This docum ent does not reflect the intent or official position of the bill sponsor or House of Representatives.
STORAGE NAME: h1537c.APC
DATE: 4/11/2023
HOUSE OF REPRESENTATIVES STAFF ANALYSIS
BILL #: CS/HB 1537 Education
SPONSOR(S): Education Quality Subcommittee, Rizo and others
TIED BILLS: None. IDEN./SIM. BILLS: SB 1430
REFERENCE ACTION ANALYST STAFF DIRECTOR or
BUDGET/POLICY CHIEF
1) Education Quality Subcommittee 18 Y, 0 N, As CS McDaniel Sanchez
2) Appropriations Committee Potvin Pridgeon
3) Education & Employment Committee
SUMMARY ANALYSIS
The bill improves the overall quality of Florida’s teacher preparation programs by:
Streamlining instruction and assessment in educator preparation institute (EPI) programs by requiring candidate
instruction and assessment on the Florida Educator Accomplished Practices and state academic standards;
Requiring EPI candidates to demonstrate competency and participate in field experiences that are relevant to
their individual educational plan;
Expanding initial teacher preparation programs’ core curricula to include instructional practices to support
effective, research-based assessment and grading practices aligned to the state’s academic standards;
Delineating, separating, and renaming Professional Learning Certification Programs and Professional Education
Competency Programs.
The bill requires a system-wide shift from professional development to professional learning by defining the requirements
for professional learning and requiring the Department of Education (DOE) to create a high-quality programs web-based
marketplace. The bill protects administrators’ responsibility to visit and observe classroom teachers throughout the year.
The bill extends temporary teaching certificates from three years to five years and limits the certificate to a one-time, non-
renewable issuance. The bill expands eligibility for temporary certification to candidates who are currently enrolled in
state-approved teacher preparation programs and meet certain requirements.
Beginning in the 2023-2024 school year, the bill replaces the standard high school diploma requirement to earn one credit
in practical arts with one credit in career education for students entering grade 9; and, adds additional measures to the
school grades formula.
The bill authorizes school districts to select the Classic Learning Test (CLT) for an annual districtwide administration for
certain students and allows students to earn a concordant score on the CLT to meet the initial eligibility requirements for
the Bright Futures Scholarship Program.
The bill also expands postsecondary credit pathways and incentives for school districts and teachers. The DOE, in
consultation with the Board of Governors, shall report to the Legislature by January 1, 2024, on the alignment between
acceleration mechanisms for secondary students and student success.
The bill makes several changes to school district funding mechanisms:
Amends the Teachers Classroom Supply Assistance Program to require the DOE to administer a competitive
procurement through which classroom teachers may purchase classroom materials and supplies.
Removes the cap of 0.1 FTE for Career and Professional Education (CAPE) certificates or certifications earned
within the same fiscal year by elementary and middle grades students.
Requires the Turnaround School Supplemental Services Allocation be based on actual student enrollment from
the October FTE survey and removes the four-year maximum limitation for school eligibility for the program.
The bill has an indeterminate fiscal impact. See Fiscal Analysis.
The bill has an effective date of July 1, 2023, except as otherwise provided in section 19, which is effective upon
becoming law. STORAGE NAME: h1537c.APC PAGE: 2
DATE: 4/11/2023
FULL ANALYSIS
I. SUBSTANTIVE ANALYSIS
A. EFFECT OF PROPOSED CHANGES:
Teacher Preparation Programs
Present Situation
Teacher preparation programs are accountable for producing individuals with the competencies and
skills necessary to achieve the state education goals.
1
State-approved teacher preparation programs
are offered by Florida public and private postsecondary institutions, public school districts, and private
providers. Candidates for educator certification can, depending on the type of program, demonstrate
mastery of general knowledge, professional preparation and education competence, and/or subject
area knowledge for purposes of attaining an educator certificate.
2
There are various state-approved teacher preparation programs that individuals may use to receive the
training needed to attain teaching credentials and qualify for a Florida Professional Educator
Certification, including:
3
Initial Teacher Preparation programs: “Traditional” teacher preparation programs are offered by
Florida postsecondary institutions and typically culminate in a bachelor's or master's degree.
The programs require candidates to demonstrate mastery of subject area knowledge in one or
more specific subject areas(s), mastery of general knowledge, and mastery of professional
preparation and education competence. Program completers qualify for a professional educator
certificate.
Educator Preparation Institutes: Alternative certification programs offered by postsecondary
institutions and qualified private providers for baccalaureate degree holders. The programs
provide professional preparation for career-changers and recent college graduates who do not
already possess a professional educator certificate. They require mastery of general knowledge,
mastery of subject area knowledge and mastery of professional preparation and education
competence.
District Professional Development Certification and Education Competency Programs: Cohesive
competency-based professional preparation certification programs offered by school districts,
charter schools, and charter management districts by which the instructional staff can satisfy the
mastery of professional preparation and education competence requirements.
4
In addition to
completing the district program, candidates must demonstrate mastery of general knowledge
5
and subject area knowledge.
6
Mastery of general knowledge for a professional teaching certificate may be demonstrated through
several methods, including passing one of several different examinations identified by the State Board
of Education (SBE),
7
having a valid teaching certificate from another state,
8
having a SBE approved
1
Section 1004.04(1)(b), F.S.
2
See Florida Department of Education, Professional Development in Florida, available at http://www.fldoe.org/teaching/professional-
dev/ (last visited Mar. 9, 2023). See also rule 6A-5.066, F.A.C.; ss. 1004.04(3)(a) and 1004.85(1), F.S.
3
Florida Department of Education, Educator Preparation, available at http://www.fldoe.org/teaching/preparation (last visited Mar. 9,
2023). See also rule 6A-5.066, F.A.C.
4
Section 1012.56(8)(a), F.S.
5
See Florida Department of Education, General Knowledge, available at https://www.fldoe.org/teaching/certification/general-cert-
requirements/general-knowledge.stml (last visited Mar. 9, 2023).
6
Florida Department of Education, Subject Area Knowledge, available at https://www.fldoe.org/teaching/certification/general-cert-
requirements/subject-area-knowledge.stml (last visited Mar. 9, 2023).
7
Section 1012.56(3)(e), F.S. Examinations for mastery of general knowledge include the Florida General Knowledge Test and
identified test sections of the GRE, including GRE Analytical Writing, GRE Quantitative Reasoning, and GRE Verbal Reasoning.
8
Section 1012.56(3)(b), F.S. STORAGE NAME: h1537c.APC PAGE: 3
DATE: 4/11/2023
national educator credentialing,
9
having a master’s or higher degree,
10
or completing two semesters of
college teaching experience at a specified Florida institution.
11
Mastery of subject area knowledge for a professional teaching certificate may be demonstrated through
several methods, including passing a subject matter examination under specific conditions, having a
valid teaching certificate from another state, having a valid certificate from the National Board for
Professional Teaching Standards, or for certain subject areas, achieving a passing score or program
completion of a specified defense language proficiency test or program.
12
Teacher Preparation Program Uniform Core Curricula
Each candidate enrolled in a teacher preparation program must receive instruction and be assessed on
the uniform core curricula in his or her area of program concentration during course work and field
experiences. A candidate for certification in a coverage area that includes reading instruction or
interventions in kindergarten through grade 6 must successfully complete all competencies for a
reading endorsement.
13
Uniform core curricula for each state-approved teacher preparation program is established by the SBE
and must include, but is not limited to:
14
candidate instruction and assessment in the Florida Educator Accomplished Practices (FEAP)
15
across content areas;
the use of state-adopted content standards to guide curricula and instruction;
16
scientifically researched and evidence-based reading instructional strategies that improve
reading performance for all students, including explicit, systematic, and sequential approaches
to teaching phonemic awareness, phonics, vocabulary, fluency, and text comprehension and
multisensory intervention strategies;
17
content literacy and mathematical practices;
strategies appropriate for instruction of English language learners;
strategies appropriate for instruction of students with disabilities;
strategies to differentiate instruction based on student needs;
strategies and practices to support evidence-based content aligned to state standards and
grading practices;
strategies appropriate for the early identification of students in crisis or experiencing a mental
health challenge and the referral of such student to a mental health professional for support;
and
strategies to support the use of technology in education and distance learning.
In addition, before program completion, each candidate must demonstrate his or her ability to positively
impact student learning growth in the candidate’s area(s) of program concentration during a
prekindergarten through grade 12 field experience. The candidate must pass each portion of the Florida
Teacher Certification Examination required for a professional certificate in the area(s) of program
concentration.
18
9
Section 1012.56(3)(c), F.S.
10
Section 1012.56(3)(f), F.S. The degree must be from an accredited postsecondary educational institution that the DOE identified as
having a quality program resulting in a bachelor’s degree or higher.
11
Section 1012.56(3)(d), F.S.
12
Section 1012.56(5), F.S.
13
Section 1004.04(2)(c), F.S.
14
Section 1004.04(2)(b)1.-10., F.S.
15
Rule 6A-5.065, F.A.C.
