Florida Senate - 2013                          SENATOR AMENDMENT
       Bill No. CS for CS for SB 1076
       
       
       
       
       
       
                                Barcode 689644                          
       
                              LEGISLATIVE ACTION                        
                    Senate             .             House              
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                Floor: 2/AD/2R         .                                
             04/04/2013 05:17 PM       .                                
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       Senator Legg moved the following:
       
    1         Senate Amendment (with title amendment)
    2  
    3         Delete lines 551 - 2048
    4  and insert:
    5         Section 15. Section 1003.428, Florida Statutes, is amended
    6  to read:
    7         1003.428 General requirements for high school graduation;
    8  revised.—
    9         (1) Except as otherwise authorized pursuant to s. 1003.429,
   10  Beginning with students entering grade 9 in the 2007-2008 school
   11  year, graduation requires the successful completion of a minimum
   12  of 24 credits, an International Baccalaureate curriculum, or an
   13  Advanced International Certificate of Education curriculum.
   14  Students must be advised of eligibility requirements for state
   15  scholarship programs and postsecondary admissions.
   16         (2) The 24 credits may be earned through applied,
   17  integrated, and career education combined courses approved by
   18  the Department of Education. The 24 credits shall be distributed
   19  as follows:
   20         (a) Sixteen core curriculum credits:
   21         1. Four credits in English, with major concentration in
   22  composition, reading for information, and literature.
   23         2. Four credits in mathematics, one of which must be
   24  Algebra I, a series of courses equivalent to Algebra I, or a
   25  higher-level mathematics course. Beginning with students
   26  entering grade 9 in the 2010-2011 school year, in addition to
   27  the Algebra I credit requirement, one of the four credits in
   28  mathematics must be geometry or a series of courses equivalent
   29  to geometry as approved by the State Board of Education.
   30  Beginning with students entering grade 9 in the 2010-2011 school
   31  year, the end-of-course assessment requirements under s.
   32  1008.22(3)(c)2.a.(I) must be met in order for a student to earn
   33  the required credit in Algebra I. Beginning with students
   34  entering grade 9 in the 2011-2012 school year, the end-of-course
   35  assessment requirements under s. 1008.22(3)(c)2.a.(I) must be
   36  met in order for a student to earn the required credit in
   37  geometry. Beginning with students entering grade 9 in the 2012
   38  2013 school year, in addition to the Algebra I and geometry
   39  credit requirements, one of the four credits in mathematics must
   40  be Algebra II or a series of courses equivalent to Algebra II as
   41  approved by the State Board of Education.
   42         3. Three credits in science, two of which must have a
   43  laboratory component. Beginning with students entering grade 9
   44  in the 2011-2012 school year, one of the three credits in
   45  science must be Biology I or a series of courses equivalent to
   46  Biology I as approved by the State Board of Education. Beginning
   47  with students entering grade 9 in the 2011-2012 school year, the
   48  end-of-course assessment requirements under s.
   49  1008.22(3)(c)2.a.(II) must be met in order for a student to earn
   50  the required credit in Biology I. Beginning with students
   51  entering grade 9 in the 2013-2014 school year, one of the three
   52  credits must be Biology I or a series of courses equivalent to
   53  Biology I as approved by the State Board of Education, one
   54  credit must be chemistry or physics or a series of courses
   55  equivalent to chemistry or physics as approved by the State
   56  Board of Education, and one credit must be an equally rigorous
   57  course, as determined by the State Board of Education.
   58         4. Three credits in social studies as follows: one credit
   59  in United States history; one credit in world history; one-half
   60  credit in economics, which shall include financial literacy; and
   61  one-half credit in United States government.
   62         5. One credit in fine or performing arts, speech and
   63  debate, or a practical arts course that incorporates artistic
   64  content and techniques of creativity, interpretation, and
   65  imagination. Eligible practical arts courses shall be identified
   66  through the Course Code Directory.
   67         6. One credit in physical education to include integration
   68  of health. Participation in an interscholastic sport at the
   69  junior varsity or varsity level for two full seasons shall
   70  satisfy the one-credit requirement in physical education if the
   71  student passes a competency test on personal fitness with a
   72  score of “C” or better. The competency test on personal fitness
   73  must be developed by the Department of Education. A district
   74  school board may not require that the one credit in physical
   75  education be taken during the 9th grade year. Completion of one
   76  semester with a grade of “C” or better in a marching band class,
   77  in a physical activity class that requires participation in
   78  marching band activities as an extracurricular activity, or in a
   79  dance class shall satisfy one-half credit in physical education
   80  or one-half credit in performing arts. This credit may not be
   81  used to satisfy the personal fitness requirement or the
   82  requirement for adaptive physical education under an individual
   83  education plan (IEP) or 504 plan. Completion of 2 years in a
   84  Reserve Officer Training Corps (R.O.T.C.) class, a significant
   85  component of which is drills, shall satisfy the one-credit
   86  requirement in physical education and the one-credit requirement
   87  in performing arts. This credit may not be used to satisfy the
   88  personal fitness requirement or the requirement for adaptive
   89  physical education under an individual education plan (IEP) or
   90  504 plan.
   91         (b) Eight credits in electives.
   92         1. For each year in which a student scores at Level 1 on
   93  FCAT Reading, the student must be enrolled in and complete an
   94  intensive reading course the following year. Placement of Level
   95  2 readers in either an intensive reading course or a content
   96  area course in which reading strategies are delivered shall be
   97  determined by diagnosis of reading needs. The department shall
   98  provide guidance on appropriate strategies for diagnosing and
   99  meeting the varying instructional needs of students reading
  100  below grade level. Reading courses shall be designed and offered
  101  pursuant to the comprehensive reading plan required by s.
  102  1011.62(9). A high school student who scores at Level 1 or Level
  103  2 on FCAT Reading but who did not score below Level 3 in the
  104  previous 3 years may be granted a 1-year exemption from the
  105  reading remediation requirement; however, the student must have
  106  an approved academic improvement plan already in place, signed
  107  by the appropriate school staff and the student’s parent, for
  108  the year for which the exemption is granted.
  109         2. For each year in which a student scores at Level 1 or
  110  Level 2 on FCAT Mathematics, the student must receive
  111  remediation the following year. These courses may be taught
  112  through applied, integrated, or combined courses and are subject
  113  to approval by the department for inclusion in the Course Code
  114  Directory.
  115         (c) Beginning with students entering grade 9 in the 2011
  116  2012 school year, at least one course within the 24 credits
  117  required in this subsection must be completed through online
  118  learning. A school district may not require a student to take
  119  the online course outside the school day or in addition to a
  120  student’s courses for a given semester. An online course taken
  121  during grades 6 through 8 fulfills this requirement. This
  122  requirement shall be met through an online course offered by the
  123  Florida Virtual School, an online course offered by the high
  124  school, or an online dual enrollment course. A student who is
  125  enrolled in a full-time or part-time virtual instruction program
  126  under s. 1002.45 meets this requirement. This requirement does
  127  not apply to a student who has an individual educational plan
  128  under s. 1003.57 which indicates that an online course would be
  129  inappropriate or a student who is enrolled in a Florida high
  130  school and has less than 1 academic year remaining in high
  131  school.
  132         (3)(a) A district school board may require specific courses
  133  and programs of study within the minimum credit requirements for
  134  high school graduation and shall modify basic courses, as
  135  necessary, to assure exceptional students the opportunity to
  136  meet the graduation requirements for a standard diploma, using
  137  one of the following strategies:
  138         1. Assignment of the exceptional student to an exceptional
  139  education class for instruction in a basic course with the same
  140  student performance standards as those required of
  141  nonexceptional students in the district school board student
  142  progression plan; or
  143         2. Assignment of the exceptional student to a basic
  144  education class for instruction that is modified to accommodate
  145  the student’s exceptionality.
  146         (b) The district school board shall determine which of
  147  these strategies to employ based upon an assessment of the
  148  student’s needs and shall reflect this decision in the student’s
  149  individual education plan.
  150         (4) Each district school board shall establish standards
  151  for graduation from its schools, which must include:
  152         (a) Successful completion of the academic credit or
  153  curriculum requirements of subsections (1) and (2). For courses
  154  that require statewide, standardized end-of-course assessments
  155  under s. 1008.22(3)(c)2.d., a minimum of 30 percent of a
  156  student’s course grade shall be comprised of performance on the
  157  statewide, standardized end-of-course assessment.
  158         (b) Earning passing scores on the FCAT, as defined in s.
  159  1008.22(3)(c), or scores on a standardized test that are
  160  concordant with passing scores on the FCAT as defined in s.
  161  1008.22(10).
  162         (c) Completion of all other applicable requirements
  163  prescribed by the district school board pursuant to s. 1008.25.
  164         (d) Achievement of a cumulative grade point average of 2.0
  165  on a 4.0 scale, or its equivalent, in the courses required by
  166  this section.
  167  
  168  Each district school board shall adopt policies designed to
  169  assist students in meeting the requirements of this subsection.
  170  These policies may include, but are not limited to: forgiveness
  171  policies, summer school or before or after school attendance,
  172  special counseling, volunteers or peer tutors, school-sponsored
  173  help sessions, homework hotlines, and study skills classes.
  174  Forgiveness policies for required courses shall be limited to
  175  replacing a grade of “D” or “F,” or the equivalent of a grade of
  176  “D” or “F,” with a grade of “C” or higher, or the equivalent of
  177  a grade of “C” or higher, earned subsequently in the same or
  178  comparable course. Forgiveness policies for elective courses
  179  shall be limited to replacing a grade of “D” or “F,” or the
  180  equivalent of a grade of “D” or “F,” with a grade of “C” or
  181  higher, or the equivalent of a grade of “C” or higher, earned
  182  subsequently in another course. The only exception to these
  183  forgiveness policies shall be made for a student in the middle
  184  grades who takes any high school course for high school credit
  185  and earns a grade of “C,” “D,” or “F” or the equivalent of a
  186  grade of “C,” “D,” or “F.” In such case, the district
  187  forgiveness policy must allow the replacement of the grade with
  188  a grade of “C” or higher, or the equivalent of a grade of “C” or
  189  higher, earned subsequently in the same or comparable course. In
  190  all cases of grade forgiveness, only the new grade shall be used
  191  in the calculation of the student’s grade point average. Any
  192  course grade not replaced according to a district school board
  193  forgiveness policy shall be included in the calculation of the
  194  cumulative grade point average required for graduation.
  195         (5) The State Board of Education, after a public hearing
  196  and consideration, shall adopt rules based upon the
  197  recommendations of the commissioner for the provision of test
  198  accommodations and modifications of procedures as necessary for
  199  students with disabilities which will demonstrate the student’s
  200  abilities rather than reflect the student’s impaired sensory,
  201  manual, speaking, or psychological process skills.
  202         (6) The public hearing and consideration required in
  203  subsection (5) shall not be construed to amend or nullify the
  204  requirements of security relating to the contents of
  205  examinations or assessment instruments and related materials or
  206  data as prescribed in s. 1008.23.
  207         (7)(a) A student who meets all requirements prescribed in
  208  subsections (1), (2), (3), and (4) shall be awarded a standard
  209  diploma in a form prescribed by the State Board of Education.
  210         (b) A student who completes the minimum number of credits
  211  and other requirements prescribed by subsections (1), (2), and
  212  (3), but who is unable to meet the standards of paragraph
  213  (4)(b), paragraph (4)(c), or paragraph (4)(d), shall be awarded
  214  a certificate of completion in a form prescribed by the State
  215  Board of Education. However, any student who is otherwise
  216  entitled to a certificate of completion may elect to remain in
  217  the secondary school either as a full-time student or a part
  218  time student for up to 1 additional year and receive special
  219  instruction designed to remedy his or her identified
  220  deficiencies.
  221         (8)(a) Each district school board must provide instruction
  222  to prepare students with disabilities to demonstrate proficiency
  223  in the core content knowledge and skills necessary for
  224  successful grade-to-grade progression and high school
  225  graduation.
  226         (b)1. A student with a disability, as defined in s.
  227  1007.02(2), for whom the individual education plan (IEP)
  228  committee determines that the FCAT cannot accurately measure the
  229  student’s abilities taking into consideration all allowable
  230  accommodations, shall have the FCAT requirement of paragraph
  231  (4)(b) waived for the purpose of receiving a standard high
  232  school diploma, if the student:
  233         a. Completes the minimum number of credits and other
  234  requirements prescribed by subsections (1), (2), and (3).
  235         b. Does not meet the requirements of paragraph (4)(b) after
  236  one opportunity in 10th grade and one opportunity in 11th grade.
  237         2. A student with a disability, as defined in s.
  238  1007.02(2), for whom the IEP committee determines that an end
  239  of-course assessment cannot accurately measure the student’s
  240  abilities, taking into consideration all allowable
  241  accommodations, shall have the end-of-course assessment results
  242  waived for the purpose of determining the student’s course grade
  243  and credit as required in paragraph (4)(a).
