Florida Senate - 2012                             CS for SB 1368
       
       
       
       By the Committee on Education Pre-K - 12; and Senators Gaetz and
       Gardiner
       
       
       
       581-03371-12                                          20121368c1
    1                        A bill to be entitled                      
    2         An act relating to high school graduation; creating s.
    3         1002.3105, F.S.; establishing Academically Challenging
    4         Curriculum to Enhance Learning (ACCEL) options to
    5         provide eligible public school students educational
    6         options that provide academically challenging
    7         curriculum or accelerated instruction; requiring that
    8         each school offer minimum ACCEL options; providing for
    9         additional ACCEL options; requiring that each school
   10         principal and school district determine student
   11         eligibility and procedural requirements; requiring
   12         that each school principal and school district base
   13         such determination on certain considerations;
   14         requiring that each school principal inform parents
   15         and students of the ACCEL options and the eligibility
   16         requirements; requiring that each school principal and
   17         school district establish a process by which a parent
   18         may request student participation in whole-grade
   19         promotion, midyear promotion, and subject-matter
   20         acceleration under certain circumstances; requiring
   21         that a performance contract be executed by the
   22         student, the parent, and the school principal under
   23         certain circumstances; requiring that a student’s
   24         parent be notified if a school principal initiates a
   25         student’s participation in an ACCEL option; amending
   26         s. 1003.02, F.S.; requiring that school districts
   27         notify parents of options for early or accelerated
   28         high school graduation at the beginning of each school
   29         year and during registration for the next term;
   30         creating s. 1003.4281, F.S.; providing a short title;
   31         providing a purpose; providing a definition for the
   32         term “early graduation”; requiring that each school
   33         district adopt a policy that provides a high school
   34         student with the option of graduating early; requiring
   35         that each school district notify the parent of a
   36         student who is eligible for early graduation;
   37         prohibiting a school district from preventing a
   38         student from graduating early if the student meets the
   39         requirements; providing that a student who graduates
   40         early is eligible to continue participating in
   41         activities, awards, class rankings, social events, and
   42         graduation events; authorizing a school principal or
   43         superintendent to prevent such participation under
   44         certain circumstances; providing that a student who
   45         graduates early may be denied access to the school
   46         facilities and grounds during normal operating hours;
   47         providing that a credit is equal to one-sixth full
   48         time equivalent student; amending s. 1007.27, F.S.;
   49         revising provisions relating to articulated
   50         acceleration mechanisms and early admission; providing
   51         student eligibility requirements for enrollment in
   52         advanced placement courses; amending s. 1008.22, F.S.;
   53         requiring that the end-of-course assessment in Algebra
   54         I be administered four times annually beginning with a
   55         specified school year; amending s. 1008.34, F.S.;
   56         revising provisions relating to school grades;
   57         requiring that the Department of Education award bonus
   58         points to a high school based on the percentage of
   59         students who earn credits in mathematics and science
   60         in excess of the general requirements for high school
   61         graduation and the percentage of students who graduate
   62         in less than 8 semesters or the equivalent; amending
   63         ss. 1009.53 and 1009.531, F.S.; authorizing the
   64         Department of Education to evaluate students who
   65         graduate at the midpoint of the academic year for a
   66         Florida Bright Futures Scholarship award; requiring
   67         that such students be evaluated for scholarship
   68         renewal after completion of a full academic year at an
   69         eligible postsecondary education institution;
   70         requiring that students submit a completed Florida
   71         Financial Aid Application by a specified date;
   72         amending s. 1011.61, F.S.; providing reporting
   73         requirements for school districts for full-time
   74         equivalent students in courses requiring statewide
   75         end-of-course assessments; providing that a student
   76         who passes a statewide end-of-course assessment
   77         without having taken the corresponding course is one
   78         sixth of a full-time equivalent student for funding
   79         purposes; providing for school districts to receive
   80         additional funding for students who graduate early;
   81         amending s. 1011.62, F.S.; providing a calculation of
   82         additional full-time equivalent membership based on
   83         accelerated high school graduation; authorizing a
   84         school district to report unpaid high school credits
   85         for students who graduate at least one semester or 1
   86         year or more in advance of their scheduled graduation
   87         for funding purposes; providing an effective date.
   88  
   89  Be It Enacted by the Legislature of the State of Florida:
   90  
   91         Section 1. Section 1002.3105, Florida Statutes, is created
   92  to read:
   93         1002.3105 Academically Challenging Curriculum to Enhance
   94  Learning (ACCEL) options.—
   95         (1)ACCEL OPTIONS.—
   96         (a)Academically Challenging Curriculum to Enhance Learning
   97  (ACCEL) options are educational options that provide
   98  academically challenging curriculum or accelerated instruction
   99  to eligible public school students in kindergarten through grade
  100  12.
  101         (b)1.At a minimum, each school must offer the following
  102  ACCEL options:
  103         a. Whole-grade and midyear promotion;
  104         b. Subject-matter acceleration;
  105         c. Virtual instruction in higher grade level subjects; and
  106         d. The Credit Acceleration Program under s. 1003.4295.
  107         2. Additional ACCEL options may include, but are not
  108  limited to:
  109         a. Enriched science, technology, engineering, and
  110  mathematics (STEM) coursework;
  111         b. Enrichment programs;
  112         c. Flexible grouping;
  113         d. Advanced academic courses;
  114         e. Combined classes;
  115         f. Self-paced instruction;
  116         g. Curriculum compacting;
  117         h. Advanced-content instruction; and
  118         i. Telescoping curriculum.
  119         (2)ELIGIBILITY AND PROCEDURAL REQUIREMENTS.—
  120         (a)Principal-determined eligibility requirements.
  121         1.Each principal must establish student eligibility
  122  requirements for virtual instruction in higher grade level
  123  subjects. Each principal must also establish student eligibility
  124  requirements for whole-grade promotion, midyear promotion, and
  125  subject-matter acceleration when the promotion or acceleration
  126  occurs within the principal’s school.
  127         2.If a school offers enriched STEM coursework, enrichment
  128  programs, flexible grouping, advanced academic courses, combined
  129  classes, self-paced instruction, curriculum compacting,
  130  advanced-content instruction, telescoping curriculum, or an
  131  alternative ACCEL option established by the principal, the
  132  principal must establish student eligibility requirements
  133  therefor.
  134         (b)School district-determined eligibility and procedural
  135  requirements.—A school district must establish student
  136  eligibility requirements and procedural requirements for any
  137  whole-grade promotion, midyear promotion, or subject-matter
  138  acceleration that would result in a student attending a
  139  different school. Student eligibility requirements and
  140  procedural requirements established by the school district must
  141  be included in the school district’s comprehensive student
  142  progression plan under s. 1008.25.
  143         (3)STUDENT ELIGIBILITY CONSIDERATIONS.—When establishing
  144  student eligibility requirements, principals and school
  145  districts must consider, at a minimum:
  146         (a)The student’s performance on a locally determined
  147  assessment, a statewide assessment, or a statewide, standardized
  148  assessment administered pursuant to s. 1008.22.
  149         (b)The student’s grade point average.
  150         (c)The student’s attendance and conduct record.
  151         (d)Recommendations from one or more of the student’s
  152  teachers in core-curricula courses as defined in s.
  153  1003.01(14)(a)-(e).
  154         (4)ACCEL REQUIREMENTS.—
  155         (a)Each principal must inform parents and students of the
  156  ACCEL options available at the school and the student
  157  eligibility requirements for the ACCEL options established
  158  pursuant to paragraph (2)(a).
  159         (b)1.Each principal must establish a process by which a
  160  parent may request student participation in whole-grade
  161  promotion, midyear promotion, and subject-matter acceleration
  162  when the promotion or acceleration occurs within the principal’s
  163  school; virtual instruction in higher grade level subjects; or
  164  an alternative ACCEL option established by the principal. If the
  165  parent selects one of these ACCEL options and the student meets
  166  the eligibility requirements established by the principal
  167  pursuant to paragraph (2)(a), the student must be provided the
  168  opportunity to participate in the ACCEL option.
  169         2.Each school district must establish a process by which a
  170  parent may request student participation in whole-grade
  171  promotion, midyear promotion, or subject-matter acceleration
  172  that would result in a student attending a different school. If
  173  the parent selects one of these ACCEL options and the student
  174  meets the eligibility and procedural requirements set forth in
  175  the district’s comprehensive student progression plan, as
  176  required under paragraph (2)(b), the student must be provided
  177  the opportunity to participate in the ACCEL option.
  178         (c)If a student participates in an ACCEL option pursuant
  179  to the parental request under subparagraph (b)1., a performance
  180  contract must be executed by the student, the parent, and the
  181  principal. At a minimum, the performance contract must require
  182  compliance with:
  183         1.Minimum student attendance requirements.
  184         2.Minimum student conduct requirements.
  185         3.ACCEL option requirements established by the principal,
  186  which may include participation in extracurricular activities,
  187  educational outings, field trips, interscholastic competitions,
  188  and other activities related to the ACCEL option selected.
  189         (d)If a principal initiates a student’s participation in
  190  an ACCEL option, the student’s parent must be notified. A
  191  performance contract, pursuant to paragraph (c), is not required
  192  when a principal initiates participation but may be used at the
  193  discretion of the principal.
  194         Section 2. Paragraph (i) of subsection (1) of section
  195  1003.02, Florida Statutes, is amended to read:
  196         1003.02 District school board operation and control of
  197  public K-12 education within the school district.—As provided in
  198  part II of chapter 1001, district school boards are
  199  constitutionally and statutorily charged with the operation and
  200  control of public K-12 education within their school district.
  201  The district school boards must establish, organize, and operate
  202  their public K-12 schools and educational programs, employees,
  203  and facilities. Their responsibilities include staff
  204  development, public K-12 school student education including
  205  education for exceptional students and students in juvenile
  206  justice programs, special programs, adult education programs,
  207  and career education programs. Additionally, district school
  208  boards must:
  209         (1) Provide for the proper accounting for all students of
  210  school age, for the attendance and control of students at
  211  school, and for proper attention to health, safety, and other
  212  matters relating to the welfare of students in the following
  213  fields:
  214         (i) Parental notification of acceleration options
  215  mechanisms.—At the beginning of each school year and during
  216  registration for the next term, notify parents of students in or
  217  entering high school of the opportunity and benefits of advanced
  218  placement, International Baccalaureate, Advanced International
  219  Certificate of Education, dual enrollment, and Florida Virtual
  220  School courses and options for early or accelerated high school
  221  graduation under ss. 1003.4281 and 1003.429.
