Florida Senate - 2022 CS for SB 1048 By the Committee on Appropriations; and Senators Diaz and Rodrigues 576-02910-22 20221048c1 1 A bill to be entitled 2 An act relating to student assessments; amending s. 3 411.227, F.S.; conforming provisions to changes made 4 by the act; amending s. 1000.21, F.S.; renaming Next 5 Generation Sunshine State Standards as state 6 academic standards; amending ss. 1002.37, 1002.45, 7 1002.53, 1002.67, 1002.68, 1003.41, and 1003.53, F.S.; 8 conforming provisions to changes made by the act; 9 providing a directive to the Division of Law Revision; 10 amending s. 1008.2125, F.S.; deleting provisions 11 relating to the coordinated screening and progress 12 monitoring program; conforming provisions to changes 13 made by the act; amending s. 1008.22, F.S.; conforming 14 provisions to changes made by the act; providing that 15 certain end-of-year comprehensive progress monitoring 16 assessments are the statewide, standardized ELA and 17 Mathematics assessments for certain students; 18 providing that achievement levels on specified 19 assessments shall measure grade-level performance 20 rather than satisfactory performance; requiring 21 certain assessment results to be provided by a 22 specified date beginning with a certain school year; 23 including the coordinated screening and progress 24 monitoring system in the limitation on the school 25 hours authorized for testing; revising the timeframe 26 for providing district-required local assessments 27 results to a students parent; requiring such results 28 to be provided in specified formats; requiring 29 specified information to be included on individual 30 student reports; requiring the Commissioner of 31 Education to provide specified recommendations from an 32 independent review of the coordinated screening and 33 progress monitoring system to the Governor and 34 Legislature by a specified date; providing 35 requirements for the review and recommendations; 36 providing for the future repeal of such requirements; 37 amending s. 1008.25, F.S.; conforming provisions to 38 changes made by the act; requiring the coordinated 39 screening and progress monitoring system to identify 40 the educational strengths and needs of students; 41 revising requirements for such system; providing 42 requirements for the administration of the coordinated 43 screenings and progress monitoring and the reporting 44 of results; requiring a specified annual report to be 45 accessible through certain web-based options; deleting 46 a requirement that district school boards print 47 specified information in a local newspaper; amending 48 s. 1008.34, F.S.; requiring 2022-2023 school and 49 school district grades to serve as an informal 50 baseline for schools and school districts; requiring 51 baseline grades to be set so that the percentage of 52 schools that earn specified letter grades is 53 statistically equivalent to the 2021-2022 school grade 54 results; requiring the State Board of Education to 55 review the school grading scale and determine if the 56 scale should be adjusted after certain data becomes 57 available; prohibiting a school from being required to 58 select and implement a turnaround option based on the 59 schools grades in a specified school year; providing 60 applicability; providing that certain public schools 61 and approved providers that receive the same or lower 62 school grade in a specified school year are not 63 subject to sanctions; providing that a charter school 64 system or school district designated as high 65 performing may not lose the designation based on the 66 school grades received during a certain school year by 67 any of the schools within the charter school system or 68 school district or based on a certain school years 69 district grade, as applicable; providing a transition 70 for the calculation of school and district grades for 71 the 2022-2023 school year; providing requirements for 72 the calculation of such grades and exemption schools 73 from specified provisions; providing requirements for 74 determining grade 3 retention and high school 75 graduation for such school year; providing for the 76 future repeal of specified provisions; amending s. 77 1008.341, F.S.; providing that school improvement 78 ratings will not be calculated for the 2022-2023 79 school year; providing for the future repeal of 80 specified provisions; providing an effective date. 81 82 Be It Enacted by the Legislature of the State of Florida: 83 84 Section 1.Paragraph (d) of subsection (1) and paragraph 85 (b) of subsection (3) of section 411.227, Florida Statutes, are 86 amended to read: 87 411.227Components of the Learning Gateway.The Learning 88 Gateway system consists of the following components: 89 (1)COMMUNITY EDUCATION STRATEGIES AND FAMILY-ORIENTED 90 ACCESS. 91 (d)In collaboration with other local resources, the 92 demonstration projects shall develop public awareness strategies 93 to disseminate information about developmental milestones, 94 precursors of learning problems and other developmental delays, 95 and the service system that is available. The information should 96 target parents of children from birth through age 9 and should 97 be distributed to parents, health care providers, and caregivers 98 of children from birth through age 9. A variety of media should 99 be used as appropriate, such as print, television, radio, and a 100 community-based Internet website, as well as opportunities such 101 as those presented by parent visits to physicians for well-child 102 checkups. The Learning Gateway Steering Committee shall provide 103 technical assistance to the local demonstration projects in 104 developing and distributing educational materials and 105 information. 106 1.Public awareness strategies targeting parents of 107 children from birth through age 5 shall be designed to provide 108 information to public and private preschool programs, child care 109 providers, pediatricians, parents, and local businesses and 110 organizations. These strategies should include information on 111 the school readiness performance standards adopted by the 112 Department of Education. 113 2.Public awareness strategies targeting parents of 114 children from ages 6 through 9 must be designed to disseminate 115 training materials and brochures to parents and public and 116 private school personnel, and must be coordinated with the local 117 school board and the appropriate school advisory committees in 118 the demonstration projects. The materials should contain 119 information on state and district achievement proficiency levels 120 for grades K-3. 121 (3)EARLY EDUCATION, SERVICES AND SUPPORTS. 122 (b)Demonstration projects shall develop strategies to 123 increase the use of appropriate intervention practices with 124 children who have learning problems and learning disabilities 125 within public and private early care and education programs and 126 K-3 public and private school settings. Strategies may include 127 training and technical assistance teams. Intervention must be 128 coordinated and must focus on providing effective supports to 129 children and their families within their regular education and 130 community environment. These strategies must incorporate, as 131 appropriate, school and district activities related to the 132 students progress monitoring plan and must provide parents with 133 greater access to community-based services that should be 134 available beyond the traditional school day. Academic 135 expectations for public school students in grades K-3 must be 136 based upon the local school boards adopted achievement 137 proficiency levels. When appropriate, school personnel shall 138 consult with the local Learning Gateway to identify other 139 community resources for supporting the child and the family. 140 Section 2.Subsection (7) of section 1000.21, Florida 141 Statutes, is amended to read: 142 1000.21Systemwide definitions.As used in the Florida 143 Early Learning-20 Education Code: 144 (7)Next Generation Sunshine State academic standards 145 means the states public K-12 curricular standards adopted under 146 s. 1003.41. 147 Section 3.Paragraph (f) of subsection (3) and paragraphs 148 (a) and (d) of subsection (10) of section 1002.37, Florida 149 Statutes, are amended to read: 150 1002.37The Florida Virtual School. 151 (3)Funding for the Florida Virtual School shall be 152 provided as follows: 153 (f)The Florida Virtual School shall receive state funds 154 for operating purposes as provided in the General Appropriations 155 Act. The calculation to determine the amount of state funds 156 includes: the sum of the base Florida Education Finance Program 157 funding, the state-funded discretionary contribution and a per 158 full-time equivalent share of the discretionary millage 159 compression supplement, the exceptional student education 160 guaranteed allocation, the instructional materials allocation, 161 the evidence-based research-based reading instruction 162 allocation, the mental health assistance allocation, and the 163 teacher salary increase allocation. For the purpose of 164 calculating the state-funded discretionary contribution, 165 multiply the maximum allowable nonvoted discretionary millage 166 for operations pursuant to s. 1011.71(1) and (3) by the value of 167 96 percent of the current years taxable value for school 168 purposes for the state; divide the result by the total full-time 169 equivalent membership of the state; and multiply the result by 170 the full-time equivalent membership of the school. Funds may not 171 be provided for the purpose of fulfilling the class size 172 requirements in ss. 1003.03 and 1011.685. 173 (10)(a)Public school students receiving full-time 174 instruction in kindergarten through grade 12 by the Florida 175 Virtual School must take all statewide assessments required 176 pursuant to s. 1008.22 and participate in the coordinated 177 screening and progress monitoring system under s. 1008.25(8). 178 (d)Unless an alternative testing site is mutually agreed 179 to by the Florida Virtual School and the school district or as 180 contracted under s. 1008.24, all industry certification 181 examinations, national assessments, progress monitoring under s. 182 1008.25(8), and statewide assessments must be taken at the 183 school to which the student would be assigned according to 184 district school board attendance areas. A school district must 185 provide the student with access to the schools testing 186 facilities and the date and time of the administration of 187 progress monitoring and each examination or assessment. 188 Section 4.Paragraph (b) of subsection (6) of section 189 1002.45, Florida Statutes, is amended to read: 190 1002.45Virtual instruction programs. 191 (6)STUDENT PARTICIPATION REQUIREMENTS.Each student 192 enrolled in a virtual instruction program or virtual charter 193 school must: 194 (b)Take statewide assessments pursuant to s. 1008.22 and 195 participate in the coordinated screening and progress monitoring 196 system under s. 1008.25(8). Statewide assessments and progress 197 monitoring may be administered within the school district in 198 which such student resides, or as specified in the contract in 199 accordance with s. 1008.24(3). If requested by the approved 200 provider or virtual charter school, the district of residence 201 must provide the student with access to the districts testing 202 facilities. 