  244         (9) The Commissioner of Education may award a standard high
  245  school diploma to honorably discharged veterans who started high
  246  school between 1937 and 1946 and were scheduled to graduate
  247  between 1941 and 1950 but were inducted into the United States
  248  Armed Forces between September 16, 1940, and December 31, 1946,
  249  prior to completing the necessary high school graduation
  250  requirements. Upon the recommendation of the commissioner, the
  251  State Board of Education may develop criteria and guidelines for
  252  awarding such diplomas.
  253         (10) The Commissioner of Education may award a standard
  254  high school diploma to honorably discharged veterans who started
  255  high school between 1946 and 1950 and were scheduled to graduate
  256  between 1950 and 1954, but were inducted into the United States
  257  Armed Forces between June 27, 1950, and January 31, 1955, and
  258  served during the Korean Conflict prior to completing the
  259  necessary high school graduation requirements. Upon the
  260  recommendation of the commissioner, the State Board of Education
  261  may develop criteria and guidelines for awarding such diplomas.
  262         (9)(11) The State Board of Education may adopt rules
  263  pursuant to ss. 120.536(1) and 120.54 to implement the
  264  provisions of this section and may enforce the provisions of
  265  this section pursuant to s. 1008.32.
  266         Section 16. Subsection (1) of section 1003.4281, Florida
  267  Statutes, is amended to read:
  268         1003.4281 Early high school graduation.—
  269         (1) The purpose of this section is to provide a student the
  270  option of early graduation if the student earns has completed a
  271  minimum of 24 credits and meets the graduation requirements set
  272  forth in s. 1003.428 or s. 1003.4282, as applicable. For
  273  purposes of this section, the term “early graduation” means
  274  graduation from high school in less than 8 semesters or the
  275  equivalent.
  276         Section 17. Section 1003.4282, Florida Statutes, is created
  277  to read:
  278         1003.4282Requirements for a standard high school diploma.—
  279         (1)TWENTY-FOUR CREDITS REQUIRED.—
  280         (a)Beginning with students entering grade 9 in the 2013
  281  2014 school year, receipt of a standard high school diploma
  282  requires successful completion of 24 credits, an International
  283  Baccalaureate curriculum, or an Advanced International
  284  Certificate of Education curriculum.
  285         (b)The required credits may be earned through equivalent,
  286  applied, or integrated courses or career education courses as
  287  defined in s. 1003.01(4), including work-related internships
  288  approved by the State Board of Education and identified in the
  289  course code directory. However, any must-pass assessment
  290  requirements must be met. An equivalent course is one or more
  291  courses identified by content-area experts as being a match to
  292  the core curricular content of another course, based upon review
  293  of the Next Generation Sunshine State Standards for that
  294  subject. An applied course aligns with Next Generation Sunshine
  295  State Standards and includes real-world applications of a career
  296  and technical education standard used in business or industry.
  297  An integrated course includes content from several courses
  298  within a content area or across content areas.
  299         (2)NOTIFICATION REQUIREMENTS.—The school district must
  300  notify students and parents, in writing, of the requirements for
  301  a standard high school diploma, available designations, and the
  302  eligibility requirements for state scholarship programs and
  303  postsecondary admissions. The Department of Education shall
  304  directly and through the school districts notify registered
  305  private schools of public high school course credit and
  306  assessment requirements. Each private school must make this
  307  information available to students and their parents so they are
  308  aware of public high school graduation requirements.
  309         (3)STANDARD HIGH SCHOOL DIPLOMA; COURSE AND ASSESSMENT
  310  REQUIREMENTS.—
  311         (a)Four credits in English Language Arts (ELA).—The four
  312  credits must be in ELA I, II, III, and IV. A student must pass
  313  10th grade FCAT Reading until the state transitions to a common
  314  core 10th grade ELA assessment, after which time a student must
  315  pass the ELA assessment in order to earn a standard high school
  316  diploma.
  317         (b)Four credits in mathematics.—A student must earn one
  318  credit in Algebra I and one credit in geometry. A student’s
  319  performance on the Algebra I end-of-course (EOC) assessment or
  320  common core assessment, as applicable, constitutes 30 percent of
  321  the student’s final course grade. A student must pass the
  322  Algebra I EOC assessment until the state transitions to a common
  323  core Algebra I assessment after which time a student must pass
  324  the common core assessment in order to earn a standard high
  325  school diploma. A student’s performance on the Geometry EOC
  326  assessment or common core assessment, as applicable, constitutes
  327  30 percent of the student’s final course grade. When the state
  328  administers a common core Algebra II assessment, a student
  329  selecting Algebra II must take the assessment, and the student’s
  330  performance on the assessment constitutes 30 percent of the
  331  student’s final course grade. Industry certification courses
  332  that lead to college credit may substitute for up to two math
  333  credits.
  334         (c)Three credits in science.—Two of the three required
  335  credits must have a laboratory component. A student must earn
  336  one credit in Biology I and two credits in equally rigorous
  337  courses. The Biology I EOC assessment constitutes 30 percent of
  338  the student’s final course grade. Industry certification courses
  339  that lead to college credit may substitute for up to one science
  340  credit.
  341         (d)Three credits in social studies.—A student must earn
  342  one credit in United States History; one credit in World
  343  History; one-half credit in economics, which must include
  344  financial literacy; and one-half credit in United States
  345  Government. The United States History EOC assessment constitutes
  346  30 percent of the student’s final course grade.
  347         (e)One credit in fine or performing arts, speech and
  348  debate, or practical arts.—The practical arts course must
  349  incorporate artistic content and techniques of creativity,
  350  interpretation, and imagination. Eligible practical arts courses
  351  are identified in the Course Code Directory.
  352         (f)One credit in physical education.—Physical education
  353  must include the integration of health. This requirement is
  354  subject to all of the provisions in s. 1003.428(2)(a)6.
  355         (g)Eight credits in electives.—School districts must
  356  develop and offer coordinated electives so that a student may
  357  develop knowledge and skills in his or her area of interest,
  358  such as electives with a STEM or liberal arts focus. Such
  359  electives must include opportunities for students to earn
  360  college credit, including industry-certified career education
  361  programs or series of career-themed courses that result in
  362  industry certification or articulate into the award of college
  363  credit, or career education courses for which there is a
  364  statewide or local articulation agreement and which lead to
  365  college credit.
  366         (4)ONLINE COURSE REQUIREMENT.—Excluding a driver education
  367  course, at least one course within the 24 credits required under
  368  this section must be completed through online learning. A school
  369  district may not require a student to take the online course
  370  outside the school day or in addition to a student’s courses for
  371  a given semester. An online course taken in grade 6, grade 7, or
  372  grade 8 fulfills this requirement. This requirement is met
  373  through an online course offered by the Florida Virtual School,
  374  a virtual education provider approved by the State Board of
  375  Education, a high school, or an online dual enrollment course. A
  376  student who is enrolled in a full-time or part-time virtual
  377  instruction program under s. 1002.45 meets this requirement.
  378  This requirement does not apply to a student who has an
  379  individual education plan under s. 1003.57 which indicates that
  380  an online course would be inappropriate or to an out-of-state
  381  transfer student who is enrolled in a Florida high school and
  382  has 1 academic year or less remaining in high school.
  383         (5)REMEDIATION FOR HIGH SCHOOL STUDENTS.—
  384         (a)Each year a student scores Level 1 or Level 2 on 9th
  385  grade or 10th grade FCAT Reading or, when implemented, 9th
  386  grade, 10th grade, or 11th grade common core English Language
  387  Arts (ELA) assessments, the student must be enrolled in and
  388  complete an intensive remedial course the following year or be
  389  placed in a content area course that includes remediation of
  390  skills not acquired by the student.
  391         (b)Each year a student scores Level 1 or Level 2 on the
  392  Algebra I EOC assessment, or upon transition to the common core
  393  Algebra I assessment, the student must be enrolled in and
  394  complete an intensive remedial course the following year or be
  395  placed in a content area course that includes remediation of
  396  skills not acquired by the student.
  397         (6)GRADE FORGIVENESS POLICY.—Each district school board
  398  shall adopt policies designed to assist students in meeting
  399  graduation requirements including grade forgiveness policies.
  400  Forgiveness policies for required courses shall be limited to
  401  replacing a grade of “D” or “F” with a grade of “C” or higher
  402  earned subsequently in the same or comparable course.
  403  Forgiveness policies for elective courses shall be limited to
  404  replacing a grade of “D” or “F” with a grade of “C” or higher
  405  earned subsequently in another course. The only exception to
  406  these forgiveness policies shall be made for a student in the
  407  middle grades who takes any high school course for high school
  408  credit and earns a grade of “C,” “D,” or “F”. In such case, the
  409  district forgiveness policy must allow the replacement of the
  410  grade with a grade of “C” or higher earned subsequently in the
  411  same or comparable course. In all cases of grade forgiveness,
  412  only the new grade shall be used in the calculation of the
  413  student’s grade point average. Any course grade not replaced
  414  according to a district school board forgiveness policy shall be
  415  included in the calculation of the cumulative grade point
  416  average required for graduation.
  417         (7)AWARD OF A STANDARD HIGH SCHOOL DIPLOMA.—A student who
  418  earns a cumulative grade point average (GPA) of 2.0 on a 4.0
  419  scale and meets the requirements of this section shall be
  420  awarded a standard high school diploma in a form prescribed by
  421  the State Board of Education. Notwithstanding any other law to
  422  the contrary, all students enrolled in high school as of the
  423  2012-2013 school year who earned a passing grade in Biology I or
  424  geometry before the 2013-2014 school year shall be awarded a
  425  credit in that course if the student passed the course. The
  426  student’s performance on the EOC assessment is not required to
  427  constitute 30 percent of the student’s final course grade. A
  428  student who fails to earn the required credits or achieve a 2.0
  429  GPA shall be awarded a certificate of completion in a form
  430  prescribed by the State Board of Education.
  431         (8)UNIFORM TRANSFER OF HIGH SCHOOL CREDITS.—Beginning with
  432  the 2012-2013 school year, if a student transfers to a Florida
  433  public high school from out of country, out of state, a private
  434  school, or a home education program and the student’s transcript
  435  shows a mathematics credit in a course that requires passage of
  436  a statewide, standardized assessment in order to earn a standard
  437  high school diploma, the student must pass the assessment unless
  438  the student earned a comparative score pursuant to s. 1008.22,
  439  passed a statewide assessment in that subject administered by
  440  the transferring entity, or passed the statewide assessment the
  441  transferring entity uses to satisfy the requirements of the
  442  Elementary and Secondary Education Act, 20 U.S.C. s. 6301. If a
  443  student’s transcript shows a credit in high school reading or
  444  English Language Arts II or III, the student must take and pass
  445  grade 10 FCAT Reading or earn a concordant score on the SAT or
  446  ACT as specified by state board rule or, when the state
  447  transitions to common core English Language Arts assessments,
  448  earn a passing score on the English Language Arts assessment as
  449  required under this section.
  450         (9)CAREER EDUCATION COURSES THAT SATISFY HIGH SCHOOL
  451  CREDIT REQUIREMENTS.—
  452         (a)Participation in career education courses engages
  453  students in their high school education, increases academic
  454  achievement, enhances employability, and increases postsecondary
  455  success. By July 1, 2014, the department shall develop, for
  456  approval by the State Board of Education, multiple, additional
  457  career education courses or a series of courses that meet the
  458  requirements set forth in s. 1003.493(2), (4), and (5) and this
  459  subsection and allow students to earn credit in both the career
  460  education course and courses required for high school graduation
  461  under this section and ss. 1003.428 and 1003.4281.
  462         1.The state board must determine if sufficient academic
  463  standards are covered to warrant the award of academic credit.
  464         2.Career education courses must include workforce and
  465  digital literacy skills and the integration of required course
  466  content with practical applications and designated rigorous
  467  coursework that results in one or more industry certifications
  468  or clearly articulated credit or advanced standing in a 2-year
  469  or 4-year certificate or degree program, which may include high
  470  school junior and senior year work-related internships or
  471  apprenticeships. The department shall negotiate state licenses
  472  for material and testing for industry certifications. The
  473  instructional methodology used in these courses must be
  474  comprised of authentic projects, problems, and activities for
  475  contextually learning the academics.
  476         (b)Each school district should take the initiative to work
  477  with local workforce boards, local business and industry
  478  leaders, and postsecondary institutions to establish
  479  partnerships for the purpose of creating career education
  480  courses or a series of courses that meet the requirements set
  481  forth in s. 1003.493(2), (4), and (5) that students can take to
  482  earn required high school course credits. Emphasis should be
  483  placed on online course work and digital literacy. School
  484  districts must submit their recommended career education courses
  485  to the department for state board approval. School district
  486  recommended career education courses must meet the same rigorous
  487  standards as department-developed career education courses in
  488  order to be approved by the state board. School districts
  489  participating in the development of rigorous career education
  490  courses will be able to better address local workforce needs and
  491  allow students the opportunity to acquire the knowledge and
  492  skills that are needed not only for academic advancement but
  493  also for employability purposes.
