
 1530  upcoming school year. The testing and reporting schedules shall
 1531  require that:
 1532         a. There is the latest possible administration of statewide
 1533  assessments and the earliest possible reporting to the school
 1534  districts of student test results which is feasible within
 1535  available technology and specific appropriations; however, test
 1536  results for the FCAT must be made available no later than the
 1537  week of June 8. Student results for end-of-course assessments
 1538  must be provided no later than 1 week after the school district
 1539  completes testing for each course. The commissioner may extend
 1540  the reporting schedule under exigent circumstances.
 1541         b. FCAT Writing may not be administered earlier than the
 1542  week of March 1, and a comprehensive statewide assessment of any
 1543  other subject may not be administered earlier than the week of
 1544  April 15.
 1545         c. A statewide, standardized end-of-course assessment is
 1546  administered at the end of the course. The commissioner shall
 1547  select an administration period for assessments that meets the
 1548  intent of end-of-course assessments and provides student results
 1549  prior to the end of the course. School districts shall
 1550  administer tests in accordance with the schedule determined by
 1551  the commissioner. For an end-of-course assessment administered
 1552  at the end of the first semester, the commissioner shall
 1553  determine the most appropriate testing dates based on a review
 1554  of each school district’s academic calendar.
 1555  
 1556  The commissioner may, based on collaboration and input from
 1557  school districts, design and implement student testing programs,
 1558  for any grade level and subject area, necessary to effectively
 1559  monitor educational achievement in the state, including the
 1560  measurement of educational achievement of the Next Generation
 1561  Sunshine State Standards for students with disabilities.
 1562  Development and refinement of assessments shall include
 1563  universal design principles and accessibility standards that
 1564  will prevent any unintended obstacles for students with
 1565  disabilities while ensuring the validity and reliability of the
 1566  test. These principles should be applicable to all technology
 1567  platforms and assistive devices available for the assessments.
 1568  The field testing process and psychometric analyses for the
 1569  statewide assessment program must include an appropriate
 1570  percentage of students with disabilities and an evaluation or
 1571  determination of the effect of test items on such students.
 1572         Section 23. Subsections (1), (2), (9), and (10) of section
 1573  1008.25, Florida Statutes, are amended to read:
 1574         1008.25 Public school student progression; remedial
 1575  instruction; reporting requirements.—
 1576         (1) INTENT.—It is the intent of the Legislature that each
 1577  student’s progression from one grade to another be determined,
 1578  in part, upon satisfactory performance proficiency in reading,
 1579  writing, science, and mathematics; that district school board
 1580  policies facilitate student achievement such proficiency; and
 1581  that each student and his or her parent be informed of that
 1582  student’s academic progress; and that students have access to
 1583  educational options that provide academically challenging
 1584  coursework or accelerated instruction pursuant to s. 1002.3105.
 1585         (2) COMPREHENSIVE STUDENT PROGRESSION PLAN PROGRAM.—Each
 1586  district school board shall establish a comprehensive plan
 1587  program for student progression which must include:
 1588         (a) Provide standards for evaluating each student’s
 1589  performance, including how well he or she masters the
 1590  performance standards approved by the State Board of Education.
 1591         (b) Provide specific levels of performance in reading,
 1592  writing, science, and mathematics for each grade level,
 1593  including the levels of performance on statewide assessments as
 1594  defined by the commissioner, below which a student must receive
 1595  remediation, or be retained within an intensive program that is
 1596  different from the previous year’s program and that takes into
 1597  account the student’s learning style.
 1598         (c) Provide appropriate alternative placement for a student
 1599  who has been retained 2 or more years.
 1600         (d)1. List the student eligibility and procedural
 1601  requirements established by the school district for whole-grade
 1602  promotion, midyear promotion, and subject-matter acceleration
 1603  that would result in a student attending a different school,
 1604  pursuant to s. 1002.3105(2)(b).
 1605         2. Notify parents and students of the school district’s
 1606  process by which a parent may request student participation in
 1607  whole-grade promotion, midyear promotion, or subject-matter
 1608  acceleration that would result in a student attending a
 1609  different school, pursuant to s. 1002.3105(4)(b)2.
