Florida Senate - 2020                        COMMITTEE AMENDMENT
       Bill No. SB 1498
                              LEGISLATIVE ACTION                        
                    Senate             .             House              
                  Comm: RCS            .                                
                  02/17/2020           .                                

       The Committee on Education (Baxley) recommended the following:
    1         Senate Amendment (with title amendment)
    3         Delete everything after the enacting clause
    4  and insert:
    5         Section 1. Subsection (5) is added to section 1001.23,
    6  Florida Statutes, to read:
    7         1001.23 Specific powers and duties of the Department of
    8  Education.—In addition to all other duties assigned to it by law
    9  or by rule of the State Board of Education, the department
   10  shall:
   11         (5)Notwithstanding chapter 286, have the authority to hold
   12  patents, copyrights, trademarks, and service marks. The
   13  department may take any action necessary to enforce its rights
   14  with respect to such patents, copyrights, trademarks, and
   15  service marks or enter into a transaction to sell, lease,
   16  license, or transfer such rights for monetary gain or other
   17  consideration, at the department’s discretion. The department
   18  shall notify the Department of State in writing when property
   19  rights by patent, copyright, or trademark are secured by the
   20  department. Any proceeds received by the department from the
   21  exercise of these rights, except for educational materials and
   22  products, shall be deposited in the department’s Operating Trust
   23  Fund.
   24         Section 2. Subsection (3) is added to section 1003.33,
   25  Florida Statutes, to read:
   26         1003.33 Report cards; end-of-the-year status.—
   27         (3)A student’s final report card for a school year must be
   28  issued no later than 1 week after the last day of school or 1
   29  week after receipt of assessment results for students enrolled
   30  in courses, as specified in the course code directory, with an
   31  associated statewide, standardized end-of-course assessment
   32  pursuant to s. 1008.22.
   34  District school boards shall not allow schools to exempt
   35  students from academic performance requirements based on
   36  practices or policies designed to encourage student attendance.
   37  A student’s attendance record may not be used in whole or in
   38  part to provide an exemption from any academic performance
   39  requirement.
   40         Section 3. Paragraph (b) of subsection (1) of section
   41  1003.4156, Florida Statutes, is amended to read:
   42         1003.4156 General requirements for middle grades
   43  promotion.—
   44         (1) In order for a student to be promoted to high school
   45  from a school that includes middle grades 6, 7, and 8, the
   46  student must successfully complete the following courses:
   47         (b) Three middle grades or higher courses in mathematics.
   48  Each school that includes middle grades must offer at least one
   49  high school level mathematics course for which students may earn
   50  high school credit. Successful completion of a high school level
   51  Algebra I or Geometry course is not contingent upon the
   52  student’s performance on the statewide, standardized end-of
   53  course (EOC) assessment. To earn high school credit for Algebra
   54  I, a middle grades student must take the statewide, standardized
   55  Algebra I EOC assessment, which constitutes 30 percent of the
   56  student’s final course grade, and earn a passing grade in pass
   57  the course, and in addition, beginning with the 2013-2014 school
   58  year and thereafter, a student’s performance on the Algebra I
   59  EOC assessment constitutes 30 percent of the student’s final
   60  course grade. To earn high school credit for a Geometry course,
   61  a middle grades student must, until the Geometry EOC assessment
   62  is discontinued, take the statewide, standardized Geometry EOC
   63  assessment, which constitutes 30 percent of the student’s final
   64  course grade, and earn a passing grade in the course.
   65         Section 4. Paragraphs (a), (b), and (d) of subsection (3),
   66  subsection (7), and paragraph (e) of subsection (10) of section
   67  1003.4282, Florida Statutes, are amended to read:
   68         1003.4282 Requirements for a standard high school diploma.—
   71         (a) Four credits in English Language Arts (ELA).—The four
   72  credits must be in ELA I, II, III, and IV. A student must pass
   73  the statewide, standardized grade 10 Reading assessment or, when
   74  implemented, the grade 10 ELA assessment, or earn a concordant
   75  score, in order to earn a standard high school diploma.
   76         (b) Four credits in mathematics.—
   77         1. A student must earn one credit in Algebra I and one
   78  credit in Geometry. A student’s performance on the statewide,
   79  standardized Algebra I end-of-course (EOC) assessment
   80  constitutes 30 percent of the student’s final course grade. A
   81  student must pass the statewide, standardized Algebra I EOC
   82  assessment, or earn a comparative score, in order to earn a
   83  standard high school diploma. Until the Geometry EOC assessment
   84  is discontinued, a student’s performance on the statewide,
   85  standardized Geometry EOC assessment constitutes 30 percent of
   86  the student’s final course grade.
   87         2. A student who earns an industry certification for which
   88  there is a statewide college credit articulation agreement
   89  approved by the State Board of Education may substitute the
   90  certification for one mathematics credit. Substitution may occur
   91  for up to two mathematics credits, except for Algebra I and
   92  Geometry. A student may earn two mathematics credits by
   93  successfully completing Algebra I through two full-year courses.
   94  A certified school counselor or the principal’s designee must
   95  advise the student that admission to a state university may
   96  require the student to earn 3 additional mathematics credits
   97  that are at least as rigorous as Algebra I.
   98         3. A student who earns a computer science credit may
   99  substitute the credit for up to one credit of the mathematics
  100  requirement, with the exception of Algebra I and Geometry, if
  101  the commissioner identifies the computer science credit as being
  102  equivalent in rigor to the mathematics credit. An identified
  103  computer science credit may not be used to substitute for both a
  104  mathematics and a science credit. A student who earns an
  105  industry certification in 3D rapid prototype printing may
  106  satisfy up to two credits of the mathematics requirement, with
  107  the exception of Algebra I, if the commissioner identifies the
  108  certification as being equivalent in rigor to the mathematics
  109  credit or credits.
  110         (d) Three credits in social studies.—A student must earn
  111  one credit in United States History; one credit in World
  112  History; one-half credit in economics; and one-half credit in
  113  United States Government. The United States History EOC
  114  assessment constitutes 30 percent of the student’s final course
  115  grade. Beginning with the 2020-2021 school year, all students in
  116  grade 12 shall take the assessment of civic literacy identified
  117  by the State Board of Education under s. 1007.25(4). A student
  118  who earns a passing score on the assessment is exempt from the
  119  postsecondary civic literacy assessment required by s.
  120  1007.25(4).
