Florida Senate - 2015 COMMITTEE AMENDMENT
Bill No. CS for SB 616
Ì587488gÎ587488
LEGISLATIVE ACTION
Senate . House
Comm: RCS .
03/23/2015 .
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Appropriations Subcommittee on Education (Legg, Montford, and
Gaetz) recommended the following:
1 Senate Amendment (with title amendment)
2
3 Delete everything after the enacting clause
4 and insert:
5 Section 1. Subsection (18) is added to section 1001.03,
6 Florida Statutes, to read:
7 1001.03 Specific powers of State Board of Education.—
8 (18) PUBLICATION OF GRADE 3 RETENTION AND MIDYEAR PROMOTION
9 AND HIGH SCHOOL GRADUATION REQUIREMENTS AND OPTIONS.—The State
10 Board of Education shall adopt by rule:
11 (a) A notification form that clearly identifies for parents
12 and students the grade 3 retention and midyear promotion
13 requirements, processes, and options, as well as the high school
14 graduation requirements, processes, and options. The rule must
15 require school districts to publish this notification form on
16 their websites and include the form in annual student handbooks.
17 (b) A requirement that school districts attach the
18 notification form when providing student performance results to
19 parents on statewide, standardized assessments administered
20 pursuant to ss. 1002.69, 1003.56, and 1008.22.
21 Section 2. Paragraphs (a), (d), and (h) of subsection (3)
22 and subsection (6) of section 1008.22, Florida Statutes, are
23 amended to read:
24 1008.22 Student assessment program for public schools.—
25 (3) STATEWIDE, STANDARDIZED ASSESSMENT PROGRAM.—The
26 Commissioner of Education shall design and implement a
27 statewide, standardized assessment program aligned to the core
28 curricular content established in the Next Generation Sunshine
29 State Standards. The commissioner also must develop or select
30 and implement a common battery of assessment tools that will be
31 used in all juvenile justice education programs in the state.
32 These tools must accurately measure the core curricular content
33 established in the Next Generation Sunshine State Standards.
34 Participation in the assessment program is mandatory for all
35 school districts and all students attending public schools,
36 including adult students seeking a standard high school diploma
37 under s. 1003.4282 and students in Department of Juvenile
38 Justice education programs, except as otherwise provided by law.
39 If a student does not participate in the assessment program, the
40 school district must notify the student’s parent and provide the
41 parent with information regarding the implications of such
42 nonparticipation. The statewide, standardized assessment program
43 shall be designed and implemented as follows:
44 (a) Statewide, standardized comprehensive assessments.—The
45 statewide, standardized Reading assessment shall be administered
46 annually in grades 3 through 10. The statewide, standardized
47 Writing assessment shall be administered annually at least once
48 at the elementary, middle, and high school levels. When the
49 Reading and Writing assessments are replaced by English Language
50 Arts (ELA) assessments, ELA assessments shall be administered to
51 students in grades 3 through 10 11. Retake opportunities for the
52 grade 10 Reading assessment or, upon implementation, the grade
53 10 ELA assessment must be provided. Students taking the ELA
54 assessments shall not take the statewide, standardized
55 assessments in Reading or Writing. ELA assessments shall be
56 administered online. The statewide, standardized Mathematics
57 assessments shall be administered annually in grades 3 through
58 8. Students taking a revised Mathematics assessment shall not
59 take the discontinued assessment. The statewide, standardized
60 Science assessment shall be administered annually at least once
61 at the elementary and middle grades levels. In order to earn a
62 standard high school diploma, a student who has not earned a
63 passing score on the grade 10 Reading assessment or, upon
64 implementation, the grade 10 ELA assessment must earn a passing
65 score on the assessment retake or earn a concordant score as
66 authorized under subsection (7).
67 (d) Implementation schedule.—
68 1. The Commissioner of Education shall establish and
69 publish on the department’s website an implementation schedule
70 to transition from the statewide, standardized Reading and
71 Writing assessments to the ELA assessments and to the revised
72 Mathematics assessments, including the Algebra I and Geometry
73 EOC assessments. The schedule must take into consideration
74 funding, sufficient field and baseline data, access to
75 assessments, instructional alignment, and school district
76 readiness to administer the assessments online. All such
77 assessments must be delivered through computer-based testing.
78 However, the following assessments must be delivered in a
79 computer-based format, as follows: the grade 3 ELA assessment
80 beginning in the 2017-2018 school year; the grade 3 mathematics
81 assessment beginning in the 2016-2017 school year; the grade 4
82 ELA assessment beginning in the 2015-2016 school year; and the
83 grade 4 Mathematics assessment beginning in the 2016-2017 school
84 year. Paper-based administrations of assessments must, at a
85 minimum, include paper-based accommodations available for
86 eligible students whose IEPs or Section 504 plans indicate a
87 need for a paper-based format.
88 2. The Department of Education shall publish minimum and
89 recommended technology requirements that include specifications
90 for hardware, software, networking, security, and broadband
91 capacity to facilitate school district compliance with the
92 requirement that assessments be administered online.
93 (h) Contracts for assessments.—
94 1. The commissioner shall provide for the assessments to be
95 developed or obtained, as appropriate, through contracts and
96 project agreements with private vendors, public vendors, public
97 agencies, postsecondary educational institutions, or school
98 districts. The commissioner may enter into contracts for the
99 continued administration of the assessments authorized and
100 funded by the Legislature. Contracts may be initiated in 1
101 fiscal year and continue into the next fiscal year and may be
102 paid from the appropriations of either or both fiscal years. The
103 commissioner may negotiate for the sale or lease of tests,
104 scoring protocols, test scoring services, and related materials
105 developed pursuant to law.
106 2. A student’s performance results on statewide,
107 standardized comprehensive assessments, EOC assessments, and
108 Florida Alternate Assessments administered pursuant to this
109 subsection must be provided to the student’s teachers and
110 parents within 30 days after administering such assessments.
111 This subparagraph does not apply to existing contracts for such
112 assessments, but shall apply to new contracts and any renewal of
113 existing contracts for such assessments.
114 3. If liquidated damages are applicable, the department
115 shall collect and distribute liquidated damages that are due in
116 response to the administration of the spring 2015 computer-based
117 assessments of the department’s Florida Standards Assessment
118 contract with American Institutes for Research, to school
119 districts as determined by the Legislature.
120 (6) LOCAL ASSESSMENTS.—
121 (a) Measurement of student performance in all subjects and
122 grade levels, except in those subjects and grade levels measured
123 under the statewide, standardized assessment program described
124 in this section, is the responsibility of the school districts.
125 However, a school district may not administer an additional,
126 cumulative final local assessment for a course measured under a
127 statewide, standardized end-of-course assessment. A school
128 district must provide a student’s performance results on
129 district-required local assessments to the student’s teachers
130 and parents within 30 days after administering such assessments.
