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F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
A bill to be entitled 1
An act relating to individual freedom; amending s. 2
760.10, F.S.; providing that subjecting any 3
individual, as a condition of employment, membership, 4
certification, licensing, credentialing, or passing an 5
examination, to training, instruction, or any other 6
required activity that espouses, promotes, advances, 7
inculcates, or compels such individual to believe 8
specified concepts constitutes discrimination based on 9
race, color, sex, or national origin; providing 10
construction; amending s. 1000.05, F.S.; providing 11
that subjecting any student or employee to training or 12
instruction that espouses, promotes, advances, 13
inculcates, or compels such individual to believe 14
specified concepts constitutes discrimination based on 15
race, color, sex, or national origin; conforming 16
provisions to changes made by the act; amending s. 17
1003.42, F.S.; revising the requirements for required 18
instruction on health education; requiring such 19
instruction to comport with certain principles and 20
include certain life skills; requiring civic and 21
character education instead of a character development 22
program; providing the requirements of such education; 23
providing legislative findings; requiring instruction 24
to be consistent with specified principles of 25
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individual freedom; authorizing instructional 26
personnel to facilitate discussions and use curricula 27
to address, in an age -appropriate manner, specified 28
topics; prohibiting classroom instruction and 29
curricula from being used to indoctrinate or persuade 30
students in a manner inconsistent with certain 31
principles or state academic standards; conforming 32
cross-references to changes made by the act; amending 33
s. 1006.31, F.S.; prohibiting instructional materials 34
reviewers from recommending instructional materials 35
that contain any matter that contradicts certain 36
principles; amending s. 1012.98, F.S.; requiring the 37
Department of Education to review school district 38
professional development systems for compliance with 39
certain provisions of law; amending ss. 1002.20 and 40
1006.40, F.S.; conforming cross -references; providing 41
an effective date. 42
43
Be It Enacted by the Legislature of the State of Florida: 44
45
Section 1. Subsections (8) through (10) of section 760.10, 46
Florida Statutes, are renumbered as subsections (9) through 47
(11), respectively, and a new subsection (8) is added to that 48
section, to read: 49
760.10 Unlawful employment practices. — 50
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(8)(a) Subjecting any individual, as a condition of 51
employment, membership, certification, licensing, credentialing, 52
or passing an examination, to training, instruction, or any 53
other required activity that espouses, promotes, advances, 54
inculcates, or compels such individual to believe any of the 55
following concepts constitutes discrimination based on race, 56
color, sex, or national origin under this section: 57
1. Members of one race, color, sex, or national origin are 58
morally superior to members of another race, color, sex, or 59
national origin. 60
2. An individual, by virtue of his or her race, color, 61
sex, or national origin, is inherently racist, sexist, or 62
oppressive, whether consciou sly or unconsciously. 63
3. An individual's moral character or status as either 64
privileged or oppressed is necessarily determined by his or her 65
race, color, sex, or national origin. 66
4. Members of one race, color, sex, or national origin 67
cannot and should not attempt to treat others without respect to 68
race, color, sex, or national origin. 69
5. An individual, by virtue of his or her race, color, 70
sex, or national origin, bears responsibility for, or should be 71
discriminated against or receive adverse treatment because of, 72
actions committed in the past by other members of the same race, 73
color, sex, or national origin. 74
6. An individual, by virtue of his or her race, color, 75
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sex, or national origin, should be discriminated against or 76
receive adverse treatment to achieve diversity, equity, or 77
inclusion. 78
7. An individual should feel discomfort, guilt, anguish, 79
or any other form of psychological distress on account of his or 80
her race, color, sex, or national origin. 81
8. Such virtues as merit, excellence, hard work , fairness, 82
neutrality, objectivity, and racial colorblindness are racist or 83
sexist, or were created by members of a particular race, color, 84
sex, or national origin to oppress members of another race, 85
color, sex, or national origin. 86
(b) Paragraph (a) may not be construed to prohibit 87
discussion of the concepts listed therein as part of a course of 88