  494         (c)Regional consortium service organizations established
  495  pursuant to s. 1001.451 shall work with school districts, local
  496  workforce boards, postsecondary institutions, and local business
  497  and industry leaders to create career education courses that
  498  meet the requirements set forth in s. 1003.493(2), (4), and (5)
  499  and this subsection that students can take to earn required high
  500  school course credits. The regional consortium shall submit
  501  course recommendations to the department, on behalf of the
  502  consortium member districts, for state board approval. A strong
  503  emphasis should be placed on online course work, digital
  504  literacy, and workforce literacy as defined in s. 1004.02(27).
  505  For purposes of providing students the opportunity to earn
  506  industry certifications, consortiums must secure the necessary
  507  site licenses and testing contracts for use by member districts.
  508         (10)RULES.—The State Board of Education shall adopt rules
  509  to implement this section.
  510         Section 18. Section 1003.4285, Florida Statutes, is amended
  511  to read:
  512         1003.4285 Standard high school diploma designations.
  513         (1) Each standard high school diploma shall include, as
  514  applicable, the following designations if the student meets the
  515  criteria set forth for the designation:
  516         (a)Scholar designation.—In addition to the requirements of
  517  ss. 1003.428 and 1003.4282, as applicable, in order to earn the
  518  Scholar designation, a student must satisfy the following
  519  requirements:
  520         1.English Language Arts (ELA).—When the state transitions
  521  to common core assessments, pass the 11th grade ELA common core
  522  assessment.
  523         2.Mathematics.—Earn one credit in Algebra II and one
  524  credit in statistics or an equally rigorous course. When the
  525  state transitions to common core assessments, students must pass
  526  the Algebra II common core assessment.
  527         3.Science.—Pass the statewide, standardized Biology I end
  528  of-course assessment and earn one credit in chemistry or physics
  529  and one credit in a course equally rigorous to chemistry or
  530  physics.
  531         4.Social studies.—Pass the statewide, standardized United
  532  States History end-of-course assessment.
  533         5.Foreign language.—Earn two credits in the same foreign
  534  language.
  535         6.Electives.—Earn at least one credit in an Advanced
  536  Placement, an International Baccalaureate, an Advanced
  537  International Certificate of Education, or a dual enrollment
  538  course.
  539         (b)Merit designation.—In addition to the requirements of
  540  ss. 1003.428 and 1003.4282, as applicable, in order to earn the
  541  Merit designation, a student must attain one or more industry
  542  certifications from the list established under s. 1003.492.
  543         (2)Students and parents shall be provided information
  544  about diploma designations through an online education and
  545  career planning tool, which allows students to monitor their
  546  progress toward the attainment of each designation.
  547         (3)The State Board of Education may make recommendations
  548  to the Legislature regarding the establishment of additional
  549  designations.
  550         (1)A designation of the student’s major area of interest
  551  pursuant to the student’s completion of credits as provided in
  552  s. 1003.428.
  553         (2)A designation reflecting completion of four or more
  554  accelerated college credit courses if the student is eligible
  555  for college credit pursuant to s. 1007.27 or s. 1007.271 in
  556  Advanced Placement, International Baccalaureate, Advanced
  557  International Certificate of Education, or dual enrollment
  558  courses. The Commissioner of Education shall establish
  559  guidelines for successful passage of examinations or coursework
  560  in each of the accelerated college credit options for purposes
  561  of this subsection.
  562         (3)A designation reflecting the attainment of one or more
  563  industry certifications from the list approved by Workforce
  564  Florida, Inc., under s. 1003.492.
  565         (4)A designation reflecting a Florida Ready to Work
  566  Credential in accordance with s. 445.06.
  567         Section 19. Section 1003.4286, Florida Statutes, is created
  568  to read:
  569         1003.4286Award of standard high school diplomas to
  570  honorably discharged veterans.—Pursuant to rules adopted by the
  571  State Board of Education in consultation with the Department of
  572  Military Affairs, the Commissioner of Education may award a
  573  standard high school diploma to an honorably discharged veteran
  574  who has not completed high school graduation requirements.
  575         Section 20. Section 1003.429, Florida Statutes, is
  576  repealed.
  577         Section 21. Subsections (1) and (3) of section 1003.4295,
  578  Florida Statutes, are amended to read:
  579         1003.4295 Acceleration options.—
  580         (1) Each high school shall advise each student of courses
  581  programs through which a high school student can earn college
  582  credit, including Advanced Placement, International
  583  Baccalaureate, Advanced International Certificate of Education,
  584  dual enrollment, and early admission courses, and career academy
  585  courses, and courses that lead to national industry
  586  certification, as well as the availability of course offerings
  587  through virtual instruction. Students shall also be advised of
  588  the early and accelerated graduation options under s. ss.
  589  1003.4281 and 1003.429.
  590         (3) The Credit Acceleration Program (CAP) is created for
  591  the purpose of allowing a student to earn high school credit in
  592  Algebra I, Algebra II, geometry, United States history, or
  593  biology a course that requires a statewide, standardized end-of
  594  course assessment if the student passes the statewide,
  595  standardized assessment administered under s. 1008.22 attains a
  596  specified score on the assessment. Notwithstanding s. 1003.436,
  597  a school district shall award course credit to a student who is
  598  not enrolled in the course, or who has not completed the course,
  599  if the student attains a passing score on the corresponding
  600  statewide, standardized end-of-course assessment. The school
  601  district shall permit a student who is not enrolled in the
  602  course, or who has not completed the course, to take the
  603  standardized end-of-course assessment during the regular
  604  administration of the assessment.
  605         Section 22. Section 1003.43, Florida Statutes, is repealed.
  606         Section 23. Section 1003.433, Florida Statutes, is amended
  607  to read:
  608         1003.433 Learning opportunities for out-of-state and out
  609  of-country transfer students and students needing additional
  610  instruction to meet high school graduation requirements.—
  611         (1) Students who enter a Florida public school at the
  612  eleventh or twelfth grade from out of state or out of from a
  613  foreign country shall not be required to spend additional time
  614  in a Florida public school in order to meet the high school
  615  course requirements if the student has met all requirements of
  616  the school district, state, or country from which he or she is
  617  transferring. Such students who are not proficient in English
  618  should receive immediate and intensive instruction in English
  619  language acquisition. However, to receive a standard high school
  620  diploma, a transfer student must earn a 2.0 grade point average
  621  and meet the requirements under s. 1008.22 pass the grade 10
  622  FCAT required in s. 1008.22(3) or an alternate assessment as
  623  described in s. 1008.22(10).
  624         (2) Students who earn the required 24 credits have met all
  625  requirements for the standard high school diploma except for
  626  passage of any must-pass assessment under s. 1003.4282 or s.
  627  1008.22 the grade 10 FCAT or an alternate assessment by the end
  628  of grade 12 must be provided the following learning
  629  opportunities:
  630         (a) Participation in an accelerated high school equivalency
  631  diploma preparation program during the summer.
  632         (b) Upon receipt of a certificate of completion, be allowed
  633  to take the College Placement Test and be admitted to remedial
  634  or credit courses at a Florida College System institution, as
  635  appropriate.
  636         (c) Participation in an adult general education program as
  637  provided in s. 1004.93 for such time as the student requires to
  638  master English, reading, mathematics, or any other subject
  639  required for high school graduation. Students attending adult
  640  basic, adult secondary, or vocational-preparatory instruction
  641  are exempt from any requirement for the payment of tuition and
  642  fees, including lab fees, pursuant to s. 1009.25. A student
  643  attending an adult general education program shall have the
  644  opportunity to take any must-pass assessment under s. 1003.4282
  645  or s. 1008.22 the grade 10 FCAT an unlimited number of times in
  646  order to receive a standard high school diploma.
  647         (3) Students who have been enrolled in an ESOL program for
  648  less than 2 school years and have met all requirements for the
  649  standard high school diploma except for passage of any must-pass
  650  assessment under s. 1003.4282 or s. 1008.22 the grade 10 FCAT or
  651  alternate assessment may receive immersion English language
  652  instruction during the summer following their senior year.
  653  Students receiving such instruction are eligible to take the
  654  required assessment FCAT or alternate assessment and receive a
  655  standard high school diploma upon passage of the required
  656  assessment grade 10 FCAT or the alternate assessment. This
  657  subsection shall be implemented to the extent funding is
  658  provided in the General Appropriations Act.
  659         (4)The district school superintendent shall be responsible
  660  for notifying all students of the consequences of failure to
  661  receive a standard high school diploma, including the potential
  662  ineligibility for financial assistance at postsecondary
  663  educational institutions.
  664         (4)(5) The State Board of Education may adopt rules
  665  pursuant to ss. 120.536(1) and 120.54 to administer this
  666  section.
  667         Section 24. Subsection (6) of section 1003.435, Florida
  668  Statutes, is amended to read:
  669         1003.435 High school equivalency diploma program.—
  670         (6)(a) All high school equivalency diplomas issued under
  671  the provisions of this section shall have equal status with
  672  other high school diplomas for all state purposes, including
  673  admission to any state university or Florida College System
  674  institution.
  675         (b)The State Board of Education shall adopt rules
  676  providing for the award of a standard high school diploma to
  677  holders of high school equivalency diplomas who are assessed as
  678  meeting designated criteria, and the commissioner shall
  679  establish procedures for administering the assessment.
  680         Section 25. Paragraph (a) of subsection (1) of section
  681  1003.436, Florida Statutes, is amended to read:
  682         1003.436 Definition of “credit”.—
  683         (1)(a) For the purposes of requirements for high school
  684  graduation, one full credit means a minimum of 135 hours of bona
  685  fide instruction in a designated course of study that contains
  686  student performance standards, except as otherwise provided
  687  through the Credit Acceleration Program (CAP) under s.
  688  1003.4295(3). One full credit means a minimum of 120 hours of
  689  bona fide instruction in a designated course of study that
  690  contains student performance standards for purposes of meeting
  691  high school graduation requirements in a district school that
  692  has been authorized to implement block scheduling by the
  693  district school board. The State Board of Education shall
  694  determine the number of postsecondary credit hours earned
  695  through dual enrollment pursuant to s. 1007.271 that satisfy the
  696  requirements of a dual enrollment articulation agreement
  697  according to s. 1007.271(21) and that equal one full credit of
  698  the equivalent high school course identified pursuant to s.
  699  1007.271(9).
  700         Section 26. Section 1003.438, Florida Statutes, is amended
  701  to read:
  702         1003.438 Special high school graduation requirements for
  703  certain exceptional students.—A student who has been identified,
  704  in accordance with rules established by the State Board of
  705  Education, as a student with disabilities who has an
  706  intellectual disability; an autism spectrum disorder; a language
  707  impairment; an orthopedic impairment; an other health
  708  impairment; a traumatic brain injury; an emotional or behavioral
  709  disability; a specific learning disability, including, but not
  710  limited to, dyslexia, dyscalculia, or developmental aphasia; or
  711  students who are deaf or hard of hearing or dual sensory
  712  impaired shall not be required to meet all requirements of s.
  713  1003.43 or s. 1003.428 or s. 1003.4282 and shall, upon meeting
  714  all applicable requirements prescribed by the district school
  715  board pursuant to s. 1008.25, be awarded a special diploma in a
  716  form prescribed by the commissioner; however, such special
  717  graduation requirements prescribed by the district school board
  718  must include minimum graduation requirements as prescribed by
  719  the commissioner. Any such student who meets all special
  720  requirements of the district school board, but is unable to meet
  721  the appropriate special state minimum requirements, shall be
  722  awarded a special certificate of completion in a form prescribed
  723  by the commissioner. However, this section does not limit or
  724  restrict the right of an exceptional student solely to a special
  725  diploma or special certificate of completion. Any such student
  726  shall, upon proper request, be afforded the opportunity to fully
  727  meet all requirements of s. 1003.43 or s. 1003.428 or s.
  728  1003.4282 through the standard procedures established therein
  729  and thereby to qualify for a standard diploma upon graduation.
  730         Section 27. Paragraphs (e) and (f) of subsection (3) of
  731  section 1003.491, Florida Statutes, are amended to read:
  732         1003.491 Florida Career and Professional Education Act.—The
  733  Florida Career and Professional Education Act is created to
  734  provide a statewide planning partnership between the business
  735  and education communities in order to attract, expand, and
  736  retain targeted, high-value industry and to sustain a strong,
  737  knowledge-based economy.
