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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; requiring 33
the State Board of Education to adopt a specified 34
curriculum to be made available to schools for a 35
certain purpose; amending s. 1006.31, F.S.; 36
prohibiting instructional materials reviewers from 37
recommending instructional materials that contain any 38
matter that contradicts certain principles; amending 39
s. 1012.98, F.S.; requiring the Department of 40
Education to review school district professional 41
development systems for compliance with certain 42
provisions of law; amending ss. 1002.20 and 1006.40, 43
F.S.; conforming cross -references; providing an 44
effective date. 45
46
Be It Enacted by the Legislature of the State of Florida: 47
48
Section 1. Subsections (8) through (10 ) of section 760.10, 49
Florida Statutes, are renumbered as subsections (9) through 50
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(11), respectively, and a new subsection (8) is added to that 51
section, to read: 52
760.10 Unlawful employment practices. — 53
(8)(a) Subjecting any individual, as a condition of 54
employment, membership, certification, licensing, credentialing, 55
or passing an examination, to training, instruction, or any 56
other required activity that espouses, promotes, advances, 57
inculcates, or compels such individual to believe any of the 58
following concepts constitutes discrimination based on race, 59
color, sex, or national origin under this section: 60
1. Members of one race, color, sex, or national origin are 61
morally superior to members of another race, color, sex, or 62
national origin. 63
2. An individual, by virtue of his or her race, color, 64
sex, or national origin, is inherently racist, sexist, or 65
oppressive, whether consciously or unconsciously. 66
3. An individual's moral character or status as either 67
privileged or oppressed is necessarily determined b y his or her 68
race, color, sex, or national origin. 69
4. Members of one race, color, sex, or national origin 70
cannot and should not attempt to treat others without respect to 71
race, color, sex, or national origin. 72
5. An individual, by virtue of his or her r ace, color, 73
sex, or national origin, bears responsibility for, or should be 74
discriminated against or receive adverse treatment because of, 75
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actions committed in the past by other members of the same race, 76
color, sex, or national origin. 77
6. An individual, by virtue of his or her race, color, 78
sex, or national origin, should be discriminated against or 79
receive adverse treatment to achieve diversity, equity, or 80
inclusion. 81
7. An individual, by virtue of his or her race, color, 82
sex, or national origin, bears p ersonal responsibility for and 83
must feel guilt, anguish, or other forms of psychological 84
distress because of actions, in which the individual played no 85
part, committed in the past by other members of the same race, 86
color, sex, or national origin. 87
8. Such virtues as merit, excellence, hard work, fairness, 88
neutrality, objectivity, and racial colorblindness are racist or 89
sexist, or were created by members of a particular race, color, 90
sex, or national origin to oppress members of another race, 91
color, sex, or national origin. 92
(b) Paragraph (a) may not be construed to prohibit 93
discussion of the concepts listed therein as part of a course of 94
training or instruction, provided such training or instruction 95
is given in an objective manner without endorsement of the 96
concepts. 97
Section 2. Subsections (4) through (8) of section 1000.05, 98
Florida Statutes, are renumbered as subsections (5) through (9), 99
respectively, subsections (2) and (3), present subsection (4), 100
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and paragraph (d) of present subsection (6) are amended, and a 101
new subsection (4) is added to that section, to read: 102
1000.05 Discrimination against students and employees in 103
the Florida K-20 public education system prohibited; equality of 104
access required.— 105
(2)(a) Discrimination on the basis of race, color 106
ethnicity, national origin, sex gender, disability, religion, or 107
marital status against a student or an employee in the state 108
system of public K-20 education is prohibited. No person in this 109
state shall, on the basis of race, color ethnicity, national 110
origin, sex gender, disability, religion, or marital status, be 111
excluded from participation in, be denied the benefits of, or be 112
subjected to discrimination under any public K -20 education 113
program or activity, or in any employment conditions or 114
practices, conducted by a public educational institution that 115
receives or benefits from federal or state financial assistance. 116
(b) The criteria for admission to a program or course 117
shall not have the effect of restricting access by persons of a 118
particular race, color ethnicity, national origin, sex gender, 119
disability, religion, or marital status. 120
(c) All public K-20 education classes shall be available 121
to all students without regard to race, color ethnicity, 122
national origin, sex gender, disability, religion, or marital 123
status; however, this is not intended to eliminate the provision 124
of programs designed to meet the needs of students with limited 125
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proficiency in English, gifted students, or students with 126
disabilities or programs tailored to students with specializ ed 127
