Florida Senate - 2017 SENATOR AMENDMENT
Bill No. CS/CS/CS/HB 549, 1st Eng.
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LEGISLATIVE ACTION
Senate . House
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Floor: 1/RE/2R .
05/04/2017 08:00 PM .
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Senators Flores and Stargel moved the following:
1 Senate Amendment (with title amendment)
2
3 Delete everything after the enacting clause
4 and insert:
5 Section 1. Paragraph (b) of subsection (1) of section
6 125.901, Florida Statutes, is amended to read:
7 125.901 Children’s services; independent special district;
8 council; powers, duties, and functions; public records
9 exemption.—
10 (1) Each county may by ordinance create an independent
11 special district, as defined in ss. 189.012 and 200.001(8)(e),
12 to provide funding for children’s services throughout the county
13 in accordance with this section. The boundaries of such district
14 shall be coterminous with the boundaries of the county. The
15 county governing body shall obtain approval, by a majority vote
16 of those electors voting on the question, to annually levy ad
17 valorem taxes which shall not exceed the maximum millage rate
18 authorized by this section. Any district created pursuant to the
19 provisions of this subsection shall be required to levy and fix
20 millage subject to the provisions of s. 200.065. Once such
21 millage is approved by the electorate, the district shall not be
22 required to seek approval of the electorate in future years to
23 levy the previously approved millage.
24 (b) However, any county as defined in s. 125.011(1) may
25 instead have a governing body consisting of 33 members,
26 including: the superintendent of schools, or his or her
27 designee; two representatives of public postsecondary education
28 institutions located in the county; the county manager or the
29 equivalent county officer; the district administrator from the
30 appropriate district of the Department of Children and Families,
31 or the administrator’s designee who is a member of the Senior
32 Management Service or the Selected Exempt Service; the director
33 of the county health department or the director’s designee; the
34 state attorney for the county or the state attorney’s designee;
35 the chief judge assigned to juvenile cases, or another juvenile
36 judge who is the chief judge’s designee and who shall sit as a
37 voting member of the board, except that the judge may not vote
38 or participate in setting ad valorem taxes under this section;
39 an individual who is selected by the board of the local United
40 Way or its equivalent; a member of a locally recognized faith
41 based coalition, selected by that coalition; a member of the
42 local chamber of commerce, selected by that chamber or, if more
43 than one chamber exists within the county, a person selected by
44 a coalition of the local chambers; a member of the early
45 learning coalition, selected by that coalition; a representative
46 of a labor organization or union active in the county; a member
47 of a local alliance or coalition engaged in cross-system
48 planning for health and social service delivery in the county,
49 selected by that alliance or coalition; a member of the local
50 Parent-Teachers Association/Parent-Teacher-Student Association,
51 selected by that association; a youth representative selected by
52 the local school system’s student government; a local school
53 board member appointed by the chair of the school board; the
54 mayor of the county or the mayor’s designee; one member of the
55 county governing body, appointed by the chair of that body; a
56 member of the state Legislature who represents residents of the
57 county, selected by the chair of the local legislative
58 delegation; an elected official representing the residents of a
59 municipality in the county, selected by the county municipal
60 league; and 4 members-at-large, appointed to the council by the
61 majority of sitting council members. The remaining 7 members
62 shall be appointed by the Governor in accordance with procedures
63 set forth in paragraph (a), except that the Governor may remove
64 a member for cause or upon the written petition of the council.
65 Appointments by the Governor must, to the extent reasonably
66 possible, represent the geographic and demographic diversity of
67 the population of the county. Members who are appointed to the
68 council by reason of their position are not subject to the
69 length of terms and limits on consecutive terms as provided in
70 this section. The remaining appointed members of the governing
71 body shall be appointed to serve 2-year terms, except that those
72 members appointed by the Governor shall be appointed to serve 4
73 year terms, and the youth representative and the legislative
74 delegate shall be appointed to serve 1-year terms. A member may
75 be reappointed; however, a member may not serve for more than
76 three consecutive terms. A member is eligible to be appointed
77 again after a 2-year hiatus from the council.
78 Section 2. Section 1001.4205, Florida Statutes, is created
79 to read:
80 1001.4205 Visitation of schools by an individual school
81 board or charter school governing board member.—An individual
82 member of a district school board may, on any day and at any
83 time at his or her pleasure, visit any district school in his or
84 her school district. An individual charter school governing
85 board member may, on any day and at any time at his or her
86 pleasure, visit any charter school governed by the charter
87 school’s governing board. The board member must sign in and sign
88 out at the school’s main office and wear his or her board
89 identification badge at all times while present on school
90 premises. The board, the school, or any other person or entity,
91 including, but not limited to, the principal of the school, the
92 school superintendent, or any other board member, may not
93 require the visiting board member to provide notice before
94 visiting the school. The school may offer, but may not require,
95 an escort to accompany a visiting board member during the visit.
96 Another board member or a district employee, including, but not
97 limited to, the superintendent, the school principal, or his or
98 her designee, may not limit the duration or scope of the visit
99 or direct a visiting board member to leave the premises. A
100 board, district, or school administrative policy or practice may
101 not prohibit or limit the authority granted to a board member
102 under this section.
103 Section 3. Paragraph (c) of subsection (2) of section
104 1002.20, Florida Statutes, is amended, present paragraph (d) of
105 that subsection is redesignated as paragraph (e), a new
106 paragraph (d) is added to that subsection, and paragraph (m) is
107 added to subsection (3) of that section, to read:
108 1002.20 K-12 student and parent rights.—Parents of public
109 school students must receive accurate and timely information
110 regarding their child’s academic progress and must be informed
111 of ways they can help their child to succeed in school. K-12
112 students and their parents are afforded numerous statutory
113 rights, including, but not limited to, the following:
114 (2) ATTENDANCE.—
115 (c) Absence for religious purposes.—A parent of a public
116 school student may request and be granted permission for absence
117 of the student from school for religious instruction or
118 religious holidays, in accordance with the provisions of s.
119 1003.21(2)(b)1. s. 1003.21(2)(b).
120 (d) Absence for treatment of autism spectrum disorder.—A
121 parent of a public school student may request and be granted
122 permission for absence of the student from school for a
123 scheduled appointment to receive a therapy service or other
124 medical treatment provided by a licensed health care
125 practitioner for the treatment of autism spectrum disorder
126 pursuant to ss. 1003.21(2)(b)2. and 1003.24(4).
127 (3) HEALTH ISSUES.—
128 (m) Sun-protective measures in school.—A student may
129 possess and use a topical sunscreen product while on school
130 property or at a school-sponsored event or activity without a
131 physician’s note or prescription if the product is regulated by
132 the United States Food and Drug Administration for over-the
133 counter use to limit ultraviolet light-induced skin damage.
134 Section 4. Subsection (13) and paragraph (c) of subsection
135 (18) of section 1002.33, Florida Statutes, are amended to read:
136 1002.33 Charter schools.—
137 (13) CHARTER SCHOOL COOPERATIVES.—Charter schools may enter
138 into cooperative agreements to form charter school cooperative
139 organizations that may provide the following services to further
140 educational, operational, and administrative initiatives in
141 which the participating charter schools share common interests:
142 charter school planning and development, direct instructional
143 services, and contracts with charter school governing boards to
144 provide personnel administrative services, payroll services,
145 human resource management, evaluation and assessment services,
146 teacher preparation, and professional development.
147 (18) FACILITIES.—
148 (c) Any facility, or portion thereof, used to house a
149 charter school whose charter has been approved by the sponsor
150 and the governing board, pursuant to subsection (7), shall be
151 exempt from ad valorem taxes pursuant to s. 196.1983. Library,
152 community service, museum, performing arts, theatre, cinema,
153 church, Florida College System institution, college, and
154 university facilities may provide space to charter schools
155 within their facilities under their preexisting zoning and land
156 use designations without obtaining a special exception,
157 rezoning, a land use charter, or any other form of approval.
158 Section 5. Paragraph (b) of subsection (3) of section
159 1002.331, Florida Statutes, is amended to read:
160 1002.331 High-performing charter schools.—
161 (3)
162 (b) A high-performing charter school may not establish more
163 than one charter school within the state under paragraph (a) in
164 any year. A subsequent application to establish a charter school
165 under paragraph (a) may not be submitted unless each charter
166 school established in this manner achieves high-performing
167 charter school status. However, a high-performing charter school
168 may establish more than one charter school within the state
169 under paragraph (a) in any year if it operates in the area of a
170 persistently low-performing school and serves students from that
171 school.
172 Section 6. Subsection (8) is added to section 1002.51,
173 Florida Statutes, to read:
174 1002.51 Definitions.—As used in this part, the term:
175 (8) “Public school prekindergarten provider” includes a
176 traditional public school or a charter school that is eligible
177 to deliver the school-year prekindergarten program under s.
178 1002.63 or the summer prekindergarten program under s. 1002.61.
179 Section 7. Paragraph (b) of subsection (2) of section
180 1003.21, Florida Statutes, is amended to read:
181 1003.21 School attendance.—
182 (2)
183 (b) Each district school board, in accordance with rules of
184 the State Board of Education, shall adopt policies authorizing a
185 policy that authorizes a parent to request and be granted
186 permission for absence of a student from school for:
187 1. Religious instruction or religious holidays.
188 2. A scheduled appointment to receive a therapy service or
189 other medical treatment provided by a licensed health care
190 practitioner for the treatment of autism spectrum disorder,
191 including, but not limited to, applied behavioral analysis,
192 speech therapy, and occupational therapy.
193 Section 8. Subsection (4) of section 1003.24, Florida
194 Statutes, is amended to read:
195 1003.24 Parents responsible for attendance of children;
196 attendance policy.—Each parent of a child within the compulsory
197 attendance age is responsible for the child’s school attendance
198 as required by law. The absence of a student from school is
199 prima facie evidence of a violation of this section; however,
200 criminal prosecution under this chapter may not be brought
201 against a parent until the provisions of s. 1003.26 have been
202 complied with. A parent of a student is not responsible for the
203 student’s nonattendance at school under any of the following
204 conditions:
205 (4) SICKNESS, INJURY, OR OTHER INSURMOUNTABLE CONDITION.
206 Attendance was impracticable or inadvisable on account of
207 sickness or injury, as attested to by a written statement of a
208 licensed practicing physician, or a written statement of a
209 licensed health care practitioner for the treatment of autism
210 spectrum disorder, or was impracticable because of some other
211 stated insurmountable condition as defined by rules of the State
212 Board of Education. If a student is continually sick and
213 repeatedly absent from school, he or she must be under the
214 supervision of a physician, or under the care of a licensed
215 health care practitioner for the treatment of autism spectrum
216 disorder, in order to receive an excuse from attendance. Such
217 excuse provides that a student’s condition justifies absence for
218 more than the number of days permitted by the district school
219 board.
220
221 Each district school board shall establish an attendance policy
222 that includes, but is not limited to, the required number of
223 days each school year that a student must be in attendance and
224 the number of absences and tardinesses after which a statement
225 explaining such absences and tardinesses must be on file at the
226 school. Each school in the district must determine if an absence
227 or tardiness is excused or unexcused according to criteria
228 established by the district school board.
229 Section 9. Subsection (1) of section 1003.4156, Florida
230 Statutes, is amended to read:
231 1003.4156 General requirements for middle grades
232 promotion.—
233 (1) In order for a student to be promoted to high school
234 from a school that includes middle grades 6, 7, and 8, the
235 student must successfully complete the following courses:
236 (a) Three middle grades or higher courses in English
237 Language Arts (ELA).
238 (b) Three middle grades or higher courses in mathematics.
239 Each school that includes middle grades must offer at least one
240 high school level mathematics course for which students may earn
241 high school credit. Successful completion of a high school level
242 Algebra I or Geometry course is not contingent upon the
243 student’s performance on the statewide, standardized end-of
244 course (EOC) assessment. To earn high school credit for Algebra
245 I, a middle grades student must take the statewide, standardized
246 Algebra I EOC assessment and pass the course, and in addition,
247 beginning with the 2013-2014 school year and thereafter, a
248 student’s performance on the Algebra I EOC assessment
249 constitutes 30 percent of the student’s final course grade. To
250 earn high school credit for a Geometry course, a middle grades
251 student must take the statewide, standardized Geometry EOC
252 assessment, which constitutes 30 percent of the student’s final
253 course grade, and earn a passing grade in the course.
