This docum ent does not reflect the intent or official position of the bill sponsor or House of Representatives.
STORAGE NAME: h1285.CIS
DATE: 1/23/2024
HOUSE OF REPRESENTATIVES STAFF ANALYSIS
BILL #: HB 1285 Education
SPONSOR(S): Canady
TIED BILLS: None. IDEN./SIM. BILLS: SB 996
REFERENCE ACTION ANALYST STAFF DIRECTOR or
BUDGET/POLICY CHIEF
1) Choice & Innovation Subcommittee Blalock Sleap
2) Appropriations Committee
3) Education & Employment Committee
SUMMARY ANALYSIS
The bill makes a number of changes to Florida’s K-12 public schools, specifically the bill:
requires virtual instruction providers and virtual charter schools to provide a list of students to be
administered statewide assessments and progress monitoring to the school district, and specifies that
unless an alternative testing site is mutually agreed upon, all assessments and progress monitoring
must be taken at the school to which the student would be assigned according to district school board
attendance policies;
requires each school district and charter school to offer students in grades 11 and 12 the opportunity to
take the Armed Services Vocational Aptitude Battery and consult with a military recruiter if the student
chooses;
expands Florida’s support of military families by creating the Purple Star School District Program which
recognizes school districts with at least 75 percent of schools designated as Purple Star Campuses;
authorizes the Commissioner of Education to appoint and remove an executive director for the
Education Practices Commission;
revises district dropout prevention and academic intervention programs by requiring teachers assigned
to such schools to be certified, revising the parental notification prior to student enrollment in the
program, and requiring students in the program to have individualized student goals and progress
monitoring;
removes school district authorization to have second chance school programs; and
revises the deadlines for submission of turnaround plans and requirements under a turnaround option
available to low performing schools, specifying the responsibilities of a school district and charter
school who are implementing a turnaround plan for a public school which is reopening as a charter
school, prohibiting a district from charging rental or leasing fees for the existing facility or withholding an
administrative fee, and requiring the State Board of Education to develop a standard charter school
turnaround contract, facility lease, and mutual management agreement.
At the postsecondary level, the bill:
requires that for each adoption cycle, publishers and manufacturers must make sample copies of all
state-adopted instructional materials available electronically for use by Florida’s Educator Preparation
Institutes;
authorizes an Associate in Arts (AA) specialized transfer degree for Florida College System (FCS)
institution students who need supplemental lower-level coursework above the 60 credit hours of the
traditional AA degree in preparation for transfer to a baccalaureate degree program; and
repeals the FCS Institution Employment Equity Accountability Program.
The bill does not appear to have a fiscal impact.
The bill takes effect July 1, 2024. STORAGE NAME: h1285.CIS PAGE: 2
DATE: 1/23/2024
FULL ANALYSIS
I. SUBSTANTIVE ANALYSIS
A. EFFECT OF PROPOSED CHANGES:
Virtual Instruction Programs
Present Situation
A virtual instruction program provides an interactive, technology-based learning environment in which
students are separated from their teachers by time or space, or both.
1
Each school district must provide
at least one option for part-time and full-time virtual instruction for students residing within the school
district, and provide timely written notification to parents of at least one open enrollment period for full-
time students.
2
A school district virtual instruction program must consist of the following:
Full-time and part-time virtual instruction for students enrolled in kindergarten through grade 12.
Full-time or part-time virtual instruction for students enrolled in dropout prevention and academic
intervention programs, Department of Juvenile Justice (DJJ) education programs, core-curricula
courses to meet class size requirements, or Florida College System (FCS) institutions.
3
Each school district must provide information to parents and students about students’ right to
participate in a virtual instruction program and in courses offered by the Florida Virtual School (FLVS).
4
All students, including home education and private school students, are eligible to participate in district
virtual instruction programs.
5
In order to provide students residing within the school district with the
opportunity to participate in virtual instruction programs, a school district may:
contract with the FLVS
6
or establish a franchise of the FLVS;
contract with a provider approved by the Department of Education (DOE) for the provision of a
full-time or part-time school district virtual instruction program;
enter into an agreement with another school district to allow its students to participate in a virtual
instruction program provided by the other school district;
establish school district operated part-time or full-time kindergarten through grade 12 virtual
instruction programs; and
enter into an agreement with a virtual charter school authorized by the school district.
7
Contracts with the FLVS or other providers may include multidistrict contractual arrangements that may
be executed by a regional consortium service organization
8
on behalf of its member school districts.
9
Additionally, a virtual charter school may enter into an agreement with a school district to allow
participation of the virtual charter school’s students in the school district’s virtual instruction program.
10
1
Section 1002.45(1)(a)3., F.S.
2
Section 1002.45(1)(b), F.S.
3
Section 1002.45(1)(b)1., F.S.
4
Sections 1002.37(1) and (9)(a) and 1002.45(9), F.S.
5
Section 1002.455, F.S.
6
The Florida Virtual School is established for the development and delivery of online and distance learning education full-time and
part-time to students enrolled in kindergarten through grade 12. The Commissioner of Education is required to monitor the school’s
performance and report the school’s performance to the State Board of Education (SBE) and the Legislature. Section 1002.37(1)(a)
and (9)(a), F.S., s. 1002.45(9), F.S.
7
Section 1002.45(1)(c)1.-5., F.S.
8
See s. 1001.451, F.S. School districts with 20,000 or fewer unweighted full-time equivalent students, lab schools, and the Florida
School for the Deaf and the Blind may enter into cooperative agreements to form a regional consortium service organization.
9
Section 1002.45(1)(c), F.S. (flush left provision at the end of the subsection).
10
Section 1002.45(1)(d)3., F.S. STORAGE NAME: h1285.CIS PAGE: 3
DATE: 1/23/2024
Participating students must comply with the compulsory school attendance requirements as verified by
the district. Students must also participate in the state assessment program and the coordinated
screening and progress monitoring system.
