Florida Senate - 2017                          SENATOR AMENDMENT
       Bill No. CS/CS/CS/HB 549, 1st Eng.
                              LEGISLATIVE ACTION                        
                    Senate             .             House              
               Floor: 1c/RE/2R         .                                
             05/04/2017 07:58 PM       .                                

       Senators Flores and Stargel moved the following:
    1         Senate Amendment to Amendment (244350) (with title
    2  amendment)
    4         Delete lines 1553 - 1711
    5  and insert:
    6         Section 23. Section 1001.215, Florida Statutes, is amended
    7  to read:
    8         1001.215 Just Read, Florida! Office.—There is created in
    9  the Department of Education the Just Read, Florida! Office. The
   10  office is shall be fully accountable to the Commissioner of
   11  Education and shall:
   12         (1) Train highly effective reading coaches.
   13         (2) Create multiple designations of effective reading
   14  instruction, with accompanying credentials, to enable which
   15  encourage all teachers to integrate reading instruction into
   16  their content areas.
   17         (3) Work with the Lastinger Center at the University of
   18  Florida, to develop training for train K-12 teachers, reading
   19  coaches, and school principals on effective content-area
   20  specific reading strategies; the integration of content
   21  knowledge-rich texts from other core subject areas into reading
   22  instruction; evidence-based reading strategies identified in
   23  subsection (7); and technology tools to improve student reading
   24  performance. For secondary teachers, emphasis shall be on
   25  technical text. These strategies must be developed for all
   26  content areas in the K-12 curriculum.
   27         (4) Provide parents with information and strategies for
   28  assisting their children in reading, including reading in the
   29  content areas area.
   30         (5) Provide technical assistance to school districts in the
   31  development and implementation of district plans for use of the
   32  research-based reading instruction allocation provided in s.
   33  1011.62(9) and annually review and approve such plans.
   34         (6) Review, evaluate, and provide technical assistance to
   35  school districts’ implementation of the K-12 comprehensive
   36  reading plan required in s. 1011.62(9).
   37         (7) Work with the Florida Center for Reading Research to
   38  identify scientifically researched and evidence-based reading
   39  instructional and intervention programs that incorporate
   40  explicit, systematic, and sequential approaches to teaching
   41  phonemic awareness, phonics, vocabulary, fluency, and text
   42  comprehension and incorporate decodable or phonetic text
   43  instructional provide information on research-based reading
   44  programs and effective reading in the content area strategies.
   45  Reading intervention includes evidence-based strategies
   46  frequently used to remediate reading deficiencies and includes,
   47  but is not limited to, individual instruction, multisensory
   48  approaches, tutoring, mentoring, or the use of technology that
   49  targets specific reading skills and abilities.
   50         (8) Periodically review the Next Generation Sunshine State
   51  Standards for English Language Arts to determine their
   52  appropriateness at each grade level reading at all grade levels.
   53         (9) Periodically review teacher certification requirements
   54  and examinations, including alternative certification
   55  requirements and examinations exams, to ascertain whether the
   56  examinations measure the skills needed for evidence-based
   57  research-based reading instruction and instructional strategies
   58  for teaching reading, including reading in the content areas.
   59         (10) Work with teacher preparation programs approved
   60  pursuant to ss. 1004.04 and 1004.85 s. 1004.04 to integrate
   61  effective, research-based and evidence-based reading
   62  instructional and intervention strategies, including explicit,
   63  systematic, and sequential and reading strategies, multisensory
   64  intervention strategies, and reading in the content area
   65  instructional strategies into teacher preparation programs.
   66         (11) Administer grants and perform other functions as
   67  necessary to help meet the goal that all students read at their
   68  highest potential grade level.
   69         Section 24. Paragraph (b) of subsection (2) of section
   70  1004.04, Florida Statutes, is amended to read:
   71         1004.04 Public accountability and state approval for
   72  teacher preparation programs.—
   74         (b) The rules to establish uniform core curricula for each
   75  state-approved teacher preparation program must include, but are
   76  not limited to, the following:
   77         1. The Florida Educator Accomplished Practices.