131 (b) Except for those subjects and grade levels measured
132 under the statewide, standardized assessment program, beginning
133 with the 2014-2015 school year, each school district shall
134 administer for each course offered in the district a local
135 assessment that measures student mastery of course content at
136 the necessary level of rigor for the course. As adopted pursuant
137 to State Board of Education rule, course content is set forth in
138 the state standards required by s. 1003.41 and in the course
139 description. Local assessments may include:
140 1. Statewide assessments.
141 2. Other standardized assessments, including nationally
142 recognized standardized assessments.
143 3. Industry certification assessments.
144 4. District-developed or district-selected end-of-course
145 assessments.
146 5. Teacher-selected or principal-selected assessments.
147 (c) Each district school board must adopt policies for
148 selection, development, administration, and scoring of local
149 assessments and for collection of assessment results. Local
150 assessments implemented under subparagraphs (b)4. and 5. may
151 include a variety of assessment formats, including, but not
152 limited to, project-based assessments, adjudicated performances,
153 and practical application assignments. For all English Language
154 Arts, mathematics, science, and social studies courses offered
155 in the district that are used to meet graduation requirements
156 under s. 1002.3105, s. 1003.4281, or s. 1003.4282 and that are
157 not otherwise assessed by statewide, standardized assessments,
158 the district school board must select the assessments described
159 in subparagraphs (b)1.-4.
160 (d) The Commissioner of Education shall identify methods to
161 assist and support districts in the development and acquisition
162 of local assessments required under this subsection. Methods may
163 include developing item banks, facilitating the sharing of
164 developed tests among school districts, acquiring assessments
165 from state and national curriculum-area organizations, and
166 providing technical assistance in best professional practices of
167 test development based upon state-adopted curriculum standards,
168 administration, and security.
169 (c)(e) Each school district shall establish schedules for
170 the administration of any district-required local district
171 mandated assessment and approve the schedules as an agenda item
172 at a district school board meeting. A school district may not
173 schedule more than 5 percent of a student’s total school hours
174 in a school year to administer statewide, standardized
175 assessments and district-required local assessments. The
176 district must secure written consent from a student’s parent
177 before administering district-required local assessments that,
178 after applicable statewide, standardized assessments are
179 scheduled, exceed the 5 percent test administration limit for
180 that student under this paragraph. The 5 percent test
181 administration limit for a student under this paragraph may be
182 exceeded as needed to provide test accommodations that are
183 required by an IEP or are appropriate for an English language
184 learner who is currently receiving services in a program
185 operated in accordance with an approved English language learner
186 district plan pursuant to s. 1003.56. Notwithstanding this
187 paragraph, a student may choose within a school year to take an
188 examination or assessment adopted by State Board of Education
189 rule pursuant to this section and ss. 1007.27, 1008.30, and
190 1008.44. The school district shall adopt its publish the testing
191 schedule for statewide, standardized assessments and district
192 required local assessments schedules on its website, clearly
193 specifying the estimates of average time for administering such
194 assessment by grade level. The district shall publish on its
195 website district-mandated assessments, and report the schedules
196 to the Department of Education, in a format prescribed by the
197 department, by October 1 of each year.
198 Section 3. Subsection (3) of section 1008.24, Florida
199 Statutes, is amended to read:
200 1008.24 Test administration and security; public records
201 exemption.—
202 (3)(a) A school district may contract with qualified
203 contractors to administer and proctor statewide, standardized
204 assessments required under s. 1008.22 or assessments associated
205 with Florida approved courses under s. 1003.499, as approved by
206 the Department of Education in accordance with rules of the
207 State Board of Education. Assessments may be administered or
208 proctored by qualified contractors at sites that meet criteria
209 established by rules of the State Board of Education and adopted
210 pursuant to ss. 120.536(1) and 120.54 to implement the
211 contracting requirements of this subsection.
212 (b) A school district may use district employees, such as
213 education paraprofessionals as described in s. 1012.37, to
214 administer and proctor statewide, standardized assessments
215 required under s. 1008.22 or assessments associated with Florida
216 approved courses under s. 1003.499, in accordance with this
217 section and related rules adopted by the State Board of
218 Education. The rules must establish training requirements that
219 must be successfully completed by district employees prior to
220 the employees performing duties pursuant this paragraph.
221 Section 4. Paragraph (b) of subsection (2), subsections (3)
222 and (4), paragraphs (a) and (c) of subsection (5), and paragraph
223 (a) of subsection (8) of section 1008.25, Florida Statutes, are
224 amended to read:
225 1008.25 Public school student progression; remedial
226 instruction; reporting requirements.—
227 (2) COMPREHENSIVE STUDENT PROGRESSION PLAN.—Each district
228 school board shall establish a comprehensive plan for student
229 progression which must:
230 (b) Identify the Provide specific levels of performance in
231 reading, writing, science, and mathematics for each grade level,
232 including the levels of performance on the statewide,
233 standardized assessments required by s. 1008.22 as defined by
234 the commissioner, below which a student, pursuant to subsection
235 (4), must receive remediation or be retained within an intensive
236 program that is different from the previous year’s program and
237 that takes into account the student’s learning style.
238 (3) ALLOCATION OF RESOURCES.—District school boards shall
239 allocate remedial and supplemental instruction resources to
240 students in the following priority:
241 (a) Students who are deficient in reading by the end of
242 grade 3.
243 (b) Students who fail to meet performance levels required
244 for promotion consistent with the district school board’s plan
245 for student progression required in paragraph (2)(b).
246 (4) ASSESSMENT AND REMEDIATION.—
247 (a) Each student must participate in the statewide,
248 standardized assessment program required by s. 1008.22. Each
249 student who does not meet specific levels of performance on the
250 required assessments as determined by the district school board
251 or who scores below Level 3 on the statewide, standardized
252 Reading assessment or, upon implementation, the English Language
253 Arts assessment or on the statewide, standardized Mathematics
254 assessments in grades 3 through 8 and the Algebra I EOC
255 assessment must be provided with additional diagnostic
256 assessments to determine the nature of the student’s difficulty,
257 the areas of academic need, and strategies for appropriate
258 intervention and instruction as described in paragraph (b).
259 (b) The school in which the student is enrolled must
260 develop, in consultation with the student’s parent, and must
261 implement a progress monitoring plan. A progress monitoring plan
262 is intended to provide the school district and the school
263 flexibility in meeting the academic needs of the student and to
264 reduce paperwork. A student who is not meeting the school
265 district or state requirements for proficiency in reading and
266 mathematics shall be covered by one of the following plans to
267 target instruction and identify ways to improve his or her
268 academic achievement:
269 1. A federally required student plan such as an individual
270 education plan;
271 2. A schoolwide system of progress monitoring for all
272 students; or
273 2.3. An individualized progress monitoring plan.