11
Statewide assessments and progress monitoring may be administered within the school district in
which the student resides, or as specified in a contract between the school district and a qualified
contractor, if applicable.
12
If requested by the approved virtual instruction program provider
13
or virtual
charter school,
14
the district of residence must provide the student with access to the district’s testing
facilities.
15
Effect of Proposed Changes
The bill requires virtual instruction providers and virtual charter schools to provide a list of students to
be administered statewide assessments and progress monitoring to the school district, including the
students’ names, Florida Education Identifiers, grade levels, assessments and progress monitoring to
be administered, and contact information.
The bill specifies that unless an alternative testing site is mutually agreed upon by the virtual provider
and the school district, or specified in a contract between the school district and a qualified contractor,
all assessments and progress monitoring must be taken at the school to which the student would be
assigned according to district school board attendance policies. The school district must provide the
student with access to the school’s or district’s testing facilities and provide the student with the date
and time of the administration of each assessment and progress monitoring.
The Purple Star Campus Program
Present Situation
The Purple Star Campus program was established by the Florida legislature in 2021
16
and further
defined in State Board of Education (SBE) rule as the Purple Star School of Distinction Designation.
17
The purpose of the Purple Star School of Distinction Designation is to recognize schools that support
the unique needs of military families, help military-connected students navigate critical challenges, and
provide resources for military-connected students when transitioning to a new school environment.
18
As
of November 2023, 197 Florida schools have earned the Purple Star School of Distinction
Designation.
19
For the purpose of this program, a “military student” means a student who is:
enrolled in a school district, charter school, or any school or educational institution participating
in an educational choice scholarship program;
20
and
a dependent of a current member of the United States military serving on active duty in, or a
former member of, the Army, Navy, Air Force, Space Force, Marine Corps, or Coast Guard; a
reserve component of any branch of the United States military; or the Florida National Guard.
21
11
Section 1002.45(5), F.S.
12
Sections 1002.45(5)(b) and 1008.24(3), F.S.
13
Section 1002.45(2), F.S.
14
Section 1002.45(1)(d), F.S.
15
Section 1002.45(5)(b), F.S.
16
Section 1, ch. 2021-65, L.O.F., codified at s. 1003.051, F.S.
17
Rule 6A-1.0999, F.A.C.
18
Florida Department of Education (DOE), Purple Star School of Distinction Designation, https://www.fldoe.org/schools/family-
community/activities-programs/parental-involvement/purple-star.stml (last visited Jan. 21, 2024).
19
DOE, Governor Ron DeSantis Announces 73 New Purple Star Schools to Provide Additional Resources for Military Families,
https://www.fldoe.org/newsroom/latest-news/icymi-governor-ron-desantis-announces-73-new-purple-star-schools-to-provide-
additional-resources-for-military-families.stml (last visited Jan. 21, 2024).
20
Chapter 1002, F.S.
21
Section 1003.051(1), F.S. STORAGE NAME: h1285.CIS PAGE: 4
DATE: 1/23/2024
At a minimum, the program requires a participating school to:
Designate a staff member as a military liaison.
Maintain a web page on the school’s website which includes resources for military students and
their families.
Maintain a student-led transition program that assists military students in transitioning into the
school.
Offer professional development training opportunities for staff members on issues relating to
military students.
Reserve at least 5 percent of controlled open enrollment seats for military students.
22
Once awarded, schools maintain their designation as a Purple Star School of Distinction for three
school years.
23
Effect of Proposed Changes
The bill requires the DOE to create the Purple Star School District Program. At a minimum, the program
must require a participating district to have at least 75% of schools in the district designated as Purple
Star Campuses and maintain a web page on the district website with resources for military students
and their families and links to each Purple Star Campus’s web page with resources. The bill authorizes
the DOE to establish additional program criteria to identify school districts that demonstrate a
commitment to or provide critical coordination of services for military students and their families,
including, but not limited to, establishing a council consisting of a representative from each Purple Star
Campus in the district and one district-level representative to ensure the alignment of military student-
focused policies and procedures within the district.
The bill authorizes the SBE to adopt rules to administer the program.
Armed Services Vocational Aptitude Battery & Military Recruiters
Present Situation
Armed Services Vocational Aptitude Battery
The Armed Services Vocational Aptitude Battery (ASVAB) is a multiple-choice test, administered by the
United States Military Entrance Processing Command, used to determine qualification for enlistment in
the United States Armed Forces.
24
The ASVAB is a timed multi-aptitude test, administered at over 14,000 schools and Military Entrance
Processing Stations nationwide and developed and maintained by the Department of Defense. It
measures a young adult’s strengths and potential for success in military training.
25
The ASVAB consists of 10 subtests and scores are used to determine the best jobs for those entering a
branch of the military. Scores from four of the math and verbal domain subtests are used to determine
an Armed Forces Qualification Test (AFQT) score, which determines eligibility for enlistment.
26
Each branch of the military has different standards. The minimum scores each branch of the military
requires depends on whether a potential recruit has a high school diploma or a high school equivalency
diploma (GED). Those students with a GED need a higher AFQT score than students with a high
school diploma. An AFQT score of 60 indicates that the examinee scored as well as or better than 60
22
Section 1003.051(2)(a), F.S.
23
Rule 6A-1.0999, F.A.C.
24
Official ASVAB, ASVAB Fact Sheet (2023), available at https://www.officialasvab.com/wp-content/uploads/2023/06/ASVAB-
Fact_Sheet.pdf.
25
Military.com, The ASVAB Test, https://www.military.com/join-armed-forces/asvab (last visited Jan. 21, 2024).
26
US Military Careers, How the ASVAB Score is Computed, https://www.liveabout.com/how-the-asvab-afqt-score-is-computed-
3354094 (last visited Jan 21, 2024). STORAGE NAME: h1285.CIS PAGE: 5
DATE: 1/23/2024
percent of the nationally representative sample. For high school graduates earning a diploma, the
requirements by military branch are as follows:
27
Air Force recruits are required to have a minimum AFQT score of 31.