   78         2. The state-adopted content standards.
   79         3. Scientifically researched and evidence-based reading
   80  instructional strategies that improve reading performance for
   81  all students, including explicit, systematic, and sequential
   82  approaches to teaching phonemic awareness, phonics, vocabulary,
   83  fluency, and text comprehension and multisensory intervention
   84  strategies instruction.
   85         4. Content literacy and mathematics practices.
   86         5. Strategies appropriate for the instruction of English
   87  language learners.
   88         6. Strategies appropriate for the instruction of students
   89  with disabilities.
   90         7. School safety.
   91         Section 25. Paragraph (a) of subsection (3) of section
   92  1004.85, Florida Statutes, is amended to read:
   93         1004.85 Postsecondary educator preparation institutes.—
   94         (3) Educator preparation institutes approved pursuant to
   95  this section may offer competency-based certification programs
   96  specifically designed for noneducation major baccalaureate
   97  degree holders to enable program participants to meet the
   98  educator certification requirements of s. 1012.56. An educator
   99  preparation institute choosing to offer a competency-based
  100  certification program pursuant to the provisions of this section
  101  must implement a program previously approved by the Department
  102  of Education for this purpose or a program developed by the
  103  institute and approved by the department for this purpose.
  104  Approved programs shall be available for use by other approved
  105  educator preparation institutes.
  106         (a) Within 90 days after receipt of a request for approval,
  107  the Department of Education shall approve a preparation program
  108  pursuant to the requirements of this subsection or issue a
  109  statement of the deficiencies in the request for approval. The
  110  department shall approve a certification program if the
  111  institute provides evidence of the institute’s capacity to
  112  implement a competency-based program that includes each of the
  113  following:
  114         1.a. Participant instruction and assessment in the Florida
  115  Educator Accomplished Practices.
  116         b. The state-adopted student content standards.
  117         c. Scientifically researched and evidence-based reading
  118  instructional strategies that improve reading performance for
  119  all students, including explicit, systematic, and sequential
  120  approaches to teaching phonemic awareness, phonics, vocabulary,
  121  fluency, and text comprehension and multisensory intervention
  122  strategies instruction.
  123         d. Content literacy and mathematical practices.
  124         e. Strategies appropriate for instruction of English
  125  language learners.
  126         f. Strategies appropriate for instruction of students with
  127  disabilities.
  128         g. School safety.
  129         2. An educational plan for each participant to meet
  130  certification requirements and demonstrate his or her ability to
  131  teach the subject area for which the participant is seeking
  132  certification, which is based on an assessment of his or her
  133  competency in the areas listed in subparagraph 1.
  134         3. Field experiences appropriate to the certification
  135  subject area specified in the educational plan with a diverse
  136  population of students in a variety of settings under the
  137  supervision of qualified educators.
  138         4. A certification ombudsman to facilitate the process and
  139  procedures required for participants who complete the program to
  140  meet any requirements related to the background screening
  141  pursuant to s. 1012.32 and educator professional or temporary
  142  certification pursuant to s. 1012.56.
  143         Section 26. Paragraph (a) of subsection (3) of section
  144  1012.585, Florida Statutes, is amended, and paragraph (f) is
  145  added to that subsection, to read:
  146         1012.585 Process for renewal of professional certificates.—
  147         (3) For the renewal of a professional certificate, the
  148  following requirements must be met:
  149         (a) The applicant must earn a minimum of 6 college credits
  150  or 120 inservice points or a combination thereof. For each area
  151  of specialization to be retained on a certificate, the applicant
  152  must earn at least 3 of the required credit hours or equivalent
  153  inservice points in the specialization area. Education in
  154  “clinical educator” training pursuant to s. 1004.04(5)(b);
  155  participation in mentorship and induction activities, including
  156  as a mentor, pursuant to s. 1012.56(8)(a); and credits or points
  157  that provide training in the area of scientifically researched,
  158  knowledge-based reading literacy, including explicit,
  159  systematic, and sequential approaches to reading instruction,
  160  developing phonemic awareness, and implementing multisensory
  161  intervention strategies, and computational skills acquisition,
  162  exceptional student education, normal child development, and the
  163  disorders of development may be applied toward any
  164  specialization area. Credits or points that provide training in
  165  the areas of drug abuse, child abuse and neglect, strategies in
  166  teaching students having limited proficiency in English, or
  167  dropout prevention, or training in areas identified in the
  168  educational goals and performance standards adopted pursuant to
  169  ss. 1000.03(5) and 1008.345 may be applied toward any
  170  specialization area, except specialization areas identified by
  171  State Board of Education rule that include reading instruction
  172  or intervention for any students in kindergarten through grade
  173  6. Credits or points earned through approved summer institutes
  174  may be applied toward the fulfillment of these requirements.
