This docum ent does not reflect the intent or official position of the bill sponsor or House of Representatives.
STORAGE NAME: h1193.ELE
DATE: 1/31/2022
HOUSE OF REPRESENTATIVES STAFF ANALYSIS
BILL #: HB 1193 K-12 Assessments and Accountability
SPONSOR(S): Plasencia
TIED BILLS: None IDEN./SIM. BILLS: None
REFERENCE ACTION ANALYST STAFF DIRECTOR or
BUDGET/POLICY CHIEF
1) Early Learning & Elementary Education
Subcommittee
Wolff Brink
2) Secondary Education & Career Development
Subcommittee
3) PreK-12 Appropriations Subcommittee
4) Education & Employment Committee
SUMMARY ANALYSIS
In 2021, the Legislature passed HB 7011, which requires the Department of Education to implement a
statewide math and reading progress monitoring system for students in Voluntary Prekindergarten (VPK)
through grade 8. The bill enhances the VPK through grade 8 progress monitoring system by expanding it to
cover English language arts (ELA) in grades 9 and 10 and replacing the statewide, standardized ELA and
mathematics assessments with the end-of-year administration of the progress monitoring system (PM system).
The bill improves communication with parents regarding their student’s performance by requiring that district
assessment data be provided within 1 week of test administration, requiring that statewide assessment data be
provided to parent in an individual student report, and moving the deadline for providing ELA and mathematics
assessment results from June 30 to May 31, beginning with the 2023-2024 school year. The bill requires that
individual student reports be provided electronically and contain resources for parents to better understand the
progress monitoring assessment and support informed parent involvement.
Additionally, the bill updates Florida’s school improvement system. The bill codifies the existing requirement
that when a school initially receives a grade of “D” it must begin implementing intervention and support
strategies and allows a school to submit a turnaround plan prior to earning a second consecutive grade of “D.”
The bill provides school districts flexibility in implementing an external operator turnaround plan, including the
option to contract with a charter school network as the external turnaround contractor.
The bill provides for the transition to the new PM system by holding schools harmless, for the 2022-2023
school year. Once learning gains can be calculated following the 2023-2024 school year, the State Board of
Education must evaluate the school grading scale to determine if the scale should be adjusted.
The bill requires the Commissioner of Education, based on a third-party review, to report on and make
recommendations related to the implementation of the PM system, by January 31, 2025.
The bill does not appear to have a fiscal impact. See Fiscal Comments.
The bill has an effective date of July 1, 2022. STORAGE NAME: h1193.ELE PAGE: 2
DATE: 1/31/2022
FULL ANALYSIS
I. SUBSTANTIVE ANALYSIS
A. EFFECT OF PROPOSED CHANGES:
Present Situation
Florida’s Statewide Public School Accountability System
Background
School accountability generally refers to the actions taken by states and school districts to improve
academic outcomes for all students by measuring and providing public information on student success
and school and educator quality. Florida’s K-12 Accountability System was created to provide for a
uniform, efficient, safe, secure, and high quality system of free public schools that allows students to
obtain a high-quality education in accordance with s. 1, Art. IX of the Florida Constitution.
1
Federal Requirements
The Elementary and Secondary Act (ESEA) was signed into law in 1965
2
and was reauthorized by the
No Child Left behind (NCLB) act in 2002 and the Every Student Succeeds Act (ESSA) in 2015.
3
The ESSA, like its predecessors NCLB and ESEA, aims to improve elementary and secondary
education in public schools by conditioning the receipt of federal funds on the implementation of federal
requirements. In order to receive Title I funds under ESSA, states must implement a statewide
accountability system for K-12 public schools. ESSA also offers competitive and noncompetitive grant
funds for teacher and school leader development, family engagement, student support, weighted per-
pupil funding, and the development of innovative student progression systems and assessment
formats.
4
ESSA requires each state receiving Title I funds to submit a plan that includes:
challenging academic standards for reading or language arts (ELA) and math;
5
high quality assessments in ELA, math, and science;
6
long-term goals for all students and student subgroups
7
in the state, including measurements of
interim progress toward meeting the goals;
8
multiple indicators of student success and school quality,
9
including:
o academic achievement as measured by statewide assessments in ELA and math;
o a 4-year graduation rate for high schools;
o for elementary and middle schools, student growth or another academic indicator;
o progress of English learners
10
(EL) toward English proficiency; and
o an additional indicator of school quality or student success;
1
See s. 1008.345(1), F.S. The Commissioner of Education is responsible for implementing and maintaining a system of intensive
school improvement and stringent education accountability. See id.
2
Pub. L. No. 89-10 (April 11, 1965).
3
U.S. Department of Education, Every Student Succeeds Act, https://www.ed.gov/essa?src=rn (last visited Jan. 31, 2022).
4
20 U.S.C. s. 6311(a)(1).
5
20 U.S.C. s. 6311(b)(1).
6
20 U.S.C. s. 6311(b)(2).
7
For purposes of statewide accountability systems, student subgroups include economically disadvantaged students, students from
major racial and ethnic groups, children with disabilities, and English learners. 20 U.S.C. s. 6311(c)(2).
8
20 U.S.C. s. 6311(c)(4)(A).
9
20 U.S.C. s. 6311(c)(4)(B).
10
An English learner is between 3 to 21 years old; is enrolled or preparing to enroll in an elementary or secondary school; was not
born in the U.S. or has a native language other than English; and has difficulties in speaking, reading, writing, or understanding the
English language such that the student cannot meet the state’s academic standards, cannot achieve in a classroom with instruction in
English, or does not have the opportunity to participate fully in society. See 20 U.S.C. s. 7801(20). STORAGE NAME: h1193.ELE PAGE: 3
DATE: 1/31/2022
annual meaningful differentiation (i.e., levels of performance) based on the system’s
indicators;
11
and
identification of schools, based on annual meaningful differentiation, that require comprehensive
support and improvement (CS&I) or targeted support and improvement (TS&I) for specific
student subgroups.
12
ESSA also requires each state and each local school district to annually publish a report card that
provides information on student success, school quality, per-pupil funding, the progress of ELs toward
English language proficiency, and, for the state, progress toward its long-term goals.
13
Florida’s ESSA State Plan was approved by the U.S. Department of Education in 2018.
14
Overview of Florida’s Accountability system
Florida’s statewide accountability system, as updated by the Legislature in 2017,
15
comprises the
following:
Rigorous academic standards that establish what knowledge and skills students in kindergarten
through grade 12 need to learn.
16
Statewide, standardized assessments to measure student achievement of the standards in
specified subject areas and grade levels.
17
School and district grades based on student achievement of the standards and other indicators
of school and district quality as well as school improvement ratings based on student learning
growth.
18
School recognition funds that award schools for improving or achieving high levels of
performance.
19
Performance evaluation criteria for teachers and administrators based in part on student
achievement of the standards.
20
Public reporting of school, district, and teacher performance.
21
School improvement requirements to help struggling schools incorporate best practices and,
when needed, to fundamentally restructure schools that continue to fail.
22
Florida’s Academic Standards
Together, all of Florida’s academic standards compose the Next Generation Sunshine State Standards
(NGSSS), which establish the core content of the curricula to be taught and specify the core content
knowledge and skills that K-12 public school students are expected to acquire in English language arts
(ELA), science, mathematics, social studies, visual and performing arts, physical education, health, and
foreign languages.
23
The State Board of Education (SBE) is responsible for adopting the NGSSS in rule
based upon review and recommendations by the Commissioner of Education in consultation with
Florida educators, school administrators, and state colleges and universities.