254 (c) Three middle grades or higher courses in social
255 studies. Beginning with students entering grade 6 in the 2012
256 2013 school year, One of these courses must be at least a one
257 semester civics education course that includes the roles and
258 responsibilities of federal, state, and local governments; the
259 structures and functions of the legislative, executive, and
260 judicial branches of government; and the meaning and
261 significance of historic documents, such as the Articles of
262 Confederation, the Declaration of Independence, and the
263 Constitution of the United States. Beginning with the 2013-2014
264 school year, each student’s performance on the statewide,
265 standardized EOC assessment in civics education required under
266 s. 1008.22 constitutes 30 percent of the student’s final course
267 grade. A middle grades student who transfers into the state’s
268 public school system from out of country, out of state, a
269 private school, or a home education program after the beginning
270 of the second term of grade 8 is not required to meet the civics
271 education requirement for promotion from the middle grades if
272 the student’s transcript documents passage of three courses in
273 social studies or two year-long courses in social studies that
274 include coverage of civics education.
275 (d) Three middle grades or higher courses in science.
276 Successful completion of a high school level Biology I course is
277 not contingent upon the student’s performance on the statewide,
278 standardized EOC assessment required under s. 1008.22. However,
279 beginning with the 2012-2013 school year, to earn high school
280 credit for a Biology I course, a middle grades student must take
281 the statewide, standardized Biology I EOC assessment, which
282 constitutes 30 percent of the student’s final course grade, and
283 earn a passing grade in the course.
284 (e) One course in career and education planning to be
285 completed in 6th, 7th, or 8th grade. The course may be taught by
286 any member of the instructional staff. At a minimum, the course
287 must be Internet-based, easy to use, and customizable to each
288 student and include research-based assessments to assist
289 students in determining educational and career options and
290 goals. In addition, the course must result in a completed
291 personalized academic and career plan for the student; must
292 emphasize the importance of entrepreneurship skills; must
293 emphasize technology or the application of technology in career
294 fields; and, beginning in the 2014-2015 academic year, must
295 include information from the Department of Economic
296 Opportunity’s economic security report as described in s.
297 445.07. The required personalized academic and career plan must
298 inform students of high school graduation requirements,
299 including a detailed explanation of the diploma designation
300 options provided under s. 1003.4285; high school assessment and
301 college entrance test requirements; Florida Bright Futures
302 Scholarship Program requirements; state university and Florida
303 College System institution admission requirements; available
304 opportunities to earn college credit in high school, including
305 Advanced Placement courses; the International Baccalaureate
306 Program; the Advanced International Certificate of Education
307 Program; dual enrollment, including career dual enrollment; and
308 career education courses, including career-themed courses and
309 courses that lead to industry certification pursuant to s.
310 1003.492 or s. 1008.44.
311
312 Each school must inform parents about the course curriculum and
313 activities. Each student shall complete a personal education
314 plan that must be signed by the student and the student’s
315 parent. The Department of Education shall develop course
316 frameworks and professional development materials for the career
317 and education planning course. The course may be implemented as
318 a stand-alone course or integrated into another course or
319 courses. The Commissioner of Education shall collect
320 longitudinal high school course enrollment data by student
321 ethnicity in order to analyze course-taking patterns.
322 Section 10. Paragraphs (b) and (f) of subsection (3) and
323 subsection (4) of section 1003.4282, Florida Statutes, are
324 amended to read:
325 1003.4282 Requirements for a standard high school diploma.—
326 (3) STANDARD HIGH SCHOOL DIPLOMA; COURSE AND ASSESSMENT
327 REQUIREMENTS.—
328 (b) Four credits in mathematics.—A student must earn one
329 credit in Algebra I and one credit in Geometry. A student’s
330 performance on the statewide, standardized Algebra I end-of
331 course (EOC) assessment constitutes 30 percent of the student’s
332 final course grade. A student must pass the statewide,
333 standardized Algebra I EOC assessment, or earn a comparative
334 score, in order to earn a standard high school diploma. A
335 student’s performance on the statewide, standardized Geometry
336 EOC assessment constitutes 30 percent of the student’s final
337 course grade. If the state administers a statewide, standardized
338 Algebra II assessment, a student selecting Algebra II must take
339 the assessment, and the student’s performance on the assessment
340 constitutes 30 percent of the student’s final course grade. A
341 student who earns an industry certification for which there is a
342 statewide college credit articulation agreement approved by the
343 State Board of Education may substitute the certification for
344 one mathematics credit. Substitution may occur for up to two
345 mathematics credits, except for Algebra I and Geometry.
346 (f) One credit in physical education.—Physical education
347 must include the integration of health. Participation in an
348 interscholastic sport at the junior varsity or varsity level for
349 two full seasons shall satisfy the one-credit requirement in
350 physical education if the student passes a competency test on
351 personal fitness with a score of “C” or better. The competency
352 test on personal fitness developed by the Department of
353 Education must be used. A district school board may not require
354 that the one credit in physical education be taken during the
355 9th grade year. Completion of one semester with a grade of “C”
356 or better in a marching band class, in a physical activity class
357 that requires participation in marching band activities as an
358 extracurricular activity, or in a dance class shall satisfy one
359 half credit in physical education or one-half credit in
360 performing arts. This credit may not be used to satisfy the
361 personal fitness requirement or the requirement for adaptive
362 physical education under an individual education plan (IEP) or
363 504 plan. Completion of 2 years in a Reserve Officer Training
364 Corps (R.O.T.C.) class, a significant component of which is
365 drills, shall satisfy the one-credit requirement in physical
366 education and the one-credit requirement in performing arts.
367 This credit may not be used to satisfy the personal fitness
368 requirement or the requirement for adaptive physical education
369 under an IEP or 504 plan.
370 (4) ONLINE COURSE REQUIREMENT.—At least one course within
371 the 24 credits required under this section must be completed
372 through online learning.
373 (a) An online course taken in grade 6, grade 7, or grade 8
374 fulfills the requirements of this subsection. The requirement is
375 met through an online course offered by the Florida Virtual
376 School, a virtual education provider approved by the State Board
377 of Education, a high school, or an online dual enrollment
378 course. A student who is enrolled in a full-time or part-time
379 virtual instruction program under s. 1002.45 meets the
380 requirement.
381 (b) A district school board or a charter school governing
382 board, as applicable, may allow a student offer students the
383 following options to satisfy the online course requirements of
384 this subsection by completing a blended learning course or:
385 1. Completion of a course in which the a student earns a
386 nationally recognized industry certification in information
387 technology that is identified on the CAPE Industry Certification
388 Funding List pursuant to s. 1008.44 or passing passage of the
389 information technology certification examination without
390 enrolling enrollment in or completing completion of the
391 corresponding course or courses, as applicable.
392 2. Passage of an online content assessment, without
393 enrollment in or completion of the corresponding course or
394 courses, as applicable, by which the student demonstrates skills
395 and competency in locating information and applying technology
396 for instructional purposes.
397
398 For purposes of this subsection, a school district may not
399 require a student to take the online or blended learning course
400 outside the school day or in addition to a student’s courses for
401 a given semester. This subsection does not apply to a student
402 who has an individual education plan under s. 1003.57 which
403 indicates that an online or blended learning course would be
404 inappropriate or to an out-of-state transfer student who is
405 enrolled in a Florida high school and has 1 academic year or
406 less remaining in high school.
407 Section 11. Paragraph (a) of subsection (1) of section
408 1003.4285, Florida Statutes, is amended to read:
409 1003.4285 Standard high school diploma designations.—
410 (1) Each standard high school diploma shall include, as
411 applicable, the following designations if the student meets the
412 criteria set forth for the designation:
413 (a) Scholar designation.—In addition to the requirements of
414 s. 1003.4282, in order to earn the Scholar designation, a
415 student must satisfy the following requirements:
416 1. Mathematics.—Earn one credit in Algebra II and one
417 credit in statistics or an equally rigorous course. Beginning
418 with students entering grade 9 in the 2014-2015 school year,
419 pass the Algebra II and Geometry statewide, standardized
420 assessment assessments.
421 2. Science.—Pass the statewide, standardized Biology I EOC
422 assessment and earn one credit in chemistry or physics and one
423 credit in a course equally rigorous to chemistry or physics.
424 However, a student enrolled in an Advanced Placement (AP),
425 International Baccalaureate (IB), or Advanced International
426 Certificate of Education (AICE) Biology course who takes the
427 respective AP, IB, or AICE Biology assessment and earns the
428 minimum score necessary to earn college credit as identified
429 pursuant to s. 1007.27(2) meets the requirement of this
430 subparagraph without having to take the statewide, standardized
431 Biology I EOC assessment.
432 3. Social studies.—Pass the statewide, standardized United
433 States History EOC assessment. However, a student enrolled in an
434 AP, IB, or AICE course that includes United States History
435 topics who takes the respective AP, IB, or AICE assessment and
436 earns the minimum score necessary to earn college credit as
437 identified pursuant to s. 1007.27(2) meets the requirement of
438 this subparagraph without having to take the statewide,
439 standardized United States History EOC assessment.
440 4. Foreign language.—Earn two credits in the same foreign
441 language.
442 5. Electives.—Earn at least one credit in an Advanced
443 Placement, an International Baccalaureate, an Advanced
444 International Certificate of Education, or a dual enrollment
445 course.
446 Section 12. Subsection (6) is added to section 1003.455,
447 Florida Statutes, to read:
448 1003.455 Physical education; assessment.—
449 (6) In addition to the requirements in subsection (3), each
450 district school board shall provide at least 100 minutes of
451 supervised, safe, and unstructured free-play recess each week
452 for students in kindergarten through grade 5 so that there are
453 at least 20 consecutive minutes of free-play recess per day.
454 Section 13. Subsection (3) of section 1003.57, Florida
455 Statutes, is amended to read:
456 1003.57 Exceptional students instruction.—
457 (3)(a) For purposes of this subsection and subsection (4),
458 the term:
459 1. “Agency” means the Department of Children and Families
460 or its contracted lead agency, the Agency for Persons with
461 Disabilities, and the Agency for Health Care Administration.
462 2. “Exceptional student” means an exceptional student, as
463 defined in s. 1003.01, who has a disability.
464 3. “Receiving school district” means the district in which
465 a private residential care facility is located.
466 4. “Placement” means the funding or arrangement of funding
467 by an agency for all or a part of the cost for an exceptional
468 student to reside in a private residential care facility and the
469 placement crosses school district lines.
470 (b) Within 10 business days after an exceptional student is
471 placed in a private residential care facility by an agency, the
472 agency or private residential care facility licensed by the
473 agency, as appropriate, shall provide written notification of
474 the placement to the school district where the student is
475 currently counted for funding purposes under s. 1011.62 and the
476 receiving school district. The exceptional student shall be
477 enrolled in school and receive a free and appropriate public
478 education, special education, and related services while the
479 notice and procedures regarding payment are pending. This
480 paragraph applies when the placement is for the primary purpose
481 of addressing residential or other noneducational needs and the
482 placement crosses school district lines.
483 (c) Within 10 business days after receiving the
484 notification, the receiving school district must review the
485 student’s individual educational plan (IEP) to determine if the
486 student’s IEP can be implemented by the receiving school
487 district or by a provider or facility under contract with the
488 receiving school district. The receiving school district shall:
489 1. Provide educational instruction to the student;
490 2. Contract with another provider or facility to provide
491 the educational instruction; or
492 3. Contract with the private residential care facility in
493 which the student resides to provide the educational
494 instruction; or
495 4. Decline to provide or contract for educational
496 instruction.
497
498 If the receiving school district declines to provide or contract
499 for the educational instruction, the school district in which
500 the legal residence of the student is located shall provide or
501 contract for the educational instruction to the student. The
502 receiving school district providing that provides educational
503 instruction or contracting contracts to provide educational
504 instruction shall report the student for funding purposes
505 pursuant to s. 1011.62.
506 (d)1. The Department of Education, in consultation with the
507 agencies and school districts, shall develop procedures for
508 written notification to school districts regarding the placement
509 of an exceptional student in a residential care facility. The
510 procedures must:
511 a. Provide for written notification of a placement that
512 crosses school district lines; and
513 b. Identify the entity responsible for the notification for
514 each facility that is operated, licensed, or regulated by an
515 agency.
516 2. The State Board of Education shall adopt the procedures
517 by rule pursuant to ss. 120.536(1) and 120.54, and the agencies
518 shall implement the procedures.
