Bill Text: FL S1498 | 2020 | Regular Session | Comm Sub
Bill Title: Education
Spectrum: Bipartisan Bill
Status: (Failed) 2020-03-14 - Died in Appropriations Subcommittee on Education [S1498 Detail]
Download: Florida-2020-S1498-Comm_Sub.html
Florida Senate - 2020 CS for SB 1498
By the Committee on Education; and Senator Baxley
581-03784-20 20201498c1
1 A bill to be entitled
2 An act relating to education; amending s. 1001.23,
3 F.S.; authorizing the Department of Education to hold
4 patents, copyrights, trademarks, and service marks;
5 authorizing the department to take specified actions
6 to enforce its rights under certain circumstances;
7 requiring the department to notify the Department of
8 State under certain circumstances; requiring certain
9 proceeds to be deposited into a specified trust fund;
10 amending s. 1003.05, F.S.; providing that a student
11 whose parent is transferred or is pending transfer to
12 a military installation within this state is
13 considered a resident of that school district for
14 enrollment purposes and must be given preferential
15 treatment; amending s. 1003.33, F.S.; requiring final
16 report cards to be issued within specified timeframes;
17 amending s. 1003.4156, F.S.; conforming provisions to
18 changes made by the act; amending s. 1003.4282, F.S.;
19 deleting obsolete language; requiring students to take
20 a specified assessment relating to civic literacy;
21 providing that such assessment meets certain
22 postsecondary requirements under specified
23 circumstances; amending s. 1003.4285, F.S.; revising
24 the requirements for earning the Scholar designation
25 on a standard high school diploma; amending s.
26 1006.33, F.S.; authorizing the department to establish
27 timeframes for specified purposes relating to
28 instructional materials for a certain adoption cycle;
29 amending s. 1007.25, F.S.; requiring postsecondary
30 students to complete a civic literacy course and pass
31 a specified assessment to demonstrate competency in
32 civic literacy; authorizing students to meet the
33 assessment requirements in high school; amending s.
34 1007.35, F.S.; requiring the Florida Partnership for
35 Minority and Underrepresented Student Achievement to
36 provide specified information to students relating to
37 transitioning to postsecondary education; revising
38 certain reporting requirements; amending s. 1008.212,
39 F.S.; conforming cross-references; amending s.
40 1008.22, F.S.; deleting obsolete language;
41 discontinuing a specified English Language Arts
42 assessment at a certain time; requiring certain
43 statewide, standardized assessments to be administered
44 in a paper-based format; requiring school districts to
45 provide the SAT or ACT to grade 11 students beginning
46 in a specified school year; requiring school districts
47 to choose which assessment to administer; providing
48 that funding for the assessments shall be as provided
49 by appropriation; deleting specified reporting
50 requirements; deleting a requirement that the
51 Commissioner of Education maintain a specified item
52 bank; deleting specified requirements for the date of
53 the administration of specified assessments; revising
54 a deadline for the publication of certain assessments;
55 amending s. 1008.25, F.S.; revising which assessments
56 a high school must use to advise students of specified
57 deficiencies; amending s. 1008.33, F.S.; revising
58 requirements for certain intervention and support
59 strategies; revising requirements for the State Board
60 of Education to allow a school an additional year of
61 implementation of a district-managed turnaround plan;
62 revising the requirements for turnaround options for
63 specified schools; authorizing a school district to
64 request a new turnaround option; providing
65 requirements for certain schools that reenter the
66 turnaround system; authorizing the state board to
67 revoke a turnaround plan under certain circumstances;
68 providing requirements for such revocation; amending
69 s. 1008.34, F.S.; revising definitions; revising
70 school grade calculations to include specified
71 assessment results beginning in a specified school
72 year; amending s. 1008.3415, F.S.; conforming a cross
73 reference; amending s. 1011.62, F.S.; revising the
74 eligibility criteria for the turnaround school
75 supplemental services allocation; amending s. 1013.44,
76 F.S.; prohibiting costs associated with certain solar
77 energy systems from being included in specified cost
78 per student station limitations; providing an
79 appropriation; providing effective dates.
80
81 Be It Enacted by the Legislature of the State of Florida:
82
83 Section 1. Subsection (5) is added to section 1001.23,
84 Florida Statutes, to read:
85 1001.23 Specific powers and duties of the Department of
86 Education.—In addition to all other duties assigned to it by law
87 or by rule of the State Board of Education, the department
88 shall:
89 (5) Notwithstanding chapter 286, have the authority to hold
90 patents, copyrights, trademarks, and service marks. The
91 department may take any action necessary to enforce its rights
92 with respect to such patents, copyrights, trademarks, and
93 service marks or enter into a transaction to sell, lease,
94 license, or transfer such rights for monetary gain or other
95 consideration, at the department’s discretion. The department
96 shall notify the Department of State in writing when property
97 rights by patent, copyright, or trademark are secured by the
98 department. Any proceeds received by the department from the
99 exercise of these rights, except for educational materials and
100 products, shall be deposited in the department’s Operating Trust
101 Fund.
102 Section 2. Subsection (4) of section 1003.05, Florida
103 Statutes, is amended to read:
104 1003.05 Assistance to transitioning students from military
105 families.—
106 (4) A student whose parent is transferred or is pending
107 transfer to a military installation within a this state school
108 district while on active military duty pursuant to an official
109 military order is shall be considered a resident of the school
110 district for purposes of enrollment when the order is submitted
111 to the school district and must shall be provided preferential
112 treatment in the controlled open enrollment process of the
113 school district pursuant to s. 1002.31.
114 Section 3. Subsection (3) is added to section 1003.33,
115 Florida Statutes, to read:
116 1003.33 Report cards; end-of-the-year status.—
117 (3) A student’s final report card for a school year must be
118 issued no later than 1 week after the last day of school or 1
119 week after receipt of assessment results for students enrolled
120 in courses, as specified in the course code directory, with an
121 associated statewide, standardized end-of-course assessment
122 pursuant to s. 1008.22.
123
124 District school boards shall not allow schools to exempt
125 students from academic performance requirements based on
126 practices or policies designed to encourage student attendance.
127 A student’s attendance record may not be used in whole or in
128 part to provide an exemption from any academic performance
129 requirement.
130 Section 4. Paragraph (b) of subsection (1) of section
131 1003.4156, Florida Statutes, is amended to read:
132 1003.4156 General requirements for middle grades
133 promotion.—
134 (1) In order for a student to be promoted to high school
135 from a school that includes middle grades 6, 7, and 8, the
136 student must successfully complete the following courses:
137 (b) Three middle grades or higher courses in mathematics.