24
11
20 U.S.C. s. 6311(c)(4)(C).
12
20 U.S.C. s. 6311(c)(4)(D).
13
See 20 U.S.C. s. 6311(h)(1) and (2).
14
Florida Department of Education, Approval Letter from the U.S. Department of Education, (Sept. 26, 2018), available at
https://www.fldoe.org/core/fileparse.php/14196/urlt/ESSA-ApprovalLetter.pdf.
15
Chapter 2017-116, L.O.F.
16
Section 1003.41, F.S.; rule 6A-1.09401, F.A.C.
17
Section 1008.22(3), F.S.
18
Section 1008.34, F.S. Alternative schools may receive a school improvement rating pursuant to s. 1008.341, F.S. Exceptional
student education centers may receive a school improvement rating pursuant to s. 1008.3415, F.S.
19
Section 1008.36, F.S.
20
Section 1012.34, F.S.
21
See ss. 1001.42(18), 1002.20(16), 1008.22(12), 1008.341(1), and 1012.34(1)(c), F.S.
22
Section 1008.33, F.S.; rule 6A-1.099811, F.A.C.
23
Section 1003.41(1) and (2), F.S.
24
See s. 1003.41(3), F.S.; Rule 6A-1.09401, F.A.C. STORAGE NAME: h1193.ELE PAGE: 4
DATE: 1/31/2022
The NGSSS must provide for the logical, sequential progression of core curricular content that
incrementally increases a student’s knowledge and skills over time.
25
Accordingly, the standards must
include distinct grade-level expectations, as follows:
Subject Areas Organization of Grade-Level Expectations
ELA
Science
Mathematics
Social Studies
Grade-by-grade expectations for each individual
K-8 grade level; standards for grades 9-12 may
be organized by grade clusters of more than one
grade level, e.g., courses such as Algebra I or
U.S. History
26
Visual and Performing Arts
Physical Education
Health Education
Foreign Languages
Grade-by-grade expectations for each individual
K-5 grade level; standards for grades 6-12 may
be organized by grade clusters of more than one
grade level, e.g., courses such as Latin I,
Physical Education
27
Florida first established minimum student performance expectations and standards in 1977.
28
In 1996,
the state board adopted the Sunshine State Standards, predecessors to the NGSSS, based on the
goals established under Blueprint 2000.
29
Adoption and integration of the NGSSS began in 2008 and
included the adoption of Common Core standards for ELA and math in 2010.
30
Amidst concerns over
federal involvement in the selection and implementation of the standards and statewide, standardized
assessments, Governor Rick Scott signed Executive Order No. 13-276 (2013), establishing the Florida
Plan for Education Accountability.
31
As a result of the order and subsequent statewide public input,
32
the state board amended the ELA and math standards, now called the “Florida Standards,”
33
and
the
commissioner selected new statewide, standardized ELA and math assessments aligned to the
standards.
34
On January 31, 2019, Governor Ron DeSantis issued an executive order directing the commissioner to
comprehensively review and collect public input on Florida’s academic standards for kindergarten
through grade 12 students, and provide recommended revisions to the governor by January 1, 2020.
35
25
Section 1003.41(1), F.S.
26
Id.
27
Section 1003.41(2)(e), F.S.
28
See Florida Department of Education, Florida’s Adoption of State Standards Background, at 2 (2013), available at
http://www.fldoe.org/core/fileparse.php/5390/urlt/0081025-floridasadoptionofstatestandards.ppt.
29
See Florida Department of Education, FCAT Handbook, at 9 (2005), available at
http://www.fldoe.org/core/fileparse.php/7478/urlt/background.pdf.
30
See rule 6A-1.09401, F.A.C. For a progression of changes to Florida’s academic standards since 1999, see Florida Department of
State, Rule Title: Student Performance Standards,
https://www.flrules.org/gateway/RuleNo.asp?title=FINANCE%20A ND%20ADMINISTRATION&ID=6A-1.09401 (last visited Jan.
27, 2022) (providing a sequence of links to proposed and adopted amendments to rule 6A-1.09401, F.A.C.).
31
Office of the Governor, Executive Order13-276: Florida Plan for Educational Accountability, (September 23, 2013), available at
https://www.flgov.com/wp-content/uploads/2013/09/EO-13-276.pdf. The order directed the commissioner to take certain actions with
respect to four aspects of the education system in Florida: procurement of the next statewide, standardized assessments; student data
security; the school accountability system; and teacher evaluations.
32
Curva & Associates, LLC, Analysis of the Florida Common Core Standards Public Input Period, (Dec. 2013), available at
http://www.fldoe.org/core/fileparse.php/5390/urlt/0081021-floridastandardspublicreview.pdf (summarizing public comments and
recommendations concerning changes to Florida’s ELA and math standards).
33
See rule 6A-1.09401(1)(l) and (m), F.A.C. See also Florida State Board of Education, Minutes for February 18, 2014 State Board of
Education Meeting, available at http://fldoe.org/core/fileparse.php/5444/urlt/0074998-minutes.pdf.
34
Florida Department of Education Press Office, With Students as Top Priority, Florida Chooses Replacement for FCAT, Press
Release (Mar. 17, 2014), available at http://www.fldoe.org/core/fileparse.php/5390/urlt/0081008-floridachoosesreplacementfcat.pdf.
35
Office of the Governor, Executive Order 19-32: Commitment to Eliminating Common Core, Ensuring High-Quality Academic
Standards and Raising the Bar for Civic Literacy, (January 31, 2019), available at https://www.flgov.com/wp-
content/uploads/orders/2019/EO_19-32.pdf. STORAGE NAME: h1193.ELE PAGE: 5
DATE: 1/31/2022
The commissioner’s recommendations were to replace the Florida Standards for ELA and math with
the Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards.
36
On February 12, 2020, the SBE
adopted the B.E.S.T. Standards in rule.
37
Implementation of the ELA standards began with the 2021-
2022 school year, and implementation of the math standards will begin with the 2022-2023 school
year.
38
On July 14, 2021, the SBE adopted updated standards for B.E.S.T. ELA, social studies, and
health education as well as Access Points
39
for the B.E.S.T. ELA and mathematics standards.
40
Florida’s Statewide Student Assessment Program
Federal Requirements
The ESSA provides flexibility in state accountability systems, but kept the assessment requirements of
NCLB. Under ESSA, states receiving Title I funding are still required to administer the math and
reading or language arts assessments annually to students in grades 3 through 8 and once in high
school.
41
In addition, states are required to measure student proficiency in science at least once in
grades 3 through 5; grades 6 through 9; and grades 10 through 12.
42
However, ESSA amended NCLB
to allow for a state or a consortia of states to use multiple statewide interim assessments
43
that results
in a single summative score,
44
or a state can use a single summative assessment.
45
In addition, ESSA
amended NCLB to allow states to administer a computer adaptive assessments for the purposes of
meeting federal requirements.
46
Florida Standards Assessment and the Next Generation Sunshine State Standards Assessment
The primary purpose of the student assessment program is to provide student academic achievement
and learning gains data to students, parents, teachers, school administrators, and school district staff.
47
The Florida Standards Assessments (FSA) and NGSSS assessments measure student achievement of
the standards contained in the Florida Standards and the NGSSS, respectively. Florida’s educational
standards were developed with the goal of providing all students with an education based on high
expectations. The statewide assessments program also provides feedback and accountability
indicators to Florida educators, policy makers, students, and other citizens.