 1610         (e)1. Advise parents and students that additional ACCEL
 1611  options may be available at the student’s school, pursuant to s.
 1612  1002.3105.
 1613         2. Advise parents and students to contact the principal at
 1614  the student’s school for information related to student
 1615  eligibility requirements for whole-grade promotion, midyear
 1616  promotion, and subject-matter acceleration when the promotion or
 1617  acceleration occurs within the principal’s school; virtual
 1618  instruction in higher grade level subjects; and any other ACCEL
 1619  options offered by the principal, pursuant to s.
 1620  1002.3105(2)(a).
 1621         3. Advise parents and students to contact the principal at
 1622  the student’s school for information related to the school’s
 1623  process by which a parent may request student participation in
 1624  whole-grade promotion, midyear promotion, and subject-matter
 1625  acceleration when the promotion or acceleration occurs within
 1626  the principal’s school; virtual instruction in higher grade
 1627  level subjects; and any other ACCEL options offered by the
 1628  principal, pursuant to s. 1002.3105(4)(b)1.
 1629         (f) Advise parents and students of the early and
 1630  accelerated graduation options under ss. 1003.4281 and 1003.429.
 1631         (g) List, or incorporate by reference, all dual enrollment
 1632  courses contained within the dual enrollment articulation
 1633  agreement established pursuant to s. 1007.271(21).
 1634         (9) RULEMAKING STATE BOARD AUTHORITY AND RESPONSIBILITIES.—
 1635         (a) The State Board of Education shall have authority as
 1636  provided in s. 1008.32 to enforce this section.
 1637         (b) The State Board of Education shall adopt rules pursuant
 1638  to ss. 120.536(1) and 120.54 for the administration of this
 1639  section.
 1640         (10) TECHNICAL ASSISTANCE.—The department shall provide
 1641  technical assistance as needed to aid district school boards in
 1642  administering this section.
 1643         Section 24. Paragraph (a) of subsection (1) of section
 1644  1009.25, Florida Statutes, is amended to read:
 1645         1009.25 Fee exemptions.—
 1646         (1) The following students are exempt from the payment of
 1647  tuition and fees, including lab fees, at a school district that
 1648  provides postsecondary career programs, Florida College System
 1649  institution, or state university:
 1650         (a) A student enrolled in a dual enrollment or early
 1651  admission program pursuant to s. 1007.27 or s. 1007.271.
 1652         Section 25. Paragraphs (b) and (f) of subsection (1) of
 1653  section 1009.531, Florida Statutes, are amended to read:
 1654         1009.531 Florida Bright Futures Scholarship Program;
 1655  student eligibility requirements for initial awards.—
 1656         (1) Effective January 1, 2008, in order to be eligible for
 1657  an initial award from any of the three types of scholarships
 1658  under the Florida Bright Futures Scholarship Program, a student
 1659  must:
 1660         (b) Earn a standard Florida high school diploma or its
 1661  equivalent pursuant to as described in s. 1003.428, s.
 1662  1003.4281, s. 1003.429, s. 1003.43, or s. 1003.435 unless:
 1663         1. The student completes a home education program according
 1664  to s. 1002.41; or
 1665         2. The student earns a high school diploma from a non
 1666  Florida school while living with a parent or guardian who is on
 1667  military or public service assignment away from Florida.
 1668         (f) Apply for a scholarship from the program by high school
 1669  graduation. However, a student who graduates from high school
 1670  midyear must apply no later than August 31 of the student’s
 1671  graduation year in order to be evaluated for and, if eligible,
 1672  receive an award for the current academic year.
 1673         Section 26. Subsection (4) is added to section 1009.532,
 1674  Florida Statutes, to read:
 1675         1009.532 Florida Bright Futures Scholarship Program;
 1676  student eligibility requirements for renewal awards.—
 1677         (4) A student who receives an initial award during the
 1678  spring term shall be evaluated for scholarship renewal after the
 1679  completion of a full academic year, which begins with the fall
 1680  term.
 1681         Section 27. Paragraph (c) of subsection (1) of section
 1682  1011.61, Florida Statutes, is amended to read:
 1683         1011.61 Definitions.—Notwithstanding the provisions of s.