16
The State Board of Education adopts the state academic standards which establish the core content of the curricula taught in the
state and specify the core content knowledge and skills that K-12 public school students are expected to acquire. Rule 6A-1.09401(1),
F.A.C.; s. 1003.41(4), F.S.
17
The Just Read, Florida! Office must assist teacher preparation programs and educator preparation institutes with this requirement.
Section 1001.215(11), F.S.
18
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Educator Preparation Institutes
Postsecondary institutions that are accredited or approved by the Department of Education (DOE) to
award degrees and credits for educator certification may seek approval from the DOE to create
educator preparation institutes (EPI) for the purpose of providing all or any of the following:
19
professional development instruction to assist teachers in improving classroom instruction and
in meeting certification or recertification requirements;
instruction to assist potential and existing substitute teachers in performing their duties;
instruction to assist paraprofessionals in meeting education and training requirements;
competency-based program instruction for noneducation baccalaureate degree holders to
become certified teachers in order to increase routes to the classroom for mid-career
professionals; and
instruction and professional development for part-time and full-time non-degreed teachers of
career programs.
A private provider that has a proven history of delivering high-quality educator preparation may also
seek approval to offer a competency-based certification program. The DOE approval must be based
upon evidence provided from other states’ recipients of the provider’s services and data showing the
successful performance of completers based upon student achievement.
20
Each EPI participant must:
21
meet certification application and eligibility requirements established in law;
participate in coursework and field experiences that are appropriate to the participant’s
educational plan, including completion of all competencies for a reading endorsement when
seeking certification in a certificate area that includes reading instruction or interventions in
kindergarten through grade 6;
before completion of the program, fully demonstrate his or her ability to teach the subject area
for which he or she is seeking certification by documenting a positive impact on student learning
growth in a prekindergarten through grade 12 setting; and
achieve a passing score on the professional education competency examination,
22
the basic
skills examination, and the subject area examination for the subject area certification which is
required by SBE rule.
Continued EPI approval is determined by the Commissioner of Education based upon a periodic review
of candidate readiness based on passage rates on educator certification examinations and evidence of
student performance on several key indicators.
23
Each approved EPI must submit annual performance evaluations to the DOE that measure the
effectiveness of the programs, including the pass rates of participants on all examinations required for
teacher certification, employment rates, longitudinal retention rates, and satisfaction surveys of
employers and program completers. The satisfaction surveys must be designed to measure the
sufficient preparation of the educator for the realities of the classroom and the EPI’s responsiveness to
local school districts. These evaluations must be used by the DOE for purposes of continued approval
of an EPI’s certification program.
24
Professional Development Certification and Education Competency Programs
19
Section 1004.85(2)(a), F.S.
20
Section 1004.85(2)(b), F.S.
21
Section 1004.85(3)(b), F.S.
22
An individual that completes an educator preparation institute and is rated highly effective by his or her performance evaluation is
not required to take or achieve a passing score on the professional education competency examination in order to be awarded a
professional certificate. Section 1012.575, F.S.
23
Section 1004.85(4), F.S.
24
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School districts, charter schools and charter management organizations may offer a professional
development certification and education competency program (program) that must be approved by the
DOE. The program must include:
25
a minimum period of initial preparation before becoming the teacher of record;
an option to collaborate with other agencies or educational entities for implementation;
a teacher mentorship and induction component;
an assessment of teaching performance aligned with the district’s personnel evaluation system;
professional educational preparation content knowledge which must be included in the
mentoring and induction activities;
required passing scores on the general knowledge, subject area and the professional education
competency test; and
completion of all competencies for a reading endorsement for all candidates for certification in
coverage areas that include reading instruction or interventions in kindergarten through grade 6.
The DOE adopts standards for the approval of programs.
26
Florida law requires standards for the
teacher mentorship and induction component include: program administration and evaluation; mentor
roles, selection and training, beginning teacher assessment and professional development; and,
teacher content knowledge and practices aligned to the Florida Education Accomplished Practices.
27
The program must provide at least weekly opportunities for specific activities for mentorship and
induction.
28
The activities must be provided during a teacher’s first year in the program and may be
provided until the teacher attains his or her professional certification.
29
A program completer who is
rated highly effective based on a performance evaluation is not required to take or achieve a passing
score on the professional education competency examination in order to be awarded a professional
certificate.
30
Each school district, charter school, or charter management organization that elects to provide a
program must be approved by the DOE according to the adopted standards. Without this approval, a
teacher may not satisfy requirements for a professional certificate through such a program.
31
The School Community Professional Development Act requires each school district to provide a
professional development system to educators.
32
(See Professional Development System subsection
below for a detailed description.) For teachers participating in a school district’s professional
preparation and education competency program, the professional development system must provide in-
service activities and support targeted to the individual needs of those teachers.
33
For reading coaches,
classroom teachers, and school administrators, a professional development system must provide
training in:
34
effective methods of identifying characteristics of conditions such as dyslexia and other causes
of diminished phonological processing skills;
incorporating instructional techniques into the general education setting which are proven to
improve reading performance for all students; and
using predictive and other data to make instructional decisions based on individual student
needs.
All elementary grades instructional personnel must be provided access to sufficient training so they can
meet certification or endorsement requirements established by the SBE with respect to reading
instruction and intervention.
35
25
Section 1012.56(8)(a)1.-7., F.S.
26
Rule 6A-5.066, F.A.C.
27
Section 1012.56(8)(c), F.S.
28
Section 1012.56(8)(a)3.b., F.S.
29
Id.
30
Section 1012.56(7)(a)3., F.S., see rule 6A-5.066, F.A.C.
31
Id.
32
Section 1012.98(4)(b), F.S.
33
Section 1012.98(4)(b)4., F.S.
34
Section 1012.98(4)(b)11., FS.
35
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Effect of Proposed Changes
The bill adds strategies and practices to support effective, research-based assessment and grading
practices aligned to the state’s academic standards to the list of uniform core curricula topics that must
be included in teacher preparation programs.
The bill eliminates redundancy in educator preparation institute instruction provided to candidates that
are already embedded in the FEAP. The bill clarifies that a candidate must demonstrate competency
and participate in field experiences that are appropriate to his or her individual educational plan at the
institute.
The bill requires that all state approved educator preparation programs cover scientifically-based
reading instruction, content literacy, and mathematical practices for each subject identified on the
participant’s statement of status of eligibility or temporary certificate.
The bill requires the SBE to adopt rules for the approval of educator preparation institutes.
The bill delineates, separates, and renames the two alternative certification pathways offered by school
districts, charter schools, and charter management organizations: Professional Learning Certification
Programs and Professional Education Competency Programs.
The bill provides that the Professional Learning Certification Programs must include a teacher
mentorship and induction component to ensure candidates receive timely coaching and feedback to
improve practice; and establishes in a separate section of law, Professional Education Competency
Programs.
The bill provides the SBE with rulemaking authority to adopt criteria for the review and approval of
Professional Learning Certification Programs.
Educator Certification
Present Situation
In order for a person to serve as an educator in a traditional public school, charter school, virtual
school, or other publicly-operated school, the person must hold a certificate issued by the DOE.
36
Persons seeking employment at a public school as a school supervisor, principal, teacher, library media
specialist, counselor, athletic coach, or in another instructional capacity must be certified.
37
The
purpose of certification is to require school-based personnel to “possess the credentials, knowledge,
and skills necessary to allow the opportunity for a high-quality education in the public schools.”
38
While there are several certification pathways, any individual seeking certification must meet specific
eligibility requirements:
39
be at least 18 years of age;
sign an affidavit attesting that the applicant will uphold the U.S. and State Constitutions;
36
Sections 1012.55(1) and 1002.33(12)(f), F.S.
37
Section 1002.33(12)(f), (charter school teachers) and s. 1012.55(1)(b), (traditional public school teachers), F.S. District school
boards and charter school governing boards are authorized to hire non-certified individuals who possess expertise in a given field to
serve in an instructional capacity. Rule 6A-1.0502, F.A.C.; ss. 1002.33(12)(f) and 1012.55(1)(c), F.S.
38
Section 1012.54, F.S.; see rule 6A-4.001(1), F.A.C.
39
Section 1012.56(2)(a)-(f), F.S. STORAGE NAME: h1537c.APC PAGE: 7
DATE: 4/11/2023
earn a bachelor’s or higher degree from an accredited institution of higher learning
40
or from a
nonaccredited institution identified by the DOE as having a quality program resulting in a
bachelor’s or higher degree;
41
submit to fingerprinting and background screening and not have a criminal history that requires
the applicant’s disqualification from certification or employment;
be of good moral character; and
be competent and capable of performing the duties, functions, and responsibilities of a teacher.
In addition, each applicant must submit an application and the required fee to the DOE.
42
The DOE issues three types of educator certificates:
Professional Certificate: certifies employment as a full-time educator;
43
valid for five years; and
renewable for successive five-year periods.
44
Temporary Certificate: certifies employment in full-time positions for which educator certification
is required;
45
generally valid for three years; and nonrenewable.
46
Athletic Coaching Certificate: certifies full-time and part-time employment as a public school
athletic coach.