274
275 The plan chosen must be designed to assist the student or the
276 school in meeting state and district expectations for
277 proficiency. If the student has been identified as having a
278 deficiency in reading, the K-12 comprehensive reading plan
279 required by s. 1011.62(9) shall include instructional and
280 support services to be provided to meet the desired levels of
281 performance. District school boards may require low-performing
282 students to attend remediation programs held before or after
283 regular school hours or during the summer if transportation is
284 provided.
285 (c) Upon subsequent evaluation, if the documented
286 deficiency has not been remediated, the student may be retained.
287 Each student who does not meet the minimum performance
288 expectations identified in paragraph (2)(b) defined by the
289 Commissioner of Education for the statewide assessment tests in
290 reading, writing, science, and mathematics must continue to be
291 provided with remedial or supplemental instruction until the
292 expectations are met or the student graduates from high school
293 or is not subject to compulsory school attendance.
294 (5) READING DEFICIENCY AND PARENTAL NOTIFICATION.—
295 (a) Any student who exhibits a substantial deficiency in
296 reading, based upon locally determined or statewide assessments
297 conducted in kindergarten or grade 1, grade 2, or grade 3, such
298 as the statewide kindergarten screening administered under s.
299 1002.69 and subsequent related reading readiness screening or
300 through teacher observations, must be given intensive reading
301 instruction immediately following the identification of the
302 reading deficiency. The student’s reading proficiency must be
303 reassessed by locally determined assessments or through teacher
304 observations at the beginning of the grade following the
305 intensive reading instruction. The student must continue to be
306 provided with intensive reading instruction until the reading
307 deficiency is remedied.
308 (c) The parent of any student who exhibits a substantial
309 deficiency in reading, as described in paragraph (a), must be
310 notified in writing of the following:
311 1. That his or her child has been identified as having a
312 substantial deficiency in reading.
313 2. A description of the current services that are provided
314 to the child.
315 3. A description of the proposed supplemental instructional
316 services and supports that will be provided to the child that
317 are designed to remediate the identified area of reading
318 deficiency.
319 4. That if the child’s reading deficiency is not remediated
320 by the end of grade 3, the child must be retained unless he or
321 she is exempt from mandatory retention for good cause.
322 5. Strategies for parents to use in helping their child
323 succeed in reading proficiency.
324 6. That the statewide, standardized assessment required
325 under s. 1008.22 Florida Comprehensive Assessment Test (FCAT) is
326 not the sole determiner of promotion and that additional
327 evaluations, portfolio reviews, and assessments are available to
328 the child to assist parents and the school district in knowing
329 when a child is reading at or above grade level and ready for
330 grade promotion.
331 7. The district’s specific criteria and policies for a
332 portfolio as provided in subparagraph (6)(b)4. and the evidence
333 required for a student to demonstrate mastery of Florida’s
334 academic standards for English Language Arts. A parent of a
335 student in grade 3 who is identified anytime during the year as
336 being at risk of retention may request that the school
337 immediately begin collecting evidence for a portfolio.
338 8. The district’s specific criteria and policies for
339 midyear promotion. Midyear promotion means promotion of a
340 retained student at any time during the year of retention once
341 the student has demonstrated ability to read at grade level.
342 (8) ANNUAL REPORT.—
343 (a) In addition to the requirements in paragraph (5)(b),
344 each district school board must annually report to the parent of
345 each student the progress of the student toward achieving state
346 and district expectations for proficiency in reading, writing,
347 science, and mathematics. The district school board must report
348 to the parent the student’s results on each statewide assessment
349 test. The evaluation of each student’s progress must be based
350 upon the student’s classroom work, observations, tests, district
351 and state assessments, and other relevant information. Progress
352 reporting must be provided to the parent in writing in a format
353 adopted by the district school board.
354 Section 5. Subsections (1) and (3) of section 1008.30,
355 Florida Statutes, are amended to read:
356 1008.30 Common placement testing for public postsecondary
357 education.—
358 (1) The State Board of Education, in conjunction with the
359 Board of Governors, shall develop and implement a common
360 placement test for the purpose of assessing the basic
361 computation and communication skills of students who intend to
362 enter a degree program at any public postsecondary educational
363 institution. Alternative assessments, such as the SAT, the ACT,
364 and other assessments identified by rule, that may be accepted
365 in lieu of the common placement test shall also be identified in
366 rule. Public postsecondary educational institutions shall
367 provide appropriate modifications of the test instruments or
368 test procedures for students with disabilities.
369 (3) The State Board of Education shall adopt rules that
370 authorize require high schools, at the request of a parent, to
371 evaluate before the beginning of grade 12 the college readiness
372 of a each student who scores Level 2 or Level 3 on grade 10 FCAT
373 Reading or the English Language Arts assessment under s.
374 1008.22, as applicable, or Level 2, Level 3, or Level 4 on the
375 Algebra I assessment under s. 1008.22. High schools may shall
376 perform this evaluation using results from the corresponding
377 component of the common placement test prescribed in this
378 section, or an alternative test identified by the State Board of
379 Education, such as the SAT, the ACT, and other assessments
380 identified by rule. The high school shall use the results of the
381 test to advise the students of any identified deficiencies and
382 to recommend provide 12th grade students , and require them to
383 complete, appropriate postsecondary preparatory instruction
384 before high school graduation as an option to grade 12 students.
385 The curriculum provided under this subsection shall be
386 identified in rule by the State Board of Education and encompass
387 Florida’s Postsecondary Readiness Competencies. Other elective
388 courses may not be substituted for the selected postsecondary
389 mathematics, reading, writing, or English Language Arts
390 preparatory course unless the elective course covers the same
391 competencies included in the postsecondary mathematics, reading,
392 writing, or English Language Arts preparatory course.
393 Section 6. Subsection (7) of section 1008.34, Florida
394 Statutes, is amended to read:
395 1008.34 School grading system; school report cards;
396 district grade.—
397 (7) TRANSITION.—School grades pursuant to this section and
398 school improvement ratings pursuant to s. 1008.341 for the 2013
399 2014 school year shall be calculated based on statutes and rules
400 in effect on June 30, 2014. To assist in the transition to 2014
401 2015 school grades and school improvement ratings, calculated
402 based on new statewide, standardized assessments administered
403 pursuant to s. 1008.22, the 2014-2015 school grades and school
404 improvement ratings shall serve as an informational baseline for
405 schools to work toward improved performance in future years.