 1684  1000.21, the following terms are defined as follows for the
 1685  purposes of the Florida Education Finance Program:
 1686         (1) A “full-time equivalent student” in each program of the
 1687  district is defined in terms of full-time students and part-time
 1688  students as follows:
 1689         (c)1. A “full-time equivalent student” is:
 1690         a. A full-time student in any one of the programs listed in
 1691  s. 1011.62(1)(c); or
 1692         b. A combination of full-time or part-time students in any
 1693  one of the programs listed in s. 1011.62(1)(c) which is the
 1694  equivalent of one full-time student based on the following
 1695  calculations:
 1696         (I) A full-time student in a combination of programs listed
 1697  in s. 1011.62(1)(c) shall be a fraction of a full-time
 1698  equivalent membership in each special program equal to the
 1699  number of net hours per school year for which he or she is a
 1700  member, divided by the appropriate number of hours set forth in
 1701  subparagraph (a)1. or subparagraph (a)2. The difference between
 1702  that fraction or sum of fractions and the maximum value as set
 1703  forth in subsection (4) for each full-time student is presumed
 1704  to be the balance of the student’s time not spent in such
 1705  special education programs and shall be recorded as time in the
 1706  appropriate basic program.
 1707         (II) A prekindergarten handicapped student shall meet the
 1708  requirements specified for kindergarten students.
 1709         (III) A full-time equivalent student for students in
 1710  kindergarten through grade 5 in a virtual instruction program
 1711  under s. 1002.45 or a virtual charter school under s. 1002.33
 1712  shall consist of a student who has successfully completed a
 1713  basic program listed in s. 1011.62(1)(c)1.a. or b., and who is
 1714  promoted to a higher grade level.
 1715         (IV) A full-time equivalent student for students in grades
 1716  6 through 12 in a virtual instruction program under s.
 1717  1002.45(1)(b)1., 2., or 3. or a virtual charter school under s.
 1718  1002.33 shall consist of six full credit completions in programs
 1719  listed in s. 1011.62(1)(c)1.b. or c. and 3. Credit completions
 1720  may be a combination of full-credit courses or half-credit
 1721  courses. Beginning in the 2014-2015 fiscal year, when s.
 1722  1008.22(3)(g) is implemented, the reported full-time equivalent
 1723  students and associated funding of students enrolled in courses
 1724  requiring passage of an end-of-course assessment shall be
 1725  adjusted after the student completes the end-of-course
 1726  assessment.
 1727         (V) A Florida Virtual School full-time equivalent student
 1728  shall consist of six full credit completions or the prescribed
 1729  level of content that counts toward promotion to the next grade
 1730  in the programs listed in s. 1011.62(1)(c)1.a. and b. for
 1731  kindergarten through grade 8 and the programs listed in s.
 1732  1011.62(1)(c)1.c. for grades 9 through 12. Credit completions
 1733  may be a combination of full-credit courses or half-credit
 1734  courses. Beginning in the 2014-2015 fiscal year, when s.
 1735  1008.22(3)(g) is implemented, the reported full-time equivalent
 1736  students and associated funding of students enrolled in courses
 1737  requiring passage of an end-of-course assessment shall be
 1738  adjusted after the student completes the end-of-course
 1739  assessment.
 1740         (VI) Each successfully completed full-credit course earned
 1741  through an online course delivered by a district other than the
 1742  one in which the student resides shall be calculated as 1/6 FTE.
 1743         (VII) Each successfully completed credit earned under the
 1744  alternative high school course credit requirements authorized in
 1745  s. 1002.375, which is not reported as a portion of the 900 net
 1746  hours of instruction pursuant to subparagraph (1)(a)1., shall be
 1747  calculated as 1/6 FTE.
 1748         (VIII)(A) A full-time equivalent student for courses
 1749  requiring a statewide, standardized end-of-course assessment
 1750  pursuant to s. 1008.22(3)(c)2.a. shall be defined and reported
 1751  based on the number of instructional hours as provided in
 1752  subsection (1) for the first 3 years of administering the end
 1753  of-course assessment. Beginning in the fourth year of
 1754  administering the end-of-course assessment, the FTE shall be
 1755  credit-based and each course shall be equal to 1/6 FTE. The
 1756  reported FTE shall be adjusted after the student successfully
 1757  completes the end-of-course assessment pursuant to s.
