Florida Senate - 2023 CS for SB 1430
By the Appropriations Committee on Education; and Senator Avila
602-03972-23 20231430c1
1 A bill to be entitled
2 An act relating to education; amending ss. 1002.42 and
3 1002.45, F.S.; conforming cross-references; amending
4 s. 1003.4282, F.S.; revising a graduation requirement
5 for certain students; amending s. 1004.04, F.S.;
6 revising the core curricula for certain teacher
7 preparation programs; amending s. 1004.85, F.S.;
8 revising terminology; deleting a requirement that
9 certain certification programs be previously approved
10 by the Department of Education; revising requirements
11 for certain competency-based programs; revising
12 requirements for certain teacher preparation field
13 experience; revising requirements for participants in
14 certain teacher preparation programs; requiring the
15 State Board of Education to adopt specified rules
16 relating to the continued approval of certain teacher
17 preparation programs, rather than by a determination
18 of the Commissioner of Education; amending s. 1005.04,
19 F.S.; requiring certain institutions to provide a
20 written disclosure to prospective and enrolled
21 students relating costs that will be incurred by the
22 student and other specified information; providing
23 that applicants for certain licensure have the burden
24 of demonstrating compliance with fair consumer
25 practices; creating s. 1005.11, F.S.; requiring the
26 Commission for Independent Education to prepare an
27 annual report; providing requirements for the report;
28 requiring certain institutions to provide data to the
29 commission; requiring the commission to establish
30 definitions for the data for reporting purposes;
31 requiring the commission to impose a fine when an
32 institution does not timely submit the required data;
33 authorizing the commission to establish rules;
34 amending s. 1005.22, F.S.; authorizing the commission
35 to examine and investigate the affairs of every
36 person, entity, or independent postsecondary
37 institution for specified purposes; amending s.
38 1005.31, F.S.; revising the standards for licensure
39 that the commission must adopt; authorizing the
40 commission to require a licensed institution to submit
41 a management plan and prohibit an institution from
42 accepting new students; creating s. 1005.335, F.S.;
43 prohibiting an institution from conducting a program
44 unless specifically authorized by its license;
45 requiring that all programs offered by a licensed
46 institution be recognized and licensed by the
47 commission; requiring an institution to obtain
48 accreditation and approval from the commission before
49 offering a prelicensure professional nursing program;
50 requiring the commission to adopt rules; creating s.
51 1005.345, F.S.; authorizing the commission to require
52 an institution seeking licensure to provide an
53 assurance of financial stability; requiring the
54 commission to adopt rules; providing an appropriation;
55 amending s. 1007.27, F.S.; establishing Advanced
56 Courses as an articulated acceleration mechanism;
57 providing requirements for Advanced Courses; requiring
58 the State Board of Education and the Board of
59 Governors to identify certain postsecondary
60 institutions to develop Advanced Courses; providing
61 authorizations to the Department of Education relating
62 to Advanced Courses; requiring the department to issue
63 a report to the Legislature; providing requirements
64 for the report; amending s. 1007.35, F.S.; revising
65 the types of courses included in the term “advanced
66 courses”; revising the courses that a school counselor
67 may identify as a course a student is prepared to
68 enroll in; amending s. 1008.22, F.S.; revising
69 requirements for end-of-course assessments to include
70 Advanced Courses; requiring the Classical Learning
71 Test to be included in nationally recognized high
72 school assessments administered by each school
73 district; amending s. 1008.34, F.S.; revising the
74 calculation of school grades for certain schools;
75 amending s. 1009.531, F.S.; requiring Advanced Courses
76 to be used in determining student eligibility for a
77 Bright Futures Scholarship; amending s. 1011.62, F.S.;
78 revising requirements for the calculation of
79 additional full-time equivalent membership for certain
80 funding through the Florida Education Finance Program;
81 requiring each school district to distribute specified
82 bonuses to teachers who provide Advanced Courses
83 instruction; revising school eligibility requirements
84 for the turnaround school supplemental services
85 allocation; providing that certain allocation amounts
86 be based on a specified membership survey; amending s.
87 1012.34, F.S.; providing school administrators are not
88 precluded from taking specified actions; amending s.
89 1012.56, F.S.; revising requirements for a person
90 seeking an educator certification; revising criteria
91 for the award of a temporary certificate; revising the
92 validity period for certain temporary certificates;
93 deleting provisions relating to the department’s
94 ability to extend the validity period of certain
95 temporary certificates; revising the requirements for
96 the approval and administration of such programs;
97 establishing professional education competency
98 programs; requiring school districts to develop and
99 maintain such a program; authorizing private schools
100 and state-supported schools to develop and maintain
101 such a program; amending ss. 1012.57 and 1012.575,
102 F.S.; conforming cross-references; amending s.
103 1012.585, F.S.; requiring certain applicants for the
104 renewal of a professional certificate to earn
105 specified college credit or inservice points;
106 providing requirements for such credit or points;
107 amending s. 1012.586, F.S.; conforming a cross
108 reference; amending s. 1012.71, F.S.; revising the
109 funding calculation for the Florida Teachers Classroom
110 Supply Assistance Program; deleting a requirement that
111 school districts provide contributions for the
112 program; requiring the Department of Education to
113 administer a competitive procurement for the purchase
114 of materials and supplies through the program;
115 providing school district requirements; deleting
116 requirements for the distribution of funds to
117 classroom teachers through the program; deleting a
118 requirement that classroom teachers sign a specified
119 statement; revising requirements for unused program
120 funds; deleting provisions authorizing department and
121 district school boards to enter into specified
122 partnerships; amending s. 1012.98, F.S.; defining the
123 term “professional learning”; prohibiting specified
124 meetings from being considered professional learning
125 and eligible for inservice points; providing and
126 revising requirements for certain professional
127 learning activities; revising department and school
128 district duties relating to such activities; providing
129 requirements for entities contracted with to provide
130 professional learning services and inservice education
131 for school districts; amending s. 1012.986, F.S.;
132 renaming the “William Cecil Golden Professional
133 Development Program for School Leaders” as the
134 “William Cecil Golden Professional Learning Program
135 for School Leaders”; revising the goal of the program;
136 providing a directive to the Division of Law Revision;
137 providing effective dates.
138
139 Be It Enacted by the Legislature of the State of Florida:
140
141 Section 1. Subsection (13) of section 1002.42, Florida
142 Statutes, is amended to read:
143 1002.42 Private schools.—
144 (13) PROFESSIONAL LEARNING DEVELOPMENT SYSTEM.—An
145 organization of private schools that has no fewer than 10 member
146 schools in this state may develop a professional learning
147 development system to be filed with the Department of Education
148 in accordance with s. 1012.98(7) the provisions of s.
149 1012.98(6).
150 Section 2. Paragraph (b) of subsection (6) of section
151 1002.45, Florida Statutes, is amended to read:
152 1002.45 Virtual instruction programs.—
153 (6) VIRTUAL INSTRUCTION PROGRAM AND VIRTUAL CHARTER SCHOOL
154 FUNDING.—
155 (b) Students enrolled in a virtual instruction program
156 shall be funded in the Florida Education Finance Program as
157 provided in the General Appropriations Act. The calculation to
158 determine the amount of funds for each student through the
159 Florida Education Finance Program shall include the sum of the
160 base Florida Education Finance Program pursuant to s.
161 1011.62(1)(t) s. 1011.62(1)(s) and all categorical programs
162 except for the categorical programs established pursuant to ss.
163 1011.62(1)(f), (7), and (13); 1011.68; 1011.685; and 1012.71.
164 Students residing outside of the school district reporting the
165 full-time equivalent virtual student shall be funded from state
166 funds only.
167 Section 3. Paragraph (e) of subsection (3) of section
168 1003.4282, Florida Statutes, is amended to read:
169 1003.4282 Requirements for a standard high school diploma.—
170 (3) STANDARD HIGH SCHOOL DIPLOMA; COURSE AND ASSESSMENT
171 REQUIREMENTS.—
172 (e) One credit in fine or performing arts, speech and
173 debate, or career and technical education, or practical arts.—A
174 The practical arts course that incorporates must incorporate
175 artistic content and techniques of creativity, interpretation,
176 and imagination satisfies the one credit requirement in fine or
177 performing arts, speech and debate, or career and technical
178 education. Eligible practical arts courses are identified in the
179 Course Code Directory.
180 Section 4. Paragraph (b) of subsection (2) of section
181 1004.04, Florida Statutes, is amended to read:
182 1004.04 Public accountability and state approval for
183 teacher preparation programs.—
184 (2) UNIFORM CORE CURRICULA AND CANDIDATE ASSESSMENT.—
185 (b) The rules to establish uniform core curricula for each
186 state-approved teacher preparation program must include, but are
187 not limited to, the following:
188 1. Candidate instruction and assessment in the Florida
189 Educator Accomplished Practices across content areas.
190 2. The use of state-adopted content standards to guide
191 curricula and instruction.
192 3. Scientifically researched and evidence-based reading
193 instructional strategies that improve reading performance for
194 all students, including explicit, systematic, and sequential
195 approaches to teaching phonemic awareness, phonics, vocabulary,
196 fluency, and text comprehension and multisensory intervention
197 strategies.
198 4. Content literacy and mathematics practices.
199 5. Strategies appropriate for the instruction of English
200 language learners.
201 6. Strategies appropriate for the instruction of students
202 with disabilities.
203 7. Strategies to differentiate instruction based on student
204 needs.
205 8. Strategies and practices to support evidence-based
206 content aligned to state standards and grading practices.
207 9. Strategies appropriate for the early identification of a
208 student in crisis or experiencing a mental health challenge and
209 the referral of such student to a mental health professional for
210 support.
211 10. Strategies to support the use of technology in
212 education and distance learning.
213 11. Strategies and practices to support effective,
214 research-based assessment and grading practices aligned to the
215 state’s academic standards.
216 Section 5. Paragraph (a) of subsection (2) and subsections
217 (3), (4), and (5) of section 1004.85, Florida Statutes, are
218 amended to read:
219 1004.85 Postsecondary educator preparation institutes.—
220 (2)(a) Postsecondary institutions that are accredited or
221 approved as described in State Board of Education rule may seek
222 approval from the Department of Education to create educator
223 preparation institutes for the purpose of providing any or all
224 of the following:
225 1. Professional learning development instruction to assist
226 teachers in improving classroom instruction and in meeting
227 certification or recertification requirements.
228 2. Instruction to assist potential and existing substitute
229 teachers in performing their duties.
230 3. Instruction to assist paraprofessionals in meeting
231 education and training requirements.
232 4. Instruction for baccalaureate degree holders to become
233 certified teachers as provided in this section in order to
234 increase routes to the classroom for mid-career professionals
235 who hold a baccalaureate degree and college graduates who were
236 not education majors.
237 5. Instruction and professional learning development for
238 part-time and full-time nondegreed teachers of career programs
239 under s. 1012.39(1)(c).
240 (3) Educator preparation institutes approved pursuant to
241 this section may offer competency-based certification programs
242 specifically designed for noneducation major baccalaureate
243 degree holders to enable program participants to meet the
244 educator certification requirements of s. 1012.56. An educator
245 preparation institute choosing to offer a competency-based
246 certification program pursuant to the provisions of this section
247 must implement a program previously approved by the Department
248 of Education for this purpose or a program developed by the
249 institute and approved by the department for this purpose.
250 Approved programs shall be available for use by other approved
251 educator preparation institutes.
252 (a) Within 90 days after receipt of a request for approval,
253 the Department of Education shall approve a preparation program
254 pursuant to the requirements of this subsection or issue a
255 statement of the deficiencies in the request for approval. The
256 department shall approve a certification program if the
257 institute provides evidence of the institute’s capacity to
258 implement a competency-based program that instructs and assesses
259 each candidate in includes each of the following:
260 1.a. Participant instruction and assessment in The Florida
261 Educator Accomplished Practices approved by the state board
262 across content areas.
263 b. The state academic use of state-adopted student content
264 standards provided under s. 1003.41, including scientifically
265 based reading instruction, content literacy, and mathematical
266 practices, for each subject identified on the statement of
267 status of eligibility or the temporary certificate to guide
268 curriculum and instruction.
269 c. Scientifically researched and evidence-based reading
270 instructional strategies that improve reading performance for
271 all students, including explicit, systematic, and sequential
272 approaches to teaching phonemic awareness, phonics, vocabulary,
273 fluency, and text comprehension and multisensory intervention
274 strategies.
275 d. Content literacy and mathematical practices.
276 e. Strategies appropriate for instruction of English
277 language learners.
278 f. Strategies appropriate for instruction of students with
279 disabilities.
280 g. Strategies to differentiate instruction based on student
281 needs.
282 h. Strategies and practices to support evidence-based
283 content aligned to state standards and grading practices.
284 i. Strategies appropriate for the early identification of a
285 student in crisis or experiencing a mental health challenge and
286 the referral of such student to a mental health professional for
287 support.
288 j. Strategies to support the use of technology in education
289 and distance learning.
290 2. An educational plan for each participant to meet
291 certification requirements and demonstrate his or her ability to
292 teach the subject area for which the participant is seeking
293 certification, which is based on an assessment of his or her
294 competency in the areas listed in subparagraph 1.
295 3. Field experiences appropriate to the certification
296 subject area specified in the educational plan with a diverse
297 population of students in a variety of challenging environments,
298 including, but not limited to, high-poverty schools, urban
299 schools, and rural schools, under the supervision of qualified
300 educators. The state board shall determine in rule the amount of
301 field experience necessary to serve as the teacher of record,
302 beginning with candidates entering a program in the 2023-2024
303 school year.