talents or skills. 128
(d) Students may be separated by sex gender for a single-129
gender program as provided under s. 1002.311, for any portion of 130
a class that deals with human reproduction, or during 131
participation in bodily contact sports. For the purpose of this 132
section, bodily contact sports include wrestling, boxing, rugby, 133
ice hockey, football, basketball, and other sports in which the 134
purpose or major activity involves bodily contact. 135
(e) Guidance services, counseling services, and financial 136
assistance services in the state public K -20 education system 137
shall be available to students equally. Guidance and counseling 138
services, materials, and promotional events shall stress access 139
to academic and career opportunities for students without regard 140
to race, color ethnicity, national origin, sex gender, 141
disability, religion, or marital status. 142
(3)(a) No person shall, on the basis of sex gender, be 143
excluded from participating in, be denied the benefits of, or be 144
treated differently from another person or othe rwise be 145
discriminated against in any interscholastic, intercollegiate, 146
club, or intramural athletics offered by a public K -20 147
educational institution; and no public K -20 educational 148
institution shall provide athletics separately on such basis. 149
(b) Notwithstanding the requirements of paragraph (a), a 150
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public K-20 educational institution may operate or sponsor 151
separate teams for members of each sex gender if the selection 152
for such teams is based upon competitive skill or the activity 153
involved is a bodily co ntact sport. However, when a public K -20 154
educational institution operates or sponsors a team in a 155
particular sport for members of one sex gender but does not 156
operate or sponsor such a team for members of the other sex 157
gender, and athletic opportunities for that sex gender have 158
previously been limited, members of the excluded sex gender must 159
be allowed to try out for the team offered. 160
(c) This subsection does not prohibit the grouping of 161
students in physical education classe s and activities by ability 162
as assessed by objective standards of individual performance 163
developed and applied without regard to sex gender. However, 164
when use of a single standard of measuring skill or progress in 165
a physical education class has an adverse effect on members of 166
one sex gender, the educational institution shall use 167
appropriate standards which do not have such effect. 168
(d) A public K-20 educational institution which operates 169
or sponsors interscholastic, intercollegiate, club, or 170
intramural athletics shall provide equal athletic opportunity 171
for members of both sexes genders. 172
1. The Board of Governors shall determine whether equal 173
opportunities are available at state universities. 174
2. The Commissioner of Education shall determine whether 175
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equal opportunities are available in school districts and 176
Florida College System institutions. In determining whether 177
equal opportunities are available in school districts and 178
Florida College System institutions, the Commissioner of 179
Education shall consider, am ong other factors: 180
a. Whether the selection of sports and levels of 181
competition effectively accommodate the interests and abilities 182
of members of both sexes genders. 183
b. The provision of equipment and supplies. 184
c. Scheduling of games and practice time s. 185
d. Travel and per diem allowances. 186
e. Opportunities to receive coaching and academic 187
tutoring. 188
f. Assignment and compensation of coaches and tutors. 189
g. Provision of locker room, practice, and competitive 190
facilities. 191
h. Provision of medical and training facilities and 192
services. 193
i. Provision of housing and dining facilities and 194
services. 195
j. Publicity. 196
197
Unequal aggregate expenditures for members of each sex gender or 198
unequal expenditures for male and female teams if a public 199
school or Florida College System institution operates or 200
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sponsors separate teams do not constitute nonimplementation of 201
this subsection, but the Commissioner of Education shall 202
consider the failure to provide necessary funds for teams for 203
one sex gender in assessing equalit y of opportunity for members 204
of each sex gender. 205
(e) A public school or Florida College System institution 206
may provide separate toilet, locker room, and shower facilities 207
on the basis of gender, but such facilities shall be comparable 208
to such facilities provided for students of the other sex 209
gender. 210
(4)(a) It shall constitute discrimination on the basis of 211
race, color, national origin, or sex under this section to 212
subject any student or employee to training or instruction that 213
espouses, promotes, advanc es, inculcates, or compels such 214
student or employee to believe any of the following concepts: 215
1. Members of one race, color, national origin, or sex are 216
morally superior to members of another race, color, national 217
origin, or sex. 218
2. A person, by virtu e of his or her race, color, national 219
origin, or sex is inherently racist, sexist, or oppressive, 220
whether consciously or unconsciously. 221
3. A person's moral character or status as either 222
privileged or oppressed is necessarily determined by his or her 223