138 Each school that includes middle grades must offer at least one
139 high school level mathematics course for which students may earn
140 high school credit. Successful completion of a high school level
141 Algebra I or Geometry course is not contingent upon the
142 student’s performance on the statewide, standardized end-of
143 course (EOC) assessment. To earn high school credit for Algebra
144 I, a middle grades student must take the statewide, standardized
145 Algebra I EOC assessment, which constitutes 30 percent of the
146 student’s final course grade, and earn a passing grade in pass
147 the course, and in addition, beginning with the 2013-2014 school
148 year and thereafter, a student’s performance on the Algebra I
149 EOC assessment constitutes 30 percent of the student’s final
150 course grade. To earn high school credit for a Geometry course,
151 a middle grades student must, until the Geometry EOC assessment
152 is discontinued, take the statewide, standardized Geometry EOC
153 assessment, which constitutes 30 percent of the student’s final
154 course grade, and earn a passing grade in the course.
155 Section 5. Paragraphs (a), (b), and (d) of subsection (3),
156 subsection (7), and paragraph (e) of subsection (10) of section
157 1003.4282, Florida Statutes, are amended to read:
158 1003.4282 Requirements for a standard high school diploma.—
159 (3) STANDARD HIGH SCHOOL DIPLOMA; COURSE AND ASSESSMENT
160 REQUIREMENTS.—
161 (a) Four credits in English Language Arts (ELA).—The four
162 credits must be in ELA I, II, III, and IV. A student must pass
163 the statewide, standardized grade 10 Reading assessment or, when
164 implemented, the grade 10 ELA assessment, or earn a concordant
165 score, in order to earn a standard high school diploma.
166 (b) Four credits in mathematics.—
167 1. A student must earn one credit in Algebra I and one
168 credit in Geometry. A student’s performance on the statewide,
169 standardized Algebra I end-of-course (EOC) assessment
170 constitutes 30 percent of the student’s final course grade. A
171 student must pass the statewide, standardized Algebra I EOC
172 assessment, or earn a comparative score, in order to earn a
173 standard high school diploma. Until the Geometry EOC assessment
174 is discontinued, a student’s performance on the statewide,
175 standardized Geometry EOC assessment constitutes 30 percent of
176 the student’s final course grade.
177 2. A student who earns an industry certification for which
178 there is a statewide college credit articulation agreement
179 approved by the State Board of Education may substitute the
180 certification for one mathematics credit. Substitution may occur
181 for up to two mathematics credits, except for Algebra I and
182 Geometry. A student may earn two mathematics credits by
183 successfully completing Algebra I through two full-year courses.
184 A certified school counselor or the principal’s designee must
185 advise the student that admission to a state university may
186 require the student to earn 3 additional mathematics credits
187 that are at least as rigorous as Algebra I.
188 3. A student who earns a computer science credit may
189 substitute the credit for up to one credit of the mathematics
190 requirement, with the exception of Algebra I and Geometry, if
191 the commissioner identifies the computer science credit as being
192 equivalent in rigor to the mathematics credit. An identified
193 computer science credit may not be used to substitute for both a
194 mathematics and a science credit. A student who earns an
195 industry certification in 3D rapid prototype printing may
196 satisfy up to two credits of the mathematics requirement, with
197 the exception of Algebra I, if the commissioner identifies the
198 certification as being equivalent in rigor to the mathematics
199 credit or credits.
200 (d) Three credits in social studies.—A student must earn
201 one credit in United States History; one credit in World
202 History; one-half credit in economics; and one-half credit in
203 United States Government. The United States History EOC
204 assessment constitutes 30 percent of the student’s final course
205 grade. Beginning with the 2020-2021 school year, all students
206 shall take the assessment of civic literacy adopted by the State
207 Board of Education under s. 1007.25(4) by grade 12. A student
208 who earns a passing score on the assessment is exempt from the
209 postsecondary civic literacy assessment required by s.
210 1007.25(4).
211 (7) UNIFORM TRANSFER OF HIGH SCHOOL CREDITS.—Beginning with
212 the 2012-2013 school year, If a student transfers to a Florida
213 public high school from out of country, out of state, a private
214 school, or a home education program and the student’s transcript
215 shows a credit in Algebra I, the student’s transferring course
216 final grade and credit shall be honored. However, the student
217 must pass the statewide, standardized Algebra I EOC assessment
218 in order to earn a standard high school diploma unless the
219 student earned a comparative score, passed a statewide
220 assessment in Algebra I administered by the transferring entity,
221 or passed the statewide mathematics assessment the transferring
222 entity uses to satisfy the requirements of the Elementary and
223 Secondary Education Act, as amended by the Every Student
224 Succeeds Act (ESSA) of 2015, 20 U.S.C. ss. 6301 et seq. If a
225 student’s transcript shows a credit in high school reading or
226 English Language Arts II or III, in order to earn a standard
227 high school diploma, the student must take and pass the
228 statewide, standardized grade 10 Reading assessment or, when
229 implemented, the grade 10 ELA assessment, or earn a concordant
230 score. If a transfer student’s transcript shows a final course
231 grade and course credit in Algebra I, Geometry, Biology I, or
232 United States History, the transferring course final grade and
233 credit shall be honored without the student taking the requisite
234 statewide, standardized EOC assessment and without the
235 assessment results constituting 30 percent of the student’s
236 final course grade.
237 (10) STUDENTS WITH DISABILITIES.—Beginning with students
238 entering grade 9 in the 2014-2015 school year, this subsection
239 applies to a student with a disability.
240 (e) Any waiver of the statewide, standardized assessment
241 requirements by the individual education plan team, pursuant to
242 s. 1008.22(3)(d) s. 1008.22(3)(c), must be approved by the
243 parent and is subject to verification for appropriateness by an
244 independent reviewer selected by the parent as provided for in
245 s. 1003.572.
246
247 The State Board of Education shall adopt rules under ss.
248 120.536(1) and 120.54 to implement this subsection, including
249 rules that establish the minimum requirements for students
250 described in this subsection to earn a standard high school
251 diploma. The State Board of Education shall adopt emergency
252 rules pursuant to ss. 120.536(1) and 120.54.
253 Section 6. Paragraph (a) of subsection (1) of section
254 1003.4285, Florida Statutes, is amended to read:
255 1003.4285 Standard high school diploma designations.—
256 (1) Each standard high school diploma shall include, as
257 applicable, the following designations if the student meets the
258 criteria set forth for the designation:
259 (a) Scholar designation.—In addition to the requirements of
260 s. 1003.4282, in order to earn the Scholar designation, a
261 student must satisfy the following requirements:
262 1. Mathematics.—Earn one credit in Algebra II or an equally
263 rigorous course and one credit in statistics or an equally
264 rigorous course. Beginning with students entering grade 9 in the
265 2014-2015 school year, pass the Geometry statewide, standardized
266 assessment.