406 Accordingly, notwithstanding any other provision of law:
407 (a) A school may not be required to select and implement a
408 turnaround option pursuant to s. 1008.33 in the 2015-2016 school
409 year based on the school’s 2014-2015 grade or school improvement
410 rating under s. 1008.341, as applicable. The benefits of s.
411 1008.33(4)(c), relating to a school being released from
412 implementation of the turnaround option, and s. 1008.33(4)(d),
413 relating to a school implementing strategies identified in its
414 school improvement plan, apply to a school using turnaround
415 options pursuant to s. 1008.33 which improves at least one
416 letter grade during the 2014-2015 school year.
417 (b)1. A school or approved provider under s. 1002.45 which
418 that receives the same or a lower school grade or school
419 improvement rating for the 2014-2015 school year compared to the
420 2013-2014 school year is not subject to sanctions or penalties
421 that would otherwise occur as a result of the 2014-2015 school
422 grade or rating. A charter school system or a school district
423 designated as high performing may not lose the designation based
424 on the 2014-2015 school grades of any of the schools within the
425 charter school system or school district, as applicable.
426 2. The Florida School Recognition Program established under
427 s. 1008.36 shall continue to be implemented as otherwise
428 provided in the General Appropriations Act.
429 (c) For purposes of determining grade 3 retention pursuant
430 to s. 1008.25(5) and high school graduation pursuant to s.
431 1003.4282, student performance on the 2014-2015 statewide,
432 standardized assessments shall be linked to 2013-2014 student
433 performance expectations.
434
435 This subsection is repealed July 1, 2017.
436 Section 7. Paragraphs (b) and (c) of subsection (1),
437 paragraphs (a), (b), and (c) of subsection (3), and subsections
438 (6), (7), (8), and (10) of section 1012.34, Florida Statutes,
439 are amended to read:
440 1012.34 Personnel evaluation procedures and criteria.—
441 (1) EVALUATION SYSTEM APPROVAL AND REPORTING.—
442 (b) The department must approve each school district’s
443 instructional personnel and school administrator evaluation
444 systems. The department shall monitor each district’s
445 implementation of its instructional personnel and school
446 administrator evaluation systems for compliance with the
447 requirements of this section and s. 1012.3401.
448 (c) Annually, by December 1, the Commissioner of Education
449 shall report to the Governor, the President of the Senate, and
450 the Speaker of the House of Representatives the approval and
451 implementation status of each school district’s instructional
452 personnel and school administrator evaluation systems. The
453 report shall include:
454 1. Performance evaluation results for the prior school year
455 for instructional personnel and school administrators using the
456 four levels of performance specified in paragraph (2)(e). The
457 performance evaluation results for instructional personnel shall
458 be disaggregated by classroom teachers, as defined in s.
459 1012.01(2)(a), excluding substitute teachers, and all other
460 instructional personnel, as defined in s. 1012.01(2)(b)–(d).
461 2. An analysis that compares performance evaluation results
462 calculated by each school district to indicators of performance
463 calculated by the department using the standards for performance
464 levels adopted by the state board under subsection (8).
465 3. The commissioner shall include in the report Each
466 district’s performance-level standards established under
467 subsection (7)., a comparative analysis of the district’s
468 student academic performance results and evaluation results,
469 4. Data reported under s. 1012.341, and the status of any
470 evaluation system revisions requested by a school district
471 pursuant to subsection (6).
472 (3) EVALUATION PROCEDURES AND CRITERIA.—Instructional
473 personnel and school administrator performance evaluations must
474 be based upon the performance of students assigned to their
475 classrooms or schools, as provided in this section. Pursuant to
476 this section, a school district’s performance evaluation is not
477 limited to basing unsatisfactory performance of instructional
478 personnel and school administrators solely upon student
479 performance, but may include other criteria approved to evaluate
480 instructional personnel and school administrators’ performance,
481 or any combination of student performance and other approved
482 criteria. Evaluation procedures and criteria must comply with,
483 but are not limited to, the following:
484 (a) A performance evaluation must be conducted for each
485 employee at least once a year, except that a classroom teacher,
486 as defined in s. 1012.01(2)(a), excluding substitute teachers,
487 who is newly hired by the district school board must be observed
488 and evaluated at least twice in the first year of teaching in
489 the school district. The performance evaluation must be based
490 upon sound educational principles and contemporary research in
491 effective educational practices. The evaluation criteria must
492 include:
493 1. Performance of students.—At least 33 50 percent of a
494 performance evaluation must be based upon data and indicators of
495 student performance in accordance with subsection (7) learning
496 growth assessed annually by statewide assessments or, for
497 subjects and grade levels not measured by statewide assessments,
498 by school district assessments as provided in s. 1008.22(6).
499 Each school district must use the formula adopted pursuant to
500 paragraph (7)(a) for measuring student learning growth in all
501 courses associated with statewide assessments and must select an
502 equally appropriate formula for measuring student learning
503 growth for all other grades and subjects, except as otherwise
504 provided in subsection (7).
505 a. For classroom teachers, as defined in s. 1012.01(2)(a),
506 excluding substitute teachers, the student learning growth This
507 portion of the evaluation must include growth or achievement
508 data of the teacher’s students or, for a school administrator,
509 the students attending the school for students assigned to the
510 teacher over the course of at least 3 years. If less than 3
511 years of data are available, the years for which data are
512 available must be used. The proportion of growth or achievement
513 data may be determined by instructional assignment and the
514 percentage of the evaluation based upon student learning growth
515 may be reduced to not less than 40 percent.
516 b. For instructional personnel who are not classroom
517 teachers, the student learning growth portion of the evaluation
518 must include growth data on statewide assessments for students
519 assigned to the instructional personnel over the course of at
520 least 3 years, or may include a combination of student learning
521 growth data and other measurable student outcomes that are
522 specific to the assigned position, provided that the student
523 learning growth data accounts for not less than 30 percent of
524 the evaluation. If less than 3 years of student growth data are
525 available, the years for which data are available must be used
526 and the percentage of the evaluation based upon student learning
527 growth may be reduced to not less than 20 percent.
528 c. For school administrators, the student learning growth
529 portion of the evaluation must include growth data for students
530 assigned to the school over the course of at least 3 years. If
531 less than 3 years of data are available, the years for which
532 data are available must be used and the percentage of the
533 evaluation based upon student learning growth may be reduced to
534 not less than 40 percent.
535 2. Instructional practice.—For instructional personnel, at
536 least 33 percent of the performance evaluation must be based
537 upon instructional practice. Evaluation criteria used when
538 annually observing classroom teachers, as defined in s.
539 1012.01(2)(a), excluding substitute teachers, must include
540 indicators based upon each of the Florida Educator Accomplished
541 Practices adopted by the State Board of Education. Observations
542 must be used by administrative personnel to evaluate the
543 performance of classroom teachers. For instructional personnel
544 who are not classroom teachers, evaluation criteria must be
545 based upon indicators of the Florida Educator Accomplished
546 Practices and may include specific job expectations related to
547 student support.