48
36
Florida Department of Education, February 12, 2020 – Meeting Agenda, http://www.fldoe.org/policy/state-board-of-
edu/meetings/2020/2020-02-12 (last visited Jan. 31, 2022). See rule 6A-1.09401, F.A.C.
37
Id.
38
Florida Department of Education, Adoption and Implementation Memo to School Districts, (February 13, 2020),
https://info.fldoe.org/docushare/dsweb/Get/Document-8838/dps-2020-26.pdf.
39
Beginning in 2006, access points became the means through which students with a significant cognitive disability have accessed the
general education content found in the NGSSS. Access points were developed for all standards with three complexity levels that
represented a continuum of understanding (participatory, supported and independent). Courses containing these standards, also known
as access courses, were developed to support access for all students to the general education standards. Florida Department of
Education, Access Points to Next Generation Sunshine State Standards (Florida Standards) – Mathematics 2014, at 2, (Spring 2014),
available at https://www.fldoe.org/core/fileparse.php/5444/urlt/0074988-math.pdf.
40
Florida Department of Education, July 14, 2021 – Meeting Agenda, https://www.fldoe.org/policy/state-board-of-
edu/meetings/2021/2021-07-14/ (last visited Jan. 27, 2022).
41
34 C.F.R. s. 200.5(a)(1)(i).
42
34 C.F.R. s. 200.5(a)(1)(ii).
43
An interim assessment is used to evaluate students’ knowledge and skills relative to a specific set of academic goals.
44
34 C.F.R. s. 200.2(b)(10)(i)-(ii).
45
A summative assessment is generally administered once, typically at the end of the school year to evaluate performance against a set
of content standards.
46
34 C.F.R. s. 200.2(c)(1).
47
Section 1008.22(1), F.S.
48
Florida Department of Education, Florida Statewide Assessments: Statewide Assessments Guide 2020-2021, at 1 (2021), available at
https://www.fldoe.org/core/fileparse.php/5663/urlt/swapig.pdf. STORAGE NAME: h1193.ELE PAGE: 6
DATE: 1/31/2022
The Commissioner of Education is required to design and implement a statewide standardized
assessment program aligned to the core curricular content established in the NGSSS.
49
The statewide
standardized assessment program for students in grades 3 through 10 is as follows:
50
Florida Standards Assessments:
o English Language Arts (ELA): grades 3-10.
51
o Mathematics: grades 3–8.
o End-of-Course (EOC) assessments for students who are enrolled in the corresponding
course:
Algebra 1.
52
Geometry.
NGSSS Assessments:
o Grade 5 and grade 8 science.
o EOC assessments for students who are enrolled in the corresponding courses:
Biology I.
United States History.
Civics.
Standardized Test Administration and Testing Schedule
The FSA in ELA and Mathematics for grades 3 through 6 are currently administered in a paper-based
format.
53
Statewide EOC assessments,
54
the grade 7 and 8 FSA Mathematics, and grades 7 through 10
FSA ELA assessments are administered in a computer-based format.
55
The grade 3 ELA assessment and the writing portion of the statewide standardized ELA assessment
must be administered no earlier than April 1 each year.
56
The spring administration of the FSA ELA in
grades 4 through 10, FSA Mathematics grades 3 through 8, and EOC assessments must be
administered no earlier than May 1 of each year.
57
The commissioner is required to establish schedules
for the administration of statewide, standardized assessments and the reporting of student assessment
results.
58
For school year 2021-2022, the FSA and EOC administration schedule is below.
59
49
Section 1008.22(3), F.S.
50
Section 1008.22(3)(a) and (b), F.S.
51
Section 1008.22(3)(a), F.S. provides for Grade 10 ELA retakes for students who have not achieved the passing score needed for
graduation requirements. Students can earn a concordant score on an ACT or SAT to satisfy the graduation requirement. Section
1008.22(9), F.S.
52
Required for high school graduation under s. 1003.4282(3)(b), F.S. Students can earn a comparative score on an assessment
identified by the Commissioner of Education. Section 1008.22 (10), F.S.
53
Section 1008.22(3)(a), F.S.
54
Section 1008.22(3)(b)5., F.S.
55
Florida Department of Education, Florida Statewide Assessments: Statewide Assessments Guide 2020-2021, at 35 (2021), available
at https://www.fldoe.org/core/fileparse.php/5663/urlt/swapig.pdf.
56
Section 1008.22(7)(c)1. F.S. The test administration window can’t exceed 2 weeks.
57
Section 1008.22(7)(c)2.-3., F.S. The test administration window for paper-based assessments may not exceed 2 weeks. The test
administration for computer-based assessments may not exceed 4 weeks.
58
Section 1008.22(7)(a), F.S.
59
Florida Department of Education, Florida Statewide Assessment Program 2021-22 Schedule,
https://info.fldoe.org/docushare/dsweb/Get/Document-8789/dps-2019-197a.pdf (last visited Jan. 27, 2022). STORAGE NAME: h1193.ELE PAGE: 7
DATE: 1/31/2022
The commissioner must also publish on the department’s website a uniform testing calendar that is
provided to school districts,
60
so that school districts can populate the calendar with the state- and
district-required assessments.
61
School districts are required to publish the uniform testing calendar on
their website each school year.
62
A school district may not schedule more than 5 percent of a student’s
total school hours in a school year to administer statewide, standardized assessment and district-
required local assessments.
63
Reporting of Results and Achievement Levels
Results for the FSA and EOC assessments must be made available no later than June 30, except for
the results for the grade 3 statewide standardized ELA assessment which must be available no later
than May 31.
64
The results for the FSA and EOC assessments must be reported in an easy-to-read and
understandable format and delivered in time to provide useful, actionable information to students,
parents, and each student’s current teacher of record and teacher of record for the subsequent school
year. The school district must provide the assessment results within 1 week after receiving the results
from the FDOE.
65
All statewide, standardized EOC assessments and ELA, Mathematics, and Science assessments must
use scaled scores and achievement levels.
66
Achievement levels range from 1 through 5, with level 1
being the lowest achievement level, level 5 being the highest achievement level, and level 3 indicating
satisfactory performance on an assessment.
67
Passing scores for each statewide, standardized
assessment are designated by the SBE in rule.
68
If the commissioner seeks to modify performance
level scores on a statewide, standardized assessment, the commissioner must provide a copy of the
proposed scores and implementation plan to the Speaker of the House of Representatives and the
President of the Senate at least 90 days before submission to the SBE for review.
69
Student Progress Monitoring in Florida
60
Section 1008.22(7)(b), F.S.
61
Section 1008.22(7)(d), F.S.
62
Id.
63
Section 1008.22(7)(e), F.S.
64
Section 1008.22(7)(a), F.S.
65
Section 1008.22(7)(h), F.S.
66
Section 1008.22(3)(e)1., F.S.
67
Id.
68
Section 1008.22(3)(e)2., F.S.
69
Section 1008.22(3)(e)3., F.S. STORAGE NAME: h1193.ELE PAGE: 8
DATE: 1/31/2022
Progress monitoring (PM) tools are a type of formative assessments that allow teachers to continuously
evaluate student learning and monitor the effectiveness of their instruction.
70
PM assists in the selection
of appropriate interventions, and can help inform supports for student with disabilities.
71
Voluntary Prekindergarten through Grade 8 Progress Monitoring Tool
Children who enrolled in a private or public Voluntary Prekindergarten Program (VPK), for the 2021-
2022 program year and prior years, are assessed with the Florida VPK Assessment.