race, color, national origin, or sex. 224
4. Members of one race, color, national origin, or sex 225
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cannot and should not attempt to treat others without respect to 226
race, color, national origin, or sex. 227
5. A person, by virtue of his or her race, color, nation al 228
origin, or sex bears responsibility for, or should be 229
discriminated against or receive adverse treatment because of, 230
actions committed in the past by other members of the same race, 231
color, national origin, or sex. 232
6. A person, by virtue of his or her race, color, national 233
origin, or sex should be discriminated against or receive 234
adverse treatment to achieve diversity, equity, or inclusion. 235
7. A person, by virtue of his or her race, color, sex, or 236
national origin, bears personal responsibility for and must feel 237
guilt, anguish, or other forms of psychological distress because 238
of actions, in which the person played no part, committed in the 239
past by other members of the same race, color, national origin, 240
or sex. 241
8. Such virtues as merit, excellence, ha rd work, fairness, 242
neutrality, objectivity, and racial colorblindness are racist or 243
sexist, or were created by members of a particular race, color, 244
national origin, or sex to oppress members of another race, 245
color, national origin, or sex. 246
(b) Paragraph (a) may not be construed to prohibit 247
discussion of the concepts listed therein as part of a larger 248
course of training or instruction, provided such training or 249
instruction is given in an objective manner without endorsement 250
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of the concepts. 251
(5)(4) Public schools and Florida College System 252
institutions shall develop and implement methods and strategies 253
to increase the participation of students of a particular race, 254
color ethnicity, national origin, sex gender, disability, or 255
marital status in programs and courses in which students of that 256
particular race, color ethnicity, national origin, sex gender, 257
disability, or marital status have been traditionally 258
underrepresented, including, but not limited to, mathematics, 259
science, computer technology, electronics, communications 260
technology, engineering, and career education. 261
(7)(6) The functions of the Office of Equal Educational 262
Opportunity of the Department of Education shall include, but 263
are not limited to: 264
(d) Conducting studies of the effectiveness of metho ds and 265
strategies designed to increase the participation of students in 266
programs and courses in which students of a particular race, 267
color ethnicity, national origin, sex gender, disability, or 268
marital status have been traditionally underrepresented and 269
monitoring the success of students in such programs or courses, 270
including performing followup monitoring. 271
Section 3. Subsection (3) of section 1003.42, Florida 272
Statutes, is renumbered as subsection (4), paragraph (b) of 273
subsection (1) and subsection (2 ) are amended, and a new 274
subsection (3) is added to that section, to read: 275
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1003.42 Required instruction. — 276
(1) 277
(b) All instructional materials, as defined in s. 278
1006.29(2), used to teach reproductive health or any disease, 279
including HIV/AIDS, its sympt oms, development, and treatment, as 280
part of the courses referenced in subsection (4) (3), must be 281
annually approved by a district school board in an open, noticed 282
public meeting. 283
(2) Members of the instructional staff of the public 284
schools, subject to th e rules of the State Board of Education 285
and the district school board, shall teach efficiently and 286
faithfully, using the books and materials required that meet the 287
highest standards for professionalism and historical accuracy, 288
following the prescribed cour ses of study, and employing 289
approved methods of instruction, the following: 290
(a) The history and content of the Declaration of 291
Independence, including national sovereignty, natural law, self -292
evident truth, equality of all persons, limited government, 293
popular sovereignty, and inalienable rights of life, liberty, 294
and property, and how they form the philosophical foundation of 295
our government. 296
(b) The history, meaning, significance, and effect of the 297
provisions of the Constitution of the United States and 298
amendments thereto, with emphasis on each of the 10 amendments 299
that make up the Bill of Rights and how the constitution 300
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provides the structure of our government. 301
(c) The arguments in support of adopting our republican 302
form of government, as they are embodi ed in the most important 303
of the Federalist Papers. 304
(d) Flag education, including proper flag display and flag 305
salute. 306
(e) The elements of civil government, including the 307
primary functions of and interrelationships between the Federal 308
Government, the state, and its counties, municipalities, school 309
districts, and special districts. 310
(f) The history of the United States, including the period 311
of discovery, early colonies, the War for Independence, the 312
Civil War, the expansion of the United States to its pr esent 313
boundaries, the world wars, and the civil rights movement to the 314
present. American history shall be viewed as factual, not as 315
constructed, shall be viewed as knowable, teachable, and 316