203 Section 5.Paragraph (d) of subsection (6) of section 204 1002.53, Florida Statutes, is amended to read: 205 1002.53Voluntary Prekindergarten Education Program; 206 eligibility and enrollment. 207 (6) 208 (d)Each parent who enrolls his or her child in the 209 Voluntary Prekindergarten Education Program must allow his or 210 her child to participate in the coordinated screening and 211 progress monitoring program under s. 1008.25(8) s. 1008.2125. 212 Section 6.Paragraph (b) of subsection (2) of section 213 1002.67, Florida Statutes, is amended to read: 214 1002.67Performance standards and curricula. 215 (2) 216 (b)Each private prekindergarten providers and public 217 schools curriculum must be developmentally appropriate and 218 must: 219 1.Be designed to prepare a student for early literacy and 220 provide for instruction in early math skills; 221 2.Enhance the age-appropriate progress of students in 222 attaining the performance standards adopted by the department 223 under subsection (1); and 224 3.Support student learning gains through differentiated 225 instruction that shall be measured by the coordinated screening 226 and progress monitoring program under s. 1008.25(8) s. 227 1008.2125. 228 Section 7.Paragraphs (a) and (b) of subsection (1), 229 paragraphs (b) and (e) of subsection (4), and paragraph (c) of 230 subsection (6) of section 1002.68, Florida Statutes, are amended 231 to read: 232 1002.68Voluntary Prekindergarten Education Program 233 accountability. 234 (1)(a)Beginning with the 2022-2023 program year, each 235 private prekindergarten provider and public school participating 236 in the Voluntary Prekindergarten Education Program must 237 participate in the coordinated screening and progress monitoring 238 program in accordance with s. 1008.25(8) s. 1008.2125. The 239 coordinated screening and progress monitoring program results 240 shall be used by the department to identify student learning 241 gains, index development learning outcomes upon program 242 completion relative to the performance standards established 243 under s. 1002.67 and representative norms, and inform a private 244 prekindergarten providers and public schools performance 245 metric. 246 (b)At a minimum, the initial and final progress monitoring 247 or screening must be administered by individuals meeting 248 requirements adopted by the department under s. 1008.25(8) s. 249 1008.2125. 250 (4) 251 (b)The methodology for calculating a providers 252 performance metric may not include students who are not 253 administered the coordinated screening and progress monitoring 254 program under s. 1008.25(8) s. 1008.2125. 255 (e)Subject to an appropriation, the department shall 256 provide for a differential payment to a private prekindergarten 257 provider and public school based on the providers designation. 258 The maximum differential payment may not exceed a total of 15 259 percent of the base student allocation per full-time equivalent 260 student under s. 1002.71 attending in the consecutive program 261 year for that program. A private prekindergarten provider or 262 public school may not receive a differential payment if it 263 receives a designation of proficient or lower. Before the 264 adoption of the methodology, the department shall confer with 265 the Council for Early Grade Success under s. 1008.2125 before 266 receiving approval from the State Board of Education for the 267 final recommendations on the designation system and differential 268 payments. 269 (6) 270 (c)The department shall adopt criteria for granting good 271 cause exemptions. Such criteria must include, but are not 272 limited to, all of the following: 273 1.Child demographic data that evidences a private 274 prekindergarten provider or public school serves a statistically 275 significant population of children with special needs who have 276 individual education plans and can demonstrate progress toward 277 meeting the goals outlined in the students individual education 278 plans. 279 2.Learning gains of children served in the Voluntary 280 Prekindergarten Education Program by the private prekindergarten 281 provider or public school on an alternative measure that has 282 comparable validity and reliability of the coordinated screening 283 and progress monitoring program in accordance with s. 1008.25(8) 284 s. 1008.2125. 285 3.Program assessment data under subsection (2) which 286 demonstrates effective teaching practices as recognized by the 287 tool developer. 288 4.Verification that local and state health and safety 289 requirements are met. 290 Section 8.Section 1003.41, Florida Statutes, is amended to 291 read: 292 1003.41Next Generation Sunshine State academic standards. 293 (1)The Next Generation Sunshine state academic standards 294 establish the core content of the curricula to be taught in the 295 state and specify the core content knowledge and skills that K 296 12 public school students are expected to acquire. Standards 297 must be rigorous and relevant and provide for the logical, 298 sequential progression of core curricular content that 299 incrementally increases a students core content knowledge and 300 skills over time. Curricular content for all subjects must 301 integrate critical-thinking, problem-solving, and workforce 302 literacy skills; communication, reading, and writing skills; 303 mathematics skills; collaboration skills; contextual and 304 applied-learning skills; technology-literacy skills; information 305 and media-literacy skills; and civic-engagement skills. The 306 standards must include distinct grade-level expectations for the 307 core content knowledge and skills that a student is expected to 308 have acquired by each individual grade level from kindergarten 309 through grade 8. The standards for grades 9 through 12 may be 310 organized by grade clusters of more than one grade level except 311 as otherwise provided for visual and performing arts, physical 312 education, health, and foreign language standards. 313 (2)The Next Generation Sunshine state academic standards 314 must meet the following requirements: 315 (a)English Language Arts standards must establish specific 316 curricular content for, at a minimum, reading, writing, speaking 317 and listening, and language. 318 (b)Science standards must establish specific curricular 319 content for, at a minimum, the nature of science, earth and 320 space science, physical science, and life science. 321 (c)Mathematics standards must establish specific 322 curricular content for, at a minimum, algebra, geometry, 323 statistics and probability, number and quantity, functions, and 324 modeling. 325 (d)Social Studies standards must establish specific 326 curricular content for, at a minimum, geography, United States 327 and world history, government, civics, humanities, economics, 328 and financial literacy. 329 (e)Visual and performing arts, physical education, health, 330 and foreign language standards must establish specific 331 curricular content and include distinct grade level expectations 332 for the core content knowledge and skills that a student is 333 expected to have acquired by each individual grade level from 334 kindergarten through grade 5. The standards for grades 6 through 335 12 may be organized by grade clusters of more than one grade 336 level. 337 (3)The Commissioner of Education, as needed, shall develop 338 and submit proposed revisions to the standards for review and 339 comment by Florida educators, school administrators, 340 representatives of the Florida College System institutions and 341 state universities who have expertise in the content knowledge 342 and skills necessary to prepare a student for postsecondary 343 education and careers, business and industry leaders, and the 344 public. The commissioner, after considering reviews and 345 comments, shall submit the proposed revisions to the State Board 346 of Education for adoption. 347 (4)The State Board of Education shall adopt rules to 348 administer this section. 349 Section 9.Paragraph (c) of subsection (1) of section 350 1003.53, Florida Statutes, is amended to read: 351 1003.53Dropout prevention and academic intervention. 352 (1) 353 (c)A student shall be identified as being eligible to 354 receive services funded through the dropout prevention and 355 academic intervention program based upon one of the following 356 criteria: 357 1.The student is academically unsuccessful as evidenced by 358 low test scores, retention, failing grades, low grade point 359 average, falling behind in earning credits, or not meeting the 360 state or district achievement proficiency levels in reading, 361 mathematics, or writing. 362 2.The student has a pattern of excessive absenteeism or 363 has been identified as a habitual truant. 364 3.The student has a history of disruptive behavior in 365 school or has committed an offense that warrants out-of-school 366 suspension or expulsion from school according to the district 367 school boards code of student conduct. For the purposes of this 368 program, disruptive behavior is behavior that: 369 a.Interferes with the students own learning or the 370 educational process of others and requires attention and 371 assistance beyond that which the traditional program can provide 372 or results in frequent conflicts of a disruptive nature while 373 the student is under the jurisdiction of the school either in or 374 out of the classroom; or 375 b.Severely threatens the general welfare of students or 376 others with whom the student comes into contact. 377 4.The student is identified by a schools early warning 378 system pursuant to s. 1001.42(18)(b). 379 Section 10.The Division of Law Revision is directed to 380 prepare a revisers bill for the 2023 Regular Session of the 381 Legislature to change the term Next Generation Sunshine State 382 Standards to state academic standards wherever the term 383 appears in the Florida Statutes. 384 Section 11.Section 1008.2125, Florida Statutes, is amended 385 to read: 386 1008.2125The Council for Early Grade Success Coordinated 387 screening and progress monitoring program for students in the 388 Voluntary Prekindergarten Education Program through grade 3. 389 (1)The primary purpose of the coordinated screening and 390 progress monitoring program for students in the Voluntary 391 Prekindergarten Education Program through grade 3 is to provide 392 information on students progress in mastering the appropriate 393 grade-level standards and to provide information on their 394 progress to parents, teachers, and school and program 395 administrators. Data shall be used by Voluntary Prekindergarten 396 Education Program providers and school districts to improve 397 instruction, by parents and teachers to guide learning 398 objectives and provide timely and appropriate supports and 399 interventions to students not meeting grade-level expectations, 400 and by the public to assess the cost benefit of the expenditure 401 of taxpayer dollars. The coordinated screening and progress 402 monitoring program must: 403 (a)Measure student progress in the Voluntary 404 Prekindergarten Education Program through grade 3 in meeting the 405 appropriate expectations in early literacy and math skills and 406 in English Language Arts and mathematics, as required by ss. 407 1002.67(1)(a) and 1003.41. 408 (b)Provide data for accountability of the Voluntary 409 Prekindergarten Education Program, as required by s. 1002.68. 