47
This certification includes two types of athletic coaching certificates: one is valid
for five years and may be issued for subsequent five-year periods; the other is valid for three
years and may be issued only once.
48
An applicant seeking a professional certification must:
meet the basic eligibility requirements for certification;
49
demonstrate mastery of general knowledge;
50
demonstrate mastery of subject area knowledge;
51
and
demonstrate mastery of professional preparation and education competence.
52
An applicant seeking a temporary certification must:
meet the basic eligibility requirements for certification;
53
obtain full-time employment in a position that requires a Florida educator certificate by a school
district or private school that has a DOE-approved professional development certification and
education competence demonstration program;
54
and
do one of the following:
40
Section 1012.56(2)(c), F.S.; rule 6A-4.003(1), F.A.C. (approved accrediting agencies); see also 34 C.F.R. ss. 602.1-602.50; U.S.
Department of Education, Institutional Accrediting Agencies, available at
https://www2.ed.gov/admins/finaid/accred/accreditation_pg3.html#RegionalInstitutional (last visited Mar. 9, 2023) (list of accrediting
agencies approved by the U.S. Department of Education).
41
Section 1012.56(2)(c), F.S.; rule 6A-4.003(2), F.A.C. (criteria for approval of nonaccredited institutions of higher learning). For
initial certification, an applicant must attain at least a 2.5 overall grade point average on a 4.0 scale in the applicant’s major field of
study. Section 1012.56(2)(c), F.S.
42
Section 1012.56(1), F.S.; see s. 1012.59, F.S. The fee for initial certification is $75 per subject area. Rule 6A-4.0012(1)(a)1. and 2.,
F.A.C.
43
Rule 6A-4.004(3), F.A.C.
44
Section 1012.56(7)(a), F.S.; see rule 6A-4.0051(3)(d), F.A.C.
45
Rule 6A-4.004(1)(a)2., F.A.C.
46
Section 1012.56(7)(e), F.S. (flush-left provisions at end of subsection; validity period is expressed in school fiscal years); rule 6A-
4.004(1)(a), F.A.C.
47
Section 1012.55(2)(a), F.S.
48
Rule 6A-4.004(5), F.A.C. (validity periods expressed in school fiscal years).
49
Section 1012.56(2)(a)-(f), F.S.
50
Section 1012.56(2)(g) and (3), F.S.; Florida Department of Education, General Knowledge, available at
http://www.fldoe.org/teaching/certification/general-cert-requirements/general-knowledge.stml
(last visited Mar. 9, 2023)
51
Section 1012.56(2)(h) and (5), F.S.
52
Section 1012.56(2)(i) and (6), F.S.; Florida Department of Education, Professional Preparation and Education Competence,
available at http://www.fldoe.org/teaching/certification/general-cert-requirements/professional-preparation-edu-competenc.stml
(last visited Mar. 9, 2023)
53
Section 1012.56(2)(a)-(f) and (7)(b), F.S
54
Section 1012.56(1)(b), F.S.; Rule 6A-4.004(1)(a), F.A.C. STORAGE NAME: h1537c.APC PAGE: 8
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o demonstrate mastery of subject area knowledge;
55
or
o complete the required degree or content courses specified in SBE rule for subject area
specialization
56
and attain at least a 2.5 grade point average on a 4.0 scale in the subject
area courses.
57
The DOE must electronically issue a temporary certificate to a qualifying applicant within 14 calendar
days after it receives a request from the applicant’s employing school district or private school. The
DOE must also electronically provide an official statement of status of eligibility at the time the
certificate is issued. The statement must include each method by which an applicant can complete the
qualifications for a professional certificate.
58
In addition, the DOE must electronically notify a temporary
certificate holder of the date that his or her certificate will expire, at least one year in advance. The
notification must include the methods by which the certificate holder can complete the requirements for
a professional certificate.
59
A temporary certificate may be extended by two years if the requirements for the professional
certificate, other than the general knowledge requirement, have not been met due to: serious illness or
injury of the applicant; military service by the applicant’s spouse; or, other extraordinary extenuating
circumstances. An extension may also be granted if the certificate holder is rated highly effective in the
immediate year’s performance evaluation or has completed a two-year mentorship program.
60
In 2022, the Legislature created an additional pathway to educator certification for military service
members by authorizing the DOE to issue a temporary certificate, for a subject area specialization for
which the SBE otherwise requires a bachelor’s degree, to military service members meeting the
following requirements:
61
documents 48 months of active-duty military service with an honorable discharge or a medical
separation;
meets minimum eligibility criteria for educator certification with the exception of receipt of a
bachelor’s degree;
completes the subject area content requirements specified in the SBE rule or demonstrates
mastery of subject area knowledge; and
completes 60 college credits with a minimum grade point average of 2.5 on a 4.0 scale, as
provided by an eligible institution of higher learning.
Veterans attaining a temporary certificate must be assigned a qualified teacher mentor for a minimum
of two school years after commencing employment. A temporary certificate for military service
members is valid for five years and is nonrenewable.
62
Renewal of Professional Certificates
A professional certificated educator must submit an application,
63
pay a fee,
64
and earn at least six
college credits or 120 in-service points, or a combination of both, during each five-year validity cycle to
55
Section 1012.56(7)(b), F.S.; Florida Department of Education, Subject Area Knowledge available at
http://www.fldoe.org/teaching/certification/general-cert-requirements/subject-area-knowledge.stml
(last visited Mar. 9, 2023). Each subject area has specific degree or course requirements set in Rule 6A-4, F.A.C.
56
Section 1012.56(7)(b), F.S. The degree and content requirements are specified in ch. 6A-4, F.A.C.
57
Section 1012.56(2)(c), F.S.; See Florida Department of Education, Certificate Types and Requirements, available at
https://www.fldoe.org/teaching/certification/general-cert-requirements/ (last visited Mar. 9, 2023).
58
Section 1012.56(1)(b), F.S.
59
Section 1012.56(7), F.S. (flush-left provisions at the end of subsection).
60
Section 1012.56(7), F.S. (flush-left provisions at the end of subsection).
61
Section 1012.56(7)(b)2., F.S.
62
Section 1012.56(7)(e)2., F.S.
63
Rule 6A-4.0051(3)(c), F.A.C. The DOE processes certification renewals for individuals who are not employed by district school
boards. Section 1012.585(1)(b), F.S. District school boards are responsible for processing certificate renewals for school district
employees. Section 1012.585(1)(a), F.S.
64
The fee for a certification renewal is $75. Rules 6A-4.0051(3)(c) and 6A-4.0012(1)(b)1. , F.A.C STORAGE NAME: h1537c.APC PAGE: 9
DATE: 4/11/2023
renew his or her professional certification.
65
At least three college credits or 60 in-service points must
be earned in each subject area for which renewal is sought.
66
For professional certificates dated on or after July 1, 2020, with specialization areas that include
reading instruction or intervention for students in kindergarten through grade 6, educators must
complete two college credits or the equivalent amount of in-service points in specific reading instruction
and intervention strategies for renewal of coverages specified in the SBE rule.
67
Certification in subject areas may also be renewed by earning a passing score on the corresponding
Florida-developed subject area test or standardized examination specified in the SBE rule.
68
Certification by the National Board for Professional Teaching Standards is deemed to meet certification
renewal requirements, for the life of the certificate, in the corresponding certification subject area.
69
Effect of Proposed Changes
The bill extends the validity of a temporary teaching certificate from three years to five years. However,
the bill limits it to one-time issuance; thus, a temporary certificate is non-renewable.
The bill expands eligibility for temporary teaching certification to candidates who are currently enrolled
in a state-approved teacher preparation program, are actively completing the required program field
experience or internship at a public school, and can provide documentation of completion of 60 college
credits with a minimum cumulative grade point average of 2.5 on a 4.0 scale as provided by one or
more accredited institutions of higher learning identified by the DOE.
A candidate with a beginning validity date of July 1, 2025, or later, seeking to renew a professional
certificate in educational leadership must complete a minimum of one college credit or 20 in-service
points in Florida's educational leadership standards. This provision does not add toward the total 120
continuing education or in-service training hours currently required by the department.
Professional Development
Present Situation
Professional Development Systems
The School Community Professional Development Act (Act) requires public postsecondary educational
institutions, public school districts, public schools, state education foundations, consortia, and
professional organizations to “work collaboratively to establish a coordinated system of professional
development.”
70
The Act provides specific activities the school community should do to increase
student achievement, support educators and train teacher mentors.
Each school district professional development system must:
71
Be reviewed and approved by the DOE.
Be based on analyses of student achievement data and instructional strategies and methods
that support rigorous, relevant, and challenging curricula for all students.
65
Section 1012.585(3)(a), F.S. Applicants may combine college credits and inservice points to meet this requirement. One semester
hour of college credit is equivalent to 20 inservice points. Rule 6A-4.0051(1)(a)2., F.A.C. College credits must be earned at an
accredited or state board-approved institution. Inservice points must be earned through participation in state board-approved school
district inservice activities. Rule 6A-4.0051(1)(a)1., F.A.C.; see rule 6A-4.003(1) and (2), F.A.C. (list of approved accrediting
agencies and guidelines for nonaccredited approved institutions).