548 3. Instructional leadership.—For school administrators, at
549 least 30 percent of the performance evaluation must be based on
550 instructional leadership. Evaluation criteria for instructional
551 leadership must include indicators based upon each of the
552 leadership standards adopted by the State Board of Education
553 under s. 1012.986, including performance measures related to the
554 effectiveness of classroom teachers in the school, the
555 administrator’s appropriate use of evaluation criteria and
556 procedures, recruitment and retention of effective and highly
557 effective classroom teachers, improvement in the percentage of
558 instructional personnel evaluated at the highly effective or
559 effective level, and other leadership practices that result in
560 student learning growth. The system may include a means to give
561 parents and instructional personnel an opportunity to provide
562 input into the administrator’s performance evaluation.
563 4. Other indicators of performance Professional and job
564 responsibilities.—For instructional personnel and school
565 administrators, no more than 33 percent of a performance
566 evaluation must include other professional and job
567 responsibilities must be included as recommended adopted by the
568 State Board of Education or identified by the district school
569 board and, for instructional personnel, peer reviews,
570 objectively reliable survey information from students and
571 parents based on teaching practices that are consistently
572 associated with higher student achievement, and other valid and
573 reliable measures of instructional practice. The district school
574 board may identify additional professional and job
575 responsibilities.
576 (b) All personnel must be fully informed of the criteria,
577 data sources, methodologies and procedures associated with the
578 evaluation process before the evaluation takes place.
579 (c) The individual responsible for supervising the employee
580 must evaluate the employee’s performance. The evaluation system
581 may provide for the evaluator to consider input from other
582 personnel trained under subsection (2) paragraph (2)(f). The
583 evaluator must submit a written report of the evaluation to the
584 district school superintendent for the purpose of reviewing the
585 employee’s contract. The evaluator must submit the written
586 report to the employee no later than 10 days after the
587 evaluation takes place. The evaluator must discuss the written
588 evaluation report with the employee. The employee shall have the
589 right to initiate a written response to the evaluation, and the
590 response shall become a permanent attachment to his or her
591 personnel file.
592 (6) ANNUAL REVIEW OF AND REVISIONS TO THE SCHOOL DISTRICT
593 EVALUATION SYSTEMS.—The district school board shall establish a
594 procedure for annually reviewing instructional personnel and
595 school administrator evaluation systems to determine compliance
596 with this section and s. 1012.3401. All substantial revisions to
597 an approved system must be reviewed and approved by the district
598 school board before being used to evaluate instructional
599 personnel or school administrators. Upon request by a school
600 district, the department shall provide assistance in developing,
601 improving, or reviewing an evaluation system.
602 (7) MEASUREMENT OF STUDENT PERFORMANCE LEARNING GROWTH.—
603 (a) The Commissioner of Education shall approve a formula
604 to measure individual student learning growth on the statewide,
605 standardized assessments in English Language Arts and
606 mathematics administered under s. 1008.22. The formula must take
607 into consideration each student’s prior academic performance.
608 The formula must not set different expectations for student
609 learning growth based upon a student’s gender, race, ethnicity,
610 or socioeconomic status. In the development of the formula, the
611 commissioner shall consider other factors such as a student’s
612 attendance record, disability status, or status as an English
613 language learner. The commissioner may shall select additional
614 formulas to measure student performance as appropriate for the
615 remainder of the statewide, standardized assessments included
616 under s. 1008.22 and continue to select formulas as new
617 assessments are implemented in the state system. After the
618 commissioner approves the formula to measure individual student
619 learning growth, the State Board of Education shall adopt these
620 formulas in rule.
621 (b) For courses associated with the statewide, standardized
622 assessments under s. 1008.22, each school district shall measure
623 student learning growth using the formulas approved by the
624 commissioner under paragraph (a) and the standards for
625 performance levels adopted by the state board under subsection
626 (8) for courses associated with the statewide, standardized
627 assessments administered under s. 1008.22 no later than the
628 school year immediately following the year the formula is
629 approved by the commissioner.
630 (c) For grades and subjects not assessed by statewide,
631 standardized assessments, but otherwise locally assessed
632 pursuant to s. 1008.22(6)(c) as required under s. 1008.22(6),
633 each school district shall measure student performance of
634 students using a methodology determined by the district.
635 However, a school district may not administer an additional,
636 final cumulative local assessment for a course measured under a
637 statewide, standardized end-of-course assessment. As provided in
638 state board rule, course content is set forth in the state
639 standards required under s. 1003.41 and in the course
640 description for the course as provided in the course code
641 directory.
642 (d) School districts shall, for all educator performance
643 evaluations and related student performance results:
644 1. Determine the data sources, methodologies and
645 proportions of student performance data used in each educator’s
646 evaluation based on the educator’s school, classroom, or other
647 instructional assignments; except that each school district must
648 include data and student learning growth using the formulas
649 approved by the commissioner pursuant to paragraph (a) and the
650 standards for performance levels adopted by the state board
651 pursuant to subsection (8).
652 2. Provide that, for instructional personnel or school
653 administrator to be eligible for salary adjustment under the
654 performance salary schedule pursuant to s. 1012.22(1)(c)5.c.,
655 the student performance component of the educator’s performance
656 evaluation be based on a statewide, standardized assessment
657 pursuant to s. 1008.22; a district-approved assessment; or a
658 combination of both, as applicable to the educator’s
659 assignments.
660 3. Adopt, report, and provide to the public the district’s
661 administration schedules for statewide assessments and local
662 assessments in compliance with timelines and requirements
663 established in s. 1008.22.
664 4. Provide parents and teachers with student performance
665 results on district-required assessments and the statewide,
666 standardized assessments within the timeframe requirements
667 established in s. 1008.22. The department shall provide models
668 for measuring performance of students which school districts may
669 adopt.
670 (c) For a course that is not measured by a statewide,
671 standardized assessment, a school district may request, through
672 the evaluation system approval process, to use a student’s
673 achievement level rather than student learning growth if
674 achievement is demonstrated to be a more appropriate measure of
675 classroom teacher performance. A school district may also
676 request to use a combination of student learning growth and
677 achievement, if appropriate.
678 (d) For a course that is not measured by a statewide,
679 standardized assessment, a school district may request, through
680 the evaluation system approval process, that the performance
681 evaluation for the classroom teacher assigned to that course
682 include the learning growth of his or her students on one or
683 more statewide, standardized assessments. The request must
684 clearly explain the rationale supporting the request.