  121         (7) UNIFORM TRANSFER OF HIGH SCHOOL CREDITS.—Beginning with
  122  the 2012-2013 school year, If a student transfers to a Florida
  123  public high school from out of country, out of state, a private
  124  school, or a home education program and the student’s transcript
  125  shows a credit in Algebra I, the student’s transferring course
  126  final grade and credit shall be honored. However, the student
  127  must pass the statewide, standardized Algebra I EOC assessment
  128  in order to earn a standard high school diploma unless the
  129  student earned a comparative score, passed a statewide
  130  assessment in Algebra I administered by the transferring entity,
  131  or passed the statewide mathematics assessment the transferring
  132  entity uses to satisfy the requirements of the Elementary and
  133  Secondary Education Act, as amended by the Every Student
  134  Succeeds Act (ESSA) of 2015, 20 U.S.C. ss. 6301 et seq. If a
  135  student’s transcript shows a credit in high school reading or
  136  English Language Arts II or III, in order to earn a standard
  137  high school diploma, the student must take and pass the
  138  statewide, standardized grade 10 Reading assessment or, when
  139  implemented, the grade 10 ELA assessment, or earn a concordant
  140  score. If a transfer student’s transcript shows a final course
  141  grade and course credit in Algebra I, Geometry, Biology I, or
  142  United States History, the transferring course final grade and
  143  credit shall be honored without the student taking the requisite
  144  statewide, standardized EOC assessment and without the
  145  assessment results constituting 30 percent of the student’s
  146  final course grade.
  147         (10) STUDENTS WITH DISABILITIES.—Beginning with students
  148  entering grade 9 in the 2014-2015 school year, this subsection
  149  applies to a student with a disability.
  150         (e) Any waiver of the statewide, standardized assessment
  151  requirements by the individual education plan team, pursuant to
  152  s. 1008.22(3)(d) s. 1008.22(3)(c), must be approved by the
  153  parent and is subject to verification for appropriateness by an
  154  independent reviewer selected by the parent as provided for in
  155  s. 1003.572.
  157  The State Board of Education shall adopt rules under ss.
  158  120.536(1) and 120.54 to implement this subsection, including
  159  rules that establish the minimum requirements for students
  160  described in this subsection to earn a standard high school
  161  diploma. The State Board of Education shall adopt emergency
  162  rules pursuant to ss. 120.536(1) and 120.54.
  163         Section 5. Paragraph (a) of subsection (1) of section
  164  1003.4285, Florida Statutes, is amended to read:
  165         1003.4285 Standard high school diploma designations.—
  166         (1) Each standard high school diploma shall include, as
  167  applicable, the following designations if the student meets the
  168  criteria set forth for the designation:
  169         (a) Scholar designation.—In addition to the requirements of
  170  s. 1003.4282, in order to earn the Scholar designation, a
  171  student must satisfy the following requirements:
  172         1. Mathematics.—Earn one credit in Algebra II or an equally
  173  rigorous course and one credit in statistics or an equally
  174  rigorous course. Beginning with students entering grade 9 in the
  175  2014-2015 school year, pass the Geometry statewide, standardized
  176  assessment.
  177         2. Science.—Pass the statewide, standardized Biology I EOC
  178  assessment and earn one credit in chemistry or physics and one
  179  credit in a course equally rigorous to chemistry or physics.
  180  However, a student enrolled in an Advanced Placement (AP),
  181  International Baccalaureate (IB), or Advanced International
  182  Certificate of Education (AICE) Biology course who takes the
  183  respective AP, IB, or AICE Biology assessment and earns the
  184  minimum score necessary to earn college credit as identified
  185  pursuant to s. 1007.27(2) meets the requirement of this
  186  subparagraph without having to take the statewide, standardized
  187  Biology I EOC assessment.
  188         3. Social studies.—Pass the statewide, standardized United
  189  States History EOC assessment. However, a student enrolled in an
  190  AP, IB, or AICE course that includes United States History
  191  topics who takes the respective AP, IB, or AICE assessment and
  192  earns the minimum score necessary to earn college credit as
  193  identified pursuant to s. 1007.27(2) meets the requirement of
  194  this subparagraph without having to take the statewide,
  195  standardized United States History EOC assessment.
  196         4. Foreign language.—Earn two credits in the same foreign
  197  language.
  198         5. Electives.—Earn at least one credit in an Advanced
  199  Placement, an International Baccalaureate, an Advanced
  200  International Certificate of Education, or a dual enrollment
  201  course.
  202         Section 6. Effective upon becoming a law, subsection (5) is
  203  added to section 1006.33, Florida Statutes, to read:
  204         1006.33 Bids or proposals; advertisement and its contents.—
  205         (5)Notwithstanding the requirements of this section and
  206  rules adopted to implement this section, for the 2020 adoption
  207  cycle, the department may establish timeframes for the
  208  advertisement and submission of bids for instructional
  209  materials.
  210         Section 7. Subsection (4) of section 1007.25, Florida
  211  Statutes, is amended to read:
  212         1007.25 General education courses; common prerequisites;
  213  other degree requirements.—
  214         (4) Beginning with students initially entering a Florida
  215  College System institution or state university in the 2020-2021
  216  2018-2019 school year and thereafter, each student must
  217  demonstrate competency in civic literacy. Students must have the
  218  option to demonstrate competency through the successful
  219  completion of a civic literacy course and or by achieving a
  220  passing score on an assessment. The State Board of Education
  221  must adopt in rule and the Board of Governors must adopt in
  222  regulation at least one existing assessment that measures
  223  competencies consistent with the required course competencies
  224  outlined in paragraph (b). A student may fulfill the assessment
  225  requirement by earning a passing score on the assessment while
  226  in high school under s. 1003.4282(3)(d). The chair of the State
  227  Board of Education and the chair of the Board of Governors, or
  228  their respective designees, shall jointly appoint a faculty
  229  committee to:
  230         (a) Develop a new course in civic literacy or revise an
  231  existing general education core course in American History or
  232  American Government to include civic literacy.
  233         (b) Establish course competencies and identify outcomes
  234  that include, at a minimum, an understanding of the basic
  235  principles of American democracy and how they are applied in our
  236  republican form of government, an understanding of the United
  237  States Constitution, knowledge of the founding documents and how
  238  they have shaped the nature and functions of our institutions of
  239  self-governance, and an understanding of landmark Supreme Court
  240  cases and their impact on law and society.
  241         Section 8. Paragraph (a) of subsection (8) of section
  242  1007.35, Florida Statutes, is amended, and paragraph (l) is
  243  added to subsection (6) of that section, to read:
  244         1007.35 Florida Partnership for Minority and
  245  Underrepresented Student Achievement.—
  246         (6) The partnership shall:
  247         (l)Provide information on resources and opportunities to
  248  help students transition to postsecondary education, including
  249  available financial aid and how to apply for such aid, as well
  250  as public and private partnerships that provide college advising
  251  services to assist students in the postsecondary education
  252  application process.
  253         (8)(a) By September 30 of each year, the partnership shall
  254  submit to the department a report that contains an evaluation of
  255  the effectiveness of the delivered services and activities.