410 (c)Provide baseline data to the department of each 411 students readiness for kindergarten, which must be based on 412 each kindergarten students progress monitoring results that was 413 administered no later than the first 30 instructional days in 414 accordance with paragraph (2)(a). The methodology for 415 determining a students readiness for kindergarten shall be 416 developed by the department and aligned to the methodology 417 adopted pursuant to s. 1002.68(4). 418 (d)Identify the educational strengths and needs of 419 students in the Voluntary Prekindergarten Education Program 420 through grade 3. 421 (e)Provide teachers with progress monitoring data to 422 provide timely interventions and supports pursuant to s. 423 1008.25(4). 424 (f)Assess how well educational goals and curricular 425 standards are met at the provider, school, district, and state 426 levels. 427 (g)Provide information to aid in the evaluation and 428 development of educational programs and policies. 429 (2)The Commissioner of Education shall design a statewide, 430 standardized coordinated screening and progress monitoring 431 program to assess early literacy and mathematics skills and the 432 English Language Arts and mathematics standards established in 433 ss. 1002.67(1)(a) and 1003.41, respectively. The coordinated 434 screening and progress monitoring program must provide interval 435 level and norm-referenced data that measures equivalent levels 436 of growth; be a developmentally appropriate, valid, and reliable 437 direct assessment; be able to capture data on students who may 438 be performing below grade or developmental level and which may 439 enable the identification of early indicators of dyslexia or 440 other developmental delays; accurately measure the core content 441 in the applicable grade level standards; document learning gains 442 for the achievement of these standards; and provide teachers 443 with progress monitoring supports and materials that enhance 444 differentiated instruction and parent communication. 445 Participation in the coordinated screening and progress 446 monitoring program is mandatory for all students in the 447 Voluntary Prekindergarten Education Program and enrolled in a 448 public school in kindergarten through grade 3. The coordinated 449 screening and progress monitoring program shall be implemented 450 beginning in the 2022-2023 school year for students in the 451 Voluntary Prekindergarten Education Program and kindergarten 452 students, as follows: 453 (a)The coordinated screening and progress monitoring 454 program shall be administered within the first 30 days after 455 enrollment, midyear, and within the last 30 days of the program 456 or school year, in accordance with the rules adopted by the 457 State Board of Education. The state board may adopt alternate 458 timeframes to address nontraditional school year calendars or 459 summer programs to ensure the coordinated screening and progress 460 monitoring program is administered a minimum of three times 461 within a year or program. 462 (b)The results of the coordinated screening and progress 463 monitoring program shall be reported to the department, in 464 accordance with the rules adopted by the state board, and 465 maintained in the departments educational data warehouse. 466 (3)The Commissioner of Education shall: 467 (a)Develop a plan, in coordination with the Council for 468 Early Grade Success, for implementing the coordinated screening 469 and progress monitoring program in consideration of timelines 470 for implementing new early literacy and mathematics skills and 471 the English Language Arts and mathematics standards established 472 in ss. 1002.67(1)(a) and 1003.41, as appropriate. 473 (b)Provide data, reports, and information as requested to 474 the Council for Early Grade Success. 475 (1)(4)The Council for Early Grade Success, a council as 476 defined in s. 20.03(7), is created within the Department of 477 Education to oversee the coordinated screening and progress 478 monitoring program under s. 1008.25(8) for students in the 479 Voluntary Prekindergarten Education Program through grade 3 and, 480 except as otherwise provided in this section, shall operate 481 consistent with s. 20.052. 482 (a)The council shall be responsible for reviewing the 483 implementation of, training for, and outcomes from the 484 coordinated screening and progress monitoring program to provide 485 recommendations to the department that support grade 3 students 486 reading at or above grade level. The council, at a minimum, 487 shall: 488 1.Provide recommendations on the implementation of the 489 coordinated screening and progress monitoring program, including 490 reviewing any procurement solicitation documents and criteria 491 before being published. 492 2.Develop training plans and timelines for such training. 493 3.Identify appropriate personnel, processes, and 494 procedures required for the administration of the coordinated 495 screening and progress monitoring program. 496 4.Provide input on the methodology for calculating a 497 providers or schools performance metric and designations under 498 s. 1002.68(4). 499 5.Work with the department to review the methodology for 500 determining a childs kindergarten readiness. 501 6.Review data on age-appropriate learning gains by grade 502 level that a student would need to attain in order to 503 demonstrate proficiency in reading by grade 3. 504 7.Continually review anonymized data from the results of 505 the coordinated screening and progress monitoring program for 506 students in the Voluntary Prekindergarten Education Program 507 through grade 3 to help inform recommendations to the department 508 that support practices that will enable grade 3 students to read 509 at or above grade level. 510 (b)The council shall be composed of 17 members who are 511 residents of this the state and appointed as follows: 512 1.Three members appointed by the Governor, as follows: 513 a.One representative from the Department of Education. 514 b.One parent of a child who is 4 to 9 years of age. 515 c.One representative that is an elementary school 516 administrator. 517 2.Seven members appointed by the President of the Senate, 518 as follows: 519 a.One senator who serves at the pleasure of the President 520 of the Senate. 521 b.One representative of an urban school district. 522 c.One representative of a rural early learning coalition. 523 d.One representative of a faith-based early learning 524 provider who offers the Voluntary Prekindergarten Education 525 Program. 526 e.One representative who is a second grade teacher who has 527 at least 5 years of teaching experience. 528 f.Two representatives with subject matter expertise in 529 early learning, early grade success, or child assessments. 530 3.Seven members appointed by the Speaker of the House of 531 Representatives, as follows: 532 a.One member of the House of Representatives who serves at 533 the pleasure of the Speaker of the House. 534 b.One representative of a rural school district. 535 c.One representative of an urban early learning coalition. 536 d.One representative of an early learning provider who 537 offers the Voluntary Prekindergarten Education Program. 538 e.One member who is a kindergarten teacher who has at 539 least 5 years of teaching experience. 540 f.Two representatives with subject matter expertise in 541 early learning, early grade success, or child assessment. 542 4.The four representatives with subject matter expertise 543 in sub-subparagraphs 2.f. and 3.f. may not be direct 544 stakeholders within the early learning or public school systems. 545 (2)The Commissioner of Education shall: 546 (a)Develop a plan, in coordination with the Council for 547 Early Grade Success, for implementing the coordinated screening 548 and progress monitoring program in consideration of timelines 549 for implementing new early literacy and mathematics skills and 550 the English Language Arts and mathematics standards established 551 in ss. 1002.67(1)(a) and 1003.41, as appropriate. 552 (b)Provide data, reports, and information as requested to 553 the Council for Early Grade Success. 554 (3)(5)The council shall elect a chair and vice chair, one 555 of whom must be a member who has subject matter expertise in 556 early learning, early grade success, or child assessments. The 557 vice chair must be a member appointed by the President of the 558 Senate or the Speaker of the House of Representatives who is not 559 one of the four members with subject matter expertise in early 560 learning, early grade success, or child assessments appointed 561 pursuant to sub-subparagraphs (1)(b)2.f. and 3.f. (4)(b)2.f. and 562 3.f. Members of the council shall serve without compensation but 563 are entitled to reimbursement for per diem and travel expenses 564 pursuant to s. 112.061. 565 Section 12.Present subsection (13) of section 1008.22, 566 Florida Statutes, is redesignated as subsection (14), a new 567 subsection (13) is added to that section, and subsections (3) 568 and (6) and paragraphs (a), (b), (c), (e), (g), (h), and (i) of 569 subsection (7) of that section are amended, to read: 570 1008.22Student assessment program for public schools. 571 (3)STATEWIDE, STANDARDIZED ASSESSMENT PROGRAM.The 572 Commissioner of Education shall design and implement a 573 statewide, standardized assessment program aligned to the core 574 curricular content established in the Next Generation Sunshine 575 state academic standards. The commissioner also must develop or 576 select and implement a common battery of assessment tools that 577 will be used in all juvenile justice education programs in the 578 state. These tools must accurately measure the core curricular 579 content established in the Next Generation Sunshine state 580 academic standards. Participation in the assessment program is 581 mandatory for all school districts and all students attending 582 public schools, including adult students seeking a standard high 583 school diploma under s. 1003.4282 and students in Department of 584 Juvenile Justice education programs, except as otherwise 585 provided by law. If a student does not participate in the 586 assessment program, the school district must notify the 587 students parent and provide the parent with information 588 regarding the implications of such nonparticipation. The 589 statewide, standardized assessment program shall be designed and 590 implemented as follows: 591 (a)Statewide, standardized comprehensive assessments. 592 1.The statewide, standardized English Language Arts (ELA) 593 assessments shall be administered to students in grades 3 594 through 10. Retake opportunities for the grade 10 ELA assessment 595 must be provided. Reading passages and writing prompts for ELA 596 assessments shall incorporate grade-level core curricula content 597 from social studies. The statewide, standardized Mathematics 598 assessments shall be administered annually in grades 3 through 599 8. The statewide, standardized Science assessment shall be 600 administered annually at least once at the elementary and middle 601 grades levels. In order to earn a standard high school diploma, 602 a student who has not earned a passing score on the grade 10 ELA 603 assessment must earn a passing score on the assessment retake or 604 earn a concordant score as authorized under subsection (9). 605 Statewide, standardized ELA and Mathematics assessments in 606 grades 3 through 6 must be delivered in a paper-based format. 