training or instruction, provided such training or instruction 89
is given in an objective manner without endorsement of the 90
concepts. 91
Section 2. Subsections (4 ) through (8) of section 1000.05, 92
Florida Statutes, are renumbered as subsections (5) through (9), 93
respectively, subsections (2) and (3), present subsection (4), 94
and paragraph (d) of present subsection (6) are amended, and a 95
new subsection (4) is added to that section, to read: 96
1000.05 Discrimination against students and employees in 97
the Florida K-20 public education system prohibited; equality of 98
access required.— 99
(2)(a) Discrimination on the basis of race, color 100
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ethnicity, national origin, sex gender, disability, religion, or 101
marital status against a student or an employee in the state 102
system of public K-20 education is prohibited. No person in this 103
state shall, on the basis of race, color ethnicity, national 104
origin, sex gender, disability, religion, or marital status, be 105
excluded from participation in, be denied the benefits of, or be 106
subjected to discrimination under any public K -20 education 107
program or activity, or in any employment conditions or 108
practices, conducted by a public educational institut ion that 109
receives or benefits from federal or state financial assistance. 110
(b) The criteria for admission to a program or course 111
shall not have the effect of restricting access by persons of a 112
particular race, color ethnicity, national origin, sex gender, 113
disability, religion, or marital status. 114
(c) All public K-20 education classes shall be available 115
to all students without regard to race, color ethnicity, 116
national origin, sex gender, disability, religion, or marital 117
status; however, this is not intende d to eliminate the provision 118
of programs designed to meet the needs of students with limited 119
proficiency in English, gifted students, or students with 120
disabilities or programs tailored to students with specialized 121
talents or skills. 122
(d) Students may be s eparated by sex gender for a single-123
gender program as provided under s. 1002.311, for any portion of 124
a class that deals with human reproduction, or during 125
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participation in bodily contact sports. For the purpose of this 126
section, bodily contact sports includ e wrestling, boxing, rugby, 127
ice hockey, football, basketball, and other sports in which the 128
purpose or major activity involves bodily contact. 129
(e) Guidance services, counseling services, and financial 130
assistance services in the state public K -20 education system 131
shall be available to students equally. Guidance and counseling 132
services, materials, and promotional events shall stress access 133
to academic and career opportunities for students without regard 134
to race, color ethnicity, national origin, sex gender, 135
disability, religion, or marital status. 136
(3)(a) No person shall, on the basis of sex gender, be 137
excluded from participating in, be denied the benefits of, or be 138
treated differently from another person or otherwise be 139
discriminated against in any intersc holastic, intercollegiate, 140
club, or intramural athletics offered by a public K -20 141
educational institution; and no public K -20 educational 142
institution shall provide athletics separately on such basis. 143
(b) Notwithstanding the requirements of paragraph (a), a 144
public K-20 educational institution may operate or sponsor 145
separate teams for members of each sex gender if the selection 146
for such teams is based upon competitive skill or the activity 147
involved is a bodily contact sport. However, when a public K -20 148
educational institution operates or sponsors a team in a 149
particular sport for members of one sex gender but does not 150
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operate or sponsor such a team for members of the other sex 151
gender, and athletic opportunities for that sex gender have 152
previously been limited, members of the excluded sex gender must 153
be allowed to try out for the team offered. 154
(c) This subsection does not prohibit the grouping of 155
students in physical education classes and activities by ability 156
as assessed by objec tive standards of individual performance 157
developed and applied without regard to sex gender. However, 158
when use of a single standard of measuring skill or progress in 159
a physical education class has an adverse effect on members of 160
one sex gender, the educational institution shall use 161
appropriate standards which do not have such effect. 162
(d) A public K-20 educational institution which operates 163
or sponsors interscholastic, intercollegiate, club, or 164
intramural athletics shall provide equal athletic opportunity 165
for members of both sexes genders. 166