Army recruits are required to have a minimum AFQT score of 31.
Coast Guard recruits are required to have a minimum AFQT score of 36.
Marine recruits are required to have a minimum AFQT score of 31.
National Guard recruits are required to have a minimum AFQT score of 31.
Navy recruits are required to have a minimum AFQT score of 31.
AFQT scores are divided into five categories:
28
Category I - 93-99.
Category II - 65-92.
Category IIIa - 50-64.
Category IIIb - 31-49.
Category IVa - 21-30.
Category IVb - 16-20.
Category IVc - 10-15.
Category V - 1-9.
Beginning with the 2022-2023 school year, the school grading formula for high schools was modified to
include the percentage of students who earned an AFQT score that falls within Category II or higher on
the ASVAB and earned a minimum of two credits in Junior Reserve Officers’ Training Corps courses
from the same branch of the United States Armed Forces.
29
Military Recruiters and Access to Public School Campuses
Under current law, a school district must grant military recruiters of the United States Armed Forces and
United States Department of Homeland Security the same access to secondary school students, and to
school facilities and grounds, which the district grants to postsecondary educational institutions or
prospective employers of students.
30
A school district must also grant military recruiters access to the names, addresses, and telephone
listings of secondary school students as required by federal statute,
31
except the district must comply
with a student’s or parent’s request under federal
32
or state
33
statute not to release the student’s
information without prior written parental consent.
34
Effect of Proposed Changes
The bill requires each school district and charter school to offer students in grades 11 and 12 the
opportunity to take the ASVAB and consult with a military recruiter if the student chooses. The ASVAB
must be scheduled during normal school hours.
Dropout Prevention and Academic Intervention
Present Situation
Overview
27
Official ASVAB, Enlistment Eligibility, https://www.officialasvab.com/applicants/enlistment-eligibility (last visited Jan. 21, 2024).
28
Id.
29
Section 2, ch. 2020-75, L.O.F.; s. 1008.34(3)(b)2., F.S.
30
Section 1003.451(3)(a), F.S.
31
20 U.S.C. § 7908(a)(1).
32
20 U.S.C. § 7908(a)(2).
33
Section 1002.22, F.S.
34
Section 1003.451(3)(b), F.S. STORAGE NAME: h1285.CIS PAGE: 6
DATE: 1/23/2024
Each district school board may establish dropout prevention and academic intervention programs at the
elementary, middle, or high school level.
35
These programs must use instructional teaching methods
appropriate to the specific needs of each student participating in the program.
36
Any school that
establishes a dropout prevention and academic intervention program must reflect the program in its
school improvement plan.
37
Dropout prevention and academic intervention programs may differ from traditional programs and
schools in scheduling, administrative structure, philosophy, curriculum, or setting and must employ
alternative teaching methodologies, curricula, learning activities, and diagnostic and assessment
procedures in order to meet the needs, interests, abilities, and talents of eligible students.
38
Eligibility for participation in a dropout prevention and academic intervention program is limited to
students in grades 1 through 12. School districts must report eligible students in the appropriate basic
cost factor in the Florida Education Finance Program (FEFP). The strategies and supports provided to
eligible students are funded through the General Appropriations Act and may include, but are not
limited to, those services identified on the student’s academic intervention plan.
39
Students are eligible for dropout prevention and academic programs if they are academically
unsuccessful, exhibit a pattern of excessive absenteeism or have been identified as a habitual truant,
have a history of disruptive behavior in school or have committed an offense that warrants out-of-school
suspension or expulsion from school, or have been identified by a school’s early warning system.
40
Student participation in a dropout prevention and academic intervention program is voluntary. District
school boards may, however, assign students to a program for disruptive students. A student must not
be identified as eligible for dropout prevention and academic intervention program services based
solely on being from a single-parent family.
41
District school boards that receive state funding for dropout prevention and academic intervention must
submit an annual report to the DOE documenting the extent of the district’s success in using dropout
prevention and academic intervention programs to improve the district’s graduation rate, dropout rate,
attendance rate, and retention/promotion rate.
42
In addition, school boards that provide a dropout
prevention and academic intervention program must maintain records for each participating student
documenting the student’s eligibility, the length of the student’s participation, the type of program to
which the student was assigned or type of academic intervention services provided, and an evaluation
of the student’s academic and behavioral performance while in the program.
43
District school boards must establish course standards for dropout prevention and academic
intervention programs
44
and procedures to ensure that teachers assigned to these programs possess
the affective, pedagogical, and content-related skills necessary to meet the needs of students placed in
the program.
45
Prior to a student’s placement in a dropout prevention and academic intervention program, the school
principal must provide written notice by certified mail, return receipt requested, to the student’s parent.
46
The student’s parent must return acknowledgement of the written notice within three days of receipt.
35
Section 1003.53(2)(a), F.S.
36
Id.
37
Section 1003.53(2)(b), F.S.
38
Section 1003.53(1)(a), F.S.
39
Section 1003.53(1)(b), F.S.
40
Section 1003.53(1)(c), F.S.
41
Section 1003.53(1)(a), F.S.
42
Section 1003.53(3), F.S.
43
Section 1003.53(5), F.S.
44
Rule 6A-6.0521, F.A.C.
45
Section 1003.53(4), F.S.
46
Section 1003.53(5), F.S. STORAGE NAME: h1285.CIS PAGE: 7
DATE: 1/23/2024
The notice must inform the parent that he or she is entitled to an administrative review of any action by
school personnel relating to the student’s placement.