304 4. A certification ombudsman to facilitate the process and
305 procedures required for participants who complete the program to
306 meet any requirements related to the background screening
307 pursuant to s. 1012.32 and educator professional or temporary
308 certification pursuant to s. 1012.56.
309 (b) Each program participant must:
310 1. Meet certification requirements pursuant to s.
311 1012.56(1) by obtaining a statement of status of eligibility in
312 the certification subject area of the educational plan and meet
313 the requirements of s. 1012.56(2)(a)-(f).
314 2. Demonstrate competency and participate in coursework and
315 field experiences that are appropriate to his or her educational
316 plan prepared under paragraph (a). Beginning with candidates
317 entering an educator preparation institute in the 2022-2023
318 school year, a candidate for certification in a coverage area
319 identified pursuant to s. 1012.585(3)(f) must successfully
320 complete all competencies for a reading endorsement, including
321 completion of the endorsement practicum through the candidate’s
322 field experience, in order to graduate from the program.
323 3. Before completion of the program, fully demonstrate his
324 or her ability to teach the subject area for which he or she is
325 seeking certification by documenting a positive impact on
326 student learning growth in a prekindergarten through grade 12
327 setting and, except as provided in s. 1012.56(7)(a)3., achieving
328 a passing score on the professional education competency
329 examination, the basic skills examination, and the subject area
330 examination for the subject area certification which is required
331 by state board rule.
332 (c) Upon completion of all requirements for a certification
333 program approved pursuant to this subsection, a participant
334 shall receive a credential from the sponsoring institution
335 signifying that the participant has completed a state-approved
336 competency-based certification program in the certification
337 subject area specified in the educational plan. A participant is
338 eligible for educator certification through the Department of
339 Education upon satisfaction of all requirements for
340 certification set forth in s. 1012.56(2).
341 (4) The state board shall adopt rules for the continued
342 approval of each program approved pursuant to this section shall
343 be determined by the Commissioner of Education based upon a
344 periodic review of the following areas:
345 (a) Candidate readiness based on passage rates on educator
346 certification examinations under s. 1012.56, as applicable.
347 (b) Evidence of performance in each of the following areas:
348 1. Performance of students in prekindergarten through grade
349 12 who are assigned to in-field program completers on statewide
350 assessments using the results of the student learning growth
351 formula adopted under s. 1012.34.
352 2. Results of program completers’ annual evaluations in
353 accordance with the timeline as set forth in s. 1012.34.
354 3. Workforce contributions, including placement of program
355 completers in instructional positions in Florida public and
356 private schools, with additional weight given to production of
357 program completers in statewide critical teacher shortage areas
358 as identified in s. 1012.07.
359 (5) Each institute approved pursuant to this section shall
360 submit to the Department of Education annual performance
361 evaluations that measure the effectiveness of the programs,
362 including the pass rates of participants on all examinations
363 required for teacher certification, employment rates,
364 longitudinal retention rates, and satisfaction surveys of
365 employers and program completers. The satisfaction surveys must
366 be designed to measure the sufficient preparation of the
367 educator for the realities of the classroom and the institute’s
368 responsiveness to local school districts. These evaluations
369 shall be used by the Department of Education for purposes of
370 continued approval of an educator preparation institute’s
371 certification program.
372 Section 6. Subsection (1) of section 1005.04, Florida
373 Statutes, is amended, and a new subsection (3) is added to that
374 section, read:
375 1005.04 Fair consumer practices.—
376 (1) Every institution that is under the jurisdiction of the
377 commission or is exempt from the jurisdiction or purview of the
378 commission pursuant to s. 1005.06(1)(c) or (f) and that either
379 directly or indirectly solicits for enrollment any student
380 shall:
381 (a) Disclose to each prospective student a statement of the
382 purpose of such institution, its educational programs and
383 curricula, a description of its physical facilities, its status
384 regarding licensure, its fee schedule and policies regarding
385 retaining student fees if a student withdraws, and a statement
386 regarding the transferability of credits to and from other
387 institutions. The institution shall make the required
388 disclosures in writing at least 1 week prior to enrollment or
389 collection of any tuition from the prospective student. The
390 required disclosures may be made in the institution’s current
391 catalog;
392 (b) Use a reliable method to assess, before accepting a
393 student into a program, the student’s ability to complete
394 successfully the course of study for which he or she has
395 applied;
396 (c) Inform each student accurately about financial
397 assistance and obligations for repayment of loans; describe any
398 employment placement services provided and the limitations
399 thereof; and refrain from promising or implying guaranteed
400 placement, market availability, or salary amounts;
401 (d) Provide to prospective and enrolled students accurate
402 information regarding the relationship of its programs to state
403 licensure requirements for practicing related occupations and
404 professions in Florida;
405 (e) Ensure that all advertisements are accurate and not
406 misleading;
407 (f) Publish and follow an equitable prorated refund policy
408 for all students, and follow both the federal refund guidelines
409 for students receiving federal financial assistance and the
410 minimum refund guidelines set by commission rule;
411 (g) Follow the requirements of state and federal laws that
412 require annual reporting with respect to crime statistics and
413 physical plant safety and make those reports available to the
414 public; and
415 (h) Publish and follow procedures for handling student
416 complaints, disciplinary actions, and appeals; and
417 (i) Prior to enrollment, provide to each prospective or
418 enrolled student a written disclosure of all fees and costs that
419 will be incurred by the student, the institution’s refund
420 policy, any exit examination requirements, and the grade point
421 average required for completion of the student’s program or
422 degree. The disclosure must include a statement regarding the
423 scope of accreditation, if applicable. Institutions licensed by
424 the Commission for Independent Education shall disclose the
425 information required pursuant to this paragraph in a format
426 prescribed by the commission.
427 (3) In any application for licensure, the burden of
428 demonstrating compliance with fair consumer practice is upon the
429 person, entity, or institution asserting compliance. Determining
430 compliance with this section shall rest with the commission. The
431 commission may require further evidence and make such further
432 investigation, in addition to any information submitted, as may
433 be reasonably necessary in the commission’s judgment.
434 Section 7. Section 1005.11, Florida Statutes, is created to
435 read:
436 1005.11 Accountability for institutions licensed by the
437 Commission for Independent Education.—
438 (1) By June 30, 2024, and by April 15 of each year
439 thereafter, the commission shall prepare an annual
440 accountability report for licensed institutions. The report must
441 contain, at a minimum, the graduation rates, including the
442 number of graduates by program, retention rates, and placement
443 rates, for all licensed institutions.
444 (2) By March 15, 2024, and by November 30 of each year
445 thereafter, each licensed institution shall provide data to the
446 commission in a format prescribed by the commission. Placement
447 rates must be determined using a methodology approved by the
448 commission.
449 (3) The commission shall establish a common set of data
450 definitions for institutional reporting purposes.
451 (4) The commission shall impose an administrative fine of
452 not more than $500 when a licensed institution fails to timely
453 submit the required data to the commission pursuant to this
454 section. Administrative fines collected under this subsection
455 must be deposited into the Student Protection Fund.
456 (5) The commission may require licensed institutions to
457 provide institutional, graduate, and student data through
458 reasonable data collection efforts as required or necessitated
459 by statute or rule.
460 (6) The commission may establish, by rule, performance
461 benchmarks to identify high-performing institutions licensed by
462 the commission.
463 Section 8. Paragraph (p) is added to subsection (1) of
464 section 1005.22, Florida Statutes, to read:
465 1005.22 Powers and duties of commission.—
466 (1) The commission shall:
467 (p) Have the power, within its respective regulatory
468 jurisdiction, to examine and investigate the affairs of every
469 person, entity, or independent postsecondary institution in
470 order to determine whether the person, entity, or independent
471 postsecondary institution is operating in accordance with this
472 chapter or has been or is engaged in any unfair or deceptive act
473 or practice prohibited by s. 1005.04.
474 Section 9. Subsections (2) and (8) of section 1005.31,
475 Florida Statutes, are amended to read:
476 1005.31 Licensure of institutions.—
477 (2) The commission shall develop minimum standards by which
478 to evaluate institutions for licensure. These standards must
479 include, at a minimum, at least the institution’s name;,
480 financial stability;, purpose;, administrative organization;,
481 admissions and recruitment;, educational programs and
482 curricula;, retention and, completion, including a retention and
483 completion management plan; career placement;, faculty;,
484 learning resources;, student personnel services;, physical plant
485 and facilities;, publications;, and disclosure statements about
486 the status of the institution with respect to professional
487 certification and licensure. The commission may adopt rules to
488 ensure that institutions licensed under this section meet these
489 standards in ways that are appropriate to achieve the stated
490 intent of this chapter, including provisions for nontraditional
491 or distance education programs and delivery.
492 (a) The standards relating to admissions and recruitment
493 must include, but need not be limited to, requirements for
494 verification of high school graduation, high school equivalency,
495 or qualifying scores on an ability-to-benefit test.
496 (b) The commission may require a licensed institution to
497 submit a management plan, prohibit a licensed institution from
498 enrolling new students in the institution or a program of the
499 institution, or limit the number of students in a program at a
500 licensed institution based upon any of the following factors:
501 1. The institution’s performance on the licensure standards
502 or criteria established pursuant to this chapter.
503 2. The placement of the institution or a program of the
504 institution on probation or the imposition of other adverse
505 actions by the commission, an accrediting agency, or other
506 regulatory agency, including the United States Department of
507 Education.
508 3. Similar circumstances that leave the institution unable
509 to meet the needs of students or prospective students.
510 (8) An institution may not conduct a program unless
511 specific authority is granted in its license.
512 Section 10. Section 1005.335, Florida Statutes, is created
513 to read:
514 1005.335 Accreditation requirements and programmatic
515 licensure.—
516 (1) An institution may not conduct a program unless
517 specific authority is granted in its license.
518 (2) All programs offered by a licensed institution must be
519 recognized and licensed by the commission, including, but not
520 limited to, avocational programs or courses, examination
521 preparation programs or courses, contract training programs or
522 courses, continuing education, or professional development
523 programs or courses. Notwithstanding this requirement, an
524 institution may provide a contract training program or course
525 without approval by the commission if the program or course has
526 a duration of less than 1 year and is not paid for by students
527 or trainees participating in the program. The commission shall
528 adopt rules to implement this subsection.
529 (3) An institution must obtain institutional accreditation
530 before obtaining approval from the commission to offer a
531 prelicensure professional nursing program.
532 (4) The commission shall adopt rules to implement this
533 section.
534 Section 11. Section 1005.345, Florida Statutes, is created
535 to read:
536 1005.345 Assurance of financial stability.—
537 (1) The commission may require an institution applying for
538 initial licensure to provide an assurance of financial stability
539 as provided in this section. The assurance of financial
540 stability must remain in effect until the institution applies
541 for and receives a first annual licensure renewal and
542 demonstrates financial stability as determined by the
543 commission.
544 (2) The commission may require a surety bond, cash
545 deposited into an escrow account, or an irrevocable letter of
546 credit as an assurance of financial stability. The form and
547 content of the assurance of financial stability must be approved
548 by the commission, and all payments made thereunder must be
549 deposited into a separate account within the Institutional
550 Assessment Trust Fund.
551 (3) An assurance of financial stability must be payable to
552 the commission in an amount sufficient to pay for or subsidize
553 the following costs as determined by the commission:
554 (a) The costs of providing instructors or facilities to
555 complete the training of students enrolled at a licensed
556 institution at the time the institution ceases to operate. This
557 includes, but is not limited to, the costs to the institution
558 associated with reimbursing the Student Protection Fund for
559 expenditures made pursuant to s. 1005.37(3).
560 (b) The costs of evaluating, storing, and maintaining
561 student records.
562 (4) The commission shall adopt rules to implement this
563 section.
564 Section 12. For the 2023-2024 fiscal year, the sum of
565 $600,000 in recurring funds from the Institutional Assessment
566 Trust Fund is appropriated to the Commission for Independent
567 Education to fund the additional workload and direct costs to
568 implement ss. 1003.45, 1005.31, and 1005.335, Florida Statutes.
569 Section 13. Subsections (1) and (2) of section 1007.27,
570 Florida Statutes, are amended, and subsections (9) and (10) are
571 added to that section, to read:
572 1007.27 Articulated acceleration mechanisms.—
573 (1) It is the intent of the Legislature that a variety of
574 articulated acceleration mechanisms be available for secondary
575 and postsecondary students attending public educational
576 institutions. It is intended that articulated acceleration serve
577 to shorten the time necessary for a student to complete the
578 requirements associated with the conference of a high school
579 diploma and a postsecondary degree, broaden the scope of
580 curricular options available to students, or increase the depth
581 of study available for a particular subject. Articulated
582 acceleration mechanisms shall include, but are not limited to,
583 dual enrollment and early admission as provided for in s.
584 1007.271, advanced placement, credit by examination, the
585 International Baccalaureate Program, and the Advanced
586 International Certificate of Education Program, and Advanced
587 Courses. Credit earned through the Florida Virtual School shall
588 provide additional opportunities for early graduation and
589 acceleration. Students of Florida public secondary schools
590 enrolled pursuant to this subsection shall be deemed authorized
591 users of the state-funded electronic library resources that are
592 licensed for Florida College System institutions and state
593 universities by the Florida Postsecondary Academic Library
594 Network. Verification of eligibility shall be in accordance with
595 rules established by the State Board of Education and
596 regulations established by the Board of Governors and processes
597 implemented by Florida College System institutions and state
598 universities.