  256  Activities and services must be evaluated on their effectiveness
  257  at raising student achievement and increasing the number of AP
  258  or other advanced course examinations in low-performing middle
  259  and high schools. Other indicators that must be addressed in the
  260  evaluation report include the number of middle and high school
  261  teachers trained; the effectiveness of the training; measures of
  262  postsecondary readiness of the students affected by the program;
  263  levels of participation in 10th grade PSAT/NMSQT or the PreACT
  264  testing; the number of students who submit at least one
  265  postsecondary application; the number of students who submit an
  266  application for financial aid to help pay for postsecondary
  267  expenses; and measures of student, parent, and teacher awareness
  268  of and satisfaction with the services of the partnership.
  269         Section 9. Paragraph (a) of subsection (1) and subsection
  270  (2) of section 1008.212, Florida Statutes, are amended to read:
  271         1008.212 Students with disabilities; extraordinary
  272  exemption.—
  273         (1) As used in this section, the term:
  274         (a) “Circumstance” means a situation in which
  275  accommodations allowable for use on the statewide standardized
  276  assessment, a statewide standardized end-of-course assessment,
  277  or an alternate assessment pursuant to s. 1008.22(3)(d) s.
  278  1008.22(3)(c) are not offered to a student during the current
  279  year’s assessment administration due to technological
  280  limitations in the testing administration program which lead to
  281  results that reflect the student’s impaired sensory, manual, or
  282  speaking skills rather than the student’s achievement of the
  283  benchmarks assessed by the statewide standardized assessment, a
  284  statewide standardized end-of-course assessment, or an alternate
  285  assessment.
  286         (2) A student with a disability for whom the individual
  287  education plan (IEP) team determines is prevented by a
  288  circumstance or condition from physically demonstrating the
  289  mastery of skills that have been acquired and are measured by
  290  the statewide standardized assessment, a statewide standardized
  291  end-of-course assessment, or an alternate assessment pursuant to
  292  s. 1008.22(3)(d) s. 1008.22(3)(c) shall be granted an
  293  extraordinary exemption from the administration of the
  294  assessment. A learning, emotional, behavioral, or significant
  295  cognitive disability, or the receipt of services through the
  296  homebound or hospitalized program in accordance with rule 6A
  297  6.03020, Florida Administrative Code, is not, in and of itself,
  298  an adequate criterion for the granting of an extraordinary
  299  exemption.
  300         Section 10. Present paragraph (c) of subsection (3) of
  301  section 1008.22, Florida Statutes, is redesignated as paragraph
  302  (d), a new paragraph (c) is added to that subsection, and
  303  paragraphs (a) and (b), present paragraphs (c) and (d), and
  304  paragraph (g) of subsection (3), subsection (6), paragraphs (a),
  305  (b), (c), and (h) of subsection (7), and subsections (8) and (9)
  306  of that section are amended, to read:
  307         1008.22 Student assessment program for public schools.—
  309  Commissioner of Education shall design and implement a
  310  statewide, standardized assessment program aligned to the core
  311  curricular content established in the Next Generation Sunshine
  312  State Standards. The commissioner also must develop or select
  313  and implement a common battery of assessment tools that will be
  314  used in all juvenile justice education programs in the state.
  315  These tools must accurately measure the core curricular content
  316  established in the Next Generation Sunshine State Standards.
  317  Participation in the assessment program is mandatory for all
  318  school districts and all students attending public schools,
  319  including adult students seeking a standard high school diploma
  320  under s. 1003.4282 and students in Department of Juvenile
  321  Justice education programs, except as otherwise provided by law.
  322  If a student does not participate in the assessment program, the
  323  school district must notify the student’s parent and provide the
  324  parent with information regarding the implications of such
  325  nonparticipation. The statewide, standardized assessment program
  326  shall be designed and implemented as follows:
  327         (a) Statewide, standardized comprehensive assessments.—The
  328  statewide, standardized Reading assessment shall be administered
  329  annually in grades 3 through 10. The statewide, standardized
  330  Writing assessment shall be administered annually at least once
  331  at the elementary, middle, and high school levels. When the
  332  Reading and Writing assessments are replaced by English Language
  333  Arts (ELA) assessments, ELA assessments shall be administered to
  334  students in grades 3 through 8 and in grade 10. The grade 9 ELA
  335  assessment shall be last administered in the 2021-2022 school
  336  year. Retake opportunities for the grade 10 Reading assessment
  337  or, upon implementation, the grade 10 ELA assessment must be
  338  provided. Students taking the ELA assessments shall not take the
  339  statewide, standardized assessments in Reading or Writing.
  340  Reading passages and writing prompts for ELA assessments shall
  341  incorporate grade-level core curricula content from social
  342  studies. The statewide, standardized Mathematics assessments
  343  shall be administered annually in grades 3 through 8. Students
  344  taking a revised Mathematics assessment shall not take the
  345  discontinued assessment. The statewide, standardized Science
  346  assessment shall be administered annually at least once at the
  347  elementary and middle grades levels. In order to earn a standard
  348  high school diploma, a student who has not earned a passing
  349  score on the grade 10 Reading assessment or, upon
  350  implementation, the grade 10 ELA assessment must earn a passing
  351  score on the assessment retake or earn a concordant score as
  352  authorized under subsection (9). Statewide, standardized ELA and
  353  mathematics assessments in grades 3 through 6 must be delivered
  354  in a paper-based format.
  355         (b) End-of-course (EOC) assessments.—EOC assessments must
  356  be statewide, standardized, and developed or approved by the
  357  Department of Education as follows:
  358         1. EOC assessments for Algebra I, Geometry, Biology I,
  359  United States History, and Civics shall be administered to
  360  students enrolled in such courses as specified in the course
  361  code directory. The Geometry EOC assessment shall be
  362  administered to students enrolled in such courses as specified
  363  in the course code directory until the assessment is
  364  discontinued.
  365         2. Students enrolled in a course, as specified in the
  366  course code directory, with an associated statewide,
  367  standardized EOC assessment must take the EOC assessment for
  368  such course and may not take the corresponding subject or grade
  369  level statewide, standardized assessment pursuant to paragraph
  370  (a). Sections 1003.4156 and 1003.4282 govern the use of
  371  statewide, standardized EOC assessment results for students.
  372         3. The commissioner may select one or more nationally
  373  developed comprehensive examinations, which may include
  374  examinations for a College Board Advanced Placement course,
  375  International Baccalaureate course, or Advanced International
  376  Certificate of Education course, or industry-approved
  377  examinations to earn national industry certifications identified
  378  in the CAPE Industry Certification Funding List, for use as EOC
  379  assessments under this paragraph if the commissioner determines
  380  that the content knowledge and skills assessed by the
  381  examinations meet or exceed the grade-level expectations for the
  382  core curricular content established for the course in the Next
  383  Generation Sunshine State Standards. Use of any such examination
  384  as an EOC assessment must be approved by the state board in
  385  rule.