72
The Florida VPK
Assessment is a progress monitoring tool that measures a child’s abilities in print knowledge,
phonological awareness, mathematics, and oral language/vocabulary area that are aligned with the
Early Learning and Developmental standards: 4 Years old to Kindergarten.
73
The Florida VPK
assessment includes a pre- and post-assessment:
74
The Pre-assessment or Assessment Period 1 is administered within the first thirty calendar days
of the VPK class schedule.
The Post-assessment or Assessment Period 3 is administered within the last thirty calendar
days of the VPK class schedule.
Students who enrolled in kindergarten in a public school for the 2021-2022 school year and prior school
years, were assessed with the Florida Kindergarten Readiness Screener within the first 30 school days
of the 2021-2022 school year.
75
The Florida Kindergarten Readiness Screener is a computer adaptive
assessment, which is completed by students in less than 20 minutes and measures student proficiency
in three broad domains:
76
Word knowledge and skills;
Comprehension strategies and constructing meaning; and
Numbers and operations.
There is no federal requirement for states to administer assessments in kindergarten through grade 2.
As of 2019, Florida was one of 12 states that didn’t offer a statewide kindergarten through grade 2
assessment system or a list of approved kindergarten through grade 2 assessment systems for school
districts.
77
In 2021, the Legislature created a new statewide VPK through grade 8 coordinated
screening and progress monitoring program that includes grades kindergarten through grade 2.
78
Beginning with the 2022-2023 school year, private and public VPK providers and public schools in
Florida must participate in a coordinated screening and progress monitoring system (CSPM) for
students in VPK through grade 8. The CSPM tool must be administered three times during the school
or program year and must:
79
Measure student progress in VPK
80
through grade 8 in meeting the appropriate expectations in
early literacy and mathematics skills and in ELA and mathematics standards.
70
The Iris Center, Peabody College Vanderbilt University, How can teachers systematically identify when to adjust instruction for
struggling students?, https://iris.peabody.vanderbilt.edu/module/pmr/cresource/q1/p02/ (last visited Jan. 27, 2022).
71
Wrightslaw, Progress Monitoring, (Oct. 13, 2014), https://www.wrightslaw.com/info/progress.index.htm (last visited Jan. 31,
2022).
72
Rule 6A-1.09433, F.A.C.
73
Office of Early Learning, About Assessments in VPK and Kindergarten Screening, http://www.floridaearlylearning.com/vpk/vpk-
providers/assessments-flkrs (last visited Jan. 27, 2022).
74
Rule 6M-8.620, F.A.C.
75
Section 1002.68(3)(a), F.S.
76
Florida Department of Education, Assessment for reading, language and vocabulary, and numeracy, (2020), available at
https://www.fldoe.org/core/fileparse.php/18494/urlt/StarEarlyLiteracy.pdf.
77
Council of Chief State School Officers, K-2 Assessments: An Update on State Adoption and Implementation, at 6 (2019), available
at https://ccsso.org/sites/default/files/2019-06/K-2%20Assessments%20Paper%20FINA L.pdf.
78
Section 15, ch. 2021-9, L.O.F.
79
Section 1008.25(8)(a), F.S.
80
Section 1008.2125(2)(a), F.S., requires that students in VPK and kindergarten be assessed with the coordinated screening and
progress monitoring system within the first 30 days after enrollment, midyear, and within the last 30 days of the program or school
year. STORAGE NAME: h1193.ELE PAGE: 9
DATE: 1/31/2022
Measure student performance in oral language development, phonological and phonemic
awareness, knowledge of print and letters, decoding, fluency, vocabulary, and comprehension,
as applicable by grade level.
Be valid, reliable, and developmentally appropriate computer-adaptive assessment that
identifies students who have a substantial deficiency in reading, including identifying students
with characteristics of dyslexia.
Provide data that can be used for VPK Program accountability requirements.
Provide VPK Program providers, school districts, schools and teacher with data and resources
that enhance instruction and parental communication.
Provide information to the department to aid in the development of educational programs,
policies and supports for VPK providers and school districts.
Beginning with the 2022-2023 program year, each private prekindergarten provider and public school in
the VPK Program must participate in a program assessment of each VPK classroom.
81
The Florida
Department of Education (FDOE) must adopt a methodology for calculating each private
prekindergarten provider’s and public school provider’s performance metric, which includes program
assessment scores and the initial and final CSPM results.
82
The Council for Early Grade Success
In 2021, the legislature created the Council for Early Grades Success (Council) within the FDOE
83
. The
Council is responsible for reviewing the implementation of, training for, and outcomes from the CSPM
program to provide recommendations to the FDOE that support grade 3 students reading at or above
grade level.
84
Optional Progress Monitoring
The FDOE allocated $20 million from the CARES Act
85
funds for PM and data informed supports.
86
From October 1, 2020, through February 19, 2021, the FDOE made available to all public schools on a
voluntary basis a new progress monitoring tool developed by Cambium Assessment, Inc., to serve as a
connective support between the foundational skills that students seek to acquire and their progress
through early education years and drive informed teaching practices and curriculum decisions.
87
The
progress monitoring tool was computer adaptive, made available for multiple administrations and was
aligned to the state standards for grades 3 through 10 Reading and grades 3 through 8 Mathematics.
88
Public schools participating in the optional progress monitoring tool were recommended to provide
students between 45 and 60 minutes to complete each assessment.
89
In school year 2020-2021, 59 school districts administered the progress monitoring tool.
90
The 59
school districts that accessed the progress monitoring tool, administered 322,030 reading assessments
and 226,122 mathematics assessments. In school year 2021-2022, as of Dec. 13, 2021, 54 school
81
Section 1002.68(2), F.S.
82
Section 1002.68(4)(a), F.S.
83
Section 65, ch. 2021-10, L.O.F.
84
Section 1008.2125(4)(a), F.S.
85
The Coronavirus Aid, Relief, and Economic Security (CARES) Act was passed by Congress March 27, 2020. The CARES Act
provided funding in four education related categories: Elementary and Secondary School Emergency Relief Fund, Governor’s
Emergency Education Relief Fund, Higher Education Emergency Relief fund, Child Care Development Block Grant.
86
Florida Department of Education, Reopening Florida’s Schools and the CARES Act, at 102, available at
http://www.fldoe.org/core/fileparse.php/19861/urlt/FLDOEReopeningCARESAct.pdf.
87
Florida Department of Education, Free Optional Progress Monitoring Tool Available to Public Schools, (Sept. 2, 2020), available
at http://www.fldoe.org/core/fileparse.php/19861/urlt/CambiumProgressMonitoring2020-21.pdf.
88
Id.
89
Florida Department of Education, Adaptive Progress Monitoring (APM) Administration Manual, 2021-22, at 3 (2021), available at
https://fsassessments.org/-/media/project/client-portals/florida/pdf/apm/apm-administration-manual-081921-final.pdf.
90
Email, Jessica Fowler, Deputy Legislative Affairs Director, Florida Department of Education, (Jan. 28, 2022), on file with the Early
Learning & Elementary Education Subcommittee. STORAGE NAME: h1193.ELE PAGE: 10
DATE: 1/31/2022
districts have accessed the progress monitoring tool and administered 110,787 Reading assessments
and 56,237 Mathematics assessments.
91
School District Assessment Program
The measurement of student performance is the responsibility of school districts, except in those
subjects and grade levels measured under the statewide, standardized assessment program.