47
Second Chance Schools
Under certain circumstances, school districts may assign students in grades 6 through 10 to a second
chance school. Second chance schools are district school board programs provided through
cooperative agreements between the DJJ, private providers, state or local law enforcement agencies,
or other state agencies for students who have been habitually truant or disruptive, violent, or who have
committed serious offenses. As partnership programs, second chance schools are eligible for waivers
by the Commissioner of Education (commissioner) from SBE rules that prevent the provision of
appropriate educational services to violent, severely disruptive, or delinquent students in small
nontraditional settings or in court-adjudicated settings.
48
District school boards seeking to enter into a partnership with a private or public entity to operate a
second chance school may apply to the DOE for startup grants. These grants must be available for one
year and must be used to offset the startup costs for implementing second chance programs off public
school campuses. General operating funds must be generated through the appropriate programs of the
FEFP. Grants approved under this program must be for the full operation of the school by a private
nonprofit or for-profit provider or the public entity. This program must operate under rules adopted by
the SBE and be implemented to the extent funded by the Legislature.
49
Prior to assigning students to second chance schools, district school boards are encouraged to use
alternative programs such as in-school suspension, which provide instruction and counseling leading to
improved student behavior, a reduction in the incidence of truancy, and the development of more
effective interpersonal skills.
50
Students assigned to second chance schools must be evaluated by the district school board’s child
study team before placement in a second chance school. The study team must ensure that students
are not eligible for placement in a program for emotionally disturbed children.
51
Students who exhibit academic and social progress and who wish to return to a traditional school shall
complete a character development and law education program and demonstrate preparedness to
reenter the regular school setting prior to reentering a traditional school.
52
Effect of Proposed Changes
The bill authorizes district school boards to assign students to a disciplinary program for disruptive
students or an alternative school setting or other program in accordance with the state’s policy of zero
tolerance for crime and victimization.
53
The bill requires that, notwithstanding any other provision of law
to the contrary, no student can be identified as eligible to receive services through the dropout
prevention and academic intervention program solely based on having a disability. The bill requires that
before placement in a dropout prevention and academic intervention program or the provision of an
academic service, the school principal, or his or her designee, must provide written notice of placement
or services to the student's parent; must make a reasonable effort to notify the student's parent by
telephone or e-mail, or both; and must document this effort.
The bill provides that dropout prevention and academic intervention programs established by each
district school board must utilize student services that lead to improved student behavior as appropriate
to the specific needs of the student. The bill requires that each student enrolled in a dropout prevention
47
Id.
48
Section 1003.53(1)(d)1., F.S.
49
Section 1003.53(1)(d)2., F.S.
50
Section 1003.53(1)(d)6., F.S.
51
Section 1003.53(1)(d)7., F.S.
52
Section 1003.53(1)(d)8., F.S.
53
Section 1006.13, F.S. STORAGE NAME: h1285.CIS PAGE: 8
DATE: 1/23/2024
and academic intervention program has an academic intervention plan developed to address eligibility
for placement in the program and to provide individualized student goals and progress monitoring
procedures. A student's academic intervention plan must be consistent with the student's individual
education plan (IEP).
The bill requires that teachers assigned to dropout prevention and academic intervention programs are
certified as required under the law and by rules of the SBE.
54
Finally, the bill repeals the authority of a school district to offer a second chance school program.
School Improvement- School Turnaround Plans
Present Situation
Florida’s system of improving low-performing schools is referred to as “school improvement” (SI).
55
Under SI, the lowest-performing schools receive more comprehensive, state-provided intervention and
support than schools that are closer to meeting student achievement goals.
56
Intervention and support
is required for traditional public schools earning a letter grade of “D” or “F” or producing a graduation
rate of sixty-seven (67) percent or less.
57
Intensive intervention and support strategies must be applied through turnaround plans
58
to schools
earning two consecutive grades of “D” or a grade of “F”.
59
In the first full school year after a school
initially earns a grade of “D,” the school district must immediately implement intervention and support
strategies.
60
For a school that initially earns a grade of “F” or a second consecutive grade of “D,” the
school district must either continue implementing or immediately begin implementing intervention and
support strategies
61
and provide the department with the memorandum of understanding by September
1 and a district-managed turnaround plan by October 1 for approval by the SBE.
62
The plan must be
designed to improve a school’s grade to a “C” or better within two school years.
63
The district-managed turnaround plan may include a proposal for the district to implement an extended
school day, a summer program, a combination of an extended school day and a summer program, or
any other authorized option for SBE approval. A school district is not required to wait until a school
earns a second consecutive grade of “D” to submit a turnaround plan for approval by the state board.
Upon SBE approval, the school district must implement the plan for the remainder of the school year
and continue the plan for one full school year. The SBE may allow a school an additional year of
implementation before the school must implement a turnaround option
64
if it determines that the school
is likely to improve to a grade of “C” or higher after the first full school year of implementation.
65
If the school’s grade does not improve to a “C” or higher after the additional year (its fourth consecutive
grade below a “C”), or after the first full year of implementation if an additional year is not granted, the
school must select from the following turnaround options:
66
Reassign students to another school and monitor the progress of each student.
54
Section 1012.55(1), F.S.
55
Section 1008.33(2) and (4), F.S.; rule 6A-1.099811, F.A.C.
56
See id. School improvement requirements were originally established under the 2002 reauthorization of ESEA, otherwise known as
the No Child Left Behind (NCLB) Act of 2001. Pub. L. No. 107-110, 115 Stat. 1425 (Jan. 8, 2002).
57
Section 1008.33(3)(b), F.S.; see also rule 6A-1.099811(2)(aa), F.A.C.
58
Rule 6A-1.099811(2)(bb), F.A.C.
59
Section 1008.33(4)(a), F.S.
60
Rule 6A-1.099811(3)(c), F.A.C.
61
Id.
62
Section 1008.33(4)(a), F.S.
63
Rule 6A-1.099811(7)(a) and (13)(b), F.A.C. A Tier 2 SI school is any school that earns a single grade of “F” or consecutive grades
of “D” in any school year in which the school received a grade and is in the first cycle of turnaround. Rule 6A-1.099811(3)(b), F.A.C.