  738         (3) The strategic 3-year plan developed jointly by the
  739  local school district, regional workforce boards, economic
  740  development agencies, and state-approved postsecondary
  741  institutions shall be constructed and based on:
  742         (e) Strategies to provide personalized student advisement,
  743  including a parent-participation component, and coordination
  744  with middle grades schools to promote and support career-themed
  745  courses and education planning as required under s. 1003.4156;
  746         (f) Alignment of requirements for middle school career
  747  planning under s. 1003.4156(1)(e) 1003.4156(1)(a)5., middle and
  748  high school career and professional academies or career-themed
  749  courses leading to industry certification or postsecondary
  750  credit, and high school graduation requirements;
  751         Section 28. Section 1003.4935, Florida Statutes, is amended
  752  to read:
  753         1003.4935 Middle grades school career and professional
  754  academy courses and career-themed courses.—
  755         (1) Beginning with the 2011-2012 school year, each district
  756  school board, in collaboration with regional workforce boards,
  757  economic development agencies, and state-approved postsecondary
  758  institutions, shall include plans to implement a career and
  759  professional academy or a career-themed course, as defined in s.
  760  1003.493(1)(b), in at least one middle school in the district as
  761  part of the strategic 3-year plan pursuant to s. 1003.491(2).
  762  The strategic plan must provide students the opportunity to
  763  transfer from a middle school career and professional academy or
  764  a career-themed course to a high school career and professional
  765  academy or a career-themed course currently operating within the
  766  school district. Students who complete a middle school career
  767  and professional academy or a career-themed course must have the
  768  opportunity to earn an industry certificate and high school
  769  credit and participate in career planning, job shadowing, and
  770  business leadership development activities.
  771         (2) Each middle grades school career and professional
  772  academy or career-themed course must be aligned with at least
  773  one high school career and professional academy or career-themed
  774  course offered in the district and maintain partnerships with
  775  local business and industry and economic development boards.
  776  Middle grades school career and professional academies and
  777  career-themed courses must:
  778         (a) Lead to careers in occupations designated as high
  779  skill, high-wage, and high-demand in the Industry Certification
  780  Funding List approved under rules adopted by the State Board of
  781  Education;
  782         (b) Integrate content from core subject areas;
  783         (c) Integrate career and professional academy or career
  784  themed course content with intensive reading, English Language
  785  Arts, and mathematics pursuant to ss. s. 1003.428 and 1003.4282;
  786         (d) Coordinate with high schools to maximize opportunities
  787  for middle grades school students to earn high school credit;
  788         (e) Provide access to virtual instruction courses provided
  789  by virtual education providers legislatively authorized to
  790  provide part-time instruction to middle grades school students.
  791  The virtual instruction courses must be aligned to state
  792  curriculum standards for middle grades school career and
  793  professional academy courses or career-themed courses, with
  794  priority given to students who have required course deficits;
  795         (f) Provide instruction from highly skilled professionals
  796  who hold industry certificates in the career area in which they
  797  teach;
  798         (g) Offer externships; and
  799         (h) Provide personalized student advisement that includes a
  800  parent-participation component.
  801         (3) Beginning with the 2012-2013 school year, if a school
  802  district implements a middle school career and professional
  803  academy or a career-themed course, the Department of Education
  804  shall collect and report student achievement data pursuant to
  805  performance factors identified under s. 1003.492(3) for students
  806  enrolled in an academy or a career-themed course.
  807         (4)The State Board of Education shall adopt rules to
  808  identify industry certifications in science, technology,
  809  engineering, and mathematics offered in middle school to be
  810  included on the Industry Certified Funding List and which are
  811  eligible for additional full-time equivalent membership under s.
  812  1011.62(1).
  813         Section 29. Paragraph (c) of subsection (3) of section
  814  1003.51, Florida Statutes, is amended to read:
  815         1003.51 Other public educational services.—
  816         (3) The Department of Education in partnership with the
  817  Department of Juvenile Justice, the district school boards, and
  818  providers shall:
  819         (c) Maintain standardized required content of education
  820  records to be included as part of a youth’s commitment record.
  821  These requirements shall reflect the policy and standards
  822  adopted pursuant to subsection (2) and shall include, but not be
  823  limited to, the following:
  824         1. A copy of the student’s individual educational plan.
  825         2. Assessment Data on student performance on assessments,
  826  including grade level proficiency in reading, writing, and
  827  mathematics, and performance on tests taken according to s.
  828  1008.22.
  829         3. A copy of the student’s permanent cumulative record.
  830         4. A copy of the student’s academic transcript.
  831         5. A portfolio reflecting the youth’s academic
  832  accomplishments while in the Department of Juvenile Justice
  833  program.
  834         Section 30. Subsection (4) of section 1003.621, Florida
  835  Statutes, is amended to read:
  836         1003.621 Academically high-performing school districts.—It
  837  is the intent of the Legislature to recognize and reward school
  838  districts that demonstrate the ability to consistently maintain
  839  or improve their high-performing status. The purpose of this
  840  section is to provide high-performing school districts with
  841  flexibility in meeting the specific requirements in statute and
  842  rules of the State Board of Education.
  843         (4) REPORTS.—The academically high-performing school
  844  district shall submit to the State Board of Education and the
  845  Legislature an annual report on December 1 which delineates the
  846  performance of the school district relative to the academic
  847  performance of students at each grade level in reading, writing,
  848  mathematics, science, and any other subject that is included as
  849  a part of the statewide assessment program in s. 1008.22. The
  850  annual report shall be submitted in a format prescribed by the
  851  Department of Education and shall include, but need not be
  852  limited to, the following:
  853         (a) Longitudinal performance of students on in mathematics,
  854  reading, writing, science, and any other subject that is
  855  included as a part of the statewide, standardized assessments
  856  taken under assessment program in s. 1008.22;
  857         (b) Longitudinal performance of students by grade level and
  858  subgroup on in mathematics, reading, writing, science, and any
  859  other subject that is included as a part of the statewide,
  860  standardized assessments taken under assessment program in s.
  861  1008.22;
  862         (c) Longitudinal performance regarding efforts to close the
  863  achievement gap;
  864         (d)1. Number and percentage of students who take an
  865  Advanced Placement Examination; and
  866         2. Longitudinal performance regarding students who take an
  867  Advanced Placement Examination by demographic group,
  868  specifically by age, gender, race, and Hispanic origin, and by
  869  participation in the National School Lunch Program;
  870         (e) Evidence of compliance with subsection (1); and
  871         (f) A description of each waiver and the status of each
  872  waiver.
  873         Section 31. Subsection (1) of section 1004.935, Florida
  874  Statutes, is amended to read:
  875         1004.935 Adults with Disabilities Workforce Education Pilot
  876  Program.—
  877         (1) The Adults with Disabilities Workforce Education Pilot
  878  Program is established in the Department of Education for 2
  879  years in Hardee, DeSoto, Manatee, and Sarasota Counties to
  880  provide the option of receiving a scholarship for instruction at
  881  private schools for up to 30 students who:
  882         (a) Have a disability;
  883         (b) Are 22 years of age;
  884         (c) Are receiving instruction from an instructor in a
  885  private school to meet the high school graduation requirements
  886  in s. 1003.428 or s. 1003.4282;
  887         (d) Do not have a standard high school diploma or a special
  888  high school diploma; and
  889         (e) Receive “supported employment services,” which means
  890  employment that is located or provided in an integrated work
  891  setting with earnings paid on a commensurate wage basis and for
  892  which continued support is needed for job maintenance.
  893  
  894  As used in this section, the term “student with a disability”
  895  includes a student who is documented as having an intellectual
  896  disability; a speech impairment; a language impairment; a
  897  hearing impairment, including deafness; a visual impairment,
  898  including blindness; a dual sensory impairment; an orthopedic
  899  impairment; another health impairment; an emotional or
  900  behavioral disability; a specific learning disability,
  901  including, but not limited to, dyslexia, dyscalculia, or
  902  developmental aphasia; a traumatic brain injury; a developmental
  903  delay; or autism spectrum disorder.
  904         Section 32. Subsections (2), (7), (9), and (11) of section
  905  1007.271, Florida Statutes, are amended to read:
  906         1007.271 Dual enrollment programs.—
  907         (2) For the purpose of this section, an eligible secondary
  908  student is a student who is enrolled in a Florida public
  909  secondary school or in a Florida private secondary school which
  910  is in compliance with s. 1002.42(2) and provides a secondary
  911  curriculum pursuant to s. 1003.428 or s. 1003.4282, s. 1003.429,
  912  or s. 1003.43. Students who are eligible for dual enrollment
  913  pursuant to this section may enroll in dual enrollment courses
  914  conducted during school hours, after school hours, and during
  915  the summer term. However, if the student is projected to
  916  graduate from high school before the scheduled completion date
  917  of a postsecondary course, the student may not register for that
  918  course through dual enrollment. The student may apply to the
  919  postsecondary institution and pay the required registration,
  920  tuition, and fees if the student meets the postsecondary
  921  institution’s admissions requirements under s. 1007.263.
  922  Instructional time for dual enrollment may vary from 900 hours;
  923  however, the school district may only report the student for a
  924  maximum of 1.0 FTE, as provided in s. 1011.61(4). Any student
  925  enrolled as a dual enrollment student is exempt from the payment
  926  of registration, tuition, and laboratory fees. Applied academics
  927  for adult education Vocational-preparatory instruction, college
  928  preparatory instruction, and other forms of precollegiate
  929  instruction, as well as physical education courses that focus on
  930  the physical execution of a skill rather than the intellectual
  931  attributes of the activity, are ineligible for inclusion in the
  932  dual enrollment program. Recreation and leisure studies courses
  933  shall be evaluated individually in the same manner as physical
  934  education courses for potential inclusion in the program.
  935         (7) Career dual enrollment shall be provided as a
  936  curricular option for secondary students to pursue in order to
  937  earn industry certifications adopted pursuant to s. 1008.44,
  938  which count as a series of elective credits toward the high
  939  school diploma. Career dual enrollment shall be available for
  940  secondary students seeking a degree and industry certification
  941  through or certificate from a career education complete career
  942  preparatory program or course and may not be used to enroll
  943  students in isolated career courses.
  944         (9) The Commissioner of Education shall appoint faculty
  945  committees representing public school, Florida College System
  946  institution, and university faculties to identify postsecondary
  947  courses that meet the high school graduation requirements of s.
  948  1003.428 or s. 1003.4282, s. 1003.429, or s. 1003.43 and to
  949  establish the number of postsecondary semester credit hours of
  950  instruction and equivalent high school credits earned through
  951  dual enrollment pursuant to this section that are necessary to
  952  meet high school graduation requirements. Such equivalencies
  953  shall be determined solely on comparable course content and not
  954  on seat time traditionally allocated to such courses in high
  955  school. The Commissioner of Education shall recommend to the
  956  State Board of Education those postsecondary courses identified
  957  to meet high school graduation requirements, based on mastery of
  958  course outcomes, by their course numbers, and all high schools
  959  shall accept these postsecondary education courses toward
  960  meeting the requirements of s. 1003.428 or s. 1003.4282, s.
  961  1003.429, or s. 1003.43.
  962         (11) Career early admission is a form of career dual
  963  enrollment through which eligible secondary students enroll full
  964  time in a career center or a Florida College System institution
  965  in postsecondary programs leading to industry certifications, as
  966  listed in the Postsecondary Industry Certification Funding List
  967  pursuant to s. 1008.44, which courses that are creditable toward
  968  the high school diploma and the certificate or associate degree.
  969  Participation in the career early admission program is limited
  970  to students who have completed a minimum of 4 6 semesters of
  971  full-time secondary enrollment, including studies undertaken in
  972  the ninth grade. Students enrolled pursuant to this section are
  973  exempt from the payment of registration, tuition, and laboratory
  974  fees.
  975         Section 33. Section 1008.22, Florida Statutes, is amended
  976  to read:
  977         (Substantial rewording of section. See
  978         s. 1008.22, F.S., for present text.)
  979         1008.22Student assessment program for public schools.—
  980         (1)PURPOSE.—The primary purpose of the student assessment
  981  program is to provide student academic achievement and learning
  982  gains data to students, parents, teachers, school
  983  administrators, and school district staff. This data is to be
  984  used by districts to improve instruction; by students, parents,
  985  and teachers to guide learning objectives; by education
  986  researchers to assess national and international education
  987  comparison data; and by the public to assess the cost benefit of
  988  the expenditure of taxpayer dollars. The program must be
  989  designed to:
  990         (a)Assess the achievement level and annual learning gains
  991  of each student in English Language Arts and mathematics and the
  992  achievement level in all other subjects assessed.
  993         (b)Provide data for making decisions regarding school
  994  accountability, recognition, and improvement of operations and
  995  management, including schools operating for the purpose of
  996  providing educational services to youth in Department of
  997  Juvenile Justice programs.
  998         (c)Identify the educational strengths and needs of
  999  students and the readiness of students to be promoted to the
 1000  next grade level or to graduate from high school.