607 2.Beginning with the 2022-2023 school year, the end-of 608 year comprehensive progress monitoring assessment administered 609 pursuant to s. 1008.25(8)(b)2. is the statewide, standardized 610 ELA assessment for students in grades 3 through 10 and the 611 statewide, standardized Mathematics assessment for students in 612 grades 3 through 8. 613 (b)End-of-course (EOC) assessments.EOC assessments must 614 be statewide, standardized, and developed or approved by the 615 Department of Education as follows: 616 1.EOC assessments for Algebra I, Geometry, Biology I, 617 United States History, and Civics shall be administered to 618 students enrolled in such courses as specified in the course 619 code directory. 620 2.Students enrolled in a course, as specified in the 621 course code directory, with an associated statewide, 622 standardized EOC assessment must take the EOC assessment for 623 such course and may not take the corresponding subject or grade 624 level statewide, standardized assessment pursuant to paragraph 625 (a). Sections 1003.4156 and 1003.4282 govern the use of 626 statewide, standardized EOC assessment results for students. 627 3.The commissioner may select one or more nationally 628 developed comprehensive examinations, which may include 629 examinations for a College Board Advanced Placement course, 630 International Baccalaureate course, or Advanced International 631 Certificate of Education course, or industry-approved 632 examinations to earn national industry certifications identified 633 in the CAPE Industry Certification Funding List, for use as EOC 634 assessments under this paragraph if the commissioner determines 635 that the content knowledge and skills assessed by the 636 examinations meet or exceed the grade-level expectations for the 637 core curricular content established for the course in the Next 638 Generation Sunshine state academic standards. Use of any such 639 examination as an EOC assessment must be approved by the state 640 board in rule. 641 4.Contingent upon funding provided in the General 642 Appropriations Act, including the appropriation of funds 643 received through federal grants, the commissioner may establish 644 an implementation schedule for the development and 645 administration of additional statewide, standardized EOC 646 assessments that must be approved by the state board in rule. If 647 approved by the state board, student performance on such 648 assessments constitutes 30 percent of a students final course 649 grade. 650 5.All statewide, standardized EOC assessments must be 651 administered online except as otherwise provided in paragraph 652 (d). 653 6.A student enrolled in an Advanced Placement (AP), 654 International Baccalaureate (IB), or Advanced International 655 Certificate of Education (AICE) course who takes the respective 656 AP, IB, or AICE assessment and earns the minimum score necessary 657 to earn college credit, as identified in s. 1007.27(2), meets 658 the requirements of this paragraph and does not have to take the 659 EOC assessment for the corresponding course. 660 (c)Nationally recognized high school assessments.Each 661 school district shall, by the 2021-2022 school year and subject 662 to appropriation, select either the SAT or ACT for districtwide 663 administration to each public school student in grade 11, 664 including students attending public high schools, alternative 665 schools, and Department of Juvenile Justice education programs. 666 (d)Students with disabilities; Florida Alternate 667 Assessment. 668 1.Each district school board must provide instruction to 669 prepare students with disabilities in the core content knowledge 670 and skills necessary for successful grade-to-grade progression 671 and high school graduation. 672 2.A student with a disability, as defined in s.1007.02, 673 for whom the individual education plan (IEP) team determines 674 that the statewide, standardized assessments under this section 675 cannot accurately measure the students abilities, taking into 676 consideration all allowable accommodations, shall have 677 assessment results waived for the purpose of receiving a course 678 grade and a standard high school diploma. Such waiver shall be 679 designated on the students transcript. The statement of waiver 680 shall be limited to a statement that performance on an 681 assessment was waived for the purpose of receiving a course 682 grade or a standard high school diploma, as applicable. 683 3.The State Board of Education shall adopt rules, based 684 upon recommendations of the commissioner, for the provision of 685 assessment accommodations for students with disabilities and for 686 students who have limited English proficiency. 687 a.Accommodations that negate the validity of a statewide, 688 standardized assessment are not allowed during the 689 administration of the assessment. However, instructional 690 accommodations are allowed in the classroom if identified in a 691 students IEP. Students using instructional accommodations in 692 the classroom that are not allowed on a statewide, standardized 693 assessment may have assessment results waived if the IEP team 694 determines that the assessment cannot accurately measure the 695 students abilities. 696 b.If a student is provided with instructional 697 accommodations in the classroom that are not allowed as 698 accommodations for statewide, standardized assessments, the 699 district must inform the parent in writing and provide the 700 parent with information regarding the impact on the students 701 ability to meet expected performance levels. A parent must 702 provide signed consent for a student to receive classroom 703 instructional accommodations that would not be available or 704 permitted on a statewide, standardized assessment and 705 acknowledge in writing that he or she understands the 706 implications of such instructional accommodations. 707 c.If a students IEP states that online administration of 708 a statewide, standardized assessment will significantly impair 709 the students ability to perform, the assessment shall be 710 administered in hard copy. 711 4.For students with significant cognitive disabilities, 712 the Department of Education shall provide for implementation of 713 the Florida Alternate Assessment to accurately measure the core 714 curricular content established in the Next Generation Sunshine 715 state academic standards. 716 (e)Assessment scores and achievement levels. 717 1.All statewide, standardized EOC assessments and ELA, 718 Mathematics, and Science assessments shall use scaled scores and 719 achievement levels. Achievement levels shall range from 1 720 through 5, with level 1 being the lowest achievement level, 721 level 5 being the highest achievement level, and level 3 722 indicating grade-level satisfactory performance on an 723 assessment. 724 2.The state board shall designate by rule a passing score, 725 indicating grade-level performance, for each statewide, 726 standardized assessment. 727 3.If the commissioner seeks to revise a statewide, 728 standardized assessment and the revisions require the state 729 board to modify performance level scores, including the passing 730 score, the commissioner shall provide a copy of the proposed 731 scores and implementation plan to the President of the Senate 732 and the Speaker of the House of Representatives at least 45 90 733 days before submission to the state board for review. Until the 734 state board adopts the modifications by rule, the commissioner 735 shall use calculations for scoring the assessment that adjust 736 student scores on the revised assessment for statistical 737 equivalence to student scores on the former assessment. The 738 state board shall adopt by rule the passing score for the 739 revised assessment that is statistically equivalent to the 740 passing score on the discontinued assessment for a student who 741 is required to attain a passing score on the discontinued 742 assessment. The commissioner may, with approval of the state 743 board, discontinue administration of the former assessment upon 744 the graduation, based on normal student progression, of students 745 participating in the final regular administration of the former 746 assessment. If the commissioner revises a statewide, 747 standardized assessment and the revisions require the state 748 board to modify the passing score, only students taking the 749 assessment for the first time after the rule is adopted are 750 affected. 751 (f)Prohibited activities.A district school board shall 752 prohibit each public school from suspending a regular program of 753 curricula for purposes of administering practice assessments or 754 engaging in other assessment-preparation activities for a 755 statewide, standardized assessment. However, a district school 756 board may authorize a public school to engage in the following 757 assessment-preparation activities: 758 1.Distributing to students sample assessment books and 759 answer keys published by the Department of Education. 760 2.Providing individualized instruction in assessment 761 taking strategies, without suspending the schools regular 762 program of curricula, for a student who scores Level 1 or Level 763 2 on a prior administration of an assessment. 764 3.Providing individualized instruction in the content 765 knowledge and skills assessed, without suspending the schools 766 regular program of curricula, for a student who scores Level 1 767 or Level 2 on a prior administration of an assessment or a 768 student who, through a diagnostic assessment administered by the 769 school district, is identified as having a deficiency in the 770 content knowledge and skills assessed. 771 4.Administering a practice assessment or engaging in other 772 assessment-preparation activities that are determined necessary 773 to familiarize students with the organization of the assessment, 774 the format of assessment items, and the assessment directions or 775 that are otherwise necessary for the valid and reliable 776 administration of the assessment, as set forth in rules adopted 777 by the State Board of Education with specific reference to this 778 paragraph. 779 (g)Contracts for assessments.The commissioner shall 780 provide for the assessments to be developed or obtained, as 781 appropriate, through contracts and project agreements with 782 private vendors, public vendors, public agencies, postsecondary 783 educational institutions, or school districts. The commissioner 784 may enter into contracts for the continued administration of the 785 assessments authorized and funded by the Legislature. Contracts 786 may be initiated in 1 fiscal year and continue into the next 787 fiscal year and may be paid from the appropriations of either or 788 both fiscal years. The commissioner may negotiate for the sale 789 or lease of tests, scoring protocols, test scoring services, and 790 related materials developed pursuant to law. 791 (6)LOCAL ASSESSMENT OF STUDENT PERFORMANCE ON STATE 792 STANDARDS.Measurement of student performance is the 793 responsibility of school districts except in those subjects and 794 grade levels measured under the statewide, standardized 795 assessment program described in this section and the coordinated 796 screening and progress monitoring system under s. 1008.25(8). 797 When available, instructional personnel must be provided with 798 information on student achievement of standards and benchmarks 799 in order to improve instruction. 