519
520 The requirements of paragraphs (c) and (d) do not apply to
521 written agreements among school districts which specify each
522 school district’s responsibility for providing and paying for
523 educational services to an exceptional student in a residential
524 care facility. However, each agreement must require a school
525 district to review the student’s IEP within 10 business days
526 after receiving the notification required under paragraph (b).
527 Section 14. Paragraph (a) of subsection (3) of section
528 1006.40, Florida Statutes, is amended to read:
529 1006.40 Use of instructional materials allocation;
530 instructional materials, library books, and reference books;
531 repair of books.—
532 (3)(a) Except for a school district or a consortium of
533 school districts that implements an instructional materials
534 program pursuant to s. 1006.283 Beginning with the 2015-2016
535 fiscal year, each district school board shall use at least 50
536 percent of the annual allocation only for the purchase of
537 digital or electronic instructional materials that align with
538 state standards and are included on the state-adopted list,
539 except as otherwise authorized in paragraphs (b) and (c).
540 Section 15. Subsection (5), paragraph (j) of subsection
541 (6), and paragraph (a) of subsection (8) of section 1007.35,
542 Florida Statutes, are amended to read:
543 1007.35 Florida Partnership for Minority and
544 Underrepresented Student Achievement.—
545 (5) Each public high school, including, but not limited to,
546 schools and alternative sites and centers of the Department of
547 Juvenile Justice, shall provide for the administration of the
548 Preliminary SAT/National Merit Scholarship Qualifying Test
549 (PSAT/NMSQT), or the PreACT ACT Aspire to all enrolled 10th
550 grade students. However, a written notice shall be provided to
551 each parent which must that shall include the opportunity to
552 exempt his or her child from taking the PSAT/NMSQT or the PreACT
553 ACT Aspire.
554 (a) Test results will provide each high school with a
555 database of student assessment data which certified school
556 counselors will use to identify students who are prepared or who
557 need additional work to be prepared to enroll and be successful
558 in AP courses or other advanced high school courses.
559 (b) Funding for the PSAT/NMSQT or the PreACT ACT Aspire for
560 all 10th grade students shall be contingent upon annual funding
561 in the General Appropriations Act.
562 (c) Public school districts must choose either the
563 PSAT/NMSQT or the PreACT ACT Aspire for districtwide
564 administration.
565 (6) The partnership shall:
566 (j) Provide information to students, parents, teachers,
567 counselors, administrators, districts, Florida College System
568 institutions, and state universities regarding PSAT/NMSQT or the
569 PreACT ACT Aspire administration, including, but not limited to:
570 1. Test administration dates and times.
571 2. That participation in the PSAT/NMSQT or the PreACT ACT
572 Aspire is open to all 10th grade students.
573 3. The value of such tests in providing diagnostic feedback
574 on student skills.
575 4. The value of student scores in predicting the
576 probability of success on AP or other advanced course
577 examinations.
578 (8)(a) By September 30 of each year, the partnership shall
579 submit to the department a report that contains an evaluation of
580 the effectiveness of the delivered services and activities.
581 Activities and services must be evaluated on their effectiveness
582 at raising student achievement and increasing the number of AP
583 or other advanced course examinations in low-performing middle
584 and high schools. Other indicators that must be addressed in the
585 evaluation report include the number of middle and high school
586 teachers trained; the effectiveness of the training; measures of
587 postsecondary readiness of the students affected by the program;
588 levels of participation in 10th grade PSAT/NMSQT or the PreACT
589 ACT Aspire testing; and measures of student, parent, and teacher
590 awareness of and satisfaction with the services of the
591 partnership.
592 Section 16. Paragraphs (a), (b), and (d) of subsection (3)
593 and paragraphs (a) and (b) of subsection (7), of section
594 1008.22, Florida Statutes, are amended, present paragraphs (c)
595 through (g) of subsection (7) of that section are redesignated
596 as paragraphs (d) through (h), respectively, a new paragraph (c)
597 and paragraph (i) is added to that subsection, present
598 subsections (8) through (12) of that section are redesignated as
599 subsections (9) through (13), respectively, a new subsection (8)
600 is added to that section, and paragraph (e) of present
601 subsection (11) of that section is amended, to read:
602 1008.22 Student assessment program for public schools.—
603 (3) STATEWIDE, STANDARDIZED ASSESSMENT PROGRAM.—The
604 Commissioner of Education shall design and implement a
605 statewide, standardized assessment program aligned to the core
606 curricular content established in the Next Generation Sunshine
607 State Standards. The commissioner also must develop or select
608 and implement a common battery of assessment tools that will be
609 used in all juvenile justice education programs in the state.
610 These tools must accurately measure the core curricular content
611 established in the Next Generation Sunshine State Standards.
612 Participation in the assessment program is mandatory for all
613 school districts and all students attending public schools,
614 including adult students seeking a standard high school diploma
615 under s. 1003.4282 and students in Department of Juvenile
616 Justice education programs, except as otherwise provided by law.
617 If a student does not participate in the assessment program, the
618 school district must notify the student’s parent and provide the
619 parent with information regarding the implications of such
620 nonparticipation. The statewide, standardized assessment program
621 shall be designed and implemented as follows:
622 (a) Statewide, standardized comprehensive assessments.—The
623 statewide, standardized Reading assessment shall be administered
624 annually in grades 3 through 10. The statewide, standardized
625 Writing assessment shall be administered annually at least once
626 at the elementary, middle, and high school levels. When the
627 Reading and Writing assessments are replaced by English Language
628 Arts (ELA) assessments, ELA assessments shall be administered to
629 students in grades 3 through 10. Retake opportunities for the
630 grade 10 Reading assessment or, upon implementation, the grade
631 10 ELA assessment must be provided. Students taking the ELA
632 assessments shall not take the statewide, standardized
633 assessments in Reading or Writing. ELA assessments shall be
634 administered online. The statewide, standardized Mathematics
635 assessments shall be administered annually in grades 3 through
636 8. Students taking a revised Mathematics assessment shall not
637 take the discontinued assessment. The statewide, standardized
638 Science assessment shall be administered annually at least once
639 at the elementary and middle grades levels. In order to earn a
640 standard high school diploma, a student who has not earned a
641 passing score on the grade 10 Reading assessment or, upon
642 implementation, the grade 10 ELA assessment must earn a passing
643 score on the assessment retake or earn a concordant score as
644 authorized under subsection (9) (8).
645 (b) End-of-course (EOC) assessments.—EOC assessments must
646 be statewide, standardized, and developed or approved by the
647 Department of Education as follows:
648 1. EOC assessments for Algebra I, Geometry, Algebra II,
649 Biology I, and United States History, and Civics shall be
650 administered to students enrolled in such courses as specified
651 in the course code directory.
652 2. Students enrolled in a course, as specified in the
653 course code directory, with an associated statewide,
654 standardized EOC assessment must take the EOC assessment for
655 such course and may not take the corresponding subject or grade
656 level statewide, standardized assessment pursuant to paragraph
657 (a). Sections 1003.4156 and 1003.4282 govern the use of
658 statewide, standardized EOC assessment results for students.
659 3. The commissioner may select one or more nationally
660 developed comprehensive examinations, which may include
661 examinations for a College Board Advanced Placement course,
662 International Baccalaureate course, or Advanced International
663 Certificate of Education course, or industry-approved
664 examinations to earn national industry certifications identified
665 in the CAPE Industry Certification Funding List, for use as EOC
666 assessments under this paragraph if the commissioner determines
667 that the content knowledge and skills assessed by the
668 examinations meet or exceed the grade-level expectations for the
669 core curricular content established for the course in the Next
670 Generation Sunshine State Standards. Use of any such examination
671 as an EOC assessment must be approved by the state board in
672 rule.
673 4. Contingent upon funding provided in the General
674 Appropriations Act, including the appropriation of funds
675 received through federal grants, the commissioner may establish
676 an implementation schedule for the development and
677 administration of additional statewide, standardized EOC
678 assessments that must be approved by the state board in rule. If
679 approved by the state board, student performance on such
680 assessments constitutes 30 percent of a student’s final course
681 grade.
682 5. All statewide, standardized EOC assessments must be
683 administered online except as otherwise provided in paragraph
684 (c).
685 (d) Implementation schedule.—
686 1. The Commissioner of Education shall establish and
687 publish on the department’s website an implementation schedule
688 to transition from the statewide, standardized Reading and
689 Writing assessments to the ELA assessments and to the revised
690 Mathematics assessments, including the Algebra I and Geometry
691 EOC assessments. The schedule must take into consideration
692 funding, sufficient field and baseline data, access to
693 assessments, instructional alignment, and school district
694 readiness to administer the assessments online. All such
695 assessments must be delivered through computer-based testing,
696 however, the following assessments must be delivered in a
697 computer-based format, as follows: the grade 3 ELA assessment,
698 beginning in the 2017-2018 school year; the grade 3 Mathematics
699 assessment beginning in the 2016-2017 school year; the grade 4
700 ELA assessment, beginning in the 2015-2016 school year; and the
701 grade 4 Mathematics assessment, beginning in the 2016-2017
702 school year. Beginning with the 2018-2019 school year,
703 statewide, standardized ELA and mathematics assessments for
704 grades 3 through 5 must be delivered in a paper-based format
705 only, subject to appropriation.
706 2. The Department of Education shall publish minimum and
707 recommended technology requirements that include specifications
708 for hardware, software, networking, security, and broadband
709 capacity to facilitate school district compliance with the
710 requirement that assessments be administered online.
711 (7) ASSESSMENT SCHEDULES AND REPORTING OF RESULTS.—
712 (a) The Commissioner of Education shall establish schedules
713 for the administration of statewide, standardized assessments
714 and the reporting of student assessment results. The
715 commissioner shall consider the observance of religious and
716 school holidays when developing the schedules. The assessment
717 and reporting schedules must provide the earliest possible
718 reporting of student assessment results to the school districts,
719 consistent with the requirements of paragraph (3)(g). Assessment
720 results for the statewide, standardized ELA and mathematics
721 assessments and all statewide, standardized EOC assessments must
722 be made available no later than the week of June 30 8, except
723 for results for the grade 3 statewide, standardized ELA
724 assessment, which must be made available no later than May 31 of
725 assessments administered in the 2014-2015 school year. School
726 districts shall administer statewide, standardized assessments
727 in accordance with the schedule established by the commissioner.
728 (b) By January August of each year, beginning in 2018 2016,
729 the commissioner shall publish on the department’s website a
730 uniform calendar that includes the assessment and reporting
731 schedules for, at a minimum, the next 2 school years. The
732 uniform calendar must be provided to school districts in an
733 electronic format that allows each school district and public
734 school to populate the calendar with, at minimum, the following
735 information for reporting the district assessment schedules
736 under paragraph (e) (c):
737 1. Whether the assessment is a district-required assessment
738 or a state-required assessment.
739 2. The specific date or dates that each assessment will be
740 administered.
741 3. The time allotted to administer each assessment.
742 4. Whether the assessment is a computer-based assessment or
743 a paper-based assessment.
744 5. The grade level or subject area associated with the
745 assessment.
746 6. The date that the assessment results are expected to be
747 available to teachers and parents.
748 7. The type of assessment, the purpose of the assessment,
749 and the use of the assessment results.
750 8. A glossary of assessment terminology.
751 9. Estimates of average time for administering state
752 required and district-required assessments, by grade level.
753 (c) Beginning with the 2018-2019 school year, the spring
754 administration of the statewide, standardized assessments in
755 paragraphs (3)(a) and (b), excluding assessment retakes, must be
756 in accordance with the following schedule:
757 1. The grade 3 statewide, standardized ELA assessment and
758 the writing portion of the statewide, standardized ELA
759 assessment for grades 4 through 10 must be administered no
760 earlier than April 1 each year within an assessment window not
761 to exceed 2 weeks.
762 2. With the exception of assessments identified in
763 subparagraph 1., any statewide, standardized assessment that is
764 delivered in a paper-based format must be administered no
765 earlier than May 1 each year within an assessment window not to
766 exceed 2 weeks.
767 3. With the exception of assessments identified in
768 subparagraphs 1. and 2., any statewide, standardized assessment
769 must be administered within a 4-week assessment window that
770 opens no earlier than May 1 each year.
771
772 Each school district shall administer the assessments identified
773 under subparagraphs 2. and 3. no earlier than 4 weeks before the
774 last day of school for the district.