 1001         (d)Assess how well educational goals and curricular
 1002  standards are met at the school, district, state, national, and
 1003  international levels.
 1004         (e)Provide information to aid in the evaluation and
 1005  development of educational programs and policies.
 1006         (2)NATIONAL AND INTERNATIONAL EDUCATION COMPARISONS.
 1007  Florida school districts shall participate in the administration
 1008  of the National Assessment of Educational Progress, or similar
 1009  national or international assessments, both for the national
 1010  sample and for any state-by-state comparison programs that may
 1011  be initiated, as directed by the commissioner. The assessments
 1012  must be conducted using the data collection procedures, student
 1013  surveys, educator surveys, and other instruments included in the
 1014  National Assessment of Educational Progress or similar national
 1015  or international assessments being administered in Florida. The
 1016  administration of such assessments shall be in addition to and
 1017  separate from the administration of the statewide, standardized
 1018  assessments.
 1019         (3)STATEWIDE, STANDARDIZED ASSESSMENT PROGRAM.—The
 1020  Commissioner of Education shall design and implement a
 1021  statewide, standardized assessment program aligned to the core
 1022  curricular content established in the Next Generation Sunshine
 1023  State Standards. The commissioner also must develop or select
 1024  and implement a common battery of assessment tools that will be
 1025  used in all juvenile justice education programs in the state.
 1026  These tools must accurately measure the core curricular content
 1027  established in the Next Generation Sunshine State Standards.
 1028  Participation in the assessment program is mandatory for all
 1029  school districts and all students attending public schools,
 1030  including students seeking an adult high school diploma and
 1031  students in Department of Juvenile Justice education programs,
 1032  except as otherwise prescribed by the commissioner. If a student
 1033  does not participate in the assessment program, the school
 1034  district must notify the student’s parent and provide the parent
 1035  with information regarding the implications of such
 1036  nonparticipation. The statewide, standardized assessment program
 1037  shall be designed and implemented as follows:
 1038         (a)Florida Comprehensive Assessment Test (FCAT) until
 1039  replaced by common core assessments.—FCAT Reading shall be
 1040  administered annually in grades 3 through 10; FCAT Mathematics
 1041  shall be administered annually in grades 3 through 8; FCAT
 1042  Writing shall be administered annually at least once at the
 1043  elementary, middle, and high school levels; and FCAT Science
 1044  shall be administered annually at least once at the elementary
 1045  and middle grades levels. A student who has not earned a passing
 1046  score on grade 10 FCAT Reading must participate in each retake
 1047  of the assessment until the student earns a passing score. The
 1048  commissioner shall recommend and the State Board of Education
 1049  must adopt a score on both the SAT and ACT that is concordant to
 1050  a passing score on grade 10 FCAT Reading that, if achieved by a
 1051  student, meets the must-pass requirement for grade 10 FCAT
 1052  Reading.
 1053         (b)End-of-course (EOC) assessments.—EOC assessments must
 1054  be statewide, standardized, and developed or approved by the
 1055  Department of Education as follows:
 1056         1.Statewide, standardized EOC assessments in mathematics
 1057  shall be administered according to this subparagraph. Beginning
 1058  with the 2010-2011 school year, all students enrolled in Algebra
 1059  I must take the Algebra I EOC assessment. Except as otherwise
 1060  provided in this section, beginning with students entering grade
 1061  9 in the 2011-2012 school year, a student who is enrolled in
 1062  Algebra I must earn a passing score on the Algebra I EOC
 1063  assessment or attain a comparative score as authorized under
 1064  subsection (8) in order to earn a standard high school diploma.
 1065  A student who has not earned a passing score on the Algebra I
 1066  EOC assessment must participate in each retake of the assessment
 1067  until the student earns a passing score. Beginning with the
 1068  2011-2012 school year, all students enrolled in geometry must
 1069  take the Geometry EOC assessment. Middle grades students
 1070  enrolled in Algebra I or geometry must take the statewide,
 1071  standardized EOC assessment for those courses and are not
 1072  required to take the corresponding grade-level FCAT.
 1073         2.Statewide, standardized EOC assessments in science shall
 1074  be administered according to this subparagraph. Beginning with
 1075  the 2011-2012 school year, all students enrolled in Biology I
 1076  must take the Biology I EOC assessment.
 1077         3.During the 2012-2013 school year, an EOC assessment in
 1078  civics education shall be administered as a field test at the
 1079  middle grades level. Beginning with the 2013-2014 school year,
 1080  each student’s performance on the statewide, standardized EOC
 1081  assessment in civics education constitutes 30 percent of the
 1082  student’s final course grade.
 1083         4.The commissioner may select one or more nationally
 1084  developed comprehensive examinations, which may include
 1085  examinations for a College Board Advanced Placement course,
 1086  International Baccalaureate course, or Advanced International
 1087  Certificate of Education course, or industry-approved
 1088  examinations to earn national industry certifications identified
 1089  in the Industry Certification Funding List, for use as EOC
 1090  assessments under this paragraph if the commissioner determines
 1091  that the content knowledge and skills assessed by the
 1092  examinations meet or exceed the grade-level expectations for the
 1093  core curricular content established for the course in the Next
 1094  Generation Sunshine State Standards. Use of any such examination
 1095  as an EOC assessment must be approved by the state board.
 1096         5.Contingent upon funding provided in the General
 1097  Appropriations Act, including the appropriation of funds
 1098  received through federal grants, the commissioner may establish
 1099  an implementation schedule for the development and
 1100  administration of additional statewide, standardized EOC
 1101  assessments that must be approved by the state board. If
 1102  approved by the state board, student performance on such
 1103  assessments constitutes 30 percent of a student’s final course
 1104  grade.
 1105         6.All statewide, standardized EOC assessments must be
 1106  administered online except as otherwise provided in paragraph
 1107  (c).
 1108         (c)Students with disabilities; Florida Alternate
 1109  Assessment.
 1110         1.Each district school board must provide instruction to
 1111  prepare students with disabilities in the core content knowledge
 1112  and skills necessary for successful grade-to-grade progression
 1113  and high school graduation.
 1114         2.A student with a disability, as defined in s.
 1115  1007.02(2), for whom the individual education plan (IEP) team
 1116  determines that the statewide, standardized assessments under
 1117  this section cannot accurately measure the student’s abilities,
 1118  taking into consideration all allowable accommodations, shall
 1119  have assessment results waived for the purpose of receiving a
 1120  course grade and a standard high school diploma. Such waiver
 1121  shall be designated on the student’s transcript.
 1122         3.The State Board of Education shall adopt rules, based
 1123  upon recommendations of the commissioner, for the provision of
 1124  assessment accommodations for students with disabilities and for
 1125  students who have limited English proficiency.
 1126         a.Accommodations that negate the validity of a statewide,
 1127  standardized assessment are not allowed during the
 1128  administration of the assessment. However, instructional
 1129  accommodations are allowed in the classroom if identified in a
 1130  student’s IEP. Students using instructional accommodations in
 1131  the classroom that are not allowed on a statewide, standardized
 1132  assessment may have assessment results waived if the IEP team
 1133  determines that the assessment cannot accurately measure the
 1134  student’s abilities.
 1135         b.If a student is provided with instructional
 1136  accommodations in the classroom that are not allowed as
 1137  accommodations for statewide, standardized assessments, the
 1138  district must inform the parent in writing and provide the
 1139  parent with information regarding the impact on the student’s
 1140  ability to meet expected performance levels. A parent must
 1141  provide signed consent for a student to receive classroom
 1142  instructional accommodations that would not be available or
 1143  permitted on a statewide, standardized assessment and
 1144  acknowledge in writing that he or she understands the
 1145  implications of such instructional accommodations.
 1146         c.If a student’s IEP states that online administration of
 1147  a statewide, standardized assessment will significantly impair
 1148  the student’s ability to perform, the assessment shall be
 1149  administered in hard copy.
 1150         4.For students with significant cognitive disabilities,
 1151  the Department of Education shall provide for implementation of
 1152  the Florida Alternate Assessment to accurately measure the core
 1153  curricular content established in the Next Generation Sunshine
 1154  State Standards.
 1155         (d)Common core assessments in English Language Arts (ELA)
 1156  and mathematics.
 1157         1.Contingent upon funding, common core assessments in ELA
 1158  shall be administered to students in grades 3 through 11. Retake
 1159  opportunities for the grade 10 assessment must be provided.
 1160  Students taking the ELA assessments are not required to take the
 1161  assessments in FCAT Reading or FCAT Writing. Common core ELA
 1162  assessments shall be administered online.
 1163         2.Contingent upon funding, common core assessments in
 1164  mathematics shall be administered to all students in grades 3
 1165  through 8, and common core assessments in Algebra I, geometry,
 1166  and Algebra II shall be administered to students enrolled in
 1167  those courses. Retake opportunities must be provided for the
 1168  Algebra I assessment. Students may take the common core
 1169  mathematics assessments pursuant to the Credit Acceleration
 1170  Program (CAP) under s. 1003.4295(3). Students taking common core
 1171  assessments in mathematics are not required to take FCAT
 1172  Mathematics or statewide, standardized EOC assessments in
 1173  mathematics. Common core mathematics assessments shall be
 1174  administered online.
 1175         3.The State Board of Education shall adopt rules
 1176  establishing an implementation schedule to transition from FCAT
 1177  Reading, FCAT Writing, FCAT Mathematics, and Algebra I and
 1178  Geometry EOC assessments to common core assessments in English
 1179  Language Arts and mathematics. The schedule must take into
 1180  consideration funding, sufficient field and baseline data,
 1181  access to assessments, instructional alignment, and school
 1182  district readiness to administer the common core assessments
 1183  online. Until the 10th grade common core ELA and Algebra I
 1184  assessments become must-pass assessments, students must pass
 1185  10th grade FCAT Reading and the Algebra I EOC assessment, or
 1186  achieve a concordant or comparative score as authorized under
 1187  this section, in order to earn a standard high school diploma
 1188  under s. 1003.4282. Students taking 10th grade FCAT Reading or
 1189  the Algebra I EOC assessment are not required to take the
 1190  respective common core assessments.
 1191         4. The Department of Education shall publish minimum and
 1192  recommended technology requirements that include specifications
 1193  for hardware, software, networking, security, and broadband
 1194  capacity to facilitate school district compliance with the
 1195  requirement that common core assessments be administered online.
 1196         (e)Assessment scores and achievement levels.
 1197         1.All statewide, standardized EOC assessments and FCAT
 1198  Reading, FCAT Writing, and FCAT Science shall use scaled scores
 1199  and achievement levels. Achievement levels shall range from 1
 1200  through 5, with level 1 being the lowest achievement level,
 1201  level 5 being the highest achievement level, and level 3
 1202  indicating satisfactory performance on an assessment. For
 1203  purposes of FCAT Writing, student achievement shall be scored
 1204  using a scale of 1 through 6.
 1205         2.The state board shall designate by rule a passing score
 1206  for each statewide, standardized EOC and FCAT assessment. In
 1207  addition, the state board shall designate a score for each
 1208  statewide, standardized EOC assessment that indicates that a
 1209  student is high achieving and has the potential to meet college
 1210  readiness standards by the time the student graduates from high
 1211  school.
 1212         3.If the commissioner seeks to revise a statewide,
 1213  standardized assessment and the revisions require the state
 1214  board to modify performance level scores, including the passing
 1215  score, the commissioner shall provide a copy of the proposed
 1216  scores and implementation plan to the President of the Senate
 1217  and the Speaker of the House of Representatives at least 90 days
 1218  before submission to the state board for review. Until the state
 1219  board adopts the modifications by rule, the commissioner shall
 1220  use calculations for scoring the assessment that adjust student
 1221  scores on the revised assessment for statistical equivalence to
 1222  student scores on the former assessment. The state board shall
 1223  adopt by rule the passing score for the revised assessment that
 1224  is statistically equivalent to the passing score on the
 1225  discontinued assessment for a student who is required to attain
 1226  a passing score on the discontinued assessment. The commissioner
 1227  may, with approval of the state board, discontinue
 1228  administration of the former assessment upon the graduation,
 1229  based on normal student progression, of students participating
 1230  in the final regular administration of the former assessment. If
 1231  the commissioner revises a statewide, standardized assessment
 1232  and the revisions require the state board to modify the passing
 1233  score, only students taking the assessment for the first time
 1234  after the rule is adopted are affected.
 1235         (f)Assessment schedules and reporting of results.—The
 1236  Commissioner of Education shall establish schedules for the
 1237  administration of assessments and the reporting of student
 1238  assessment results. The commissioner shall consider the
 1239  observance of religious and school holidays when developing the
 1240  schedule. By August 1 of each year, the commissioner shall
 1241  notify each school district in writing and publish on the
 1242  department’s website the assessment and reporting schedules for,
 1243  at a minimum, the school year following the upcoming school
 1244  year. The assessment and reporting schedules must provide the
 1245  earliest possible reporting of student assessment results to the
 1246  school districts. Assessment results for FCAT Reading and FCAT
 1247  Mathematics must be made available no later than the week of
 1248  June 8. The administration of FCAT Writing and the Florida
 1249  Alternate Assessment may be no earlier than the week of March 1.
 1250  School districts shall administer assessments in accordance with
 1251  the schedule established by the commissioner.