800 (7)ASSESSMENT SCHEDULES AND REPORTING OF RESULTS. 801 (a)The Commissioner of Education shall establish schedules 802 for the administration of statewide, standardized assessments 803 and the reporting of student assessment results. The 804 commissioner shall consider the observance of religious and 805 school holidays when developing the schedules. The assessment 806 and reporting schedules must provide the earliest possible 807 reporting of student assessment results to the school districts. 808 Assessment results for the statewide, standardized ELA and 809 Mathematics assessments and all statewide, standardized EOC 810 assessments must be made available no later than June 30, except 811 for results for the grade 3 statewide, standardized ELA 812 assessment, which must be made available no later than May 31. 813 Beginning with the 2023-2024 school year, assessment results for 814 the statewide, standardized ELA and Mathematics assessments must 815 be available no later than May 31. School districts shall 816 administer statewide, standardized assessments in accordance 817 with the schedule established by the commissioner. 818 (b)By January of each year, the commissioner shall publish 819 on the departments website a uniform calendar that includes the 820 assessment and reporting schedules for, at a minimum, the next 2 821 school years. The uniform calendar must be provided to school 822 districts in an electronic format that allows each school 823 district and public school to populate the calendar with, at 824 minimum, the following information for reporting the district 825 assessment schedules under paragraph (d): 826 1.Whether the assessment is a district-required assessment 827 or a state-required assessment. 828 2.The specific date or dates that each assessment will be 829 administered, including administrations of the coordinated 830 screening and progress monitoring system under s. 1008.25(8)(b). 831 3.The time allotted to administer each assessment. 832 4.Whether the assessment is a computer-based assessment or 833 a paper-based assessment. 834 5.The grade level or subject area associated with the 835 assessment. 836 6.The date that the assessment results are expected to be 837 available to teachers and parents. 838 7.The type of assessment, the purpose of the assessment, 839 and the use of the assessment results. 840 8.A glossary of assessment terminology. 841 9.Estimates of average time for administering state 842 required and district-required assessments, by grade level. 843 (c)The spring administration of the statewide, 844 standardized assessments in paragraphs (3)(a) and (b), excluding 845 assessment retakes, must be in accordance with the following 846 schedule: 847 1.The grade 3 statewide, standardized ELA assessment and 848 the writing portion of the statewide, standardized ELA 849 assessment must be administered no earlier than April 1 each 850 year within an assessment window not to exceed 2 weeks. 851 2.With the exception of assessments identified in 852 subparagraph 1., any statewide, standardized assessment that is 853 delivered in a paper-based format must be administered no 854 earlier than May 1 each year within an assessment window not to 855 exceed 2 weeks. 856 3.With the exception of assessments identified in 857 subparagraphs 1. and 2., any statewide, standardized assessment 858 must be administered within a 4-week assessment window that 859 opens no earlier than May 1 each year. 860 (e)A school district may not schedule more than 5 percent 861 of a students total school hours in a school year to administer 862 statewide, standardized assessments, the coordinated screening 863 and progress monitoring system under s. 1008.25(8)(b)2., and 864 district-required local assessments. The district must secure 865 written consent from a students parent before administering 866 district-required local assessments that, after applicable 867 statewide, standardized assessments and coordinated screening 868 and progress monitoring are scheduled, exceed the 5 percent test 869 administration limit for that student under this paragraph. The 870 5 percent test administration limit for a student under this 871 paragraph may be exceeded as needed to provide test 872 accommodations that are required by an IEP or are appropriate 873 for an English language learner who is currently receiving 874 services in a program operated in accordance with an approved 875 English language learner district plan pursuant to s. 1003.56. 876 Notwithstanding this paragraph, a student may choose within a 877 school year to take an examination or assessment adopted by 878 State Board of Education rule pursuant to this section and ss. 879 1007.27, 1008.30, and 1008.44. 880 (g)A school district must provide a students performance 881 results on district-required local assessments to the students 882 teachers and parent within 1 week and to the students parents 883 no later than 30 days after administering such assessments, 884 unless the superintendent determines in writing that extenuating 885 circumstances exist and reports the extenuating circumstances to 886 the district school board. Results must be made available 887 through a web-based portal as part of the school districts 888 learning management system and in a printed format upon request 889 by a students parent. 890 (h)The results of statewide, standardized assessment in 891 ELA and mathematics, science, and social studies, including 892 assessment retakes, shall be reported in an easy-to-read and 893 understandable format and delivered in time to provide useful, 894 actionable information to students, parents, and each students 895 current teacher of record and teacher of record for the 896 subsequent school year; however, in any case, the district shall 897 provide the results pursuant to this paragraph within 1 week 898 after receiving the results from the department. A report of 899 student assessment results must, at a minimum, contain: 900 1.A clear explanation of the students performance on the 901 applicable statewide, standardized assessments. 902 2.Information identifying the students areas of strength 903 and areas in need of improvement. 904 3.Specific actions that may be taken, and the available 905 resources that may be used, by the students parent to assist 906 his or her child based on the students areas of strength and 907 areas in need of improvement. 908 4.Longitudinal information, if available, on the students 909 progress in each subject area based on previous statewide, 910 standardized assessment data. 911 5.Comparative information showing the students score 912 compared to other students in the school district, in the state, 913 or, if available, in other states. 914 6.Predictive information, if available, showing the 915 linkage between the scores attained by the student on the 916 statewide, standardized assessments and the scores he or she may 917 potentially attain on nationally recognized college entrance 918 examinations. 919 920 The information included under this paragraph relating to 921 results from the statewide, standardized ELA assessments for 922 grades 3 through 10 and Mathematics assessments for grades 3 923 through 8 must be included in individual student reports under 924 s. 1008.25(8)(c). 925 (i)The State Board of Education shall adopt rules for the 926 development of the uniform calendar that, at minimum, define 927 terms that must be used in the calendar to describe various 928 assessments, including the terms progress monitoring, 929 summative assessment, formative assessment, and interim 930 assessment. 931 (13)INDEPENDENT REVIEW.By January 31, 2025, the 932 Commissioner of Education shall provide recommendations to the 933 Governor, the President of the Senate, and the Speaker of the 934 House of Representatives based on an independent review of the 935 coordinated screening and progress monitoring system under s. 936 1008.25(8). At a minimum, the review and recommendations must 937 address: 938 (a)The feasibility and validity of using results from 939 either the first or second administration of progress 940 monitoring, or both, in lieu of using the comprehensive, end-of 941 year progress monitoring assessment for purposes of 942 demonstrating a passing score, promotion to grade 4, meeting 943 graduation requirements, and calculating school grades in 944 accordance with s. 1008.34. 945 (b)Options for further reducing the statewide, 946 standardized assessment footprint while maintaining valid and 947 reliable data for purposes of school accountability and 948 providing school and student supports, including the use of 949 computer-adaptive assessments, consistent with the requirements 950 of the federal Elementary and Secondary Education Act, 20 U.S.C. 951 ss. 6301 et seq. and its implementing regulations. 952 (c)The feasibility and validity of remotely administering 953 statewide, standardized assessments and the coordinated 954 screening and progress monitoring system. 955 (d)Accelerating student progression based on results from 956 the coordinated screening and progress monitoring system, as 957 academically and developmentally appropriate. 958 (e)The incorporation of content from ELA instructional 959 materials adopted by the Commissioner of Education pursuant to 960 s. 1006.34 in test items within the coordinated screening and 961 progress monitoring system under s. 1008.25(8). 962 (f)The impact of the coordinated screening and progress 963 monitoring system on student learning growth data as measured by 964 the formula approved under s. 1012.34(7). 965 966 This subsection is repealed July 1, 2025. 967 Section 13.Section 1008.25, Florida Statutes, is amended 968 to read: 969 1008.25Public school student progression; student support; 970 coordinated screening and progress monitoring; reporting 971 requirements. 972 (1)INTENT.It is the intent of the Legislature that each 973 students progression from one grade to another be determined, 974 in part, upon satisfactory performance in English Language Arts, 975 social studies, science, and mathematics; that district school 976 board policies facilitate student achievement; that each student 977 and his or her parent be informed of that students academic 978 progress; and that students have access to educational options 979 that provide academically challenging coursework or accelerated 980 instruction pursuant to s. 1002.3105. 981 (2)STUDENT PROGRESSION PLAN.Each district school board 982 shall establish a comprehensive plan for student progression 983 which must provide for a students progression from one grade to 984 another based on the students mastery of the standards in s. 985 1003.41, specifically English Language Arts, mathematics, 986 science, and social studies standards. The plan must: 987 (a)Include criteria that emphasize student reading 988 proficiency in kindergarten through grade 3 and provide targeted 989 instructional support for students with identified deficiencies 990 in English Language Arts, mathematics, science, and social 991 studies. High schools shall use all available assessment 992 results, including the results of statewide, standardized 993 English Language Arts assessments and end-of-course assessments 994 for Algebra I and Geometry, to advise students of any identified 995 deficiencies and to provide appropriate postsecondary 996 preparatory instruction before high school graduation. The 997 results of evaluations used to monitor a students progress in 998 grades K-12 must be provided to the students teacher in a 999 timely manner and as otherwise required by law. Thereafter, 1000 evaluation results must be provided to the students parent in a 1001 timely manner. When available, instructional personnel must be 1002 provided with information on student achievement of standards 1003 and benchmarks in order to improve instruction. 