267 2. Science.—Pass the statewide, standardized Biology I EOC
268 assessment and earn one credit in chemistry or physics and one
269 credit in a course equally rigorous to chemistry or physics.
270 However, a student enrolled in an Advanced Placement (AP),
271 International Baccalaureate (IB), or Advanced International
272 Certificate of Education (AICE) Biology course who takes the
273 respective AP, IB, or AICE Biology assessment and earns the
274 minimum score necessary to earn college credit as identified
275 pursuant to s. 1007.27(2) meets the requirement of this
276 subparagraph without having to take the statewide, standardized
277 Biology I EOC assessment.
278 3. Social studies.—Pass the statewide, standardized United
279 States History EOC assessment. However, a student enrolled in an
280 AP, IB, or AICE course that includes United States History
281 topics who takes the respective AP, IB, or AICE assessment and
282 earns the minimum score necessary to earn college credit as
283 identified pursuant to s. 1007.27(2) meets the requirement of
284 this subparagraph without having to take the statewide,
285 standardized United States History EOC assessment.
286 4. Foreign language.—Earn two credits in the same foreign
287 language.
288 5. Electives.—Earn at least one credit in an Advanced
289 Placement, an International Baccalaureate, an Advanced
290 International Certificate of Education, or a dual enrollment
291 course.
292 Section 7. Effective upon becoming a law, subsection (5) is
293 added to section 1006.33, Florida Statutes, to read:
294 1006.33 Bids or proposals; advertisement and its contents.—
295 (5) Notwithstanding the requirements of this section and
296 rules adopted to implement this section, for the 2020 adoption
297 cycle, the department may establish timeframes for the
298 advertisement and submission of bids for instructional
299 materials.
300 Section 8. Subsection (4) of section 1007.25, Florida
301 Statutes, is amended to read:
302 1007.25 General education courses; common prerequisites;
303 other degree requirements.—
304 (4) Beginning with students initially entering a Florida
305 College System institution or state university in the 2020-2021
306 2018-2019 school year and thereafter, each student must
307 demonstrate competency in civic literacy. Students must have the
308 option to demonstrate competency through the successful
309 completion of a civic literacy course and or by achieving a
310 passing score on an assessment. The State Board of Education
311 must adopt in rule and the Board of Governors must adopt in
312 regulation at least one existing assessment that measures
313 competencies consistent with the required course competencies
314 outlined in paragraph (b). A student may fulfill the assessment
315 requirement by earning a passing score on the assessment while
316 in high school under s. 1003.4282(3)(d). The chair of the State
317 Board of Education and the chair of the Board of Governors, or
318 their respective designees, shall jointly appoint a faculty
319 committee to:
320 (a) Develop a new course in civic literacy or revise an
321 existing general education core course in American History or
322 American Government to include civic literacy.
323 (b) Establish course competencies and identify outcomes
324 that include, at a minimum, an understanding of the basic
325 principles of American democracy and how they are applied in our
326 republican form of government, an understanding of the United
327 States Constitution, knowledge of the founding documents and how
328 they have shaped the nature and functions of our institutions of
329 self-governance, and an understanding of landmark Supreme Court
330 cases and their impact on law and society.
331 Section 9. Paragraph (a) of subsection (8) of section
332 1007.35, Florida Statutes, is amended, and paragraph (l) is
333 added to subsection (6) of that section, to read:
334 1007.35 Florida Partnership for Minority and
335 Underrepresented Student Achievement.—
336 (6) The partnership shall:
337 (l) Provide information on resources and opportunities to
338 help students transition to postsecondary education, including
339 available financial aid and how to apply for such aid, as well
340 as public and private partnerships that provide college advising
341 services to assist students in the postsecondary education
342 application process.
343 (8)(a) By September 30 of each year, the partnership shall
344 submit to the department a report that contains an evaluation of
345 the effectiveness of the delivered services and activities.
346 Activities and services must be evaluated on their effectiveness
347 at raising student achievement and increasing the number of AP
348 or other advanced course examinations in low-performing middle
349 and high schools. Other indicators that must be addressed in the
350 evaluation report include the number of middle and high school
351 teachers trained; the effectiveness of the training; measures of
352 postsecondary readiness of the students affected by the program;
353 levels of participation in 10th grade PSAT/NMSQT or the PreACT
354 testing; the number of students who submit at least one
355 postsecondary application; the number of students who submit an
356 application for financial aid to help pay for postsecondary
357 expenses; and measures of student, parent, and teacher awareness
358 of and satisfaction with the services of the partnership.
359 Section 10. Paragraph (a) of subsection (1) and subsection
360 (2) of section 1008.212, Florida Statutes, are amended to read:
361 1008.212 Students with disabilities; extraordinary
362 exemption.—
363 (1) As used in this section, the term:
364 (a) “Circumstance” means a situation in which
365 accommodations allowable for use on the statewide standardized
366 assessment, a statewide standardized end-of-course assessment,
367 or an alternate assessment pursuant to s. 1008.22(3)(d) s.
368 1008.22(3)(c) are not offered to a student during the current
369 year’s assessment administration due to technological
370 limitations in the testing administration program which lead to
371 results that reflect the student’s impaired sensory, manual, or
372 speaking skills rather than the student’s achievement of the
373 benchmarks assessed by the statewide standardized assessment, a
374 statewide standardized end-of-course assessment, or an alternate
375 assessment.
376 (2) A student with a disability for whom the individual
377 education plan (IEP) team determines is prevented by a
378 circumstance or condition from physically demonstrating the
379 mastery of skills that have been acquired and are measured by
380 the statewide standardized assessment, a statewide standardized
381 end-of-course assessment, or an alternate assessment pursuant to
382 s. 1008.22(3)(d) s. 1008.22(3)(c) shall be granted an
383 extraordinary exemption from the administration of the
384 assessment. A learning, emotional, behavioral, or significant
385 cognitive disability, or the receipt of services through the
386 homebound or hospitalized program in accordance with rule 6A
387 6.03020, Florida Administrative Code, is not, in and of itself,
388 an adequate criterion for the granting of an extraordinary
389 exemption.
390 Section 11. Present paragraph (c) of subsection (3) of
391 section 1008.22, Florida Statutes, is redesignated as paragraph
392 (d), a new paragraph (c) is added to that subsection, and
393 paragraphs (a) and (b), present paragraphs (c) and (d), and
394 paragraph (g) of subsection (3), subsection (6), paragraphs (a),
395 (b), (c), and (h) of subsection (7), and subsections (8) and (9)
396 of that section are amended, to read:
397 1008.22 Student assessment program for public schools.—
398 (3) STATEWIDE, STANDARDIZED ASSESSMENT PROGRAM.—The
399 Commissioner of Education shall design and implement a
400 statewide, standardized assessment program aligned to the core
401 curricular content established in the Next Generation Sunshine
402 State Standards. The commissioner also must develop or select
403 and implement a common battery of assessment tools that will be
404 used in all juvenile justice education programs in the state.