66
Section 1012.585(3)(a), F.S.
67
Section 1012.585(3)(f), F.S.
68
Section 1012.585(3)(b), F.S. For the purposes of renewing a professional certificate, passage of a subject area examination is
equivalent to three semester hours of college credit. Rule 6A-4.0051(1)(b), F.A.C.
69
Section 1012.585(2)(b), F.S.; rule 6A-4.0051(1)(c), F.A.C.
70
Section 1012.98(1), F.S.
71
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Provide in-service activities coupled with follow up support appropriate to accomplish district-
level and school-level improvement goals and standards.
Provide in-service activities and support targeted to the individual needs of teachers.
Include a master in-service plan, or professional learning catalog, that identifies the educational
training programs that may generate in-service points toward recertification or add-on
certification;
72
Include in-service activities for school administrative personnel.
Provide for systematic consultation with regional and state personnel designated to provide
technical assistance and evaluation of local professional development programs.
Provide for delivery of professional development by distance learning and other technology-
based delivery systems to reach more educators at lower costs.
Provide for the continuous evaluation of the quality and effectiveness of professional
development programs in order to eliminate ineffective programs and strategies and to expand
effective ones.
For middle grades, emphasize interdisciplinary planning, collaboration, instruction, and
alignment of curriculum and instructional materials to the state academic standards.
Provide training to reading coaches, classroom teachers, and school administrators in effective
methods of identifying characteristics of conditions such as dyslexia and other causes of
diminished phonological processing skills; incorporating instructional techniques into the general
education setting which are proven to improve reading performance for all students; and using
predictive and other data to make instructional decisions based on individual student needs.
In addition to approving school district professional development systems,
73
the DOE is required to
disseminate research-based professional development methods and programs that have demonstrated
success in meeting identified student needs. Information must include a database of exemplary
professional development activities, a listing of available professional development resources, training
programs, and available assistance.
74
William Cecil Golden Professional Development Program
The William Cecil Golden Professional Development Program for School Leaders (school leader
program) is a collaborative network of state and national professional leadership organizations for
school principals. The school leader program is designed to respond to Florida’s needs for quality
school leadership and support the efforts of school leaders in improving instruction and student
achievement and developing and retaining quality teachers. Professional development provided
through the school leader program must be based upon the Florida Principal Leadership Standards and
other school leadership standards.
75
Effect of Proposed Changes
Traditional professional development is differentiated from professional learning, which is intended to
result in system-wide changes in student outcomes. The bill defines professional learning as learning
that is aligned to the state’s standards for effective professional learning, educator practices, and
leadership practices; incorporates active learning; is collaborative; provides models; and is sustained
and continuous.
The bill requires the Division of Law Revision to prepare a reviser's bill to replace references to the
term "professional development" with the term "professional learning" throughout the Early Learning –
72
Section 1012.98(4)(b)5., F.S.; Florida Department of Education, Master Inservice Plans, available at
http://www.fldoe.org/teaching/professional-dev/master-inservice-plans-mip.stml (last visited Mar. 9, 2023).
73
Section 1012.98(4)(b)1., F.S.
74
Section 1012.98(4)(a)1., F.S.
75
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20 Education Code
76
to ensure an educational system-wide shift from professional development to
professional learning.
The bill specifies criteria which all professional learning in-service activities must align to and clarifies
that routine meetings for the purposes of information dissemination that do not align to the established
criteria are not eligible for in-service points.
The bill requires explicit training for school administrators to address the updated skills required for
instructional leadership and effective school management. The bill provides that school administrators’
visits to classrooms to provide mentorship, training, instructional feedback, or professional learning are
not a part of the teacher’s performance evaluations.
The bill amends the William Cecil Golden Professional Development Program for School Leaders to
include instructional coaching as a component to support the professional growth of instructional
personnel.
The bill requires the DOE to create a high-quality professional learning marketplace list on a centralized
webpage to aid in the identification of high-quality programs and resources that meet the professional
learning criteria and have demonstrated success in meeting student achievement needs.
Additionally, DOE must establish a calendar to review and approve all professional learning systems
every five years, by March 1, 2024. Any significant changes to the system made within the five-year
timeframe must be re-submitted to DOE for review and approval.
The bill authorizes school districts, charter management organizations, and private school consortiums
to hire outside professional learning providers to provide in-service training to staff. The bill requires
contracted external professional learning providers to have three or more years of experience providing
professional learning with demonstrable success in instructional or school administrator growth. The
school district, charter management organization, or private school consortium must certify that the
provider’s in-service activities meet the specified professional learning criteria.
To align with SBE rule, the bill renames the “master in-service plan,” which lists all in-service activities
from all funding sources, as the “professional learning catalog.”
Requirements for a High School Diploma
Present Situation
In order to be eligible for high school graduation, students must pass the statewide, standardized grade
10 ELA assessment or earn a concordant score on the SAT or ACT
77
and pass the Algebra I EOC
assessment or earn a comparative score on the Math section of the Preliminary SAT/National Merit
Scholarship Qualifying Test (PSAT/NMSQT), the SAT, the ACT or the Geometry EOC assessment.
78
A student must successfully complete 24 credits, an International Baccalaureate curriculum, or an
Advanced International Certificate of Education curriculum to earn a standard high school diploma.
79
The required credits may be earned through equivalent, applied, or integrated courses or career
education courses, including work-related internships approved by the SBE and identified in the course
code directory.
In order to earn a standard high school diploma, a student must earn:
80
76
Chapters 1000 – 1013, F.S.
77
Section 1003.4282(3)(a), F.S.; rule 6A-1.09422(8)(a)2., F.A.C.
78
Section 1003.4282(3)(b), F.S.; rule 6A-1.09422(8)(b)2., F.A.C., (amended on August 18, 2020, to include a comparative score on
the Geometry EOC assessment). Since the 2011-2012 school year, a student may also satisfy the Algebra I EOC by earning a
comparative score on the Postsecondary Education Readiness Test (PERT). Rule 6A-1.09422(8)(b)1., F.A.C.
79
Section 1003.4282(1)(a), F.S.
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Four credits in ELA. The four credits must be in ELA I, II, III, and IV.
Four credits in mathematics. A student must earn one credit in Algebra I and one credit in
Geometry.
Three credits in science. Two of the three required credits must have a laboratory component. A
student must earn one credit in Biology I and two credits in equally rigorous courses.
Three credits in social studies. A student must earn one credit in U.S. History; one credit in
World History; one-half credit in economics; and one-half credit in U.S. Government.
81
One credit in fine or performing arts, speech and debate or practical arts. The practical arts
course must incorporate artistic content and techniques of creativity, interpretation, and
imagination.
One credit in physical education.
Eight credits in electives.
Beginning with the cohort entering grade 9 in the 2023-2024 school year, a student must complete
seven and one-half credits in electives and one-half credit in personal financial literacy.
82
A student who earns credit upon completion of an apprenticeship or pre-apprenticeship program
registered with the DOE may use such credit to satisfy the high school graduation credit requirements
for fine or performing arts, speech and debate or practical arts, or the credit requirements for
electives.
83
To graduate, a student must complete the listed criteria and earn a cumulative GPA of 2.0 on a 4.0
scale;
84
at least one course must be completed through online learning.
85
Effect of Proposed Changes
The bill revises graduation requirements by replacing one credit in practical arts with one credit in
career education, beginning with students entering grade 9 in the 2023-2024 school year.
81
The U.S. Government course must include a comparative discussion of political ideologies that conflict with the founding principles
of the United States. Students enrolled in the U.S. Government course must take a civic literacy assessment identified by the SBE. A
passing score satisfies the postsecondary civic literacy assessment requirement and is not required for high school graduation. Section
1003.4282(3)(d), F.S.
82
Section 1003.4282 (3)(g) and (h), F.S.
83
Section 1003.4282(8)(a)3., F.S.
84
Section 1003.4282(6)(a), F.S.
85
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Postsecondary General Education Courses
Present Situation
The DOE is responsible for identifying the degree programs offered by public postsecondary
educational institutions.
86
The DOE must identify postsecondary career education programs offered by
Florida College System institutions and district school boards, as well as career courses designated as
college credit courses applicable toward a career education diploma or degree. Such courses must be
identified within the statewide course numbering system.
87
The chair of the SBE and the chair of the Board of Governors (BOG), or their designees, jointly appoint
faculty committees to identify statewide general education core course options. General education core
course options consist of a maximum of five courses within each of the subject areas of
communication, mathematics, social sciences, humanities, and natural sciences. The core courses may
be revised, or the five-course maximum within each subject area may be exceeded, if approved by the
SBE and the BOG, as recommended by the subject area faculty committee and approved by the
Articulation Coordinating Committee as necessary for a subject area. Each general education core
course option must contain high-level academic and critical thinking skills and common competencies
that students must demonstrate to successfully complete the course. All public postsecondary
educational institutions must accept these courses as meeting general education core course
requirements. The remaining general education course requirements are identified by each institution
and reported to the DOE by their statewide course number. The general education core course options
are adopted in rule by the SBE and in regulation by the BOG.