775 (i) The results of statewide, standardized ELA and
776 mathematics assessments, including assessment retakes, shall be
777 reported in an easy-to-read and understandable format and
778 delivered in time to provide useful, actionable information to
779 students, parents, and each student’s current teacher of record
780 and teacher of record for the subsequent school year; however,
781 in any case, the district shall provide the results pursuant to
782 this paragraph within 1 week after receiving the results from
783 the department. A report of student assessment results must, at
784 a minimum, contain:
785 1. A clear explanation of the student’s performance on the
786 applicable statewide, standardized assessments.
787 2. Information identifying the student’s areas of strength
788 and areas in need of improvement.
789 3. Specific actions that may be taken, and the available
790 resources that may be used, by the student’s parent to assist
791 his or her child based on the student’s areas of strength and
792 areas in need of improvement.
793 4. Longitudinal information, if available, on the student’s
794 progress in each subject area based on previous statewide,
795 standardized assessment data.
796 5. Comparative information showing the student’s score
797 compared to other students in the school district, in the state,
798 or, if available, in other states.
799 6. Predictive information, if available, showing the
800 linkage between the scores attained by the student on the
801 statewide, standardized assessments and the scores he or she may
802 potentially attain on nationally recognized college entrance
803 examinations.
804 (8) PUBLICATION OF ASSESSMENTS.—To promote transparency in
805 the statewide assessment program, the Department of Education,
806 subject to appropriation, shall publish assessments on its
807 website in accordance with this subsection.
808 (a) Beginning with the 2019-2020 school year, and every 3
809 years thereafter, the department shall publish each assessment
810 administered under paragraph (3)(a) and subparagraph (3)(b)1.,
811 excluding assessment retakes at least once pursuant to a
812 schedule determined by the Commissioner of Education. Each
813 assessment, when published, must have been administered during
814 the most recent school year.
815 (b) The initial publication of assessments must occur no
816 later than June 30, 2020, and must include, at a minimum, the
817 grade 3 ELA and mathematics assessments, the grade 10 ELA
818 assessment, and the Algebra I EOC assessment.
819 (c) The department must provide materials on its website to
820 help the public interpret assessment information published
821 pursuant to this subsection.
822 (12)(11) REPORTS.—The Department of Education shall
823 annually provide a report to the Governor, the President of the
824 Senate, and the Speaker of the House of Representatives which
825 shall include the following:
826 (e) The number of students who after 8th grade enroll in
827 adult education rather than other secondary education, which is
828 defined as grades 9 through 12.
829 Section 17. Subsections (1) and (4) of section 1009.60,
830 Florida Statutes, are amended to read:
831 1009.60 Minority teacher education scholars program.—There
832 is created the minority teacher education scholars program,
833 which is a collaborative performance-based scholarship program
834 for African-American, Hispanic-American, Asian-American, and
835 Native American students. The participants in the program
836 include Florida’s Florida College System institutions and its
837 public and private universities that have teacher education
838 programs.
839 (1) The minority teacher education scholars program shall
840 provide an annual scholarship in an amount that shall be
841 prorated based on available appropriations and may not exceed
842 $4,000 for each approved minority teacher education scholar who
843 is enrolled in one of Florida’s public or private colleges or
844 universities, in the junior year and is admitted into a teacher
845 education program, and has not earned more than 18 credit hours
846 of upper-division-level courses in education.
847 (4) A student may receive a scholarship from the program
848 for 3 consecutive years if the student remains enrolled full
849 time in the program and makes satisfactory progress toward a
850 baccalaureate degree with a major in education or a graduate
851 degree with a major in education, leading to initial
852 certification.
853 Section 18. Paragraph (a) of subsection (2) of section
854 1009.605, Florida Statutes, is amended to read:
855 1009.605 Florida Fund for Minority Teachers, Inc.—
856 (2)(a) The corporation shall submit an annual budget
857 projection to the Department of Education to be included in the
858 annual legislative budget request. The projection must be based
859 on the cost to award up to 350 scholarships to new scholars in
860 the junior year and up to 350 renewal scholarships to the 350
861 rising seniors.
862 Section 19. Paragraph (i) and paragraphs (l) through (o) of
863 subsection (1) of section 1011.62, Florida Statutes, are amended
864 to read:
865 1011.62 Funds for operation of schools.—If the annual
866 allocation from the Florida Education Finance Program to each
867 district for operation of schools is not determined in the
868 annual appropriations act or the substantive bill implementing
869 the annual appropriations act, it shall be determined as
870 follows:
871 (1) COMPUTATION OF THE BASIC AMOUNT TO BE INCLUDED FOR
872 OPERATION.—The following procedure shall be followed in
873 determining the annual allocation to each district for
874 operation:
875 (i) Calculation of full-time equivalent membership with
876 respect to dual enrollment instruction.—Students enrolled in
877 dual enrollment instruction pursuant to s. 1007.271 may be
878 included in calculations of full-time equivalent student
879 memberships for basic programs for grades 9 through 12 by a
880 district school board. Instructional time for dual enrollment
881 may vary from 900 hours; however, the full-time equivalent
882 student membership value shall be subject to the provisions in
883 s. 1011.61(4). Dual enrollment full-time equivalent student
884 membership shall be calculated in an amount equal to the hours
885 of instruction that would be necessary to earn the full-time
886 equivalent student membership for an equivalent course if it
887 were taught in the school district. Students in dual enrollment
888 courses may also be calculated as the proportional shares of
889 full-time equivalent enrollments they generate for a Florida
890 College System institution or university conducting the dual
891 enrollment instruction. Early admission students shall be
892 considered dual enrollments for funding purposes. Students may
893 be enrolled in dual enrollment instruction provided by an
894 eligible independent college or university and may be included
895 in calculations of full-time equivalent student memberships for
896 basic programs for grades 9 through 12 by a district school
897 board. However, those provisions of law which exempt dual
898 enrolled and early admission students from payment of
899 instructional materials and tuition and fees, including
900 laboratory fees, shall not apply to students who select the
901 option of enrolling in an eligible independent institution. An
902 independent college or university, which is located and
903 chartered in Florida, is not for profit, is accredited by a
904 regional or national accrediting agency recognized by the United
905 States Department of Education the Commission on Colleges of the
906 Southern Association of Colleges and Schools or the Accrediting
907 Council for Independent Colleges and Schools, and confers
908 degrees as defined in s. 1005.02 shall be eligible for inclusion
909 in the dual enrollment or early admission program. Students
910 enrolled in dual enrollment instruction shall be exempt from the
911 payment of tuition and fees, including laboratory fees. No
912 student enrolled in college credit mathematics or English dual
913 enrollment instruction shall be funded as a dual enrollment
914 unless the student has successfully completed the relevant
915 section of the entry-level examination required pursuant to s.
916 1008.30.
917 (l) Calculation of additional full-time equivalent
918 membership based on International Baccalaureate examination
919 scores of students.—A value of 0.16 full-time equivalent student
920 membership shall be calculated for each student enrolled in an
921 International Baccalaureate course who receives a score of 4 or
922 higher on a subject examination. A value of 0.3 full-time
923 equivalent student membership shall be calculated for each
924 student who receives an International Baccalaureate diploma.
925 Such value shall be added to the total full-time equivalent
926 student membership in basic programs for grades 9 through 12 in
927 the subsequent fiscal year. Each school district shall allocate
928 80 percent of the funds received from International
929 Baccalaureate bonus FTE funding to the school program whose
930 students generate the funds and to school programs that prepare
931 prospective students to enroll in International Baccalaureate
932 courses. Funds shall be expended solely for the payment of
933 allowable costs associated with the International Baccalaureate
934 program. Allowable costs include International Baccalaureate
935 annual school fees; International Baccalaureate examination
936 fees; salary, benefits, and bonuses for teachers and program
937 coordinators for the International Baccalaureate program and
938 teachers and coordinators who prepare prospective students for
939 the International Baccalaureate program; supplemental books;
940 instructional supplies; instructional equipment or instructional
941 materials for International Baccalaureate courses; other
942 activities that identify prospective International Baccalaureate
943 students or prepare prospective students to enroll in
944 International Baccalaureate courses; and training or
945 professional development for International Baccalaureate
946 teachers. School districts shall allocate the remaining 20
947 percent of the funds received from International Baccalaureate
948 bonus FTE funding for programs that assist academically
949 disadvantaged students to prepare for more rigorous courses. The
950 school district shall distribute to each classroom teacher who
951 provided International Baccalaureate instruction:
952 1. A bonus in the amount of $50 for each student taught by
953 the International Baccalaureate teacher in each International
954 Baccalaureate course who receives a score of 4 or higher on the
955 International Baccalaureate examination.
956 2. An additional bonus of $500 to each International
957 Baccalaureate teacher in a school designated with a grade of “D”
958 or “F” who has at least one student scoring 4 or higher on the
959 International Baccalaureate examination, regardless of the
960 number of classes taught or of the number of students scoring a
961 4 or higher on the International Baccalaureate examination.
962
963 Bonuses awarded to a teacher according to this paragraph may not
964 exceed $2,000 in any given school year. However, the maximum
965 bonus shall be $3,000 if at least 50 percent of the students
966 enrolled in a teacher’s course earn a score of 4 or higher on
967 the examination in a school designated with a grade of “A,” “B,”
968 or “C”; or if at least 25 percent of the students enrolled in a
969 teacher’s course earn a score of 4 or higher on the examination
970 in a school designated with a grade of “D” or “F.” Bonuses
971 awarded under this paragraph shall be in addition to any regular
972 wage or other bonus the teacher received or is scheduled to
973 receive. For such courses, the teacher shall earn an additional
974 bonus of $50 for each student who has a qualifying score up to
975 the maximum of $3,000 in any given school year.
976 (m) Calculation of additional full-time equivalent
977 membership based on Advanced International Certificate of
978 Education examination scores of students.—A value of 0.16 full
979 time equivalent student membership shall be calculated for each
980 student enrolled in a full-credit Advanced International
981 Certificate of Education course who receives a score of E or
982 higher on a subject examination. A value of 0.08 full-time
983 equivalent student membership shall be calculated for each
984 student enrolled in a half-credit Advanced International
985 Certificate of Education course who receives a score of E or
986 higher on a subject examination. A value of 0.3 full-time
987 equivalent student membership shall be calculated for each
988 student who receives an Advanced International Certificate of
989 Education diploma. Such value shall be added to the total full
990 time equivalent student membership in basic programs for grades
991 9 through 12 in the subsequent fiscal year. Each school district
992 shall allocate at least 80 percent of the funds received from
993 the Advanced International Certificate of Education bonus FTE
994 funding, in accordance with this paragraph, to the school
995 program that generated the funds. The school district shall
996 distribute to each classroom teacher who provided Advanced
997 International Certificate of Education instruction:
998 1. A bonus in the amount of $50 for each student taught by
999 the Advanced International Certificate of Education teacher in
1000 each full-credit Advanced International Certificate of Education
1001 course who receives a score of E or higher on the Advanced
1002 International Certificate of Education examination. A bonus in
1003 the amount of $25 for each student taught by the Advanced
1004 International Certificate of Education teacher in each half
1005 credit Advanced International Certificate of Education course
1006 who receives a score of E or higher on the Advanced
1007 International Certificate of Education examination.
1008 2. An additional bonus of $500 to each Advanced
1009 International Certificate of Education teacher in a school
1010 designated with a grade of “D” or “F” who has at least one
1011 student scoring E or higher on the full-credit Advanced
1012 International Certificate of Education examination, regardless
1013 of the number of classes taught or of the number of students
1014 scoring an E or higher on the full-credit Advanced International
1015 Certificate of Education examination.
1016 3. Additional bonuses of $250 each to teachers of half
1017 credit Advanced International Certificate of Education classes
1018 in a school designated with a grade of “D” or “F” which has at
1019 least one student scoring an E or higher on the half-credit
1020 Advanced International Certificate of Education examination in
1021 that class. The maximum additional bonus for a teacher awarded
1022 in accordance with this subparagraph shall not exceed $500 in
1023 any given school year. Teachers receiving an award under
1024 subparagraph 2. are not eligible for a bonus under this
1025 subparagraph.
1026
1027 Bonuses awarded to a teacher according to this paragraph shall
1028 not exceed $2,000 in any given school year and shall be in
1029 addition to any regular wage or other bonus the teacher received
1030 or is scheduled to receive.