1. The Board of Governors shall determine whether equal 167
opportunities are available at state universities. 168
2. The Commissioner of Education shall determine whether 169
equal opportunities are available in school districts and 170
Florida College System institutions. In determining whether 171
equal opportunities are available in school districts and 172
Florida College System institutions, the Commissioner of 173
Education shall consider, among other factors: 174
a. Whether the selection of sports and levels of 175
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competition effectively accommodate the interests and abilities 176
of members of both sexes genders. 177
b. The provision of equipment and supplies. 178
c. Scheduling of games and practice times. 179
d. Travel and per diem allowances. 180
e. Opportunities to receive coaching and academic 181
tutoring. 182
f. Assignment and compensation of coaches and tutors. 183
g. Provision of locker room, practice, and competitive 184
facilities. 185
h. Provision of medical and training facilities and 186
services. 187
i. Provision of housing and dining facilities and 188
services. 189
j. Publicity. 190
191
Unequal aggregate expenditures for members of each sex gender or 192
unequal expenditures for male and female teams if a public 193
school or Florida College System institution operates or 194
sponsors separate teams do not constitute nonimplementation of 195
this subsection, but the Commissioner of Education shall 196
consider the failure to provide necessary funds for teams for 197
one sex gender in assessing equality of opportunity for members 198
of each sex gender. 199
(e) A public school or Florida College System institution 200
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may provide separate toilet, locker room, and shower facilities 201
on the basis of gender, but such facilities shall be comparable 202
to such facilities provided for students of the other sex 203
gender. 204
(4)(a) It shall constitute discrimination on the basis of 205
race, color, national origin, or sex under this section to 206
subject any student or employee to training or instruction that 207
espouses, promotes, advances, inculcates, or compels such 208
student or employee to believe any of the following concepts: 209
1. Members of one race, color, national origin, or sex are 210
morally superior to members of another race, color, national 211
origin, or sex. 212
2. A person, by virtue of his or her race, color, national 213
origin, or sex is inherently racist, sexist, or oppressive, 214
whether consciously or unconsciously. 215
3. A person's moral character or status as either 216
privileged or oppressed is necessarily determined by his or her 217
race, color, national origin, or sex. 218
4. Members of one race, color, national origin, or sex 219
cannot and should not attempt to treat others without respect to 220
race, color, national origin, or sex. 221
5. A person, by virtue of his or her race, color, national 222
origin, or sex bears responsibility for, or shou ld be 223
discriminated against or receive adverse treatment because of, 224
actions committed in the past by other members of the same race, 225
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color, national origin, or sex. 226
6. A person, by virtue of his or her race, color, national 227
origin, or sex should be disc riminated against or receive 228
adverse treatment to achieve diversity, equity, or inclusion. 229
7. A person should feel discomfort, guilt, anguish, or any 230
other form of psychological distress on account of his or her 231
race, color, national origin, or sex. 232
8. Such virtues as merit, excellence, hard work, fairness, 233
neutrality, objectivity, and racial colorblindness are racist or 234
sexist, or were created by members of a particular race, color, 235
national origin, or sex to oppress members of another race, 236
color, national origin, or sex. 237
(b) Paragraph (a) may not be construed to prohibit 238
discussion of the concepts listed therein as part of a larger 239
course of training or instruction, provided such training or 240
instruction is given in an objective manner without endor sement 241
of the concepts. 242
(5)(4) Public schools and Florida College System 243
institutions shall develop and implement methods and strategies 244
to increase the participation of students of a particular race, 245
color ethnicity, national origin, sex gender, disability, or 246
marital status in programs and courses in which students of that 247
particular race, color ethnicity, national origin, sex gender, 248
disability, or marital status have been traditionally 249
underrepresented, including, but not limited to, mathematics, 250
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science, computer technology, electronics, communications 251
technology, engineering, and career education. 252
(7)(6) The functions of the Office of Equal Educational 253