 1758  1008.22(3)(c)2.a.
 1759         (B) For students enrolled in a school district as a full
 1760  time student, the district may report 1/6 FTE for each student
 1761  who passes a statewide, standardized end-of-course assessment
 1762  without being enrolled in the corresponding course.
 1763         (C) The FTE earned under this sub-sub-subparagraph and any
 1764  FTE for courses or programs listed in s. 1011.62(1)(c) that do
 1765  not require passing a statewide, standardized end-of-course
 1766  assessment are subject to the requirements in subsection (4).
 1767         2. A student in membership in a program scheduled for more
 1768  or less than 180 school days or the equivalent on an hourly
 1769  basis as specified by rules of the State Board of Education is a
 1770  fraction of a full-time equivalent membership equal to the
 1771  number of instructional hours in membership divided by the
 1772  appropriate number of hours set forth in subparagraph (a)1.;
 1773  however, for the purposes of this subparagraph, membership in
 1774  programs scheduled for more than 180 days is limited to students
 1775  enrolled in juvenile justice education programs and the Florida
 1776  Virtual School.
 1777  
 1778  The department shall determine and implement an equitable method
 1779  of equivalent funding for experimental schools and for schools
 1780  operating under emergency conditions, which schools have been
 1781  approved by the department to operate for less than the minimum
 1782  school day.
 1783         Section 28. Paragraph (o) of subsection (1) of section
 1784  1011.62, Florida Statutes, is amended, paragraphs (p) through
 1785  (s) are redesignated as paragraphs (q) through (t),
 1786  respectively, and a new paragraph (p) is added to that
 1787  subsection, to read:
 1788         1011.62 Funds for operation of schools.—If the annual
 1789  allocation from the Florida Education Finance Program to each
 1790  district for operation of schools is not determined in the
 1791  annual appropriations act or the substantive bill implementing
 1792  the annual appropriations act, it shall be determined as
 1793  follows:
 1794         (1) COMPUTATION OF THE BASIC AMOUNT TO BE INCLUDED FOR
 1795  OPERATION.—The following procedure shall be followed in
 1796  determining the annual allocation to each district for
 1797  operation:
 1798         (o) Calculation of additional full-time equivalent
 1799  membership based on certification of successful completion of a
 1800  career-themed course or industry-certified career and
 1801  professional academy program programs pursuant to ss. 1003.491,
 1802  1003.492, 1003.493, and 1003.4935 and issuance of the highest
 1803  level of industry certification identified in the Industry
 1804  Certified Funding List pursuant to rules adopted by the State
 1805  Board of Education.—
 1806         1. A value of 0.1, 0.2, or 0.3 full-time equivalent student
 1807  membership shall be calculated for each student who completes a
 1808  career-themed course as defined in s. 1003.493(1)(b) or a an
 1809  industry-certified career and professional academy program under
 1810  ss. 1003.491, 1003.492, 1003.493, and 1003.4935 and who is
 1811  issued the highest level of industry certification identified
 1812  annually in the Industry Certification Funding List approved
 1813  under rules adopted by the State Board of Education upon
 1814  promotion to the 9th grade under subparagraph 2. or upon earning
 1815  and a high school diploma. The maximum full-time equivalent
 1816  student membership value for any student is 0.3. The Department
 1817  of Education shall assign the appropriate full-time equivalent
 1818  value for each certification, 50 percent of which is based on
 1819  rigor and the remaining 50 percent on employment value. The
 1820  State Board of Education shall include the assigned values in
 1821  the Industry Certification Funding List under rules adopted by
 1822  the state board. Rigor shall be based on the number of
 1823  instructional hours, including work experience hours, required
 1824  to earn the certification, with a bonus for industry
 1825  certifications that have a statewide articulation agreement for
 1826  college credit approved by the State Board of Education.