1031 (n) Calculation of additional full-time equivalent
1032 membership based on college board advanced placement scores of
1033 students.—A value of 0.16 full-time equivalent student
1034 membership shall be calculated for each student in each advanced
1035 placement course who receives a score of 3 or higher on the
1036 College Board Advanced Placement Examination for the prior year
1037 and added to the total full-time equivalent student membership
1038 in basic programs for grades 9 through 12 in the subsequent
1039 fiscal year. Each district must allocate at least 80 percent of
1040 the funds provided to the district for advanced placement
1041 instruction, in accordance with this paragraph, to the high
1042 school that generates the funds. The school district shall
1043 distribute to each classroom teacher who provided advanced
1044 placement instruction:
1045 1. A bonus in the amount of $50 for each student taught by
1046 the Advanced Placement teacher in each advanced placement course
1047 who receives a score of 3 or higher on the College Board
1048 Advanced Placement Examination.
1049 2. An additional bonus of $500 to each Advanced Placement
1050 teacher in a school designated with a grade of “D” or “F” who
1051 has at least one student scoring 3 or higher on the College
1052 Board Advanced Placement Examination, regardless of the number
1053 of classes taught or of the number of students scoring a 3 or
1054 higher on the College Board Advanced Placement Examination.
1055
1056 Bonuses awarded to a teacher according to this paragraph shall
1057 not exceed $2,000 in any given school year. However, the maximum
1058 bonus shall be $3,000 if at least 50 percent of the students
1059 enrolled in a teacher’s course earn a score of 3 or higher on
1060 the examination in a school with a grade of “A,” “B,” or “C” or
1061 if at least 25 percent of the students enrolled in a teacher’s
1062 course earn a score of 3 or higher on the examination in a
1063 school with a grade of “D” or “F.” Bonuses awarded under this
1064 paragraph shall be in addition to any regular wage or other
1065 bonus the teacher received or is scheduled to receive. For such
1066 courses, the teacher shall earn an additional bonus of $50 for
1067 each student who has a qualifying score up to the maximum of
1068 $3,000 in any given school year.
1069 (o) Calculation of additional full-time equivalent
1070 membership based on successful completion of a career-themed
1071 course pursuant to ss. 1003.491, 1003.492, and 1003.493, or
1072 courses with embedded CAPE industry certifications or CAPE
1073 Digital Tool certificates, and issuance of industry
1074 certification identified on the CAPE Industry Certification
1075 Funding List pursuant to rules adopted by the State Board of
1076 Education or CAPE Digital Tool certificates pursuant to s.
1077 1003.4203.—
1078 1.a. A value of 0.025 full-time equivalent student
1079 membership shall be calculated for CAPE Digital Tool
1080 certificates earned by students in elementary and middle school
1081 grades.
1082 b. A value of 0.1 or 0.2 full-time equivalent student
1083 membership shall be calculated for each student who completes a
1084 course as defined in s. 1003.493(1)(b) or courses with embedded
1085 CAPE industry certifications and who is issued an industry
1086 certification identified annually on the CAPE Industry
1087 Certification Funding List approved under rules adopted by the
1088 State Board of Education. A value of 0.2 full-time equivalent
1089 membership shall be calculated for each student who is issued a
1090 CAPE industry certification that has a statewide articulation
1091 agreement for college credit approved by the State Board of
1092 Education. For CAPE industry certifications that do not
1093 articulate for college credit, the Department of Education shall
1094 assign a full-time equivalent value of 0.1 for each
1095 certification. Middle grades students who earn additional FTE
1096 membership for a CAPE Digital Tool certificate pursuant to sub
1097 subparagraph a. may not use the previously funded examination to
1098 satisfy the requirements for earning an industry certification
1099 under this sub-subparagraph. Additional FTE membership for an
1100 elementary or middle grades student may not exceed 0.1 for
1101 certificates or certifications earned within the same fiscal
1102 year. The State Board of Education shall include the assigned
1103 values on the CAPE Industry Certification Funding List under
1104 rules adopted by the state board. Such value shall be added to
1105 the total full-time equivalent student membership for grades 6
1106 through 12 in the subsequent year. CAPE industry certifications
1107 earned through dual enrollment must be reported and funded
1108 pursuant to s. 1011.80. However, if a student earns a
1109 certification through a dual enrollment course and the
1110 certification is not a fundable certification on the
1111 postsecondary certification funding list, or the dual enrollment
1112 certification is earned as a result of an agreement between a
1113 school district and a nonpublic postsecondary institution, the
1114 bonus value shall be funded in the same manner as other nondual
1115 enrollment course industry certifications. In such cases, the
1116 school district may provide for an agreement between the high
1117 school and the technical center, or the school district and the
1118 postsecondary institution may enter into an agreement for
1119 equitable distribution of the bonus funds.
1120 c. A value of 0.3 full-time equivalent student membership
1121 shall be calculated for student completion of the courses and
1122 the embedded certifications identified on the CAPE Industry
1123 Certification Funding List and approved by the commissioner
1124 pursuant to ss. 1003.4203(5)(a) and 1008.44.
1125 d. A value of 0.5 full-time equivalent student membership
1126 shall be calculated for CAPE Acceleration Industry
1127 Certifications that articulate for 15 to 29 college credit
1128 hours, and 1.0 full-time equivalent student membership shall be
1129 calculated for CAPE Acceleration Industry Certifications that
1130 articulate for 30 or more college credit hours pursuant to CAPE
1131 Acceleration Industry Certifications approved by the
1132 commissioner pursuant to ss. 1003.4203(5)(b) and 1008.44.
1133 2. Each district must allocate at least 80 percent of the
1134 funds provided for CAPE industry certification, in accordance
1135 with this paragraph, to the program that generated the funds.
1136 This allocation may not be used to supplant funds provided for
1137 basic operation of the program.
1138 3. For CAPE industry certifications earned in the 2013-2014
1139 school year and in subsequent years, the school district shall
1140 distribute to each classroom teacher who provided direct
1141 instruction toward the attainment of a CAPE industry
1142 certification that qualified for additional full-time equivalent
1143 membership under subparagraph 1.:
1144 a. A bonus of $25 for each student taught by a teacher who
1145 provided instruction in a course that led to the attainment of a
1146 CAPE industry certification on the CAPE Industry Certification
1147 Funding List with a weight of 0.1.
1148 b. A bonus of $50 for each student taught by a teacher who
1149 provided instruction in a course that led to the attainment of a
1150 CAPE industry certification on the CAPE Industry Certification
1151 Funding List with a weight of 0.2.
1152 c. A bonus of $75 for each student taught by a teacher who
1153 provided instruction in a course that led to the attainment of a
1154 CAPE industry certification on the CAPE Industry Certification
1155 Funding List with a weight of 0.3.
1156 d. A bonus of $100 for each student taught by a teacher who
1157 provided instruction in a course that led to the attainment of a
1158 CAPE industry certification on the CAPE Industry Certification
1159 Funding List with a weight of 0.5 or 1.0.
1160
1161 Bonuses awarded pursuant to this paragraph shall be provided to
1162 teachers who are employed by the district in the year in which
1163 the additional FTE membership calculation is included in the
1164 calculation. Bonuses shall be calculated based upon the
1165 associated weight of a CAPE industry certification on the CAPE
1166 Industry Certification Funding List for the year in which the
1167 certification is earned by the student. Any bonus awarded to a
1168 teacher under this paragraph may not exceed $3,000 in any given
1169 school year and is in addition to any regular wage or other
1170 bonus the teacher received or is scheduled to receive.
1171 Section 20. Paragraph (k) is added to subsection (2) of
1172 section 1011.71, Florida Statutes, to read:
1173 1011.71 District school tax.—
1174 (2) In addition to the maximum millage levy as provided in
1175 subsection (1), each school board may levy not more than 1.5
1176 mills against the taxable value for school purposes for district
1177 schools, including charter schools at the discretion of the
1178 school board, to fund:
1179 (k) Payout of sick leave and annual leave accrued as of
1180 June 30, 2017, by individuals who are no longer employed by a
1181 school district that transfers to a charter school operator all
1182 day-to-day classroom instruction responsibility for all full
1183 time equivalent students funded under s. 1011.62. This paragraph
1184 expires July 1, 2018.
1185 Section 21. Paragraph (c) of subsection (1), paragraph (a)
1186 of subsection (3), and subsections (7), (8), and (9) of section
1187 1012.34, Florida Statutes, are amended to read:
1188 1012.34 Personnel evaluation procedures and criteria.—
1189 (1) EVALUATION SYSTEM APPROVAL AND REPORTING.—
1190 (c) Annually, by February 1, the Commissioner of Education
1191 shall publish on the department’s website the status of each
1192 school district’s instructional personnel and school
1193 administrator evaluation systems. This information must include:
1194 1. performance evaluation results for the prior school year
1195 for instructional personnel and school administrators using the
1196 four levels of performance specified in paragraph (2)(e). The
1197 performance evaluation results for instructional personnel shall
1198 be disaggregated by classroom teachers, as defined in s.
1199 1012.01(2)(a), excluding substitute teachers, and all other
1200 instructional personnel, as defined in s. 1012.01(2)(b)-(d).
1201 2. An analysis that compares performance evaluation results
1202 calculated by each school district to indicators of performance
1203 calculated by the department using the standards for performance
1204 levels adopted by the state board under subsection (8).
1205 3. Data reported under s. 1012.341.
1206 (3) EVALUATION PROCEDURES AND CRITERIA.—Instructional
1207 personnel and school administrator performance evaluations must
1208 be based upon the performance of students assigned to their
1209 classrooms or schools, as provided in this section. Pursuant to
1210 this section, a school district’s performance evaluation system
1211 is not limited to basing unsatisfactory performance of
1212 instructional personnel and school administrators solely upon
1213 student performance, but may include other criteria to evaluate
1214 instructional personnel and school administrators’ performance,
1215 or any combination of student performance and other criteria.
1216 Evaluation procedures and criteria must comply with, but are not
1217 limited to, the following:
1218 (a) A performance evaluation must be conducted for each
1219 employee at least once a year, except that a classroom teacher,
1220 as defined in s. 1012.01(2)(a), excluding substitute teachers,
1221 who is newly hired by the district school board must be observed
1222 and evaluated at least twice in the first year of teaching in
1223 the school district. The performance evaluation must be based
1224 upon sound educational principles and contemporary research in
1225 effective educational practices. The evaluation criteria must
1226 include:
1227 1. Performance of students.—At least one-third of a
1228 performance evaluation must be based upon data and indicators of
1229 student performance, as determined by each school district in
1230 accordance with subsection (7). This portion of the evaluation
1231 must include growth or achievement data of the teacher’s
1232 students or, for a school administrator, the students attending
1233 the school over the course of at least 3 years. If less than 3
1234 years of data are available, the years for which data are
1235 available must be used. The proportion of growth or achievement
1236 data may be determined by instructional assignment.
1237 2. Instructional practice.—For instructional personnel, at
1238 least one-third of the performance evaluation must be based upon
1239 instructional practice. Evaluation criteria used when annually
1240 observing classroom teachers, as defined in s. 1012.01(2)(a),
1241 excluding substitute teachers, must include indicators based
1242 upon each of the Florida Educator Accomplished Practices adopted
1243 by the State Board of Education. For instructional personnel who
1244 are not classroom teachers, evaluation criteria must be based
1245 upon indicators of the Florida Educator Accomplished Practices
1246 and may include specific job expectations related to student
1247 support.
1248 3. Instructional leadership.—For school administrators, at
1249 least one-third of the performance evaluation must be based on
1250 instructional leadership. Evaluation criteria for instructional
1251 leadership must include indicators based upon each of the
1252 leadership standards adopted by the State Board of Education
1253 under s. 1012.986, including performance measures related to the
1254 effectiveness of classroom teachers in the school, the
1255 administrator’s appropriate use of evaluation criteria and
1256 procedures, recruitment and retention of effective and highly
1257 effective classroom teachers, improvement in the percentage of
1258 instructional personnel evaluated at the highly effective or
1259 effective level, and other leadership practices that result in
1260 student learning growth. The system may include a means to give
1261 parents and instructional personnel an opportunity to provide
1262 input into the administrator’s performance evaluation.
1263 4. Other indicators of performance.—For instructional
1264 personnel and school administrators, the remainder of a
1265 performance evaluation may include, but is not limited to,
1266 professional and job responsibilities as recommended by the
1267 State Board of Education or identified by the district school
1268 board and, for instructional personnel, peer reviews,
1269 objectively reliable survey information from students and
1270 parents based on teaching practices that are consistently
1271 associated with higher student achievement, and other valid and
1272 reliable measures of instructional practice.