  386         4. Contingent upon funding provided in the General
  387  Appropriations Act, including the appropriation of funds
  388  received through federal grants, the commissioner may establish
  389  an implementation schedule for the development and
  390  administration of additional statewide, standardized EOC
  391  assessments that must be approved by the state board in rule. If
  392  approved by the state board, student performance on such
  393  assessments constitutes 30 percent of a student’s final course
  394  grade.
  395         5. All statewide, standardized EOC assessments must be
  396  administered online except as otherwise provided in paragraph
  397  (c).
  398         6. A student enrolled in an Advanced Placement (AP),
  399  International Baccalaureate (IB), or Advanced International
  400  Certificate of Education (AICE) course who takes the respective
  401  AP, IB, or AICE assessment and earns the minimum score necessary
  402  to earn college credit, as identified in s. 1007.27(2), meets
  403  the requirements of this paragraph and does not have to take the
  404  EOC assessment for the corresponding course.
  405         (c)Nationally recognized high school assessments.
  406         1.Beginning with the 2020-2021 school year, a nationally
  407  recognized high school assessment, defined as either the ACT or
  408  the SAT, shall be administered to students in grade 11.
  409         2.The Commissioner of Education shall, through a
  410  competitive procurement, select either the ACT or the SAT for
  411  statewide administration.
  412         3.Funding for the SAT and the ACT for all grade 11
  413  students shall be as provided in the General Appropriations Act.
  414         (d)(c)Students with disabilities; Florida Alternate
  415  Assessment.—
  416         1. Each district school board must provide instruction to
  417  prepare students with disabilities in the core content knowledge
  418  and skills necessary for successful grade-to-grade progression
  419  and high school graduation.
  420         2. A student with a disability, as defined in s. 1007.02,
  421  for whom the individual education plan (IEP) team determines
  422  that the statewide, standardized assessments under this section
  423  cannot accurately measure the student’s abilities, taking into
  424  consideration all allowable accommodations, shall have
  425  assessment results waived for the purpose of receiving a course
  426  grade and a standard high school diploma. Such waiver shall be
  427  designated on the student’s transcript. The statement of waiver
  428  shall be limited to a statement that performance on an
  429  assessment was waived for the purpose of receiving a course
  430  grade or a standard high school diploma, as applicable.
  431         3. The State Board of Education shall adopt rules, based
  432  upon recommendations of the commissioner, for the provision of
  433  assessment accommodations for students with disabilities and for
  434  students who have limited English proficiency.
  435         a. Accommodations that negate the validity of a statewide,
  436  standardized assessment are not allowed during the
  437  administration of the assessment. However, instructional
  438  accommodations are allowed in the classroom if identified in a
  439  student’s IEP. Students using instructional accommodations in
  440  the classroom that are not allowed on a statewide, standardized
  441  assessment may have assessment results waived if the IEP team
  442  determines that the assessment cannot accurately measure the
  443  student’s abilities.
  444         b. If a student is provided with instructional
  445  accommodations in the classroom that are not allowed as
  446  accommodations for statewide, standardized assessments, the
  447  district must inform the parent in writing and provide the
  448  parent with information regarding the impact on the student’s
  449  ability to meet expected performance levels. A parent must
  450  provide signed consent for a student to receive classroom
  451  instructional accommodations that would not be available or
  452  permitted on a statewide, standardized assessment and
  453  acknowledge in writing that he or she understands the
  454  implications of such instructional accommodations.
  455         c. If a student’s IEP states that online administration of
  456  a statewide, standardized assessment will significantly impair
  457  the student’s ability to perform, the assessment shall be
  458  administered in hard copy.
  459         4. For students with significant cognitive disabilities,
  460  the Department of Education shall provide for implementation of
  461  the Florida Alternate Assessment to accurately measure the core
  462  curricular content established in the Next Generation Sunshine
  463  State Standards.
  464         (d)Implementation schedule.
  465         1.The Commissioner of Education shall establish and
  466  publish on the department’s website an implementation schedule
  467  to transition from the statewide, standardized Reading and
  468  Writing assessments to the ELA assessments and to the revised
  469  Mathematics assessments, including the Algebra I and Geometry
  470  EOC assessments. The schedule must take into consideration
  471  funding, sufficient field and baseline data, access to
  472  assessments, instructional alignment, and school district
  473  readiness to administer the assessments online. All such
  474  assessments must be delivered through computer-based testing,
  475  however, the following assessments must be delivered in a
  476  computer-based format, as follows: the grade 3 Mathematics
  477  assessment beginning in the 2016-2017 school year; the grade 4
  478  ELA assessment, beginning in the 2015-2016 school year; and the
  479  grade 4 Mathematics assessment, beginning in the 2016-2017
  480  school year. Notwithstanding the requirements of this
  481  subparagraph, statewide, standardized ELA and mathematics
  482  assessments in grades 3 through 6 must be delivered only in a
  483  paper-based format, beginning with the 2017-2018 school year,
  484  and all such assessments must be paper-based no later than the
  485  2018-2019 school year.
  486         2.The Department of Education shall publish minimum and
  487  recommended technology requirements that include specifications
  488  for hardware, software, networking, security, and broadband
  489  capacity to facilitate school district compliance with the
  490  requirements of this section.
  491         (g) Contracts for assessments.—
  492         1. The commissioner shall provide for the assessments to be
  493  developed or obtained, as appropriate, through contracts and
  494  project agreements with private vendors, public vendors, public
  495  agencies, postsecondary educational institutions, or school
  496  districts. The commissioner may enter into contracts for the
  497  continued administration of the assessments authorized and
  498  funded by the Legislature. Contracts may be initiated in 1
  499  fiscal year and continue into the next fiscal year and may be
  500  paid from the appropriations of either or both fiscal years. The
  501  commissioner may negotiate for the sale or lease of tests,
  502  scoring protocols, test scoring services, and related materials
  503  developed pursuant to law.
  504         2.A student’s performance results on statewide,
  505  standardized assessments, EOC assessments, and Florida
  506  Alternative Assessments administered pursuant to this subsection
  507  must be provided to the student’s teachers and parents by the
  508  end of the school year, unless the commissioner determines that
  509  extenuating circumstances exist and reports the extenuating
  510  circumstances to the State Board of Education. This subparagraph
  511  does not apply to existing contracts for such assessments, but
  512  shall apply to new contracts and any renewal of existing
  513  contracts for such assessments.
  514         3.If liquidated damages are applicable, the department
  515  shall collect liquidated damages that are due in response to the
  516  administration of the spring 2015 computer-based assessments of
  517  the department’s Florida Standards Assessment contract with
  518  American Institutes for Research, and expend the funds to
  519  reimburse parties that incurred damages.