Opportunity of the Department of Education shall include, but 254
are not limited to: 255
(d) Conducting studies of the effectiveness of methods and 256
strategies designed to increase the participation of students in 257
programs and courses in which students of a particular race, 258
color ethnicity, national origin, sex gender, disability, or 259
marital status have been traditionally underrepresented and 260
monitoring the success of students in such programs or courses, 261
including performing followup monitoring. 262
Section 3. Subsection (3) of section 1003.42, Florida 263
Statutes, is renumbered as subsection (4), paragraph (b) of 264
subsection (1) and subsection (2) are amended, and a new 265
subsection (3) is added to that section, to read: 266
1003.42 Required instruction. — 267
(1) 268
(b) All instructional materials, as defined in s. 269
1006.29(2), used to teach reproductive health or an y disease, 270
including HIV/AIDS, its symptoms, development, and treatment, as 271
part of the courses referenced in subsection (4) (3), must be 272
annually approved by a district school board in an open, noticed 273
public meeting. 274
(2) Members of the instructional st aff of the public 275
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schools, subject to the rules of the State Board of Education 276
and the district school board, shall teach efficiently and 277
faithfully, using the books and materials required that meet the 278
highest standards for professionalism and historical accuracy, 279
following the prescribed courses of study, and employing 280
approved methods of instruction, the following: 281
(a) The history and content of the Declaration of 282
Independence, including national sovereignty, natural law, self -283
evident truth, equality of all persons, limited government, 284
popular sovereignty, and inalienable rights of life, liberty, 285
and property, and how they form the philosophical foundation of 286
our government. 287
(b) The history, meaning, significance, and effect of the 288
provisions of the Constitution of the United States and 289
amendments thereto, with emphasis on each of the 10 amendments 290
that make up the Bill of Rights and how the constitution 291
provides the structure of our government. 292
(c) The arguments in support of adopting our republica n 293
form of government, as they are embodied in the most important 294
of the Federalist Papers. 295
(d) Flag education, including proper flag display and flag 296
salute. 297
(e) The elements of civil government, including the 298
primary functions of and interrelationship s between the Federal 299
Government, the state, and its counties, municipalities, school 300
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districts, and special districts. 301
(f) The history of the United States, including the period 302
of discovery, early colonies, the War for Independence, the 303
Civil War, the expansion of the United States to its present 304
boundaries, the world wars, and the civil rights movement to the 305
present. American history shall be viewed as factual, not as 306
constructed, shall be viewed as knowable, teachable, and 307
testable, and shall be defi ned as the creation of a new nation 308
based largely on the universal principles stated in the 309
Declaration of Independence. 310
(g)1. The history of the Holocaust (1933 -1945), the 311
systematic, planned annihilation of European Jews and other 312
groups by Nazi German y, a watershed event in the history of 313
humanity, to be taught in a manner that leads to an 314
investigation of human behavior, an understanding of the 315
ramifications of prejudice, racism, and stereotyping, and an 316
examination of what it means to be a responsibl e and respectful 317
person, for the purposes of encouraging tolerance of diversity 318
in a pluralistic society and for nurturing and protecting 319
democratic values and institutions, including the policy, 320
definition, and historical and current examples of anti -321
Semitism, as described in s. 1000.05(8) s. 1000.05(7), and the 322
prevention of anti-Semitism. Each school district must annually 323
certify and provide evidence to the department, in a manner 324
prescribed by the department, that the requirements of this 325
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paragraph are met. The department shall prepare and offer 326
standards and curriculum for the instruction required by this 327
paragraph and may seek input from the Commissioner of 328
Education's Task Force on Holocaust Education or from any state 329
or nationally recognized Holoca ust educational organizations. 330
The department may contract with any state or nationally 331
recognized Holocaust educational organizations to develop 332
training for instructional personnel and grade -appropriate 333
classroom resources to support the developed curric ulum. 334
2. The second week in November shall be designated as 335