1273 (7) MEASUREMENT OF STUDENT PERFORMANCE.—
1274 (a) The Commissioner of Education may develop shall approve
1275 a formula to measure individual student learning growth on the
1276 statewide, standardized assessments in English Language Arts and
1277 mathematics administered under s. 1008.22. The formula must take
1278 into consideration each student’s prior academic performance.
1279 The formula must not set different expectations for student
1280 learning growth based upon a student’s gender, race, ethnicity,
1281 or socioeconomic status. In the development of the formula, the
1282 commissioner shall consider other factors such as a student’s
1283 attendance record, disability status, or status as an English
1284 language learner. The commissioner may select additional
1285 formulas to measure student performance as appropriate for the
1286 remainder of the statewide, standardized assessments included
1287 under s. 1008.22 and continue to select formulas as new
1288 assessments are implemented in the state system. After the
1289 commissioner approves the formula to measure individual student
1290 learning growth, the State Board of Education shall adopt these
1291 formulas in rule.
1292 (b) Each school district may, but is not required to, shall
1293 measure student learning growth using the formulas developed
1294 approved by the commissioner under paragraph (a) and the
1295 standards for performance levels adopted by the state board
1296 under subsection (8) for courses associated with the statewide,
1297 standardized assessments administered under s. 1008.22 no later
1298 than the school year immediately following the year the formula
1299 is approved by the commissioner. For grades and subjects not
1300 assessed by statewide, standardized assessments, each school
1301 district shall measure student performance using a methodology
1302 determined by the district.
1303 (8) RULEMAKING.—No later than August 1, 2015, The State
1304 Board of Education shall adopt rules pursuant to ss. 120.536(1)
1305 and 120.54 which establish uniform procedures and format for the
1306 submission, review, and approval of district evaluation systems
1307 and reporting requirements for the annual evaluation of
1308 instructional personnel and school administrators; specific,
1309 discrete standards for each performance level required under
1310 subsection (2), based on student learning growth models approved
1311 by the commissioner, to ensure clear and sufficient
1312 differentiation in the performance levels and to provide
1313 consistency in meaning across school districts; the measurement
1314 of student learning growth and associated implementation
1315 procedures required under subsection (7); and a process for
1316 monitoring school district implementation of evaluation systems
1317 in accordance with this section.
1318 (9) TRANSITION TO NEW STATEWIDE, STANDARDIZED ASSESSMENTS.
1319 Standards for each performance level required under subsection
1320 (2) shall be established by the State Board of Education
1321 beginning with the 2015-2016 school year.
1322 Section 22. Subsections (1) and (7) of section 1012.56,
1323 Florida Statutes, are amended, and paragraph (c) of subsection
1324 (8) of that section is redesignated as paragraph (d) and a new
1325 paragraph (c) is added to that subsection, to read:
1326 1012.56 Educator certification requirements.—
1327 (1) APPLICATION.—Each person seeking certification pursuant
1328 to this chapter shall submit a completed application containing
1329 the applicant’s social security number to the Department of
1330 Education and remit the fee required pursuant to s. 1012.59 and
1331 rules of the State Board of Education. Pursuant to the federal
1332 Personal Responsibility and Work Opportunity Reconciliation Act
1333 of 1996, each party is required to provide his or her social
1334 security number in accordance with this section. Disclosure of
1335 social security numbers obtained through this requirement is
1336 limited to the purpose of administration of the Title IV-D
1337 program of the Social Security Act for child support
1338 enforcement.
1339 (a) Pursuant to s. 120.60, the department shall issue
1340 within 90 calendar days after the stamped receipted date of the
1341 completed application:
1342 (a) If the applicant meets the requirements, a professional
1343 certificate to a qualifying applicant covering the
1344 classification, level, and area for which the applicant is
1345 deemed qualified and a document explaining the requirements for
1346 renewal of the professional certificate.;
1347 (b) The department shall issue a temporary certificate to a
1348 qualifying applicant within 14 calendar days after receipt of a
1349 request from if the applicant meets the requirements and if
1350 requested by an employing school district or an employing
1351 private school with a professional education competence
1352 demonstration program pursuant to paragraphs (6)(f) and (8)(b).
1353 The, a temporary certificate must cover covering the
1354 classification, level, and area for which the applicant is
1355 deemed qualified. The department shall electronically notify the
1356 applicant’s employing school district or employing private
1357 school that the temporary certificate has been issued and
1358 provide the applicant an official statement of status of
1359 eligibility at the time the certificate is issued. and an
1360 official statement of status of eligibility; or
1361 (c) Pursuant to s. 120.60, the department shall issue
1362 within 90 calendar days after the stamped receipted date of the
1363 completed application, if an applicant does not meet the
1364 requirements for either certificate, an official statement of
1365 status of eligibility.
1366
1367 The statement of status of eligibility must be provided
1368 electronically and must advise the applicant of any
1369 qualifications that must be completed to qualify for
1370 certification. Each method by which an applicant can complete
1371 the qualifications for a professional certificate must be
1372 included in the statement of status of eligibility. Each
1373 statement of status of eligibility is valid for 3 years after
1374 its date of issuance, except as provided in paragraph (2)(d).
1375 (7) TYPES AND TERMS OF CERTIFICATION.—
1376 (a) The Department of Education shall issue a professional
1377 certificate for a period not to exceed 5 years to any applicant
1378 who fulfills one of the following:
1379 1. Meets all the requirements outlined in subsection (2).
1380 2. or, For a professional certificate covering grades 6
1381 through 12, any applicant who:
1382 a.1. Meets the requirements of paragraphs (2)(a)-(h).
1383 b.2. Holds a master’s or higher degree in the area of
1384 science, technology, engineering, or mathematics.
1385 c.3. Teaches a high school course in the subject of the
1386 advanced degree.
1387 d.4. Is rated highly effective as determined by the
1388 teacher’s performance evaluation under s. 1012.34, based in part
1389 on student performance as measured by a statewide, standardized
1390 assessment or an Advanced Placement, Advanced International
1391 Certificate of Education, or International Baccalaureate
1392 examination.
1393 e.5. Achieves a passing score on the Florida professional
1394 education competency examination required by state board rule.
1395 3. Meets the requirements of paragraphs (2)(a)-(h) and
1396 completes a professional preparation and education competence
1397 program approved by the department pursuant to paragraph (8)(c).
1398 An applicant who completes the program and is rated highly
1399 effective as determined by his or her performance evaluation
1400 under s. 1012.34 is not required to take or achieve a passing
1401 score on the professional education competency examination in
1402 order to be awarded a professional certificate.
1403 (b) The department shall issue a temporary certificate to
1404 any applicant who completes the requirements outlined in
1405 paragraphs (2)(a)-(f) and completes the subject area content
1406 requirements specified in state board rule or demonstrates
1407 mastery of subject area knowledge pursuant to subsection (5) and
1408 holds an accredited degree or a degree approved by the
1409 Department of Education at the level required for the subject
1410 area specialization in state board rule.
1411 (c) The department shall issue one nonrenewable 2-year
1412 temporary certificate and one nonrenewable 5-year professional
1413 certificate to a qualified applicant who holds a bachelor’s
1414 degree in the area of speech-language impairment to allow for
1415 completion of a master’s degree program in speech-language
1416 impairment.
1417
1418 Each temporary certificate is valid for 3 school fiscal years
1419 and is nonrenewable. However, the requirement in paragraph
1420 (2)(g) must be met within 1 calendar year of the date of
1421 employment under the temporary certificate. Individuals who are
1422 employed under contract at the end of the 1 calendar year time
1423 period may continue to be employed through the end of the school
1424 year in which they have been contracted. A school district shall
1425 not employ, or continue the employment of, an individual in a
1426 position for which a temporary certificate is required beyond
1427 this time period if the individual has not met the requirement
1428 of paragraph (2)(g). At least 1 year before an individual’s
1429 temporary certificate is set to expire, the department shall
1430 electronically notify the individual of the date on which his or
1431 her certificate will expire and provide a list of each method by
1432 which the qualifications for a professional certificate can be
1433 completed. The State Board of Education shall adopt rules to
1434 allow the department to extend the validity period of a
1435 temporary certificate for 2 years when the requirements for the
1436 professional certificate, not including the requirement in
1437 paragraph (2)(g), were not completed due to the serious illness
1438 or injury of the applicant or other extraordinary extenuating
1439 circumstances or for 1 year if the temporary certificate holder
1440 is rated effective or highly effective based solely on a student
1441 learning growth formula approved by the Commissioner of
1442 Education pursuant to s. 1012.34(8). The department shall
1443 reissue the temporary certificate for 2 additional years upon
1444 approval by the Commissioner of Education. A written request for
1445 reissuance of the certificate shall be submitted by the district
1446 school superintendent, the governing authority of a university
1447 lab school, the governing authority of a state-supported school,
1448 or the governing authority of a private school.
1449 (8) PROFESSIONAL DEVELOPMENT CERTIFICATION AND EDUCATION
1450 COMPETENCY PROGRAM.—
1451 (a) The Department of Education shall develop and each
1452 school district, charter school, and charter management
1453 organization may provide a cohesive competency-based
1454 professional development certification and education competency
1455 program by which members of a school district’s instructional
1456 staff may satisfy the mastery of professional preparation and
1457 education competence requirements specified in subsection (6)
1458 and rules of the State Board of Education. Participants must
1459 hold a state-issued temporary certificate. A school district,
1460 charter school, or charter management organization that
1461 implements the program shall provide a competency-based
1462 certification program developed by the Department of Education
1463 or developed by the district, charter school, or charter
1464 management organization and approved by the Department of
1465 Education. The program shall include the following:
1466 1. A minimum period of initial preparation before assuming
1467 duties as the teacher of record.
1468 2. An option for collaboration with between school
1469 districts and other supporting agencies or educational entities
1470 for implementation.
1471 3. A teacher mentorship and induction An experienced peer
1472 mentor component.
1473 a. Each individual selected by the district as a peer
1474 mentor:
1475 I. Must hold a valid professional certificate issued
1476 pursuant to this section;,
1477 II. Must have earned at least 3 years of teaching
1478 experience in prekindergarten through grade 12;,and
1479 III. Must have completed specialized training in clinical
1480 supervision and participate in ongoing mentor training provided
1481 through the coordinated system of professional development under
1482 s. 1012.98(3)(e);
1483 IV. Must have earned an effective or highly effective
1484 rating on the prior year’s performance evaluation under s.
1485 1012.34; and
1486 V. May or be a peer evaluator under the district’s
1487 evaluation system approved under s. 1012.34.
1488 b. The teacher mentorship and induction component must, at
1489 a minimum, provide weekly opportunities for mentoring and
1490 induction activities, including common planning time, ongoing
1491 professional development targeted to a teacher’s needs,
1492 opportunities for a teacher to observe other teachers, co
1493 teaching experiences, and reflection and followup discussions.
1494 Mentorship and induction activities must be provided for an
1495 applicant’s first year in the program and may be provided until
1496 the applicant attains his or her professional certificate in
1497 accordance with this section. A principal who is rated highly
1498 effective as determined by his or her performance evaluation
1499 under s. 1012.34 must be provided flexibility in selecting
1500 professional development activities under this paragraph;
1501 however, the activities must be approved by the department as
1502 part of the district’s, charter school’s, or charter management
1503 organization’s program.
1504 4. An assessment of teaching performance aligned to the
1505 district’s system for personnel evaluation under s. 1012.34
1506 which provides for:
1507 a. An initial evaluation of each educator’s competencies to
1508 determine an appropriate individualized professional development
1509 plan.
1510 b. A summative evaluation to assure successful completion
1511 of the program.
1512 5. Professional education preparation content knowledge,
1513 which must be included in the mentoring and induction activities
1514 under subparagraph 3., that includes, but is not limited to, the
1515 following:
1516 a. The state standards provided under s. 1003.41, including
1517 scientifically based reading instruction, content literacy, and
1518 mathematical practices, for each subject identified on the
1519 temporary certificate.
1520 b. The educator-accomplished practices approved by the
1521 state board.
1522 c. A variety of data indicators for monitoring student
1523 progress.
1524 d. Methodologies for teaching students with disabilities.
1525 e. Methodologies for teaching students of limited English
1526 proficiency appropriate for each subject area identified on the
1527 temporary certificate.
1528 f. Techniques and strategies for operationalizing the role
1529 of the teacher in assuring a safe learning environment for
1530 students.