1004 (b)1.List the student eligibility and procedural 1005 requirements established by the school district for whole-grade 1006 promotion, midyear promotion, and subject-matter acceleration 1007 that would result in a student attending a different school, 1008 pursuant to s. 1002.3105(2)(b). 1009 2.Notify parents and students of the school districts 1010 process by which a parent may request student participation in 1011 whole-grade promotion, midyear promotion, or subject-matter 1012 acceleration that would result in a student attending a 1013 different school, pursuant to s. 1002.3105(4)(b)2. 1014 (c)1.Advise parents and students that additional ACCEL 1015 options may be available at the students school, pursuant to s. 1016 1002.3105. 1017 2.Advise parents and students to contact the principal at 1018 the students school for information related to student 1019 eligibility requirements for whole-grade promotion, midyear 1020 promotion, and subject-matter acceleration when the promotion or 1021 acceleration occurs within the principals school; virtual 1022 instruction in higher grade level subjects; and any other ACCEL 1023 options offered by the principal, pursuant to s. 1024 1002.3105(2)(a). 1025 3.Advise parents and students to contact the principal at 1026 the students school for information related to the schools 1027 process by which a parent may request student participation in 1028 whole-grade promotion, midyear promotion, and subject-matter 1029 acceleration when the promotion or acceleration occurs within 1030 the principals school; virtual instruction in higher grade 1031 level subjects; and any other ACCEL options offered by the 1032 principal, pursuant to s. 1002.3105(4)(b)1. 1033 (d)Advise parents and students of the early graduation 1034 options under s. 1003.4281. 1035 (e)List, or incorporate by reference, all dual enrollment 1036 courses contained within the dual enrollment articulation 1037 agreement established pursuant to s. 1007.271(21). 1038 (f)Provide instructional sequences by which students in 1039 kindergarten through high school may attain progressively higher 1040 levels of skill in the use of digital tools and applications. 1041 The instructional sequences must include participation in 1042 curricular and instructional options and the demonstration of 1043 competence of standards required pursuant to ss. 1003.41 and 1044 1003.4203 through attainment of industry certifications and 1045 other means of demonstrating credit requirements identified 1046 under ss. 1002.3105, 1003.4203, and 1003.4282. 1047 (3)ALLOCATION OF RESOURCES.District school boards shall 1048 allocate remedial and supplemental instruction resources to 1049 students in the following priority: 1050 (a)Students in kindergarten through grade 3 who have a 1051 substantial deficiency in reading as determined in paragraph 1052 (5)(a). 1053 (b)Students who fail to meet performance levels required 1054 for promotion consistent with the district school boards plan 1055 for student progression required in subsection (2). 1056 (4)ASSESSMENT AND SUPPORT. 1057 (a)Each student must participate in the statewide, 1058 standardized assessment program required under s. 1008.22 and 1059 the Voluntary Prekindergarten Education Program through grade 8 1060 coordinated screening and progress monitoring system required 1061 under subsection (8). Each student who does not achieve a Level 1062 3 or above on the statewide, standardized English Language Arts 1063 assessment, the statewide, standardized Mathematics assessment, 1064 or the Algebra I EOC assessment must be evaluated to determine 1065 the nature of the students difficulty, the areas of academic 1066 need, and strategies for providing academic supports to improve 1067 the students performance. 1068 (b)A student who is not meeting the school district or 1069 state requirements for satisfactory performance in English 1070 Language Arts and mathematics must be covered by one of the 1071 following plans: 1072 1.A federally required student plan such as an individual 1073 education plan; 1074 2.A schoolwide system of progress monitoring for all 1075 students, except a student who scores Level 4 or above on the 1076 English Language Arts and Mathematics assessments may be 1077 exempted from participation by the principal; or 1078 3.An individualized progress monitoring plan. 1079 (c)A student who has a substantial reading deficiency as 1080 determined in paragraph (5)(a) must be covered by a federally 1081 required student plan, such as an individual education plan or 1082 an individualized progress monitoring plan, or both, as 1083 necessary. 1084 (5)READING DEFICIENCY AND PARENTAL NOTIFICATION. 1085 (a)Any student in kindergarten through grade 3 who 1086 exhibits a substantial deficiency in reading based upon 1087 screening, diagnostic, progress monitoring, or assessment data; 1088 statewide assessments; or teacher observations must be provided 1089 intensive, explicit, systematic, and multisensory reading 1090 interventions immediately following the identification of the 1091 reading deficiency. A school may not wait for a student to 1092 receive a failing grade at the end of a grading period to 1093 identify the student as having a substantial reading deficiency 1094 and initiate intensive reading interventions. In addition, a 1095 school may not wait until an evaluation conducted pursuant to s. 1096 1003.57 is completed to provide appropriate, evidence-based 1097 interventions for a student whose parent submits documentation 1098 from a professional licensed under chapter 490 which 1099 demonstrates that the student has been diagnosed with dyslexia. 1100 Such interventions must be initiated upon receipt of the 1101 documentation and based on the students specific areas of 1102 difficulty as identified by the licensed professional. A 1103 students reading proficiency must be monitored and the 1104 intensive interventions must continue until the student 1105 demonstrates grade level proficiency in a manner determined by 1106 the district, which may include achieving a Level 3 on the 1107 statewide, standardized English Language Arts assessment. The 1108 State Board of Education shall identify by rule guidelines for 1109 determining whether a student in kindergarten through grade 3 1110 has a substantial deficiency in reading. 1111 (b)A Voluntary Prekindergarten Education Program student 1112 who exhibits a substantial deficiency in early literacy skills 1113 in accordance with the standards under s. 1002.67(1)(a) and 1114 based upon the results of the administration of the final 1115 coordinated screening and progress monitoring under subsection 1116 (8) s. 1008.2125 shall be referred to the local school district 1117 and may be eligible to receive intensive reading interventions 1118 before participating in kindergarten. Such intensive reading 1119 interventions shall be paid for using funds from the districts 1120 evidence-based research-based reading instruction allocation in 1121 accordance with s. 1011.62(8) s. 1011.62(9). 1122 (c)To be promoted to grade 4, a student must score a Level 1123 2 or higher on the statewide, standardized English Language Arts 1124 assessment required under s. 1008.22 for grade 3. If a students 1125 reading deficiency is not remedied by the end of grade 3, as 1126 demonstrated by scoring Level 2 or higher on the statewide, 1127 standardized assessment required under s. 1008.22 for grade 3, 1128 the student must be retained. 1129 (d)The parent of any student who exhibits a substantial 1130 deficiency in reading, as described in paragraph (a), must be 1131 notified in writing of the following: 1132 1.That his or her child has been identified as having a 1133 substantial deficiency in reading, including a description and 1134 explanation, in terms understandable to the parent, of the exact 1135 nature of the students difficulty in learning and lack of 1136 achievement in reading. 1137 2.A description of the current services that are provided 1138 to the child. 1139 3.A description of the proposed intensive interventions 1140 and supports that will be provided to the child that are 1141 designed to remediate the identified area of reading deficiency. 1142 4.That if the childs reading deficiency is not remediated 1143 by the end of grade 3, the child must be retained unless he or 1144 she is exempt from mandatory retention for good cause. 1145 5.Strategies, including multisensory strategies, through a 1146 read-at-home plan the parent can use in helping his or her child 1147 succeed in reading. The read-at-home plan must provide access to 1148 the resources identified in paragraph (e) paragraph (d). 1149 6.That the statewide, standardized English Language Arts 1150 assessment is not the sole determiner of promotion and that 1151 additional evaluations, portfolio reviews, and assessments are 1152 available to the child to assist parents and the school district 1153 in knowing when a child is reading at or above grade level and 1154 ready for grade promotion. 1155 7.The districts specific criteria and policies for a 1156 portfolio as provided in subparagraph (6)(b)4. and the evidence 1157 required for a student to demonstrate mastery of Floridas 1158 academic standards for English Language Arts. A school must 1159 immediately begin collecting evidence for a portfolio when a 1160 student in grade 3 is identified as being at risk of retention 1161 or upon the request of the parent, whichever occurs first. 1162 8.The districts specific criteria and policies for 1163 midyear promotion. Midyear promotion means promotion of a 1164 retained student at any time during the year of retention once 1165 the student has demonstrated ability to read at grade level. 1166 9.Information about the students eligibility for the New 1167 Worlds Reading Initiative under s. 1003.485 and information on 1168 parent training modules and other reading engagement resources 1169 available through the initiative. 1170 1171 After initial notification, the school shall apprise the parent 1172 at least monthly of the students progress in response to the 1173 intensive interventions and supports. Such communications must 1174 be in writing and must explain any additional interventions or 1175 supports that will be implemented to accelerate the students 1176 progress if the interventions and supports already being 1177 implemented have not resulted in improvement. 1178 (e)The Department of Education shall compile resources 1179 that each school district must incorporate into a read-at-home 1180 plan provided to the parent of a student who is identified as 1181 having a substantial reading deficiency pursuant to paragraph 1182 (d) paragraph (c). The resources must be made available in an 1183 electronic format that is accessible online and must include the 1184 following: 1185 1.Developmentally appropriate, evidence-based strategies 1186 and programming, including links to video training modules and 1187 opportunities to sign up for at-home reading tips delivered 1188 periodically via text and e-mail, which a parent can use to help 1189 improve his or her childs literacy skills. 