405 These tools must accurately measure the core curricular content
406 established in the Next Generation Sunshine State Standards.
407 Participation in the assessment program is mandatory for all
408 school districts and all students attending public schools,
409 including adult students seeking a standard high school diploma
410 under s. 1003.4282 and students in Department of Juvenile
411 Justice education programs, except as otherwise provided by law.
412 If a student does not participate in the assessment program, the
413 school district must notify the student’s parent and provide the
414 parent with information regarding the implications of such
415 nonparticipation. The statewide, standardized assessment program
416 shall be designed and implemented as follows:
417 (a) Statewide, standardized comprehensive assessments.—The
418 statewide, standardized Reading assessment shall be administered
419 annually in grades 3 through 10. The statewide, standardized
420 Writing assessment shall be administered annually at least once
421 at the elementary, middle, and high school levels. When the
422 Reading and Writing assessments are replaced by English Language
423 Arts (ELA) assessments, ELA assessments shall be administered to
424 students in grades 3 through 10. The grade 9 ELA assessment
425 shall be last administered in the 2021-2022 school year. Retake
426 opportunities for the grade 10 Reading assessment or, upon
427 implementation, the grade 10 ELA assessment must be provided.
428 Students taking the ELA assessments shall not take the
429 statewide, standardized assessments in Reading or Writing.
430 Reading passages and writing prompts for ELA assessments shall
431 incorporate grade-level core curricula content from social
432 studies. The statewide, standardized Mathematics assessments
433 shall be administered annually in grades 3 through 8. Students
434 taking a revised Mathematics assessment shall not take the
435 discontinued assessment. The statewide, standardized Science
436 assessment shall be administered annually at least once at the
437 elementary and middle grades levels. In order to earn a standard
438 high school diploma, a student who has not earned a passing
439 score on the grade 10 Reading assessment or, upon
440 implementation, the grade 10 ELA assessment must earn a passing
441 score on the assessment retake or earn a concordant score as
442 authorized under subsection (9). Statewide, standardized ELA and
443 mathematics assessments in grades 3 through 6 must be delivered
444 in a paper-based format.
445 (b) End-of-course (EOC) assessments.—EOC assessments must
446 be statewide, standardized, and developed or approved by the
447 Department of Education as follows:
448 1. EOC assessments for Algebra I, Geometry, Biology I,
449 United States History, and Civics shall be administered to
450 students enrolled in such courses as specified in the course
451 code directory. The Geometry EOC assessment shall be
452 administered to students enrolled in such courses as specified
453 in the course code directory until the assessment is
454 discontinued.
455 2. Students enrolled in a course, as specified in the
456 course code directory, with an associated statewide,
457 standardized EOC assessment must take the EOC assessment for
458 such course and may not take the corresponding subject or grade
459 level statewide, standardized assessment pursuant to paragraph
460 (a). Sections 1003.4156 and 1003.4282 govern the use of
461 statewide, standardized EOC assessment results for students.
462 3. The commissioner may select one or more nationally
463 developed comprehensive examinations, which may include
464 examinations for a College Board Advanced Placement course,
465 International Baccalaureate course, or Advanced International
466 Certificate of Education course, or industry-approved
467 examinations to earn national industry certifications identified
468 in the CAPE Industry Certification Funding List, for use as EOC
469 assessments under this paragraph if the commissioner determines
470 that the content knowledge and skills assessed by the
471 examinations meet or exceed the grade-level expectations for the
472 core curricular content established for the course in the Next
473 Generation Sunshine State Standards. Use of any such examination
474 as an EOC assessment must be approved by the state board in
475 rule.
476 4. Contingent upon funding provided in the General
477 Appropriations Act, including the appropriation of funds
478 received through federal grants, the commissioner may establish
479 an implementation schedule for the development and
480 administration of additional statewide, standardized EOC
481 assessments that must be approved by the state board in rule. If
482 approved by the state board, student performance on such
483 assessments constitutes 30 percent of a student’s final course
484 grade.
485 5. All statewide, standardized EOC assessments must be
486 administered online except as otherwise provided in paragraph
487 (c).
488 6. A student enrolled in an Advanced Placement (AP),
489 International Baccalaureate (IB), or Advanced International
490 Certificate of Education (AICE) course who takes the respective
491 AP, IB, or AICE assessment and earns the minimum score necessary
492 to earn college credit, as identified in s. 1007.27(2), meets
493 the requirements of this paragraph and does not have to take the
494 EOC assessment for the corresponding course.
495 (c) Nationally recognized high school assessments.—
496 1. Beginning with the 2020-2021 school year, each school
497 district shall provide for the administration of the SAT or the
498 ACT to each public school student in the district in grade 11,
499 including students attending public high schools, alternative
500 schools, and centers of the Department of Juvenile Justice.
501 2. School districts shall choose either the SAT or ACT for
502 districtwide administration.
503 3. Funding for the administration of the SAT and the ACT
504 for all such grade 11 students shall be as provided in the
505 General Appropriations Act.
506 (d)(c) Students with disabilities; Florida Alternate
507 Assessment.—
508 1. Each district school board must provide instruction to
509 prepare students with disabilities in the core content knowledge
510 and skills necessary for successful grade-to-grade progression
511 and high school graduation.
512 2. A student with a disability, as defined in s. 1007.02,
513 for whom the individual education plan (IEP) team determines
514 that the statewide, standardized assessments under this section
515 cannot accurately measure the student’s abilities, taking into
516 consideration all allowable accommodations, shall have
517 assessment results waived for the purpose of receiving a course
518 grade and a standard high school diploma. Such waiver shall be
519 designated on the student’s transcript. The statement of waiver
520 shall be limited to a statement that performance on an
521 assessment was waived for the purpose of receiving a course
522 grade or a standard high school diploma, as applicable.
523 3. The State Board of Education shall adopt rules, based
524 upon recommendations of the commissioner, for the provision of
525 assessment accommodations for students with disabilities and for
526 students who have limited English proficiency.
527 a. Accommodations that negate the validity of a statewide,
528 standardized assessment are not allowed during the
529 administration of the assessment. However, instructional
530 accommodations are allowed in the classroom if identified in a
531 student’s IEP. Students using instructional accommodations in
532 the classroom that are not allowed on a statewide, standardized
533 assessment may have assessment results waived if the IEP team
534 determines that the assessment cannot accurately measure the
535 student’s abilities.