  222         Section 3. Section 1003.4281, Florida Statutes, is created
  223  to read:
  224         1003.4281Science, Technology, Engineering, and Mathematics
  225  (STEM) High School Graduation Acceleration Act of 2012.—
  226         (1) This section may be cited as the “Science, Technology,
  227  Engineering, and Mathematics (STEM) High School Graduation
  228  Acceleration Act of 2012.”
  229         (2) The purpose of this section is to provide an option in
  230  which a student may select early graduation if the student has
  231  completed a minimum of 24 credits and meets the graduation
  232  requirements in s. 1003.428. For purposes of this section, the
  233  term “early graduation” means graduating from high school in
  234  less than 8 semesters or the equivalent.
  235         (3) Each school district shall adopt a policy that provides
  236  a high school student with the option of graduating early. Each
  237  school district shall notify the parent of a student who is
  238  eligible, pursuant to this section, to graduate early. A school
  239  district may not prohibit a student who meets the requirements
  240  of this section from graduating early.
  241         (4) A student who graduates early is eligible to continue
  242  participating in activities, awards, class rankings, social
  243  events, and graduation events as if the student were still
  244  enrolled in high school as a regular high school student.
  245  However, a school principal or superintendent may prevent a
  246  student from participating in these activities and events for
  247  reasons that would otherwise exclude a regularly enrolled
  248  student from participation. A student who graduates early may be
  249  denied access to the school facilities and grounds during normal
  250  operating hours unless the student complies with the rules and
  251  policies prescribed by the district school board.
  252         (5) For the purposes of this section, a credit is equal to
  253  1/6 of an FTE. A student may earn up to 6 paid high school
  254  credits equivalent to 1 FTE per school year in grades 9 through
  255  12 for courses provided by the school district. High school
  256  credits earned in excess of 6 per school year in courses
  257  provided by the school district are unpaid credits.
  258         Section 4. Section 1007.27, Florida Statutes, is amended to
  259  read:
  260         1007.27 Articulated acceleration mechanisms.—
  261         (1) It is the intent of the Legislature that a variety of
  262  articulated acceleration mechanisms be available for secondary
  263  and postsecondary students attending public educational
  264  institutions. It is intended that articulated acceleration serve
  265  to shorten the time necessary for a student to complete the
  266  requirements associated with the conference of a high school
  267  diploma and a postsecondary degree, broaden the scope of
  268  curricular options available to students, or increase the depth
  269  of study available for a particular subject. Articulated
  270  acceleration mechanisms shall include, but are not be limited
  271  to, dual enrollment and early admission as provided for in s.
  272  1007.271, early admission, advanced placement, credit by
  273  examination, the International Baccalaureate Program, and the
  274  Advanced International Certificate of Education Program. Credit
  275  earned through the Florida Virtual School shall provide
  276  additional opportunities for early graduation and acceleration.
  277  Students of Florida public secondary schools enrolled pursuant
  278  to this subsection shall be deemed authorized users of the
  279  state-funded electronic library resources that are licensed for
  280  Florida College System institutions and state universities by
  281  the Florida Center for Library Automation and the College Center
  282  for Library Automation. Verification of eligibility shall be in
  283  accordance with rules established by the State Board of
  284  Education and regulations established by the Board of Governors
  285  and processes implemented by Florida College System institutions
  286  and state universities.
  287         (2) The Department of Education shall annually identify and
  288  publish the minimum scores, maximum credit, and course or
  289  courses for which credit is to be awarded for each College Level
  290  Examination Program (CLEP) subject examination, College Board
  291  Advanced Placement Program examination, Advanced International
  292  Certificate of Education examination, and International
  293  Baccalaureate examination. The department shall use student
  294  performance data in subsequent postsecondary courses to
  295  determine the appropriate examination scores and courses for
  296  which credit is to be granted. Minimum scores may vary by
  297  subject area based on available performance data. In addition,
  298  the department shall identify such courses in the general
  299  education core curriculum of each state university and Florida
  300  College System institution.
  301         (3) Each Florida College System institution and state
  302  university must award credit for specific courses for which
  303  competency has been demonstrated by successful passage of one of
  304  the examinations in subsection (2) unless the award of credit
  305  duplicates credit already awarded. Florida College System
  306  institutions and state universities may not exempt students from
  307  courses without the award of credit if competencies have been so
  308  demonstrated.
  309         (4) It is the intent of the Legislature to provide
  310  articulated acceleration mechanisms for students who are in home
  311  education programs, as defined in s. 1002.01, consistent with
  312  the educational opportunities available to public and private
  313  secondary school students. Home education students may
  314  participate in dual enrollment, career dual enrollment, early
  315  admission, and credit by examination. Credit earned by home
  316  education students through dual enrollment shall apply toward
  317  the completion of a home education program that meets the
  318  requirements of s. 1002.41.
  319         (5) Early admission shall be a form of dual enrollment
  320  through which eligible secondary students enroll in a
  321  postsecondary institution on a full-time basis in courses that
  322  are creditable toward the high school diploma and the associate
  323  or baccalaureate degree. Students enrolled pursuant to this
  324  subsection shall be exempt from the payment of registration,
  325  tuition, and laboratory fees.
  326         (5)(6) Advanced placement is shall be the enrollment of an
  327  eligible secondary student in a course offered through the
  328  Advanced Placement Program administered by the College Board.
  329  Postsecondary credit for an advanced placement course is shall
  330  be limited to students who score a minimum of 3, on a 5-point
  331  scale, on the corresponding Advanced Placement Examination. The
  332  specific courses for which students receive such credit shall be
  333  identified in the statewide articulation agreement required by
  334  s. 1007.23(1). Students of Florida public secondary schools
  335  enrolled pursuant to this subsection are shall be exempt from
  336  the payment of any fees for administration of the examination
  337  regardless of whether or not the student achieves a passing
  338  score on the examination. For purposes of this subsection, an
  339  eligible public secondary student is a student who is enrolled
  340  in a Florida public secondary school, who demonstrates readiness
  341  for college-level coursework through achievement of a minimum
  342  score on a statewide assessment administered pursuant to s.
  343  1008.22 or a common placement test administered pursuant to s.
  344  1008.30, and who has a 3.0 unweighted grade point average in the
  345  related courses in which the student is requesting enrollment in
  346  an Advanced Placement course. The State Board of Education shall
  347  establish, by rule, the required minimum scores on statewide
  348  assessments and common placement tests.
  349         (6)(7) Credit by examination shall be the program through
  350  which secondary and postsecondary students generate
  351  postsecondary credit based on the receipt of a specified minimum
  352  score on nationally standardized general or subject-area
  353  examinations. For the purpose of statewide application, such
  354  examinations and the corresponding minimum scores required for
  355  an award of credit shall be delineated by the State Board of
  356  Education and the Board of Governors in the statewide
  357  articulation agreement required by s. 1007.23(1). The maximum
  358  credit generated by a student pursuant to this subsection shall
  359  be mitigated by any related postsecondary credit earned by the
  360  student prior to the administration of the examination. This
  361  subsection shall not preclude Florida College System
  362  institutions and universities from awarding credit by
  363  examination based on student performance on examinations
  364  developed within and recognized by the individual postsecondary
  365  institutions.
  366         (7)(8) The International Baccalaureate Program shall be the
  367  curriculum in which eligible secondary students are enrolled in
  368  a program of studies offered through the International
  369  Baccalaureate Program administered by the International
  370  Baccalaureate Office. The State Board of Education and the Board
  371  of Governors shall specify in the statewide articulation
  372  agreement required by s. 1007.23(1) the cutoff scores and
  373  International Baccalaureate Examinations which will be used to
  374  grant postsecondary credit at Florida College System
  375  institutions and universities. Any changes to the articulation
  376  agreement, which have the effect of raising the required cutoff
  377  score or of changing the International Baccalaureate
  378  Examinations which will be used to grant postsecondary credit,
  379  shall only apply to students taking International Baccalaureate
  380  Examinations after such changes are adopted by the State Board
  381  of Education and the Board of Governors. Students shall be
  382  awarded a maximum of 30 semester credit hours pursuant to this
  383  subsection. The specific course for which a student may receive
  384  such credit shall be specified in the statewide articulation
  385  agreement required by s. 1007.23(1). Students enrolled pursuant
  386  to this subsection shall be exempt from the payment of any fees
  387  for administration of the examinations regardless of whether or
  388  not the student achieves a passing score on the examination.
  389         (8)(9) The Advanced International Certificate of Education
  390  Program and the International General Certificate of Secondary
  391  Education (pre-AICE) Program shall be the curricula in which
  392  eligible secondary students are enrolled in programs of study
  393  offered through the Advanced International Certificate of
  394  Education Program or the International General Certificate of
  395  Secondary Education (pre-AICE) Program administered by the
  396  University of Cambridge Local Examinations Syndicate. The State
  397  Board of Education and the Board of Governors shall specify in
  398  the statewide articulation agreement required by s. 1007.23(1)
  399  the cutoff scores and Advanced International Certificate of
  400  Education examinations which will be used to grant postsecondary
  401  credit at Florida College System institutions and universities.
  402  Any changes to the cutoff scores, which changes have the effect
  403  of raising the required cutoff score or of changing the Advanced
  404  International Certification of Education examinations which will
  405  be used to grant postsecondary credit, shall apply to students
  406  taking Advanced International Certificate of Education
  407  examinations after such changes are adopted by the State Board
  408  of Education and the Board of Governors. Students shall be
  409  awarded a maximum of 30 semester credit hours pursuant to this
  410  subsection. The specific course for which a student may receive
  411  such credit shall be determined by the Florida College System
  412  institution or university that accepts the student for
  413  admission. Students enrolled in either program of study pursuant
  414  to this subsection shall be exempt from the payment of any fees
  415  for administration of the examinations regardless of whether the
  416  student achieves a passing score on the examination.
  417         Section 5. Paragraph (c) of subsection (3) of section
  418  1008.22, Florida Statutes, is amended to read:
  419         1008.22 Student assessment program for public schools.—
  420         (3) STATEWIDE ASSESSMENT PROGRAM.—The commissioner shall
  421  design and implement a statewide program of educational
  422  assessment that provides information for the improvement of the
  423  operation and management of the public schools, including
  424  schools operating for the purpose of providing educational
  425  services to youth in Department of Juvenile Justice programs.