 1827  Employment value shall be based on the entry wage, growth rate
 1828  in employment for each occupational category, and average annual
 1829  openings for the primary occupation linked to the industry
 1830  certification. Such value shall be added to the total full-time
 1831  equivalent student membership in secondary career education
 1832  programs for grades 9 through 12 in the subsequent year for
 1833  courses that were not funded through dual enrollment.
 1834         2. Upon promotion to the 9th grade, a value of 0.1 full
 1835  time equivalent student membership shall be calculated for each
 1836  student who completes a career-themed course or a career and
 1837  professional academy program under s. 1003.4935 and who is
 1838  issued the highest level of industry certification in science,
 1839  technology, engineering, or mathematics identified on the
 1840  Industry Certification Funding List under rules adopted by the
 1841  State Board of Education.
 1842         3. The additional full-time equivalent membership
 1843  authorized under this paragraph may not exceed 0.3 per student.
 1844  Each district must allocate at least 80 percent of the funds
 1845  provided for industry certification, in accordance with this
 1846  paragraph, to the program that generated the funds. Unless a
 1847  different amount is specified in the General Appropriations Act,
 1848  the appropriation for this calculation is limited to $15 million
 1849  annually. If the appropriation is insufficient to fully fund the
 1850  total calculation, the appropriation shall be prorated.
 1851         (p) Calculation of additional full-time equivalent
 1852  membership based upon early high school graduation.
 1853  Notwithstanding s. 1011.61(4), each unpaid high school credit
 1854  delivered by a school district during the student’s prior
 1855  enrollment may be reported by the district as 1/6 FTE when the
 1856  student graduates early pursuant to s. 1003.4281. A district may
 1857  report up to 1/2 FTE for unpaid credits delivered by the
 1858  district for a student who graduates one semester in advance of
 1859  the student’s cohort and up to 1 FTE for a student who graduates
 1860  1 year or more in advance of the student’s cohort. If the
 1861  student was enrolled in the district as a full-time high school
 1862  student for at least 2 years, the district shall report the
 1863  unpaid FTE delivered by the district during the student’s prior
 1864  enrollment. If the student was enrolled in the district for less
 1865  than 2 years, the district shall report the unpaid FTE delivered
 1866  by the district and by the district in which the student was
 1867  previously enrolled. The district of enrollment for which early
 1868  graduation is claimed shall transfer a proportionate share of
 1869  the funds earned for the unpaid FTE to the district in which the
 1870  student was previously enrolled.
 1871         Section 29. This act shall take effect July 1, 2012.
 1872  
 1873  ================= T I T L E  A M E N D M E N T ================
 1874         And the title is amended as follows:
 1875         Delete everything before the enacting clause
 1876  and insert:
 1877                        A bill to be entitled                      
 1878         An act relating to acceleration options in public
 1879         education; creating s. 1002.3105, F.S., relating to
 1880         Academically Challenging Curriculum to Enhance
 1881         Learning (ACCEL) options, to provide eligible public
 1882         school students educational options that provide
 1883         academically challenging curriculum or accelerated
 1884         instruction; providing school principal and school
 1885         district determined student eligibility and procedural
 1886         requirements; requiring a process by which a parent
 1887         may request student participation, including the
 1888         execution of a performance contract in certain
 1889         instances; amending ss. 1001.64 and 1001.65, F.S.;
 1890         conforming provisions relating to dual enrollment
 1891         articulation agreements between Florida College System
 1892         institutions and school districts; amending ss.