testable, and shall be defined as the creation of a new nation 317
based largely on the universal principles stated in the 318
Declaration of Independence. 319
(g)1. The history of the Holocaust (1933 -1945), the 320
systematic, planned annihilation of European Jews and other 321
groups by Nazi Germany, a watershed event in the history of 322
humanity, to be taught in a manner that leads to an 323
investigation of human behavior, an understanding of the 324
ramifications of prejudice, racism, and stereotyping, and an 325
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examination of what it means to be a responsible and respectful 326
person, for the purpose s of encouraging tolerance of diversity 327
in a pluralistic society and for nurturing and protecting 328
democratic values and institutions, including the policy, 329
definition, and historical and current examples of anti -330
Semitism, as described in s. 1000.05(8) s. 1000.05(7), and the 331
prevention of anti-Semitism. Each school district must annually 332
certify and provide evidence to the department, in a manner 333
prescribed by the department, that the requirements of this 334
paragraph are met. The department shall prepare and o ffer 335
standards and curriculum for the instruction required by this 336
paragraph and may seek input from the Commissioner of 337
Education's Task Force on Holocaust Education or from any state 338
or nationally recognized Holocaust educational organizations. 339
The department may contract with any state or nationally 340
recognized Holocaust educational organizations to develop 341
training for instructional personnel and grade -appropriate 342
classroom resources to support the developed curriculum. 343
2. The second week in November s hall be designated as 344
"Holocaust Education Week" in this state in recognition that 345
November is the anniversary of Kristallnacht, widely recognized 346
as a precipitating event that led to the Holocaust. 347
(h) The history of African Americans, including the 348
history of African peoples before the political conflicts that 349
led to the development of slavery, the passage to America, the 350
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enslavement experience, abolition, and the contributions of 351
African Americans to society. Instructional materials shall 352
include the contributions of African Americans to American 353
society. 354
(i) The elementary principles of agriculture. 355
(j) The true effects of all alcoholic and intoxicating 356
liquors and beverages and narcotics upon the human body and 357
mind. 358
(k) Kindness to animals. 359
(l) The history of the state. 360
(m) The conservation of natural resources. 361
(n)1. Comprehensive age-appropriate and developmentally 362
appropriate K-12 instruction on: health education that addresses 363
1. Health education that addresses concepts of community 364
health, consumer health, environmental health, and family life, 365
including: 366
a. Mental and emotional health. 367
a.b. Injury prevention and safety. 368
b.c. Internet safety. 369
c.d. Nutrition. 370
d.e. Personal health. 371
e.f. Prevention and control of disease. 372
f.g. Substance use and abuse. 373
g.h. Prevention of child sexual abuse, exploitation, and 374
human trafficking. 375
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2. The health education curriculum For students in grades 376
7 through 12, shall include a teen dating violence and abuse . 377
This component must include that includes, but is not be limited 378
to, the definition of dating violence and abuse, the warning 379
signs of dating violence and abusive behavior, the 380
characteristics of healthy relationships, measures to prevent 381
and stop dating viol ence and abuse, and community resources 382
available to victims of dating violence and abuse. 383
3. The health education curriculum For students in grades 384
6 through 12, shall include an awareness of the benefits of 385
sexual abstinence as the expected standard an d the consequences 386
of teenage pregnancy. 387
4. Life skills that build confidence, support mental and 388
emotional health, and enable students to overcome challenges, 389
including: 390
a. Self-awareness and self-management. 391
b. Responsible decisionmaking. 392
c. Resiliency. 393
d. Relationship skills and conflict resolution. 394
e. Understanding and respecting other viewpoints and 395
backgrounds. 396
f. For grades 9 through 12, developing leadership skills, 397
interpersonal skills, organization skills, and research skills; 398
creating a resume, including a digital resume; exploring career 399
pathways; using state career planning resources; developing and 400
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practicing the skills necessary for employment interviews; 401
workplace ethics and workplace law; managing stress and 402
expectations; and self-motivation. 403
404
Health education and life skills instruction and materials may 405
not contradict the principles enumerated in subsection (3). 406
(o) Such additional materials, subjects, courses, or 407
fields in such grades as are prescribed by law or by rules of 408
the State Board of Education and the district school board in 409
fulfilling the requirements of law. 410
(p) The study of Hispanic contributions to the United 411
States. 412
(q) The study of women's contributions to the United 413
States. 414
(r) The nature and importanc e of free enterprise to the 415
United States economy. 416
(s) Civic and character education on A character 417