  426  The commissioner may enter into contracts for the continued
  427  administration of the assessment, testing, and evaluation
  428  programs authorized and funded by the Legislature. Contracts may
  429  be initiated in 1 fiscal year and continue into the next and may
  430  be paid from the appropriations of either or both fiscal years.
  431  The commissioner is authorized to negotiate for the sale or
  432  lease of tests, scoring protocols, test scoring services, and
  433  related materials developed pursuant to law. Pursuant to the
  434  statewide assessment program, the commissioner shall:
  435         (c) Develop and implement a student achievement testing
  436  program as follows:
  437         1. The Florida Comprehensive Assessment Test (FCAT)
  438  measures a student’s content knowledge and skills in reading,
  439  writing, science, and mathematics. The content knowledge and
  440  skills assessed by the FCAT must be aligned to the core
  441  curricular content established in the Next Generation Sunshine
  442  State Standards. Other content areas may be included as directed
  443  by the commissioner. Comprehensive assessments of reading and
  444  mathematics shall be administered annually in grades 3 through
  445  10 except, beginning with the 2010-2011 school year, the
  446  administration of grade 9 FCAT Mathematics shall be
  447  discontinued, and beginning with the 2011-2012 school year, the
  448  administration of grade 10 FCAT Mathematics shall be
  449  discontinued, except as required for students who have not
  450  attained minimum performance expectations for graduation as
  451  provided in paragraph (9)(c). FCAT Writing and FCAT Science
  452  shall be administered at least once at the elementary, middle,
  453  and high school levels except, beginning with the 2011-2012
  454  school year, the administration of FCAT Science at the high
  455  school level shall be discontinued.
  456         2.a. End-of-course assessments for a subject shall be
  457  administered in addition to the comprehensive assessments
  458  required under subparagraph 1. End-of-course assessments must be
  459  rigorous, statewide, standardized, and developed or approved by
  460  the department. The content knowledge and skills assessed by
  461  end-of-course assessments must be aligned to the core curricular
  462  content established in the Next Generation Sunshine State
  463  Standards.
  464         (I) Statewide, standardized end-of-course assessments in
  465  mathematics shall be administered according to this sub-sub
  466  subparagraph. Beginning with the 2010-2011 school year, all
  467  students enrolled in Algebra I or an equivalent course must take
  468  the Algebra I end-of-course assessment. For students entering
  469  grade 9 during the 2010-2011 school year and who are enrolled in
  470  Algebra I or an equivalent, each student’s performance on the
  471  end-of-course assessment in Algebra I shall constitute 30
  472  percent of the student’s final course grade. Beginning with the
  473  2012-2013 school year, the end-of-course assessment in Algebra I
  474  shall be administered four times annually. Beginning with
  475  students entering grade 9 in the 2011-2012 school year, a
  476  student who is enrolled in Algebra I or an equivalent must earn
  477  a passing score on the end-of-course assessment in Algebra I or
  478  attain an equivalent score as described in subsection (11) in
  479  order to earn course credit. Beginning with the 2011-2012 school
  480  year, all students enrolled in geometry or an equivalent course
  481  must take the geometry end-of-course assessment. For students
  482  entering grade 9 during the 2011-2012 school year, each
  483  student’s performance on the end-of-course assessment in
  484  geometry shall constitute 30 percent of the student’s final
  485  course grade. Beginning with students entering grade 9 during
  486  the 2012-2013 school year, a student must earn a passing score
  487  on the end-of-course assessment in geometry or attain an
  488  equivalent score as described in subsection (11) in order to
  489  earn course credit.
  490         (II) Statewide, standardized end-of-course assessments in
  491  science shall be administered according to this sub-sub
  492  subparagraph. Beginning with the 2011-2012 school year, all
  493  students enrolled in Biology I or an equivalent course must take
  494  the Biology I end-of-course assessment. For the 2011-2012 school
  495  year, each student’s performance on the end-of-course assessment
  496  in Biology I shall constitute 30 percent of the student’s final
  497  course grade. Beginning with students entering grade 9 during
  498  the 2012-2013 school year, a student must earn a passing score
  499  on the end-of-course assessment in Biology I in order to earn
  500  course credit.
  501         b. During the 2012-2013 school year, an end-of-course
  502  assessment in civics education shall be administered as a field
  503  test at the middle school level. During the 2013-2014 school
  504  year, each student’s performance on the statewide, standardized
  505  end-of-course assessment in civics education shall constitute 30
  506  percent of the student’s final course grade. Beginning with the
  507  2014-2015 school year, a student must earn a passing score on
  508  the end-of-course assessment in civics education in order to
  509  pass the course and be promoted from the middle grades. The
  510  school principal of a middle school shall determine, in
  511  accordance with State Board of Education rule, whether a student
  512  who transfers to the middle school and who has successfully
  513  completed a civics education course at the student’s previous
  514  school must take an end-of-course assessment in civics
  515  education.
  516         c. The commissioner may select one or more nationally
  517  developed comprehensive examinations, which may include, but
  518  need not be limited to, examinations for a College Board
  519  Advanced Placement course, International Baccalaureate course,
  520  or Advanced International Certificate of Education course, or
  521  industry-approved examinations to earn national industry
  522  certifications identified in the Industry Certification Funding
  523  List, pursuant to rules adopted by the State Board of Education,
  524  for use as end-of-course assessments under this paragraph, if
  525  the commissioner determines that the content knowledge and
  526  skills assessed by the examinations meet or exceed the grade
  527  level expectations for the core curricular content established
  528  for the course in the Next Generation Sunshine State Standards.
  529  The commissioner may collaborate with the American Diploma
  530  Project in the adoption or development of rigorous end-of-course
  531  assessments that are aligned to the Next Generation Sunshine
  532  State Standards.
  533         d. Contingent upon funding provided in the General
  534  Appropriations Act, including the appropriation of funds
  535  received through federal grants, the Commissioner of Education
  536  shall establish an implementation schedule for the development
  537  and administration of additional statewide, standardized end-of
  538  course assessments in English/Language Arts II, Algebra II,
  539  chemistry, physics, earth/space science, United States history,
  540  and world history. Priority shall be given to the development of
  541  end-of-course assessments in English/Language Arts II. The
  542  Commissioner of Education shall evaluate the feasibility and
  543  effect of transitioning from the grade 9 and grade 10 FCAT
  544  Reading and high school level FCAT Writing to an end-of-course
  545  assessment in English/Language Arts II. The commissioner shall
  546  report the results of the evaluation to the President of the
  547  Senate and the Speaker of the House of Representatives no later
  548  than July 1, 2011.
  549         3. The testing program shall measure student content
  550  knowledge and skills adopted by the State Board of Education as
  551  specified in paragraph (a) and measure and report student
  552  performance levels of all students assessed in reading, writing,
  553  mathematics, and science. The commissioner shall provide for the
  554  tests to be developed or obtained, as appropriate, through
  555  contracts and project agreements with private vendors, public
  556  vendors, public agencies, postsecondary educational
  557  institutions, or school districts. The commissioner shall obtain
  558  input with respect to the design and implementation of the
  559  testing program from state educators, assistive technology
  560  experts, and the public.
  561         4. The testing program shall be composed of criterion
  562  referenced tests that shall, to the extent determined by the
  563  commissioner, include test items that require the student to
  564  produce information or perform tasks in such a way that the core
  565  content knowledge and skills he or she uses can be measured.
  566         5. FCAT Reading, Mathematics, and Science and all
  567  statewide, standardized end-of-course assessments shall measure
  568  the content knowledge and skills a student has attained on the
  569  assessment by the use of scaled scores and achievement levels.
  570  Achievement levels shall range from 1 through 5, with level 1
  571  being the lowest achievement level, level 5 being the highest
  572  achievement level, and level 3 indicating satisfactory
  573  performance on an assessment. For purposes of FCAT Writing,
  574  student achievement shall be scored using a scale of 1 through 6
  575  and the score earned shall be used in calculating school grades.
  576  A score shall be designated for each subject area tested, below
  577  which score a student’s performance is deemed inadequate. The
  578  school districts shall provide appropriate remedial instruction
  579  to students who score below these levels.
  580         6. The State Board of Education shall, by rule, designate a
  581  passing score for each part of the grade 10 assessment test and
  582  end-of-course assessments. Any rule that has the effect of
  583  raising the required passing scores may apply only to students
  584  taking the assessment for the first time after the rule is
  585  adopted by the State Board of Education. Except as otherwise
  586  provided in this subparagraph and as provided in s.
  587  1003.428(8)(b) or s. 1003.43(11)(b), students must earn a
  588  passing score on grade 10 FCAT Reading and grade 10 FCAT
  589  Mathematics or attain concordant scores as described in
  590  subsection (10) in order to qualify for a standard high school
  591  diploma.
  592         7. In addition to designating a passing score under
  593  subparagraph 6., the State Board of Education shall also
  594  designate, by rule, a score for each statewide, standardized
  595  end-of-course assessment which indicates that a student is high
  596  achieving and has the potential to meet college-readiness
  597  standards by the time the student graduates from high school.
  598         8. Participation in the testing program is mandatory for
  599  all students attending public school, including students served
  600  in Department of Juvenile Justice programs, except as otherwise
  601  prescribed by the commissioner. A student who has not earned
  602  passing scores on the grade 10 FCAT as provided in subparagraph
  603  6. must participate in each retake of the assessment until the
  604  student earns passing scores or achieves scores on a
  605  standardized assessment which are concordant with passing scores
  606  pursuant to subsection (10). If a student does not participate
  607  in the statewide assessment, the district must notify the
  608  student’s parent and provide the parent with information
  609  regarding the implications of such nonparticipation. A parent
  610  must provide signed consent for a student to receive classroom
  611  instructional accommodations that would not be available or
  612  permitted on the statewide assessments and must acknowledge in
  613  writing that he or she understands the implications of such
  614  instructional accommodations. The State Board of Education shall
  615  adopt rules, based upon recommendations of the commissioner, for
  616  the provision of test accommodations for students in exceptional
  617  education programs and for students who have limited English
  618  proficiency. Accommodations that negate the validity of a
  619  statewide assessment are not allowable in the administration of
  620  the FCAT or an end-of-course assessment. However, instructional
  621  accommodations are allowable in the classroom if included in a
  622  student’s individual education plan. Students using
  623  instructional accommodations in the classroom that are not
  624  allowable as accommodations on the FCAT or an end-of-course
  625  assessment may have the FCAT or an end-of-course assessment
  626  requirement waived pursuant to the requirements of s.