 1893         1002.20 and 1002.41, F.S.; conforming cross
 1894         references; amending s. 1003.02, F.S.; requiring
 1895         school districts to notify parents of options for
 1896         early or accelerated high school graduation; amending
 1897         s. 1003.4156, F.S.; revising requirements for the
 1898         course in career and education planning required for
 1899         middle grades promotion; deleting a required parent
 1900         meeting; amending s. 1003.428, F.S.; conforming
 1901         provisions; creating s. 1003.4281, F.S., relating to
 1902         early high school graduation; defining the term “early
 1903         graduation”; requiring that each school district adopt
 1904         a policy that provides a high school student with the
 1905         option of graduating early; requiring parental
 1906         notification of student eligibility; providing for
 1907         receipt of an initial Florida Bright Futures
 1908         Scholarship Program award; providing requirements for
 1909         funding high school credits; amending s. 1003.4295,
 1910         F.S.; requiring that students be advised of
 1911         acceleration options; authorizing all students to
 1912         participate in the Credit Acceleration Program;
 1913         amending s. 1003.436, F.S.; conforming provisions;
 1914         amending s. 1003.437, F.S.; specifying that the middle
 1915         and high school grading system applies to the course
 1916         level; amending s. 1003.491, F.S.; revising provisions
 1917         relating to the Florida Career and Professional
 1918         Education Act; revising the basis for the strategic
 1919         plan to address workforce demands; providing for
 1920         coordination to promote and support career-themed
 1921         courses that lead to industry certification; amending
 1922         s. 1003.492, F.S.; requiring secondary schools
 1923         offering career-themed courses to coordinate with the
 1924         appropriate industry; amending s. 1003.493, F.S.;
 1925         revising provisions relating to career and
 1926         professional academies; defining the term “career
 1927         themed course”; amending s. 1003.4935, F.S.; requiring
 1928         district school boards to include plans to implement
 1929         career-themed courses; requiring the State Board of
 1930         Education to adopt rules; repealing s. 1007.235, F.S.,
 1931         relating to district interinstitutional articulation
 1932         agreements; amending s. 1007.263, F.S.; eliminating an
 1933         exemption from Florida College System admission
 1934         requirements for certain secondary students; amending
 1935         s. 1007.27, F.S., relating to articulated acceleration
 1936         mechanisms; deleting duplicative language relating to
 1937         early admission; amending s. 1007.271, F.S., relating
 1938         to dual enrollment programs; providing student
 1939         eligibility requirements and restrictions for
 1940         enrollment and continued enrollment in dual enrollment
 1941         courses; authorizing a participation limit based upon
 1942         capacity; providing requirements for faculty members
 1943         providing instruction in college credit dual
 1944         enrollment courses; providing curriculum standards for
 1945         college credit dual enrollment; clarifying district
 1946         school board duties; establishing a minimum and
 1947         maximum number of college credit hours for
 1948         participation in an early admission program; providing
 1949         home education student eligibility requirements for
 1950         enrollment in dual enrollment courses; requiring a
 1951         home education articulation agreement; providing
 1952         requirements for the development and contents of a
 1953         school district and Florida College System institution
 1954         dual enrollment articulation agreement; requiring the
 1955         Department of Education to develop an electronic
 1956         submission system for dual enrollment articulation
 1957         agreements and to review agreements for compliance;
 1958         authorizing dual enrollment articulation agreements
 1959         with state universities, eligible independent colleges
 1960         and universities, and private secondary schools;
 1961         repealing s. 1007.272, F.S., relating to joint dual
 1962         enrollment and advanced placement instruction;
 1963         amending s. 1008.22, F.S.; requiring that the end-of
 1964         course assessment in Algebra I be administered four
 1965         times annually; amending s. 1008.25, F.S.; revising
 1966         legislative intent relating to public school student
 1967         progression; requiring the comprehensive student
 1968         progression plan to include information for students
 1969         and parents on accelerated educational options;
 1970         deleting a technical assistance responsibility of the
 1971         department; amending s. 1009.25, F.S.; conforming a
 1972         cross-reference; amending ss. 1009.531 and 1009.532,
 1973         F.S.; providing requirements for the evaluation of
 1974         certain students for initial and renewal awards under
 1975         the Florida Bright Futures Scholarship Program;
 1976         amending s. 1011.61, F.S.; providing reporting
 1977         requirements for school districts for a full-time
 1978         equivalent student in courses requiring certain
 1979         statewide, standardized end-of-course assessments and
 1980         for a student who passes a statewide, standardized
 1981         end-of-course assessment without being enrolled in the
 1982         corresponding course; amending s. 1011.62, F.S.;
 1983         providing for calculation of additional full-time
 1984         equivalent membership based on completion of career
 1985         themed courses; providing a calculation of additional
 1986         full-time equivalent membership based on early high
 1987         school graduation; providing an effective date.