1531 6. Required achievement of passing scores on the subject
1532 area and professional education competency examination required
1533 by State Board of Education rule. Mastery of general knowledge
1534 must be demonstrated as described in subsection (3).
1535 (c) No later than December 31, 2017, the department shall
1536 adopt standards for the approval of professional development
1537 certification and education competency programs, including
1538 standards for the teacher mentorship and induction component,
1539 under paragraph (a). Standards for the teacher mentorship and
1540 induction component must include program administration and
1541 evaluation; mentor roles, selection, and training; beginning
1542 teacher assessment and professional development; and teacher
1543 content knowledge and practices aligned to the Florida Educator
1544 Accomplished Practices. Each school district or charter school
1545 with a program under this subsection must submit its program,
1546 including the teacher mentorship and induction component, to the
1547 department for approval no later than June 30, 2018. After
1548 December 31, 2018, a teacher may not satisfy requirements for a
1549 professional certificate through a professional development
1550 certification and education competency program under paragraph
1551 (a) unless the program has been approved by the department
1552 pursuant to this paragraph.
1553 Section 23. Paragraph (a) of subsection (3) of section
1554 1012.585, Florida Statutes, is amended to read:
1555 1012.585 Process for renewal of professional certificates.—
1556 (3) For the renewal of a professional certificate, the
1557 following requirements must be met:
1558 (a) The applicant must earn a minimum of 6 college credits
1559 or 120 inservice points or a combination thereof. For each area
1560 of specialization to be retained on a certificate, the applicant
1561 must earn at least 3 of the required credit hours or equivalent
1562 inservice points in the specialization area. Education in
1563 “clinical educator” training pursuant to s. 1004.04(5)(b);
1564 participation in mentorship and induction activities, including
1565 as a mentor, pursuant to s. 1012.56(8)(a); and credits or points
1566 that provide training in the area of scientifically researched,
1567 knowledge-based reading literacy and computational skills
1568 acquisition, exceptional student education, normal child
1569 development, and the disorders of development may be applied
1570 toward any specialization area. Credits or points that provide
1571 training in the areas of drug abuse, child abuse and neglect,
1572 strategies in teaching students having limited proficiency in
1573 English, or dropout prevention, or training in areas identified
1574 in the educational goals and performance standards adopted
1575 pursuant to ss. 1000.03(5) and 1008.345 may be applied toward
1576 any specialization area. Credits or points earned through
1577 approved summer institutes may be applied toward the fulfillment
1578 of these requirements. Inservice points may also be earned by
1579 participation in professional growth components approved by the
1580 State Board of Education and specified pursuant to s. 1012.98 in
1581 the district’s approved master plan for inservice educational
1582 training, including, but not limited to, serving as a trainer in
1583 an approved teacher training activity, serving on an
1584 instructional materials committee or a state board or commission
1585 that deals with educational issues, or serving on an advisory
1586 council created pursuant to s. 1001.452.
1587 Section 24. Paragraph (e) is added to subsection (3) of
1588 section 1012.98, Florida Statutes, and paragraph (b) of
1589 subsection (4) and subsection (11) are amended, to read:
1590 1012.98 School Community Professional Development Act.—
1591 (3) The activities designed to implement this section must:
1592 (e) Provide training to teacher mentors as part of the
1593 professional development certification and education competency
1594 program under s. 1012.56(8)(a). The training must include
1595 components on teacher development, peer coaching, time
1596 management, and other related topics as determined by the
1597 Department of Education.
1598 (4) The Department of Education, school districts, schools,
1599 Florida College System institutions, and state universities
1600 share the responsibilities described in this section. These
1601 responsibilities include the following:
1602 (b) Each school district shall develop a professional
1603 development system as specified in subsection (3). The system
1604 shall be developed in consultation with teachers, teacher
1605 educators of Florida College System institutions and state
1606 universities, business and community representatives, and local
1607 education foundations, consortia, and professional
1608 organizations. The professional development system must:
1609 1. Be approved by the department. All substantial revisions
1610 to the system shall be submitted to the department for review
1611 for continued approval.
1612 2. Be based on analyses of student achievement data and
1613 instructional strategies and methods that support rigorous,
1614 relevant, and challenging curricula for all students. Schools
1615 and districts, in developing and refining the professional
1616 development system, shall also review and monitor school
1617 discipline data; school environment surveys; assessments of
1618 parental satisfaction; performance appraisal data of teachers,
1619 managers, and administrative personnel; and other performance
1620 indicators to identify school and student needs that can be met
1621 by improved professional performance.
1622 3. Provide inservice activities coupled with followup
1623 support appropriate to accomplish district-level and school
1624 level improvement goals and standards. The inservice activities
1625 for instructional personnel shall focus on analysis of student
1626 achievement data, ongoing formal and informal assessments of
1627 student achievement, identification and use of enhanced and
1628 differentiated instructional strategies that emphasize rigor,
1629 relevance, and reading in the content areas, enhancement of
1630 subject content expertise, integrated use of classroom
1631 technology that enhances teaching and learning, classroom
1632 management, parent involvement, and school safety.
1633 4. Provide inservice activities and support targeted to the
1634 individual needs of new teachers participating in the
1635 professional development certification and education competency
1636 program under s. 1012.56(8)(a).
1637 5.4. Include a master plan for inservice activities,
1638 pursuant to rules of the State Board of Education, for all
1639 district employees from all fund sources. The master plan shall
1640 be updated annually by September 1, must be based on input from
1641 teachers and district and school instructional leaders, and must
1642 use the latest available student achievement data and research
1643 to enhance rigor and relevance in the classroom. Each district
1644 inservice plan must be aligned to and support the school-based
1645 inservice plans and school improvement plans pursuant to s.
1646 1001.42(18). Each district inservice plan must provide a
1647 description of the training that middle grades instructional
1648 personnel and school administrators receive on the district’s
1649 code of student conduct adopted pursuant to s. 1006.07;
1650 integrated digital instruction and competency-based instruction
1651 and CAPE Digital Tool certificates and CAPE industry
1652 certifications; classroom management; student behavior and
1653 interaction; extended learning opportunities for students; and
1654 instructional leadership. District plans must be approved by the
1655 district school board annually in order to ensure compliance
1656 with subsection (1) and to allow for dissemination of research
1657 based best practices to other districts. District school boards
1658 must submit verification of their approval to the Commissioner
1659 of Education no later than October 1, annually. Each school
1660 principal may establish and maintain an individual professional
1661 development plan for each instructional employee assigned to the
1662 school as a seamless component to the school improvement plans
1663 developed pursuant to s. 1001.42(18). An individual professional
1664 development plan must be related to specific performance data
1665 for the students to whom the teacher is assigned, define the
1666 inservice objectives and specific measurable improvements
1667 expected in student performance as a result of the inservice
1668 activity, and include an evaluation component that determines
1669 the effectiveness of the professional development plan.
1670 6.5. Include inservice activities for school administrative
1671 personnel that address updated skills necessary for
1672 instructional leadership and effective school management
1673 pursuant to s. 1012.986.
1674 7.6. Provide for systematic consultation with regional and
1675 state personnel designated to provide technical assistance and
1676 evaluation of local professional development programs.
1677 8.7. Provide for delivery of professional development by
1678 distance learning and other technology-based delivery systems to
1679 reach more educators at lower costs.
1680 9.8. Provide for the continuous evaluation of the quality
1681 and effectiveness of professional development programs in order
1682 to eliminate ineffective programs and strategies and to expand
1683 effective ones. Evaluations must consider the impact of such
1684 activities on the performance of participating educators and
1685 their students’ achievement and behavior.
1686 10.9. For middle grades, emphasize:
1687 a. Interdisciplinary planning, collaboration, and
1688 instruction.
1689 b. Alignment of curriculum and instructional materials to
1690 the state academic standards adopted pursuant to s. 1003.41.
1691 c. Use of small learning communities; problem-solving,
1692 inquiry-driven research and analytical approaches for students;
1693 strategies and tools based on student needs; competency-based
1694 instruction; integrated digital instruction; and project-based
1695 instruction.
1696
1697 Each school that includes any of grades 6, 7, or 8 must include
1698 in its school improvement plan, required under s. 1001.42(18), a
1699 description of the specific strategies used by the school to
1700 implement each item listed in this subparagraph.
1701 (11) The department shall disseminate to the school
1702 community proven model professional development programs that
1703 have demonstrated success in increasing rigorous and relevant
1704 content, increasing student achievement and engagement, and
1705 meeting identified student needs, and providing effective
1706 mentorship activities to new teachers and training to teacher
1707 mentors. The methods of dissemination must include a web-based
1708 statewide performance-support system including a database of
1709 exemplary professional development activities, a listing of
1710 available professional development resources, training programs,
1711 and available technical assistance.
1712 Section 25. Section 1013.101, Florida Statutes, is created
1713 to read:
1714 1013.101 Shared use agreements.—
1715 (1) LEGISLATIVE FINDINGS AND INTENT.—The Legislature finds
1716 that greater public access to recreation and sports facilities
1717 is needed to reduce the impact of obesity, diabetes, and other
1718 chronic diseases on personal health and health care
1719 expenditures. Public schools are equipped with taxpayer-funded
1720 indoor and outdoor recreation facilities that offer easily
1721 accessible opportunities for physical activity for residents of
1722 the community. The Legislature also finds that it is the policy
1723 of the state for district school boards to allow the shared use
1724 of school buildings and property by adopting policies allowing
1725 for shared use and implementing shared use agreements with local
1726 governmental entities and nonprofit organizations. The
1727 Legislature intends to increase the number of school districts
1728 that open their playground facilities to community use outside
1729 of school hours.
1730 (2) DEFINITIONS.—As used in this section, the term:
1731 (a) “High-need communities” means communities in which at
1732 least 50 percent of children are eligible to receive free or
1733 reduced-price meals at the school that will be the subject of
1734 the shared use agreement.
1735 (b) “Shared use” means allowing access to school playground
1736 facilities by community members for recreation or another
1737 purpose of importance to the community through a shared use
1738 agreement or a school district or school policy that opens
1739 school facilities, including, but not limited to charter schools
1740 and Florida College System institutions, for use by government
1741 or nongovernmental entities or the public.
1742 (c) “Shared use agreement” means a written agreement
1743 between a school district, a charter school, or a Florida
1744 College System institution, and a government or nongovernmental
1745 entity which defines the roles, responsibilities, terms, and
1746 conditions for community use of a school-owned facility for
1747 recreation or other purposes.
1748 (3) PROMOTION OF COMMUNITY USE OF SHARED FACILITIES.—The
1749 department shall provide technical assistance to school
1750 districts, including, but not limited to, individualized
1751 assistance, the creation of a shared use technical assistance
1752 toolkit containing useful information for school districts, and
1753 the development of a publicly accessible online database of
1754 shared use resources and existing shared use agreements.
1755 Section 26. Shared Use Task Force.—The Shared Use Task
1756 Force, a task force as defined in s. 20.03, Florida Statutes, is
1757 created within the Department of Education. The task force is
1758 created to identify barriers in creating shared use agreements
1759 and to make recommendations to facilitate the shared use of
1760 school facilities generally and in high-need communities.
1761 (1) The task force is composed of 7 members appointed by
1762 the department, as follows:
1763 (a) Two representatives from school districts, including 1
1764 representative from school districts 1 through 33 and 1
1765 representative from school districts 34 through 67;
1766 (b) One representative from a public health department;
1767 (c) Two representatives from community-based programs in
1768 high-need communities; and
1769 (d) Two representatives from recreational organizations.
1770 (2) The task force shall elect a chair and vice chair. The
1771 chair and vice chair may not be representatives from the same
1772 member category. Members of the task force shall serve without
1773 compensation, but are entitled to reimbursement for per diem and
1774 travel expenses pursuant to s. 112.061, Florida Statutes.
1775 (3) The task force shall meet by teleconference or other
1776 electronic means, if possible, to reduce costs.
1777 (4) The department shall provide the task force with staff
1778 necessary to assist the task force in the performance of its
1779 duties.
1780 (5) The task force shall submit a report of its findings
1781 and recommendations to the President of the Senate and the
1782 Speaker of the House of Representatives by June 30, 2018. Upon
1783 submission of the report, the task force shall expire.