Effect of Proposed Changes
The bill requires the SBE and the BOG to identify colleges and universities to develop advanced
secondary general education courses and provide training to course instructors. This will provide an
opportunity for students to take collegiate-level general education core coursework while in high school.
Articulated Acceleration
Present Situation
High school students in Florida have a variety of avenues by which they can earn college credit. These
opportunities, known as articulated acceleration mechanisms, shorten the time necessary for a student
to complete the requirements for a high school diploma and a postsecondary degree. These
mechanisms also allow Florida schools to increase the depth of study in a particular subject and
expand available curricular options.
88
Programs that provide high school students with the opportunity to earn college credit include, but are
not limited to, dual enrollment and early admission, credit by examination, advanced placement, the
International Baccalaureate Program, and the Advanced International Certificate of Education Program.
Credit earned through the Florida Virtual School also provides additional opportunities for early
graduation and acceleration.
89
The DOE annually identifies and publishes the minimum scores, maximum credit, and course or
courses for which credit is to be awarded for each College Level Examination Program (CLEP) subject
examination, College Board Advanced Placement Program examination, Advanced International
Certificate of Education examination, International Baccalaureate examination, Excelsior College
subject examination, Defense Activity for Non-Traditional Education Support (DANTES) subject
standardized test, and Defense Language Proficiency Test (DLPT). In addition, the DOE also identifies
86
Section 1007.25(1), F.S.
87
Section 1007.25(2), F.S.
88
Section 1007.27(1), F.S.
89
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courses in the general education core curriculum of each State University System (SUS) and Florida
College System (FCS) institution for which credit is to be granted.
90
Advanced Placement Program
The College Board’s Advanced Placement (AP) Program consists of over 38 rigorous high school
courses and nationally standardized examinations in multiple subject areas ranging from art to
statistics.
91
Cutoff scores and postsecondary course equivalencies are determined by the Articulation
Coordinating Committee (ACC) and approved by the SBE and the BOG.
92
Currently, students may earn
college credit only if they receive an examination score of three or higher on a five-point scale.
93
Public
school students in Florida are exempt from the payment of any fees associated with the administration
of the examinations
94
regardless of whether they achieve a passing score.
95
Effect of Proposed Changes
The bill requires that all dual enrollment program courses be age and developmentally appropriate.
The bill authorizes DOE to partner with an independent third-party testing or assessment organization
to develop assessments to measure the competencies required for general education core courses in
order for students to earn postsecondary credit while in high school. The bill modifies the advanced
course options, allowing students to take the collegiate-level general education core courses created by
the FCS and SUS institutions identified by DOE and earn college credit after achieving a minimum
score on a postsecondary credit assessment as identified by the DOE.
The bill requires the DOE, in cooperation with the BOG, to issue a report to the Legislature by January
1, 2024, on the alignment between acceleration mechanisms available to secondary students and
student success at the postsecondary level. The report must examine, at a minimum, how acceleration
mechanisms align to secondary completion and rates of success; bonuses provided for completion or
passage of acceleration courses impact school quality and performance; acceleration mechanisms
align to postsecondary completion rates; acceleration course offerings align with general education
core courses and reduce time to degree; and how to improve acceptance of postsecondary credit
earned through acceleration courses through agreements with other states.
School Grades
Present Situation
School grades are used to define a school’s performance in a familiar, easy-to-understand manner for
parents and the public. School grades are also used to determine whether a school must select or
implement a turnaround option.
96
Schools are graded using one of the following grades:
97
“A” for schools making excellent progress – 62 percent or higher of total points.
“B” for schools making above average progress – 54 percent to 61 percent of total points.
90
Section 1007.27(2), F.S.
91
Florida Department of Education, Florida Counseling for Future Education Handbook 2021-2022 Edition, at 30, (2022), available
at https://dlss.flvc.org/documents/210036/1531784/FCFFEH_2021_2022.pdf/80ed74c7-21cf-0047-db7f-c8ee3910804d.
92
Section 1007.27(2) and (6), F.S.
93
Section 1007.27(5), F.S.
94
The College Board, AP Students Exam Fees, available at https://apstudents.collegeboard.org/exam-policies-guidelines/exam-fees
(last visited Mar. 16, 2023).
95
Section 1007.27(5), F.S.
96
Section 1008.33(4), F.S. As the state transitions to a new progress monitoring system, schools will be held harmless for the 2022-
2023 school year grades. Once learning gains can be calculated following the 2023-2024 school year, the SBE must evaluate the
school grading scale to determine if the scale should be adjusted. Section 1008.34(7), F.S.
97
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“C” for schools making satisfactory progress – 41 percent to 53 percent of total points.
“D” for schools making less than satisfactory progress – 32 percent to 40 percent of total points.
“F” for schools failing to make adequate progress – 31 percent or less of total points.
Each school must assess at least 95 percent of its eligible students. Each school must receive a school
grade based on the school’s performance on the following components, each worth 100 points:
98
The percentage of eligible students passing statewide, standardized assessments in ELA;
The percentage of eligible students passing statewide, standardized assessments in
mathematics;
The percentage of eligible students passing statewide, standardized assessments in science;
The percentage of eligible students passing statewide, standardized assessments in social
studies;
The percentage of eligible students who make Learning Gains in ELA as measured by
statewide, standardized assessments;
The percentage of eligible students who make Learning Gains in mathematics as measured by
statewide, standardized assessments;
The percentage of eligible students in the lowest 25 percent in ELA, as identified by prior year
performance on statewide, standardized assessments, who make Learning Gains as measured
by statewide, standardized ELA assessments;
The percentage of eligible students in the lowest 25 percent in mathematics, as identified by
prior year performance on statewide, standardized assessments, who make Learning Gains as
measured by statewide, standardized Mathematics assessments; and
For schools comprised of middle grades 6 through 8 or grades 7 and 8, the percentage of
eligible students passing high school level statewide, standardized end-of-course assessments
or attaining national industry certifications identified in the Career and Professional Education
(CAPE) Industry Certification Funding List pursuant to SBE rule.
For a school comprised of grades 9, 10, 11, and 12, or grades 10, 11, and 12, the school’s grade is
also based on the following components, each worth 100 points:
99
The four-year high school graduation rate of the school.
The percentage of students who:
were eligible to earn college and career credit through College Board Advanced
Placement examinations, International Baccalaureate examinations, dual enrollment
courses, including career dual enrollment courses resulting in the completion of 300 or
more clock hours during high school or Advanced International Certificate of Education
examinations;
at any time during high school, earned national industry certification identified in the
CAPE Industry Certification Funding List; or
beginning with the 2022-2023 school year, earned an Armed Services Qualification Test
score that falls within Category II or higher on the Armed Services Vocational Aptitude
Battery and earned a minimum of two credits in Junior Reserve Officers’ Training Corps
courses from the same branch of the United States Armed Forces.
Effect of Proposed Changes
Beginning in Fiscal Year 2023-2024, the bill adds an additional measure to the school grades formula
to include the percentage of eligible students who earn an achievement level three or higher on the
grade 3, standardized ELA assessment. Additionally, for a school comprised of grades 9, 10, 11, and
12, or grades 10, 11, and 12, the bill modifies one of the school grade components, the percentage of
students who were eligible to earn college and career credit, by including students who are eligible to
earn postsecondary credit through assessments identified by the DOE.
Turnaround School Supplemental Services Allocation
98
Section 1008.34(3)(b)1.a.-i., F.S.
99
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Present Situation
The Turnaround School Supplemental Services Allocation is a categorical funded in the Florida
Education Finance Program (FEFP) that provides additional funding to schools identified in Florida’s
school improvement and education accountability system so that they may offer services designed to
improve the overall academic and community welfare of the schools’ students and their families.
100
Eligible schools include those which are district-managed turnaround schools, schools that earn three
consecutive grades below a “C”, and schools that have improved to a “C” and are no longer in
turnaround status. Services may include, but are not limited to, tutorial and after-school programs,
student counseling, nutrition education, parental counseling, and an extended school day and school
year. In addition, services may include models that develop a culture that encourages students to
complete high school and to attend college or career training, set high academic expectations, and
inspire character development.
101
Subject to legislative appropriation, a school remains eligible for the allocation for a maximum of four
continuous fiscal years while implementing a turnaround option, and a school that improves to a grade
of “C” or higher remains eligible to receive the allocation for a maximum of two continuous fiscal years
after exiting turnaround status.
102
Effect of Proposed Changes
The bill expands the Turnaround School Supplemental Services Allocation to include all turnaround
schools and schools that implemented a turnaround plan and exited turnaround status by earning a
school grade of "C" or higher. The funds will be used to provide services designed to improve the
overall academic and community welfare of the schools' students and families. To allow for better
school budgeting and planning, the allocation is based on actual student enrollment from the October
full-time equivalent (FTE) membership survey. The bill also removes the four-year maximum limitation
for school eligibility for the program, allowing schools to remain eligible for the duration of their time
while implementing a turnaround plan.