 1252         (g)Prohibited activities.—A district school board shall
 1253  prohibit each public school from suspending a regular program of
 1254  curricula for purposes of administering practice assessments or
 1255  engaging in other assessment-preparation activities for a
 1256  statewide, standardized assessment. However, a district school
 1257  board may authorize a public school to engage in the following
 1258  assessment-preparation activities:
 1259         1.Distributing to students sample assessment books and
 1260  answer keys published by the Department of Education.
 1261         2.Providing individualized instruction in assessment
 1262  taking strategies, without suspending the school’s regular
 1263  program of curricula, for a student who scores Level 1 or Level
 1264  2 on a prior administration of an assessment.
 1265         3.Providing individualized instruction in the content
 1266  knowledge and skills assessed, without suspending the school’s
 1267  regular program of curricula, for a student who scores Level 1
 1268  or Level 2 on a prior administration of an assessment or a
 1269  student who, through a diagnostic assessment administered by the
 1270  school district, is identified as having a deficiency in the
 1271  content knowledge and skills assessed.
 1272         4.Administering a practice assessment or engaging in other
 1273  assessment-preparation activities that are determined necessary
 1274  to familiarize students with the organization of the assessment,
 1275  the format of assessment items, and the assessment directions or
 1276  that are otherwise necessary for the valid and reliable
 1277  administration of the assessment, as set forth in rules adopted
 1278  by the State Board of Education with specific reference to this
 1279  paragraph.
 1280         (h)Contracts for assessments.—The commissioner shall
 1281  provide for the assessments to be developed or obtained, as
 1282  appropriate, through contracts and project agreements with
 1283  private vendors, public vendors, public agencies, postsecondary
 1284  educational institutions, or school districts. The commissioner
 1285  may enter into contracts for the continued administration of the
 1286  assessments authorized and funded by the Legislature. Contracts
 1287  may be initiated in 1 fiscal year and continue into the next
 1288  fiscal year and may be paid from the appropriations of either or
 1289  both fiscal years. The commissioner may negotiate for the sale
 1290  or lease of tests, scoring protocols, test scoring services, and
 1291  related materials developed pursuant to law.
 1292         (4)SCHOOL ASSESSMENT PROGRAMS.—Each public school shall
 1293  participate in the statewide, standardized assessment program in
 1294  accordance with the assessment and reporting schedules and the
 1295  minimum and recommended technology requirements published by the
 1296  Commissioner of Education. District school boards shall not
 1297  establish school calendars that conflict with or jeopardize
 1298  implementation of the assessment program. All district school
 1299  boards shall report assessment results as required by the state
 1300  management information system. Performance data shall be
 1301  analyzed and reported to parents, the community, and the state.
 1302  Student performance data shall be used by districts in
 1303  developing objectives for the school improvement plan,
 1304  evaluating instructional personnel and administrative personnel,
 1305  assigning staff, allocating resources, acquiring instructional
 1306  materials and technology, implementing performance-based
 1307  budgeting, and promoting and assigning students to educational
 1308  programs. The analysis of student performance data must also
 1309  identify strengths and needs in the educational program and
 1310  trends over time. The analysis must be used in conjunction with
 1311  the budgetary planning processes developed pursuant to s.
 1312  1008.385 and the development of remediation programs.
 1313         (5)REQUIRED ANALYSES.—The commissioner shall provide, at a
 1314  minimum, statewide, standardized assessment data analysis
 1315  showing student achievement levels and learning gains by
 1316  teacher, school, and school district.
 1317         (6)LOCAL ASSESSMENTS.—
 1318         (a)Measurement of student learning gains in all subjects
 1319  and grade levels, except those subjects and grade levels
 1320  measured under the statewide, standardized assessment program
 1321  described in this section, is the responsibility of the school
 1322  districts.
 1323         (b)Beginning with the 2014-2015 school year, each school
 1324  district shall administer for each course offered in the
 1325  district a student assessment that measures mastery of the
 1326  content, as described in the state-adopted course description,
 1327  at the necessary level of rigor for the course. Such assessments
 1328  may include:
 1329         1.Statewide assessments.
 1330         2.Other standardized assessments, including nationally
 1331  recognized standardized assessments.
 1332         3.Industry certification examinations.
 1333         4.District-developed or district-selected end-of-course
 1334  assessments.
 1335         (c)The Commissioner of Education shall identify methods to
 1336  assist and support districts in the development and acquisition
 1337  of assessments required under this subsection. Methods may
 1338  include developing item banks, facilitating the sharing of
 1339  developed tests among school districts, acquiring assessments
 1340  from state and national curriculum-area organizations, and
 1341  providing technical assistance in best professional practices of
 1342  test development based upon state-adopted curriculum standards,
 1343  administration, and security.
 1344         (7)CONCORDANT SCORES FOR 10TH GRADE FCAT READING.—Until
 1345  the state transitions to common core English Language Arts
 1346  assessments, the Commissioner of Education must identify scores
 1347  on the SAT and ACT that if achieved satisfy the graduation
 1348  requirement that a student pass 10th grade FCAT Reading. The
 1349  commissioner may identify concordant scores on other assessments
 1350  as well. If the content or scoring procedures change for 10th
 1351  grade FCAT Reading, new concordant scores must be determined. If
 1352  new concordant scores are not timely adopted, the last-adopted
 1353  concordant scores remain in effect until such time as new scores
 1354  are adopted. The state board shall adopt concordant scores in
 1355  rule.
 1356         (8)COMPARATIVE SCORES FOR END-OF-COURSE (EOC)
 1357  ASSESSMENTS.—The Commissioner of Education must identify one or
 1358  more comparative scores for the Algebra I EOC assessment and may
 1359  identify comparative scores for the other EOC assessments. If
 1360  the content or scoring procedures change for the EOC
 1361  assessments, new comparative scores must be determined. If new
 1362  comparative scores are not timely adopted, the last-adopted
 1363  comparative scores remain in effect until such time as new
 1364  scores are adopted. The state board shall adopt comparative
 1365  scores in rule.
 1366         (9)REPORTS.—The Department of Education shall annually
 1367  provide a report to the Governor, the President of the Senate,
 1368  and the Speaker of the House of Representatives which shall
 1369  include the following:
 1370         (a)Longitudinal performance of students in reading and
 1371  mathematics.
 1372         (b)Longitudinal performance of students by grade level in
 1373  reading and mathematics.
 1374         (c)Longitudinal performance regarding efforts to close the
 1375  achievement gap.
 1376         (d)Other student performance data based on national norm
 1377  referenced and criterion-referenced tests, if available;
 1378  national assessments, such as the National Assessment of
 1379  Educational Progress; and international assessments.
 1380         (e)The number of students who after 8th grade enroll in
 1381  adult education rather than other secondary education.
 1382         (f)Any plan or intent to establish or implement new
 1383  statewide, standardized assessments.
 1384         (10)RULES.—The State Board of Education shall adopt rules
 1385  to implement this section.
 1386         Section 34. Paragraph (f) of subsection (2), paragraphs (a)
 1387  and (b) of subsection (4), paragraphs (a) and (b) of subsection
 1388  (5), paragraph (b) of subsection (6), subsection (7), and
 1389  subsection (8) of section 1008.25, Florida Statutes, are
 1390  amended, and paragraph (h) is added to subsection (2) of that
 1391  section, to read:
 1392         1008.25 Public school student progression; remedial
 1393  instruction; reporting requirements.—
 1394         (2) COMPREHENSIVE STUDENT PROGRESSION PLAN.—Each district
 1395  school board shall establish a comprehensive plan for student
 1396  progression which must:
 1397         (f) Advise parents and students of the early and
 1398  accelerated graduation options under s. ss. 1003.4281 and
 1399  1003.429.
 1400         (h)Provide instructional sequences by which students in
 1401  kindergarten through high school may attain progressively higher
 1402  levels of skill in the use of digital tools and applications.
 1403  The instructional sequences must include participation in
 1404  curricular and instructional options and the demonstration of
 1405  competence of standards required pursuant to ss. 1003.41 and
 1406  1003.4203 through attainment of industry certifications and
 1407  other means of demonstrating credit requirements identified
 1408  under ss. 1002.3105, 1003.4203, 1003.428, and 1003.4282.
 1409         (4) ASSESSMENT AND REMEDIATION.—
 1410         (a) Each student must participate in the statewide,
 1411  standardized assessment program tests required by s. 1008.22.
 1412  Each student who does not meet specific levels of performance on
 1413  the required assessments as determined by the district school
 1414  board in FCAT reading, writing, science, and mathematics for
 1415  each grade level, or who scores below Level 3 on in FCAT Reading
 1416  or FCAT Mathematics or on the common core English Language Arts
 1417  or mathematics assessments as applicable under s. 1008.22, must
 1418  be provided with additional diagnostic assessments to determine
 1419  the nature of the student’s difficulty, the areas of academic
 1420  need, and strategies for appropriate intervention and
 1421  instruction as described in paragraph (b).
 1422         (b) The school in which the student is enrolled must
 1423  develop, in consultation with the student’s parent, and must
 1424  implement a progress monitoring plan. A progress monitoring plan
 1425  is intended to provide the school district and the school
 1426  flexibility in meeting the academic needs of the student and to
 1427  reduce paperwork. A student who is not meeting the school
 1428  district or state requirements for proficiency in reading and
 1429  mathematics math shall be covered by one of the following plans
 1430  to target instruction and identify ways to improve his or her
 1431  academic achievement:
 1432         1. A federally required student plan such as an individual
 1433  education plan;
 1434         2. A schoolwide system of progress monitoring for all
 1435  students; or
 1436         3. An individualized progress monitoring plan.
 1437  
 1438  The plan chosen must be designed to assist the student or the
 1439  school in meeting state and district expectations for
 1440  proficiency. If the student has been identified as having a
 1441  deficiency in reading, the K-12 comprehensive reading plan
 1442  required by s. 1011.62(9) shall include instructional and
 1443  support services to be provided to meet the desired levels of
 1444  performance. District school boards may require low-performing
 1445  students to attend remediation programs held before or after
 1446  regular school hours or during the summer if transportation is
 1447  provided.
 1448         (5) READING DEFICIENCY AND PARENTAL NOTIFICATION.—
 1449         (a) It is the ultimate goal of the Legislature that every
 1450  student read at or above grade level. Any student who exhibits a
 1451  substantial deficiency in reading, based upon locally determined
 1452  or statewide assessments conducted in kindergarten or grade 1,
 1453  grade 2, or grade 3, or through teacher observations, must be
 1454  given intensive reading instruction immediately following the
 1455  identification of the reading deficiency. The student’s reading
 1456  proficiency must be reassessed by locally determined assessments
 1457  or through teacher observations at the beginning of the grade
 1458  following the intensive reading instruction. The student must
 1459  continue to be provided with intensive reading instruction until
 1460  the reading deficiency is remedied.
 1461         (b) Beginning with the 2002-2003 school year, If a the
 1462  student’s reading deficiency, as identified in paragraph (a), is
 1463  not remedied by the end of grade 3, as demonstrated by scoring
 1464  at Level 2 or higher on the statewide, standardized assessment
 1465  required under s. 1008.22 test in reading for grade 3, the
 1466  student must be retained.
 1467         (6) ELIMINATION OF SOCIAL PROMOTION.—
 1468         (b) The district school board may only exempt students from
 1469  mandatory retention, as provided in paragraph (5)(b), for good
 1470  cause. Good cause exemptions shall be limited to the following:
 1471         1. Limited English proficient students who have had less
 1472  than 2 years of instruction in an English for Speakers of Other
 1473  Languages program.
 1474         2. Students with disabilities whose individual education
 1475  plan indicates that participation in the statewide assessment
 1476  program is not appropriate, consistent with the requirements of
 1477  State Board of Education rule.
 1478         3. Students who demonstrate an acceptable level of
 1479  performance on an alternative standardized reading or English
 1480  Language Arts assessment approved by the State Board of
 1481  Education.
 1482         4. A student Students who demonstrates demonstrate, through
 1483  a student portfolio, that he or she the student is performing
 1484  reading on grade level as evidenced by demonstration of mastery
 1485  of the Sunshine State Standards in reading equal to at least at
 1486  a Level 2 performance on the FCAT Reading or the common core
 1487  English Language Arts assessment, as applicable under s.
 1488  1008.22.