92
School
districts are required to annually, by October 1, post the uniform assessment calendars that delineate
which assessments are statewide, standardized assessments and district-required assessments.
93
For
the 2020-2021 and 2021-2022 school years, the FDOE required that school districts submit progress
monitoring results to the FDOE for assessments that were administered during the school year.
94
For the 2020-2021 school year, only two school districts reported using no PM tool, other school
districts reported the following:
95
22 school districts reported use of one PM tool.
29 school districts reported use of two PM tools.
18 school districts reported use of three PM tools.
2 school districts reported use of four PM tools.
For school year 2021-22, school districts reported the following to the FDOE:
96
15 school districts have no PM data reported through the platform.
38 school districts reported use of one PM tool.
17 school districts reported use of two PM tools.
3 school districts reported use of three PM tools.
School and School District Accountability
School Grades
School grades are used to explain a school’s performance in a familiar, easy-to-understand manner for
parents and the public.
97
School grades are also used to determine whether a school must select or
implement a turnaround option
98
or whether a school is eligible for school recognition funds as
appropriated by the Legislature.
99
The annual reports must identify schools as having one of the following grades:
100
“A,” for schools making excellent progress – 62% or higher of total points
“B,” for schools making above average progress – 54% to 61% of total points
“C,” for schools making satisfactory progress – 41% to 53% of total points
“D,” for schools making less than satisfactory progress – 32% to 40% of total points
“F,” for schools failing to make adequate progress – 31% or less of total points
The SBE must periodically review the school grading scale to determine if the scale should be adjusted
upward to meet raised expectations and encourage increased student performance. The state board
91
Id.
92
Section 1008.22(6), F.S.
93
Section 1008.22(7)(d), F.S.
94
Florida Department of Education Emergency Order 2020-EO-06.
95
Email, Jessica Fowler, Deputy Legislative Affairs Director, Florida Department of Education, (Jan. 28, 2022), on file with the Early
Learning & Elementary Education Subcommittee. Some school districts use different progress monitoring tools for different grade
bands, i.e. K-5, 6-8, and 9-12. Examples of progress monitoring tools that are used by Florida’s school districts include: I-Ready,
STAR assessments, MAP assessments, Cambium Progress Monitoring tool, and Achieve 3000.
96
Id. An analysis of the 2021-2022 district assessment calendars that were submitted to the Department of Education showed that 61
school districts intended to use a progress monitoring tool for the 2021-2022 school year.
97
Section 1008.34(1), F.S.
98
See s. 1008.33(4), F.S.
99
See s. 1008.36, F.S.
100
Section 1008.34(2), F.S.; rule 6A-1.09981(4)(d), F.A.C. STORAGE NAME: h1193.ELE PAGE: 11
DATE: 1/31/2022
must notify the public of any adjustments and explain the reasons for the adjustment and the impact it
will have on school grades.
101
Elementary schools, middle schools, and high schools each share a basic model for determining school
grades, based on the percentage of total points earned by a school for each component in the model.
Middle and high school models include additional components beyond the basic model.
102
Combination
school models include the additional components for the grades served (e.g., a school serving grades
K through 12 would include the additional components for the middle and high school models).
School Grades Models
Basic/Elementary (700 Points)
Middle School (Basic +200
Points)
High School (Basic+300 Points)
English
Language Arts
Mathematics Science Civics
EOC
Assessment
Acceleration
Success
U.S. History
EOC
Assessment
Graduation
Rate
Acceleration
Success
Achievement
(0% to 100%)
Achievement
(0% to 100%)
Achievement
(0% to 100%)
Achievement
(0% to 100%)
Percentage of
students who
pass high school
EOC
assessments &
industry
certifications
(0% to 100%)
Achievement
(0% to 100%)
Overall, 4-
year
graduation
rate
(0% to 100%)
Percent of
students eligible
to earn: college
credit through
AP, IB, AICE,
dual enrollment,
or earned an
industry
certification
103
(0% to 100%)
Learning Gains
(0% to 100%)
Learning Gains
(0% to 100%)
Learning Gains
of Low 25%
(0% to 100%)
Learning Gains
of Low 25%
(0% to 100%)
A school’s grade must include only those components for which at least 10 students have complete
data. If a school does not meet the 10-student threshold for a component, it will receive a school grade
based only on the remaining components.
104
In addition, a high school’s graduation rate must include
students who transfer to a private school with which the school district has a contractual relationship.
105
Student achievement is determined by the percentage of full-year enrolled students who scored at
Level 3 or above on statewide, standardized assessments and EOC assessments in ELA, Math, Civics,
U.S. History, Science, Biology I, Algebra I, and Geometry.
106
English language learners are included in
achievement calculations after enrollment in a school in the U.S. for more than 2 years and gains
calculations after 1 year.
107
The learning gains component measures the growth demonstrated by a student from one year to the
next in one of four ways:
108
Increasing at least one achievement level on the statewide, standardized assessment in the
same subject area.
For students who score below Level 3, improving by at least one “subcategory” within Level 1 or
Level 2, based on the student’s scale score, on the next year’s assessment for that subject
area.
101
Section 1008.34(3)(c)1., F.S.
102
See s. 1008.34(3)(b), F.S.; rule 6A-1.09981(4)(a)-(c), F.A.C.
103
See s. 1008.34(3)(b)2.b., F.S. (2020). In 2020, the Legislature revised the acceleration success component to include the percentage
of students who complete at least 300 clock hours of qualifying coursework through career dual enrollment. The 2021 graduating class
will be the first graduating class that can participate in career dual enrollment to be counted toward their school’s grade. The first time
career dual enrollment will be included in the school grades calculation will be the summer of 2022. In the 2022-2023 school year, the
school grades calculation will also include the percentage of students who earn a qualifying score on the Armed Services Vocational
Aptitude Battery and two credits in Junior Reserve Officers’ Training Corps. From the same U.S. Armed Forces Branch.
104
See s. 1008.34(3)(a), F.S.
105
Section 1008.22(3)(d)3., F.S.
106
See s. 1008.34(3)(b)1., F.S.
107
See s. 1008.34(3)(b)1., F.S. (flush left provisions at the end of the subparagraph).
108
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DATE: 1/31/2022
For students who score a Level 3 or a Level 4, improving the scale score on the next year’s
assessment for that subject area.
For students who score a Level 5, scoring a Level 5 on the next year’s assessment for that
subject area.
A separate learning gains component is included for current-year, full-year-enrolled students whose
prior-year assessment scores are in the school’s lowest performing 25 percent on the statewide,
standardized ELA and math assessments.
109
School Improvement Ratings
An alternative school or exceptional student education (ESE) center may opt for a school improvement
rating instead of a school grade.
110
The school improvement rating is calculated using student learning
gains on statewide, standardized ELA and Math assessments for all eligible students who are enrolled
in the school and who have assessment scores, concordant scores, or comparable scores for the
preceding school year.
111
Schools that improve their ratings by at least one level or maintain a
“commendable” rating are eligible for school recognition awards.
112
The school improvement rating
identifies an alternative school as having one of the following ratings:
113
Commendable: a significant percentage of the students attending the school are making
learning gains.
Maintaining: a sufficient percentage of the students attending the school are making learning
gains.
Unsatisfactory: an insufficient percentage of the students attending the school are making
learning gains.
An alternative school that does not meet the requirements for issuance of a school improvement rating
and has not received a rating for the past two consecutive years must receive a rating for the current
year based on all student learning gains for all grades levels at the school for those 3 years.