536 b. If a student is provided with instructional
537 accommodations in the classroom that are not allowed as
538 accommodations for statewide, standardized assessments, the
539 district must inform the parent in writing and provide the
540 parent with information regarding the impact on the student’s
541 ability to meet expected performance levels. A parent must
542 provide signed consent for a student to receive classroom
543 instructional accommodations that would not be available or
544 permitted on a statewide, standardized assessment and
545 acknowledge in writing that he or she understands the
546 implications of such instructional accommodations.
547 c. If a student’s IEP states that online administration of
548 a statewide, standardized assessment will significantly impair
549 the student’s ability to perform, the assessment shall be
550 administered in hard copy.
551 4. For students with significant cognitive disabilities,
552 the Department of Education shall provide for implementation of
553 the Florida Alternate Assessment to accurately measure the core
554 curricular content established in the Next Generation Sunshine
555 State Standards.
556 (d) Implementation schedule.—
557 1. The Commissioner of Education shall establish and
558 publish on the department’s website an implementation schedule
559 to transition from the statewide, standardized Reading and
560 Writing assessments to the ELA assessments and to the revised
561 Mathematics assessments, including the Algebra I and Geometry
562 EOC assessments. The schedule must take into consideration
563 funding, sufficient field and baseline data, access to
564 assessments, instructional alignment, and school district
565 readiness to administer the assessments online. All such
566 assessments must be delivered through computer-based testing,
567 however, the following assessments must be delivered in a
568 computer-based format, as follows: the grade 3 Mathematics
569 assessment beginning in the 2016-2017 school year; the grade 4
570 ELA assessment, beginning in the 2015-2016 school year; and the
571 grade 4 Mathematics assessment, beginning in the 2016-2017
572 school year. Notwithstanding the requirements of this
573 subparagraph, statewide, standardized ELA and mathematics
574 assessments in grades 3 through 6 must be delivered only in a
575 paper-based format, beginning with the 2017-2018 school year,
576 and all such assessments must be paper-based no later than the
577 2018-2019 school year.
578 2. The Department of Education shall publish minimum and
579 recommended technology requirements that include specifications
580 for hardware, software, networking, security, and broadband
581 capacity to facilitate school district compliance with the
582 requirements of this section.
583 (g) Contracts for assessments.—
584 1. The commissioner shall provide for the assessments to be
585 developed or obtained, as appropriate, through contracts and
586 project agreements with private vendors, public vendors, public
587 agencies, postsecondary educational institutions, or school
588 districts. The commissioner may enter into contracts for the
589 continued administration of the assessments authorized and
590 funded by the Legislature. Contracts may be initiated in 1
591 fiscal year and continue into the next fiscal year and may be
592 paid from the appropriations of either or both fiscal years. The
593 commissioner may negotiate for the sale or lease of tests,
594 scoring protocols, test scoring services, and related materials
595 developed pursuant to law.
596 2. A student’s performance results on statewide,
597 standardized assessments, EOC assessments, and Florida
598 Alternative Assessments administered pursuant to this subsection
599 must be provided to the student’s teachers and parents by the
600 end of the school year, unless the commissioner determines that
601 extenuating circumstances exist and reports the extenuating
602 circumstances to the State Board of Education. This subparagraph
603 does not apply to existing contracts for such assessments, but
604 shall apply to new contracts and any renewal of existing
605 contracts for such assessments.
606 3. If liquidated damages are applicable, the department
607 shall collect liquidated damages that are due in response to the
608 administration of the spring 2015 computer-based assessments of
609 the department’s Florida Standards Assessment contract with
610 American Institutes for Research, and expend the funds to
611 reimburse parties that incurred damages.
612 (6) LOCAL ASSESSMENT OF STUDENT PERFORMANCE ON STATE
613 STANDARDS.—
614 (a) Measurement of student performance is the
615 responsibility of school districts except in those subjects and
616 grade levels measured under the statewide, standardized
617 assessment program described in this section. When available,
618 instructional personnel must be provided with information on
619 student achievement of standards and benchmarks in order to
620 improve instruction.
621 (b) The Commissioner of Education shall assist and support
622 districts in measuring student performance on the state
623 standards by maintaining a statewide item bank, facilitating the
624 sharing of developed tests or test items among school districts,
625 and providing technical assistance in best assessment practices.
626 The commissioner may discontinue the item bank if he or she
627 determines that district participation is insufficient for its
628 sustainability.
629 (7) ASSESSMENT SCHEDULES AND REPORTING OF RESULTS.—
630 (a) The Commissioner of Education shall establish schedules
631 for the administration of statewide, standardized assessments
632 and the reporting of student assessment results. The
633 commissioner shall consider the observance of religious and
634 school holidays when developing the schedules. The assessment
635 and reporting schedules must provide the earliest possible
636 reporting of student assessment results to the school districts,
637 consistent with the requirements of paragraph (3)(g). Assessment
638 results for the statewide, standardized ELA and mathematics
639 assessments and all statewide, standardized EOC assessments must
640 be made available no later than June 30, except for results for
641 the grade 3 statewide, standardized ELA assessment, which must
642 be made available no later than May 31. School districts shall
643 administer statewide, standardized assessments in accordance
644 with the schedule established by the commissioner.
645 (b) By January of each year, beginning in 2018, the
646 commissioner shall publish on the department’s website a uniform
647 calendar that includes the assessment and reporting schedules
648 for, at a minimum, the next 2 school years. The uniform calendar
649 must be provided to school districts in an electronic format
650 that allows each school district and public school to populate
651 the calendar with, at minimum, the following information for
652 reporting the district assessment schedules under paragraph (d):
653 1. Whether the assessment is a district-required assessment
654 or a state-required assessment.
655 2. The specific date or dates that each assessment will be
656 administered.
657 3. The time allotted to administer each assessment.
658 4. Whether the assessment is a computer-based assessment or
659 a paper-based assessment.
660 5. The grade level or subject area associated with the
661 assessment.
662 6. The date that the assessment results are expected to be
663 available to teachers and parents.
664 7. The type of assessment, the purpose of the assessment,
665 and the use of the assessment results.
666 8. A glossary of assessment terminology.
667 9. Estimates of average time for administering state
668 required and district-required assessments, by grade level.
669 (c) Beginning with the 2018-2019 school year, The spring
670 administration of the statewide, standardized assessments in
671 paragraphs (3)(a) and (b), excluding assessment retakes, must be
672 in accordance with the following schedule:
673 1. The grade 3 statewide, standardized ELA assessment and
674 the writing portion of the statewide, standardized ELA
675 assessment for grades 4 through 10 must be administered no
676 earlier than April 1 each year within an assessment window not
677 to exceed 2 weeks.
678 2. With the exception of assessments identified in
679 subparagraph 1., any statewide, standardized assessment that is
680 delivered in a paper-based format must be administered no
681 earlier than May 1 each year within an assessment window not to
682 exceed 2 weeks.