 1489         5. Students with disabilities who participate in the FCAT
 1490  Reading or the common core English Language Arts assessment, as
 1491  applicable under s. 1008.22, and who have an individual
 1492  education plan or a Section 504 plan that reflects that the
 1493  student has received intensive remediation in reading and
 1494  English Language Arts for more than 2 years but still
 1495  demonstrates a deficiency in reading and was previously retained
 1496  in kindergarten, grade 1, grade 2, or grade 3.
 1497         6. Students who have received intensive remediation in
 1498  reading and English Language Arts, as applicable under s.
 1499  1008.22, for 2 or more years but still demonstrate a deficiency
 1500  in reading and who were previously retained in kindergarten,
 1501  grade 1, grade 2, or grade 3 for a total of 2 years. Intensive
 1502  reading instruction for students so promoted must include an
 1503  altered instructional day that includes specialized diagnostic
 1504  information and specific reading strategies for each student.
 1505  The district school board shall assist schools and teachers to
 1506  implement reading strategies that research has shown to be
 1507  successful in improving reading among low-performing readers.
 1508         (7) SUCCESSFUL PROGRESSION FOR RETAINED THIRD GRADE
 1509  STUDENTS READERS.—
 1510         (a) Students retained under the provisions of paragraph
 1511  (5)(b) must be provided intensive interventions in reading to
 1512  ameliorate the student’s specific reading deficiency, as
 1513  identified by a valid and reliable diagnostic assessment. This
 1514  intensive intervention must include effective instructional
 1515  strategies, participation in the school district’s summer
 1516  reading camp, and appropriate teaching methodologies necessary
 1517  to assist those students in becoming successful readers, able to
 1518  read at or above grade level, and ready for promotion to the
 1519  next grade.
 1520         (b) Beginning with the 2004-2005 school year, Each school
 1521  district shall:
 1522         1.Conduct a review of student progress monitoring plans
 1523  for all students who did not score above Level 1 on the reading
 1524  portion of the FCAT and did not meet the criteria for one of the
 1525  good cause exemptions in paragraph (6)(b). The review shall
 1526  address additional supports and services, as described in this
 1527  subsection, needed to remediate the identified areas of reading
 1528  deficiency. The school district shall require a student
 1529  portfolio to be completed for each such student.
 1530         1.2. Provide third grade students who are retained under
 1531  the provisions of paragraph (5)(b) with intensive instructional
 1532  services and supports to remediate the identified areas of
 1533  reading deficiency, including participation in the school
 1534  district’s summer reading camp as required under paragraph (a)
 1535  and a minimum of 90 minutes of daily, uninterrupted,
 1536  scientifically research-based reading instruction which includes
 1537  phonemic awareness, phonics, fluency, vocabulary, and
 1538  comprehension and other strategies prescribed by the school
 1539  district, which may include, but are not limited to:
 1540         a.Integration of science and social studies content within
 1541  the 90-minute block.
 1542         b.a. Small group instruction.
 1543         c.b. Reduced teacher-student ratios.
 1544         d.c. More frequent progress monitoring.
 1545         e.d. Tutoring or mentoring.
 1546         f.e. Transition classes containing 3rd and 4th grade
 1547  students.
 1548         g.f. Extended school day, week, or year.
 1549         g.Summer reading camps.
 1550         2.3. Provide written notification to the parent of any
 1551  student who is retained under the provisions of paragraph (5)(b)
 1552  that his or her child has not met the proficiency level required
 1553  for promotion and the reasons the child is not eligible for a
 1554  good cause exemption as provided in paragraph (6)(b). The
 1555  notification must comply with the provisions of s. 1002.20(15)
 1556  and must include a description of proposed interventions and
 1557  supports that will be provided to the child to remediate the
 1558  identified areas of reading deficiency.
 1559         3.4. Implement a policy for the midyear promotion of any
 1560  student retained under the provisions of paragraph (5)(b) who
 1561  can demonstrate that he or she is a successful and independent
 1562  reader and performing, reading at or above grade level in
 1563  reading and English Language Arts, as applicable under s.
 1564  1008.22, and ready to be promoted to grade 4. Tools that school
 1565  districts may use in reevaluating any student retained may
 1566  include subsequent assessments, alternative assessments, and
 1567  portfolio reviews, in accordance with rules of the State Board
 1568  of Education. Students promoted during the school year after
 1569  November 1 must demonstrate proficiency above that required to
 1570  score at Level 2 on the grade 3 FCAT, as determined by the State
 1571  Board of Education. The State Board of Education shall adopt
 1572  standards that provide a reasonable expectation that the
 1573  student’s progress is sufficient to master appropriate 4th grade
 1574  level reading skills.
 1575         4.5. Provide students who are retained under the provisions
 1576  of paragraph (5)(b) with a highly effective high-performing
 1577  teacher as determined by the teacher’s performance evaluation
 1578  under s. 1012.34 student performance data and above-satisfactory
 1579  performance appraisals.
 1580         6.In addition to required reading enhancement and
 1581  acceleration strategies, provide parents of students to be
 1582  retained with at least one of the following instructional
 1583  options:
 1584         a.Supplemental tutoring in scientifically research-based
 1585  reading services in addition to the regular reading block,
 1586  including tutoring before and/or after school.
 1587         b.A “Read at Home” plan outlined in a parental contract,
 1588  including participation in “Families Building Better Readers
 1589  Workshops” and regular parent-guided home reading.
 1590         c.A mentor or tutor with specialized reading training.
 1591         7.Establish a Reading Enhancement and Acceleration
 1592  Development (READ) Initiative. The focus of the READ Initiative
 1593  shall be to prevent the retention of grade 3 students and to
 1594  offer intensive accelerated reading instruction to grade 3
 1595  students who failed to meet standards for promotion to grade 4
 1596  and to each K-3 student who is assessed as exhibiting a reading
 1597  deficiency. The READ Initiative shall:
 1598         a.Be provided to all K-3 students at risk of retention as
 1599  identified by the statewide assessment system used in Reading
 1600  First schools. The assessment must measure phonemic awareness,
 1601  phonics, fluency, vocabulary, and comprehension.
 1602         b.Be provided during regular school hours in addition to
 1603  the regular reading instruction.
 1604         c.Provide a state-identified reading curriculum that has
 1605  been reviewed by the Florida Center for Reading Research at
 1606  Florida State University and meets, at a minimum, the following
 1607  specifications:
 1608         (I)Assists students assessed as exhibiting a reading
 1609  deficiency in developing the ability to read at grade level.
 1610         (II)Provides skill development in phonemic awareness,
 1611  phonics, fluency, vocabulary, and comprehension.
 1612         (III)Provides scientifically based and reliable
 1613  assessment.
 1614         (IV)Provides initial and ongoing analysis of each
 1615  student’s reading progress.
 1616         (V)Is implemented during regular school hours.
 1617         (VI)Provides a curriculum in core academic subjects to
 1618  assist the student in maintaining or meeting proficiency levels
 1619  for the appropriate grade in all academic subjects.
 1620         5.8. Establish at each school, when where applicable, an
 1621  Intensive Acceleration Class for retained grade 3 students who
 1622  subsequently score at Level 1 on the required statewide,
 1623  standardized assessment identified in s. 1008.22 reading portion
 1624  of the FCAT. The focus of the Intensive Acceleration Class shall
 1625  be to increase a child’s reading and English Language Arts skill
 1626  level at least two grade levels in 1 school year. The Intensive
 1627  Acceleration Class shall:
 1628         a. Be provided to any student in grade 3 who scores at
 1629  Level 1 on the reading portion of the FCAT Reading or the common
 1630  core English Language Arts assessment, as applicable under s.
 1631  1008.22, and who was retained in grade 3 the prior year because
 1632  of scoring at Level 1 on the reading portion of the FCAT.
 1633         b. Have a reduced teacher-student ratio.
 1634         c. Provide uninterrupted reading instruction for the
 1635  majority of student contact time each day and incorporate
 1636  opportunities to master the grade 4 Next Generation Sunshine
 1637  State Standards in other core subject areas.
 1638         d. Use a reading program that is scientifically research
 1639  based and has proven results in accelerating student reading
 1640  achievement within the same school year.
 1641         e. Provide intensive language and vocabulary instruction
 1642  using a scientifically research-based program, including use of
 1643  a speech-language therapist.
 1644         f.Include weekly progress monitoring measures to ensure
 1645  progress is being made.
 1646         g.Report to the Department of Education, in the manner
 1647  described by the department, the progress of students in the
 1648  class at the end of the first semester.
 1649         9.Report to the State Board of Education, as requested, on
 1650  the specific intensive reading interventions and supports
 1651  implemented at the school district level. The Commissioner of
 1652  Education shall annually prescribe the required components of
 1653  requested reports.
 1654         10.Provide a student who has been retained in grade 3 and
 1655  has received intensive instructional services but is still not
 1656  ready for grade promotion, as determined by the school district,
 1657  the option of being placed in a transitional instructional
 1658  setting. Such setting shall specifically be designed to produce
 1659  learning gains sufficient to meet grade 4 performance standards
 1660  while continuing to remediate the areas of reading deficiency.
 1661         (8) ANNUAL REPORT.—
 1662         (a) In addition to the requirements in paragraph (5)(b),
 1663  each district school board must annually report to the parent of
 1664  each student the progress of the student toward achieving state
 1665  and district expectations for proficiency in reading, writing,
 1666  science, and mathematics. The district school board must report
 1667  to the parent the student’s results on each statewide assessment
 1668  test. The evaluation of each student’s progress must be based
 1669  upon the student’s classroom work, observations, tests, district
 1670  and state assessments, and other relevant information. Progress
 1671  reporting must be provided to the parent in writing in a format
 1672  adopted by the district school board.
 1673         (b) Each district school board must annually publish on the
 1674  district website in the local newspaper, and report in writing
 1675  to the State Board of Education by September 1 of each year, the
 1676  following information on the prior school year:
 1677         1. The provisions of this section relating to public school
 1678  student progression and the district school board’s policies and
 1679  procedures on student retention and promotion.
 1680         2. By grade, the number and percentage of all students in
 1681  grades 3 through 10 performing at Levels 1 and 2 on the reading
 1682  portion of the FCAT.
 1683         3. By grade, the number and percentage of all students
 1684  retained in grades 3 through 10.
 1685         4. Information on the total number of students who were
 1686  promoted for good cause, by each category of good cause as
 1687  specified in paragraph (6)(b).
 1688         5. Any revisions to the district school board’s policy on
 1689  student retention and promotion from the prior year.
 1690         (c)The Department of Education shall establish a uniform
 1691  format for school districts to report the information required
 1692  in paragraph (b). The format shall be developed with input from
 1693  district school boards and shall be provided not later than 90
 1694  days prior to the annual due date. The department shall annually
 1695  compile the information required in subparagraphs (b)2., 3., and
 1696  4., along with state-level summary information, and report such
 1697  information to the Governor, the President of the Senate, and
 1698  the Speaker of the House of Representatives.
 1699         Section 35. Subsection (3) of section 1008.30, Florida
 1700  Statutes, is amended to read:
 1701         1008.30 Common placement testing for public postsecondary
 1702  education.—
 1703         (3) The State Board of Education shall adopt rules that
 1704  require high schools to evaluate before the beginning of grade
 1705  12 the college readiness of each student who scores at Level 2
 1706  or Level 3 on the reading portion of the grade 10 FCAT Reading
 1707  or the English Language Arts assessment under s. 1008.22, as
 1708  applicable, or Level 2, Level 3, or Level 4 on the Algebra I
 1709  assessment mathematics assessments under s. 1008.22
 1710  1008.22(3)(c). High schools shall perform this evaluation using
 1711  results from the corresponding component of the common placement
 1712  test prescribed in this section, or an equivalent test
 1713  identified by the State Board of Education. The State Board of
 1714  Education shall identify in rule the assessments necessary to
 1715  perform the evaluations required by this subsection and shall
 1716  work with the school districts to administer the assessments.
 1717  The State Board of Education shall establish by rule the minimum
 1718  test scores a student must achieve to demonstrate readiness.
 1719  Students who demonstrate readiness by achieving the minimum test
 1720  scores established by the state board and enroll in a Florida
 1721  College System institution within 2 years of achieving such
 1722  scores shall not be required to retest or enroll in remediation
 1723  when admitted to any Florida College System institution. The
 1724  high school shall use the results of the test to advise the
 1725  students of any identified deficiencies and to provide 12th
 1726  grade students, and require them to complete, appropriate
 1727  postsecondary preparatory instruction before prior to high
 1728  school graduation. The curriculum provided under this subsection
 1729  shall be identified in rule by the State Board of Education and
 1730  encompass Florida’s Postsecondary Readiness Competencies. Other
 1731  elective courses may not be substituted for the selected
 1732  postsecondary reading, mathematics, reading, or writing, or
 1733  English Language Arts preparatory course unless the elective
 1734  course covers the same competencies included in the
 1735  postsecondary reading, mathematics, reading, or writing, or
 1736  English Language Arts preparatory course.
 1737         Section 36. Paragraphs (b) and (c) of subsection (3) of
 1738  section 1008.34, Florida Statutes, are amended to read:
 1739         1008.34 School grading system; school report cards;
 1740  district grade.—
 1741         (3) DESIGNATION OF SCHOOL GRADES.—
 1742         (b)1. A school’s grade shall be based on a combination of:
 1743         a. Student achievement scores on statewide, standardized,
 1744  including achievement as measured by FCAT assessments under s.