114
If an
alternative school does not have at least 10 students with complete data for a school improvement
rating component, that component may not be used in calculating the school’s improvement rating. To
make certain that the school still receives a rating, the rating must be calculated based on the
percentage of points earned from the ELA and mathematics learning gains components for those 3
years.
115
School District Grades
Each school district must annually receive a district grade (A-F) as part of a district report card.
116
The
grade is calculated based on the same components used to grade the district’s schools using data from
each eligible student in the district, including students enrolled in charter schools.
117
In addition to the
district’s grade, the district report card must also include:
118
109
Section 1008.34(3)(b)1.g.-h., F.S.; rule 6A-1.09981(4)(a)5.-8., F.A.C.
110
School improvement ratings, which do not include an academic achievement component but instead focus on learning gains, are
offered to alternative schools because the students at these schools are often enrolled in more than one school within the school year.
All alternative students' learning gains scores are included in either the alternative school or home school accountability report.
Section 1008.341(1), F.S.
111
Section 1008.341(3), F.S.
112
Section 1008.341(2), F.S. (flush left provisions at the end of the subsection).
113
Section 1008.341(2)(a)-(c), F.S. Concordant and comparative scores may be used to demonstrate learning gains for students in
grades 9 through 12 who scored a Level 1 or 2 in the prior year in the same subject area. See rule 6A-1.099822(2)(c), F.A.C.
114
Section 1008.341(2), F.S.
115
Id. A school must assess 80 percent of students to receive a rating. A school that assesses less than 90 percent of its students is not
eligible to receive a rating of “Commendable.” See id.
116
Section 1008.34(4)-(5), F.S.
117
See rule 6A-1.09981(5), F.A.C. The calculation includes students who transfer between schools in the district or who are enrolled
in a school that does not receive a grade. Section 1008.34(5), F.S. However, students who are enrolled in a school of hope pursuant to
s. 1002.333, F.S., are not included in a district’s grade. See s. 1002.333(6)(a), F.S.
118
Section 1008.34(4)-(5), F.S. STORAGE NAME: h1193.ELE PAGE: 13
DATE: 1/31/2022
measures of the district’s progress in closing the achievement gap between higher- and lower-
performing subgroups;
measures of the district’s progress in demonstrating learning gains of its highest-performing
students;
measures of the district’s success in improving student attendance;
the district’s grade-level promotion of students scoring achievement levels 1 and 2 on statewide,
standardized ELA and mathematics assessments; and
measures of the district’s performance in preparing students for the transition from elementary
to middle school, middle to high school, and high school to postsecondary institutions and
careers.
School Improvement
Overview
Florida’s system of improving low-performing schools is referred to as “school improvement” (SI). Under
SI, the lowest-performing schools receive more comprehensive, state-provided intervention and support
than schools that are closer to meeting student achievement goals.
119
Intervention and support is
required for traditional public schools earning a letter grade of “D,” or “F.”
120
Upon receipt of its first
grade of “D,” a school is a Tier I SI school and is in need of support and intervention from the school
district and the Department.
121
Intensive intervention and support strategies must be applied through
turnaround plans to schools earning two consecutive grades of “D” or a grade of “F”.
122
In addition, Florida’s approved statewide accountability plan pursuant to ESSA
123
describes
circumstances in which schools will be identified for either targeted or comprehensive support and
improvement as required by ESSA. Under the plan, a school will be identified for comprehensive
support and improvement if it has a Federal percent of points index (school grades model plus English
language acquisition progress for English language learners) below 41%, a grade of D or F, a 4-year
adjusted cohort graduation rate at or below 67 percent or has a “chronically low-performing subgroup of
students.”
124
A school will be identified for targeted support and improvement if it has one or more
subgroups whose federal percent of points is 31% or lower over the last 3 years or one or more
subgroups whose federal percent of points is 40% or lower in the current year.
125
All Florida public schools that earn a “D” or “F” must have a school improvement plan, which is
developed and implemented by the school’s advisory council.
126
For non-charter schools, development
119
Section 1008.33(2)(b) and (4), F.S.; see rule 6A-1.099811, F.A.C. School improvement requirements were originally established
under the 2002 reauthorization of ESEA, otherwise known as the No Child Left Behind (NCLB) Act of 2001. Pub. L. No. 107-110,
115 Stat. 1425 (Jan. 8, 2002).
120
Section 1008.33(3)(b), F.S.
121
Rule 6A-1.099811(3)(a), F.A.C.
122
Section 1008.33(4)(a), F.S.
123
See 20 U.S.C. s. 6301 et seq. ESSA requires state educational agencies, such as the DOE, to provide comprehensive or targeted
supports to certain low performing schools in order to receive federal Title I funds. See 20 U.S.C. s. 6311(d).
124
The recognized subgroups for a statewide accountability plan under ESSA are: 1) economically disadvantaged students; 2) students
from major ethnic and ethnic groups; 3) children with disabilities; 4) and English learners. 20 U.S.C. s. 6311(c)(2). A “chronically
low-performing subgroup of students” is a subgroup of students at a Title I school identified for targeted support and improvement
whose performance does not improve after implementing the supports over a state-determined number of years. See 20 U.S.C. s.
6311(c)(4).
125
See Florida Department of Education, ESSA State Plan, (September 24, 2018), available at
http://www.fldoe.org/core/fileparse.php/14196/urlt/FL-ESSA-StatePlan.pdf; see also United States Department of Education,
Education Department Releases Final Regulations to Promote a High-Quality, Well-Rounded Education and Support All Students,
(Nov. 28, 2016), https://content.govdelivery.com/accounts/USED/bulletins/1759bf0 (last visited Jan 27, 2022).
126
Sections 1001.42(18)(a) and 1001.452(2), F.S; rule 6A-1.099811(3)(a), F.A.C. School advisory councils are composed of
principals, teachers, educational support personnel, parents, students, local business representatives, and community members. Section
1001.452(1)(a), F.S. School advisory councils are responsible for developing and implementing the school’s improvement plan,
assisting in the development of the school’s budget, and assisting in determinations regarding the use of school improvement funds
and school recognition awards. Sections 1001.452(2) and 1008.36(4), F.S. See also s. 1002.33(9)(n), F.S. (requiring a charter school
earning a “D” or “F” to submit a school improvement plan to the sponsor). STORAGE NAME: h1193.ELE PAGE: 14
DATE: 1/31/2022
and implementation of the plan is based on a form developed by the DOE.
127
In such cases, the plan
must be submitted through the Continuous Improvement Management System (CIMS).
128
The DOE
reviews, approves, and also monitors implementation of the plan.
129
In addition, the law provides that an educational emergency exists if one or more schools in a school
district earns a grade of “D” or “F.”
130
Once an educational emergency exists, the district must negotiate
a memorandum of understanding with its teachers union to provide students at the school with effective
teachers and administrators. The district must submit the memorandum to DOE by September 1.
131
The memorandum must address the selection, placement, and expectations of instructional personnel
and provides principals with the autonomy under the Principal Autonomy Project Initiative relating to
certain personnel and budgetary decisions.
132
Initiation of School Improvement Process
If a school earns two consecutive grades of “D” or a grade of “F,” it must immediately implement a
differentiated matrix of intervention and support strategies. Districts with a SI school must coordinate
with the DOE, the Regional Executive Director or designee, and the school to identify and implement
tailored support and improvement strategies designed to address low performance at the school.