development program in the elementary schools, similar to 418
Character First or Character Counts, which is secular in nature. 419
Beginning in school year 2004 -2005, the character development 420
program shall be required in kindergarten through grade 12. Each 421
district school board shall develop or adopt a curriculum for 422
the character development program that shall be submitted to the 423
department for approval. 424
1. The character development curriculum shall stress the 425
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qualities and responsibilities of patriotism and; 426
responsibility; citizenship, including,; kindness; respect for 427
authority, life, liberty, and personal property; honesty; 428
charity; self-control; racial, ethnic, and religious tolerance; 429
and cooperation and,. 430
2. The character development curriculum for grades 9 431
through 12 shall, at a minimum, include instruction on 432
developing leadership skills, interpersonal skills, organization 433
skills, and research skills; creating a resume, including a 434
digital resume; exploring career pathways; using state career 435
planning resources; developing and practicing the skills 436
necessary for employment interviews; conflict resolution, 437
workplace ethics, and workplace law; managing stress and 438
expectations; and developing skills that enable students to 439
become more resilient and self -motivated. 440
3. The character development curriculum for grades 11 and 441
12, shall include instruction on voting using the uniform 442
primary and general election ballot described in s. 101.151(9). 443
(t) In order to encourage patriotism, the sacrifices that 444
veterans and Medal of Honor recipients have made in serving our 445
country and protecting democratic values worldwide. Such 446
instruction must occur on or before Medal of Honor Day, 447
Veterans' Day, and Memorial Day. Members of the instructional 448
staff are encouraged to use the assistance of local veterans and 449
Medal of Honor recipients when practicable. 450
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451
The State Board of Education is encouraged to adopt st andards 452
and pursue assessment of the requirements of this subsection. 453
Instructional programming A character development program that 454
incorporates the values of the recipients of the Congressional 455
Medal of Honor and that is offered as part of a social studi es, 456
English Language Arts, or other schoolwide character building 457
and veteran awareness initiative meets the requirements of 458
paragraph (t) paragraphs (s) and (t) . 459
(3) The Legislature acknowledges the fundamental truth 460
that all persons are equal before th e law and have inalienable 461
rights. Accordingly, instruction and supporting materials on the 462
topics enumerated in this section must be consistent with the 463
following principles of individual freedom: 464
(a) No person is inherently racist, sexist, or oppressiv e, 465
whether consciously or unconsciously, solely by virtue of his or 466
her race or sex. 467
(b) No race is inherently superior to another race. 468
(c) No person should be discriminated against or receive 469
adverse treatment solely or partly on the basis of race, c olor, 470
national origin, religion, disability, or sex. 471
(d) Meritocracy or traits such as a hard work ethic are 472
not racist but fundamental to the right to pursue happiness and 473
be rewarded for industry. 474
(e) A person, by virtue of his or her race or sex, do es 475
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not bear responsibility for actions committed in the past by 476
other members of the same race or sex. 477
(f) A person should not be instructed that he or she must 478
feel guilt, anguish, or other forms of psychological distress 479
for actions, in which he or she played no part, committed in the 480
past by other members of the same race or sex. 481
482
Instructional personnel may facilitate discussions and use 483
curricula to address, in an age -appropriate manner, how the 484
freedoms of persons have been infringed by sexism, slav ery, 485
racial oppression, racial segregation, and racial 486
discrimination, including topics relating to the enactment and 487
enforcement of laws resulting in sexism, racial oppression, 488
racial segregation, and racial discrimination, including how 489
recognition of these freedoms have overturned these unjust laws. 490
However, classroom instruction and curriculum may not be used to 491
indoctrinate or persuade students to a particular point of view 492
inconsistent with the principles of this subsection or state 493
academic standards. 494
(4) The State Board of Education shall develop or adopt a 495
curriculum to inspire future generations through motivating 496
stories of American history that demonstrate important life 497
skills and the principles of individual freedom that enabled 498
persons to prosper even in the most difficult circumstances. 499
This curriculum shall be known as "Stories of Inspiration" and 500
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made available to schools to implement the requirements of 501
subsection (3). 502
Section 4. Paragraph (d) of subsection (2) of section 503
1006.31, Florida Statutes, is amended to read: 504
1006.31 Duties of the Department of Education and school 505
district instructional materials reviewer. —The duties of the 506
instructional materials reviewer are: 507
(2) EVALUATION OF INSTRUCTIONAL MATERIALS. —To use the 508
selection criteria listed in s. 1006.34(2)(b) and recommend for 509