  521  STANDARDS.—
  522         (a) Measurement of student performance is the
  523  responsibility of school districts except in those subjects and
  524  grade levels measured under the statewide, standardized
  525  assessment program described in this section. When available,
  526  instructional personnel must be provided with information on
  527  student achievement of standards and benchmarks in order to
  528  improve instruction.
  529         (b)The Commissioner of Education shall assist and support
  530  districts in measuring student performance on the state
  531  standards by maintaining a statewide item bank, facilitating the
  532  sharing of developed tests or test items among school districts,
  533  and providing technical assistance in best assessment practices.
  534  The commissioner may discontinue the item bank if he or she
  535  determines that district participation is insufficient for its
  536  sustainability.
  538         (a) The Commissioner of Education shall establish schedules
  539  for the administration of statewide, standardized assessments
  540  and the reporting of student assessment results. The
  541  commissioner shall consider the observance of religious and
  542  school holidays when developing the schedules. The assessment
  543  and reporting schedules must provide the earliest possible
  544  reporting of student assessment results to the school districts,
  545  consistent with the requirements of paragraph (3)(g). Assessment
  546  results for the statewide, standardized ELA and mathematics
  547  assessments and all statewide, standardized EOC assessments must
  548  be made available no later than June 30, except for results for
  549  the grade 3 statewide, standardized ELA assessment, which must
  550  be made available no later than May 31. School districts shall
  551  administer statewide, standardized assessments in accordance
  552  with the schedule established by the commissioner.
  553         (b) By January of each year, beginning in 2018, the
  554  commissioner shall publish on the department’s website a uniform
  555  calendar that includes the assessment and reporting schedules
  556  for, at a minimum, the next 2 school years. The uniform calendar
  557  must be provided to school districts in an electronic format
  558  that allows each school district and public school to populate
  559  the calendar with, at minimum, the following information for
  560  reporting the district assessment schedules under paragraph (d):
  561         1. Whether the assessment is a district-required assessment
  562  or a state-required assessment.
  563         2. The specific date or dates that each assessment will be
  564  administered.
  565         3. The time allotted to administer each assessment.
  566         4. Whether the assessment is a computer-based assessment or
  567  a paper-based assessment.
  568         5. The grade level or subject area associated with the
  569  assessment.
  570         6. The date that the assessment results are expected to be
  571  available to teachers and parents.
  572         7. The type of assessment, the purpose of the assessment,
  573  and the use of the assessment results.
  574         8. A glossary of assessment terminology.
  575         9. Estimates of average time for administering state
  576  required and district-required assessments, by grade level.
  577         (c) Beginning with the 2018-2019 school year, The spring
  578  administration of the statewide, standardized assessments in
  579  paragraphs (3)(a) and (b), excluding assessment retakes, must be
  580  in accordance with the following schedule:
  581         1. The grade 3 statewide, standardized ELA assessment and
  582  the writing portion of the statewide, standardized ELA
  583  assessment for grades 4 through 10 must be administered no
  584  earlier than April 1 each year within an assessment window not
  585  to exceed 2 weeks.
  586         2. With the exception of assessments identified in
  587  subparagraph 1., any statewide, standardized assessment that is
  588  delivered in a paper-based format must be administered no
  589  earlier than May 1 each year within an assessment window not to
  590  exceed 2 weeks.
  591         3. With the exception of assessments identified in
  592  subparagraphs 1. and 2., any statewide, standardized assessment
  593  must be administered within a 4-week assessment window that
  594  opens no earlier than May 1 each year.
  596  Each school district shall administer the assessments identified
  597  under subparagraphs 2. and 3. no earlier than 4 weeks before the
  598  last day of school for the district.
  599         (h) The results of statewide, standardized ELA, and
  600  mathematics, science, and social studies assessments, including
  601  assessment retakes, shall be reported in an easy-to-read and
  602  understandable format and delivered in time to provide useful,
  603  actionable information to students, parents, and each student’s
  604  current teacher of record and teacher of record for the
  605  subsequent school year; however, in any case, the district shall
  606  provide the results pursuant to this paragraph within 1 week
  607  after receiving the results from the department. A report of
  608  student assessment results must, at a minimum, contain:
  609         1. A clear explanation of the student’s performance on the
  610  applicable statewide, standardized assessments.
  611         2. Information identifying the student’s areas of strength
  612  and areas in need of improvement.
  613         3. Specific actions that may be taken, and the available
  614  resources that may be used, by the student’s parent to assist
  615  his or her child based on the student’s areas of strength and
  616  areas in need of improvement.
  617         4. Longitudinal information, if available, on the student’s
  618  progress in each subject area based on previous statewide,
  619  standardized assessment data.
  620         5. Comparative information showing the student’s score
  621  compared to other students in the school district, in the state,
  622  or, if available, in other states.
  623         6. Predictive information, if available, showing the
  624  linkage between the scores attained by the student on the
  625  statewide, standardized assessments and the scores he or she may
  626  potentially attain on nationally recognized college entrance
  627  examinations.
  628         (8) PUBLICATION OF ASSESSMENTS.—To promote transparency in
  629  the statewide assessment program, in any procurement for the
  630  statewide, standardized assessments in ELA, assessment in grades
  631  3 through 10 and the mathematics, science, and social studies
  632  assessment in grades 3 through 8, the Department of Education
  633  shall solicit cost proposals for publication of the state
  634  assessments on its website in accordance with this subsection.
  635         (a) The department shall publish each assessment
  636  administered under paragraph (3)(a) and subparagraph (3)(b)1.,
  637  excluding assessment retakes, at least once on a triennial basis
  638  pursuant to a schedule determined by the Commissioner of
  639  Education. Each assessment, when published, must have been
  640  administered during the most recent school year and be in a
  641  format that facilitates the sharing of assessment items.
  642         (b) The initial publication of assessments must occur no
  643  later than June 30, 2024 2021, subject to appropriation, and
  644  must include, at a minimum, the grade 3 ELA and mathematics
  645  assessments, the grade 10 ELA assessment, and the Algebra I EOC
  646  assessment.
  647         (c) The department must provide materials on its website to
  648  help the public interpret assessment information published
  649  pursuant to this subsection.
  650         (9) CONCORDANT SCORES.—The Commissioner of Education must
  651  identify scores on the SAT and ACT that if achieved satisfy the
  652  graduation requirement that a student pass the grade 10
  653  statewide, standardized Reading assessment or, upon
  654  implementation, the grade 10 ELA assessment. The commissioner
  655  may identify concordant scores on assessments other than the SAT
  656  and ACT. If the content or scoring procedures change for the
  657  grade 10 Reading assessment or, upon implementation, the grade
  658  10 ELA assessment, new concordant scores must be determined. If
  659  new concordant scores are not timely adopted, the last-adopted
  660  concordant scores remain in effect until such time as new scores
  661  are adopted. The state board shall adopt concordant scores in
  662  rule.