  175  Inservice points may also be earned by participation in
  176  professional growth components approved by the State Board of
  177  Education and specified pursuant to s. 1012.98 in the district’s
  178  approved master plan for inservice educational training;
  179  however, such points may not be used to satisfy the
  180  specialization requirements of this paragraph, including, but
  181  not limited to, serving as a trainer in an approved teacher
  182  training activity, serving on an instructional materials
  183  committee or a state board or commission that deals with
  184  educational issues, or serving on an advisory council created
  185  pursuant to s. 1001.452.
  186         (f)An applicant for renewal of a professional certificate
  187  in any area of certification identified by State Board of
  188  Education rule that includes reading instruction or intervention
  189  for any students in kindergarten through grade 6, with a
  190  beginning validity date of July 1, 2020, or thereafter, must
  191  earn a minimum of 2 college credits or the equivalent inservice
  192  points in the use of explicit, systematic, and sequential
  193  approaches to reading instruction, developing phonemic
  194  awareness, and implementing multisensory intervention
  195  strategies. Such training must be provided by teacher
  196  preparation programs under s. 1004.04 or s. 1004.85 or approved
  197  school district professional development systems under s.
  198  1012.98. The requirements in this paragraph may not add to the
  199  total hours required by the department for continuing education
  200  or inservice training.
  201         Section 27. Subsection (1) of section 1012.586, Florida
  202  Statutes, is amended to read:
  203         1012.586 Additions or changes to certificates; duplicate
  204  certificates.—A school district may process via a Department of
  205  Education website certificates for the following applications of
  206  public school employees:
  207         (1) Addition of a subject coverage or endorsement to a
  208  valid Florida certificate on the basis of the completion of the
  209  appropriate subject area testing requirements of s.
  210  1012.56(5)(a) or the completion of the requirements of an
  211  approved school district program or the inservice components for
  212  an endorsement.
  213         (a)To reduce duplication, the department may recommend the
  214  consolidation of endorsement areas and requirements to the State
  215  Board of Education.
  216         (b)By July 1, 2018, and at least once every 5 years
  217  thereafter, the department shall conduct a review of existing
  218  subject coverage or endorsement requirements in the elementary,
  219  reading, and exceptional student educational areas. The review
  220  must include reciprocity requirements for out-of-state
  221  certificates and requirements for demonstrating competency in
  222  the reading instruction professional development topics listed
  223  in s. 1012.98(4)(b)10. At the conclusion of each review, the
  224  department shall recommend to the state board changes to the
  225  subject coverage or endorsement requirements based upon any
  226  identified instruction or intervention strategies proven to
  227  improve student reading performance. This paragraph does not
  228  authorize the state board to establish any new certification
  229  subject coverage.
  231  The employing school district shall charge the employee a fee
  232  not to exceed the amount charged by the Department of Education
  233  for such services. Each district school board shall retain a
  234  portion of the fee as defined in the rules of the State Board of
  235  Education. The portion sent to the department shall be used for
  236  maintenance of the technology system, the web application, and
  237  posting and mailing of the certificate.