adoption only those instructional materials aligned with the 510
Next Generation Sunshine State Standards provided for in s. 511
1003.41. Instructional materials recommended by each reviewer 512
shall be, to the satisfaction of each reviewer, accurate, 513
objective, balanced, noninflammatory, current, free of 514
pornography and material prohibited under s. 847.012, and suited 515
to student needs and their ability to comprehend the material 516
presented. Reviewers shall consi der for recommendation materials 517
developed for academically talented students, such as students 518
enrolled in advanced placement courses. When recommending 519
instructional materials, each reviewer shall: 520
(d) Require, when appropriate to the comprehension of 521
students, that materials for social science, history, or civics 522
classes contain the Declaration of Independence and the 523
Constitution of the United States. A reviewer may not recommend 524
any instructional materials that contain any matter reflecting 525
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unfairly upon persons because of their race, color, creed, 526
national origin, ancestry, gender, religion, disability, 527
socioeconomic status, or occupation or otherwise contradict the 528
principles enumerated under s. 1003.42(3) . 529
Section 5. Paragraph (b) of subsection (4) of section 530
1012.98, Florida Statutes, is amended to read: 531
1012.98 School Community Professional Development Act. — 532
(4) The Department of Education, school districts, 533
schools, Florida College System institutions, and state 534
universities share the res ponsibilities described in this 535
section. These responsibilities include the following: 536
(b) Each school district shall develop a professional 537
development system as specified in subsection (3). The system 538
shall be developed in consultation with teachers, t eacher-539
educators of Florida College System institutions and state 540
universities, business and community representatives, and local 541
education foundations, consortia, and professional 542
organizations. The professional development system must: 543
1. Be reviewed and approved by the department for 544
compliance with s. 1003.42(3) and this section . All substantial 545
revisions to the system shall be submitted to the department for 546
review for continued approval. 547
2. Be based on analyses of student achievement data and 548
instructional strategies and methods that support rigorous, 549
relevant, and challenging curricula for all students. Schools 550
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and districts, in developing and refining the professional 551
development system, shall also review and monitor school 552
discipline data; schoo l environment surveys; assessments of 553
parental satisfaction; performance appraisal data of teachers, 554
managers, and administrative personnel; and other performance 555
indicators to identify school and student needs that can be met 556
by improved professional perf ormance. 557
3. Provide inservice activities coupled with followup 558
support appropriate to accomplish district -level and school-559
level improvement goals and standards. The inservice activities 560
for instructional personnel shall focus on analysis of student 561
achievement data, ongoing formal and informal assessments of 562
student achievement, identification and use of enhanced and 563
differentiated instructional strategies that emphasize rigor, 564
relevance, and reading in the content areas, enhancement of 565
subject content expertise, integrated use of classroom 566
technology that enhances teaching and learning, classroom 567
management, parent involvement, and school safety. 568
4. Provide inservice activities and support targeted to 569
the individual needs of new teachers participating in the 570
professional development certification and education competency 571
program under s. 1012.56(8)(a). 572
5. Include a master plan for inservice activities, 573
pursuant to rules of the State Board of Education, for all 574
district employees from all fund sources. The master plan shall 575
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be updated annually by September 1, must be based on input from 576
teachers and district and school instructional leaders, and must 577
use the latest available student achievement data and research 578
to enhance rigor and relevance in the cla ssroom. Each district 579
inservice plan must be aligned to and support the school -based 580
inservice plans and school improvement plans pursuant to s. 581
1001.42(18). Each district inservice plan must provide a 582
description of the training that middle grades instruc tional 583
personnel and school administrators receive on the district's 584
code of student conduct adopted pursuant to s. 1006.07; 585
integrated digital instruction and competency -based instruction 586
and CAPE Digital Tool certificates and CAPE industry 587
certifications; classroom management; student behavior and 588
interaction; extended learning opportunities for students; and 589
instructional leadership. District plans must be approved by the 590
district school board annually in order to ensure compliance 591
with subsection (1) an d to allow for dissemination of research -592
based best practices to other districts. District school boards 593
must submit verification of their approval to the Commissioner 594
of Education no later than October 1, annually. Each school 595
principal may establish and maintain an individual professional 596