133
Florida law specifies seven general types of intervention and support strategies for traditional public
schools. These strategies include school improvement planning; leadership and educator quality
improvement; professional development; curriculum review, pacing, and alignment across grade levels
to improve background knowledge in social studies, science, and the arts; and the use of continuous
improvement and monitoring plans and processes.
134
The DOE implements SI using regional teams of school improvement specialists, each led by an
executive director, in four offices across the state to provide on-the-ground support to district
administrators, instructional coaches, and school leadership teams of low-performing schools.
135
Each
team supports the districts and schools that are annually designated for SI within its region. The teams
are used to help districts effectively use data and align available supports and resources to each SI
school’s needs.
136
SI supports are intended to build capacity by focusing on systems and structures
needed to accelerate and sustain school improvement and by employing a gradual release model.
137
Supports are offered in consultation with the district to determine local needs, and typically include
facilitation of collaborative processes such as data and risk analysis, needs assessment, strategic
planning and problem solving, performance management, professional development, and cross-district
networking.
138
The regional teams also review, provide feedback, and monitor progress on the implementation of
school improvement plans, turnaround option plans, and school improvement grants.
139
127
See Florida Department of Education, Form DA-2 Checklist for Focus and Priority Schools, (Dec. 2014), available at
https://www.flrules.org/gateway/reference.asp?No=Ref-04620 (incorporated by reference in rule 6A-1.099811, F.A.C.).
128
CIMS is a web application developed by the FDOE’s Bureau of School Improvement to provide district and school teams with an
online platform for collaborative planning and problem solving as well as a public site for stakeholders to access approved plans.
Florida Department of Education, Bureau of School Improvement, Welcome to CIMS, https://www.floridacims.org/ (last visited Jan.
31, 2022).
129
Rule 6A-1.099811(1), F.A.C.
130
Section 1001.42(21), F.S.; rule 6A-1.099811(2)(j), F.A.C.
131
See s. 41, ch. 2017-116, L.O.F., codified at s. 1008.33(4)(a), F.S. School grades are typically released no later than the second week
of July each year.
132
See id. See also s. 1012.28(8), F.S. (providing qualifying principals autonomy over certain budgetary and personnel decisions).
133
Rule 6A-1.099811(5)(a), F.A.C.
134
Section 1008.33(3)(c), F.S.; rule 6A-1.099811(5)(b)1.-9., F.A.C.
135
See Florida Department of Education, Bureau of School Improvement, Regional Support to School Districts,
http://www.fldoe.org/schools/k-12-public-schools/school-improvement/reg-support.stml (last visited Jan. 27, 2022).
136
Id.
137
See id.
138
See id.
139
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Turnaround Options
Schools that earn two consecutive grades of “D” or a grade of “F” must also implement a district-
managed turnaround plan through which the school district manages the 2-year turnaround plan at the
school.
140
The school district must submit a district-managed turnaround plan to the SBE for approval
by October 1.
141
Once the district-managed turnaround plan is approved by the SBE, the school district must implement
the plan for the remainder of the year and continue implementation for the next full school year. If the
school’s grade does not improve to a “C” or higher after the second year the school must select from
the following turnaround options:
142
Reassign students to another school and monitor the progress of each student.
Close the school and reopen as one or more charter schools with a governing board that has a
demonstrated record of effectiveness.
Contract with an external operator that has a demonstrated record of effectiveness to operate
the school.
The external operator may include a district-managed charter school in which all instructional personnel
are not employees of the school district, but are employees of an independent governing board
composed of members who did not participate in the review or approval of the charter.
The SBE may allow a school an additional year of implementation before the school must implement a
different turnaround option if it determines that the school is likely to improve to a grade of “C” or higher
after the first full school year of implementation.
143
Outcomes from Florida’s Accountability System
The chart below provides an historical perspective on school grades.
144
The percentage of schools
earning a grade of “A” or “B” increased by 7 percentage points, and the percentage of school earning a
grade of “D” or “F” fell 3 percentage points, after the turnaround process was expedited under HB 7069
(2017).
145
140
Section 1008.33(4)(a), F.S.; Rule 6A-1.099811(6)(a)-(b), F.A.C.
141
Section 1008.33(4)(a), F.S.
142
Section 1008.33(4)(b)1.-3., F.S.; rule 6-A 1.099811(6)(b), F.A.C
143
Section 1008.33(4)(a), F.S.
144
Florida Department of Education, 2019 Annual Assessment and Accountability Meeting, August 2019, at 111, available at
https://www.fldoe.org/core/fileparse.php/5637/urlt/AnnualAssmtAcctMtg2019.pdf.
145
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The number of schools receiving a grade of “D” or “F” fell from 573 in the 2015-16 school year to 172 in
the 2019-20 school year.
146
Additionally, the number of schools receiving the most intensive supports
from the DOE fell from 498 in 2015-16 school year to 142 during the 2019-20 school year.
147
Based on traditional public schools that received grades in 2018 and 2019:
148
70 percent of schools graded “D” or “F” improved their grade in 2019;
77 percent of schools graded “F” in 2018 improved their grade in 2019; and
85 percent of first year turnaround schools in 2018 improved their grade to a “C” or higher and
exited turnaround in 2019.
Effect of Proposed Changes
The bill extends the Coordinated Screening and Progress Monitoring System (PM system) to include
ELA for grades 9 and 10. The bill also reduces the assessment footprint by replacing the statewide,
standardized ELA assessment for students in grades 3 through 10 and the statewide, standardized
mathematics assessment for students in grades 3 through 8 with the end-of-year administration of the
PM system.
The bill requires that the PM system:
Be included in the uniform assessment calendar.
Be included in the limitation on assessment taking up no more than 5 percent of school hours.
Provide results to teachers within 1 week of each progress monitoring assessment, and to
parents within 2 weeks.
The bill establishes the following schedule for PM system assessments:
For students in VPK-grade 2, three assessments must occur as follows:
o The first assessment occurs within 30 days of enrollment or tha start of the program year;
o The second assessment occurs midyear; and
o The third assessment occurs within the last 30 days program year or school year.
146
Id. at 113.
147
Florida Department of Education, School Improvement Presentation to the House PreK-12 Innovation Subcommittee, at 9 (October
16, 2019), available at
https://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?PublicationType=Committees&CommitteeId=3017&Session=20
20&DocumentType=Meeting+Packets&FileName=pki+10-16-19.pdf.
148
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DATE: 1/31/2022
For students in grades 3 through 10 ELA and grades 3 through 8 mathematics, three
assessments must occur at the beginning, middle, and end of the year as set forth in state
board rule.
The bill requires school districts to work with the Florida Virtual School, Virtual Instruction Providers,
and virtual charter schools to provide students access to testing facilities so they are able to participate
in the PM system.
The bill requires the commissioner, by January 31, 2025, to report on and make recommendations
related to the PM system in the following areas, based on a third-party review:
Validity of using PM assessments 1 and/or 2 to in place of using the comprehensive end-of-year
progress monitoring assessment for accountability purposes.
Options to reduce assessment footprint and maintain valid and reliable data including use of
computer-adaptive assessments.
Improving remote administration of assessments.
Accelerating student progression.
Incorporation of state-adopted ELA instructional materials into the PM system.
Impact of PM system on student learning growth data.
The bill clarifies that school districts remain responsible for measuring student performance outside of
the statewide, standardized assessments and the PM system.