  627  1003.428(8)(b) or s. 1003.43(11)(b).
  628         9. A student seeking an adult high school diploma must meet
  629  the same testing requirements that a regular high school student
  630  must meet.
  631         10. District school boards must provide instruction to
  632  prepare students in the core curricular content established in
  633  the Next Generation Sunshine State Standards adopted under s.
  634  1003.41, including the core content knowledge and skills
  635  necessary for successful grade-to-grade progression and high
  636  school graduation. If a student is provided with instructional
  637  accommodations in the classroom that are not allowable as
  638  accommodations in the statewide assessment program, as described
  639  in the test manuals, the district must inform the parent in
  640  writing and must provide the parent with information regarding
  641  the impact on the student’s ability to meet expected performance
  642  levels in reading, writing, mathematics, and science. The
  643  commissioner shall conduct studies as necessary to verify that
  644  the required core curricular content is part of the district
  645  instructional programs.
  646         11. District school boards must provide opportunities for
  647  students to demonstrate an acceptable performance level on an
  648  alternative standardized assessment approved by the State Board
  649  of Education following enrollment in summer academies.
  650         12. The Department of Education must develop, or select,
  651  and implement a common battery of assessment tools that will be
  652  used in all juvenile justice programs in the state. These tools
  653  must accurately measure the core curricular content established
  654  in the Next Generation Sunshine State Standards.
  655         13. For students seeking a special diploma pursuant to s.
  656  1003.438, the Department of Education must develop or select and
  657  implement an alternate assessment tool that accurately measures
  658  the core curricular content established in the Next Generation
  659  Sunshine State Standards for students with disabilities under s.
  660  1003.438.
  661         14. The Commissioner of Education shall establish schedules
  662  for the administration of statewide assessments and the
  663  reporting of student test results. When establishing the
  664  schedules for the administration of statewide assessments, the
  665  commissioner shall consider the observance of religious and
  666  school holidays. The commissioner shall, by August 1 of each
  667  year, notify each school district in writing and publish on the
  668  department’s Internet website the testing and reporting
  669  schedules for, at a minimum, the school year following the
  670  upcoming school year. The testing and reporting schedules shall
  671  require that:
  672         a. There is the latest possible administration of statewide
  673  assessments and the earliest possible reporting to the school
  674  districts of student test results which is feasible within
  675  available technology and specific appropriations; however, test
  676  results for the FCAT must be made available no later than the
  677  week of June 8. Student results for end-of-course assessments
  678  must be provided no later than 1 week after the school district
  679  completes testing for each course. The commissioner may extend
  680  the reporting schedule under exigent circumstances.
  681         b. FCAT Writing may not be administered earlier than the
  682  week of March 1, and a comprehensive statewide assessment of any
  683  other subject may not be administered earlier than the week of
  684  April 15.
  685         c. A statewide, standardized end-of-course assessment is
  686  administered at the end of the course. The commissioner shall
  687  select an administration period for assessments that meets the
  688  intent of end-of-course assessments and provides student results
  689  prior to the end of the course. School districts shall
  690  administer tests in accordance with the schedule determined by
  691  the commissioner. For an end-of-course assessment administered
  692  at the end of the first semester, the commissioner shall
  693  determine the most appropriate testing dates based on a review
  694  of each school district’s academic calendar.
  695  
  696  The commissioner may, based on collaboration and input from
  697  school districts, design and implement student testing programs,
  698  for any grade level and subject area, necessary to effectively
  699  monitor educational achievement in the state, including the
  700  measurement of educational achievement of the Next Generation
  701  Sunshine State Standards for students with disabilities.
  702  Development and refinement of assessments shall include
  703  universal design principles and accessibility standards that
  704  will prevent any unintended obstacles for students with
  705  disabilities while ensuring the validity and reliability of the
  706  test. These principles should be applicable to all technology
  707  platforms and assistive devices available for the assessments.
  708  The field testing process and psychometric analyses for the
  709  statewide assessment program must include an appropriate
  710  percentage of students with disabilities and an evaluation or
  711  determination of the effect of test items on such students.
  712         Section 6. Subsection (3) of section 1008.34, Florida
  713  Statutes, is amended to read:
  714         1008.34 School grading system; school report cards;
  715  district grade.—
  716         (3) DESIGNATION OF SCHOOL GRADES.—
  717         (a) Each school that has students who are tested and
  718  included in the school grading system shall receive a school
  719  grade, except as follows:
  720         1. A school shall not receive a school grade if the number
  721  of its students tested and included in the school grading system
  722  is less than the minimum sample size necessary, based on
  723  accepted professional practice, for statistical reliability and
  724  prevention of the unlawful release of personally identifiable
  725  student data under s. 1002.22 or 20 U.S.C. s. 1232g.
  726         2. An alternative school may choose to receive a school
  727  grade under this section or a school improvement rating under s.
  728  1008.341. For charter schools that meet the definition of an
  729  alternative school pursuant to State Board of Education rule,
  730  the decision to receive a school grade is the decision of the
  731  charter school governing board.
  732         3. A school that serves any combination of students in
  733  kindergarten through grade 3 which does not receive a school
  734  grade because its students are not tested and included in the
  735  school grading system shall receive the school grade designation
  736  of a K-3 feeder pattern school identified by the Department of
  737  Education and verified by the school district. A school feeder
  738  pattern exists if at least 60 percent of the students in the
  739  school serving a combination of students in kindergarten through
  740  grade 3 are scheduled to be assigned to the graded school.
  741         (b)1. A school’s grade shall be based on a combination of:
  742         a. Student achievement scores, including achievement on all
  743  FCAT assessments administered under s. 1008.22(3)(c)1., end-of
  744  course assessments administered under s. 1008.22(3)(c)2.a., and
  745  achievement scores for students seeking a special diploma.
  746         b. Student learning gains in reading and mathematics as
  747  measured by FCAT and end-of-course assessments, as described in
  748  s. 1008.22(3)(c)1. and 2.a. Learning gains for students seeking
  749  a special diploma, as measured by an alternate assessment tool,
  750  shall be included not later than the 2009-2010 school year.
  751         c. Improvement of the lowest 25th percentile of students in
  752  the school in reading and mathematics on the FCAT or end-of
  753  course assessments described in s. 1008.22(3)(c)2.a., unless
  754  these students are exhibiting satisfactory performance.
  755         2. Beginning with the 2011-2012 school year, for schools
  756  comprised of middle school grades 6 through 8 or grades 7 and 8,
  757  the school’s grade shall include the performance and
  758  participation of its students enrolled in high school level
  759  courses with end-of-course assessments administered under s.
  760  1008.22(3)(c)2.a. Performance and participation must be weighted
  761  equally. As valid data becomes available, the school grades
  762  shall include the students’ attainment of national industry
  763  certification identified in the Industry Certification Funding
  764  List pursuant to rules adopted by the State Board of Education.
  765         3. Beginning with the 2009-2010 school year For schools
  766  comprised of high school grades 9, 10, 11, and 12, or grades 10,
  767  11, and 12, 50 percent of the school grade shall be based on a
  768  combination of the factors listed in sub-subparagraphs 1.a.-c.
  769  and the remaining 50 percent on the following factors:
  770         a. The high school graduation rate of the school;
  771         b. As valid data becomes available, the performance and
  772  participation of the school’s students in College Board Advanced
  773  Placement courses, International Baccalaureate courses, dual
  774  enrollment courses, and Advanced International Certificate of
  775  Education courses; and the students’ achievement of national
  776  industry certification identified in the Industry Certification
  777  Funding List, pursuant to rules adopted by the State Board of
  778  Education;
  779         c. Postsecondary readiness of the school’s students as
  780  measured by the SAT, ACT, or the common placement test;
  781         d. The high school graduation rate of at-risk students who
  782  scored at Level 2 or lower on the grade 8 FCAT Reading and
  783  Mathematics examinations;
  784         e. As valid data becomes available, the performance of the
  785  school’s students on statewide standardized end-of-course
  786  assessments administered under s. 1008.22(3)(c)2.c. and d.; and
  787         f. The percentage of the school’s students who earn credits
  788  in mathematics and science courses that must be:
  789         (I) In excess of the requirements in s. 1003.428(2)(a)2.
  790  and 3.; and
  791         (II) At a level of rigor exceeding the course requirements
  792  in s. 1003.428(2)(a)2. and 3.;
  793         g. The percentage of students who graduate in less than 8
  794  semesters or the equivalent; and
  795         h.f. The growth or decline in the components listed in sub
  796  subparagraphs a.-e. from year to year.
  797  
  798  Beginning with the 2012-2013 school year, the Department of
  799  Education shall award bonus points to each high school based on
  800  the data in sub-subparagraphs f. and g.
  801         (c) Student assessment data used in determining school
  802  grades shall include:
  803         1. The aggregate scores of all eligible students enrolled
  804  in the school who have been assessed on the FCAT and statewide,
  805  standardized end-of-course assessments in courses required for
  806  high school graduation, including, beginning with the 2010-2011
  807  school year, the end-of-course assessment in Algebra I; and
  808  beginning with the 2011-2012 school year, the end-of-course
  809  assessments in geometry and Biology; and beginning with the
  810  2013-2014 school year, on the statewide, standardized end-of
  811  course assessment in civics education at the middle school
  812  level.
  813         2. The aggregate scores of all eligible students enrolled
  814  in the school who have been assessed on the FCAT and end-of
  815  course assessments as described in s. 1008.22(3)(c)2.a., and who
  816  have scored at or in the lowest 25th percentile of students in
  817  the school in reading and mathematics, unless these students are
  818  exhibiting satisfactory performance.
  819         3. The achievement scores and learning gains of eligible
  820  students attending alternative schools that provide dropout
  821  prevention and academic intervention services pursuant to s.