 1745  1008.22 1008.22(3)(c)1., statewide, standardized end-of-course
 1746  assessments under s. 1008.22(3)(c)2.a. and b., and achievement
 1747  scores for students seeking a special diploma.
 1748         b. Student learning gains in FCAT Reading or, upon
 1749  transition to common core assessments, the common core English
 1750  Language Arts and Mathematics assessments as measured by FCAT
 1751  and statewide, standardized end-of-course assessments
 1752  administered pursuant to s. 1008.22, as described in s.
 1753  1008.22(3)(c)1. and 2.a., including learning gains for students
 1754  seeking a special diploma, as measured by an alternate
 1755  assessment.
 1756         c. Improvement of the lowest 25th percentile of students in
 1757  the school in reading or, upon transition to common core
 1758  assessments, English Language Arts and Mathematics on the FCAT
 1759  or end-of-course assessments administered pursuant to s. 1008.22
 1760  described in s. 1008.22(3)(c)2.a., unless these students are
 1761  exhibiting satisfactory performance.
 1762         2. Beginning with the 2011-2012 school year, for schools
 1763  comprised of middle school grades 6 through 8 or grades 7 and 8,
 1764  the school’s grade shall include the performance and
 1765  participation of its students enrolled in high school level
 1766  courses with statewide, standardized end-of-course assessments
 1767  administered under s. 1008.22 1008.22(3)(c)2.a. Performance and
 1768  participation must be weighted equally. As valid data becomes
 1769  available, the school grades shall include the students’
 1770  attainment of national industry certification identified in the
 1771  Industry Certification Funding List pursuant to rules adopted by
 1772  the state board.
 1773         3. Beginning with the 2009-2010 school year for schools
 1774  comprised of high school grades 9, 10, 11, and 12, or grades 10,
 1775  11, and 12, at least 50 percent of the school grade shall be
 1776  based on a combination of the factors listed in sub
 1777  subparagraphs 1.a.-c. and the remaining percentage on the
 1778  following factors:
 1779         a. The high school graduation rate of the school;
 1780         b. As valid data becomes available, the performance and
 1781  participation of the school’s students in College Board Advanced
 1782  Placement courses, International Baccalaureate courses, dual
 1783  enrollment courses, and Advanced International Certificate of
 1784  Education courses; and the students’ achievement of national
 1785  industry certification identified in the Industry Certification
 1786  Funding List, pursuant to rules adopted by the state board;
 1787         c. Postsecondary readiness of all of the school’s on-time
 1788  graduates as measured by the SAT, the ACT, the Postsecondary
 1789  Education Readiness Test, or the common placement test;
 1790         d. The high school graduation rate of at-risk students, who
 1791  score are students scoring at Level 1 or Level 2 on grade 8 FCAT
 1792  Reading or the English Language Arts and FCAT mathematics
 1793  assessments administered under s. 1008.22;
 1794         e. As valid data becomes available, the performance of the
 1795  school’s students on statewide, standardized end-of-course
 1796  assessments administered under s. 1008.22(3)(b)4. and 5.
 1797  1008.22(3)(c)2.c. and d.; and
 1798         f. The growth or decline in the components listed in sub
 1799  subparagraphs a.-e. from year to year.
 1800         (c) Student assessment data used in determining school
 1801  grades shall include:
 1802         1. The aggregate scores of all eligible students enrolled
 1803  in the school who have been assessed on the FCAT and statewide,
 1804  standardized end-of-course assessments in courses required for
 1805  high school graduation, including, beginning with the 2011-2012
 1806  school year, the end-of-course assessment in Algebra I; and
 1807  beginning with the 2012-2013 school year, the end-of-course
 1808  assessments in Geometry and Biology I; and beginning with the
 1809  2014-2015 school year, on the statewide, standardized end-of
 1810  course assessment in civics education at the middle grades
 1811  school level.
 1812         2. The aggregate scores of all eligible students enrolled
 1813  in the school who have been assessed on the FCAT and statewide,
 1814  standardized end-of-course assessments under s. 1008.22 as
 1815  described in s. 1008.22(3)(c)2.a., and who have scored at or in
 1816  the lowest 25th percentile of students in the school in reading
 1817  and mathematics, unless these students are exhibiting
 1818  satisfactory performance.
 1819         3. The achievement scores and learning gains of eligible
 1820  students attending alternative schools that provide dropout
 1821  prevention and academic intervention services pursuant to s.
 1822  1003.53. The term “eligible students” in this subparagraph does
 1823  not include students attending an alternative school who are
 1824  subject to district school board policies for expulsion for
 1825  repeated or serious offenses, who are in dropout retrieval
 1826  programs serving students who have officially been designated as
 1827  dropouts, or who are in programs operated or contracted by the
 1828  Department of Juvenile Justice. The student performance data for
 1829  eligible students identified in this subparagraph shall be
 1830  included in the calculation of the home school’s grade. As used
 1831  in this subparagraph and s. 1008.341, the term “home school”
 1832  means the school to which the student would be assigned if the
 1833  student were not assigned to an alternative school. If an
 1834  alternative school chooses to be graded under this section,
 1835  student performance data for eligible students identified in
 1836  this subparagraph shall not be included in the home school’s
 1837  grade but shall be included only in the calculation of the
 1838  alternative school’s grade. A school district that fails to
 1839  assign the FCAT and statewide, standardized end-of-course
 1840  assessment as described in s. 1008.22(3)(c)2.a. scores of each
 1841  of its students to his or her home school or to the alternative
 1842  school that receives a grade shall forfeit Florida School
 1843  Recognition Program funds for 1 fiscal year. School districts
 1844  must require collaboration between the home school and the
 1845  alternative school in order to promote student success. This
 1846  collaboration must include an annual discussion between the
 1847  principal of the alternative school and the principal of each
 1848  student’s home school concerning the most appropriate school
 1849  assignment of the student.
 1850         4. The achievement scores and learning gains of students
 1851  designated as hospital- or homebound. Student assessment data
 1852  for students designated as hospital- or homebound shall be
 1853  assigned to their home school for the purposes of school grades.
 1854  As used in this subparagraph, the term “home school” means the
 1855  school to which a student would be assigned if the student were
 1856  not assigned to a hospital- or homebound program.
 1857         5. For schools comprised of high school grades 9, 10, 11,
 1858  and 12, or grades 10, 11, and 12, the data listed in
 1859  subparagraphs 1.-3. and the following data as the Department of
 1860  Education determines such data are valid and available:
 1861         a. The high school graduation rate of the school as
 1862  calculated by the department;
 1863         b. The participation rate of all eligible students enrolled
 1864  in the school and enrolled in College Board Advanced Placement
 1865  courses; International Baccalaureate courses; dual enrollment
 1866  courses; Advanced International Certificate of Education
 1867  courses; and courses or sequences of courses leading to national
 1868  industry certification identified in the Industry Certification
 1869  Funding List, pursuant to rules adopted by the State Board of
 1870  Education;
 1871         c. The aggregate scores of all eligible students enrolled
 1872  in the school in College Board Advanced Placement courses,
 1873  International Baccalaureate courses, and Advanced International
 1874  Certificate of Education courses;
 1875         d. Earning of college credit by all eligible students
 1876  enrolled in the school in dual enrollment programs under s.
 1877  1007.271;
 1878         e. Earning of a national industry certification identified
 1879  in the Industry Certification Funding List, pursuant to rules
 1880  adopted by the State Board of Education;
 1881         f. The aggregate scores of all eligible students enrolled
 1882  in the school in reading, mathematics, and other subjects as
 1883  measured by the SAT, the ACT, the Postsecondary Education
 1884  Readiness Test, and the common placement test for postsecondary
 1885  readiness;
 1886         g. The high school graduation rate of all eligible at-risk
 1887  students enrolled in the school who scored at Level 2 or lower
 1888  on grade 8 FCAT Reading and FCAT Mathematics;
 1889         h. The performance of the school’s students on statewide,
 1890  standardized end-of-course assessments administered under s.
 1891  1008.22(3)(b)4. and 5. 1008.22(3)(c)2.c. and d.; and
 1892         i. The growth or decline in the data components listed in
 1893  sub-subparagraphs a.-h. from year to year.
 1894  
 1895  The State Board of Education shall adopt appropriate criteria
 1896  for each school grade. The criteria must also give added weight
 1897  to student achievement in reading. Schools earning a grade of
 1898  “C,” making satisfactory progress, shall be required to
 1899  demonstrate that adequate progress has been made by students in
 1900  the school who are in the lowest 25th percentile in reading and
 1901  mathematics on statewide, standardized the FCAT and end-of
 1902  course assessments under s. 1008.22 as described in s.
 1903  1008.22(3)(c)2.a., unless these students are exhibiting
 1904  satisfactory performance. For schools comprised of high school
 1905  grades 9, 10, 11, and 12, or grades 10, 11, and 12, the criteria
 1906  for school grades must also give added weight to the graduation
 1907  rate of all eligible at-risk students. In order for a high
 1908  school to earn a grade of “A,” the school must demonstrate that
 1909  its at-risk students, as defined in this paragraph, are making
 1910  adequate progress.
 1911  
 1912  ================= T I T L E  A M E N D M E N T ================
 1913         And the title is amended as follows:
 1914         Delete lines 52 - 155
 1915  and insert:
 1916         1003.428, F.S.; including financial literacy within
 1917         the economics course required for high school
 1918         graduation; conforming provisions; amending s.
 1919         1003.4281, F.S.; conforming provisions; creating s.
 1920         1003.4282, F.S.; providing requirements for a standard
 1921         high school diploma; establishing a 24-credit
 1922         requirement; providing for a standard college and
 1923         career high school diploma and course and assessment
 1924         requirements; providing requirements relating to
 1925         online courses, remediation, grade forgiveness, award
 1926         of a standard high school diploma, transfer of high
 1927         school credits, and career education courses that earn
 1928         high school credits; requiring the State Board of
 1929         Education to adopt rules; amending s. 1003.4285, F.S.;
 1930         revising standard high school diploma designations;
 1931         providing for a scholar designation, an industry
 1932         designation, or a waiver designation on the diploma;
 1933         creating s. 1003.4286, F.S.; providing for the award
 1934         of a standard high school diploma to honorably
 1935         discharged veterans pursuant to rule; repealing s.
 1936         1003.429, F.S., relating to accelerated high school
 1937         graduation options; amending s. 1003.4295, F.S.;
 1938         conforming provisions; repealing s. 1003.43, F.S.,
 1939         relating to general requirements for high school
 1940         graduation; amending s. 1003.433, F.S.; conforming
 1941         provisions; amending s. 1003.435, F.S.; deleting a
 1942         rulemaking requirement relating to high school
 1943         equivalency diplomas; amending s. 1003.436, F.S.;
 1944         providing a reference to the Credit Acceleration
 1945         Program for purposes of defining the term “credit”;
 1946         amending ss. 1003.438, 1003.491, 1003.4935, 1003.51,
 1947         1003.621, and 1004.935, F.S.; conforming provisions;
 1948         amending s. 1007.271, F.S.; authorizing career dual
 1949         enrollment students to earn industry certifications
 1950         for credit toward high school graduation; amending s.
 1951         1008.22, F.S.; substantially rewording the student
 1952         assessment program for public schools; providing
 1953         requirements for a statewide, standardized assessment
 1954         program aligned to core curricular content in the Next
 1955         Generation Sunshine State Standards; providing
 1956         requirements for end-of-course assessments; providing
 1957         requirements for instruction for students with
 1958         disabilities; providing for transition to common core
 1959         assessments in English Language Arts and mathematics;
 1960         providing requirements for assessment scores,
 1961         achievement levels, assessment schedules, and
 1962         reporting of assessment results; providing prohibited
 1963         and authorized assessment-preparation activities;
 1964         authorizing contracts for assessments; requiring
 1965         analysis of data, administration of local assessments,
 1966         and identification of concordant and comparative
 1967         scores; requiring annual reporting of student
 1968         performance data; requiring the state board to adopt
 1969         rules; amending s. 1008.25, F.S.; providing for
 1970         instructional sequencing of courses, including
 1971         industry certifications; conforming provisions
 1972         relating to student assessment, remediation,
 1973         retention, and progression; deleting unfunded and
 1974         inactive programs and reporting requirements; revising
 1975         school district reporting requirements; amending ss.
 1976         1008.30 and 1008.34, F.S.; conforming provisions;