599 (2) The Department of Education shall annually identify and
600 publish the minimum scores, maximum credit, and course or
601 courses for which credit is to be awarded for each College Level
602 Examination Program (CLEP) subject examination, College Board
603 Advanced Placement Program examination, Advanced Courses
604 assessment, Advanced International Certificate of Education
605 examination, International Baccalaureate examination, Excelsior
606 College subject examination, Defense Activity for Non
607 Traditional Education Support (DANTES) subject standardized
608 test, and Defense Language Proficiency Test (DLPT). The
609 department shall use student performance data in subsequent
610 postsecondary courses to determine the appropriate examination
611 scores and courses for which credit is to be granted. Minimum
612 scores may vary by subject area based on available performance
613 data. In addition, the department shall identify such courses in
614 the general education core curriculum of each state university
615 and Florida College System institution.
616 (9) Advanced Courses shall be the enrollment of an eligible
617 secondary student in a secondary course created by a public
618 postsecondary institution which prepares students for an
619 assessment identified in subsection (2). Postsecondary credit
620 for an Advanced Course is limited to students who score the
621 minimum score on an assessment identified under subsection (2).
622 The specific courses for which students receive such credit must
623 be identified in the statewide articulation agreement required
624 by s. 1007.23(1). Students of Florida public secondary schools
625 enrolled pursuant to this subsection are exempt from the payment
626 of any fees for administration of the examination regardless of
627 whether the student achieves a passing score on the examination.
628 (a) The State Board of Education and the Board of Governors
629 shall identify Florida College System institutions and state
630 universities, respectively, to develop Advanced Courses and
631 provide the training required under s. 1007.35(6).
632 (b) The Department of Education may partner with an
633 independent third-party testing or assessment organization to
634 develop assessments that measure competencies consistent with
635 the required course competencies identified by the Articulation
636 Coordinating Committee, pursuant to s. 1007.25, for general
637 education core courses. Postsecondary credit is limited to
638 students who achieve a minimum score on an assessment identified
639 in subsection (2).
640 (10) The Department of Education, in cooperation with the
641 Board of Governors, shall issue a report to the Legislature by
642 January 1, 2024, on the alignment between acceleration
643 mechanisms available to secondary students and student success
644 at the postsecondary level. At a minimum, the report must
645 examine how:
646 (a) Acceleration mechanisms align to secondary completion
647 and rates of success.
648 (b) Bonuses provided for completion or passage of
649 acceleration courses impact school quality and performance.
650 (c) Acceleration mechanisms align with postsecondary
651 completion rates.
652 (d) Acceleration course offerings align with general
653 education core courses and reduce time to degree.
654 (e) Acceptance of postsecondary credit earned through
655 acceleration courses through agreements with other states has
656 improved.
657 Section 14. Present subsections (2) through (10) of section
658 1007.35, Florida Statutes, are redesignated as subsections (3)
659 through (11), respectively, a new subsection (2) is added to
660 that section, and paragraph (a) of present subsection (5) and
661 present subsections (6) and (8) of that section are amended, to
662 read:
663 1007.35 Florida Partnership for Minority and
664 Underrepresented Student Achievement.—
665 (2) For purposes of this section, the term “advanced
666 courses” includes Advanced Placement courses, International
667 Baccalaureate courses, Advanced International Certificate of
668 Education courses, dual enrollment courses, and other Advanced
669 Courses identified in s. 1007.27(9).
670 (6)(5) Each public high school, including, but not limited
671 to, schools and alternative sites and centers of the Department
672 of Juvenile Justice, shall provide for the administration of the
673 Preliminary SAT/National Merit Scholarship Qualifying Test
674 (PSAT/NMSQT), or the PreACT to all enrolled 10th grade students.
675 However, a written notice shall be provided to each parent which
676 must include the opportunity to exempt his or her child from
677 taking the PSAT/NMSQT or the PreACT.
678 (a) Test results will provide each high school with a
679 database of student assessment data which certified school
680 counselors will use to identify students who are prepared or who
681 need additional work to be prepared to enroll and be successful
682 in AP courses or other advanced high school courses.
683 (7)(6) The partnership shall:
684 (a) Provide teacher training and professional development
685 to enable teachers of AP or other advanced courses to have the
686 necessary content knowledge and instructional skills to prepare
687 students for success on AP or other advanced course examinations
688 and mastery of postsecondary course content.
689 (b) Provide to middle school teachers and administrators
690 professional development that will enable them to educate middle
691 school students at the level necessary to prepare the students
692 to enter high school ready to participate in advanced courses.
693 (c) Provide teacher training and materials that are aligned
694 with state standards the Next Generation Sunshine State
695 Standards and are consistent with best theory and practice
696 regarding multiple learning styles and research on learning,
697 instructional strategies, instructional design, and classroom
698 assessment. Curriculum materials must be based on current,
699 accepted, and essential academic knowledge.
700 (d) Provide assessment of individual strengths and
701 weaknesses as related to potential success in AP or other
702 advanced courses and readiness for college.
703 (e) Provide college entrance exam preparation through a
704 variety of means that may include, but are not limited to,
705 training teachers to provide courses at schools; training
706 community organizations to provide courses at community centers,
707 faith-based organizations, and businesses; and providing online
708 courses.
709 (f) Consider ways to incorporate Florida College System
710 institutions in the mission of preparing all students for
711 postsecondary success.
712 (g) Provide a plan for communication and coordination of
713 efforts with the Florida Virtual School’s provision of online AP
714 or other advanced courses.
715 (h) Work with school districts to identify minority and
716 underrepresented students for participation in AP or other
717 advanced courses.
718 (i) Work with school districts to provide information to
719 students and parents that explains available opportunities for
720 students to take AP and other advanced courses and that explains
721 enrollment procedures that students must follow to enroll in
722 such courses. Such information must also explain the value of
723 such courses as they relate to:
724 1. Preparing the student for postsecondary level
725 coursework.
726 2. Enabling the student to gain access to postsecondary
727 education opportunities.
728 3. Qualifying for scholarships and other financial aid
729 opportunities.
730 (j) Provide information to students, parents, teachers,
731 counselors, administrators, districts, Florida College System
732 institutions, and state universities regarding PSAT/NMSQT or the
733 PreACT administration, including, but not limited to:
734 1. Test administration dates and times.
735 2. That participation in the PSAT/NMSQT or the PreACT is
736 open to all 10th grade students.
737 3. The value of such tests in providing diagnostic feedback
738 on student skills.
739 4. The value of student scores in predicting the
740 probability of success on AP or other advanced course
741 examinations.
742 (k) Cooperate with the department to provide information to
743 administrators, teachers, and counselors, whenever possible,
744 about partnership activities, opportunities, and priorities.
745 (l) Consider ways to partner with colleges and universities
746 to develop courses and provide teacher training.
747 (9)(a)(8)(a) By September 30 of each year, the partnership
748 shall submit to the department a report that contains an
749 evaluation of the effectiveness of the delivered services and
750 activities. Activities and services must be evaluated on their
751 effectiveness at raising student achievement and increasing the
752 number of AP or other advanced course examinations in low
753 performing middle and high schools. Other indicators that must
754 be addressed in the evaluation report include the number of
755 middle and high school teachers trained; the effectiveness of
756 the training; measures of postsecondary readiness of the
757 students affected by the program; levels of participation in
758 10th grade PSAT/NMSQT or the PreACT testing; and measures of
759 student, parent, and teacher awareness of and satisfaction with
760 the services of the partnership.
761 (b) The department shall contribute to the evaluation
762 process by providing access, consistent with s. 119.071(5)(a),
763 to student and teacher information necessary to match against
764 databases containing teacher professional development data and
765 databases containing assessment data for the PSAT/NMSQT, SAT,
766 ACT, Classical Learning Test, PreACT, AP, advanced courses
767 assessment, and other appropriate measures. The department shall
768 also provide student-level data on student progress from middle
769 school through high school and into college and the workforce,
770 if available, in order to support longitudinal studies. The
771 partnership shall analyze and report student performance data in
772 a manner that protects the rights of students and parents as
773 required in 20 U.S.C. s. 1232g and s. 1002.22.
774 Section 15. Paragraphs (b) and (c) of subsection (3) and
775 subsection (9) of section 1008.22, Florida Statutes, are amended
776 to read:
777 1008.22 Student assessment program for public schools.—
778 (3) STATEWIDE, STANDARDIZED ASSESSMENT PROGRAM.—The
779 Commissioner of Education shall design and implement a
780 statewide, standardized assessment program aligned to the core
781 curricular content established in the state academic standards.
782 The commissioner also must develop or select and implement a
783 common battery of assessment tools that will be used in all
784 juvenile justice education programs in the state. These tools
785 must accurately measure the core curricular content established
786 in the state academic standards. Participation in the assessment
787 program is mandatory for all school districts and all students
788 attending public schools, including adult students seeking a
789 standard high school diploma under s. 1003.4282 and students in
790 Department of Juvenile Justice education programs, except as
791 otherwise provided by law. If a student does not participate in
792 the assessment program, the school district must notify the
793 student’s parent and provide the parent with information
794 regarding the implications of such nonparticipation. The
795 statewide, standardized assessment program shall be designed and
796 implemented as follows:
797 (b) End-of-course (EOC) assessments.—EOC assessments must
798 be statewide, standardized, and developed or approved by the
799 Department of Education as follows:
800 1. EOC assessments for Algebra I, Geometry, Biology I,
801 United States History, and Civics shall be administered to
802 students enrolled in such courses as specified in the course
803 code directory.
804 2. Students enrolled in a course, as specified in the
805 course code directory, with an associated statewide,
806 standardized EOC assessment must take the EOC assessment for
807 such course and may not take the corresponding subject or grade
808 level statewide, standardized assessment pursuant to paragraph
809 (a). Sections 1003.4156 and 1003.4282 govern the use of
810 statewide, standardized EOC assessment results for students.
811 3. The commissioner may select one or more nationally
812 developed comprehensive examinations, which may include
813 examinations for a College Board Advanced Placement course,
814 International Baccalaureate course, or Advanced International
815 Certificate of Education course, Advanced Courses under s.
816 1007.27(9), or industry-approved examinations to earn national
817 industry certifications identified in the CAPE Industry
818 Certification Funding List, for use as EOC assessments under
819 this paragraph if the commissioner determines that the content
820 knowledge and skills assessed by the examinations meet or exceed
821 the grade-level expectations for the core curricular content
822 established for the course in the state academic standards. Use
823 of any such examination as an EOC assessment must be approved by
824 the state board in rule.
825 4. Contingent upon funding provided in the General
826 Appropriations Act, including the appropriation of funds
827 received through federal grants, the commissioner may establish
828 an implementation schedule for the development and
829 administration of additional statewide, standardized EOC
830 assessments that must be approved by the state board in rule. If
831 approved by the state board, student performance on such
832 assessments constitutes 30 percent of a student’s final course
833 grade.
834 5. All statewide, standardized EOC assessments must be
835 administered online except as otherwise provided in paragraph
836 (d).
837 6. A student enrolled in an Advanced Placement (AP) course,
838 International Baccalaureate (IB) course, or Advanced
839 International Certificate of Education (AICE) course, or
840 Advanced Course who takes the respective AP, IB, or AICE, or
841 Advanced Course assessment and earns the minimum score necessary
842 to earn college credit, as identified in s. 1007.27(2), meets
843 the requirements of this paragraph and does not have to take the
844 EOC assessment for the corresponding course.
845 (c) Nationally recognized high school assessments.—Each
846 school district shall, by the 2023-2024 2021-2022 school year
847 and subject to appropriation, select either the SAT, or ACT, or
848 Classical Learning Test (CLT) for districtwide administration to
849 each public school student in grade 11, including students
850 attending public high schools, alternative schools, and
851 Department of Juvenile Justice education programs.
852 (9) CONCORDANT SCORES.—The Commissioner of Education must
853 identify scores on the SAT, and ACT, and CLT that if achieved
854 satisfy the graduation requirement that a student pass the grade
855 10 ELA assessment. The commissioner may identify concordant
856 scores on assessments other than the SAT, and ACT, and CLT. If
857 the content or scoring procedures change for the grade 10 ELA
858 assessment, new concordant scores must be determined. If new
859 concordant scores are not timely adopted, the last-adopted
860 concordant scores remain in effect until such time as new scores
861 are adopted. The state board shall adopt concordant scores in
862 rule.
863 Section 16. Paragraph (b) of subsection (3) of section
864 1008.34, Florida Statutes, is amended to read:
865 1008.34 School grading system; school report cards;
866 district grade.—
867 (3) DESIGNATION OF SCHOOL GRADES.—
868 (b)1. Beginning with the 2023-2024 2014-2015 school year, a
869 school’s grade must shall be based on the following components,
870 each worth 100 points:
871 a. The percentage of eligible students passing statewide,
872 standardized assessments in English Language Arts under s.
873 1008.22(3).
874 b. The percentage of eligible students passing statewide,
875 standardized assessments in mathematics under s. 1008.22(3).
876 c. The percentage of eligible students passing statewide,
877 standardized assessments in science under s. 1008.22(3).
878 d. The percentage of eligible students passing statewide,
879 standardized assessments in social studies under s. 1008.22(3).
880 e. The percentage of eligible students who make Learning
881 Gains in English Language Arts as measured by statewide,
882 standardized assessments administered under s. 1008.22(3).
883 f. The percentage of eligible students who make Learning
884 Gains in mathematics as measured by statewide, standardized
885 assessments administered under s. 1008.22(3).
886 g. The percentage of eligible students in the lowest 25
887 percent in English Language Arts, as identified by prior year
888 performance on statewide, standardized assessments, who make
889 Learning Gains as measured by statewide, standardized English
890 Language Arts assessments administered under s. 1008.22(3).
891 h. The percentage of eligible students in the lowest 25
892 percent in mathematics, as identified by prior year performance
893 on statewide, standardized assessments, who make Learning Gains
894 as measured by statewide, standardized Mathematics assessments
895 administered under s. 1008.22(3).