64
Section 1008.33(4)(b), F.S.
65
Section 1008.33(4)(a), F.S.
66
Section 1008.33(4)(b), F.S.; rule 6-A 1.099811(7)(b), F.A.C STORAGE NAME: h1285.CIS PAGE: 9
DATE: 1/23/2024
Close the school and reopen as one or more charter schools with a governing board that has a
demonstrated record of effectiveness.
Contract with an external operator that has a demonstrated record of effectiveness to operate
the school.
Selection of an external operator may include one, or a combination of the following:
67
A district-managed charter school or a high-performing charter school network in which all
instructional personnel are not employees of the school district, but are employees of an
independent governing board composed of members who did not participate in the review or
approval of the charter.
A contractual agreement that allows for a charter school network or any of its affiliated
subsidiaries to provide individualized consultancy services tailored to address the identified
needs of one or more schools under this section.
To exit the SI program, a school must meet one of the following requirements:
68
If the school’s SI status is determined by its school grade, the school must earn a grade of at
least a “C”; or
If the school’s SI status is solely based on its graduation rate, it must achieve a graduation rate
higher than 67 percent.
If a school earning two consecutive grades of “D” or a grade of “F” does not improve to a grade of “C”
or higher after two school years of implementing the turnaround option selected by the school district,
the district must implement another turnaround option. Implementation must begin the school year
following the implementation period of the existing turnaround option, unless the SBE determines that
the school is likely to improve to a grade of “C” or higher if additional time is provided to implement the
existing turnaround option.
69
Effect of Proposed Changes
The bill makes several changes relating to the procedures and prescribed options for a school which is
required to implement a district-managed turnaround option or which has completed a cycle of
turnaround and has not improved to a grade of “C” or higher.
For a school which has earned a school grade of “F” or a second consecutive school grade of “D” and
is required to implement a district-managed turnaround option, the bill moves the submission deadline
for the memorandum of understanding and district-managed turnaround plan the school district must
submit to the DOE from September 1 and October 1, respectively, to August 1. The bill requires that a
district-managed turnaround plan must only include measurable academic benchmarks that put the
school on a path to earning and maintaining a grade of “C” or higher.
For a school that has not improved to a grade of “C” or higher under a district-managed turnaround plan
and has selected the turnaround option of closing and reopening as a charter school, the bill provides
the following requirements for the school district and the charter school operator upon reopening as a
charter school:
The school district must continue to operate the school for the following school year and must
execute a charter school turnaround contract by October 1 that will allow the charter school an
opportunity to conduct an evaluation of the educational program and personnel currently
assigned to the school during the year in preparation for assuming full operational control of the
school and facility by July 1. The school district may not reduce or remove resources from the
school during this time.
The charter school operator must provide enrollment preference to students currently attending
or who would have otherwise attended or been zoned for the school. The school district must
consult and negotiate with the charter school every three years to determine whether
67
Section 1008.33(4)(b)3., F.S.
68
Rule 6A-1.099811(16), F.A.C
69
Section 1008.33(4)(d), F.S. STORAGE NAME: h1285.CIS PAGE: 10
DATE: 1/23/2024
realignment of the attendance zone is appropriate to ensure that students residing closest to the
school are provided with an enrollment preference.
The charter school operator must serve the existing grade levels served by the school at its
current enrollment or higher, but may, at its discretion, serve additional grade levels.
The school district may not charge rental or leasing fees for the existing facility or for the
property normally inventoried to the school. The school and the school district must agree to
reasonable maintenance provisions in order to maintain the facility in a manner similar to all
other school facilities in the school district.
The school district may not withhold an administrative fee for the provision of services identified
in statute.
70
The bill provides that ceasing implementation of a turnaround option because a school improves to a
grade of “C” or higher, does not apply to a school district that has already executed a charter school
turnaround contract.
Finally, the bill requires the SBE to adopt rules to implement these provisions and to develop a
standard charter school turnaround contract, a standard facility lease, and a mutual management
agreement.
K-12 Instructional Materials
Present Situation
Duties of Publishers & Manufacturers Regarding K-12 Instructional Materials
Whether operating pursuant to the state’s instructional materials program or a district instructional
materials program, publishers and manufacturers of instructional materials must, among other things:
submit electronic sample copies of the instructional material;
submit evidence that the provided materials address the required state standards and are
accessible through the district’s digital classrooms plan and a variety of electronic, digital, and
mobile devices;
furnish instructional materials at a price not to exceed the lowest price offered in other states;
automatically reduce the price of instructional materials or provide materials free of charge if
provided to other states at a reduced rate or free of charge;
keep the materials revised, free from all errors, and up-to-date; and
disclose the authors of the instructional materials.
71
In addition, publishers and manufacturers of instructional materials are prohibited from offering any
emolument, money, or other valuable thing or any inducement, to any district school board official or
state instructional materials reviewer to directly or indirectly introduce, recommend, vote for, or
otherwise influence the adoption or purchase of any instructional materials. Violating this prohibition is a
second degree misdemeanor and will result in a ban from practicing business in the state for one
calendar year.
72
Educator Preparation Institutes
An educator preparation institute may be created by a postsecondary institution or a qualified private
provider and approved by the DOE.
73
Postsecondary institutions that are accredited or approved as
70
Section 1002.33(20)(a), F.S.
71
Sections 1006.283(2)(b)7. and 1006.38, F.S. With regard to the state’s instructional materials program, publishers and
manufacturers must maintain a depository in Florida for the in-state distribution of instructional materials to school districts from the
depository or contract with a depository in the state. Section 1006.38(11)-(13), F.S.
72
Section 1006.32(1) and (4), F.S. A second degree misdemeanor is punishable by a term of imprisonment not exceeding 60 days and
a fine not exceeding $500. Sections 775.082(4)(b) and 775.083(1)(e), F.S.