Florida Teachers Classroom Supply Assistance Program
Present Situation
The Florida Teachers Classroom Supply Assistance Program (program) was established in 1997 to
provide eligible classroom teachers
103
with funds to purchase classroom materials and supplies to
supplement materials and supplies otherwise available to the teachers.
104
The funds are appropriated
annually in the General Appropriations Act and allocated to each district by July 15 based on each
school district’s proportionate share of the state’s total unweighted FT student enrollment.
105
Program
funds may not be used to purchase equipment.
106
District school boards must calculate an identical amount for each classroom teacher who is estimated
to be employed by the school district or a charter school in the district on September 1.
107
If, by July 1,
100
Section 1011.62(19), F.S.
101
Section 1011.62(19)(a)1., F.S.
102
Section 1011.62(19)(f), F.S. See Florida Department of Education, EduData – Florida’s Education Information Portal, available at
https://edudata.fldoe.org/ (last visited Mar. 9, 2023). State, district, and school report cards are made available through the EduData
portal, which provides data visualizations to help parents and other stakeholders easily understand how schools are doing compared to
the district and state on key components of Florida’s accountability system, subgroup performance, and other measures of student
achievement and school environment.
103
Section 1012.71(1), F.S. “Classroom teacher” means a certified teacher employed by a public school district or a public charter
school in that district on or before September 1 of each year whose full-time or job-share responsibility is the classroom instruction of
students in prekindergarten through grade 12, including full-time media specialists and certified school counselors, who are funded
through the Florida Education Finance Program.
104
Section 18, ch. 97-384, L.O.F.
105
Section 1012.71(2), F.S.
106
Id.
107
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the district determines the number of classroom teachers, then the district and each charter school
board may provide each teacher his or her proportionate share of program funds by August 1 of that
year. All eligible teachers must be provided their proportionate share no later than September 30. A
job-share classroom teacher
108
may receive a prorated share of the funds provided to a full-time
classroom teacher.
Teachers must sign a statement acknowledging receipt of the funds, keep receipts for no less than four
years to demonstrate compliance with expenditure requirements, and return any unused funds to the
district school board at the end of the school year. Funds returned to the district must be deposited into
the school advisory council account of the school at which the classroom teacher was employed when
the teacher received the funds or deposited into the program account of the school district in which the
charter school is sponsored.
109
The DOE and district school boards may, and are encouraged to, enter into public-private partnerships
in order to increase the total amount of the program funds available to classroom teachers.
110
Effect of Proposed Changes
The bill amends the Florida Teachers Classroom Supply Assistance Program to require the DOE to
administer a competitive procurement through which classroom teachers may purchase classroom
materials and supplies. By September 1 of each year, each school district must submit the following to
the DOE:
the identical amount per classroom teacher calculated, including the proportionate share of the
identical amount if a classroom teacher is a job-share classroom teacher;
the name of each eligible classroom teacher;
the name as master school identification number of the school in which the classroom teacher is
assigned; and
any other information necessary for the administration of the program, as determined by the
DOE.
The bill requires teachers to keep receipts for at least four years to demonstrate that funds expended
met all requirements in lieu of signing a statement acknowledging receipt of the funds. The bill requires
any unused funds to be deposited into the school advisory council account of the school where the
teacher worked at the time the funds were made available. If the school does not have a school
advisory council, the funds must be used to purchase classroom materials and supplies at the
discretion of the principal.
The bill eliminates the requirement that school districts provide local contributions for the program and
the provision encouraging the DOE and district school boards to enter into public-private partnerships
to increase the total amount of the funds available to classroom teachers under the program.
Florida Education Finance Program
Present Situation
The FEFP allocates funds to each school district based on student enrollment.
111
The FEFP uses a unit
of measure for each student called a FTE. One FTE equals one school year of instruction provided to a
108
Section 1012.71(1), F.S. A “job-share” classroom teacher is one of two teachers whose combined full-time equivalent employment
for the same teaching assignment equals one full-time teacher.
109
Section 1012.71(4), F.S.
110
Section 1012.71(6), F.S.
111
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DATE: 4/11/2023
student.
112
Districts may earn additional FTE for students who meet qualifying student attainment
metrics in specific bonus FTE programs or courses.
113
A value of 0.025 FTE is calculated for CAPE digital tool certificates earned by students in elementary
and middle school.
114
Additional FTE membership for an elementary or middle grades student may not
exceed 0.1 for certificates or certifications earned within the same fiscal year.
115
A value of 0.16 FTE is calculated for each student in each advanced placement course who receives at
least a score of three or higher on the College Board Advanced Placement Examination. A value of 0.3
FTE is calculated for each student who receives a College Board Advanced Placement Capstone
Diploma and meets the requirements for a standard high school diploma. Each school district must
allocate at least 80 percent of the funds provided to the district for advanced placement instruction to
the high schools that generate the funds.
116
From the funding generated by the additional FTE, districts
are also required to distribute bonuses to classroom teachers who provide advanced placement
instruction as follows:
A $50 bonus for each student taught by the teacher in each advanced placement course
who receives a score of three or higher on the College Board Advanced Placement
Examination.
An additional bonus of $500 to each teacher in a school designated with a grade of “D” or
“F” who has at least one student scoring three or higher on the College Board Advanced
Placement Examination.
117
Effect of Proposed Changes
The bill removes the cap of 0.1 FTE for CAPE certificates or certifications earned within the same fiscal
year by elementary and middle grades students, allowing students to generate additional FTE for all
courses completed successfully.
The bill provides 0.16 additional FTE for students earning postsecondary credit through advanced
courses who attain the minimum assessment score, as established by the DOE. School districts must
allocate at least 80 percent of the funds provided to the district for advanced course instruction to the
high school that generate the funds. The bill also provides bonuses for classroom teachers who provide
advanced course instruction. Teachers will earn a $50 bonus for each student taught in each advanced
placement course who receives at least the minimum score identified by the DOE on the advanced
course assessment. An additional bonus of $500 is distributed to each teacher in a school designated
with a grade of “D” or “F” who has at least one student scoring at least the minimum score identified by
the DOE on the advanced course assessment.
Nationally Recognized High School Assessments
Present Situation
In 2021, the Legislature enacted a law requiring each school district, subject to an appropriation, to
select either the SAT or ACT for administration to all grade 11 students, including students attending
112
Section 1011.61(1)(a), F.S.
113
Section 1011.62(1)(l)-(p), F.S. Bonus FTE programs include Advanced Placement exams, College Board AP Capstone Diploma,
International Baccalaureate exams, International Baccalaureate Diploma, Advanced International Certificate of Education exams,
Advanced International Certification of Education Diploma, Career and Professional Education, and Early High School Graduation.
114
The Florida Department of Education, 2022-23 Funding for Florida School Districts, at 19, available at
https://www.fldoe.org/core/fileparse.php/7507/urlt/fefpdist.pdf (last viewed Apr. 6, 2023).
115
Section 1011.61(1)(o)1.b., F.S.
116
Section 1011.62(1)(n), F.S.
117
Section 1011.62(1)(n)1.-2., F.S. Bonuses awarded are in addition to any regular wages or other bonuses the teacher received or is
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public high schools, alternative high schools, and Department of Juvenile Justice education
programs.
118
Priority funding is given to students on the direct certification list or if the student's
household income level does not exceed 185 percent of the federal poverty level.
119
For the past two years, the Legislature has appropriated each year $8 million to fund either the SAT or
ACT administration for all grade 11 students.
120
Effect of Proposed Changes
The bill expands eligible nationally recognized high school assessments that may be administered by
school districts to students in 11
th
grade, to include the Classical Learning Test (CLT). See Florida
Bright Futures Scholarship Program section for a description of the CLT.
The Florida Partnership for Minority and Underrepresented Student Achievement
Present Situation
In 2004, the Legislature passed the Florida Partnership for Minority and Underrepresented Student
Achievement (partnership) Act
121
recognizing the importance of not only access to college but also
success in college for all students. The intent of the partnership is to ensure that every student enrolled
in a public secondary school has access to high-quality, rigorous academics, with a particular focus on
access to advanced courses, with a particular focus on minority students and students who are
underrepresented in postsecondary education.
122
The DOE may contract for operation of the
partnership.
123
In order to prepare, inspire and connect students to postsecondary success and opportunity, public
high schools must provide for the administration of the Preliminary SAT/National Merit Scholarship
Qualifying Test (PSAT/NMSQT), or the PreACT to all enrolled grade 10 students. However, a written
notice must be provided to each parent which must include the opportunity to exempt his or her child
from taking the PSAT/NMSQT or the PreACT.
124
Test results from these assessments are used by
certified school counselors to identify students who are prepared or who need additional work to be
prepared to enroll and be successful in AP courses or other advanced high school courses.
The partnership is responsible for:
Providing teacher training and professional development on AP or other advanced courses.
Providing to middle school teachers and administrators professional development to prepare
students to enter high school ready to participate in advanced courses.
Providing teacher training and materials that are aligned with the State Standards and are
consistent with best theory and practice regarding multiple learning styles and research on
learning, instructional strategies, instructional design, and classroom assessment.