896 i. For schools comprised of middle grades 6 through 8 or
897 grades 7 and 8, the percentage of eligible students passing high
898 school level statewide, standardized end-of-course assessments
899 or attaining national industry certifications identified in the
900 CAPE Industry Certification Funding List pursuant to state board
901 rule.
902 j. For schools that include grade 3, the percentage of
903 eligible students who score an achievement level 3 or higher on
904 the grade 3 statewide, standardized English Language Arts
905 assessment administered under s. 1008.22(3).
906
907 In calculating Learning Gains for the components listed in sub
908 subparagraphs e.-h., the State Board of Education shall require
909 that learning growth toward achievement levels 3, 4, and 5 is
910 demonstrated by students who scored below each of those levels
911 in the prior year. In calculating the components in sub
912 subparagraphs a.-d., the state board shall include the
913 performance of English language learners only if they have been
914 enrolled in a school in the United States for more than 2 years.
915 2. For a school comprised of grades 9, 10, 11, and 12, or
916 grades 10, 11, and 12, the school’s grade shall also be based on
917 the following components, each worth 100 points:
918 a. The 4-year high school graduation rate of the school as
919 defined by state board rule.
920 b. The percentage of students who were eligible to earn
921 college and career credit through College Board Advanced
922 Placement examinations, International Baccalaureate
923 examinations, Advanced Courses under s. 1007.27(9), dual
924 enrollment courses, including career dual enrollment courses
925 resulting in the completion of 300 or more clock hours during
926 high school which are approved by the state board as meeting the
927 requirements of s. 1007.271, or Advanced International
928 Certificate of Education examinations; who, at any time during
929 high school, earned national industry certification identified
930 in the CAPE Industry Certification Funding List, pursuant to
931 rules adopted by the state board; or, beginning with the 2022
932 2023 school year, who earned an Armed Services Qualification
933 Test score that falls within Category II or higher on the Armed
934 Services Vocational Aptitude Battery and earned a minimum of two
935 credits in Junior Reserve Officers’ Training Corps courses from
936 the same branch of the United States Armed Forces.
937 Section 17. Subsection (3) and paragraph (c) of subsection
938 (6) of section 1009.531, Florida Statutes, are amended to read:
939 1009.531 Florida Bright Futures Scholarship Program;
940 student eligibility requirements for initial awards.—
941 (3) For purposes of calculating the grade point average to
942 be used in determining initial eligibility for a Florida Bright
943 Futures Scholarship, the department shall assign additional
944 weights to grades earned in the following courses:
945 (a) Courses identified in the course code directory as
946 Advanced Placement, pre-International Baccalaureate,
947 International Baccalaureate, International General Certificate
948 of Secondary Education (pre-AICE), or Advanced International
949 Certificate of Education, or Advanced Courses under s.
950 1007.27(9).
951 (b) Courses designated as academic dual enrollment courses
952 in the statewide course numbering system.
953
954 The department may assign additional weights to courses, other
955 than those described in paragraphs (a) and (b), that are
956 identified by the Department of Education as containing rigorous
957 academic curriculum and performance standards. The additional
958 weight assigned to a course pursuant to this subsection shall
959 not exceed 0.5 per course. The weighted system shall be
960 developed and distributed to all high schools in the state. The
961 department may determine a student’s eligibility status during
962 the senior year before graduation and may inform the student of
963 the award at that time.
964 (6)
965 (c) To ensure that the required examination scores
966 represent top student performance and are equivalent between the
967 SAT, and ACT, and Classical Learning Test (CLT), the department
968 shall develop a method for determining the required examination
969 scores which incorporates all of the following:
970 1. The minimum required SAT score for the Florida Academic
971 Scholarship must be set no lower than the 89th national
972 percentile on the SAT. The department may adjust the required
973 SAT score only if the required score drops below the 89th
974 national percentile, and any such adjustment must be applied to
975 the bottom of the SAT score range that is concordant to the ACT
976 and CLT.
977 2. The minimum required SAT score for the Florida Medallion
978 Scholarship must be set no lower than the 75th national
979 percentile on the SAT. The department may adjust the required
980 SAT score only if the required score drops below the 75th
981 national percentile, and any such adjustment must be made to the
982 bottom of the SAT score range that is concordant to the ACT and
983 CLT.
984 3. The required ACT and CLT scores must be made concordant
985 to the required SAT scores, using the latest published national
986 concordance table developed jointly by the College Board, and
987 ACT, Inc, and Classic Learning Initiatives.
988 Section 18. Present paragraphs (p) through (t) of
989 subsection (1) of section 1011.62, Florida Statutes, are
990 redesignated as subsections (q) through (u), respectively, a new
991 paragraph (p) is added to that subsection, and paragraph (o) of
992 subsection (1) and subsection (17) of that section are amended,
993 to read:
994 1011.62 Funds for operation of schools.—If the annual
995 allocation from the Florida Education Finance Program to each
996 district for operation of schools is not determined in the
997 annual appropriations act or the substantive bill implementing
998 the annual appropriations act, it shall be determined as
999 follows:
1000 (1) COMPUTATION OF THE BASIC AMOUNT TO BE INCLUDED FOR
1001 OPERATION.—The following procedure shall be followed in
1002 determining the annual allocation to each district for
1003 operation:
1004 (o) Calculation of additional full-time equivalent
1005 membership based on successful completion of a career-themed
1006 course pursuant to ss. 1003.491, 1003.492, and 1003.493, or
1007 courses with embedded CAPE industry certifications or CAPE
1008 Digital Tool certificates, and issuance of industry
1009 certification identified on the CAPE Industry Certification
1010 Funding List pursuant to rules adopted by the State Board of
1011 Education or CAPE Digital Tool certificates pursuant to s.
1012 1003.4203.—
1013 1.a. A value of 0.025 full-time equivalent student
1014 membership shall be calculated for CAPE Digital Tool
1015 certificates earned by students in elementary and middle school
1016 grades.
1017 b. A value of 0.1 or 0.2 full-time equivalent student
1018 membership shall be calculated for each student who completes a
1019 course as defined in s. 1003.493(1)(b) or courses with embedded
1020 CAPE industry certifications and who is issued an industry
1021 certification identified annually on the CAPE Industry
1022 Certification Funding List approved under rules adopted by the
1023 State Board of Education. A value of 0.2 full-time equivalent
1024 membership shall be calculated for each student who is issued a
1025 CAPE industry certification that has a statewide articulation
1026 agreement for college credit approved by the State Board of
1027 Education. For CAPE industry certifications that do not
1028 articulate for college credit, the Department of Education shall
1029 assign a full-time equivalent value of 0.1 for each
1030 certification. Middle grades students who earn additional FTE
1031 membership for a CAPE Digital Tool certificate pursuant to sub
1032 subparagraph a. may not use the previously funded examination to
1033 satisfy the requirements for earning an industry certification
1034 under this sub-subparagraph. Additional FTE membership for an
1035 elementary or middle grades student may not exceed 0.1 for
1036 certificates or certifications earned within the same fiscal
1037 year. The State Board of Education shall include the assigned
1038 values on the CAPE Industry Certification Funding List under
1039 rules adopted by the state board. Such value shall be added to
1040 the total full-time equivalent student membership for grades 6
1041 through 12 in the subsequent year. CAPE industry certifications
1042 earned through dual enrollment must be reported and funded
1043 pursuant to s. 1011.80. However, if a student earns a
1044 certification through a dual enrollment course and the
1045 certification is not a fundable certification on the
1046 postsecondary certification funding list, or the dual enrollment
1047 certification is earned as a result of an agreement between a
1048 school district and a nonpublic postsecondary institution, the
1049 bonus value shall be funded in the same manner as other nondual
1050 enrollment course industry certifications. In such cases, the
1051 school district may provide for an agreement between the high
1052 school and the technical center, or the school district and the
1053 postsecondary institution may enter into an agreement for
1054 equitable distribution of the bonus funds.
1055 c. A value of 0.3 full-time equivalent student membership
1056 shall be calculated for student completion of the courses and
1057 the embedded certifications identified on the CAPE Industry
1058 Certification Funding List and approved by the commissioner
1059 pursuant to ss. 1003.4203(5)(a) and 1008.44.
1060 d. A value of 0.5 full-time equivalent student membership
1061 shall be calculated for CAPE Acceleration Industry
1062 Certifications that articulate for 15 to 29 college credit
1063 hours, and 1.0 full-time equivalent student membership shall be
1064 calculated for CAPE Acceleration Industry Certifications that
1065 articulate for 30 or more college credit hours pursuant to CAPE
1066 Acceleration Industry Certifications approved by the
1067 commissioner pursuant to ss. 1003.4203(5)(b) and 1008.44.
1068 2. Each district must allocate at least 80 percent of the
1069 funds provided for CAPE industry certification, in accordance
1070 with this paragraph, to the program that generated the funds.
1071 This allocation may not be used to supplant funds provided for
1072 basic operation of the program.
1073 3. For CAPE industry certifications earned in the 2013-2014
1074 school year and in subsequent years, the school district shall
1075 distribute to each classroom teacher who provided direct
1076 instruction toward the attainment of a CAPE industry
1077 certification that qualified for additional full-time equivalent
1078 membership under subparagraph 1.:
1079 a. A bonus of $25 for each student taught by a teacher who
1080 provided instruction in a course that led to the attainment of a
1081 CAPE industry certification on the CAPE Industry Certification
1082 Funding List with a weight of 0.1.
1083 b. A bonus of $50 for each student taught by a teacher who
1084 provided instruction in a course that led to the attainment of a
1085 CAPE industry certification on the CAPE Industry Certification
1086 Funding List with a weight of 0.2.
1087 c.A bonus of $75 for each student taught by a teacher who
1088 provided instruction in a course that led to the attainment of a
1089 CAPE industry certification on the CAPE Industry Certification
1090 Funding List with a weight of 0.3.
1091 d. A bonus of $100 for each student taught by a teacher who
1092 provided instruction in a course that led to the attainment of a
1093 CAPE industry certification on the CAPE Industry Certification
1094 Funding List with a weight of 0.5 or 1.0.
1095
1096 Bonuses awarded pursuant to this paragraph shall be provided to
1097 teachers who are employed by the district in the year in which
1098 the additional FTE membership calculation is included in the
1099 calculation. Bonuses shall be calculated based upon the
1100 associated weight of a CAPE industry certification on the CAPE
1101 Industry Certification Funding List for the year in which the
1102 certification is earned by the student. Any bonus awarded to a
1103 teacher pursuant to this paragraph is in addition to any regular
1104 wage or other bonus the teacher received or is scheduled to
1105 receive. A bonus may not be awarded to a teacher who fails to
1106 maintain the security of any CAPE industry certification
1107 examination or who otherwise violates the security or
1108 administration protocol of any assessment instrument that may
1109 result in a bonus being awarded to the teacher under this
1110 paragraph.
1111 (p) Calculation of additional full-time equivalent
1112 membership based on Advanced Courses scores of students.
1113 Beginning in the 2025-2026 school year, a value of 0.16 full
1114 time equivalent student membership shall be calculated for each
1115 student in each Advanced Course under s. 1007.27(9) who receives
1116 a minimum score on an assessment identified pursuant to s.
1117 1007.27(2) for the prior year and added to the total full-time
1118 equivalent student membership in basic programs for grades 9
1119 through 12 in the subsequent fiscal year. Each district must
1120 allocate at least 80 percent of the funds provided to the
1121 district for Advanced Courses instruction, in accordance with
1122 this paragraph, to the high school that generates the funds. The
1123 school district shall distribute to each classroom teacher who
1124 provided Advanced Courses instruction:
1125 1. A bonus in the amount of $50 for each student taught by
1126 the teacher in each Advanced Course who receives a minimum score
1127 on an Advanced Course assessment identified under s. 1007.27(2).
1128 2. An additional bonus of $500 to each Advanced Courses
1129 teacher in a school designated with a grade of “D” or “F” who
1130 has at least one student scoring a minimum score on an
1131 assessment identified pursuant to s. 1007.27(2), regardless of
1132 the number of courses taught or of the number of students who
1133 earn a minimum score on an Advanced Course assessment identified
1134 pursuant to s. 1007.27(2).
1135
1136 Bonuses awarded under this paragraph are in addition to any
1137 regular wage or other bonus the teacher received or is scheduled
1138 to receive.
1139 (17) TURNAROUND SCHOOL SUPPLEMENTAL SERVICES ALLOCATION.
1140 The turnaround school supplemental services allocation is
1141 created to provide district-managed turnaround schools, as
1142 identified in s. 1008.33, s. 1008.33(4)(a), schools that earn
1143 three consecutive grades below a “C,” as identified in s.
1144 1008.33(4)(b)3., and schools that implemented a turnaround plan
1145 and exited turnaround status by earning a school grade of have
1146 improved to a “C” or higher and are no longer in turnaround
1147 status, as identified in s. 1008.33(4)(c), with funds to offer
1148 services designed to improve the overall academic and community
1149 welfare of the schools’ students and their families.
1150 (a)1. Services funded by the allocation may include, but
1151 are not limited to, tutorial and after-school programs, student
1152 counseling, nutrition education, parental counseling, and an
1153 extended school day and school year. In addition, services may
1154 include models that develop a culture that encourages students
1155 to complete high school and to attend college or career
1156 training, set high academic expectations, and inspire character
1157 development.
1158 2. A school district may enter into a formal agreement with
1159 a nonprofit organization that has tax-exempt status under s.