1784 Section 27. Committee on Early Childhood Development.—The
1785 Committee on Early Childhood Development, a committee as defined
1786 in s. 20.03, Florida Statutes, is created within the Department
1787 of Education to develop a proposal for establishing and
1788 implementing a coordinated system focused on developmental
1789 milestones and outcomes for the school readiness program, the
1790 Voluntary Prekindergarten Education Program, and the Florida
1791 Kindergarten Readiness Screener and, except as otherwise
1792 provided in this section, shall operate consistent with s.
1793 20.052, Florida Statutes.
1794 (1) The committee’s proposal must include legislative
1795 recommendations for the design and implementation of a
1796 coordinated system for tracking children’s development,
1797 including:
1798 (a) The purpose of tracking children’s development, with a
1799 focus on developmentally appropriate learning gains.
1800 (b) Attributes for tool selection that provide guidance on
1801 procurement policies.
1802 (c) An implementation schedule and protocols, including the
1803 frequency of data collection and a timeline for training to
1804 ensure reliability of the system.
1805 (d) The methodology for collecting and analyzing data that
1806 defines reporting requirements.
1807 (e) A budget for the system, including cost analyses for
1808 purchasing materials and necessary technology, training to
1809 ensure reliability, and data system management.
1810 (f) Considerations for student privacy and tracking child
1811 development over time.
1812 (2) The committee is composed of 14 members, with 7 members
1813 appointed by the President of the Senate and 7 members appointed
1814 by the Speaker of the House of Representatives. The members must
1815 be residents of this state. Seven of the members must be
1816 representatives from or subject matter experts for early
1817 learning and seven members must be representatives from or
1818 subject matter experts for kindergarten through grade 3.
1819 (3) The committee shall elect a chair and vice chair.
1820 Members of the committee shall serve without compensation but
1821 are entitled to reimbursement for per diem and travel expenses
1822 pursuant to s. 112.061, Florida Statutes.
1823 (4) The committee must meet at least three times and shall
1824 meet by teleconference or other electronic means, if possible,
1825 to reduce costs.
1826 (5) A majority of the members constitutes a quorum.
1827 (6) The University of Florida Lastinger Center for Learning
1828 shall provide the committee with staff necessary to assist the
1829 committee in the performance of its duties.
1830 (7) The committee shall submit a report of its findings and
1831 recommendations to the Governor, the President of the Senate,
1832 and the Speaker of the House of Representatives by December 1,
1833 2017. Upon submission of the report, the committee shall expire.
1834 Section 28. Study of a nationally recognized alternate high
1835 school assessment.—
1836 (1) INDEPENDENT STUDY.—
1837 (a) The Commissioner of Education shall contract for an
1838 independent study to determine whether a nationally recognized
1839 high school assessment may be administered in lieu of the
1840 Florida Standards Assessment and the Algebra I and end-of-course
1841 assessment for high school students.
1842 (b) In order to be considered a nationally recognized high
1843 school assessment, the assessment must meet the following
1844 requirements:
1845 1. Be substantially aligned with the core curricular
1846 content for high school level English Language Arts (ELA) and
1847 mathematics established in the Next Generation Sunshine State
1848 Standards pursuant to s. 1003.41, Florida Statutes;
1849 2. Provide for learning gains from the grade 8 ELA and
1850 Mathematics Florida Standards Assessment to the nationally
1851 recognized high school assessment;
1852 3. Provide for differentiation and comparability between
1853 schools and districts;
1854 4. Provide the same or additional accommodations to
1855 students with disabilities and other students which are provided
1856 by the Florida Standards Assessment and other statewide,
1857 standardized assessments;
1858 5. Meet the applicable assessment security requirements
1859 determined by the commissioner for the state and for school
1860 districts;
1861 6. Meet the reasonable technical specification requirements
1862 determined by the commissioner which allow implementation by the
1863 state and by school districts; and
1864 7. Satisfy any threshold legal requirements, including, but
1865 not limited to, the standard set forth in Debra P. v.
1866 Turlington, 474 F. Supp. 244 (M.D. Fla. 1979).
1867 (c) The commissioner and the contractor shall consult with,
1868 and receive recommendations for alternate assessments from,
1869 education stakeholders, including district school
1870 superintendents, testing and measurement administrators,
1871 curriculum directors, principals, teachers, and other educators
1872 who have experience and expertise in the administration of high
1873 school assessments.
1874 (2) REPORT.—The commissioner shall submit a report on the
1875 findings of the study and any recommendations to the Governor,
1876 the President of the Senate, and the Speaker of the House of
1877 Representatives by January 1, 2018.
1878 Section 29. This act shall take effect July 1, 2017.
1879
1880 ================= T I T L E A M E N D M E N T ================
1881 And the title is amended as follows:
1882 Delete everything before the enacting clause
1883 and insert:
1884 A bill to be entitled
1885 An act relating to education; amending s. 125.901,
1886 F.S.; providing that the membership of the governing
1887 body of certain independent special districts in
1888 specified counties may include the designee of the
1889 superintendent of schools in lieu of the
1890 superintendent; creating s. 1001.4205, F.S.;
1891 authorizing an individual district school board member
1892 to visit any district school in his or her school
1893 district; authorizing an individual charter school
1894 governing board member to visit any charter school
1895 governed by the charter school’s governing board;
1896 providing requirements and restrictions; amending s.
1897 1002.20, F.S.; authorizing a parent to request and be
1898 granted permission for a student’s absence from school
1899 for treatment of autism spectrum disorder by a
1900 licensed health care practitioner; authorizing a
1901 student to possess and use a topical sunscreen while
1902 on school property or at a school-sponsored event or
1903 activity under certain circumstances; amending s.
1904 1002.33, F.S.; revising the charter school application
1905 process; revising the appeals process for a denied
1906 charter school application; revising the purpose of
1907 charter school cooperatives; authorizing certain
1908 entities to share facilities with charter schools
1909 without additional approval; amending s. 1002.331,
1910 F.S.; conforming provisions to changes made by the
1911 act; authorizing a high-performing charter school to
1912 establish more than one charter school in any year
1913 under certain circumstances; amending s. 1002.51,
1914 F.S.; defining the term “public school prekindergarten
1915 provider”; amending s. 1003.21, F.S.; requiring each
1916 district school board to adopt an attendance policy
1917 authorizing a student’s absence for treatment of
1918 autism spectrum disorder; amending s. 1003.24, F.S.;
1919 revising an exemption relating to parental
1920 responsibility for nonattendance of a student to
1921 include treatment for autism spectrum disorder;
1922 amending s. 1003.4156, F.S.; deleting requirements
1923 relating to the career and education planning course
1924 for middle grades promotion; amending s. 1003.4282,
1925 F.S.; deleting a provision requiring certain students
1926 to take the Algebra II end-of-course assessment;
1927 removing a requirement that a student participating in
1928 interscholastic sports pass a competency test on
1929 personal fitness to satisfy the physical education
1930 credit requirement for high school graduation;
1931 revising the requirements for satisfying the online
1932 course requirements for a standard high school
1933 diploma; amending s. 1003.4285, F.S.; deleting a
1934 provision requiring students to pass the Algebra II
1935 end-of-course assessment in order to earn a Scholar
1936 designation; amending s. 1003.455, F.S.; requiring
1937 each district school board to provide students in
1938 certain grades with a minimum number of minutes of
1939 free-play recess per week and with a minimum number of
1940 consecutive minutes of free-play recess per day;
1941 amending s. 1003.57, F.S.; prohibiting certain school
1942 districts from declining to provide or contract for
1943 certain students’ educational instruction; amending s.
1944 1006.40, F.S.; revising requirements for use of the
1945 instructional materials allocation; amending s.
1946 1007.35, F.S.; revising the name of an ACT assessment
1947 for specified purposes; amending s. 1008.22, F.S.;
1948 deleting a provision requiring the Algebra II end-of
1949 course assessment to be administered; revising
1950 requirements relating to the administration and format
1951 of assessments; providing requirements for
1952 administration of the statewide, standardized English
1953 Language Arts and mathematics assessments in specified
1954 grades; requiring the Department of Education to
1955 publish certain assessments on its website; providing
1956 requirements for such publication; requiring the
1957 department to provide materials regarding assessment
1958 information on its website; conforming cross
1959 references; amending s. 1009.60, F.S.; revising
1960 eligibility criteria for receipt of a minority teacher
1961 education scholarship; amending s. 1009.605, F.S.;
1962 revising the scholar awards on which the Florida Fund
1963 for Minority Teachers, Inc.’s, budget projection must
1964 be based; amending s. 1011.62, F.S.; revising
1965 eligibility criteria for postsecondary institutions to
1966 participate in the dual enrollment and early admission
1967 programs; deleting provisions relating to caps imposed
1968 on the amounts of bonuses awarded to teachers based on
1969 student performance on certain course examinations and
1970 certifications; requiring a specified amount of funds
1971 generated by a certain bonus be allocated to the
1972 school program that generated the funds; conforming
1973 provisions to changes made by the act; amending s.
1974 1011.71, F.S.; revising payout for sick and annual
1975 leave in specified circumstances; amending s. 1012.34,
1976 F.S.; revising personnel evaluation procedures and
1977 criteria; authorizing the commissioner to develop a
1978 formula for measuring student learning growth on
1979 specified statewide, standardized assessments, rather
1980 than requiring the Commissioner of Education to
1981 approve such a formula; authorizing, rather than
1982 requiring, a school district to use certain formulas
1983 developed by the commissioner; amending s. 1012.56,
1984 F.S.; requiring the department to issue a temporary
1985 educator certificate within a specified period;
1986 requiring the department to provide electronic notice
1987 of the issuance of a temporary certificate to
1988 specified entities; requiring the department to
1989 provide the applicant with an official statement of
1990 status of eligibility upon issuance of a temporary
1991 certificate; providing content requirements for the
1992 statement of status of eligibility; revising the
1993 criteria instructional personnel must meet to be
1994 issued a professional certificate; providing that an
1995 applicant for professional certification is not
1996 required to take or pass a specified examination under
1997 certain circumstances; requiring the department to
1998 provide electronic notification of the expiration of a
1999 temporary educator certificate; requiring the State
2000 Board of Education to adopt rules providing for the
2001 extension of a temporary educator certificate for a
2002 specified period under certain circumstances;
2003 authorizing charter schools and charter management
2004 organizations to develop a professional development
2005 certification and education competency program;
2006 revising program requirements; requiring the
2007 department to adopt standards for the approval of such
2008 programs by a specified date; providing requirements
2009 for such standards; requiring each school district and
2010 charter school to submit its program for approval by a
2011 specified date; providing that certification
2012 requirements may not be met in a program that is not
2013 approved by the department after a specified date;
2014 amending s. 1012.585, F.S.; revising college credit
2015 and inservice hour requirements for renewal of a
2016 professional certificate to include participation in
2017 specified activities; amending s. 1012.98, F.S.;
2018 revising the activities designed to implement the
2019 school community professional development act to
2020 include specified training relating to a professional
2021 development certification and education competency
2022 program; revising requirements for school district
2023 professional development systems; requiring the
2024 department to disseminate professional development
2025 programs that meet specified criteria; creating s.
2026 1013.101, F.S.; providing legislative findings and
2027 intent; defining terms; requiring the department to
2028 provide specified assistance to school districts;
2029 creating the Shared Use Task Force within the
2030 department; specifying the purpose and membership of
2031 the task force; providing requirements for electing a
2032 task force chair and vice chair and conducting its
2033 meetings; requiring the department to provide the task
2034 force with necessary staff; requiring the task force
2035 to submit a report to the Legislature by a specified
2036 date; providing for expiration of the task force;
2037 creating the Committee on Early Childhood Development
2038 within the department; specifying committee purpose;
2039 requiring the committee to develop a proposal for
2040 specified purposes; providing proposal requirements;
2041 providing for membership of the committee; providing
2042 requirements for electing a committee chair and vice
2043 chair; providing committee meeting requirements;
2044 requiring the University of Florida Lastinger Center
2045 for Learning to provide necessary staff for the
2046 committee; requiring the committee to submit a report
2047 by a specified date; providing for the expiration of
2048 the committee; requiring the commissioner to contract
2049 for an independent study to determine whether a
2050 nationally recognized high school assessment may be
2051 administered in lieu of the Florida Standards
2052 Assessment and the Algebra I end-of-course assessment;
2053 providing requirements for the assessment; requiring
2054 the commissioner and the contractor to consult with
2055 specified stakeholders; requiring the commissioner to
2056 submit a report to the Governor and the Legislature by
2057 a specified date; providing an effective date.