1190 2.An overview of the types of assessments used to identify 1191 reading deficiencies and what those assessments measure or do 1192 not measure, the frequency with which the assessments are 1193 administered, and the requirements for interventions and 1194 supports that districts must provide to students who do not make 1195 adequate academic progress. 1196 3.An overview of the process for initiating and conducting 1197 evaluations for exceptional education eligibility. The overview 1198 must include an explanation that a diagnosis of a medical 1199 condition alone is not sufficient to establish exceptional 1200 education eligibility but may be used to document how that 1201 condition relates to the students eligibility determination and 1202 may be disclosed in an eligible students individual education 1203 plan when necessary to inform school personnel responsible for 1204 implementing the plan. 1205 4.Characteristics of conditions associated with learning 1206 disorders, including dyslexia, dysgraphia, dyscalculia, and 1207 developmental aphasia. 1208 5.A list of resources that support informed parent 1209 involvement in decisionmaking processes for students who have 1210 difficulty in learning. 1211 1212 Upon the request of a parent, resources meeting the requirements 1213 of this paragraph must be provided to the parent in a hardcopy 1214 format. 1215 (6)ELIMINATION OF SOCIAL PROMOTION. 1216 (a)No student may be assigned to a grade level based 1217 solely on age or other factors that constitute social promotion. 1218 (b)The district school board may only exempt students from 1219 mandatory retention, as provided in paragraph (5)(c), for good 1220 cause. A student who is promoted to grade 4 with a good cause 1221 exemption shall be provided intensive reading instruction and 1222 intervention that include specialized diagnostic information and 1223 specific reading strategies to meet the needs of each student so 1224 promoted. The school district shall assist schools and teachers 1225 with the implementation of explicit, systematic, and 1226 multisensory reading instruction and intervention strategies for 1227 students promoted with a good cause exemption which research has 1228 shown to be successful in improving reading among students who 1229 have reading difficulties. Good cause exemptions are limited to 1230 the following: 1231 1.Limited English proficient students who have had less 1232 than 2 years of instruction in an English for Speakers of Other 1233 Languages program based on the initial date of entry into a 1234 school in the United States. 1235 2.Students with disabilities whose individual education 1236 plan indicates that participation in the statewide assessment 1237 program is not appropriate, consistent with the requirements of 1238 s. 1008.212. 1239 3.Students who demonstrate an acceptable level of 1240 performance on an alternative standardized reading or English 1241 Language Arts assessment approved by the State Board of 1242 Education. 1243 4.A student who demonstrates through a student portfolio 1244 that he or she is performing at least at Level 2 on the 1245 statewide, standardized English Language Arts assessment. 1246 5.Students with disabilities who take the statewide, 1247 standardized English Language Arts assessment and who have an 1248 individual education plan or a Section 504 plan that reflects 1249 that the student has received intensive instruction in reading 1250 or English Language Arts for more than 2 years but still 1251 demonstrates a deficiency and was previously retained in 1252 kindergarten, grade 1, grade 2, or grade 3. 1253 6.Students who have received intensive reading 1254 intervention for 2 or more years but still demonstrate a 1255 deficiency in reading and who were previously retained in 1256 kindergarten, grade 1, grade 2, or grade 3 for a total of 2 1257 years. A student may not be retained more than once in grade 3. 1258 (c)Requests for good cause exemptions for students from 1259 the mandatory retention requirement as described in 1260 subparagraphs (b)3. and 4. shall be made consistent with the 1261 following: 1262 1.Documentation shall be submitted from the students 1263 teacher to the school principal that indicates that the 1264 promotion of the student is appropriate and is based upon the 1265 students academic record. In order to minimize paperwork 1266 requirements, such documentation shall consist only of the 1267 existing progress monitoring plan, individual educational plan, 1268 if applicable, report card, or student portfolio. 1269 2.The school principal shall review and discuss such 1270 recommendation with the teacher and make the determination as to 1271 whether the student should be promoted or retained. If the 1272 school principal determines that the student should be promoted, 1273 the school principal shall make such recommendation in writing 1274 to the district school superintendent. The district school 1275 superintendent shall accept or reject the school principals 1276 recommendation in writing. 1277 (7)SUCCESSFUL PROGRESSION FOR RETAINED THIRD GRADE 1278 STUDENTS. 1279 (a)Students retained under paragraph (5)(c) must be 1280 provided intensive interventions in reading to ameliorate the 1281 students specific reading deficiency and prepare the student 1282 for promotion to the next grade. These interventions must 1283 include: 1284 1.Evidence-based, explicit, systematic, and multisensory 1285 reading instruction in phonemic awareness, phonics, fluency, 1286 vocabulary, and comprehension and other strategies prescribed by 1287 the school district. 1288 2.Participation in the school districts summer reading 1289 camp, which must incorporate the instructional and intervention 1290 strategies under subparagraph 1. 1291 3.A minimum of 90 minutes of daily, uninterrupted reading 1292 instruction incorporating the instructional and intervention 1293 strategies under subparagraph 1. This instruction may include: 1294 a.Coordinated integration of content-rich texts in science 1295 and civic literacy within the 90-minute block. 1296 b.Small group instruction. 1297 c.Reduced teacher-student ratios. 1298 d.More frequent progress monitoring. 1299 e.Tutoring or mentoring. 1300 f.Transition classes containing 3rd and 4th grade 1301 students. 1302 g.Extended school day, week, or year. 1303 (b)Each school district shall: 1304 1.Provide written notification to the parent of a student 1305 who is retained under paragraph (5)(c) that his or her child has 1306 not met the achievement proficiency level required for promotion 1307 and the reasons the child is not eligible for a good cause 1308 exemption as provided in paragraph (6)(b). The notification must 1309 comply with paragraph (5)(d) and must include a description of 1310 proposed interventions and supports that will be provided to the 1311 child to remediate the identified areas of reading deficiency. 1312 2.Implement a policy for the midyear promotion of a 1313 student retained under paragraph (5)(c) who can demonstrate that 1314 he or she is a successful and independent reader and performing 1315 at or above grade level in reading or, upon implementation of 1316 English Language Arts assessments, performing at or above grade 1317 level in English Language Arts. Tools that school districts may 1318 use in reevaluating a student retained may include subsequent 1319 assessments, alternative assessments, and portfolio reviews, in 1320 accordance with rules of the State Board of Education. Students 1321 promoted during the school year after November 1 must 1322 demonstrate achievement proficiency levels in reading equivalent 1323 to the level necessary for the beginning of grade 4. The rules 1324 adopted by the State Board of Education must include standards 1325 that provide a reasonable expectation that the students 1326 progress is sufficient to master appropriate grade 4 level 1327 reading skills. 1328 3.Provide students who are retained under paragraph 1329 (5)(c), including students participating in the school 1330 districts summer reading camp under subparagraph (a)2., with a 1331 highly effective teacher who is certified or endorsed in reading 1332 and is rated highly effective as determined by the teachers 1333 performance evaluation under s. 1012.34, and, beginning July 1, 1334 2020, the teacher must also be certified or endorsed in reading. 1335 4.Establish at each school, when applicable, an intensive 1336 reading acceleration course for any student retained in grade 3 1337 who was previously retained in kindergarten, grade 1, or grade 1338 2. The intensive reading acceleration course must provide the 1339 following: 1340 a.Uninterrupted reading instruction for the majority of 1341 student contact time each day and opportunities to master the 1342 grade 4 Next Generation Sunshine state academic standards in 1343 other core subject areas through content-rich texts. 1344 b.Small group instruction. 1345 c.Reduced teacher-student ratios. 1346 d.The use of explicit, systematic, and multisensory 1347 reading interventions, including intensive language, phonics, 1348 and vocabulary instruction, and use of a speech-language 1349 therapist if necessary, that have proven results in accelerating 1350 student reading achievement within the same school year. 1351 e.A read-at-home plan. 1352 (8)COORDINATED SCREENING AND PROGRESS MONITORING SYSTEM. 1353 (a)The Department of Education, in collaboration with the 1354 Office of Early Learning, shall procure and require the use of a 1355 statewide, standardized coordinated screening and progress 1356 monitoring system for the Voluntary Prekindergarten Education 1357 Program and public schools serving kindergarten through grade 8 1358 students. The system must: 1359 1.Measure student progress in the Voluntary 1360 Prekindergarten Education Program through grade 8 in meeting the 1361 appropriate expectations in early literacy and mathematics 1362 skills and in English Language Arts and mathematics standards as 1363 required by ss. 1002.67(1)(a) and 1003.41 and identify the 1364 educational strengths and needs of students. 1365 2.For students in the Voluntary Prekindergarten Education 1366 Program through grade 3, measure student performance in oral 1367 language development, phonological and phonemic awareness, 1368 knowledge of print and letters, decoding, fluency, vocabulary, 1369 and comprehension, as applicable by grade level, and, at a 1370 minimum, provide interval level and norm-referenced data that 1371 measures equivalent levels of growth. 1372 3.Be a valid, reliable, and developmentally appropriate 1373 computer-based computer-adaptive direct instrument that provides 1374 screening and diagnostic capabilities for monitoring student 1375 progress; identifies students who have a substantial deficiency 1376 in reading, including identifying students with characteristics 1377 of dyslexia and other learning disorders; and informs 1378 instruction. Beginning with the 2023-2024 school year, the 1379 coordinated screening and progress monitoring system must be 1380 computer-adaptive. 1381 4.Provide data for Voluntary Prekindergarten Education 1382 Program accountability as required under s. 1002.68 s. 1002.67. 