683 3. With the exception of assessments identified in
684 subparagraphs 1. and 2., any statewide, standardized assessment
685 must be administered within a 4-week assessment window that
686 opens no earlier than May 1 each year.
687
688 Each school district shall administer the assessments identified
689 under subparagraphs 2. and 3. no earlier than 4 weeks before the
690 last day of school for the district.
691 (h) The results of statewide, standardized ELA, and
692 mathematics, science, and social studies assessments, including
693 assessment retakes, shall be reported in an easy-to-read and
694 understandable format and delivered in time to provide useful,
695 actionable information to students, parents, and each student’s
696 current teacher of record and teacher of record for the
697 subsequent school year; however, in any case, the district shall
698 provide the results pursuant to this paragraph within 1 week
699 after receiving the results from the department. A report of
700 student assessment results must, at a minimum, contain:
701 1. A clear explanation of the student’s performance on the
702 applicable statewide, standardized assessments.
703 2. Information identifying the student’s areas of strength
704 and areas in need of improvement.
705 3. Specific actions that may be taken, and the available
706 resources that may be used, by the student’s parent to assist
707 his or her child based on the student’s areas of strength and
708 areas in need of improvement.
709 4. Longitudinal information, if available, on the student’s
710 progress in each subject area based on previous statewide,
711 standardized assessment data.
712 5. Comparative information showing the student’s score
713 compared to other students in the school district, in the state,
714 or, if available, in other states.
715 6. Predictive information, if available, showing the
716 linkage between the scores attained by the student on the
717 statewide, standardized assessments and the scores he or she may
718 potentially attain on nationally recognized college entrance
719 examinations.
720 (8) PUBLICATION OF ASSESSMENTS.—To promote transparency in
721 the statewide assessment program, in any procurement for the
722 statewide, standardized assessments in ELA, assessment in grades
723 3 through 10 and the mathematics, science, and social studies
724 assessment in grades 3 through 8, the Department of Education
725 shall solicit cost proposals for publication of the state
726 assessments on its website in accordance with this subsection.
727 (a) The department shall publish each assessment
728 administered under paragraph (3)(a) and subparagraph (3)(b)1.,
729 excluding assessment retakes, at least once on a triennial basis
730 pursuant to a schedule determined by the Commissioner of
731 Education. Each assessment, when published, must have been
732 administered during the most recent school year and be in a
733 format that facilitates the sharing of assessment items.
734 (b) The initial publication of assessments must occur no
735 later than June 30, 2024 2021, subject to appropriation, and
736 must include, at a minimum, the grade 3 ELA and mathematics
737 assessments, the grade 10 ELA assessment, and the Algebra I EOC
738 assessment.
739 (c) The department must provide materials on its website to
740 help the public interpret assessment information published
741 pursuant to this subsection.
742 (9) CONCORDANT SCORES.—The Commissioner of Education must
743 identify scores on the SAT and ACT that if achieved satisfy the
744 graduation requirement that a student pass the grade 10
745 statewide, standardized Reading assessment or, upon
746 implementation, the grade 10 ELA assessment. The commissioner
747 may identify concordant scores on assessments other than the SAT
748 and ACT. If the content or scoring procedures change for the
749 grade 10 Reading assessment or, upon implementation, the grade
750 10 ELA assessment, new concordant scores must be determined. If
751 new concordant scores are not timely adopted, the last-adopted
752 concordant scores remain in effect until such time as new scores
753 are adopted. The state board shall adopt concordant scores in
754 rule.
755 Section 12. Paragraph (a) of subsection (2) of section
756 1008.25, Florida Statutes, is amended to read:
757 1008.25 Public school student progression; student support;
758 reporting requirements.—
759 (2) STUDENT PROGRESSION PLAN.—Each district school board
760 shall establish a comprehensive plan for student progression
761 which must provide for a student’s progression from one grade to
762 another based on the student’s mastery of the standards in s.
763 1003.41, specifically English Language Arts, mathematics,
764 science, and social studies standards. The plan must:
765 (a) Include criteria that emphasize student reading
766 proficiency in kindergarten through grade 3 and provide targeted
767 instructional support for students with identified deficiencies
768 in English Language Arts, mathematics, science, and social
769 studies. High schools shall use all available assessment
770 results, including the results of statewide, standardized
771 English Language Arts assessments and end-of-course assessments
772 for Algebra I and Geometry, to advise students of any identified
773 deficiencies and to provide appropriate postsecondary
774 preparatory instruction before high school graduation. The
775 results of evaluations used to monitor a student’s progress in
776 grades K-12 must be provided to the student’s teacher in a
777 timely manner and as otherwise required by law. Thereafter,
778 evaluation results must be provided to the student’s parent in a
779 timely manner. When available, instructional personnel must be
780 provided with information on student achievement of standards
781 and benchmarks in order to improve instruction.
782 Section 13. Subsection (1), paragraphs (a) and (b) of
783 subsection (3), and subsection (4) of section 1008.33, Florida
784 Statutes, are amended to read:
785 1008.33 Authority to enforce public school improvement.—
786 (1) The State Board of Education shall comply with the
787 federal Elementary and Secondary Education Act (ESEA), 20 U.S.C.
788 ss. 6301 et seq., its implementing regulations, and the ESEA
789 plan flexibility waiver approved for Florida by the United
790 States Secretary of Education. The state board may adopt rules
791 to maintain compliance with the ESEA and the ESEA plan
792 flexibility waiver.
793 (3)(a) The academic performance of all students has a
794 significant effect on the state school system. Pursuant to Art.
795 IX of the State Constitution, which prescribes the duty of the
796 State Board of Education to supervise Florida’s public school
797 system, the state board shall equitably enforce the
798 accountability requirements of the state school system and may
799 impose state requirements on school districts in order to
800 improve the academic performance of all districts, schools, and
801 students based upon the provisions of the Florida K-20 Education
802 Code, chapters 1000-1013; the federal ESEA and its implementing
803 regulations; and the ESEA plan flexibility waiver approved for
804 Florida by the United States Secretary of Education.
805 (b) The Department of Education shall annually identify
806 each public school in need of intervention and support to
807 improve student academic performance. A deficient and failing
808 school is a school All schools earning a grade of “D” or “F”
809 pursuant to s. 1008.34 are schools in need of intervention and
810 support.