1160 501(c)(3) of the Internal Revenue Code to implement an
1161 integrated student support service model that provides students
1162 and families with access to wrap-around services, including, but
1163 not limited to, health services, after-school programs, drug
1164 prevention programs, college and career readiness programs, and
1165 food and clothing banks.
1166 (b) Before distribution of the allocation, the school
1167 district shall develop and submit a plan for implementation to
1168 its school board for approval no later than August 1 of each
1169 fiscal year.
1170 (c) At a minimum, the plan required under paragraph (b)
1171 must:
1172 1. Establish comprehensive support services that develop
1173 family and community partnerships;
1174 2. Establish clearly defined and measurable high academic
1175 and character standards;
1176 3. Increase parental involvement and engagement in the
1177 child’s education;
1178 4. Describe how instructional personnel will be identified,
1179 recruited, retained, and rewarded;
1180 5. Provide professional learning development that focuses
1181 on academic rigor, direct instruction, and creating high
1182 academic and character standards;
1183 6. Provide focused instruction to improve student academic
1184 proficiency, which may include additional instruction time
1185 beyond the normal school day or school year; and
1186 7. Include a strategy for continuing to provide services
1187 after the school is no longer in turnaround status by virtue of
1188 achieving a grade of “C” or higher.
1189 (d) Each school district shall submit its approved plans to
1190 the commissioner by September 1 of each fiscal year.
1191 (e) Subject to legislative appropriation, each school
1192 district’s allocation must be based on the unweighted FTE
1193 student enrollment at the eligible schools and a per-FTE funding
1194 amount of $500 or as provided in the General Appropriations Act.
1195 The supplement provided in the General Appropriations Act shall
1196 be based on the most recent school grades and shall serve as a
1197 proxy for the official calculation. Once school grades are
1198 available for the school year immediately preceding the fiscal
1199 year coinciding with the appropriation, the supplement shall be
1200 recalculated for the official participating schools as part of
1201 the subsequent FEFP calculation. The commissioner may prepare a
1202 preliminary calculation so that districts may proceed with
1203 timely planning and use of the funds. If the calculated funds
1204 for the statewide allocation exceed the funds appropriated, the
1205 allocation of funds to each school district must be prorated
1206 based on each school district’s share of the total unweighted
1207 FTE student enrollment for the eligible schools. The final
1208 amount allocated for each school district shall be based on
1209 actual student membership from the October FTE survey.
1210 (f) Subject to legislative appropriation, each school shall
1211 remain eligible for the allocation for a maximum of 4 continuous
1212 fiscal years while implementing a turnaround option pursuant to
1213 s. 1008.33(4). In addition, a school that improves to a grade of
1214 “C” or higher shall remain eligible to receive the allocation
1215 for a maximum of 2 continuous fiscal years after exiting
1216 turnaround status.
1217 Section 19. Paragraph (a) of subsection (3) of section
1218 1012.34, Florida Statutes, is amended to read:
1219 1012.34 Personnel evaluation procedures and criteria.—
1220 (3) EVALUATION PROCEDURES AND CRITERIA.—Instructional
1221 personnel and school administrator performance evaluations must
1222 be based upon the performance of students assigned to their
1223 classrooms or schools, as provided in this section. Pursuant to
1224 this section, a school district’s performance evaluation system
1225 is not limited to basing unsatisfactory performance of
1226 instructional personnel and school administrators solely upon
1227 student performance, but may include other criteria to evaluate
1228 instructional personnel and school administrators’ performance,
1229 or any combination of student performance and other criteria.
1230 Evaluation procedures and criteria must comply with, but are not
1231 limited to, the following:
1232 (a) A performance evaluation must be conducted for each
1233 employee at least once a year, except that a classroom teacher,
1234 as defined in s. 1012.01(2)(a), excluding substitute teachers,
1235 who is newly hired by the district school board must be observed
1236 and evaluated at least twice in the first year of teaching in
1237 the school district. The performance evaluation must be based
1238 upon sound educational principles and contemporary research in
1239 effective educational practices. The evaluation criteria must
1240 include:
1241 1. Performance of students.—At least one-third of a
1242 performance evaluation must be based upon data and indicators of
1243 student performance, as determined by each school district. This
1244 portion of the evaluation must include growth or achievement
1245 data of the teacher’s students or, for a school administrator,
1246 the students attending the school over the course of at least 3
1247 years. If less than 3 years of data are available, the years for
1248 which data are available must be used. The proportion of growth
1249 or achievement data may be determined by instructional
1250 assignment.
1251 2. Instructional practice.—For instructional personnel, at
1252 least one-third of the performance evaluation must be based upon
1253 instructional practice. Evaluation criteria used when annually
1254 observing classroom teachers, as defined in s. 1012.01(2)(a),
1255 excluding substitute teachers, must include indicators based
1256 upon each of the Florida Educator Accomplished Practices adopted
1257 by the State Board of Education. For instructional personnel who
1258 are not classroom teachers, evaluation criteria must be based
1259 upon indicators of the Florida Educator Accomplished Practices
1260 and may include specific job expectations related to student
1261 support. This section does not preclude a school administrator
1262 from visiting and observing classroom teachers throughout the
1263 school year for purposes of providing mentorship, training,
1264 instructional feedback, or professional learning.
1265 3. Instructional leadership.—For school administrators, at
1266 least one-third of the performance evaluation must be based on
1267 instructional leadership. Evaluation criteria for instructional
1268 leadership must include indicators based upon each of the
1269 leadership standards adopted by the State Board of Education
1270 under s. 1012.986, including performance measures related to the
1271 effectiveness of classroom teachers in the school, the
1272 administrator’s appropriate use of evaluation criteria and
1273 procedures, recruitment and retention of effective and highly
1274 effective classroom teachers, improvement in the percentage of
1275 instructional personnel evaluated at the highly effective or
1276 effective level, and other leadership practices that result in
1277 student learning growth. The system may include a means to give
1278 parents and instructional personnel an opportunity to provide
1279 input into the administrator’s performance evaluation.
1280 4. Other indicators of performance.—For instructional
1281 personnel and school administrators, the remainder of a
1282 performance evaluation may include, but is not limited to,
1283 professional and job responsibilities as recommended by the
1284 State Board of Education or identified by the district school
1285 board and, for instructional personnel, peer reviews,
1286 objectively reliable survey information from students and
1287 parents based on teaching practices that are consistently
1288 associated with higher student achievement, and other valid and
1289 reliable measures of instructional practice.
1290 Section 20. Present subsections (9) through (16) of section
1291 1012.56, Florida Statutes, are redesignated as subsections (10)
1292 through (17), respectively, subsection (1), paragraphs (d), (g),
1293 and (i) of subsection (2) and subsections (6), (7), and (8) are
1294 amended, and a new subsection (9) is added to that section, to
1295 read:
1296 1012.56 Educator certification requirements.—
1297 (1) APPLICATION.—Each person seeking certification pursuant
1298 to this chapter shall submit a completed application containing
1299 the applicant’s social security number to the Department of
1300 Education and remit the fee required pursuant to s. 1012.59 and
1301 rules of the State Board of Education. Pursuant to the federal
1302 Personal Responsibility and Work Opportunity Reconciliation Act
1303 of 1996, each party is required to provide his or her social
1304 security number in accordance with this section. Disclosure of
1305 social security numbers obtained through this requirement is
1306 limited to the purpose of administration of the Title IV-D
1307 program of the Social Security Act for child support
1308 enforcement.
1309 (a) Pursuant to s. 120.60, the department shall issue
1310 within 90 calendar days after receipt of the completed
1311 application a professional certificate to a qualifying applicant
1312 covering the classification, level, and area for which the
1313 applicant is deemed qualified and a document explaining the
1314 requirements for renewal of the professional certificate.
1315 (b) The department shall issue a temporary certificate to a
1316 qualifying applicant within 14 calendar days after receipt of a
1317 request from an employer with a professional education
1318 competence demonstration program pursuant to paragraph
1319 paragraphs (6)(f) and subsection (9) (8)(b). The temporary
1320 certificate must cover the classification, level, and area for
1321 which the applicant is deemed qualified. The department shall
1322 electronically notify the applicant’s employer that the
1323 temporary certificate has been issued and provide the applicant
1324 an official statement of status of eligibility at the time the
1325 certificate is issued.
1326 (c) Pursuant to s. 120.60, the department shall issue
1327 within 90 calendar days after receipt of the completed
1328 application, if an applicant does not meet the requirements for
1329 either certificate, an official statement of status of
1330 eligibility.
1331
1332 The statement of status of eligibility must be provided
1333 electronically and must advise the applicant of any
1334 qualifications that must be completed to qualify for
1335 certification. Each method by which an applicant can complete
1336 the qualifications for a professional certificate must be
1337 included in the statement of status of eligibility. Each
1338 statement of status of eligibility is valid for 5 3 years after
1339 its date of issuance, except as provided in paragraph (2)(d).
1340 (2) ELIGIBILITY CRITERIA.—To be eligible to seek
1341 certification, a person must:
1342 (d) Submit to background screening in accordance with
1343 subsection (11) (10). If the background screening indicates a
1344 criminal history or if the applicant acknowledges a criminal
1345 history, the applicant’s records shall be referred to the
1346 investigative section in the Department of Education for review
1347 and determination of eligibility for certification. If the
1348 applicant fails to provide the necessary documentation requested
1349 by the department within 90 days after the date of the receipt
1350 of the certified mail request, the statement of eligibility and
1351 pending application shall become invalid.
1352 (g) Demonstrate mastery of general knowledge, pursuant to
1353 subsection (3), if the person serves as a classroom teacher
1354 pursuant to s. 1012.01(2)(a).
1355 (i) Demonstrate mastery of professional preparation and
1356 education competence, pursuant to subsection (6), if the person
1357 serves as a classroom teacher or school administrator as
1358 classified in s. 1012.01(2)(a) and (3)(c), respectively.
1359 (6) MASTERY OF PROFESSIONAL PREPARATION AND EDUCATION
1360 COMPETENCE.—Acceptable means of demonstrating mastery of
1361 professional preparation and education competence are:
1362 (a) Successful completion of an approved teacher
1363 preparation program at a postsecondary educational institution
1364 within this state and achievement of a passing score on the
1365 professional education competency examination required by state
1366 board rule;
1367 (b) Successful completion of a teacher preparation program
1368 at a postsecondary educational institution outside Florida and
1369 achievement of a passing score on the professional education
1370 competency examination required by state board rule;
1371 (c) Documentation of a valid professional standard teaching
1372 certificate issued by another state;
1373 (d) Documentation of a valid certificate issued by the
1374 National Board for Professional Teaching Standards or a national
1375 educator credentialing board approved by the State Board of
1376 Education;
1377 (e) Documentation of two semesters of successful, full-time
1378 or part-time teaching in a Florida College System institution,
1379 state university, or private college or university that awards
1380 an associate or higher degree and is an accredited institution
1381 or an institution of higher education identified by the
1382 Department of Education as having a quality program and
1383 achievement of a passing score on the professional education
1384 competency examination required by state board rule;
1385 (f) Successful completion of professional preparation
1386 courses as specified in state board rule, successful completion
1387 of a professional preparation and education competence program
1388 pursuant to subsection (9) paragraph (8)(b), and achievement of
1389 a passing score on the professional education competency
1390 examination required by state board rule;
1391 (g) Successful completion of a professional learning
1392 development certification and education competency program,
1393 outlined in subsection (8) paragraph (8)(a); or
1394 (h) Successful completion of a competency-based
1395 certification program pursuant to s. 1004.85 and achievement of
1396 a passing score on the professional education competency
1397 examination required by rule of the State Board of Education.
1398
1399 The State Board of Education shall adopt rules to implement this
1400 subsection by December 31, 2014, including rules to approve
1401 specific teacher preparation programs that are not identified in
1402 this subsection which may be used to meet requirements for
1403 mastery of professional preparation and education competence.
1404 (7) TYPES AND TERMS OF CERTIFICATION.—
1405 (a) The Department of Education shall issue a professional
1406 certificate for a period not to exceed 5 years to any applicant
1407 who fulfills one of the following:
1408 1. Meets all the applicable requirements outlined in
1409 subsection (2).
1410 2. For a professional certificate covering grades 6 through
1411 12:
1412 a. Meets the applicable requirements of paragraphs (2)(a)
1413 (h).
1414 b. Holds a master’s or higher degree in the area of
1415 science, technology, engineering, or mathematics.
1416 c. Teaches a high school course in the subject of the
1417 advanced degree.
1418 d. Is rated highly effective as determined by the teacher’s
1419 performance evaluation under s. 1012.34, based in part on
1420 student performance as measured by a statewide, standardized
1421 assessment or an Advanced Placement, Advanced International
1422 Certificate of Education, or International Baccalaureate
1423 examination.
1424 e. Achieves a passing score on the Florida professional
1425 education competency examination required by state board rule.
1426 3. Meets the applicable requirements of paragraphs (2)(a)
1427 (h) and completes a professional learning certification
1428 preparation and education competence program approved by the
1429 department pursuant to paragraph (8)(b) (8)(c) or an educator
1430 preparation institute approved by the department pursuant to s.
1431 1004.85. An applicant who completes one of these programs and is
1432 rated highly effective as determined by his or her performance
1433 evaluation under s. 1012.34 is not required to take or achieve a
1434 passing score on the professional education competency
1435 examination in order to be awarded a professional certificate.