The bill improves communication with parents regarding their student’s performance by requiring that
district assessment data be provided within 1 week of test administration, requiring that statewide
assessment data be provided to parents in an individual student report, and moving the deadline for the
publication of statewide, standardized ELA and mathematics assessment results from June 30 to May
31, starting with the 2023-2024 school year. The bill requires that individual student reports be provided
electronically and contain resources for parents to better understand the progress monitoring
assessment and support informed parent involvement.
Additionally, the bill updates Florida’s school improvement system. The bill codifies the existing
requirements that when a school initially receives a grade of “D” it must begin implementing intervention
and support strategies. Any school receiving an initial grade of “F” or two consecutive grades of “D,”
must still initiate the school improvement turnaround process, but may submit a turnaround plan prior to
earning a second consecutive grade of “D.” The bill provides school districts flexibility in implementing
an external operator turnaround option by specifying services that may be contracted, including the
option to contract with a charter school network as the external turnaround contractor, and the bill
specifies that a school district and the outside entity enter into 2 year performance-based contract.
The bill prohibits school that earns a grade of “C” or higher for the 2022-2023 school year and exits the
turnaround process, but receives a grade of “D” or F” the next year from starting over from the
beginning of the turnaround process. Schools that exit based on their 2022-2023 school year grade
must maintain a grade of “C” or higher for two consecutive years after existing the turnaround system to
return to the beginning of the turnaround process should its grade return to a grade of “D” or “F.”
The bill aligns Florida law to ESSA terminology by changing all references to “Next Generation
Sunshine State Standards” to “state academic standards.”
The bill provides for the transition to the new PM system based assessment and accountability
processes in the following manner:
School grades for the 2022-2023 school year will be assigned so that the same percentage of
schools achieve each grade as they did in the 2021-2022 school grades results. Once learning
gains data becomes available the DOE must review the school grading scale to determine if it
needs to be adjusted.
Schools and providers must be held harmless, based on 2022-2023 school grades, for School
Improvement purposes. While a school or provider cannot be forced to enter a turnaround plan
based on its 2022-2023 school grade, a school may exit a turnaround plan based on its grade. STORAGE NAME: h1193.ELE PAGE: 18
DATE: 1/31/2022
For promotion to grade 4 and high school graduation, satisfaction of assessment requirements
must be based on a comparison of the student’s end-of-year 2022-2023 PM system results to
his or her 2021-2022 expectations. A school district may promote a student to grade 4 based on
a good cause exemption or if it has other reliable evidence of the student’s performance.
B. SECTION DIRECTORY:
Section 1. Amends s. 411.227, F.S.; conforming provisions to changes made by the act.
Section 2. Amends s. 1000.21, F.S.; renaming the "Next Generation Sunshine State Standards" as
the "state academic standards."
Section 3. Amends s. 1002.37, F.S.; conforming provisions to changes made by the act.
Section 4. Amends s. 1002.45, F.S.; conforming provisions to changes made by the act.
Section 5. Amends s. 1002.53, F.S.; conforming provisions to changes made by the act.
Section 6. Amends s. 1002.67, F.S.; conforming provisions to changes made by the act.
Section 7. Amends s. 1002.68, F.S.; conforming provisions to changes made by the act.
Section 8. Amends s. 1003.41, F.S.; conforming provisions to changes made by the act.
Section 9. Amends s. 1003.53, F.S.; conforming provisions to changes made by the act.
Section 10. Provides a directive to the Division of Law Revision.
Section 11. Amends s. 1008.2125, F.S.; deleting provisions relating to the coordinated screening
and progress monitoring program; conforming cross-references to changes made by the
act.
Section 12. Amends s. 1008.22, F.S.; conforming provisions to changes made by the act; providing
that certain end-of-year comprehensive progress monitoring assessments are the
statewide, standardized ELA and Mathematics assessments for certain students;
providing that achievement levels on specified assessments shall measure grade-level
performance, rather than satisfactory performance; requiring certain assessment results
to be provided by a specified date beginning with a certain school year; including the
coordinated screening and progress monitoring system in the limitation on the school
hours authorized for testing; revising the timeframe results for district-required local
assessments must be provided to a student's parent; requiring such results to be
provided in specified formats; requiring specified information to be included on individual
student reports; requiring the Commissioner of Education to provide specified
recommendations from an independent review of the coordinated screening and
progress monitoring system to the Governor and Legislature by a specified date;
providing requirements for the review and recommendations; providing for the future
repeal of such requirements.
Section 13. Amends s. 1008.25, F.S.; conforming provisions to changes made by the act; requiring
the coordinated screening and progress monitoring system to identify the educational
strengths and needs of students; revising requirements for such system; providing
requirements for the administration of the coordinated screenings and progress
monitoring and the reporting of results; requiring a specified annual report to be
accessible through certain web-based options; deleting a requirement that district school
boards print specified information in a local newspaper.
STORAGE NAME: h1193.ELE PAGE: 19
DATE: 1/31/2022
Section 14. Amends s. 1008.33, F.S.; making editorial changes; requiring a school district to take
specified actions for a school that earns an initial school grade of "D"; revising the
options available to a school district that must implement a turnaround plan for a school;
authorizing a school district to submit a turnaround plan for a school that has earned an
initial school grade of "D"; revising the options available to a school district with a school
that implemented a turnaround plan and did not improve its school grade; requiring
certain schools that exit turnaround status and earn a specified school grade within a
certain time period to continue with a turnaround option; prohibiting a school district from
selecting a turnaround option that has already been used by a school; providing
exceptions.
Section 15. Amends s. 1008.34, F.S.; providing a transition for the calculation of school and district
grades for the 2022-2023 school year; providing requirements for the calculation of such
grades and exemption schools from specified provisions; providing requirements for
determining grade 3 retention and high school graduation requirements for such school
year; providing for the future repeal of specified provisions.
Section 16. Amends s. 1008.341, F.S.; providing that school improvements rating will not be
calculated for the 2022-2023 school year; providing for the future repeal of specified
provisions.
Section 17. Provides an effective date.
II. FISCAL ANALYSIS & ECONOMIC IMPACT STATEMENT
A. FISCAL IMPACT ON STATE GOVERNMENT:
1. Revenues:
None.
2. Expenditures:
None.
B. FISCAL IMPACT ON LOCAL GOVERNMENTS:
1. Revenues:
None.
2. Expenditures:
None.
C. DIRECT ECONOMIC IMPACT ON PRIVATE SECTOR:
None.
D. FISCAL COMMENTS:
For Fiscal Year 2021-2022, there is a total of $134,702,019 appropriated in the Assessment and
Evaluation appropriation category which funds, in part, the department’s costs associated with the
implementation of statewide assessments. $8,000,000 of these funds are appropriated to implement
the VPK through grade 8 progress monitoring system established by HB 7011 (2021). It is unclear at
this time what additional costs or cost savings will be incurred as a result of replacing the current STORAGE NAME: h1193.ELE PAGE: 20
DATE: 1/31/2022
statewide, standardized ELA and math assessments with the end-of-year administration of the PM
system.
III. COMMENTS
A. CONSTITUTIONAL ISSUES:
1. Applicability of Municipality/County Mandates Provision:
None.
2. Other:
None.
B. RULE-MAKING AUTHORITY:
The SBE is requires to adopt rules to implement the PM System and to accommodate provisions
relating to the transition to the PM System.
C. DRAFTING ISSUES OR OTHER COMMENTS:
The current effective date has passed. Section 1008.341, F.S., is not included in the title of the bill.
IV. AMENDMENTS/COMMITTEE SUBSTITUTE CHANGES
Not applicable.