  822  1003.53. The term “eligible students” in this subparagraph does
  823  not include students attending an alternative school who are
  824  subject to district school board policies for expulsion for
  825  repeated or serious offenses, who are in dropout retrieval
  826  programs serving students who have officially been designated as
  827  dropouts, or who are in programs operated or contracted by the
  828  Department of Juvenile Justice. The student performance data for
  829  eligible students identified in this subparagraph shall be
  830  included in the calculation of the home school’s grade. As used
  831  in this subparagraph and s. 1008.341, the term “home school”
  832  means the school to which the student would be assigned if the
  833  student were not assigned to an alternative school. If an
  834  alternative school chooses to be graded under this section,
  835  student performance data for eligible students identified in
  836  this subparagraph shall not be included in the home school’s
  837  grade but shall be included only in the calculation of the
  838  alternative school’s grade. A school district that fails to
  839  assign the FCAT and end-of-course assessment as described in s.
  840  1008.22(3)(c)2.a. scores of each of its students to his or her
  841  home school or to the alternative school that receives a grade
  842  shall forfeit Florida School Recognition Program funds for 1
  843  fiscal year. School districts must require collaboration between
  844  the home school and the alternative school in order to promote
  845  student success. This collaboration must include an annual
  846  discussion between the principal of the alternative school and
  847  the principal of each student’s home school concerning the most
  848  appropriate school assignment of the student.
  849         4. The achievement scores and learning gains of students
  850  designated as hospital- or homebound. Student assessment data
  851  for students designated as hospital- or homebound shall be
  852  assigned to their home school for the purposes of school grades.
  853  As used in this subparagraph, the term “home school” means the
  854  school to which a student would be assigned if the student were
  855  not assigned to a hospital- or homebound program.
  856         5. For schools comprised of high school grades 9, 10, 11,
  857  and 12, or grades 10, 11, and 12, the data listed in
  858  subparagraphs 1.-3. and the following data as the Department of
  859  Education determines such data are valid and available:
  860         a. The high school graduation rate of the school as
  861  calculated by the Department of Education;
  862         b. The participation rate of all eligible students enrolled
  863  in the school and enrolled in College Board Advanced Placement
  864  courses; International Baccalaureate courses; dual enrollment
  865  courses; Advanced International Certificate of Education
  866  courses; and courses or sequences of courses leading to national
  867  industry certification identified in the Industry Certification
  868  Funding List, pursuant to rules adopted by the State Board of
  869  Education;
  870         c. The aggregate scores of all eligible students enrolled
  871  in the school in College Board Advanced Placement courses,
  872  International Baccalaureate courses, and Advanced International
  873  Certificate of Education courses;
  874         d. Earning of college credit by all eligible students
  875  enrolled in the school in dual enrollment programs under s.
  876  1007.271;
  877         e. Earning of a national industry certification identified
  878  in the Industry Certification Funding List, pursuant to rules
  879  adopted by the State Board of Education;
  880         f. The aggregate scores of all eligible students enrolled
  881  in the school in reading, mathematics, and other subjects as
  882  measured by the SAT, the ACT, and the common placement test for
  883  postsecondary readiness;
  884         g. The high school graduation rate of all eligible at-risk
  885  students enrolled in the school who scored at Level 2 or lower
  886  on the grade 8 FCAT Reading and Mathematics examinations;
  887         h. The performance of the school’s students on statewide
  888  standardized end-of-course assessments administered under s.
  889  1008.22(3)(c)2.c. and d.; and
  890         i. The percentage of the school’s students who earn credits
  891  in mathematics and science courses that must be:
  892         (I) In excess of the requirements in s. 1003.428(2)(a)2.
  893  and 3.; and
  894         (II) At a level of rigor exceeding the course requirements
  895  in s. 1003.428(2)(a)2. and 3.;
  896         j. The percentage of students who graduate in less than 8
  897  semesters or the equivalent; and
  898         k.i. The growth or decline in the data components listed in
  899  sub-subparagraphs a.-h. from year to year.
  900  
  901  Beginning with the 2012-2013 school year, the Department of
  902  Education shall award bonus points to each high school based on
  903  the data in sub-subparagraphs i. and j. The State Board of
  904  Education shall adopt appropriate criteria for each school
  905  grade. The criteria must also give added weight to student
  906  achievement in reading. Schools designated with a grade of “C,”
  907  making satisfactory progress, shall be required to demonstrate
  908  that adequate progress has been made by students in the school
  909  who are in the lowest 25th percentile in reading and mathematics
  910  on the FCAT and end-of-course assessments as described in s.
  911  1008.22(3)(c)2.a., unless these students are exhibiting
  912  satisfactory performance. Beginning with the 2009-2010 school
  913  year for schools comprised of high school grades 9, 10, 11, and
  914  12, or grades 10, 11, and 12, the criteria for school grades
  915  must also give added weight to the graduation rate of all
  916  eligible at-risk students, as defined in this paragraph.
  917  Beginning in the 2009-2010 school year, in order for a high
  918  school to be designated as having a grade of “A,” making
  919  excellent progress, the school must demonstrate that at-risk
  920  students, as defined in this paragraph, in the school are making
  921  adequate progress.
  922         Section 7. Subsection (5) of section 1009.53, Florida
  923  Statutes, is amended to read:
  924         1009.53 Florida Bright Futures Scholarship Program.—
  925         (5) The department shall issue awards from the scholarship
  926  program annually. However, the department may evaluate students
  927  who graduate from high school at the midpoint of the academic
  928  year for an award, with distribution of the initial award during
  929  the spring term at an eligible postsecondary institution. The
  930  department shall evaluate a student for renewal of an award
  931  after the student completes a full academic year, which begins
  932  with the fall term through the beginning of the next fall term.
  933  Annual awards may be for up to 45 semester credit hours or the
  934  equivalent. Before the registration period each semester, the
  935  department shall transmit payment for each award to the
  936  president or director of the postsecondary education
  937  institution, or his or her representative, except that the
  938  department may withhold payment if the receiving institution
  939  fails to report or to make refunds to the department as required
  940  in this section.
  941         (a) Within 30 days after the end of regular registration
  942  each semester, the educational institution shall certify to the
  943  department the eligibility status of each student who receives
  944  an award. After the end of the drop and add period, an
  945  institution is not required to reevaluate or revise a student’s
  946  eligibility status; however, an institution must make a refund
  947  to the department within 30 days after the end of the semester
  948  of any funds received for courses dropped by a student or
  949  courses from which a student has withdrawn after the end of the
  950  drop and add period, unless the student has been granted an
  951  exception by the department pursuant to subsection (11).
  952         (b) An institution that receives funds from the program
  953  shall certify to the department the amount of funds disbursed to
  954  each student and shall remit to the department any undisbursed
  955  advances within 60 days after the end of regular registration.
  956         (c) Each institution that receives moneys through this
  957  program shall provide for a financial audit, as defined in s.
  958  11.45, conducted by an independent certified public accountant
  959  or the Auditor General for each fiscal year in which the
  960  institution expends program moneys in excess of $100,000. At
  961  least every 2 years, the audit shall include an examination of
  962  the institution’s administration of the program and the
  963  institution’s accounting of the moneys for the program since the
  964  last examination of the institution’s administration of the
  965  program. The report on the audit must be submitted to the
  966  department within 9 months after the end of the fiscal year. The
  967  department may conduct its own annual audit of an institution’s
  968  administration of the program. The department may request a
  969  refund of any moneys overpaid to the institution for the
  970  program. The department may suspend or revoke an institution’s
  971  eligibility to receive future moneys for the program if the
  972  department finds that an institution has not complied with this
  973  section. The institution must remit within 60 days any refund
  974  requested in accordance with this subsection.
  975         (d) Any institution that is not subject to an audit
  976  pursuant to this subsection shall attest, under penalty of
  977  perjury, that the moneys were used in compliance with law. The
  978  attestation shall be made annually in a form and format
  979  determined by the department.
  980         Section 8. Paragraph (f) of subsection (1) of section
  981  1009.531, Florida Statutes, is amended to read:
  982         1009.531 Florida Bright Futures Scholarship Program;
  983  student eligibility requirements for initial awards.—
  984         (1) Effective January 1, 2008, in order to be eligible for
  985  an initial award from any of the three types of scholarships
  986  under the Florida Bright Futures Scholarship Program, a student
  987  must:
  988         (f) Apply for a scholarship from the program by high school
  989  graduation. A student who graduates from high school at the
  990  midpoint of the academic year may be evaluated for an award for
  991  the current academic year if he or she submits a completed
  992  Florida Financial Aid Application by August 31 of his or her
  993  graduation year.
  994         Section 9. Paragraph (c) of subsection (1) is of section
  995  1011.61, Florida Statutes, is amended to read:
  996         1011.61 Definitions.—Notwithstanding the provisions of s.
  997  1000.21, the following terms are defined as follows for the
  998  purposes of the Florida Education Finance Program:
  999         (1) A “full-time equivalent student” in each program of the
 1000  district is defined in terms of full-time students and part-time
 1001  students as follows:
 1002         (c)1. A “full-time equivalent student” is:
 1003         a. A full-time student in any one of the programs listed in
 1004  s. 1011.62(1)(c); or
 1005         b. A combination of full-time or part-time students in any
 1006  one of the programs listed in s. 1011.62(1)(c) which is the
 1007  equivalent of one full-time student based on the following
 1008  calculations:
 1009         (I) A full-time student in a combination of programs listed
 1010  in s. 1011.62(1)(c) shall be a fraction of a full-time
 1011  equivalent membership in each special program equal to the
 1012  number of net hours per school year for which he or she is a
 1013  member, divided by the appropriate number of hours set forth in
 1014  subparagraph (a)1. or subparagraph (a)2. The difference between
 1015  that fraction or sum of fractions and the maximum value as set
 1016  forth in subsection (4) for each full-time student is presumed
 1017  to be the balance of the student’s time not spent in such
 1018  special education programs and shall be recorded as time in the
 1019  appropriate basic program.
 1020         (II) A prekindergarten handicapped student shall meet the
 1021  requirements specified for kindergarten students.
 1022         (III) A full-time equivalent student for students in
 1023  kindergarten through grade 5 in a virtual instruction program
 1024  under s. 1002.45 or a virtual charter school under s. 1002.33
 1025  shall consist of a student who has successfully completed a
 1026  basic program listed in s. 1011.62(1)(c)1.a. or b., and who is
 1027  promoted to a higher grade level.
 1028         (IV) A full-time equivalent student for students in grades
 1029  6 through 12 in a virtual instruction program under s.
 1030  1002.45(1)(b)1., 2., or 3. or a virtual charter school under s.