1436 (b) The department shall issue a temporary certificate to
1437 any applicant who:
1438 1. Completes the requirements outlined in paragraphs
1439 (2)(a)-(f) and completes the subject area content requirements
1440 specified in state board rule or demonstrates mastery of subject
1441 area knowledge pursuant to subsection (5) and holds an
1442 accredited degree or a degree approved by the Department of
1443 Education at the level required for the subject area
1444 specialization in state board rule; or
1445 2. For a subject area specialization for which the state
1446 board otherwise requires a bachelor’s degree, documents 48
1447 months of active-duty military service with an honorable
1448 discharge or a medical separation; completes the requirements
1449 outlined in paragraphs (2)(a), (b), and (d)-(f); completes the
1450 subject area content requirements specified in state board rule
1451 or demonstrates mastery of subject area knowledge pursuant to
1452 subsection (5); and documents completion of 60 college credits
1453 with a minimum cumulative grade point average of 2.5 on a 4.0
1454 scale, as provided by one or more accredited institutions of
1455 higher learning or a nonaccredited institution of higher
1456 learning identified by the Department of Education as having a
1457 quality program resulting in a bachelor’s degree or higher; or.
1458 3. Is enrolled in a state-approved teacher preparation
1459 program under s. 1004.04; is actively completing the required
1460 program field experience or internship at a public school;
1461 completes the requirements outlined in paragraphs (2)(a), (b),
1462 (d), (e), and (f); and documents completion of 60 college
1463 credits with a minimum cumulative grade point average of 2.5 on
1464 a 4.0 scale, as provided by one or more accredited institutions
1465 of higher learning or a nonaccredited institution of higher
1466 learning identified by the Department of Education as having a
1467 quality program resulting in a bachelor’s degree or higher.
1468 (c) The department shall issue one nonrenewable 2-year
1469 temporary certificate and one nonrenewable 5-year professional
1470 certificate to a qualified applicant who holds a bachelor’s
1471 degree in the area of speech-language impairment to allow for
1472 completion of a master’s degree program in speech-language
1473 impairment.
1474 (d) A person who is issued a temporary certificate under
1475 subparagraph (b)2. must be assigned a teacher mentor for a
1476 minimum of 2 school years after commencing employment. Each
1477 teacher mentor selected by the school district, charter school,
1478 or charter management organization must:
1479 1. Hold a valid professional certificate issued pursuant to
1480 this section;
1481 2. Have earned at least 3 years of teaching experience in
1482 prekindergarten through grade 12; and
1483 3. Have earned an effective or highly effective rating on
1484 the prior year’s performance evaluation under s. 1012.34.
1485 (e)(e)1. A temporary certificate issued under subparagraph
1486 (b)1. is valid for 3 school fiscal years and is nonrenewable.
1487 2. A temporary certificate issued under subparagraph (b)2.
1488 is valid for 5 school fiscal years, is limited to a one-time
1489 issuance, and is nonrenewable.
1490
1491 At least 1 year before an individual’s temporary certificate is
1492 set to expire, the department shall electronically notify the
1493 individual of the date on which his or her certificate will
1494 expire and provide a list of each method by which the
1495 qualifications for a professional certificate can be completed.
1496 The State Board of Education shall adopt rules to allow the
1497 department to extend the validity period of a temporary
1498 certificate for 2 years when the requirements for the
1499 professional certificate were not completed due to the serious
1500 illness or injury of the applicant, the military service of an
1501 applicant’s spouse, other extraordinary extenuating
1502 circumstances, or if the certificateholder is rated highly
1503 effective in the immediate prior year’s performance evaluation
1504 pursuant to s. 1012.34 or has completed a 2-year mentorship
1505 program pursuant to subsection (8). The department shall extend
1506 the temporary certificate upon approval by the Commissioner of
1507 Education. A written request for extension of the certificate
1508 shall be submitted by the district school superintendent, the
1509 governing authority of a university lab school, the governing
1510 authority of a state-supported school, or the governing
1511 authority of a private school.
1512 (8) PROFESSIONAL LEARNING DEVELOPMENT CERTIFICATION AND
1513 EDUCATION COMPETENCY PROGRAM.—
1514 (a) The Department of Education shall develop and each
1515 school district, charter school, and charter management
1516 organization may provide a cohesive competency-based
1517 professional learning development certification and education
1518 competency program by which instructional staff may satisfy the
1519 mastery of professional preparation and education competence
1520 requirements specified in subsection (6) and rules of the State
1521 Board of Education. Participants must hold a state-issued
1522 temporary certificate. A school district, charter school, or
1523 charter management organization that implements the program
1524 shall provide a competency-based certification program developed
1525 by the Department of Education or developed by the district,
1526 charter school, or charter management organization and approved
1527 by the Department of Education. These entities may collaborate
1528 with other supporting agencies or educational entities for
1529 implementation. The program shall include the following:
1530 1. A minimum period of initial preparation before assuming
1531 duties as the teacher of record.
1532 2. An option for collaboration with other supporting
1533 agencies or educational entities for implementation.
1534 1.3. A teacher mentorship and induction component.
1535 a. Each individual selected by the district, charter
1536 school, or charter management organization as a mentor:
1537 (I) Must hold a valid professional certificate issued
1538 pursuant to this section;
1539 (II) Must have earned at least 3 years of teaching
1540 experience in prekindergarten through grade 12;
1541 (III) Must have completed specialized training in clinical
1542 supervision and participate in ongoing mentor training provided
1543 through the coordinated system of professional learning
1544 development under s. 1012.98(4) s. 1012.98(3)(e);
1545 (IV) Must have earned an effective or highly effective
1546 rating on the prior year’s performance evaluation under s.
1547 1012.34; and
1548 (V) May be a peer evaluator under the district’s evaluation
1549 system approved under s. 1012.34.
1550 b. The teacher mentorship and induction component must, at
1551 a minimum, provide routine weekly opportunities for mentoring
1552 and induction activities, including common planning time,
1553 ongoing professional learning as described in s. 1012.98
1554 development targeted to a teacher’s needs, opportunities for a
1555 teacher to observe other teachers, co-teaching experiences, and
1556 reflection and followup discussions. Professional learning must
1557 meet the criteria established in s. 1012.98(3). Mentorship and
1558 induction activities must be provided for an applicant’s first
1559 year in the program and may be provided until the applicant
1560 attains his or her professional certificate in accordance with
1561 this section. A principal who is rated highly effective as
1562 determined by his or her performance evaluation under s. 1012.34
1563 must be provided flexibility in selecting professional
1564 development activities under this paragraph; however, the
1565 activities must be approved by the department as part of the
1566 district’s, charter school’s, or charter management
1567 organization’s program.
1568 2.4. An assessment of teaching performance aligned to the
1569 district’s, charter school’s, or charter management
1570 organization’s system for personnel evaluation under s. 1012.34
1571 which provides for:
1572 a. An initial evaluation of each educator’s competencies to
1573 determine an appropriate individualized professional learning
1574 development plan.
1575 b. A summative evaluation to assure successful completion
1576 of the program.
1577 3.5. Professional education preparation content knowledge,
1578 which must be included in the mentoring and induction activities
1579 under subparagraph 1. 3., that includes, but is not limited to,
1580 the following:
1581 a. The state academic standards provided under s. 1003.41,
1582 including scientifically based reading instruction, content
1583 literacy, and mathematical practices, for each subject
1584 identified on the temporary certificate.
1585 b. The educator-accomplished practices approved by the
1586 state board.
1587 c. A variety of data indicators for monitoring student
1588 progress.
1589 d. Methodologies for teaching students with disabilities.
1590 e. Methodologies for teaching students of limited English
1591 proficiency appropriate for each subject area identified on the
1592 temporary certificate.
1593 f. Techniques and strategies for operationalizing the role
1594 of the teacher in assuring a safe learning environment for
1595 students.
1596 4.6. Required achievement of passing scores on the subject
1597 area and professional education competency examination required
1598 by State Board of Education rule. Mastery of general knowledge
1599 must be demonstrated as described in subsection (3).
1600 5.7. Beginning with candidates entering a program in the
1601 2022-2023 school year, a candidate for certification in a
1602 coverage area identified pursuant to s. 1012.585(3)(f) must
1603 successfully complete all competencies for a reading
1604 endorsement, including completion of the endorsement practicum
1605 through the candidate’s demonstration of mastery of professional
1606 preparation and education competence under paragraph (b).
1607 (b)1. Each school district must and a private school or
1608 state-supported public school, including a charter school, may
1609 develop and maintain a system by which members of the
1610 instructional staff may demonstrate mastery of professional
1611 preparation and education competence as required by law. Each
1612 program must be based on classroom application of the Florida
1613 Educator Accomplished Practices and instructional performance
1614 and, for public schools, must be aligned with the district’s or
1615 state-supported public school’s evaluation system established
1616 under s. 1012.34, as applicable.
1617 2. The Commissioner of Education shall determine the
1618 continued approval of programs implemented under this paragraph,
1619 based upon the department’s review of performance data. The
1620 department shall review the performance data as a part of the
1621 periodic review of each school district’s professional
1622 development system required under s. 1012.98.
1623 (b)(c) No later than December 31, 2017, The department
1624 State Board of Education shall adopt rules standards for the
1625 approval and continued approval of professional learning
1626 development certification and education competency programs
1627 aligned to, including standards for the teacher mentorship and
1628 induction component, under paragraph (a). Standards for the
1629 teacher mentorship and induction component must include program
1630 administration and evaluation; mentor roles, selection, and
1631 training; beginning teacher assessment and professional
1632 development; and teacher content knowledge and practices aligned
1633 to the Florida Educator Accomplished Practices. Each school
1634 district or charter school with a program under this subsection
1635 must submit its program, including the teacher mentorship and
1636 induction component, to the department for approval no later
1637 than June 30, 2018. After December 31, 2018, A teacher may not
1638 satisfy requirements for a professional certificate through a
1639 professional learning development certification and education
1640 competency program under paragraph (a) unless the program has
1641 been approved by the department pursuant to this paragraph.
1642 (9) PROFESSIONAL EDUCATION COMPETENCY PROGRAM.—
1643 (a) Each school district must and a private school or
1644 state-supported public school, including a charter school, may
1645 develop and maintain a system by which members of the
1646 instructional staff may demonstrate mastery of professional
1647 preparation and education competence as required by law. Each
1648 program must be based on classroom application of the Florida
1649 Educator Accomplished Practices and instructional performance
1650 and, for public schools, must be aligned with the district’s or
1651 state-supported public school’s evaluation system established
1652 under s. 1012.34, as applicable.
1653 (b) The Commissioner of Education shall determine the
1654 continued approval of programs implemented under this paragraph,
1655 based upon the department’s review of performance data. The
1656 department shall review the performance data as a part of the
1657 periodic review of each school district’s professional learning
1658 system required under s. 1012.98.
1659 (d) The Commissioner of Education shall determine the
1660 continued approval of programs implemented under paragraph (a)
1661 based upon the department’s periodic review of the following:
1662 1. Evidence that the requirements in paragraph (a) are
1663 consistently met; and
1664 2. Evidence of performance in each of the following areas:
1665 a. Rate of retention for employed program completers in
1666 instructional positions in Florida public schools.
1667 b. Performance of students in prekindergarten through grade
1668 12 who are assigned to in-field program completers on statewide
1669 assessments using the results of the student learning growth
1670 formula adopted under s. 1012.34.
1671 c. Performance of students in prekindergarten through grade
1672 12 who are assigned to in-field program completers aggregated by
1673 student subgroups, as defined in the federal Elementary and
1674 Secondary Education Act (ESEA), 20 U.S.C. s.
1675 6311(b)(2)(C)(v)(II), as a measure of how well the program
1676 prepares teachers to work with a variety of students in Florida
1677 public schools.
1678 d. Results of program completers’ annual evaluations in
1679 accordance with the timeline as set forth in s. 1012.34.
1680 e. Production of program completers in statewide critical
1681 teacher shortage areas as defined in s. 1012.07.
1682 Section 21. Subsection (1) of section 1012.57, Florida
1683 Statutes, is amended to read:
1684 1012.57 Certification of adjunct educators.—
1685 (1) Notwithstanding the provisions of ss. 1012.32, 1012.55,
1686 and 1012.56, or any other provision of law or rule to the
1687 contrary, district school boards shall adopt rules to allow for
1688 the issuance of an adjunct teaching certificate to any applicant
1689 who fulfills the requirements of s. 1012.56(2)(a)-(f) and (11)
1690 s. 1012.56(2)(a)-(f) and (10) and who has expertise in the
1691 subject area to be taught. An applicant shall be considered to
1692 have expertise in the subject area to be taught if the applicant
1693 demonstrates sufficient subject area mastery through passage of
1694 a subject area test.
1695 Section 22. Section 1012.575, Florida Statutes, is amended
1696 to read:
1697 1012.575 Alternative preparation programs for certified
1698 teachers to add additional coverage.—A district school board, or
1699 an organization of private schools or a consortium of charter
1700 schools with an approved professional learning development
1701 system as described in s. 1012.98(7) s. 1012.98(6), may design
1702 alternative teacher preparation programs to enable persons
1703 already certificated to add an additional coverage to their
1704 certificates. Each alternative teacher preparation program shall
1705 be reviewed and approved by the Department of Education to
1706 assure that persons who complete the program are competent in
1707 the necessary areas of subject matter specialization. Two or
1708 more school districts may jointly participate in an alternative
1709 preparation program for teachers.
1710 Section 23. Paragraph (g) of subsection (3) of section
1711 1012.585, Florida Statutes, is redesignated as paragraph (h) and
1712 a new paragraph (g) is added to that subsection to read:
1713 1012.585 Process for renewal of professional certificates.—
1714 (3) For the renewal of a professional certificate, the
1715 following requirements must be met:
1716 (g) An applicant for renewal of a professional certificate
1717 in educational leadership from a Level I program under s.