685 (e) For purposes of this section and only for the 2014-2015
686 school year, a school district may use measurable learning
687 targets on local assessments administered under s. 1008.22(6) to
688 evaluate the performance of students portion of a classroom
689 teacher’s evaluation for courses that are not assessed by
690 statewide, standardized assessments. Learning targets must be
691 approved by the school principal. A district school
692 superintendent may assign to instructional personnel in an
693 instructional team the student learning growth of the
694 instructional team’s students on statewide assessments. This
695 paragraph expires July 1, 2015.
696 (8) RULEMAKING.—No later than August 1, 2015, the State
697 Board of Education shall adopt rules pursuant to ss. 120.536(1)
698 and 120.54 which establish uniform procedures and the format for
699 the submission, review, and approval of district evaluation
700 systems and reporting requirements for the annual evaluation of
701 instructional personnel and school administrators; specific,
702 discrete standards for each performance level required under
703 subsection (2), based on student learning growth models approved
704 by the commissioner, to ensure clear and sufficient
705 differentiation in the performance levels and to provide
706 consistency in meaning across school districts; the measurement
707 of student learning growth and associated implementation
708 procedures required under subsection (7); and a process for
709 monitoring school district implementation of evaluation systems
710 in accordance with this section. Specifically, the rules shall
711 establish student performance levels that if not met will result
712 in the employee receiving an unsatisfactory performance
713 evaluation rating. In like manner, the rules shall establish a
714 student performance level that must be met in order for an
715 employee to receive a highly effective rating and a student
716 learning growth standard that must be met in order for an
717 employee to receive an effective rating.
718 (10) DISTRICT BONUS REWARDS FOR PERFORMANCE PAY BASED ON
719 EVALUATION PROGRESS.—School districts are eligible for bonus
720 rewards as provided for in the 2014 General Appropriations Act
721 for making outstanding progress toward educator effectiveness,
722 including implementation of instructional personnel salaries
723 based on performance results under s. 1012.34 and the use of
724 local assessment results in personnel evaluations when
725 statewide, standardized assessments are not administered.
726 Section 8. Section 1012.3401, Florida Statutes, is
727 repealed.
728 Section 9. School district contingency plan.
729 Notwithstanding s. 1008.34(7), Florida Statutes, a school
730 district may, by majority vote of the district school board,
731 request approval from the State Board of Education to waive all
732 requirements and benefits specified in ss. 1008.34(7), 1008.36,
733 and 1003.621, Florida Statutes, and instead use results from
734 student performance on the new statewide, standardized
735 assessments administered in the 2014-2015 school year pursuant
736 to s. 1008.22, Florida Statutes, for diagnostic and baseline
737 purposes only.
738 (1) A school district’s request must be submitted to the
739 Commissioner of Education by the school district superintendent
740 during the period from the last day of administration of
741 statewide, standardized assessments through June 5, 2015, in
742 accordance with the guidelines established by the commissioner.
743 At a minimum, the request, must include identification of:
744 (a) The scope of the request, to apply either to the school
745 district or to a school or certain schools within the school
746 district. The request must be made at a district or school
747 level. The request may not be made at a grade level, a subject
748 area level, or another level.
749 (b) The reason for the request, including a description of
750 the systemic or unique technical implementation failure.
751 Quantifiable data substantiating the reason for such failure
752 must accompany the request. A school district’s inability to
753 assess the minimum percentage of students pursuant to ss.
754 1008.34 and 1008.341, Florida Statutes, does not constitute a
755 reasonable justification for requesting the waiver under this
756 section.
757 (c) The school district’s corrective action plan, which has
758 been adopted by the district school board, and certification
759 that the identified technical implementation failure must be
760 resolved in time for successful administration of the statewide,
761 standardized assessments during the 2015-2016 school year and
762 each school year thereafter. The district must identify how the
763 district plans to allocate resources and technical assistance
764 that the district needs from the Department of Education to
765 facilitate the district’s successful resolution of technical
766 deficiencies.
767 (d) The school district’s plan for using the diagnostic
768 data to facilitate continuous improvement in student performance
769 and the effectiveness of schools, instructional personnel, and
770 school administrators; public reporting on the performance of
771 students, schools, and the district; and informing parents about
772 instruction associated with remediation and retention and
773 options available to students including acceleration,
774 graduation, and school choice. The district must also describe
775 its plans for implementing student progression plans,
776 performance evaluations of instructional personnel and school
777 administrators, performance salary schedule requirements, and
778 other uses as identified by the commissioner.
779 (2) The commissioner shall review each request for a waiver
780 and consult with the applicable school district superintendent.
781 The commissioner shall make, and provide reasons for,
782 recommendations to the State Board of Education regarding
783 granting or denying a request for waiver. The state board may
784 consider recommendations made by the commissioner to approve or
785 deny school district requests. Notwithstanding any other
786 provision of law, the commissioner’s recommendation to approve a
787 request may, after consultation with the school district
788 superintendent, include conditional requirements that must apply
789 if approved by the state board. The decision of the state board,
790 including any modifications adopted by the state board, is
791 final.
792 (3) For only the 2014-2015 school year, if a waiver is
793 granted under this section:
794 (a) A school or a school district may not receive a school
795 grade, school improvement rating, or school district grade, as
796 applicable.
797 (b) A school may, at the school district’s discretion,
798 choose to use new statewide, standardized assessment results in
799 performance evaluations of instructional personnel and school
800 administrators.
801 (c) A school district shall continue to have its student
802 performance results included in the statewide, standardized
803 assessment results published by the department pursuant to s.
804 1008.22, Florida Statutes.
805 (d) A school shall forfeit eligibility to earn school
806 recognition funds pursuant to s. 1008.36, Florida Statutes, as
807 provided in the General Appropriations Act.
808 (e) A school district shall forfeit the district’s
809 eligibility to earn the designation and benefits associated with
810 high performing school districts pursuant to s. 1003.621,
811 Florida Statutes.
812
813 This section expires July 1, 2016.
814 Section 10. The Office of Program Policy Analysis and
815 Government Accountability (OPPAGA) shall conduct a year-long
816 study, beginning no later than August 1, 2015, to assess the
817 cost-effectiveness of the leasing of examination questions by
818 the Department of Education from the American Institute for
819 Research as compared with using questions from an existing
820 examination. No later than December 1, 2016, OPPAGA shall
821 provide a report summarizing the findings of the study to the
822 President of the Senate and the Speaker of the House of
823 Representatives.
824 Section 11. Paragraph (a) of subsection (5) of section
825 1003.4282, Florida Statutes, is amended to read:
826 1003.4282 Requirements for a standard high school diploma.—
827 (5) REMEDIATION FOR HIGH SCHOOL STUDENTS.—
828 (a) Each year a student scores Level 1 or Level 2 on the
829 statewide, standardized grade 9 or grade 10 Reading assessment
830 or, when implemented, the grade 9 or, grade 10, or grade 11 ELA
831 assessment, the student may, as an option to the student, enroll
832 must be enrolled in and complete an intensive remedial course
833 the following year or be placed in a content area course that
834 includes remediation of skills not acquired by the student.