 1031  1002.33 shall consist of six full credit completions in programs
 1032  listed in s. 1011.62(1)(c)1.b. or c. and 3. Credit completions
 1033  may be a combination of full-credit courses or half-credit
 1034  courses. Beginning in the 2014-2015 fiscal year, when s.
 1035  1008.22(3)(g) is implemented, the reported full-time equivalent
 1036  students and associated funding of students enrolled in courses
 1037  requiring passage of an end-of-course assessment shall be
 1038  adjusted after the student completes the end-of-course
 1039  assessment.
 1040         (V) A Florida Virtual School full-time equivalent student
 1041  shall consist of six full credit completions or the prescribed
 1042  level of content that counts toward promotion to the next grade
 1043  in the programs listed in s. 1011.62(1)(c)1.a. and b. for
 1044  kindergarten through grade 8 and the programs listed in s.
 1045  1011.62(1)(c)1.c. for grades 9 through 12. Credit completions
 1046  may be a combination of full-credit courses or half-credit
 1047  courses. Beginning in the 2014-2015 fiscal year, when s.
 1048  1008.22(3)(g) is implemented, the reported full-time equivalent
 1049  students and associated funding of students enrolled in courses
 1050  requiring passage of an end-of-course assessment shall be
 1051  adjusted after the student completes the end-of-course
 1052  assessment.
 1053         (VI) Each successfully completed full-credit course earned
 1054  through an online course delivered by a district other than the
 1055  one in which the student resides shall be calculated as 1/6 FTE.
 1056         (VII) Each successfully completed credit earned under the
 1057  alternative high school course credit requirements authorized in
 1058  s. 1002.375, which is not reported as a portion of the 900 net
 1059  hours of instruction pursuant to subparagraph (1)(a)1., shall be
 1060  calculated as 1/6 FTE.
 1061         (VIII)(A) A full-time equivalent student for courses
 1062  requiring statewide end-of-course assessments pursuant to s.
 1063  1008.22(3) shall be defined and reported as provided in s.
 1064  1011.61(1)(a)1. for the first 3 years of administering the end
 1065  of-course assessments. Beginning in the fourth year of
 1066  administering the end-of-course assessments, FTE shall be
 1067  credit-based and each course shall be equal to 1/6 FTE. The
 1068  reported FTE shall be adjusted after the student completes the
 1069  end-of-course assessment pursuant to s. 1008.22(3)(c)2.a.
 1070         (B) For students enrolled in a school district as a full
 1071  time student, the school district may report 1/6 FTE for each
 1072  student who passes a statewide end-of-course assessment without
 1073  having taken the corresponding course.
 1074         (C) The FTE earned under this sub-sub-sub-subparagraph and
 1075  any FTE for courses or programs listed in s. 1011.62(1)(c) which
 1076  do not require passing statewide end-of-course assessments are
 1077  subject to the requirements in subsection (4).
 1078         2. A student in membership in a program scheduled for more
 1079  or less than 180 school days or the equivalent on an hourly
 1080  basis as specified by rules of the State Board of Education is a
 1081  fraction of a full-time equivalent membership equal to the
 1082  number of instructional hours in membership divided by the
 1083  appropriate number of hours set forth in subparagraph (a)1.;
 1084  however, for the purposes of this subparagraph, membership in
 1085  programs scheduled for more than 180 days is limited to students
 1086  enrolled in juvenile justice education programs and the Florida
 1087  Virtual School.
 1088  
 1089  The department shall determine and implement an equitable method
 1090  of equivalent funding for experimental schools and for schools
 1091  operating under emergency conditions, which schools have been
 1092  approved by the department to operate for less than the minimum
 1093  school day.
 1094         Section 10. Subsection (1) of section 1011.62, Florida
 1095  Statutes, is amended to read:
 1096         1011.62 Funds for operation of schools.—If the annual
 1097  allocation from the Florida Education Finance Program to each
 1098  district for operation of schools is not determined in the
 1099  annual appropriations act or the substantive bill implementing
 1100  the annual appropriations act, it shall be determined as
 1101  follows:
 1102         (1) COMPUTATION OF THE BASIC AMOUNT TO BE INCLUDED FOR
 1103  OPERATION.—The following procedure shall be followed in
 1104  determining the annual allocation to each district for
 1105  operation:
 1106         (a) Determination of full-time equivalent membership.
 1107  During each of several school weeks, including scheduled
 1108  intersessions of a year-round school program during the fiscal
 1109  year, a program membership survey of each school shall be made
 1110  by each district by aggregating the full-time equivalent student
 1111  membership of each program by school and by district. The
 1112  department shall establish the number and interval of membership
 1113  calculations, except that for basic and special programs such
 1114  calculations shall not exceed nine for any fiscal year. The
 1115  district’s full-time equivalent membership shall be computed and
 1116  currently maintained in accordance with regulations of the
 1117  commissioner.
 1118         (b) Determination of base student allocation.—The base
 1119  student allocation for the Florida Education Finance Program for
 1120  kindergarten through grade 12 shall be determined annually by
 1121  the Legislature and shall be that amount prescribed in the
 1122  current year’s General Appropriations Act.
 1123         (c) Determination of programs.—Cost factors based on
 1124  desired relative cost differences between the following programs
 1125  shall be established in the annual General Appropriations Act.
 1126  The Commissioner of Education shall specify a matrix of services
 1127  and intensity levels to be used by districts in the
 1128  determination of the two weighted cost factors for exceptional
 1129  students with the highest levels of need. For these students,
 1130  the funding support level shall fund the exceptional students’
 1131  education program, with the exception of extended school year
 1132  services for students with disabilities.
 1133         1. Basic programs.—
 1134         a. Kindergarten and grades 1, 2, and 3.
 1135         b. Grades 4, 5, 6, 7, and 8.
 1136         c. Grades 9, 10, 11, and 12.
 1137         2. Programs for exceptional students.—
 1138         a. Support Level IV.
 1139         b. Support Level V.
 1140         3. Secondary career education programs.—
 1141         4. English for Speakers of Other Languages.—
 1142         (d) Annual allocation calculation.—
 1143         1. The Department of Education is authorized and directed
 1144  to review all district programs and enrollment projections and
 1145  calculate a maximum total weighted full-time equivalent student
 1146  enrollment for each district for the K-12 FEFP.
 1147         2. Maximum enrollments calculated by the department shall
 1148  be derived from enrollment estimates used by the Legislature to
 1149  calculate the FEFP. If two or more districts enter into an
 1150  agreement under the provisions of s. 1001.42(4)(d), after the
 1151  final enrollment estimate is agreed upon, the amount of FTE
 1152  specified in the agreement, not to exceed the estimate for the
 1153  specific program as identified in paragraph (c), may be
 1154  transferred from the participating districts to the district
 1155  providing the program.
 1156         3. As part of its calculation of each district’s maximum
 1157  total weighted full-time equivalent student enrollment, the
 1158  department shall establish separate enrollment ceilings for each
 1159  of two program groups. Group 1 shall be composed of basic
 1160  programs for grades K-3, grades 4-8, and grades 9-12. Group 2
 1161  shall be composed of students in exceptional student education
 1162  programs support levels IV and V, English for Speakers of Other
 1163  Languages programs, and all career programs in grades 9-12.
 1164         a. For any calculation of the FEFP, the enrollment ceiling
 1165  for group 1 shall be calculated by multiplying the actual
 1166  enrollment for each program in the program group by its
 1167  appropriate program weight.
 1168         b. The weighted enrollment ceiling for group 2 programs
 1169  shall be calculated by multiplying the enrollment for each
 1170  program by the appropriate program weight as provided in the
 1171  General Appropriations Act. The weighted enrollment ceiling for
 1172  program group 2 shall be the sum of the weighted enrollment
 1173  ceilings for each program in the program group, plus the
 1174  increase in weighted full-time equivalent student membership
 1175  from the prior year for clients of the Department of Children
 1176  and Family Services and the Department of Juvenile Justice.
 1177         c. If, for any calculation of the FEFP, the weighted
 1178  enrollment for program group 2, derived by multiplying actual
 1179  enrollments by appropriate program weights, exceeds the
 1180  enrollment ceiling for that group, the following procedure shall
 1181  be followed to reduce the weighted enrollment for that group to
 1182  equal the enrollment ceiling:
 1183         (I) The weighted enrollment ceiling for each program in the
 1184  program group shall be subtracted from the weighted enrollment
 1185  for that program derived from actual enrollments.
 1186         (II) If the difference calculated under sub-sub
 1187  subparagraph (I) is greater than zero for any program, a
 1188  reduction proportion shall be computed for the program by
 1189  dividing the absolute value of the difference by the total
 1190  amount by which the weighted enrollment for the program group
 1191  exceeds the weighted enrollment ceiling for the program group.
 1192         (III) The reduction proportion calculated under sub-sub
 1193  subparagraph (II) shall be multiplied by the total amount of the
 1194  program group’s enrollment over the ceiling as calculated under
 1195  sub-sub-subparagraph (I).
 1196         (IV) The prorated reduction amount calculated under sub
 1197  sub-subparagraph (III) shall be subtracted from the program’s
 1198  weighted enrollment to produce a revised program weighted
 1199  enrollment.
 1200         (V) The prorated reduction amount calculated under sub-sub
 1201  subparagraph (III) shall be divided by the appropriate program
 1202  weight, and the result shall be added to the revised program
 1203  weighted enrollment computed in sub-sub-subparagraph (IV).
 1204         (e) Funding model for exceptional student education
 1205  programs.—
 1206         1.a. The funding model uses basic, at-risk, support levels
 1207  IV and V for exceptional students and career Florida Education
 1208  Finance Program cost factors, and a guaranteed allocation for
 1209  exceptional student education programs. Exceptional education
 1210  cost factors are determined by using a matrix of services to
 1211  document the services that each exceptional student will
 1212  receive. The nature and intensity of the services indicated on
 1213  the matrix shall be consistent with the services described in
 1214  each exceptional student’s individual educational plan. The
 1215  Department of Education shall review and revise the descriptions
 1216  of the services and supports included in the matrix of services
 1217  for exceptional students and shall implement those revisions
 1218  before the beginning of the 2012-2013 school year.