Providing assessment of individual strengths and weaknesses as related to potential success in
AP or other advanced courses and readiness for college.
Providing college entrance exam preparation.
Considering ways to incorporate Florida College System institutions in the mission of preparing
all students for postsecondary success.
118
Ch. 2021-157, L.O.F., codified at s. 1008.22(3)(c), F.S. The ACT and SAT are two of several entrance exams used by colleges and
universities to make admissions decisions.
119
Specific Appropriation 135, Ch. 2022-156. L.O.F.
120
Id. Specific Appropriation 135, Ch. 2021-157, L.O.F.
121
Ch. 2004-63, L.O.F.
122
Section 1007.35(2), F.S.; See Florida Department of Education, Annual Evaluation Report for Florida Partnership 2021-2022
(September 2022), available at https://www.fldoe.org/core/fileparse.php/19912/urlt/FLPA ER2122.pdf (last viewed Apr. 6, 2023).
123
Section 1007.35(3), F.S.
124
Section 1007.35(4) and (5), F.S. Public school districts must choose either the PSAT/NMSQT or the PreACT for districtwide
administration. Funding for the PSAT/NMSQT or the PreACT for all 10th grade students is contingent upon annual funding in the
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Providing a plan for communication and coordination of efforts with the Florida Virtual School’s
provision of online AP or other advanced courses.
Working with school districts to identify minority and underrepresented students for participation
in AP or other advanced courses.
Working with school districts to provide information to students and parents that explains
available opportunities for students to take AP and other advanced courses and that explains
enrollment procedures that students must follow to enroll in such courses.
Providing information to students, parents, teachers, counselors, administrators, districts,
Florida College System institutions, and state universities regarding PSAT/NMSQT or the
PreACT administration.
Cooperating with the DOE to provide information to administrators, teachers, and counselors,
whenever possible, about partnership activities, opportunities, and priorities.
Effect of Proposed Changes
The bill requires DOE to identify colleges and universities to develop and provide teacher training and
professional development for advanced courses in order to prepare students for success on advanced
course assessments that lead to postsecondary credit and mastery of postsecondary general education
core courses.
Florida Bright Futures Scholarship Program
Present Situation
Bright Futures Eligibility
The Florida Bright Futures Scholarship Program is a lottery-funded scholarship program for Florida high
school graduates who merit high academic achievement and enroll in a degree, certificate, or applied
technology program at an eligible Florida public or private postsecondary education institution.
125
There
are four awards through the Florida Bright Futures Scholarship program, including the Florida
Academic Scholarship (FAS), the Florida Medallion Scholarship (FMS), the Florida Gold Seal CAPE
Scholarship, and the Florida Gold Seal Vocational Scholarship.
126
Florida high school students who wish to qualify for the FAS award or the FMS award must meet the
following initial eligibility requirements:
graduate high school from a Florida public high school with a standard Florida high school
diploma, graduate from a registered Florida DOE private high school, earn a GED, complete a
home education program, or graduate from a non-Florida high school if specific conditions are
met;
complete the required high school coursework;
achieve the required minimum high school grade point average (GPA);
achieve the required minimum score on either the ACT or SAT college entrance exam by June
30 of high school graduation year;
127
complete the required number of volunteer service or 100 paid work hours; and
submit a Florida Financial Aid Application no later than August 31 after high school
graduation.
128
125
Section 1009.53(1), F.S.
126
Section 1009.53(2), F.S.
127
To ensure that the required examination scores represent top student performance and are equivalent across assessments, the DOE
is responsible for developing a method for determining the required examination scores. Section 1009.531(6)(c), F.S.
128
Florida Student Financial Aid, Florida Bright Futures Student Handbook (2022), at 3, available at
https://www.floridastudentfinancialaidsg.org/PDF/BFHandbookChapter1.pdf (last viewed Apr. 6, 2023). STORAGE NAME: h1537c.APC PAGE: 21
DATE: 4/11/2023
Type of
Award
High School
Weighted Bright
Futures GPA
College Entrance Exams by
High School Graduation Year
(ACT/SAT)
129
Volunteer
Service
Hours
Paid Service
Hours
Florida
Academic
Scholars
3.50
130
2022-23 Graduates
29/1330
2023-24 Graduates
29/1340
100 hours
131
100 hours
132
Florida
Medallion
Scholars
3.00
133
2022-23 Graduates
25/1210
2023-24 Graduates
25/1210
75 hours
134
100 hours
135
The DOE is required to develop a method for determining the required examination scores students
must earn on college entrance exams and ensure the scores are equivalent between the SAT and
ACT. The ACT scores are made concordant to the required SAT scores using the latest published
national concordance table developed jointly by the College Board and ACT, Inc.
136
The minimum required SAT score for FAS is set at the 89
th
national percentile, and the minimum
required SAT score for FMS is set at the 75
th
national percentile. The minimum ACT scores are
concordant to the bottom of the SAT score ranges for FAS and FMS eligibility, respectively.
137
The SAT registration fee is $60.
138
The cost to take ACT-no writing is $66, and ACT-with writing is
$91.
139
In the 2021-2022 academic year, 119,837 students received a disbursement from the Florida Bright
Futures Scholarship and disbursements totaled $604,682,656.
140
Classic Learning Test
The Classic Learning Test (CLT) is a college entrance exam that offers assessments that evaluate
English, grammar, and mathematical skills, providing a comprehensive measure of achievement and
aptitude. The CLT exams emphasize foundational critical thinking skills and are accessible to students
from a variety of educational backgrounds. The “classic” in Classic Learning Test refers to the use of
classic literature and historical texts for the reading selections on the exams.
141
The CLT uses a number system called a scaled score with a scale that ranges from 0 to 120. Each of
three sections (Verbal Reasoning, Grammar/Writing, and Quantitative Reasoning) are scored out of 40.
The cost to take CLT is $54.
142
129
The DOE sets the required scores every two years pursuant to s. 1009.531(6)(c), F.S. See Rule 6A-20.028, F.A.C. See supra, note
164.
130
Section 1009.534(1)(a), F.S.
131
Section 1009.534(1), F.S., (flush left provision at the end of the subsection).
132
Id.
133
Section 1009.535(1)(a), F.S.
134
Section 1009.535(1), F.S.,(flush left provision at the end of the subsection).
135
Id.
136
Section 1009.531(6), F.S.
137
Id.
138
The College Board, SAT Suite of Assessments, Test Fees, available at https://satsuite.collegeboard.org/sat/registration/fees-
refunds/test-fees (last visited Apr. 6, 2023).
139
ACT, Current ACT Fees and Services, available at https://www.act.org/content/act/en/products-and-services/the-
act/registration/fees.html (last visited Apr. 6, 2023).
140
Florida Student Financial Aid, Florida Bright Futures Student Counts and Total Costs, Report A, available at
https://www.floridastudentfinancialaidsg.org/PDF/PSI/BFReportsA.pdf.
141
CLT, What is the Classic Learning Test (CLT)?, available at https://www.cltexam.com/ (last visited Apr. 6, 2023).
142
CLT, Frequently Asked Questions, available at https://www.cltexam.com/faqs/ (last visited Apr. 6, 2023). STORAGE NAME: h1537c.APC PAGE: 22
DATE: 4/11/2023
Florida postsecondary institutions that accept the CLT as a college entrance exam include:
Reformation Bible college, Pensacola Christian college, Trinity Baptist College, Ave Maria University,
Florida College, Stetson University, Saint Leo University, Trinity College of Florida, Palm Beach Atlantic
University, Warner University, and Southeastern University.
143
Effect of Proposed Changes
The bill expands eligible assessments students may take to earn a Florida Academic Scholars award
and a Florida Medallion Scholars award, under the Bright Futures Scholarship Program, adding the
Classical Learning Test (CLT).
The bill requires the ACT and CLT scores be made concordant to the required SAT scores, using the
latest published national concordance table developed jointly by the College Board, ACT, Inc., and
Classical Learning Initiatives.
B. SECTION DIRECTORY:
Section 1. Amending s. 1002.42, F.S., conforming a cross reference.
Section 2. Amending s. 1003.4282, F.S., revising a graduation requirement for certain students.
Section 3. Amending s. 1004.04, F.S., revising the core curricula for certain teacher preparation
programs.
Section 4. Amending s. 1004.85, F.S., revising terminology; deleting a requirement that certain
certification programs be previously approved by the Department of Education; revising
requirements for certain competency-based programs; revising requirements for certain
teacher preparation field experience; revising requirements for participants in certain
teacher preparation programs; requiring the State Board of Education to adopt specified
rules relating to the continued approval of certain teacher preparation programs rather
than by a determination of the Commissioner of Education.
Section 5. Amending s. 1007.25, F.S., requiring the state board and the Board of Governors to
identify Florida College System institutions and state universities to develop certain
courses and provide specified training.
Section 6. Amending s. 1007.27, F.S., revising the articulated acceleration mechanisms available
to certain students; authorizing the department to partner with specified organizations to
develop certain assessments; providing for the award of credit to certain students;
requiring the department to provide a report to the Legislature by a specified date;
providing the requirements for such a report.