"Holocaust Education Week" in this state in recognition that 336
November is the anniversary of Kristallnacht, widely recognized 337
as a precipitating event that led to the Holocaust. 338
(h) The history of African Americans, including the 339
history of African peoples before the political conflicts that 340
led to the development of slavery, the passage to America, the 341
enslavement experience, abolition, and the contributions of 342
African Americans to society. Ins tructional materials shall 343
include the contributions of African Americans to American 344
society. 345
(i) The elementary principles of agriculture. 346
(j) The true effects of all alcoholic and intoxicating 347
liquors and beverages and narcotics upon the human body and 348
mind. 349
(k) Kindness to animals. 350
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(l) The history of the state. 351
(m) The conservation of natural resources. 352
(n)1. Comprehensive age-appropriate and developmentally 353
appropriate K-12 instruction on: health education that addresses 354
1. Health education that addresses concepts of community 355
health, consumer health, environmental health, and family life, 356
including: 357
a. Mental and emotional health. 358
a.b. Injury prevention and safety. 359
b.c. Internet safety. 360
c.d. Nutrition. 361
d.e. Personal health. 362
e.f. Prevention and control of disease. 363
f.g. Substance use and abuse. 364
g.h. Prevention of child sexual abuse, exploitation, and 365
human trafficking. 366
2. The health education curriculum For students in grades 367
7 through 12, shall include a teen dating violence and abuse. 368
This component must include that includes, but is not be limited 369
to, the definition of dating violence and abuse, the warning 370
signs of dating violence and abusive behavior, the 371
characteristics of healthy relationships, measures to prev ent 372
and stop dating violence and abuse, and community resources 373
available to victims of dating violence and abuse. 374
3. The health education curriculum For students in grades 375
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6 through 12, shall include an awareness of the benefits of 376
sexual abstinence as the expected standard and the consequences 377
of teenage pregnancy. 378
4. Life skills that build confidence, support mental and 379
emotional health, and enable students to overcome challenges, 380
including: 381
a. Self-awareness and self-management. 382
b. Responsible decisionmaking. 383
c. Resiliency. 384
d. Relationship skills and conflict resolution. 385
e. Understanding and respecting other viewpoints and 386
backgrounds. 387
f. For grades 9 through 12, developing leadership skills, 388
interpersonal skills, organization skills, and research skills; 389
creating a resume, including a digital resume; exploring career 390
pathways; using state career planning resources; developing and 391
practicing the skills necessary for employment interviews; 392
workplace ethics and workplace law; managing stress and 393
expectations; and self -motivation. 394
395
Health education and life skills instruction and materials may 396
not contradict the principles enumerated in subsection (3). 397
(o) Such additional materials, subjects, courses, or 398
fields in such grades as are prescrib ed by law or by rules of 399
the State Board of Education and the district school board in 400
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fulfilling the requirements of law. 401
(p) The study of Hispanic contributions to the United 402
States. 403
(q) The study of women's contributions to the United 404
States. 405
(r) The nature and importance of free enterprise to the 406
United States economy. 407
(s) Civic and character education on A character 408
development program in the elementary schools, similar to 409
Character First or Character Counts, which is secular in nature. 410
Beginning in school year 2004 -2005, the character development 411
program shall be required in kindergarten through grade 12. Each 412
district school board shall develop or adopt a curriculum for 413
the character development program that shall be submitted to the 414
department for approval. 415
1. The character development curriculum shall stress the 416
qualities and responsibilities of patriotism and; 417
responsibility; citizenship, including,; kindness; respect for 418
authority, life, liberty, and personal property; honesty; 419
charity; self-control; racial, ethnic, and religious tolerance; 420
and cooperation and,. 421
2. The character development curriculum for grades 9 422
through 12 shall, at a minimum, include instruction on 423
developing leadership skills, interpersonal skills, organization 424
skills, and research skills; creating a resume, including a 425
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digital resume; exploring career pathways; using state career 426
planning resources; developing and practicing the skills 427