 1219         b. In order to generate funds using one of the two weighted
 1220  cost factors, a matrix of services must be completed at the time
 1221  of the student’s initial placement into an exceptional student
 1222  education program and at least once every 3 years by personnel
 1223  who have received approved training. Nothing listed in the
 1224  matrix shall be construed as limiting the services a school
 1225  district must provide in order to ensure that exceptional
 1226  students are provided a free, appropriate public education.
 1227         c. Students identified as exceptional, in accordance with
 1228  chapter 6A-6, Florida Administrative Code, who do not have a
 1229  matrix of services as specified in sub-subparagraph b. shall
 1230  generate funds on the basis of full-time-equivalent student
 1231  membership in the Florida Education Finance Program at the same
 1232  funding level per student as provided for basic students.
 1233  Additional funds for these exceptional students will be provided
 1234  through the guaranteed allocation designated in subparagraph 2.
 1235         2. For students identified as exceptional who do not have a
 1236  matrix of services and students who are gifted in grades K
 1237  through 8, there is created a guaranteed allocation to provide
 1238  these students with a free appropriate public education, in
 1239  accordance with s. 1001.42(4)(m) and rules of the State Board of
 1240  Education, which shall be allocated annually to each school
 1241  district in the amount provided in the General Appropriations
 1242  Act. These funds shall be in addition to the funds appropriated
 1243  on the basis of FTE student membership in the Florida Education
 1244  Finance Program, and the amount allocated for each school
 1245  district shall not be recalculated during the year. These funds
 1246  shall be used to provide special education and related services
 1247  for exceptional students and students who are gifted in grades K
 1248  through 8. Beginning with the 2007-2008 fiscal year, a
 1249  district’s expenditure of funds from the guaranteed allocation
 1250  for students in grades 9 through 12 who are gifted may not be
 1251  greater than the amount expended during the 2006-2007 fiscal
 1252  year for gifted students in grades 9 through 12.
 1253         (f) Supplemental academic instruction; categorical fund.—
 1254         1. There is created a categorical fund to provide
 1255  supplemental academic instruction to students in kindergarten
 1256  through grade 12. This paragraph may be cited as the
 1257  “Supplemental Academic Instruction Categorical Fund.”
 1258         2. Categorical funds for supplemental academic instruction
 1259  shall be allocated annually to each school district in the
 1260  amount provided in the General Appropriations Act. These funds
 1261  shall be in addition to the funds appropriated on the basis of
 1262  FTE student membership in the Florida Education Finance Program
 1263  and shall be included in the total potential funds of each
 1264  district. These funds shall be used to provide supplemental
 1265  academic instruction to students enrolled in the K-12 program.
 1266  Supplemental instruction strategies may include, but are not
 1267  limited to: modified curriculum, reading instruction, after
 1268  school instruction, tutoring, mentoring, class size reduction,
 1269  extended school year, intensive skills development in summer
 1270  school, and other methods for improving student achievement.
 1271  Supplemental instruction may be provided to a student in any
 1272  manner and at any time during or beyond the regular 180-day term
 1273  identified by the school as being the most effective and
 1274  efficient way to best help that student progress from grade to
 1275  grade and to graduate.
 1276         3. Effective with the 1999-2000 fiscal year, funding on the
 1277  basis of FTE membership beyond the 180-day regular term shall be
 1278  provided in the FEFP only for students enrolled in juvenile
 1279  justice education programs or in education programs for
 1280  juveniles placed in secure facilities or programs under s.
 1281  985.19. Funding for instruction beyond the regular 180-day
 1282  school year for all other K-12 students shall be provided
 1283  through the supplemental academic instruction categorical fund
 1284  and other state, federal, and local fund sources with ample
 1285  flexibility for schools to provide supplemental instruction to
 1286  assist students in progressing from grade to grade and
 1287  graduating.
 1288         4. The Florida State University School, as a lab school, is
 1289  authorized to expend from its FEFP or Lottery Enhancement Trust
 1290  Fund allocation the cost to the student of remediation in
 1291  reading, writing, or mathematics for any graduate who requires
 1292  remediation at a postsecondary educational institution.
 1293         5. Beginning in the 1999-2000 school year, dropout
 1294  prevention programs as defined in ss. 1003.52, 1003.53(1)(a),
 1295  (b), and (c), and 1003.54 shall be included in group 1 programs
 1296  under subparagraph (d)3.
 1297         (g) Education for speakers of other languages.—A school
 1298  district shall be eligible to report full-time equivalent
 1299  student membership in the ESOL program in the Florida Education
 1300  Finance Program provided the following conditions are met:
 1301         1. The school district has a plan approved by the
 1302  Department of Education.
 1303         2. The eligible student is identified and assessed as
 1304  limited English proficient based on assessment criteria.
 1305         3.a. An eligible student may be reported for funding in the
 1306  ESOL program for a base period of 3 years. However, a student
 1307  whose English competency does not meet the criteria for
 1308  proficiency after 3 years in the ESOL program may be reported
 1309  for a fourth, fifth, and sixth year of funding, provided his or
 1310  her limited English proficiency is assessed and properly
 1311  documented before prior to his or her enrollment in each
 1312  additional year beyond the 3-year base period.
 1313         b. If a student exits the program and is later reclassified
 1314  as limited English proficient, the student may be reported in
 1315  the ESOL program for funding for an additional year, or extended
 1316  annually for a period not to exceed a total of 6 years pursuant
 1317  to this paragraph, based on an annual evaluation of the
 1318  student’s status.
 1319         4. An eligible student may be reported for funding in the
 1320  ESOL program for membership in ESOL instruction in English and
 1321  ESOL instruction or home language instruction in the basic
 1322  subject areas of mathematics, science, social studies, and
 1323  computer literacy.
 1324         (h) Small, isolated high schools.—Districts that which levy
 1325  the maximum nonvoted discretionary millage, exclusive of millage
 1326  for capital outlay purposes levied pursuant to s. 1011.71(2),
 1327  may calculate full-time equivalent students for small, isolated
 1328  high schools by multiplying the number of unweighted full-time
 1329  equivalent students times 2.75; provided the school has attained
 1330  a grade of “C” or better, pursuant to s. 1008.34, for the
 1331  previous school year. For the purpose of this section, the term
 1332  “small, isolated high school” means any high school that which
 1333  is located no less than 28 miles by the shortest route from
 1334  another high school; that which has been serving students
 1335  primarily in basic studies provided by sub-subparagraphs (c)1.b.
 1336  and c. and may include subparagraph (c)4.; and that which has a
 1337  membership of no more than 100 students, but no fewer than 28
 1338  students, in grades 9 through 12.
 1339         (i) Calculation of full-time equivalent membership with
 1340  respect to dual enrollment instruction.—Students enrolled in
 1341  dual enrollment instruction pursuant to s. 1007.271 may be
 1342  included in calculations of full-time equivalent student
 1343  memberships for basic programs for grades 9 through 12 by a
 1344  district school board. Instructional time for dual enrollment
 1345  may vary from 900 hours; however, the school district may only
 1346  report the student for a maximum of 1.0 full-time equivalent
 1347  student membership, as provided in s. 1011.61(4). Dual
 1348  enrollment full-time equivalent student membership shall be
 1349  calculated in an amount equal to the hours of instruction that
 1350  would be necessary to earn the full-time equivalent student
 1351  membership for an equivalent course if it were taught in the
 1352  school district. Students in dual enrollment courses may also be
 1353  calculated as the proportional shares of full-time equivalent
 1354  enrollments they generate for a Florida College System
 1355  institution or university conducting the dual enrollment
 1356  instruction. Early admission students shall be considered dual
 1357  enrollments for funding purposes. Students may be enrolled in
 1358  dual enrollment instruction provided by an eligible independent
 1359  college or university and may be included in calculations of
 1360  full-time equivalent student memberships for basic programs for
 1361  grades 9 through 12 by a district school board. However, those
 1362  provisions of law which exempt dual enrolled and early admission
 1363  students from payment of instructional materials and tuition and
 1364  fees, including laboratory fees, do shall not apply to students
 1365  who select the option of enrolling in an eligible independent
 1366  institution. An independent college or university that which is
 1367  located and chartered in Florida, is not for profit, is
 1368  accredited by the Commission on Colleges of the Southern
 1369  Association of Colleges and Schools or the Accrediting Council
 1370  for Independent Colleges and Schools, and confers degrees as
 1371  defined in s. 1005.02 shall be eligible for inclusion in the
 1372  dual enrollment or early admission program. Students enrolled in
 1373  dual enrollment instruction shall be exempt from the payment of
 1374  tuition and fees, including laboratory fees. No student enrolled
 1375  in college credit mathematics or English dual enrollment
 1376  instruction shall be funded as a dual enrollment unless the
 1377  student has successfully completed the relevant section of the
 1378  entry-level examination required pursuant to s. 1008.30.
 1379         (j) Instruction in exploratory career education.—Students
 1380  in grades 7 through 12 who are enrolled for more than four
 1381  semesters in exploratory career education may not be counted as
 1382  full-time equivalent students for this instruction.
 1383         (k) Study hall.—A student who is enrolled in study hall may
 1384  not be included in the calculation of full-time equivalent
 1385  student membership for funding under this section.
 1386         (l) Calculation of additional full-time equivalent
 1387  membership based on International Baccalaureate examination
 1388  scores of students.—A value of 0.16 full-time equivalent student
 1389  membership shall be calculated for each student enrolled in an
 1390  International Baccalaureate course who receives a score of 4 or
 1391  higher on a subject examination. A value of 0.3 full-time
 1392  equivalent student membership shall be calculated for each
 1393  student who receives an International Baccalaureate diploma.