  663         Section 11. Paragraph (a) of subsection (2) of section
  664  1008.25, Florida Statutes, is amended to read:
  665         1008.25 Public school student progression; student support;
  666  reporting requirements.—
  667         (2) STUDENT PROGRESSION PLAN.—Each district school board
  668  shall establish a comprehensive plan for student progression
  669  which must provide for a student’s progression from one grade to
  670  another based on the student’s mastery of the standards in s.
  671  1003.41, specifically English Language Arts, mathematics,
  672  science, and social studies standards. The plan must:
  673         (a) Include criteria that emphasize student reading
  674  proficiency in kindergarten through grade 3 and provide targeted
  675  instructional support for students with identified deficiencies
  676  in English Language Arts, mathematics, science, and social
  677  studies. High schools shall use all available assessment
  678  results, including the results of statewide, standardized
  679  English Language Arts assessments and end-of-course assessments
  680  for Algebra I and Geometry, to advise students of any identified
  681  deficiencies and to provide appropriate postsecondary
  682  preparatory instruction before high school graduation. The
  683  results of evaluations used to monitor a student’s progress in
  684  grades K-12 must be provided to the student’s teacher in a
  685  timely manner and as otherwise required by law. Thereafter,
  686  evaluation results must be provided to the student’s parent in a
  687  timely manner. When available, instructional personnel must be
  688  provided with information on student achievement of standards
  689  and benchmarks in order to improve instruction.
  690         Section 12. Subsection (1), paragraphs (a) and (b) of
  691  subsection (3), and subsection (4) of section 1008.33, Florida
  692  Statutes, are amended to read:
  693         1008.33 Authority to enforce public school improvement.—
  694         (1) The State Board of Education shall comply with the
  695  federal Elementary and Secondary Education Act (ESEA), 20 U.S.C.
  696  ss. 6301 et seq., its implementing regulations, and the ESEA
  697  plan flexibility waiver approved for Florida by the United
  698  States Secretary of Education. The state board may adopt rules
  699  to maintain compliance with the ESEA and the ESEA plan
  700  flexibility waiver.
  701         (3)(a) The academic performance of all students has a
  702  significant effect on the state school system. Pursuant to Art.
  703  IX of the State Constitution, which prescribes the duty of the
  704  State Board of Education to supervise Florida’s public school
  705  system, the state board shall equitably enforce the
  706  accountability requirements of the state school system and may
  707  impose state requirements on school districts in order to
  708  improve the academic performance of all districts, schools, and
  709  students based upon the provisions of the Florida K-20 Education
  710  Code, chapters 1000-1013; the federal ESEA and its implementing
  711  regulations; and the ESEA plan flexibility waiver approved for
  712  Florida by the United States Secretary of Education.
  713         (b) The Department of Education shall annually identify
  714  each public school in need of intervention and support to
  715  improve student academic performance. A deficient and failing
  716  school is a school All schools earning a grade of “D” or “F”
  717  pursuant to s. 1008.34 are schools in need of intervention and
  718  support.
  719         (4)(a) The state board shall apply intensive intervention
  720  and support strategies tailored to the needs of schools earning
  721  a grade two consecutive grades of “D” or a grade of “F.” In the
  722  first full school year after a school initially earns a grade
  723  two consecutive grades of “D” or a grade of “F,” the school
  724  district must immediately implement intervention and support
  725  strategies prescribed in rule under paragraph (3)(c) and, by
  726  September 1, provide the department with the memorandum of
  727  understanding negotiated pursuant to s. 1001.42(21) and, by
  728  October 1, a district-managed turnaround plan for approval by
  729  the state board. The district-managed turnaround plan may
  730  include a proposal for the district to implement an extended
  731  school day, a summer program, or a combination of an extended
  732  school day and a summer program. Upon approval by the state
  733  board, the school district must implement the plan for the
  734  remainder of the school year and continue the plan for 1 full
  735  school year. The state board may allow a school an additional
  736  year of implementation before the school must implement a
  737  turnaround option required under paragraph (b) if it determines
  738  that the school is likely to improve to a grade of “C” or higher
  739  after the first full school year of implementation, and will
  740  sustain the improvement beyond the next school year.
  741         (b) Unless an additional year of implementation is provided
  742  pursuant to paragraph (a), a school that completes a district
  743  managed turnaround plan cycle and does not improve to at least a
  744  grade of earns three consecutive grades below a “C” or higher
  745  must implement one of the following:
  746         1. Upon the recommendation of the Commissioner of
  747  Education, the state board may allow the school district to
  748  close the school and reassign students to another school with a
  749  school grade of “C” or higher, provide additional services to
  750  reassigned students which are designed to address deficiencies
  751  and improve performance, and monitor the progress of each
  752  reassigned student for 3 school years;
  753         2. Repurpose Close the school and reopen the school as one
  754  or more charter schools, each with a governing board that has a
  755  demonstrated record of effectiveness; or
  756         3. Enter into a performance contract with an external
  757  operator outside entity that has a demonstrated record of
  758  effectiveness to operate the school. The contract must allow
  759  unilateral cancellation by the school district upon revocation
  760  of the turnaround plan under paragraph (f). An external operator
  761  outside entity may include the State University System or
  762  Florida College System institution or a district-managed charter
  763  school in which all instructional personnel are not employees of
  764  the school district, but are employees of an independent
  765  governing board composed of members who did not participate in
  766  the review or approval of the charter.
  767         (c) During the implementation of a turnaround option, the
  768  district may request a new turnaround option. Implementation of
  769  the turnaround option is no longer required if the school
  770  improves to a grade of “C” or higher.
  771         (d) If a school earning two consecutive grades of “D” or a
  772  grade of “F” does not improve to a grade of “C” or higher after
  773  2 school years of implementing the turnaround option selected by
  774  the school district under paragraph (b), the school district
  775  must implement another turnaround option. Implementation of the
  776  turnaround option must begin the school year following the
  777  implementation period of the existing turnaround option, unless
  778  the state board determines that the school is likely to improve
  779  to a grade of “C” or higher if additional time is provided to
  780  implement the existing turnaround option.
  781         (e)If a school earns a grade of “D” or “F” within 4 years
  782  after improving to a grade of “C” or higher, the school may only
  783  select a turnaround option under paragraph (b).
  784         (f)The state board may revoke a turnaround plan if a
  785  school district fails to follow the terms and conditions of its
  786  approved plan. Before revoking a turnaround plan, the state
  787  board shall consider any curative action taken or proposed by
  788  the school district and the feasibility of improving performance
  789  under the plan during the remainder of the approval period. Upon
  790  revocation of a turnaround plan, a school district must submit a
  791  new turnaround plan or select a new turnaround option.