73
Section 1004.85(1), F.S. STORAGE NAME: h1285.CIS PAGE: 11
DATE: 1/23/2024
described in SBE rule may seek approval from the DOE to create educator preparation institutes for
any or all of the following purposes:
Professional learning 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.
Instruction for baccalaureate degree holders to become certified teachers in order to increase
routes to the classroom for professionals who hold a baccalaureate degree and college
graduates who were not education majors.
Instruction and professional learning for part-time and full-time nondegreed teachers of career
programs.
74
A private provider with a proven history of delivering high-quality teacher preparation, based on
evidence provided from other state recipients of its services and data showing the successful
performance of its completers based on student achievement, may seek approval to offer a
competency-based certification program specifically designed for noneducation major baccalaureate
degree holders to enable program participants to meet the educator certification requirements.
75
An educator preparation institute choosing to offer a competency-based certification program, whether
a postsecondary institution or a qualified private provider, must implement a program developed by the
institute and approved by the DOE for this purpose. Approved programs must be available for use by
other approved educator preparation institutes.
76
Effect of Proposed Changes
The bill requires that for each adoption cycle, publishers and manufacturers of instructional materials,
or their representatives, must make sample copies of all instructional materials on the commissioner's
list of state-adopted instructional materials available electronically for use by educator preparation
institutes to enable educators to practice teaching with currently adopted instructional materials aligned
to the state’s academic standards.
Education Practices Commission
Present Situation
The DOE’s Office of Professional Practices Services (PPS) investigates misconduct by educators who
hold a Florida Educator Certificate or a valid application for a Florida Educator Certificate. The PPS
investigates when there are ultimate facts to support the educator has broken the law or violated the
Principles of Professional Conduct.
77
These laws and rules outline the standards of conduct expected
of certified educators in Florida.
78
Penalties against an educator’s certificate are not issued by the commissioner or the DOE; penalties
are issued by the Education Practices Commission (commission). The commission is a quasi-judicial
body of peers, law enforcement, and lay persons set forth in statute
79
that determines what penalty is
issued in each case.
80
Currently, the commission must employ an executive director by a vote of three-fourths of the
membership who is exempt from career service and may be dismissed by a majority vote of the
74
Sections 1004.85(2)(a) and 1012.39(1)(c), F.S.
75
Sections 1004.85(2)(b) and 1012.56, F.S.
76
Section 1004.85(3), F.S.
77
Rule 6A-10.081, F.A.C. contains the Principles of Professional Conduct for the Education Profession in Florida.
78
DOE, Role of Professional Practices Services, https://www.fldoe.org/teaching/professional-practices/role-of-professional-practices-
service.stml (lasted visited Jan. 21, 2024).
79
Section 1012.79, F.S.
80
DOE, Role of Professional Practices Services, https://www.fldoe.org/teaching/professional-practices/role-of-professional-practices-
service.stml (lasted visited Jan. 21, 2024). STORAGE NAME: h1285.CIS PAGE: 12
DATE: 1/23/2024
membership. The commission is assigned to the DOE for administrative purposes and, in the
performance of its powers and duties, must not be subject to control, supervision, or direction by the
DOE.
81
The commission has the authority to make expenditures necessary to carry out its duties and
responsibilities, including for personal services, general counsel or access to counsel, and rent at the
seat of government and elsewhere; for books of reference, periodicals, furniture, equipment, and
supplies; and for printing and binding. The expenditures of the commission are subject to the powers
and duties of the Department of Financial Services.
82
Effect of Proposed Changes
The bill authorizes the commissioner, at his or her discretion, to appoint and remove an executive
director for the commission. The bill requires the commission to be assigned to the DOE for fiscal
accountability purposes and provides that the commission may make expenditures on legal services
when necessary.
Florida College System-Transfer Degrees
Present Situation
Overview
Florida’s 28 state and community colleges offer a wide range of academic opportunities for students
throughout the state. At FCS institutions, students are able to complete degree programs including
Bachelor of Science and Bachelor of Applied Science, Associate in Arts (AA), Associate in Science
(AS), Associate in Applied Science (AAS), and career and technical certificate programs.
83
Associate in Arts Degree
The AA degree is designed for students who plan to transfer from an FCS institution to a baccalaureate
degree program, either at an FCS or a state university system (SUS) institution.
84
The AA degree
requirements consist of 60 total credit hours and include 36 credit hours of general education and 24
credit hours of electives.
85
Students should choose elective courses required for admission to their
intended program of study or major at the desired college or university. The Common Prerequisites
Manual
86
is a catalog of lower-level courses that are prerequisites for entrance into baccalaureate
programs offered by FCS and SUS institutions. Students are encouraged to discuss their intended
program of study with an academic advisor at their college to ensure they are meeting all requirements
to transfer upon completing their AA degree.
87
A baccalaureate degree must be no more than 120 semester hours of college credit, unless prior
approval has been granted by the Board of Governors (BOG) or the SBE, as applicable, and include 36
semester hours of general education coursework.
88
General Education Core Courses
Students entering an FCS or SUS institution are required to complete at least one identified general
education core course in each of the subject areas of communication, mathematics, social sciences,
81
Section 1012.79(5)-(6)(a), F.S.
82
Sections 17.03 and 1012.79(9), F.S.
83
DOE, Florida College System (FCS), Academics, https://www.fldoe.org/schools/higher-ed/fl-college-system/academics/ (last visited
Jan. 21, 2024).
84
Id.
85
Section 1007.25(9), F.S.
86
Florida Shines, Common Prerequisites Manual, https://cpm.flvc.org/advance-search (last visited Jan. 21, 2024).
87
DOE, FCS, Academics, https://www.fldoe.org/schools/higher-ed/fl-college-system/academics/ (last visited Jan. 21, 2024).
88
Section 1007.25(10), F.S. and Board of Governors Regulation 6.017 STORAGE NAME: h1285.CIS PAGE: 13
DATE: 1/23/2024
humanities, and natural sciences. All public postsecondary educational institutions are required to
accept these courses as meeting general education core course requirements.