  238         Section 28. Paragraph (e) is added to subsection (3) of
  239  section 1012.98, Florida Statutes, and paragraph (b) of
  240  subsection (4) and subsections (10) and (11) are amended, to
  241  read:
  242         1012.98 School Community Professional Development Act.—
  243         (3) The activities designed to implement this section must:
  244         (e)Provide training to teacher mentors as part of the
  245  professional development certification and education competency
  246  program under s. 1012.56(8)(a). The training must include
  247  components on teacher development, peer coaching, time
  248  management, and other related topics as determined by the
  249  Department of Education.
  250         (4) The Department of Education, school districts, schools,
  251  Florida College System institutions, and state universities
  252  share the responsibilities described in this section. These
  253  responsibilities include the following:
  254         (b) Each school district shall develop a professional
  255  development system as specified in subsection (3). The system
  256  shall be developed in consultation with teachers, teacher
  257  educators of Florida College System institutions and state
  258  universities, business and community representatives, and local
  259  education foundations, consortia, and professional
  260  organizations. The professional development system must:
  261         1. Be approved by the department. All substantial revisions
  262  to the system shall be submitted to the department for review
  263  for continued approval.
  264         2. Be based on analyses of student achievement data and
  265  instructional strategies and methods that support rigorous,
  266  relevant, and challenging curricula for all students. Schools
  267  and districts, in developing and refining the professional
  268  development system, shall also review and monitor school
  269  discipline data; school environment surveys; assessments of
  270  parental satisfaction; performance appraisal data of teachers,
  271  managers, and administrative personnel; and other performance
  272  indicators to identify school and student needs that can be met
  273  by improved professional performance.
  274         3. Provide inservice activities coupled with followup
  275  support appropriate to accomplish district-level and school
  276  level improvement goals and standards. The inservice activities
  277  for instructional personnel shall focus on analysis of student
  278  achievement data, ongoing formal and informal assessments of
  279  student achievement, identification and use of enhanced and
  280  differentiated instructional strategies that emphasize rigor,
  281  relevance, and reading in the content areas, enhancement of
  282  subject content expertise, integrated use of classroom
  283  technology that enhances teaching and learning, classroom
  284  management, parent involvement, and school safety.
  285         4.Provide inservice activities and support targeted to the
  286  individual needs of new teachers participating in the
  287  professional development certification and education competency
  288  program under s. 1012.56(8)(a).
  289         5.4. Include a master plan for inservice activities,
  290  pursuant to rules of the State Board of Education, for all
  291  district employees from all fund sources. The master plan shall
  292  be updated annually by September 1, must be based on input from
  293  teachers and district and school instructional leaders, and must
  294  use the latest available student achievement data and research
  295  to enhance rigor and relevance in the classroom. Each district
  296  inservice plan must be aligned to and support the school-based
  297  inservice plans and school improvement plans pursuant to s.
  298  1001.42(18). Each district inservice plan must provide a
  299  description of the training that middle grades instructional
  300  personnel and school administrators receive on the district’s
  301  code of student conduct adopted pursuant to s. 1006.07;
  302  integrated digital instruction and competency-based instruction
  303  and CAPE Digital Tool certificates and CAPE industry
  304  certifications; classroom management; student behavior and
  305  interaction; extended learning opportunities for students; and
  306  instructional leadership. District plans must be approved by the
  307  district school board annually in order to ensure compliance
  308  with subsection (1) and to allow for dissemination of research
  309  based best practices to other districts. District school boards
  310  must submit verification of their approval to the Commissioner
  311  of Education no later than October 1, annually. Each school
  312  principal may establish and maintain an individual professional
  313  development plan for each instructional employee assigned to the
  314  school as a seamless component to the school improvement plans
  315  developed pursuant to s. 1001.42(18). An individual professional
  316  development plan must be related to specific performance data
  317  for the students to whom the teacher is assigned, define the
  318  inservice objectives and specific measurable improvements
  319  expected in student performance as a result of the inservice
  320  activity, and include an evaluation component that determines
  321  the effectiveness of the professional development plan.
  322         6.5. Include inservice activities for school administrative
  323  personnel that address updated skills necessary for
  324  instructional leadership and effective school management
  325  pursuant to s. 1012.986.
  326         7.6. Provide for systematic consultation with regional and
  327  state personnel designated to provide technical assistance and
  328  evaluation of local professional development programs.