  792         Section 13. Paragraphs (a) and (b) of subsection (1) and
  793  paragraph (b) of subsection (3) of section 1008.34, Florida
  794  Statutes, are amended to read:
  795         1008.34 School grading system; school report cards;
  796  district grade.—
  797         (1) DEFINITIONS.—For purposes of the statewide,
  798  standardized assessment program and school grading system, the
  799  following terms are defined:
  800         (a) “Achievement level,” “student achievement,” or
  801  “achievement” describes the level of content mastery a student
  802  has acquired in a particular subject as measured by a statewide,
  803  standardized assessment administered pursuant to s.
  804  1008.22(3)(a) and (b). There are five achievement levels. Level
  805  1 is the lowest achievement level, level 5 is the highest
  806  achievement level, and level 3 indicates satisfactory
  807  performance. A student passes an assessment if the student
  808  achieves a level 3, level 4, or level 5. For purposes of the
  809  Florida Alternate Assessment administered pursuant to s.
  810  1008.22(3)(d) s. 1008.22(3)(c), the state board shall provide,
  811  in rule, the number of achievement levels and identify the
  812  achievement levels that are considered passing. For the purpose
  813  of calculating school grades under this section, the State Board
  814  of Education shall adopt by rule passing scores for the
  815  nationally recognized high school assessment selected pursuant
  816  to s. 1008.22(3)(c).
  817         (b) “Learning Gains,“annual learning gains,” or “student
  818  learning gains” means the degree of student learning growth
  819  occurring over time from one school year to the next as required
  820  by state board rule for purposes of calculating school grades
  821  under this section.
  823         (b)1. Beginning with the 2014-2015 school year, A school’s
  824  grade shall be based on the following components, each worth 100
  825  points:
  826         a. The percentage of eligible students passing statewide,
  827  standardized assessments in English Language Arts under s.
  828  1008.22(3), and beginning with the 2022-2023 school year, the
  829  percentage of eligible students passing the relevant portions of
  830  the nationally recognized high school assessment selected
  831  pursuant to s. 1008.22(3)(c).
  832         b. The percentage of eligible students passing statewide,
  833  standardized assessments in mathematics under s. 1008.22(3), and
  834  beginning with the 2022-2023 school year, the percentage of
  835  eligible students passing the relevant portions of the
  836  nationally recognized high school assessment selected pursuant
  837  to s. 1008.22(3)(c).
  838         c. The percentage of eligible students passing statewide,
  839  standardized assessments in science under s. 1008.22(3).
  840         d. The percentage of eligible students passing statewide,
  841  standardized assessments in social studies under s. 1008.22(3).
  842         e. The percentage of eligible students who make Learning
  843  Gains in English Language Arts as measured by statewide,
  844  standardized assessments administered under s. 1008.22(3).
  845         f. The percentage of eligible students who make Learning
  846  Gains in mathematics as measured by statewide, standardized
  847  assessments administered under s. 1008.22(3).
  848         g. The percentage of eligible students in the lowest 25
  849  percent in English Language Arts, as identified by prior year
  850  performance on statewide, standardized assessments, who make
  851  Learning Gains as measured by statewide, standardized English
  852  Language Arts assessments administered under s. 1008.22(3).
  853         h. The percentage of eligible students in the lowest 25
  854  percent in mathematics, as identified by prior year performance
  855  on statewide, standardized assessments, who make Learning Gains
  856  as measured by statewide, standardized Mathematics assessments
  857  administered under s. 1008.22(3).
  858         i. For schools comprised of middle grades 6 through 8 or
  859  grades 7 and 8, the percentage of eligible students passing high
  860  school level statewide, standardized end-of-course assessments
  861  or attaining national industry certifications identified in the
  862  CAPE Industry Certification Funding List pursuant to rules
  863  adopted by the State Board of Education.
  865  In calculating Learning Gains for the components listed in sub
  866  subparagraphs e.-h., the State Board of Education shall require
  867  that learning growth toward achievement levels 3, 4, and 5 is
  868  demonstrated by students who scored below each of those levels
  869  in the prior year. In calculating the components in sub
  870  subparagraphs a.-d., the state board shall include the
  871  performance of English language learners only if they have been
  872  enrolled in a school in the United States for more than 2 years.
  873         2. For a school comprised of grades 9, 10, 11, and 12, or
  874  grades 10, 11, and 12, the school’s grade shall also be based on
  875  the following components, each worth 100 points:
  876         a. The 4-year high school graduation rate of the school as
  877  defined by state board rule.
  878         b. The percentage of students who were eligible to earn
  879  college and career credit through College Board Advanced
  880  Placement examinations, International Baccalaureate
  881  examinations, dual enrollment courses, or Advanced International
  882  Certificate of Education examinations; or who, at any time
  883  during high school, earned national industry certification
  884  identified in the CAPE Industry Certification Funding List,
  885  pursuant to rules adopted by the state board.
  886         Section 14. Subsection (2) of section 1008.3415, Florida
  887  Statutes, is amended to read:
  888         1008.3415 School grade or school improvement rating for
  889  exceptional student education centers.—
  890         (2) Notwithstanding s. 1008.34, the achievement levels and
  891  Learning Gains of a student with a disability who attends an
  892  exceptional student education center and has not been enrolled
  893  in or attended a public school other than an exceptional student
  894  education center for grades K-12 within the school district
  895  shall not be included in the calculation of the home school’s
  896  grade if the student is identified as an emergent student on the
  897  alternate assessment described in s. 1008.22(3)(d) s.
  898  1008.22(3)(c).
  899         Section 15. Subsection (21) of section 1011.62, Florida
  900  Statutes, is amended to read:
  901         1011.62 Funds for operation of schools.—If the annual
  902  allocation from the Florida Education Finance Program to each
  903  district for operation of schools is not determined in the
  904  annual appropriations act or the substantive bill implementing
  905  the annual appropriations act, it shall be determined as
  906  follows:
  908  The turnaround school supplemental services allocation is
  909  created to provide district-managed turnaround schools, as
  910  identified in s. 1008.33(4)(a), schools implementing a charter
  911  or an external operator turnaround option, that earn three
  912  consecutive grades below a “C,” as identified in s.
  913  1008.33(4)(c)3. s. 1008.33(4)(b)3., and schools that have
  914  improved to a “C” or higher and are no longer in turnaround
  915  status, as identified in s. 1008.33(4)(d) s. 1008.33(4)(c), with
  916  funds to offer services designed to improve the overall academic
  917  and community welfare of the schools’ students and their
  918  families.
  919         (a)1. Services funded by the allocation may include, but
  920  are not limited to, tutorial and after-school programs, student
  921  counseling, nutrition education, parental counseling, and an
  922  extended school day and school year. In addition, services may
  923  include models that develop a culture that encourages students
  924  to complete high school and to attend college or career
  925  training, set high academic expectations, and inspire character
  926  development.
  927         2. A school district may enter into a formal agreement with
  928  a nonprofit organization that has tax-exempt status under s.