1383 5.Provide Voluntary Prekindergarten Education Program 1384 providers, school districts, schools, and teachers, and parents 1385 with data and resources that enhance differentiated instruction 1386 and parent communication. 1387 6.Provide baseline data to the department of each 1388 students readiness for kindergarten. The determination of 1389 kindergarten readiness must be based on the results of each 1390 students initial progress monitoring assessment in 1391 kindergarten. The methodology for determining a students 1392 readiness for kindergarten must be developed by the department 1393 and aligned to the methodology adopted pursuant to s. 1394 1002.68(4). 1395 7.Assess how well educational goals and curricular 1396 standards are met at the provider, school, district, and state 1397 levels and provide information to the department to aid in the 1398 development of educational programs, policies, and supports for 1399 providers, districts, and schools. 1400 (b)Beginning with the 2022-2023 school year, private 1401 Voluntary Prekindergarten Education Program providers and public 1402 schools must participate in the coordinated screening and 1403 progress monitoring system pursuant to this paragraph. 1404 1.For students in the Voluntary Prekindergarten Education 1405 Program through grade 2, the coordinated screening and progress 1406 monitoring system must be administered at least three times 1407 within a program year or school year, as applicable, with the 1408 first administration occurring no later than the first 30 1409 instructional days after a students enrollment or the start of 1410 the program year or school year, the second administration 1411 occurring midyear, and the third administration occurring within 1412 the last 30 days of the program or school year pursuant to state 1413 board rule. The state board may adopt alternate timeframes to 1414 address nontraditional school year calendars or summer programs 1415 to ensure the coordinated screening and progress monitoring 1416 program is administered a minimum of three times within a year 1417 or program. 1418 2.For grades 3 through 10 English Language Arts and grades 1419 3 through 8 Mathematics, the coordinated screening and progress 1420 monitoring system must be administered at the beginning, middle, 1421 and end of the school year pursuant to state board rule. The 1422 end-of-year administration of the coordinated screening and 1423 progress monitoring system must be a comprehensive progress 1424 monitoring assessment administered in accordance with the 1425 scheduling requirements under s. 1008.22(7)(c). 1426 (c)To facilitate timely interventions and supports 1427 pursuant to subsection (4), the system must provide results from 1428 the first two administrations of the progress monitoring to a 1429 students teacher within 1 week and to the students parent 1430 within 2 weeks of the administration of the progress monitoring. 1431 Delivery of results from the comprehensive, end-of-year progress 1432 monitoring ELA assessment for grades 3 through 10 and 1433 Mathematics assessment for grades 3 through 8 must be in 1434 accordance with s. 1008.22(7)(h). 1435 1.A students results from the coordinated screening and 1436 progress monitoring system must be recorded in a written, easy 1437 to-comprehend individual student report. Each school district 1438 shall provide a parent secure access to his or her childs 1439 individual student reports through a web-based portal as part of 1440 its learning management system. Each early learning coalition 1441 shall provide parents the individual student report in a format 1442 determined by state board rule. 1443 2.In addition to the information under subparagraph (a)5., 1444 the report must also include parent resources that explain the 1445 purpose of progress monitoring, assist the parent in 1446 interpreting progress monitoring results, and support informed 1447 parent involvement. Parent resources may include personalized 1448 video formats. 1449 3.The department shall annually update school districts 1450 and early learning coalitions on new system features and 1451 functionality and collaboratively identify with school districts 1452 and early learning coalitions strategies for meaningfully 1453 reporting to parents results from the coordinated screening and 1454 progress monitoring system. 1455 4.An individual student report must be provided in a 1456 printed format upon a parents request 1457 (c)A Voluntary Prekindergarten Education Program student 1458 who is at risk of being identified as having a substantial 1459 deficiency in early literacy skills, based upon results under 1460 this subsection, must be referred to the school district in 1461 which he or she resides and may be eligible to receive early 1462 literacy instruction and interventions after program completion 1463 and before participating in kindergarten. Such instruction and 1464 interventions may be paid for using funds from the school 1465 districts evidence-based reading instruction allocation in 1466 accordance with s. 1011.62(9). 1467 (d)Screening and progress monitoring system results, 1468 including the number of students who demonstrate characteristics 1469 of dyslexia, shall be reported to the department pursuant to 1470 state board rule and maintained in the departments Education 1471 Data Warehouse. Results must be provided to a students teacher 1472 and parent in a timely manner as required in s. 1008.22(7)(g). 1473 (e)The department, in collaboration with the Office of 1474 Early Learning, shall provide training and support for effective 1475 implementation of the screening and progress monitoring system. 1476 (9)ANNUAL REPORT. 1477 (a)In addition to the requirements in paragraph (5)(c), 1478 each district school board must annually report to the parent of 1479 each student the progress of the student toward achieving state 1480 and district expectations for proficiency in English Language 1481 Arts, science, social studies, and mathematics. The district 1482 school board must report to the parent the students results on 1483 each statewide, standardized assessment and the coordinated 1484 screening and progress monitoring system under subsection (8). 1485 The evaluation of each students progress must be based upon the 1486 students classroom work, observations, tests, district and 1487 state assessments, response to intensive interventions provided 1488 under paragraph (5)(a), and other relevant information. Progress 1489 reporting must be provided to the parent in writing in a format 1490 adopted by the district school board and must be accessible 1491 through secure, web-based options. 1492 (b)Each district school board must annually publish on the 1493 district website and in the local newspaper the following 1494 information on the prior school year: 1495 1.The provisions of this section relating to public school 1496 student progression and the district school boards policies and 1497 procedures on student retention and promotion. 1498 2.By grade, the number and percentage of all students in 1499 grades 3 through 10 performing at Levels 1 and 2 on the 1500 statewide, standardized English Language Arts assessment. 1501 3.By grade, the number and percentage of all students 1502 retained in kindergarten through grade 10. 1503 4.Information on the total number of students who were 1504 promoted for good cause, by each category of good cause as 1505 specified in paragraph (6)(b). 1506 5.Any revisions to the district school boards policies 1507 and procedures on student retention and promotion from the prior 1508 year. 1509 (10)RULEMAKING.The State Board of Education shall adopt 1510 rules pursuant to ss. 120.536(1) and 120.54 for the 1511 administration of this section. 1512 Section 14.Subsection (7) is added to section 1008.34, 1513 Florida Statutes, to read: 1514 1008.34School grading system; school report cards; 1515 district grade. 1516 (7)TRANSITION.To assist in the transition to 2022-2023 1517 school grades and district grades calculated based on the 1518 comprehensive, end-of-year progress monitoring assessment under 1519 s. 1008.25(8), the 2022-2023 school grades and district grades 1520 shall serve as an informational baseline for schools and 1521 districts to work toward improved performance in future years. 1522 Accordingly, notwithstanding any other provision of law: 1523 (a)Due to the absence of learning gains data in the 2022 1524 2023 school year, the initial school grading scale for the 2022 1525 2023 informational baseline grades shall be set so that the 1526 percentage of schools that earn an A, B, C, D, and F 1527 is statistically equivalent to the 2021-2022 school grades 1528 results. When learning gains data becomes available in the 2023 1529 2024 school year, the State Board of Education shall review the 1530 school grading scale and determine if the scale should be 1531 adjusted. 1532 (b)A school may not be required to select and implement a 1533 turnaround option pursuant to s. 1008.33 in the 2023-2024 school 1534 year based on the schools 2022-2023 grade. The benefits of s. 1535 1008.33(4)(c), relating to a school being released from 1536 implementation of the turnaround option, and s. 1008.33(4)(d), 1537 relating to a school implementing strategies identified in its 1538 school improvement plan, apply to a school using turnaround 1539 options pursuant to s. 1008.33 which improves to a grade of C 1540 or higher during the 2022-2023 school year. 1541 (c)A school or approved provider under s. 1002.45 which 1542 receives the same or lower school grade for the 2022-2023 school 1543 year compared to the 2021-2022 school year is not subject to 1544 sanctions or penalties that would otherwise occur as a result of 1545 the 2022-2023 school grade or rating. A charter school system or 1546 school district designated as high performing may not lose the 1547 designation based on the 2022-2023 school grades of any of the 1548 schools within the charter school system or school district or 1549 based on the 2022-2023 district grade, as applicable. 1550 (d)For purposes of determining grade 3 retention pursuant 1551 to s. 1008.25(5) and high school graduation pursuant to s. 1552 1003.4282, student performance on the 2022-2023 comprehensive, 1553 end-of-year progress monitoring assessment under s. 1008.25(8) 1554 shall be linked to 2021-2022 student performance expectations. 1555 In addition to the good cause exemptions under s. 1008.25(6), a 1556 student may be promoted to grade 4 for the 2023-2024 school year 1557 if the student demonstrates an acceptable level of performance 1558 through means reasonably calculated by the school district to 1559 provide reliable evidence of the students performance. 1560 1561 This subsection is repealed July 1, 2025. 1562 Section 15.Subsection (7) is added to section 1008.341, 1563 Florida Statutes, to read: 1564 1008.341School improvement rating for alternative 1565 schools. 1566 (7)TRANSITION.Due to the absence of learning gains data 1567 in the 2022-2023 school year, school improvement ratings will 1568 not be calculated for the 2022-2023 school year. When learning 1569 gains data becomes available in the 2023-2024 school year, the 1570 State Board of Education shall set the scale for the 1571 Commendable, Maintaining, and Unsatisfactory ratings 1572 pursuant to rule. This subsection is repealed July 1, 2025. 1573 Section 16.This act shall take effect July 1, 2022.