835 Section 12. Paragraph (a) of subsection (1) of section
836 1003.4285, Florida Statutes, is amended to read:
837 1003.4285 Standard high school diploma designations.—
838 (1) Each standard high school diploma shall include, as
839 applicable, the following designations if the student meets the
840 criteria set forth for the designation:
841 (a) Scholar designation.—In addition to the requirements of
842 s. 1003.4282, in order to earn the Scholar designation, a
843 student must satisfy the following requirements:
844 1. English Language Arts (ELA).—Beginning with students
845 entering grade 9 in the 2014-2015 school year, pass the
846 statewide, standardized grade 11 ELA assessment.
847 2. Mathematics.—Earn one credit in Algebra II and one
848 credit in statistics or an equally rigorous course. Beginning
849 with students entering grade 9 in the 2014-2015 school year,
850 pass the Algebra II and Geometry statewide, standardized
851 assessments.
852 2.3. Science.—Pass the statewide, standardized Biology I
853 EOC assessment and earn one credit in chemistry or physics and
854 one credit in a course equally rigorous to chemistry or physics.
855 However, a student enrolled in an Advanced Placement (AP),
856 International Baccalaureate (IB), or Advanced International
857 Certificate of Education (AICE) Biology course who takes the
858 respective AP, IB, or AICE Biology assessment and earns the
859 minimum score necessary to earn college credit as identified
860 pursuant to s. 1007.27(2) meets the requirement of this
861 subparagraph without having to take the statewide, standardized
862 Biology I EOC assessment.
863 3.4. Social studies.—Pass the statewide, standardized
864 United States History EOC assessment. However, a student
865 enrolled in an AP, IB, or AICE course that includes United
866 States History topics who takes the respective AP, IB, or AICE
867 assessment and earns the minimum score necessary to earn college
868 credit as identified pursuant to s. 1007.27(2) meets the
869 requirement of this subparagraph without having to take the
870 statewide, standardized United States History EOC assessment.
871 4.5. Foreign language.—Earn two credits in the same foreign
872 language.
873 5.6. Electives.—Earn at least one credit in an Advanced
874 Placement, an International Baccalaureate, an Advanced
875 International Certificate of Education, or a dual enrollment
876 course.
877 Section 13. Paragraph (c) of subsection (1) of section
878 1012.22, Florida Statutes, is amended to read:
879 1012.22 Public school personnel; powers and duties of the
880 district school board.—The district school board shall:
881 (1) Designate positions to be filled, prescribe
882 qualifications for those positions, and provide for the
883 appointment, compensation, promotion, suspension, and dismissal
884 of employees as follows, subject to the requirements of this
885 chapter:
886 (c) Compensation and salary schedules.—
887 1. Definitions.—As used in this paragraph, the term:
888 a. “Adjustment” means an addition to the base salary
889 schedule that is not a bonus and becomes part of the employee’s
890 permanent base salary and shall be considered compensation under
891 s. 121.021(22).
892 b. “Grandfathered salary schedule” means the salary
893 schedule or schedules adopted by a district school board before
894 July 1, 2014, pursuant to subparagraph 4.
895 c. “Instructional personnel” means instructional personnel
896 as defined in s. 1012.01(2)(a)-(d), excluding substitute
897 teachers.
898 d. “Performance salary schedule” means the salary schedule
899 or schedules adopted by a district school board pursuant to
900 subparagraph 5.
901 e. “Salary schedule” means the schedule or schedules used
902 to provide the base salary for district school board personnel.
903 f. “School administrator” means a school administrator as
904 defined in s. 1012.01(3)(c).
905 g. “Supplement” means an annual addition to the base salary
906 for the term of the negotiated supplement as long as the
907 employee continues his or her employment for the purpose of the
908 supplement. A supplement does not become part of the employee’s
909 continuing base salary but shall be considered compensation
910 under s. 121.021(22).
911 2. Cost-of-living adjustment.—A district school board may
912 provide a cost-of-living salary adjustment if the adjustment:
913 a. Does not discriminate among comparable classes of
914 employees based upon the salary schedule under which they are
915 compensated.
916 b. Does not exceed 50 percent of the annual adjustment
917 provided to instructional personnel rated as effective.
918 3. Advanced degrees.—A district school board may not use
919 advanced degrees in setting a salary schedule for instructional
920 personnel or school administrators hired on or after July 1,
921 2011, unless the advanced degree is held in the individual’s
922 area of certification and is only a salary supplement.
923 4. Grandfathered salary schedule.—
924 a. The district school board shall adopt a salary schedule
925 or salary schedules to be used as the basis for paying all
926 school employees hired before July 1, 2014. Instructional
927 personnel on annual contract as of July 1, 2014, shall be placed
928 on the performance salary schedule adopted under subparagraph 5.
929 Instructional personnel on continuing contract or professional
930 service contract may opt into the performance salary schedule if
931 the employee relinquishes such contract and agrees to be
932 employed on an annual contract under s. 1012.335. Such an
933 employee shall be placed on the performance salary schedule and
934 may not return to continuing contract or professional service
935 contract status. Any employee who opts into the performance
936 salary schedule may not return to the grandfathered salary
937 schedule.
938 b. In determining the grandfathered salary schedule for
939 instructional personnel, a district school board must base a
940 portion of each employee’s compensation upon performance
941 demonstrated under s. 1012.34 and shall provide differentiated
942 pay for both instructional personnel and school administrators
943 based upon district-determined factors, including, but not
944 limited to, additional responsibilities, school demographics,
945 critical shortage areas, and level of job performance
946 difficulties.
947 5. Performance salary schedule.—By July 1, 2014, the
948 district school board shall adopt a performance salary schedule
949 that provides annual salary adjustments for instructional
950 personnel and school administrators based upon performance
951 determined under s. 1012.34. Employees hired on or after July 1,
952 2014, or employees who choose to move from the grandfathered
953 salary schedule to the performance salary schedule shall be
954 compensated pursuant to the performance salary schedule once
955 they have received the appropriate performance evaluation for
956 this purpose. However, a classroom teacher whose performance
957 evaluation uses utilizes student learning growth measures
958 established under s. 1012.34(7)(c)3. s. 1012.34(7)(e) shall
959 remain under the grandfathered salary schedule until his or her
960 teaching assignment changes to a subject for which there is a
961 statewide, standardized assessment or district-required local an
962 assessment or the school district establishes equally
963 appropriate measures of student learning growth as defined under
964 s. 1012.34 and rules of the State Board of Education.