  929  501(c)(3) of the Internal Revenue Code to implement an
  930  integrated student support service model that provides students
  931  and families with access to wrap-around services, including, but
  932  not limited to, health services, after-school programs, drug
  933  prevention programs, college and career readiness programs, and
  934  food and clothing banks.
  935         (b) Before distribution of the allocation, the school
  936  district shall develop and submit a plan for implementation to
  937  its school board for approval no later than August 1 of each
  938  fiscal year.
  939         (c) At a minimum, the plan required under paragraph (b)
  940  must:
  941         1. Establish comprehensive support services that develop
  942  family and community partnerships;
  943         2. Establish clearly defined and measurable high academic
  944  and character standards;
  945         3. Increase parental involvement and engagement in the
  946  child’s education;
  947         4. Describe how instructional personnel will be identified,
  948  recruited, retained, and rewarded;
  949         5. Provide professional development that focuses on
  950  academic rigor, direct instruction, and creating high academic
  951  and character standards;
  952         6. Provide focused instruction to improve student academic
  953  proficiency, which may include additional instruction time
  954  beyond the normal school day or school year; and
  955         7. Include a strategy for continuing to provide services
  956  after the school is no longer in turnaround status by virtue of
  957  achieving a grade of “C” or higher.
  958         (d) Each school district shall submit its approved plans to
  959  the commissioner by September 1 of each fiscal year.
  960         (e) Subject to legislative appropriation, each school
  961  district’s allocation must be based on the unweighted FTE
  962  student enrollment at the eligible schools and a per-FTE funding
  963  amount of $500 or as provided in the General Appropriations Act.
  964  The supplement provided in the General Appropriations Act shall
  965  be based on the most recent school grades and shall serve as a
  966  proxy for the official calculation. Once school grades are
  967  available for the school year immediately preceding the fiscal
  968  year coinciding with the appropriation, the supplement shall be
  969  recalculated for the official participating schools as part of
  970  the subsequent FEFP calculation. The commissioner may prepare a
  971  preliminary calculation so that districts may proceed with
  972  timely planning and use of the funds. If the calculated funds
  973  for the statewide allocation exceed the funds appropriated, the
  974  allocation of funds to each school district must be prorated
  975  based on each school district’s share of the total unweighted
  976  FTE student enrollment for the eligible schools.
  977         (f) Subject to legislative appropriation, each school shall
  978  remain eligible for the allocation for a maximum of 4 continuous
  979  fiscal years while implementing a turnaround option pursuant to
  980  s. 1008.33(4). In addition, a school that improves to a grade of
  981  “C” or higher shall remain eligible to receive the allocation
  982  for a maximum of 2 continuous fiscal years after exiting
  983  turnaround status.
  984         Section 16. For the 2020-2021 fiscal year, the sum of $8
  985  million in recurring funds is appropriated from the General
  986  Revenue Fund to the Department of Education to implement s.
  987  1008.22(3)(c), as created by this act.
  988         Section 17. Except as otherwise expressly provided in this
  989  act and except for this section, which shall take effect upon
  990  this act becoming a law, this act shall take effect July 1,
  991  2020.
  992  ================= T I T L E  A M E N D M E N T ================
  993  And the title is amended as follows:
  994         Delete everything before the enacting clause
  995  and insert:
  996                        A bill to be entitled                      
  997         An act relating to education; amending s. 1001.23,
  998         F.S.; authorizing the Department of Education to hold
  999         patents, copyrights, trademarks, and service marks;
 1000         authorizing the department to take specified actions
 1001         to enforce its rights under certain circumstances;
 1002         requiring the department to notify the Department of
 1003         State under certain circumstances; requiring certain
 1004         proceeds to be deposited into a specified trust fund;
 1005         amending s. 1003.33, F.S.; requiring final report
 1006         cards to be issued within a multiple specified
 1007         timeframes; amending s. 1003.4156, F.S.; conforming
 1008         provisions to changes made by the act; amending s.
 1009         1003.4282, F.S.; deleting obsolete language; requiring
 1010         certain students to take a specified assessment
 1011         relating to civic literacy; providing that such
 1012         assessment meets certain postsecondary requirements
 1013         under specified circumstances; amending s. 1003.4285,
 1014         F.S.; revising the requirements for earning the
 1015         Scholar designation on a standard high school diploma;
 1016         amending s. 1006.33, F.S.; authorizing the department
 1017         to establish timeframes for specified purposes
 1018         relating to instructional materials for a certain
 1019         adoption cycle; amending s. 1007.25, F.S.; requiring
 1020         postsecondary students to complete a civic literacy
 1021         course and pass a specified assessment to demonstrate
 1022         competency in civic literacy; authorizing students to
 1023         meet the assessment requirements in high school;
 1024         amending s. 1007.35, F.S.; requiring the Florida
 1025         Partnership for Minority and Underrepresented Student
 1026         Achievement to provide specified information to
 1027         students relating to transitioning to postsecondary
 1028         education; revising certain reporting requirements;
 1029         amending s. 1008.212, F.S.; conforming cross
 1030         references; amending s. 1008.22, F.S.; deleting
 1031         obsolete language; discontinuing a specified English
 1032         Language Arts assessment at a certain time; requiring
 1033         certain statewide, standardized assessments to be
 1034         administered in a paper-based format; requiring school
 1035         districts to provide the SAT or ACT to grade 11
 1036         students beginning in a specified school year;
 1037         requiring the Commissioner of Education to choose
 1038         which assessment to administer; providing that funding
 1039         for the assessments shall be as provided by
 1040         appropriation; deleting specified reporting
 1041         requirements; deleting a requirement that the
 1042         Commissioner of Education maintain a specified item
 1043         bank; deleting specified requirements for the date of
 1044         the administration of specified assessments; revising
 1045         a deadline for the publication of certain assessments;
 1046         amending s. 1008.25, F.S.; revising which assessments
 1047         a high school must use to advise students of specified
 1048         deficiencies; amending s. 1008.33, F.S.; revising
 1049         requirements for certain intervention and support
 1050         strategies; revising requirements for the State Board
 1051         of Education to allow a school an additional year of
 1052         implementation of a district-managed turnaround plan;
 1053         revising the requirements for turnaround options for
 1054         specified schools; authorizing a school district to
 1055         request a new turnaround option; providing
 1056         requirements for certain schools that reenter the
 1057         turnaround system; authorizing the state board to
 1058         revoke a turnaround plan under certain circumstances;
 1059         providing requirements for such revocation; amending
 1060         s. 1008.34, F.S.; revising definitions; revising
 1061         school grade calculations to include specified
 1062         assessment results beginning in a specified school
 1063         year; amending s. 1008.3415, F.S.; conforming a cross
 1064         reference; amending s. 1011.62, F.S.; revising the
 1065         eligibility criteria for the turnaround school
 1066         supplemental services allocation; providing an
 1067         appropriation; providing effective dates.