necessary for employment interviews; conflict resolution, 428
workplace ethics, and w orkplace law; managing stress and 429
expectations; and developing skills that enable students to 430
become more resilient and self -motivated. 431
3. The character development curriculum for grades 11 and 432
12, shall include instruction on voting using the uniform 433
primary and general election ballot described in s. 101.151(9). 434
(t) In order to encourage patriotism, the sacrifices that 435
veterans and Medal of Honor recipients have made in serving our 436
country and protecting democratic values worldwide. Such 437
instruction must occur on or before Medal of Honor Day, 438
Veterans' Day, and Memorial Day. Members of the instructional 439
staff are encouraged to use the assistance of local veterans and 440
Medal of Honor recipients when practicable. 441
442
The State Board of Education is encouraged to adopt standards 443
and pursue assessment of the requirements of this subsection. 444
Instructional programming A character development program that 445
incorporates the values of the recipients of the Congressional 446
Medal of Honor and that is offered as part of a social studies, 447
English Language Arts, or other schoolwide character building 448
and veteran awareness initiative meets the requirements of 449
paragraph (t) paragraphs (s) and (t) . 450
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(3) The Legislature acknowledges the fundamental truth 451
that all persons are equal before the law and have inalienable 452
rights. Accordingly, instruction and supporting materials on the 453
topics enumerated in this section must be consistent with the 454
following principles of individual freedom: 455
(a) No person is inherently racist, sexist, or oppressive, 456
whether consciously or unconsciously, solely by virtue of his or 457
her race or sex. 458
(b) No race is inherently superior to another race. 459
(c) No person should be discriminated against or receive 460
adverse treatment solely or partly on the basis of race, color, 461
national origin, religion, disability, or sex. 462
(d) Meritocracy or traits such as a hard work ethic are 463
not racist but fundamental to the right to pursue happiness and 464
be rewarded for industry. 465
(e) A person, by virtue of his or her race or sex, does 466
not bear responsibility for actions committed in the past by 467
other members of the same race or sex. 468
(f) A person should not be made to feel discomfort, guilt, 469
anguish, or any other form of psycholo gical distress on account 470
of his or her race. 471
472
Instructional personnel may facilitate discussions and use 473
curricula to address, in an age -appropriate manner, how the 474
freedoms of persons have been infringed by sexism, slavery, 475
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racial oppression, racial segr egation, and racial 476
discrimination, including topics relating to the enactment and 477
enforcement of laws resulting in sexism, racial oppression, 478
racial segregation, and racial discrimination. However, 479
classroom instruction and curriculum may not be used to 480
indoctrinate or persuade students to a particular point of view 481
inconsistent with the principles of this subsection or state 482
academic standards. 483
Section 4. Paragraph (d) of subsection (2) of section 484
1006.31, Florida Statutes, is amended to read: 485
1006.31 Duties of the Department of Education and school 486
district instructional materials reviewer. —The duties of the 487
instructional materials reviewer are: 488
(2) EVALUATION OF INSTRUCTIONAL MATERIALS. —To use the 489
selection criteria listed in s. 1006.34(2)(b) and recommend for 490
adoption only those instructional materials aligned with the 491
Next Generation Sunshine State Standards provided for in s. 492
1003.41. Instructional materials recommended by each reviewer 493
shall be, to the satisfaction of each reviewer, accurate, 494
objective, balanced, noninflammatory, current, free of 495
pornography and material prohibited under s. 847.012, and suited 496
to student needs and their ability to comprehend the material 497
presented. Reviewers shall consider for recommendation materials 498
developed for academically talented students, such as students 499
enrolled in advanced placement courses. When recommending 500
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instructional materials, each reviewer shall: 501
(d) Require, when appropriate to the comprehension of 502
students, that materials for social scienc e, history, or civics 503
classes contain the Declaration of Independence and the 504
Constitution of the United States. A reviewer may not recommend 505
any instructional materials that contain any matter reflecting 506
unfairly upon persons because of their race, color, creed, 507
national origin, ancestry, gender, religion, disability, 508
socioeconomic status, or occupation or otherwise contradict the 509