811 (4)(a) The state board shall apply intensive intervention
812 and support strategies tailored to the needs of schools earning
813 a grade two consecutive grades of “D” or a grade of “F.” In the
814 first full school year after a school initially earns a grade
815 two consecutive grades of “D” or a grade of “F,” the school
816 district must immediately implement intervention and support
817 strategies prescribed in rule under paragraph (3)(c) and, by
818 September 1, provide the department with the memorandum of
819 understanding negotiated pursuant to s. 1001.42(21) and, by
820 October 1, a district-managed turnaround plan for approval by
821 the state board. The district-managed turnaround plan may
822 include a proposal for the district to implement an extended
823 school day, a summer program, or a combination of an extended
824 school day and a summer program. Upon approval by the state
825 board, the school district must implement the plan for the
826 remainder of the school year and continue the plan for 1 full
827 school year. The state board may allow a school an additional
828 year of implementation before the school must implement a
829 turnaround option required under paragraph (b) if it determines
830 that the school is likely to improve to a grade of “C” or higher
831 after the first full school year of implementation, and will
832 sustain the improvement beyond the next school year.
833 (b) Unless an additional year of implementation is provided
834 pursuant to paragraph (a), a school that completes a district
835 managed turnaround plan cycle and does not improve to at least a
836 grade of earns three consecutive grades below a “C” or higher
837 must implement one of the following:
838 1. Upon the recommendation of the Commissioner of
839 Education, the state board may allow the school district to
840 close the school and reassign students to another school with a
841 school grade of “C” or higher, provide additional services to
842 reassigned students which are designed to address deficiencies
843 and improve performance, and monitor the progress of each
844 reassigned student for 3 school years;
845 2. Repurpose Close the school and reopen the school as one
846 or more charter schools, each with a governing board that has a
847 demonstrated record of effectiveness; or
848 3. Enter into a performance contract with an external
849 operator outside entity that has a demonstrated record of
850 effectiveness to operate the school. The contract must allow
851 unilateral cancellation by the school district upon revocation
852 of the turnaround plan under paragraph (f). An external operator
853 outside entity may include the State University System or
854 Florida College System institution or a district-managed charter
855 school in which all instructional personnel are not employees of
856 the school district, but are employees of an independent
857 governing board composed of members who did not participate in
858 the review or approval of the charter.
859 (c) During the implementation of a turnaround option, the
860 district may request a new turnaround option. Implementation of
861 the turnaround option is no longer required if the school
862 improves to a grade of “C” or higher.
863 (d) If a school earning two consecutive grades of “D” or a
864 grade of “F” does not improve to a grade of “C” or higher after
865 2 school years of implementing the turnaround option selected by
866 the school district under paragraph (b), the school district
867 must implement another turnaround option. Implementation of the
868 turnaround option must begin the school year following the
869 implementation period of the existing turnaround option, unless
870 the state board determines that the school is likely to improve
871 to a grade of “C” or higher if additional time is provided to
872 implement the existing turnaround option.
873 (e) If a school earns a grade of “D” or “F” within 4 years
874 after improving to a grade of “C” or higher, the school may only
875 select a turnaround option under paragraph (b).
876 (f) The state board may revoke a turnaround plan if a
877 school district fails to follow the terms and conditions of its
878 approved plan. Before revoking a turnaround plan, the state
879 board shall consider any curative action taken or proposed by
880 the school district and the feasibility of improving performance
881 under the plan during the remainder of the approval period. Upon
882 revocation of a turnaround plan, a school district must submit a
883 new turnaround plan or select a new turnaround option.
884 Section 14. Paragraphs (a) and (b) of subsection (1) and
885 paragraph (b) of subsection (3) of section 1008.34, Florida
886 Statutes, are amended to read:
887 1008.34 School grading system; school report cards;
888 district grade.—
889 (1) DEFINITIONS.—For purposes of the statewide,
890 standardized assessment program and school grading system, the
891 following terms are defined:
892 (a) “Achievement level,” “student achievement,” or
893 “achievement” describes the level of content mastery a student
894 has acquired in a particular subject as measured by a statewide,
895 standardized assessment administered pursuant to s.
896 1008.22(3)(a) and (b). There are five achievement levels. Level
897 1 is the lowest achievement level, level 5 is the highest
898 achievement level, and level 3 indicates satisfactory
899 performance. A student passes an assessment if the student
900 achieves a level 3, level 4, or level 5. For purposes of the
901 Florida Alternate Assessment administered pursuant to s.
902 1008.22(3)(d) s. 1008.22(3)(c), the state board shall provide,
903 in rule, the number of achievement levels and identify the
904 achievement levels that are considered passing. For the purpose
905 of calculating school grades under this section, the State Board
906 of Education shall adopt by rule passing scores for the
907 nationally recognized high school assessment selected pursuant
908 to s. 1008.22(3)(c).
909 (b) “Learning Gains,” “annual learning gains,” or “student
910 learning gains” means the degree of student learning growth
911 occurring over time from one school year to the next as required
912 by state board rule for purposes of calculating school grades
913 under this section.
914 (3) DESIGNATION OF SCHOOL GRADES.—
915 (b)1. Beginning with the 2014-2015 school year, A school’s
916 grade shall be based on the following components, each worth 100
917 points:
918 a. The percentage of eligible students passing statewide,
919 standardized assessments in English Language Arts under s.
920 1008.22(3), and beginning with the 2022-2023 school year, the
921 percentage of eligible students passing the relevant portions of
922 the nationally recognized high school assessment selected
923 pursuant to s. 1008.22(3)(c).
924 b. The percentage of eligible students passing statewide,
925 standardized assessments in mathematics under s. 1008.22(3), and
926 beginning with the 2022-2023 school year, the percentage of
927 eligible students passing the relevant portions of the
928 nationally recognized high school assessment selected pursuant
929 to s. 1008.22(3)(c).
930 c. The percentage of eligible students passing statewide,
931 standardized assessments in science under s. 1008.22(3).
932 d. The percentage of eligible students passing statewide,
933 standardized assessments in social studies under s. 1008.22(3).
934 e. The percentage of eligible students who make Learning
935 Gains in English Language Arts as measured by statewide,
936 standardized assessments administered under s. 1008.22(3).
937 f. The percentage of eligible students who make Learning
938 Gains in mathematics as measured by statewide, standardized
939 assessments administered under s. 1008.22(3).
940 g. The percentage of eligible students in the lowest 25
941 percent in English Language Arts, as identified by prior year
942 performance on statewide, standardized assessments, who make
943 Learning Gains as measured by statewide, standardized English
944 Language Arts assessments administered under s. 1008.22(3).
945 h. The percentage of eligible students in the lowest 25
946 percent in mathematics, as identified by prior year performance
947 on statewide, standardized assessments, who make Learning Gains
948 as measured by statewide, standardized Mathematics assessments
949 administered under s. 1008.22(3).
950 i. For schools comprised of middle grades 6 through 8 or
951 grades 7 and 8, the percentage of eligible students passing high
952 school level statewide, standardized end-of-course assessments
953 or attaining national industry certifications identified in the
954 CAPE Industry Certification Funding List pursuant to rules
955 adopted by the State Board of Education.