1718 1012.562(2) or Level II program under s. 1012.562(3), with a
1719 beginning validity date of July 1, 2025, or thereafter, must
1720 earn a minimum of 1 college credit or 20 inservice points in
1721 Florida’s educational leadership standards, as established in
1722 rule by the State Board of Education. The requirement in this
1723 paragraph may not add to the total hours required by the
1724 department for continuing education or inservice training.
1725 Section 24. Paragraph (a) of subsection (1) of section
1726 1012.586, Florida Statutes, is amended to read:
1727 1012.586 Additions or changes to certificates; duplicate
1728 certificates; reading endorsement pathways.—
1729 (1) A school district may process via a Department of
1730 Education website certificates for the following applications of
1731 public school employees:
1732 (a) Addition of a subject coverage or endorsement to a
1733 valid Florida certificate on the basis of the completion of the
1734 appropriate subject area testing requirements of s.
1735 1012.56(5)(a) or the completion of the requirements of an
1736 approved school district program or the inservice components for
1737 an endorsement.
1738 1. To reduce duplication, the department may recommend the
1739 consolidation of endorsement areas and requirements to the State
1740 Board of Education.
1741 2. At least once every 5 years, the department shall
1742 conduct a review of existing subject coverage or endorsement
1743 requirements in the elementary, reading, and exceptional student
1744 educational areas. The review must include reciprocity
1745 requirements for out-of-state certificates and requirements for
1746 demonstrating competency in the reading instruction professional
1747 learning development topics listed in s. 1012.98(5)(b)11 s.
1748 1012.98(4)(b)11. The review must also consider the award of an
1749 endorsement to an individual who holds a certificate issued by
1750 an internationally recognized organization that establishes
1751 standards for providing evidence-based interventions to
1752 struggling readers or who completes a postsecondary program that
1753 is accredited by such organization. Any such certificate or
1754 program must require an individual who completes the certificate
1755 or program to demonstrate competence in reading intervention
1756 strategies through clinical experience. At the conclusion of
1757 each review, the department shall recommend to the state board
1758 changes to the subject coverage or endorsement requirements
1759 based upon any identified instruction or intervention strategies
1760 proven to improve student reading performance. This subparagraph
1761 does not authorize the state board to establish any new
1762 certification subject coverage.
1763
1764 The employing school district shall charge the employee a fee
1765 not to exceed the amount charged by the Department of Education
1766 for such services. Each district school board shall retain a
1767 portion of the fee as defined in the rules of the State Board of
1768 Education. The portion sent to the department shall be used for
1769 maintenance of the technology system, the web application, and
1770 posting and mailing of the certificate.
1771 Section 25. Effective upon this act becoming law, section
1772 1012.71, Florida Statutes, is amended to read:
1773 1012.71 The Florida Teachers Classroom Supply Assistance
1774 Program.—
1775 (1) For purposes of the Florida Teachers Classroom Supply
1776 Assistance Program, the term “classroom teacher” means a
1777 certified teacher employed by a public school district or a
1778 public charter school in that district on or before September 1
1779 of each year whose full-time or job-share responsibility is the
1780 classroom instruction of students in prekindergarten through
1781 grade 12, including full-time media specialists and certified
1782 school counselors serving students in prekindergarten through
1783 grade 12, who are funded through the Florida Education Finance
1784 Program. A “job-share” classroom teacher is one of two teachers
1785 whose combined full-time equivalent employment for the same
1786 teaching assignment equals one full-time classroom teacher.
1787 (2) The Legislature, in the General Appropriations Act,
1788 shall determine funding for the Florida Teachers Classroom
1789 Supply Assistance Program. The funds appropriated are for
1790 classroom teachers to purchase, on behalf of the school district
1791 or charter school, classroom materials and supplies for the
1792 public school students assigned to them and may not be used to
1793 purchase equipment. The funds appropriated shall be used to
1794 supplement the materials and supplies otherwise available to
1795 classroom teachers. From the funds appropriated for the Florida
1796 Teachers Classroom Supply Assistance Program, the Commissioner
1797 of Education shall calculate an amount for each school district
1798 based upon each school district’s proportionate share of the
1799 state’s total unweighted FTE student enrollment and shall
1800 disburse the funds to the school districts by July 15.
1801 (3) From the funds allocated to each school district and
1802 any funds received from local contributions for the Florida
1803 Teachers Classroom Supply Assistance Program, the district
1804 school board shall calculate an identical amount for each
1805 classroom teacher who is estimated to be employed by the school
1806 district or a charter school in the district on September 1 of
1807 each year, which is that teacher’s proportionate share of the
1808 total amount allocated to the district from state funds and
1809 funds received from local contributions. A job-share classroom
1810 teacher may receive a prorated share of the amount provided to a
1811 full-time classroom teacher.
1812 (4) The department shall administer a competitive
1813 procurement through which classroom teachers may purchase
1814 classroom materials and supplies. By September 1 of each year,
1815 each school district shall submit to the department:
1816 (a) The identical amount per classroom teacher calculated
1817 in subsection (3), including the proportionate share of the
1818 identical amount if such classroom teacher is a job-share
1819 classroom teacher.
1820 (b) The name of each eligible classroom teacher.
1821 (c) The name and master school identification number of the
1822 school in which the classroom teacher is assigned.
1823 (d) Any other information necessary for administration of
1824 the program as determined by the department For a classroom
1825 teacher determined eligible on July 1, the district school board
1826 and each charter school board may provide the teacher with his
1827 or her total proportionate share by August 1 based on the
1828 estimate of the number of teachers who will be employed on
1829 September 1. For a classroom teacher determined eligible after
1830 July 1, the district school board and each charter school board
1831 shall provide the teacher with his or her total proportionate
1832 share by September 30. The proportionate share may be provided
1833 by any means determined appropriate by the district school board
1834 or charter school board, including, but not limited to, direct
1835 deposit, check, debit card, or purchasing card. If a debit card
1836 is used, an identifier must be placed on the front of the debit
1837 card which clearly indicates that the card has been issued for
1838 the Florida Teachers Classroom Supply Assistance Program.
1839 Expenditures under the program are not subject to state or local
1840 competitive bidding requirements. Funds received by a classroom
1841 teacher do not affect wages, hours, or terms and conditions of
1842 employment and, therefore, are not subject to collective
1843 bargaining. Any classroom teacher may decline receipt of or
1844 return the funds without explanation or cause.
1845 (5)(4) Each classroom teacher must sign a statement
1846 acknowledging receipt of the funds, keep receipts for no less
1847 than 4 years to show that funds expended meet the requirements
1848 of this section, and return any unused funds to the district
1849 school board at the end of the regular school year. Any unused
1850 funds that are returned to the district school board shall be
1851 deposited into the school advisory council account of the school
1852 at which the classroom teacher returning the funds was employed
1853 when the funds were made available to the classroom teacher. If
1854 a school does not have a school advisory council, the funds
1855 shall be expended for classroom materials and supplies as
1856 determined by the principal that teacher received the funds or
1857 deposited into the Florida Teachers Classroom Supply Assistance
1858 Program account of the school district in which a charter school
1859 is sponsored, as applicable.
1860 (5) The statement must be signed and dated by each
1861 classroom teacher before receipt of the Florida Teachers
1862 Classroom Supply Assistance Program funds and shall include the
1863 wording: “I, ...(name of teacher)..., am employed by the
1864 ....County District School Board or by the ....Charter School as
1865 a full-time classroom teacher. I acknowledge that Florida
1866 Teachers Classroom Supply Assistance Program funds are
1867 appropriated by the Legislature for the sole purpose of
1868 purchasing classroom materials and supplies to be used in the
1869 instruction of students assigned to me. In accepting custody of
1870 these funds, I agree to keep the receipts for all expenditures
1871 for no less than 4 years. I understand that if I do not keep the
1872 receipts, it will be my personal responsibility to pay any
1873 federal taxes due on these funds. I also agree to return any
1874 unexpended funds to the district school board at the end of the
1875 regular school year for deposit into the school advisory council
1876 account of the school where I was employed at the time I
1877 received the funds or for deposit into the Florida Teachers
1878 Classroom Supply Assistance Program account of the school
1879 district in which the charter school is sponsored, as
1880 applicable.”
1881 (6) The Department of Education and district school boards
1882 may, and are encouraged to, enter into public-private
1883 partnerships in order to increase the total amount of Florida
1884 Teachers Classroom Supply Assistance Programs funds available to
1885 classroom teachers.
1886 Section 26. Section 1012.98, Florida Statutes, is amended
1887 to read:
1888 1012.98 School Community Professional Learning Development
1889 Act.—
1890 (1) The Department of Education, public postsecondary
1891 educational institutions, public school districts, public
1892 schools, state education foundations, consortia, and
1893 professional organizations in this state shall work
1894 collaboratively to establish a coordinated system of
1895 professional learning. For the purposes of this section, the
1896 term “professional learning” means learning that is aligned to
1897 the state’s standards for effective professional learning,
1898 educator practices, and leadership practices; incorporates
1899 active learning; is collaborative; provides models; and is
1900 sustained and continuous development. The purpose of the
1901 professional learning development system is to increase student
1902 achievement, enhance classroom instructional strategies that
1903 promote rigor and relevance throughout the curriculum, and
1904 prepare students for continuing education and the workforce. The
1905 system of professional learning development must align to the
1906 standards adopted by the state. Routine informational meetings
1907 may not be considered professional learning and are not eligible
1908 for inservice points and support the framework for standards
1909 adopted by the National Staff Development Council.
1910 (2) The school community includes students and parents,
1911 administrative personnel, managers, instructional personnel,
1912 support personnel, members of district school boards, members of
1913 school advisory councils, business partners, and personnel that
1914 provide health and social services to students.
1915 (3) Professional learning activities linked to student
1916 learning and professional growth for instructional and
1917 administrative staff must meet the following criteria:
1918 (a) For instructional personnel, utilize materials aligned
1919 to the state’s academic standards.
1920 (b) For school administrators, utilize materials aligned to
1921 the state’s educational leadership standards.
1922 (c) Have clear, defined, and measurable outcomes for both
1923 individual inservice activities and multiple day sessions.
1924 (d) Employ multiple measurement tools for data on teacher
1925 growth, participants’ use of new knowledge and skills, student
1926 learning outcomes, instructional growth outcomes, and leadership
1927 growth outcomes, as applicable.
1928 (e) Utilize active learning and engage participants
1929 directly in designing and trying out strategies, providing
1930 participants with the opportunity to engage in authentic
1931 teaching and leadership experiences.
1932 (f) Utilize artifacts, interactive activities, and other
1933 strategies to provide deeply embedded and highly contextualized
1934 professional learning.
1935 (g) Create opportunities for collaboration.
1936 (h) Utilize coaching and expert support to involve the
1937 sharing of expertise about content and evidence-based practices,
1938 focused directly on instructional personnel and school
1939 administrator needs.
1940 (i) Provide opportunities for instructional personnel and
1941 school administrators to think about, receive input on, and make
1942 changes to practice by facilitating reflection and providing
1943 feedback.
1944 (j) Provide sustained duration with followup for
1945 instructional personnel and school administrators to have
1946 adequate time to learn, practice, implement, and reflect upon
1947 new strategies that facilitate changes in practice.
1948 (4)(3) The activities designed to implement this section
1949 must:
1950 (a) Support and increase the success of educators through
1951 collaboratively developed school improvement plans that focus
1952 on:
1953 1. Enhanced and differentiated instructional strategies to
1954 engage students in a rigorous and relevant curriculum based on
1955 state and local educational standards, goals, and initiatives;
1956 2. Increased opportunities to provide meaningful
1957 relationships between teachers and all students; and
1958 3. Increased opportunities for professional collaboration
1959 among and between teachers, certified school counselors,
1960 instructional leaders, postsecondary educators engaged in
1961 preservice training for new teachers, and the workforce
1962 community.
1963 (b) Assist the school community in providing stimulating,
1964 scientific research-based educational activities that encourage
1965 and motivate students to achieve at the highest levels and to
1966 participate as active learners and that prepare students for
1967 success at subsequent educational levels and the workforce.
1968 (c) Provide continuous support for all education
1969 professionals as well as temporary intervention for education
1970 professionals who need improvement in knowledge, skills, and
1971 performance.
1972 (d) Provide middle grades instructional personnel and
1973 school administrators with the knowledge, skills, and best
1974 practices necessary to support excellence in classroom
1975 instruction and educational leadership.
1976 (e) Provide training to teacher mentors as part of the
1977 professional learning development certification program under s.
1978 1012.56(8) and the professional education competency program
1979 under s. 1012.56(9) s. 1012.56(8)(a). The training must include
1980 components on teacher development, peer coaching, time
1981 management, and other related topics as determined by the
1982 Department of Education.
1983 (5)(4) The Department of Education, school districts,
1984 schools, Florida College System institutions, and state
1985 universities share the responsibilities described in this
1986 section. These responsibilities include the following:
1987 (a)1. The department shall create a high-quality
1988 professional learning marketplace list that acts as guide and
1989 tool for teachers, schools, school administrators, and districts
1990 across the state to identify high-quality professional learning
1991 provider programs and resources that meet the criteria described
1992 in subsection (3) and have demonstrated success in meeting
1993 identified student needs.
1994 2. The department shall disseminate to the school
1995 community, through a centralized professional learning webpage,
1996 the marketplace list under subparagraph 1 research-based
1997 professional development methods and programs that have
1998 demonstrated success in meeting identified student needs. The
1999 Commissioner of Education shall use data on student achievement
2000 to identify student needs. The methods of dissemination must
2001 include a web-based statewide performance support system,
2002 including a database of exemplary professional development
2003 activities, a listing of available professional development
2004 resources, training programs, and available assistance.