89
General education core course options consist of a maximum of five courses in each identified subject
area, but may exceed that limit with the approval of the SBE or the BOG. The general education core
courses are established in SBE rule
90
and BOG regulation.
91
Transfer of General Education Courses
Each public postsecondary institution must accept transfer general education core courses taken at
another institution. After completing the general education core course requirements, the remaining
courses and credits that fulfill the total 36-hour general education requirement for an AA or
baccalaureate degree are at the discretion of the FCS or SUS institution.
92
General education programs in Florida, while consistent with the general education core requirements
and the total of 36 hours for completion, vary in the selection of institutionally-required courses.
Students who transfer with an AA or AS degree or who have completed their block of 36 general
education hours do not have to meet the receiving institution’s general education program
requirements. If a student does not complete the total 36-hour general education curriculum prior to
transfer, each course, outside of courses taken as general education courses, will be reviewed
individually to determine if it meets the general education requirements of the new institution.
93
Articulation Coordinating Committee
The commissioner, in consultation with the Chancellor of the SUS, establishes the Articulation
Coordinating Committee (ACC), whose primary role is to recommend statewide articulation policies.
94
Specifically, the ACC must monitor articulation between education systems, propose guidelines for
articulation agreements, publish lists of general education and common prerequisite courses, establish
dual enrollment course equivalencies to high school credit, and annually review the Statewide
Articulation Agreement.
95
The Office of K-20 Articulation within the DOE provides administrative support
to the ACC.
96
Statewide Articulation Agreements
Each state university board of trustees, FCS board of trustees, and district school board must plan and
adopt policies and procedures to provide articulated programs so that students can proceed toward
their educational objectives as rapidly as their circumstances permit.
97
Statewide articulation agreements help facilitate the seamless transition of students across and among
Florida’s educational entities. These agreements are intended to be a minimum guarantee of articulated
credit and do not preclude institutions from granting additional credit based on local agreements.
98
Effect of Proposed Changes
89
Section 1007.25, F.S. Beginning with the 2022-2023 academic year, the general education core course requirement is extended to
students in an Associate in Applied Science (AAS) and Associate in Science (AS) degree program.
90
Rule 6A-14.0303, F.A.C.
91
Board of Governors Regulation 8.005.
92
Id. and r. 6A -14.0303(5), F.A.C.
93
DOE, Statewide Postsecondary Articulation Manual (Jan. 2021), at 15, available at
https://www.fldoe.org/core/fileparse.php/5421/urlt/Statewide-Articulation-Manual.pdf. See also r. 6A-10.024(2)(c), F.A.C.
94
Section 1007.01(3), F.S.
95
Section 1007.01(3)(a) and (b), F.S.
96
Section 1007.01(3), F.S.; s. 20.15(3)(h), F.S.
97
Rule 6A-10.024(1), F.A.C.
98
DOE, Statewide Postsecondary Articulation Manual (Jan. 2021), at 20-21, available at
https://www.fldoe.org/core/fileparse.php/5421/urlt/Statewide-Articulation-Manual.pdf. See also r. 6A-10.024(2)(c), F.A.C. STORAGE NAME: h1285.CIS PAGE: 14
DATE: 1/23/2024
The bill creates a new AA specialized transfer degree. The specialized transfer degrees are designed
for FCS institution students who need supplemental lower-level coursework above the 60 credit hours
of the traditional AA degree in preparation for transfer to a baccalaureate degree program. An AA
specialized transfer degree must include 36 semester hours of general education coursework and
require 60 semester hours or more of college credit.
The bill requires the SBE to establish criteria for the review and approval of new specialized transfer
degrees. The approval process must require:
1. An FCS institution to submit a notice of its intent to propose a new AA specialized degree
program to the Division of Florida Colleges. The notice must include the recommended
credit hours, the rationale for the specialization, the demand for students entering the field,
and the coursework being proposed to be included beyond the 60 semester hours required
for the general transfer degree, if applicable. Notices of intent may be submitted by an FCS
institution at any time.
2. The Division of Florida Colleges to forward the notice of intent within 10 business days after
receipt to all FCS institutions and the Chancellor of the SUS, who must forward the notice to
all state universities. State universities and FCS institutions have 60 days after receipt of the
notice to submit comments to the proposed AA specialized transfer degree.
3. After the submission of comments, the requesting FCS institution to submit a proposal that,
at a minimum, includes:
a. Evidence that the coursework for the AA specialized transfer degree
includes demonstration of competency in a foreign language
99
and demonstration of
civic literacy competency.
100
b. Demonstration that all required coursework will count toward the AA degree or the
baccalaureate degree.
c. An analysis of demand and unmet need for students entering the specialized field of
study at the baccalaureate level.
d. Justification for the program length if it exceeds 60 credit hours, including references
to the Common Prerequisite Manual or other requirements for the baccalaureate
degree. This includes documentation of alignment between the exit requirements of
an FCS institution and the admissions requirements of a baccalaureate program at a
state university to which students would typically transfer.
e. Articulation agreements for graduates of the AA specialized transfer degree.
f. Responses to the comments received.
The Division of Florida Colleges must review the proposal and, within 30 days after receipt, provide
written notification to the FCS institution of any deficiencies and provide the institution with an
opportunity to correct the deficiencies. Within 45 days after receipt of a completed proposal by the
Division of Florida Colleges, the commissioner must recommend approval or disapproval of the new
specialized transfer degree to the SBE. The SBE must consider the recommendation at its next
meeting.
Upon approval of an AA specialized transfer degree by the SBE, an FCS institution may offer the
degree and must report data on student and program performance in a manner prescribed by the DOE.
The bill requires the SBE to adopt rules to prescribe format and content requirements and submission
procedures for notices of intent, proposals, and compliance reviews for the AA specialized transfer
degree.