principles enumerated under s. 1003.42(3) . 510
Section 5. Paragraph (b) of subsection (4) of section 511
1012.98, Florida Statutes, is amended to read: 512
1012.98 School Community Professional Development Act. — 513
(4) The Department of Education, school districts, 514
schools, Florida College System institutions, and state 515
universities share the responsibilities described in this 516
section. These responsibilities include the following: 517
(b) Each school district shall develop a professional 518
development system as specified in subsection (3). The system 519
shall be developed in consultation with teachers, teacher -520
educators of Florida College System institutions and state 521
universities, business and community representatives, and local 522
education foundations, consortia, and professional 523
organizations. The professional development system must: 524
1. Be reviewed and approved by the department for 525
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compliance with s. 1003.42(3) and this section . All substantial 526
revisions to the system shall be submitted to the department for 527
review for continued approval. 528
2. Be based on analyses of student achievement data and 529
instructional strategies and methods that supp ort rigorous, 530
relevant, and challenging curricula for all students. Schools 531
and districts, in developing and refining the professional 532
development system, shall also review and monitor school 533
discipline data; school environment surveys; assessments of 534
parental satisfaction; performance appraisal data of teachers, 535
managers, and administrative personnel; and other performance 536
indicators to identify school and student needs that can be met 537
by improved professional performance. 538
3. Provide inservice activities coupled with followup 539
support appropriate to accomplish district -level and school-540
level improvement goals and standards. The inservice activities 541
for instructional personnel shall focus on analysis of student 542
achievement data, ongoing formal and informal assessments of 543
student achievement, identification and use of enhanced and 544
differentiated instructional strategies that emphasize rigor, 545
relevance, and reading in the content areas, enhancement of 546
subject content expertise, integrated use of classroom 547
technology that enhances teaching and learning, classroom 548
management, parent involvement, and school safety. 549
4. Provide inservice activities and support targeted to 550
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the individual needs of new teachers participating in the 551
professional development certificat ion and education competency 552
program under s. 1012.56(8)(a). 553
5. Include a master plan for inservice activities, 554
pursuant to rules of the State Board of Education, for all 555
district employees from all fund sources. The master plan shall 556
be updated annually by September 1, must be based on input from 557
teachers and district and school instructional leaders, and must 558
use the latest available student achievement data and research 559
to enhance rigor and relevance in the classroom. Each district 560
inservice plan must be aligned to and support the school -based 561
inservice plans and school improvement plans pursuant to s. 562
1001.42(18). Each district inservice plan must provide a 563
description of the training that middle grades instructional 564
personnel and school administrators receive on the district's 565
code of student conduct adopted pursuant to s. 1006.07; 566
integrated digital instruction and competency -based instruction 567
and CAPE Digital Tool certificates and CAPE industry 568
certifications; classroom management; student behavior a nd 569
interaction; extended learning opportunities for students; and 570
instructional leadership. District plans must be approved by the 571
district school board annually in order to ensure compliance 572
with subsection (1) and to allow for dissemination of research -573
based best practices to other districts. District school boards 574
must submit verification of their approval to the Commissioner 575
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of Education no later than October 1, annually. Each school 576
principal may establish and maintain an individual professional 577
development plan for each instructional employee assigned to the 578
school as a seamless component to the school improvement plans 579
developed pursuant to s. 1001.42(18). An individual professional 580
development plan must be related to specific performance data 581
for the students to whom the teacher is assigned, define the 582
inservice objectives and specific measurable improvements 583
expected in student performance as a result of the inservice 584
activity, and include an evaluation component that determines 585
the effectiveness of the professional development plan. 586