Section 7. Amending s. 1007.271, F.S., requiring dual enrollment courses to be age and
developmentally appropriate.
Section 8. Amending s. 1007.35, F.S., revising the responsibilities of the Florida Partnership for
Minority and Underrepresented Student Achievement; conforming provisions to changes
made by the act.
Section 9. Amending s. 1008.22, F.S., authorizing school districts to select the Classic Learning
Test for an annual districtwide administration for certain students.
Section 10. Amending s. 1008.34, F.S., revising the calculation of school grades for certain schools.
143
CLT, Find a Partner College - FL, available at https://www.cltexam.com/colleges/ (last visited Apr. 6, 2023). STORAGE NAME: h1537c.APC PAGE: 23
DATE: 4/11/2023
Section 11. Amending s. 1009.531, F.S., authorizing students to earn a concordant score on the
Classic Learning Test to meet the initial eligibility requirements for the Bright Futures
Scholarship Program.
Section 12. Amending s. 1011.62, F.S., revising the requirements for the calculation of additional
full-time equivalent membership for certain funding through the Florida Education
Finance Program; revising school eligibility requirements for the turnaround school
supplemental services allocation; providing that certain allocation amounts be based on
a specified membership survey.
Section 13. Amending s. 1012.34, F.S., providing school administrators are not precluded from
taking specified actions.
Section 14. Amending s. 1012.56, F.S., revising requirements for a person seeking an educator
certification; revising criteria for the award of a temporary certificate; revising the validity
period for certain temporary certificates; deleting provisions relating to the department's
ability to extend the validity period of certain temporary certificates; revising the
requirements for the approval and administration of such programs; establishing
professional education competency programs; requiring school districts to develop and
maintain such a program; authorizing private schools and state-supported schools to
develop and maintain such a program.
Section 15. Amending s. 1012.57, F.S., conforming cross-references.
Section 16. Amending s. 1012.575, F.S., conforming cross-references.
Section 17. Amending s. 1012.585, F.S., requiring certain applicants for the renewal of a
professional certificate to earn specified college credit or in-service points; providing
requirements for such credit or points
Section 18. Amending s. 1012.586, F.S., conforming a cross reference.
Section 19. Amending s. 1012.71, F.S., revising the funding calculation for the Florida Teachers
Classroom Supply Assistance Program; deleting a requirement that school districts
provide contributions for the program; requiring the Department of Education to
administer a competitive procurement for the purchase of materials and supplies through
the program; providing school district requirements; deleting requirements for the
distribution of funds to classroom teachers through the program; deleting a requirement
that classroom teachers sign a specified statement; revising requirements for unused
program funds; deleting provisions authorizing department and district school boards to
enter into specified partnerships; providing an effective date.
Section 20. Amending s. 1012.98, F.S., defining the term "professional learning"; prohibiting
specified meetings from being considered professional learning and eligible for Inservice
points; providing and revising requirements for certain professional learning activities;
revising department and school district duties relating to such activities; providing
requirements for entities contracted with to provide professional learning services and in-
service education for school districts.
Section 21. Amending s. 1012.986, F.S., renaming the " William Cecil Golden Professional
Development Program for School Leaders" as the "William Cecil Golden Professional
Learning Program for School Leaders"; revising the goal of the program.
Section 22. Providing a directive to the Division of Law Revision.
Section 23. Providing an effective date, except as otherwise provided in the bill.
STORAGE NAME: h1537c.APC PAGE: 24
DATE: 4/11/2023
II. FISCAL ANALYSIS & ECONOMIC IMPACT STATEMENT
A. FISCAL IMPACT ON STATE GOVERNMENT:
1. Revenues:
None.
2. Expenditures:
See Fiscal Comments.
B. FISCAL IMPACT ON LOCAL GOVERNMENTS:
1. Revenues:
School districts will receive additional funding associated with removing the additional FTE cap on
elementary and middle school CAPE industry certifications through the FEFP.
2. Expenditures:
None.
C. DIRECT ECONOMIC IMPACT ON PRIVATE SECTOR:
None.
D. FISCAL COMMENTS:
Fiscal Impact to the Florida Education Finance Program (FEFP)
The bill has the following fiscal impact to the FEFP:
The bill expands the eligibility of the add-on FTE weight for qualifying Advanced Placement
students by including students earning postsecondary credit from other advanced courses to
include the Advanced International Certificate of Education (AICE) courses and International
Baccalaureate (IB) courses. Since there are existing statutes that provide for the add-on weight
for qualifying AICE and IB students, the bill provides for two add-on weights for each of these
types of students. The fiscal impact of these additional add-ons is indeterminate but would be
significant.
The bill removes the provision that additional FTE membership for an elementary or middle
grades student may not exceed 0.1 for certificates or certifications within the same fiscal year.
The DOE estimates a fiscal impact of $2.4 million resulting from the removal of this provision.
Fiscal Impact to Postsecondary
There is a fiscal impact associated with the expansion of postsecondary credit pathways and incentives
for school districts and teachers:
The bill requires the DOE to identify Florida College System institutions and state universities to
develop advanced secondary courses and provide teacher training for the instruction of these
courses. The DOE estimates a fiscal impact of $2.5 million associated with this requirement.
The bill also authorizes DOE to partner with a third-party assessment organization to develop
assessments to measure the competencies of the advanced courses developed by the
identified colleges and universities. The DOE estimates a fiscal impact $1.0 million to develop
the assessments. HB 5001, the House’s General Appropriations Act (GAA) for Fiscal Year (FY)
2023-2024 does not include an appropriation for either of these two issues at this time.
The bill requires DOE to provide a report to the Legislature on secondary acceleration mechanisms and
how they align with postsecondary student success. The additional workload associated with this new
report will be absorbed within existing resources.
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DATE: 4/11/2023
The bill authorizes students to take the Classic Learning Test to meet the initial eligibility requirements
for the Bright Futures Scholarship Program. Students must earn a concordant score on this exam, and
this exam has a price that is comparable with other exam options. There is no estimated fiscal impact to
the Bright Futures Program as a result of this provision.
III. COMMENTS
A. CONSTITUTIONAL ISSUES:
1. Applicability of Municipality/County Mandates Provision:
None.
2. Other:
None.
B. RULE-MAKING AUTHORITY:
The bill requires the SBE to adopt rules for the review and approval of educator preparation institutes
and Professional Learning Certification Programs.
C. DRAFTING ISSUES OR OTHER COMMENTS:
None.
IV. AMENDMENTS/COMMITTEE SUBSTITUTE CHANGES
On March 22, 2023, the Education Quality Subcommittee adopted a proposed committee substitute (PCS)
and reported the bill favorably as a committee substitute. The PCS differed from HB 1537 in the following
ways:
requires that all dual enrollment program courses be age and developmentally appropriate;
requires the DOE to partner with colleges and universities to develop advanced courses and
provide teacher training for such courses;
requires the DOE to develop new assessments to measure the competencies required for general
education core courses in order for students to earn postsecondary credit while in high school;
expands the advanced course options, allowing students to take collegiate-level general education
core coursework and earn college credit after passing the associated advanced course assessment
established by the DOE;
requires the SBE and the BOG to identify colleges and universities to develop secondary general
education courses and provide training to course instructors;
authorizes the DOE to partner with an independent third-party testing or assessment organization to
develop assessments that measure competencies consistent with the required course
competencies identified by the ACC for general education core courses;
requires postsecondary credit to be limited to students who achieve a minimum score on a
postsecondary credit assessment as identified by the DOE;
expands eligible nationally recognized high school assessments that may be administered by
school districts to students in 11
th
grade, to include the CLT;
expands eligible assessments students may take to earn a FAS Award and FMS award, under the
Bright Futures Scholarship Program, adding the CLT;
requires the DOE to develop a method for determining the required examination scores students
must earn on the CLT assessment and ensure the scores are concordant to those of the SAT and
ACT;
requires the ACT and CLT scores be made concordant to the required SAT scores, using the latest
published national concordance table developed jointly by the College Board, ACT, Inc., and
Classical Learning Initiatives;
requires the DOE, through the Florida Partnership for Minority and Underrepresented Student
Achievement, to provide teacher training and professional development for all advanced courses in STORAGE NAME: h1537c.APC PAGE: 26
DATE: 4/11/2023
order to prepare students for success on advanced course assessments that lead to postsecondary
credit and mastery of postsecondary general education core courses;
provides 0.16 additional FTE for students earning postsecondary credit through advanced courses
who attain the minimum assessment score, as established by the DOE;
requires school districts to allocate at least 80 percent of the funds provided to the district for
advanced course instruction to the high school that generate the funds;
provides bonuses under specific criteria for classroom teachers who provide advanced course
instruction;
modifies one of the school grade components, the percentage of students who were eligible to earn
college and career credit, by including students who are eligible to earn postsecondary credit
through assessments identified by the DOE; and
requires the DOE, in cooperation with the BOG, to issue a report to the Legislature by January 1,
2024, on the alignment between acceleration mechanisms available to secondary students and
student success at the postsecondary level.
The bill analysis is drafted to the committee substitute adopted by the Education Quality Subcommittee.