  329         8.7. Provide for delivery of professional development by
  330  distance learning and other technology-based delivery systems to
  331  reach more educators at lower costs.
  332         9.8. Provide for the continuous evaluation of the quality
  333  and effectiveness of professional development programs in order
  334  to eliminate ineffective programs and strategies and to expand
  335  effective ones. Evaluations must consider the impact of such
  336  activities on the performance of participating educators and
  337  their students’ achievement and behavior.
  338         10.9. For middle grades, emphasize:
  339         a. Interdisciplinary planning, collaboration, and
  340  instruction.
  341         b. Alignment of curriculum and instructional materials to
  342  the state academic standards adopted pursuant to s. 1003.41.
  343         c. Use of small learning communities; problem-solving,
  344  inquiry-driven research and analytical approaches for students;
  345  strategies and tools based on student needs; competency-based
  346  instruction; integrated digital instruction; and project-based
  347  instruction.
  349  Each school that includes any of grades 6, 7, or 8 must include
  350  in its school improvement plan, required under s. 1001.42(18), a
  351  description of the specific strategies used by the school to
  352  implement each item listed in this subparagraph.
  353         11.Provide training to reading coaches, classroom
  354  teachers, and school administrators in effective methods of
  355  identifying characteristics of conditions such as dyslexia and
  356  other causes of diminished phonological processing skills;
  357  incorporating instructional techniques into the general
  358  education setting which are proven to improve reading
  359  performance for all students; and using predictive and other
  360  data to make instructional decisions based on individual student
  361  needs. The training must help teachers integrate phonemic
  362  awareness; phonics, word study, and spelling; reading fluency;
  363  vocabulary, including academic vocabulary; and text
  364  comprehension strategies into an explicit, systematic, and
  365  sequential approach to reading instruction, including
  366  multisensory intervention strategies. Each district must provide
  367  all elementary grades instructional personnel access to training
  368  sufficient to meet the requirements of s. 1012.585(3)(f).
  369         (10) For instructional personnel and administrative
  370  personnel who have been evaluated as less than effective, a
  371  district school board shall require participation in specific
  372  professional development programs as provided in subparagraph
  373  (4)(b)5. (4)(b)4. as part of the improvement prescription.
  374         (11) The department shall disseminate to the school
  375  community proven model professional development programs that
  376  have demonstrated success in increasing rigorous and relevant
  377  content, increasing student achievement and engagement, and
  378  meeting identified student needs, and providing effective
  379  mentorship activities to new teachers and training to teacher
  380  mentors. The methods of dissemination must include a web-based
  381  statewide performance-support system including a database of
  382  exemplary professional development activities, a listing of
  383  available professional development resources, training programs,
  384  and available technical assistance.
  386  ================= T I T L E  A M E N D M E N T ================
  387  And the title is amended as follows:
  388         Delete lines 2014 - 2025
  389  and insert:
  390         amending s. 1001.215, F.S.; revising the duties of the
  391         Just Read, Florida! Office; amending s. 1004.04, F.S.;
  392         revising core curricula requirements for certain
  393         teacher preparation programs to include certain
  394         reading instruction and interventions; amending s.
  395         1004.85, F.S.; requiring certain educator preparation
  396         institutes to provide evidence of specified reading
  397         instruction as a condition of program approval and
  398         continued approval; amending s. 1012.585, F.S.;
  399         revising requirements for renewal of professional
  400         teaching certificates; amending s. 1012.586, F.S.;
  401         authorizing the department to recommend consolidation
  402         of endorsement areas and requirements for endorsements
  403         for teacher certificates; requiring the department to
  404         review and make recommendations regarding certain
  405         subject coverage or endorsement requirements;
  406         providing construction; amending s. 1012.98, F.S.;
  407         revising duties and requirements for implementation of
  408         the School Community Professional Development Act;
  409         revising the activities designed to implement the
  410         school community professional development act to
  411         include specified training relating to a professional
  412         development certification and education competency
  413         program; revising requirements for school district
  414         professional development systems; requiring the
  415         department to disseminate professional development
  416         programs that meet specified criteria; creating s.