956
957 In calculating Learning Gains for the components listed in sub
958 subparagraphs e.-h., the State Board of Education shall require
959 that learning growth toward achievement levels 3, 4, and 5 is
960 demonstrated by students who scored below each of those levels
961 in the prior year. In calculating the components in sub
962 subparagraphs a.-d., the state board shall include the
963 performance of English language learners only if they have been
964 enrolled in a school in the United States for more than 2 years.
965 2. For a school comprised of grades 9, 10, 11, and 12, or
966 grades 10, 11, and 12, the school’s grade shall also be based on
967 the following components, each worth 100 points:
968 a. The 4-year high school graduation rate of the school as
969 defined by state board rule.
970 b. The percentage of students who were eligible to earn
971 college and career credit through College Board Advanced
972 Placement examinations, International Baccalaureate
973 examinations, dual enrollment courses, or Advanced International
974 Certificate of Education examinations; or who, at any time
975 during high school, earned national industry certification
976 identified in the CAPE Industry Certification Funding List,
977 pursuant to rules adopted by the state board.
978 Section 15. Subsection (2) of section 1008.3415, Florida
979 Statutes, is amended to read:
980 1008.3415 School grade or school improvement rating for
981 exceptional student education centers.—
982 (2) Notwithstanding s. 1008.34, the achievement levels and
983 Learning Gains of a student with a disability who attends an
984 exceptional student education center and has not been enrolled
985 in or attended a public school other than an exceptional student
986 education center for grades K-12 within the school district
987 shall not be included in the calculation of the home school’s
988 grade if the student is identified as an emergent student on the
989 alternate assessment described in s. 1008.22(3)(d) s.
990 1008.22(3)(c).
991 Section 16. Subsection (21) of section 1011.62, Florida
992 Statutes, is amended to read:
993 1011.62 Funds for operation of schools.—If the annual
994 allocation from the Florida Education Finance Program to each
995 district for operation of schools is not determined in the
996 annual appropriations act or the substantive bill implementing
997 the annual appropriations act, it shall be determined as
998 follows:
999 (21) TURNAROUND SCHOOL SUPPLEMENTAL SERVICES ALLOCATION.
1000 The turnaround school supplemental services allocation is
1001 created to provide district-managed turnaround schools, as
1002 identified in s. 1008.33(4)(a), schools implementing a charter
1003 or an external operator turnaround option, that earn three
1004 consecutive grades below a “C,” as identified in s.
1005 1008.33(4)(c)3. s. 1008.33(4)(b)3., and schools that have
1006 improved to a “C” or higher and are no longer in turnaround
1007 status, as identified in s. 1008.33(4)(d) s. 1008.33(4)(c), with
1008 funds to offer services designed to improve the overall academic
1009 and community welfare of the schools’ students and their
1010 families.
1011 (a)1. Services funded by the allocation may include, but
1012 are not limited to, tutorial and after-school programs, student
1013 counseling, nutrition education, parental counseling, and an
1014 extended school day and school year. In addition, services may
1015 include models that develop a culture that encourages students
1016 to complete high school and to attend college or career
1017 training, set high academic expectations, and inspire character
1018 development.
1019 2. A school district may enter into a formal agreement with
1020 a nonprofit organization that has tax-exempt status under s.
1021 501(c)(3) of the Internal Revenue Code to implement an
1022 integrated student support service model that provides students
1023 and families with access to wrap-around services, including, but
1024 not limited to, health services, after-school programs, drug
1025 prevention programs, college and career readiness programs, and
1026 food and clothing banks.
1027 (b) Before distribution of the allocation, the school
1028 district shall develop and submit a plan for implementation to
1029 its school board for approval no later than August 1 of each
1030 fiscal year.
1031 (c) At a minimum, the plan required under paragraph (b)
1032 must:
1033 1. Establish comprehensive support services that develop
1034 family and community partnerships;
1035 2. Establish clearly defined and measurable high academic
1036 and character standards;
1037 3. Increase parental involvement and engagement in the
1038 child’s education;
1039 4. Describe how instructional personnel will be identified,
1040 recruited, retained, and rewarded;
1041 5. Provide professional development that focuses on
1042 academic rigor, direct instruction, and creating high academic
1043 and character standards;
1044 6. Provide focused instruction to improve student academic
1045 proficiency, which may include additional instruction time
1046 beyond the normal school day or school year; and
1047 7. Include a strategy for continuing to provide services
1048 after the school is no longer in turnaround status by virtue of
1049 achieving a grade of “C” or higher.
1050 (d) Each school district shall submit its approved plans to
1051 the commissioner by September 1 of each fiscal year.
1052 (e) Subject to legislative appropriation, each school
1053 district’s allocation must be based on the unweighted FTE
1054 student enrollment at the eligible schools and a per-FTE funding
1055 amount of $500 or as provided in the General Appropriations Act.
1056 The supplement provided in the General Appropriations Act shall
1057 be based on the most recent school grades and shall serve as a
1058 proxy for the official calculation. Once school grades are
1059 available for the school year immediately preceding the fiscal
1060 year coinciding with the appropriation, the supplement shall be
1061 recalculated for the official participating schools as part of
1062 the subsequent FEFP calculation. The commissioner may prepare a
1063 preliminary calculation so that districts may proceed with
1064 timely planning and use of the funds. If the calculated funds
1065 for the statewide allocation exceed the funds appropriated, the
1066 allocation of funds to each school district must be prorated
1067 based on each school district’s share of the total unweighted
1068 FTE student enrollment for the eligible schools.
1069 (f) Subject to legislative appropriation, each school shall
1070 remain eligible for the allocation for a maximum of 4 continuous
1071 fiscal years while implementing a turnaround option pursuant to
1072 s. 1008.33(4). In addition, a school that improves to a grade of
1073 “C” or higher shall remain eligible to receive the allocation
1074 for a maximum of 2 continuous fiscal years after exiting
1075 turnaround status.
1076 Section 17. Subsection (4) is added to section 1013.44,
1077 Florida Statutes, to read:
1078 1013.44 Low-energy use design; solar energy systems;
1079 swimming pool heaters.—
1080 (4) Any costs associated with a solar energy system that is
1081 located on the property of an educational facility may not be
1082 included in the total cost per student station limitations on
1083 new construction established in s. 1013.64(6)(b).
1084 Section 18. For the 2020-2021 fiscal year, the sum of $8
1085 million in recurring funds is appropriated from the General
1086 Revenue Fund to the Department of Education to implement s.
1087 1008.22(3)(c), as created by this act.
1088 Section 19. Except as otherwise expressly provided in this
1089 act and except for this section, which shall take effect upon
1090 this act becoming a law, this act shall take effect July 1,
1091 2020.