development plan for each instructional employee assigned to the 597
school as a seamless component to the school improvement plans 598
developed pursuant to s. 1001.42(18). An individual professional 599
development plan must be re lated to specific performance data 600
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for the students to whom the teacher is assigned, define the 601
inservice objectives and specific measurable improvements 602
expected in student performance as a result of the inservice 603
activity, and include an evaluation compo nent that determines 604
the effectiveness of the professional development plan. 605
6. Include inservice activities for school administrative 606
personnel that address updated skills necessary for 607
instructional leadership and effective school management 608
pursuant to s. 1012.986. 609
7. Provide for systematic consultation with regional and 610
state personnel designated to provide technical assistance and 611
evaluation of local professional development programs. 612
8. Provide for delivery of professional development by 613
distance learning and other technology -based delivery systems to 614
reach more educators at lower costs. 615
9. Provide for the continuous evaluation of the quality 616
and effectiveness of professional development programs in order 617
to eliminate ineffective programs and strategies and to expand 618
effective ones. Evaluations must consider the impact of such 619
activities on the performance of participating educators and 620
their students' achievement and behavior. 621
10. For middle grades, emphasize: 622
a. Interdisciplinary planning , collaboration, and 623
instruction. 624
b. Alignment of curriculum and instructional materials to 625
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the state academic standards adopted pursuant to s. 1003.41. 626
c. Use of small learning communities; problem -solving, 627
inquiry-driven research and analytical appro aches for students; 628
strategies and tools based on student needs; competency -based 629
instruction; integrated digital instruction; and project -based 630
instruction. 631
632
Each school that includes any of grades 6, 7, or 8 must include 633
in its school improvement plan, r equired under s. 1001.42(18), a 634
description of the specific strategies used by the school to 635
implement each item listed in this subparagraph. 636
11. Provide training to reading coaches, classroom 637
teachers, and school administrators in effective methods of 638
identifying characteristics of conditions such as dyslexia and 639
other causes of diminished phonological processing skills; 640
incorporating instructional techniques into the general 641
education setting which are proven to improve reading 642
performance for all stude nts; and using predictive and other 643
data to make instructional decisions based on individual student 644
needs. The training must help teachers integrate phonemic 645
awareness; phonics, word study, and spelling; reading fluency; 646
vocabulary, including academic voc abulary; and text 647
comprehension strategies into an explicit, systematic, and 648
sequential approach to reading instruction, including 649
multisensory intervention strategies. Each district must provide 650
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all elementary grades instructional personnel access to trai ning 651
sufficient to meet the requirements of s. 1012.585(3)(f). 652
Section 6. Paragraph (d) of subsection (3) of section 653
1002.20, Florida Statutes, is amended to read: 654
1002.20 K-12 student and parent rights. —Parents of public 655
school students must receive accurate and timely information 656
regarding their child's academic progress and must be informed 657
of ways they can help their child to succeed in school. K -12 658
students and their parents are afforded numerous statutory 659
rights including, but not limited to, th e following: 660
(3) HEALTH ISSUES.— 661
(d) Reproductive health and disease education. —A public 662
school student whose parent makes written request to the school 663
principal shall be exempted from the teaching of reproductive 664
health or any disease, including HIV/ AIDS, in accordance with s. 665
1003.42(4) s. 1003.42(3). Each school district shall, on the 666
district's website homepage, notify parents of this right and 667
the process to request an exemption. The homepage must include a 668
link for a student's parent to access an d review the 669
instructional materials, as defined in s. 1006.29(2), used to 670
teach the curriculum. 671
Section 7. Paragraph (b) of subsection (4) of section 672
1006.40, Florida Statutes, is amended to read: 673
1006.40 Use of instructional materials allocation; 674
instructional materials, library books, and reference books; 675
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repair of books.— 676
(4) Each district school board is responsible for the 677
content of all materials used in a classroom or otherwise made 678
available to students. Each district school board shall ado pt 679
rules, and each district school superintendent shall implement 680
procedures, that: 681
(b) Provide a process for public review of, public comment 682
on, and the adoption of instructional materials, including 683
instructional materials used to teach reproductive h ealth or any 684
disease, including HIV/AIDS, under ss. 1003.42(4) and 1003.46 685
ss. 1003.42(3) and 1003.46 , which satisfies the requirements of 686
s. 1006.283(2)(b)8., 9., and 11. 687
Section 8. This act shall take effect July 1, 2022. 688