 1394  Such value shall be added to the total full-time equivalent
 1395  student membership in basic programs for grades 9 through 12 in
 1396  the subsequent fiscal year. Each school district shall allocate
 1397  80 percent of the funds received from International
 1398  Baccalaureate bonus FTE funding to the school program whose
 1399  students generate the funds and to school programs that prepare
 1400  prospective students to enroll in International Baccalaureate
 1401  courses. Funds shall be expended solely for the payment of
 1402  allowable costs associated with the International Baccalaureate
 1403  program. Allowable costs include International Baccalaureate
 1404  annual school fees; International Baccalaureate examination
 1405  fees; salary, benefits, and bonuses for teachers and program
 1406  coordinators for the International Baccalaureate program and
 1407  teachers and coordinators who prepare prospective students for
 1408  the International Baccalaureate program; supplemental books;
 1409  instructional supplies; instructional equipment or instructional
 1410  materials for International Baccalaureate courses; other
 1411  activities that identify prospective International Baccalaureate
 1412  students or prepare prospective students to enroll in
 1413  International Baccalaureate courses; and training or
 1414  professional development for International Baccalaureate
 1415  teachers. School districts shall allocate the remaining 20
 1416  percent of the funds received from International Baccalaureate
 1417  bonus FTE funding for programs that assist academically
 1418  disadvantaged students to prepare for more rigorous courses. The
 1419  school district shall distribute to each classroom teacher who
 1420  provided International Baccalaureate instruction:
 1421         1. A bonus in the amount of $50 for each student taught by
 1422  the International Baccalaureate teacher in each International
 1423  Baccalaureate course who receives a score of 4 or higher on the
 1424  International Baccalaureate examination.
 1425         2. An additional bonus of $500 to each International
 1426  Baccalaureate teacher in a school designated with a grade of “D”
 1427  or “F” who has at least one student scoring 4 or higher on the
 1428  International Baccalaureate examination, regardless of the
 1429  number of classes taught or of the number of students scoring a
 1430  4 or higher on the International Baccalaureate examination.
 1431  
 1432  Bonuses awarded to a teacher according to this paragraph may
 1433  shall not exceed $2,000 in any given school year and shall be in
 1434  addition to any regular wage or other bonus the teacher received
 1435  or is scheduled to receive.
 1436         (m) Calculation of additional full-time equivalent
 1437  membership based on Advanced International Certificate of
 1438  Education examination scores of students.—A value of 0.16 full
 1439  time equivalent student membership shall be calculated for each
 1440  student enrolled in a full-credit Advanced International
 1441  Certificate of Education course who receives a score of E or
 1442  higher on a subject examination. A value of 0.08 full-time
 1443  equivalent student membership shall be calculated for each
 1444  student enrolled in a half-credit Advanced International
 1445  Certificate of Education course who receives a score of E or
 1446  higher on a subject examination. A value of 0.3 full-time
 1447  equivalent student membership shall be calculated for each
 1448  student who receives an Advanced International Certificate of
 1449  Education diploma. Such value shall be added to the total full
 1450  time equivalent student membership in basic programs for grades
 1451  9 through 12 in the subsequent fiscal year. The school district
 1452  shall distribute to each classroom teacher who provided Advanced
 1453  International Certificate of Education instruction:
 1454         1. A bonus in the amount of $50 for each student taught by
 1455  the Advanced International Certificate of Education teacher in
 1456  each full-credit Advanced International Certificate of Education
 1457  course who receives a score of E or higher on the Advanced
 1458  International Certificate of Education examination. A bonus in
 1459  the amount of $25 for each student taught by the Advanced
 1460  International Certificate of Education teacher in each half
 1461  credit Advanced International Certificate of Education course
 1462  who receives a score of E or higher on the Advanced
 1463  International Certificate of Education examination.
 1464         2. An additional bonus of $500 to each Advanced
 1465  International Certificate of Education teacher in a school
 1466  designated with a grade of “D” or “F” who has at least one
 1467  student scoring E or higher on the full-credit Advanced
 1468  International Certificate of Education examination, regardless
 1469  of the number of classes taught or of the number of students
 1470  scoring an E or higher on the full-credit Advanced International
 1471  Certificate of Education examination.
 1472         3. Additional bonuses of $250 each to teachers of half
 1473  credit Advanced International Certificate of Education classes
 1474  in a school designated with a grade of “D” or “F” which has at
 1475  least one student scoring an E or higher on the half-credit
 1476  Advanced International Certificate of Education examination in
 1477  that class. The maximum additional bonus for a teacher awarded
 1478  in accordance with this subparagraph may shall not exceed $500
 1479  in any given school year. Teachers receiving an award under
 1480  subparagraph 2. are not eligible for a bonus under this
 1481  subparagraph.
 1482  
 1483  Bonuses awarded to a teacher according to this paragraph may
 1484  shall not exceed $2,000 in any given school year and shall be in
 1485  addition to any regular wage or other bonus the teacher received
 1486  or is scheduled to receive.
 1487         (n) Calculation of additional full-time equivalent
 1488  membership based on college board advanced placement scores of
 1489  students.—A value of 0.16 full-time equivalent student
 1490  membership shall be calculated for each student in each advanced
 1491  placement course who receives a score of 3 or higher on the
 1492  College Board Advanced Placement Examination for the prior year
 1493  and added to the total full-time equivalent student membership
 1494  in basic programs for grades 9 through 12 in the subsequent
 1495  fiscal year. Each district must allocate at least 80 percent of
 1496  the funds provided to the district for advanced placement
 1497  instruction, in accordance with this paragraph, to the high
 1498  school that generates the funds. The school district shall
 1499  distribute to each classroom teacher who provided advanced
 1500  placement instruction:
 1501         1. A bonus in the amount of $50 for each student taught by
 1502  the Advanced Placement teacher in each advanced placement course
 1503  who receives a score of 3 or higher on the College Board
 1504  Advanced Placement Examination.
 1505         2. An additional bonus of $500 to each Advanced Placement
 1506  teacher in a school designated with a grade of “D” or “F” who
 1507  has at least one student scoring 3 or higher on the College
 1508  Board Advanced Placement Examination, regardless of the number
 1509  of classes taught or of the number of students scoring a 3 or
 1510  higher on the College Board Advanced Placement Examination.
 1511  
 1512  Bonuses awarded to a teacher according to this paragraph may
 1513  shall not exceed $2,000 in any given school year and shall be in
 1514  addition to any regular wage or other bonus the teacher received
 1515  or is scheduled to receive.
 1516         (o) Calculation of additional full-time equivalent
 1517  membership based on certification of successful completion of
 1518  industry-certified career and professional academy programs
 1519  pursuant to ss. 1003.491, 1003.492, 1003.493, and 1003.4935 and
 1520  identified in the Industry Certified Funding List pursuant to
 1521  rules adopted by the State Board of Education.—A value of 0.1,
 1522  0.2, or 0.3 full-time equivalent student membership shall be
 1523  calculated for each student who completes an industry-certified
 1524  career and professional academy program under ss. 1003.491,
 1525  1003.492, 1003.493, and 1003.4935 and who is issued the highest
 1526  level of industry certification identified annually in the
 1527  Industry Certification Funding List approved under rules adopted
 1528  by the State Board of Education and a high school diploma. The
 1529  maximum full-time equivalent student membership value for any
 1530  student is 0.3. The Department of Education shall assign the
 1531  appropriate full-time equivalent value for each certification,
 1532  50 percent of which is based on rigor and the remaining 50
 1533  percent on employment value. The State Board of Education shall
 1534  include the assigned values in the Industry Certification
 1535  Funding List under rules adopted by the state board. Rigor shall
 1536  be based on the number of instructional hours, including work
 1537  experience hours, required to earn the certification, with a
 1538  bonus for industry certifications that have a statewide
 1539  articulation agreement for college credit approved by the State
 1540  Board of Education. Employment value shall be based on the entry
 1541  wage, growth rate in employment for each occupational category,
 1542  and average annual openings for the primary occupation linked to
 1543  the industry certification. Such value shall be added to the
 1544  total full-time equivalent student membership in secondary
 1545  career education programs for grades 9 through 12 in the
 1546  subsequent year for courses that were not funded through dual
 1547  enrollment. The additional full-time equivalent membership
 1548  authorized under this paragraph may not exceed 0.3 per student.
 1549  Each district must allocate at least 80 percent of the funds
 1550  provided for industry certification, in accordance with this
 1551  paragraph, to the program that generated the funds. Unless a
 1552  different amount is specified in the General Appropriations Act,
 1553  the appropriation for this calculation is limited to $15 million
 1554  annually. If the appropriation is insufficient to fully fund the
 1555  total calculation, the appropriation shall be prorated.
 1556         (p) Calculation of additional full-time equivalent
 1557  membership based on accelerated high school graduation.
 1558  Notwithstanding s. 1011.61(4), a school district that authorizes
 1559  the accelerated graduation of a student who has met all the
 1560  requirements in s. 1003.428 and graduates at least one semester
 1561  in advance of the scheduled graduation of the student’s cohort
 1562  may report one-sixth of an FTE for unpaid high school credit
 1563  delivered by the district during the student’s prior enrollment.
 1564  For a student who graduates 1 year or more in advance of the
 1565  student’s cohort, the school district may report up to 1 FTE for
 1566  unpaid high school credits. For a student who graduates one
 1567  semester in advance of the student’s cohort, the school district
 1568  may report up to 1/2 FTE for unpaid high school credits. If the
 1569  student was enrolled in the district as a full-time high school
 1570  student for at least 2 years, the district shall report the
 1571  unpaid FTE delivered by the district. If the student was
 1572  enrolled in the district for less than 2 years, the district
 1573  shall report the unpaid FTE delivered by the district and the
 1574  prior district of enrollment. The district of enrollment for
 1575  which early graduation is claimed shall transfer a proportionate
 1576  share of the funds earned for the unpaid FTE to the prior
 1577  district of enrollment.
 1578         (q)(p)Year-round-school programs.—The Commissioner of
 1579  Education is authorized to adjust student eligibility
 1580  definitions, funding criteria, and reporting requirements of
 1581  statutes and rules in order that year-round-school programs may
 1582  achieve equivalent application of funding requirements with non
 1583  year-round-school programs.
 1584         (r)(q)Extended-school-year program.—It is the intent of
 1585  the Legislature that students be provided additional instruction
 1586  by extending the school year to 210 days or more. Districts may
 1587  apply to the Commissioner of Education for funds to be used in
 1588  planning and implementing an extended-school-year program.
 1589         (s)(r)Determination of the basic amount for current
 1590  operation.—The basic amount for current operation to be included
 1591  in the Florida Education Finance Program for kindergarten
 1592  through grade 12 for each district shall be the product of the
 1593  following:
 1594         1. The full-time equivalent student membership in each
 1595  program, multiplied by
 1596         2. The cost factor for each program, adjusted for the
 1597  maximum as provided by paragraph (c), multiplied by
 1598         3. The base student allocation.
 1599         (t)(s)Computation for funding through the Florida
 1600  Education Finance Program.—The State Board of Education may
 1601  adopt rules establishing programs and courses for which the
 1602  student may earn credit toward high school graduation.
 1603         Section 11. This act shall take effect July 1, 2012.