Florida College System Institution Employment Equity Accountability Program
Present Situation
99
Section 1007.262, F.S.
STORAGE NAME: h1285.CIS PAGE: 15
DATE: 1/23/2024
Each FCS institution must include in its annual equity update a plan for increasing the representation of
women and minorities in senior-level administrative positions and in full-time faculty positions, and for
increasing the representation of women and minorities who have attained continuing-contract status.
101
The plan must include specific measurable goals and objectives, specific strategies and timelines for
accomplishing these goals and objectives, and comparable national standards as provided by the
DOE.
102
FCS institution presidents and the heads of each major administrative division must be
evaluated annually on the progress made toward meeting the goals and objectives of the FCS
institution’s employment accountability plan.
103
On or before May 1 of each year, each FCS institution president must submit an annual employment
accountability plan to the commissioner and the SBE.
104
The SBE must submit an annual equity
progress report to the President of the Senate and the Speaker of the House of Representatives on or
before January 1 of each year.
105
No law requires such a report of Florida’s public K-12 institutions or SUS institutions and it conflicts with
the current requirements of the Florida Educational Equity Act.
106
Effect of Proposed Changes
The bill repeals the FCS Institution Employment Equity Accountability Program.
B. SECTION DIRECTORY:
Section 1: Amends s. 1002.45, F.S.; providing approved virtual instruction program provider, virtual
charter school, and school district responsibilities relating to statewide assessments and
progress monitoring for certain students.
Section 2: Creates s. 1003.052, F.S.; establishing the Purple Star School District Program;
providing requirements for such program; authorizing the Department of Education to
establish additional program criteria; authorizing the State Board of Education to adopt
rules.
Section 3: Amends s. 1003.451, F.S.; requiring school districts and charter schools to provide
certain students with an opportunity to take the Armed Services Vocational Aptitude
Battery Test and consult with a military recruiter; providing requirements for the
scheduling of such test.
Section 4: Amends s. 1003.53, F.S.; revising requirements for the assignment of students to
disciplinary programs and alternative school settings or other programs; deleting
provisions relating to second chance schools; revising requirements for dropout
prevention and academic intervention programs; requiring such programs to include
academic intervention plans for students; providing requirements for such plans;
providing that specified provisions apply to all dropout prevention and academic
intervention programs; requiring school principals or their designees to make a
reasonable effort to notify parents by specified means and to document such effort.
Section 5: Amends s. 1006.38, F.S.; requiring instructional materials publishers and manufacturers
or their representatives to make sample copies of specified instructional materials
available electronically for use by certain institutes for specified purpose.
101
Section 1012.86(1), F.S.
102
Id.
103
Section 1012.86(3), F.S.
104
Section 1012.86(2), F.S.
105
Section 1012.86(4), F.S.
106
DOE, Recommendations to Reduce Regulation in Public Schools (2023), at 22, available at
https://www.flsenate.gov/Committees/Show/ED/MeetingPacket/5953/10483_MeetingPacket_5953_2.pdf. see also s. 1000.05, F.S. STORAGE NAME: h1285.CIS PAGE: 16
DATE: 1/23/2024
Section 6: Amends s. 1007.25, F.S.; creating associate in arts specialized transfer degrees;
providing requirements for such degrees; providing a process for the approval of such
degree programs; providing for rulemaking.
Section 7: Amends s. 1008.33, F.S.; revising the date by which a memorandum of understanding
relating to schools in turnaround status must be provided to the department; revising
requirements for district-managed turnaround plans; providing requirements for
turnaround schools that close and reopen as charter schools and school districts in
which such schools reside; providing that specified provisions do not apply to certain
turnaround schools; requiring the State Board of Education to adopt rules for a charter
school turnaround contract and specified leases and agreements.
Section 8: Amends s. 1012.79, F.S.; authorizing the Commissioner of Education to appoint an
executive director of the Education Practices Commission; revising the purpose of the
commission; authorizing the commission to expend funds for legal services.
Section 9: Repeals s. 1012.86, F.S., relating to the Florida College System institution employment
equity accountability program.
Section 10: Amends s. 948.037, F.S.; conforming provisions to changes made by the act.
Section 11: Amends s. 1001.64, F.S.; conforming provisions to changes made by the act.
Section 12: Amends s. 1001.65, F.S.; conforming provisions to changes made by the act.
Section 13: Amends s. 1006.07, F.S.; conforming provisions to changes made by the act.
Section 14: Amends s. 1006.09, F.S.; conforming provisions to changes made by the act.
Section 15: Amends s. 1006.13, F.S.; conforming provisions to changes made by the act.
Section 16: Providing an effective date.
II. FISCAL ANALYSIS & ECONOMIC IMPACT STATEMENT
A. FISCAL IMPACT ON STATE GOVERNMENT:
1. Revenues:
None.
2. Expenditures:
None.
B. FISCAL IMPACT ON LOCAL GOVERNMENTS:
1. Revenues:
None.
2. Expenditures:
None.
C. DIRECT ECONOMIC IMPACT ON PRIVATE SECTOR:
None.
STORAGE NAME: h1285.CIS PAGE: 17
DATE: 1/23/2024
D. FISCAL COMMENTS:
None.
III. COMMENTS
A. CONSTITUTIONAL ISSUES:
1. Applicability of Municipality/County Mandates Provision:
None.
2. Other:
None.
B. RULE-MAKING AUTHORITY:
The bill authorizes the State Board of Education (SBE) to adopt rules to administer the Purple Star
School District Program. The bill requires the SBE to adopt rules for the Associate in Arts specialized
transfer degree and to adopt standardized forms and agreements relating to public school
improvement. Existing SBE rules may also need to be repealed or amended to implement the
provisions of the bill.
C. DRAFTING ISSUES OR OTHER COMMENTS:
None.
IV. AMENDMENTS/COMMITTEE SUBSTITUTE CHANGES
Not applicable.