2005 2. The web-based statewide performance support system
2006 established pursuant to subparagraph 1. must include for middle
2007 grades, subject to appropriation, materials related to classroom
2008 instruction, including integrated digital instruction and
2009 competency-based instruction; CAPE Digital Tool certificates and
2010 CAPE industry certifications; classroom management; student
2011 behavior and interaction; extended learning opportunities for
2012 students; and instructional leadership.
2013 (b) Each school district shall develop a professional
2014 learning development system as specified in subsection (4) (3).
2015 The system shall be developed in consultation with teachers,
2016 teacher-educators of Florida College System institutions and
2017 state universities, business and community representatives, and
2018 local education foundations, consortia, and professional
2019 organizations. The professional learning development system
2020 must:
2021 1. Be reviewed and approved by the department for
2022 compliance with s. 1003.42(3) and this section. Effective March
2023 1, 2024, the department shall establish a calendar for the
2024 review and approval of all professional learning systems. A
2025 professional learning system must be reviewed and approved every
2026 5 years. Any All substantial revisions to the system shall be
2027 submitted to the department for review and for continued
2028 approval. The department shall establish a format for the review
2029 and approval of a professional learning system.
2030 2. Be based on analyses of student achievement data and
2031 instructional strategies and methods that support rigorous,
2032 relevant, and challenging curricula for all students. Schools
2033 and districts, in developing and refining the professional
2034 learning development system, shall also review and monitor
2035 school discipline data; school environment surveys; assessments
2036 of parental satisfaction; performance appraisal data of
2037 teachers, managers, and administrative personnel; and other
2038 performance indicators to identify school and student needs that
2039 can be met by improved professional performance.
2040 3. Provide inservice activities coupled with followup
2041 support appropriate to accomplish district-level and school
2042 level improvement goals and standards. The inservice activities
2043 for instructional and school administrative personnel shall
2044 focus on analysis of student achievement data, ongoing formal
2045 and informal assessments of student achievement, identification
2046 and use of enhanced and differentiated instructional strategies
2047 that emphasize rigor, relevance, and reading in the content
2048 areas, enhancement of subject content expertise, integrated use
2049 of classroom technology that enhances teaching and learning,
2050 classroom management, parent involvement, and school safety.
2051 4. Provide inservice activities and support targeted to the
2052 individual needs of new teachers participating in the
2053 professional learning development certification and education
2054 competency program under s. 1012.56(8)(a).
2055 5. Include a professional learning catalog master plan for
2056 inservice activities, pursuant to rules of the State Board of
2057 Education, for all district employees from all fund sources. The
2058 catalog master plan shall be updated annually by September 1,
2059 must be based on input from teachers and district and school
2060 instructional leaders, and must use the latest available student
2061 achievement data and research to enhance rigor and relevance in
2062 the classroom. Each district inservice catalog plan must be
2063 aligned to and support the school-based inservice catalog plans
2064 and school improvement plans pursuant to s. 1001.42(18). Each
2065 district inservice catalog plan must provide a description of
2066 the training that middle grades instructional personnel and
2067 school administrators receive on the district’s code of student
2068 conduct adopted pursuant to s. 1006.07; integrated digital
2069 instruction and competency-based instruction and CAPE Digital
2070 Tool certificates and CAPE industry certifications; classroom
2071 management; student behavior and interaction; extended learning
2072 opportunities for students; and instructional leadership.
2073 District plans must be approved by the district school board
2074 annually in order to ensure compliance with subsection (1) and
2075 to allow for dissemination of research-based best practices to
2076 other districts. District school boards must submit verification
2077 of their approval to the Commissioner of Education no later than
2078 October 1, annually. Each school principal may establish and
2079 maintain an individual professional learning development plan
2080 for each instructional employee assigned to the school as a
2081 seamless component to the school improvement plans developed
2082 pursuant to s. 1001.42(18). An individual professional learning
2083 development plan must be related to specific performance data
2084 for the students to whom the teacher is assigned, define the
2085 inservice objectives and specific measurable improvements
2086 expected in student performance as a result of the inservice
2087 activity, and include an evaluation component that determines
2088 the effectiveness of the professional learning development plan.
2089 6. Include inservice activities for school administrative
2090 personnel, aligned to the state’s educational leadership
2091 standards, that address updated skills necessary for
2092 instructional leadership and effective school management
2093 pursuant to s. 1012.986.
2094 7. Provide for systematic consultation with regional and
2095 state personnel designated to provide technical assistance and
2096 evaluation of local professional learning development programs.
2097 8. Provide for delivery of professional learning
2098 development by distance learning and other technology-based
2099 delivery systems to reach more educators at lower costs.
2100 9. Provide for the continuous evaluation of the quality and
2101 effectiveness of professional learning development programs in
2102 order to eliminate ineffective programs and strategies and to
2103 expand effective ones. Evaluations must consider the impact of
2104 such activities on the performance of participating educators
2105 and their students’ achievement and behavior.
2106 10. For all middle grades, emphasize:
2107 a. Interdisciplinary planning, collaboration, and
2108 instruction.
2109 b. Alignment of curriculum and instructional materials to
2110 the state academic standards adopted pursuant to s. 1003.41.
2111 c. Use of small learning communities; problem-solving,
2112 inquiry-driven research and analytical approaches for students;
2113 strategies and tools based on student needs; competency-based
2114 instruction; integrated digital instruction; and project-based
2115 instruction.
2116
2117 Each school that includes any of grades 6, 7, or 8 must include
2118 in its school improvement plan, required under s. 1001.42(18), a
2119 description of the specific strategies used by the school to
2120 implement each item listed in this subparagraph.
2121 11. Provide training to reading coaches, classroom
2122 teachers, and school administrators in effective methods of
2123 identifying characteristics of conditions such as dyslexia and
2124 other causes of diminished phonological processing skills;
2125 incorporating instructional techniques into the general
2126 education setting which are proven to improve reading
2127 performance for all students; and using predictive and other
2128 data to make instructional decisions based on individual student
2129 needs. The training must help teachers integrate phonemic
2130 awareness; phonics, word study, and spelling; reading fluency;
2131 vocabulary, including academic vocabulary; and text
2132 comprehension strategies into an explicit, systematic, and
2133 sequential approach to reading instruction, including
2134 multisensory intervention strategies. Each district must provide
2135 all elementary grades instructional personnel access to training
2136 sufficient to meet the requirements of s. 1012.585(3)(f).
2137 (6)(5) Each district school board shall provide funding for
2138 the professional learning development system as required by s.
2139 1011.62 and the General Appropriations Act, and shall direct
2140 expenditures from other funding sources to continuously
2141 strengthen the system in order to increase student achievement
2142 and support instructional staff in enhancing rigor and relevance
2143 in the classroom. The department shall identify professional
2144 learning development opportunities that require the teacher to
2145 demonstrate proficiency in specific classroom practices, with
2146 priority given to implementing training to complete a reading
2147 endorsement pathway adopted pursuant to s. 1012.586(2)(a). A
2148 school district may coordinate its professional learning
2149 development program with that of another district, with an
2150 educational consortium, or with a Florida College System
2151 institution or university, especially in preparing and educating
2152 personnel. Each district school board shall make available
2153 inservice activities to instructional personnel of nonpublic
2154 schools in the district and the state certified teachers who are
2155 not employed by the district school board on a fee basis not to
2156 exceed the cost of the activity per all participants.
2157 (7)(6) An organization of private schools or consortium of
2158 charter schools which has no fewer than 10 member schools in
2159 this state, which publishes and files with the Department of
2160 Education copies of its standards, and the member schools of
2161 which comply with the provisions of part II of chapter 1003,
2162 relating to compulsory school attendance, or a public or private
2163 college or university with a teacher preparation program
2164 approved pursuant to s. 1004.04, may also develop a professional
2165 learning development system that includes a professional
2166 learning catalog master plan for inservice activities. The
2167 system and inservice catalog plan must be submitted to the
2168 commissioner for approval pursuant to state board rules.
2169 (8)(a)(7)(a) The Department of Education shall disseminate,
2170 using web-based technology, research-based best practice methods
2171 by which the state and district school boards may evaluate and
2172 improve the professional learning development system. The best
2173 practices must include data that indicate the progress of all
2174 students. The department shall report annually to the State
2175 Board of Education and the Legislature any school district that,
2176 in the determination of the department, has failed to provide an
2177 adequate professional learning development system. This report
2178 must include the results of the department’s investigation and
2179 of any intervention provided.
2180 (b) The department shall also disseminate, using web-based
2181 technology, professional learning development in the use of
2182 integrated digital instruction at schools that include middle
2183 grades. The professional learning development must provide
2184 training and materials that districts can use to provide
2185 instructional personnel with the necessary knowledge, skills,
2186 and strategies to effectively blend digital instruction into
2187 subject-matter curricula. The professional learning development
2188 must emphasize online learning and research techniques, reading
2189 instruction, the use of digital devices to supplement the
2190 delivery of curricular content to students, and digital device
2191 management and security. Districts are encouraged to incorporate
2192 the professional learning development as part of their
2193 professional learning development system.
2194 (9)(8) The State Board of Education may adopt rules
2195 pursuant to ss. 120.536(1) and 120.54 to administer this
2196 section.
2197 (10)(9) This section does not limit or discourage a
2198 district school board from contracting with independent entities
2199 for professional learning development services and inservice
2200 education if the district school board can demonstrate to the
2201 Commissioner of Education that, through such a contract, a
2202 better product can be acquired or its goals for education
2203 improvement can be better met. Such entities shall have 3 or
2204 more years of experience providing professional learning with
2205 demonstrative success in instructional or school administrator
2206 growth. The school district must verify that such entities and
2207 contracted professional learning activities from such entities
2208 meet the criteria established in subsection (3) for training
2209 linked to student learning or professional growth.
2210 (11)(10) For instructional personnel and administrative
2211 personnel who have been evaluated as less than effective, a
2212 district school board shall require participation in specific
2213 professional learning development programs as provided in
2214 subparagraph (5)(b)5. (4)(b)5. as part of the improvement
2215 prescription.
2216 (12)(11) The department shall disseminate to the school
2217 community proven model professional learning development
2218 programs that have demonstrated success in increasing rigorous
2219 and relevant content, increasing student achievement and
2220 engagement, meeting identified student needs, and providing
2221 effective mentorship activities to new teachers and training to
2222 teacher mentors. The methods of dissemination must include a
2223 web-based statewide performance-support system including a
2224 database of exemplary professional learning development
2225 activities, a listing of available professional learning
2226 development resources, training programs, and available
2227 technical assistance. Professional learning development
2228 resources must include sample course-at-a-glance and unit
2229 overview templates that school districts may use when developing
2230 curriculum. The templates must provide an organized structure
2231 for addressing the Florida Standards, grade-level expectations,
2232 evidence outcomes, and 21st century skills that build to
2233 students’ mastery of the standards at each grade level. Each
2234 template must support teaching to greater intellectual depth and
2235 emphasize transfer and application of concepts, content, and
2236 skills. At a minimum, each template must:
2237 (a) Provide course or year-long sequencing of concept-based
2238 unit overviews based on the Florida Standards.
2239 (b) Describe the knowledge and vocabulary necessary for
2240 comprehension.
2241 (c) Promote the instructional shifts required within the
2242 Florida Standards.
2243 (d) Illustrate the interdependence of grade-level
2244 expectations within and across content areas within a grade.
2245 (13)(12) The department shall require teachers in grades K
2246 12 to participate in continuing education training provided by
2247 the Department of Children and Families on identifying and
2248 reporting child abuse and neglect.
2249 Section 27. Subsection (1) of section 1012.986, Florida
2250 Statutes, is amended to read:
2251 1012.986 William Cecil Golden Professional Learning
2252 Development Program for School Leaders.—
2253 (1) There is established the William Cecil Golden
2254 Professional Learning Development Program for School Leaders to
2255 provide high-quality standards and sustained support for
2256 educational leaders. For purposes of this section, the term
2257 “educational leader” means teacher leaders, assistant
2258 principals, principals, or school district leaders. The program
2259 shall consist of a collaborative network of school districts,
2260 state-approved educational leadership programs, regional
2261 consortia, charter management organizations, and state and
2262 national professional leadership organizations to respond to
2263 educational leadership needs throughout the state. The network
2264 shall support the human-resource learning development needs of
2265 educational leaders using the framework of leadership standards
2266 adopted by the State Board of Education. The goal of the network
2267 leadership program is to:
2268 (a) Provide resources to support and enhance the roles of
2269 educational leaders.
2270 (b) Maintain a clearinghouse and disseminate data-supported
2271 information related to the continued enhancement of student
2272 achievement and learning, civic education, coaching and
2273 mentoring, mental health awareness, technology in education,
2274 distance learning, and school safety based on educational
2275 research and best practices.
2276 (c) Increase the quality and capacity of educational
2277 leadership learning development programs.
2278 (d) Support evidence-based leadership practices through
2279 dissemination and modeling at the preservice and inservice
2280 levels for educational leaders.
2281 (e) Support the professional growth of instructional
2282 personnel who provide reading instruction and interventions by
2283 training school administrators on classroom observation,
2284 instructional coaching, and teacher evaluation practices aligned
2285 to evidence-based reading instruction and intervention
2286 strategies.
2287 Section 28. The Division of Law Revision shall prepare a
2288 reviser’s bill to replace references to the term “professional
2289 development” where it occurs within chapters 1000 through 1013
2290 of the Florida Statutes with the term “professional learning.”
2291 Section 29. Except as otherwise expressly provided in this
2292 act and except for this section, which shall take effect upon
2293 this act becoming a law, this act shall take effect July 1,
2294 2023.