965 a. Base salary.—The base salary shall be established as
966 follows:
967 (I) The base salary for instructional personnel or school
968 administrators who opt into the performance salary schedule
969 shall be the salary paid in the prior year, including
970 adjustments only.
971 (II) Beginning July 1, 2014, instructional personnel or
972 school administrators new to the district, returning to the
973 district after a break in service without an authorized leave of
974 absence, or appointed for the first time to a position in the
975 district in the capacity of instructional personnel or school
976 administrator shall be placed on the performance salary
977 schedule.
978 b. Salary adjustments.—Salary adjustments for highly
979 effective or effective performance shall be established as
980 follows:
981 (I) The annual salary adjustment under the performance
982 salary schedule for an employee rated as highly effective must
983 be greater than the highest annual salary adjustment available
984 to an employee of the same classification through any other
985 salary schedule adopted by the district.
986 (II) The annual salary adjustment under the performance
987 salary schedule for an employee rated as effective must be equal
988 to at least 50 percent and no more than 75 percent of the annual
989 adjustment provided for a highly effective employee of the same
990 classification.
991 (III) The performance salary schedule shall not provide an
992 annual salary adjustment for an employee who receives a rating
993 other than highly effective or effective for the year.
994 c. Salary supplements.—In addition to the salary
995 adjustments, each district school board shall provide for salary
996 supplements for activities that must include, but are not
997 limited to:
998 (I) Assignment to a Title I eligible school.
999 (II) Assignment to a school that earned a grade of “F” or
1000 three consecutive grades of “D” pursuant to s. 1008.34 such that
1001 the supplement remains in force for at least 1 year following
1002 improved performance in that school.
1003 (III) Certification and teaching in critical teacher
1004 shortage areas. Statewide critical teacher shortage areas shall
1005 be identified by the State Board of Education under s. 1012.07.
1006 However, the district school board may identify other areas of
1007 critical shortage within the school district for purposes of
1008 this sub-sub-subparagraph and may remove areas identified by the
1009 state board which do not apply within the school district.
1010 (IV) Assignment of additional academic responsibilities.
1011
1012 If budget constraints in any given year limit a district school
1013 board’s ability to fully fund all adopted salary schedules, the
1014 performance salary schedule may shall not be reduced on the
1015 basis of total cost or the value of individual awards in a
1016 manner that is proportionally greater than reductions to any
1017 other salary schedules adopted by the district.
1018 Section 14. This act shall take effect upon becoming a law.
1019
1020 ================= T I T L E A M E N D M E N T ================
1021 And the title is amended as follows:
1022 Delete everything before the enacting clause
1023 and insert:
1024 A bill to be entitled
1025 An act relating to education accountability; amending
1026 s. 1001.03, F.S.; revising the powers of the State
1027 Board of Education to require adoption of rules
1028 regarding notification forms for grade 3 retention and
1029 midyear promotion, and high school graduation
1030 requirements and options; amending s. 1008.22, F.S.;
1031 removing the requirement that English Language Arts
1032 statewide assessments be administered to students in
1033 grade 11; requiring that assessments be delivered
1034 through computer-based testing; providing exceptions;
1035 specifying minimum requirements for paper-based
1036 administration of assessments; requiring that
1037 performance results on specified assessments be
1038 provided to teachers and parents within a specified
1039 timeframe; providing applicability; requiring the
1040 Department of Education to collect and distribute
1041 liquidated damages relating to the administration of
1042 specified assessments to school districts under
1043 certain circumstances; prohibiting a school district
1044 from administering a local assessment on a subject
1045 measured under a statewide assessment; requiring a
1046 school district to provide a student’s performance
1047 results on local assessments within a specified
1048 timeframe; revising requirements for the
1049 administration of local assessments; restricting the
1050 number of school hours that a school district may
1051 dedicate to administer specified assessments;
1052 providing exceptions; requiring a school district to
1053 secure consent of a student’s parent if school hours
1054 dedicated to the administration of local assessments
1055 exceed the threshold amount; authorizing a student to
1056 take an examination or assessment adopted pursuant to
1057 State Board of Education rule; revising requirements
1058 regarding the school district’s adoption and
1059 publication of testing schedules; amending s. 1008.24,
1060 F.S.; authorizing a school district to use district
1061 employees to administer and proctor specified
1062 assessments; providing minimum requirements for State
1063 Board of Education rules regarding the training of
1064 such employees; amending s. 1008.25, F.S.; revising
1065 requirements for a district school board’s
1066 comprehensive student progression plan; removing
1067 references regarding local assessments; revising
1068 requirements regarding instruction and reassessment of
1069 students who exhibit a reading deficiency; amending s.
1070 1008.30, F.S.; specifying alternative assessments that
1071 may be accepted by public postsecondary educational
1072 institutions in lieu of the common placement test;
1073 revising requirements for state board rules regarding
1074 common placement testing; authorizing, rather than
1075 requiring, high schools to perform specified college
1076 readiness evaluations; amending s. 1008.34, F.S.;
1077 adding references to school improvement ratings;
1078 specifying applicability of certain accountability
1079 measures to schools using turnaround options; amending
1080 s. 1012.34, F.S.; revising requirements for the
1081 Commissioner of Education’s annual report to the
1082 Governor and the Legislature regarding personnel
1083 evaluation systems; revising the percentage thresholds
1084 for performance evaluation criteria for instructional
1085 personnel and school administrators; revising
1086 requirements for the measurement of student
1087 performance; prescribing requirements for school
1088 districts regarding educator performance evaluations
1089 and related student performance results; requiring the
1090 state board to adopt rules by a certain date; revising
1091 rule requirements; removing a provision regarding
1092 district bonus awards; conforming cross-references;
1093 repealing s. 1012.3401, F.S., relating to the
1094 measurement of student performance in personnel
1095 evaluations; authorizing a school district to request
1096 approval from the state board to use student
1097 performance results on new statewide assessments for
1098 diagnostic and baseline purposes; requiring a district
1099 school superintendent to submit the waiver request to
1100 the Commissioner of Education; specifying required
1101 content of a waiver request; requiring the
1102 commissioner to review and make recommendations to the
1103 state board regarding each waiver request; specifying
1104 conditions and requirements for a school that is
1105 granted a waiver for the 2014-2015 school year;
1106 providing for expiration; requiring the Office of
1107 Program Policy Analysis and Government Accountability
1108 (OPPAGA) to complete a study regarding the leasing of
1109 examination questions; requiring OPPAGA to submit a
1110 report summarizing the study findings to the
1111 Legislature by a specified date; amending ss.
1112 1003.4282, 1003.4285, and 1012.22, F.S.; conforming
1113 provisions to changes made by the act; providing an
1114 effective date.