6. Include inservice activities for school administrative 587
personnel that address updated skills necessary for 588
instructional leadership and effective school management 589
pursuant to s. 1012.986. 590
7. Provide for systematic consultation with regional and 591
state personnel designated to provide technical assistance and 592
evaluation of local professional development programs. 593
8. Provide for delivery of professional development by 594
distance learning and other technology -based delivery systems to 595
reach more educators at lower costs. 596
9. Provide for the continuous evaluation of the quality 597
and effectiveness of professional development programs in order 598
to eliminate ineffective programs and strategies and to expand 599
effective ones. Evaluations must consider the impact of such 600
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activities on the performance of participating educators and 601
their students' achievement and behavior. 602
10. For middle grades, emphasize: 603
a. Interdisciplinary planning, collaboration, and 604
instruction. 605
b. Alignment of curriculum and instructional materials to 606
the state academic standards adopted pursuant to s. 1003.41. 607
c. Use of small learning communities; problem -solving, 608
inquiry-driven research and analytical approaches for students; 609
strategies and tools based on student needs; competency -based 610
instruction; integrated digital instruction; and project -based 611
instruction. 612
613
Each school that includes any of grades 6, 7, or 8 must include 614
in its school improvement plan, required under s. 1001.42(18), a 615
description of the specific strategies used by the school to 616
implement each item listed in this subparagraph. 617
11. Provide training to reading coaches, classroom 618
teachers, and school administrators in effective methods of 619
identifying characteristics of condition s such as dyslexia and 620
other causes of diminished phonological processing skills; 621
incorporating instructional techniques into the general 622
education setting which are proven to improve reading 623
performance for all students; and using predictive and other 624
data to make instructional decisions based on individual student 625
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needs. The training must help teachers integrate phonemic 626
awareness; phonics, word study, and spelling; reading fluency; 627
vocabulary, including academic vocabulary; and text 628
comprehension strateg ies into an explicit, systematic, and 629
sequential approach to reading instruction, including 630
multisensory intervention strategies. Each district must provide 631
all elementary grades instructional personnel access to training 632
sufficient to meet the requirement s of s. 1012.585(3)(f). 633
Section 6. Paragraph (d) of subsection (3) of section 634
1002.20, Florida Statutes, is amended to read: 635
1002.20 K-12 student and parent rights. —Parents of public 636
school students must receive accurate and timely information 637
regarding their child's academic progress and must be informed 638
of ways they can help their child to succeed in school. K -12 639
students and their parents are afforded numerous statutory 640
rights including, but not limited to, the following: 641
(3) HEALTH ISSUES.— 642
(d) Reproductive health and disease education. —A public 643
school student whose parent makes written request to the school 644
principal shall be exempted from the teaching of reproductive 645
health or any disease, including HIV/AIDS, in accordance with s. 646
1003.42(4) s. 1003.42(3). Each school district shall, on the 647
district's website homepage, notify parents of this right and 648
the process to request an exemption. The homepage must include a 649
link for a student's parent to access and review the 650
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instructional materials, a s defined in s. 1006.29(2), used to 651
teach the curriculum. 652
Section 7. Paragraph (b) of subsection (4) of section 653
1006.40, Florida Statutes, is amended to read: 654
1006.40 Use of instructional materials allocation; 655
instructional materials, library books, and reference books; 656
repair of books.— 657
(4) Each district school board is responsible for the 658
content of all materials used in a classroom or otherwise made 659
available to students. Each district school board shall adopt 660
rules, and each district school supe rintendent shall implement 661
procedures, that: 662
(b) Provide a process for public review of, public comment 663
on, and the adoption of instructional materials, including 664
instructional materials used to teach reproductive health or any 665
disease, including HIV/AID S, under ss. 1003.42(4) and 1003.46 666
ss. 1003.42(3) and 1003.46 , which satisfies the requirements of 667
s. 1006.283(2)(b)8., 9., and 11. 668
Section 8. This act shall take effect July 1, 2022. 669