This docum ent does not reflect the intent or official position of the bill sponsor or House of Representatives.
STORAGE NAME: h1353.CIS
DATE: 1/30/2024
HOUSE OF REPRESENTATIVES STAFF ANALYSIS
BILL #: HB 1353 Early Learning
SPONSOR(S): Snyder and others
TIED BILLS: None. IDEN./SIM. BILLS: CS/SB 1026
REFERENCE ACTION ANALYST STAFF DIRECTOR or
BUDGET/POLICY CHIEF
1) Choice & Innovation Subcommittee Blalock Sleap
2) PreK-12 Appropriations Subcommittee
3) Education & Employment Committee
SUMMARY ANALYSIS
The bill provides programmatic and administrative changes to support the Voluntary Prekindergarten (VPK)
and School Readiness (SR) programs as well as providing additional literacy support to identified VPK
students the summer prior to entering kindergarten.
The bill allows a credentialed VPK instructor to be a lead instructor in the summer VPK program if the
instructor has completed the early learning micro-credential program or has received an instructional support
score of 3 or higher.
The bill prohibits a VPK provider from using the Coordinated Screening and Progress Monitoring program, or
other progress monitoring programs, or an instructional program which requires the use of a one-to-one
electronic device for direct instruction in the VPK curriculum.
In 2023, the Legislature revised the program year the Department of Education must adopt a methodology for
calculating VPK performance metrics from 2023-2024 to 2024-2025. The revision is set to expire and revert to
the 2023-2024 program year. The bill saves from repeal the 2024-2025 program year. Additionally, the bill
allows for an alternate calculation to be used to measure the quality of teacher-child interactions in a VPK
classroom. The bill also requires a VPK provider or school that does not maintain the minimum performance
metric or designation to notify each student’s parent.
The bill increases the amount of funding that an early learning coalition (ELC) may retain and expend for
administering the VPK program from 4 percent to 5 percent. The bill also modifies the allowable uses of SR
funding by ELCs to SR providers and staff, to include providing professional development through the Teacher
Education and Compensation Helps (TEACH) scholarship, training aligned to early learning professional
standards, reimbursement for background screening, and training on curriculum.
The bill revises the early learning standards domains to replace “self-regulation” with “executive functioning.”
The bill allows ELCs to add law enforcement representation to coalition boards.
Finally, the bill creates a summer bridge program for VPK students with identified early literacy deficiencies
prior to entering kindergarten.
See Fiscal Comments for fiscal impact.
The bill takes effect on July 1, 2024.
STORAGE NAME: h1353.CIS PAGE: 2
DATE: 1/30/2024
FULL ANALYSIS
I. SUBSTANTIVE ANALYSIS
A. EFFECT OF PROPOSED CHANGES:
Present Situation
Florida’s Voluntary Prekindergarten Program
The Voluntary Prekindergarten (VPK) program prepares children for success in school and in life.
1
Implemented in 2005, VPK is a free, high-quality, education program available to all four-year-old
children residing in the state.
2
A child remains eligible until the child is admitted to kindergarten, or
unless he or she will have attained the age of 6 years by February 1 of any school year.
3
Parents of 4-
year-olds with birthdays from February 2 through September 1 may wait to enroll their child the
following year when they are 5.
4
The Division of Early Learning (DEL) at the Department of Education (DOE) administers the VPK
program at the state level. Data collected by the DOE show that children who participate in VPK are
better prepared to enter kindergarten ready to learn. Parents can select from one of several VPK
program options available from private and public providers. Providers have flexibility to structure daily
hours per week to meet the required number of instructional hours: the School-Year Program is 540
instructional hours; the Summer Program is 300 instructional hours.
5
VPK Specialized Instructional Services is a program option available for VPK-age children with current
individual educational plans (IEPs). This option allows parents of a VPK-age child to choose additional
therapy services consistent with the child’s IEP in lieu of attending VPK in a traditional classroom
setting.
6
In fiscal year 2022-23, there were 158,408 children enrolled with 6,237 providers in Florida’s VPK
Program, with 97 percent of children enrolled in a school year program and 3 percent enrolled in a
summer program.
7
Summer VPK Instructor Requirements
Since the inception of the VPK program, parents have had the option of choosing to have his or her
child attend a school year or a summer VPK program. Since the 2016-17 VPK program year, the
summer program has seen declining enrollment. The program served over 5,000 children in 2016-17
and showed a decline that was accelerated by the effects of the national health crisis (COVID-19) that
began in 2020 but has yet to recover and served less than 2,500 children in the 2022-2023 summer
program.
8
For the summer VPK program, each public school and private prekindergarten provider must have, for
each prekindergarten class, at least one prekindergarten instructor who is a certified teacher or holds a
specified bachelor’s or higher degree in an early education-related field.
9
For the VPK program, the
1
Florida Department of Education (DOE), Division of Early Learning, Annual Report 2022-2023 (2023), at 13, available at
https://www.fldoe.org/core/fileparse.php/20628/urlt/2223-DEL-AnnualReport.pdf.
2
Art. IX, s. 1, Fla. Const.
3
Section 1002.53(2), F.S.
4
Florida Department of Education (DOE), Division of Early Learning, Annual Report 2022-2023 (2023), available at
https://www.fldoe.org/core/fileparse.php/20628/urlt/2223-DEL-AnnualReport.pdf.
5
Id.
6
Id.
7
Id. at 14.
8
Office of Economic and Demographic Research (EDR), Early Learning Programs Estimating Conference, Voluntary
Prekindergarten Education Program, http://edr.state.fl.us/Content/conferences/vpk/index.cfm (last visited Jan. 27, 2024).
9
Sections 1002.55(4)(a)-(b) and 1002.61(4), F.S. STORAGE NAME: h1353.CIS PAGE: 3
DATE: 1/30/2024
term “certified teacher” means a teacher holding a valid Florida educator certificate who has the
qualifications required by the district school board to instruct students in the summer VPK program.
10
VPK Performance Standards
The DOE is required to develop and adopt performance standards for students in the VPK Program.
11
The performance standards must address the age-appropriate progress of students in the development
of required capabilities, capacities, and skills;
12
emergent literacy skills grounded in the science of
reading, including oral communication, knowledge of print and letters, phonemic and phonological
awareness, vocabulary and comprehension development, and foundational background knowledge
designed to correlate with the content that students will encounter in grades K-12; and mathematical
thinking and early math skills. The DOE is required to review standards at least every three years.
13
Each private prekindergarten provider and public school is allowed to select or design the curriculum
that the provider or school uses to implement the program, except for a provider or school that fails to
meet the minimum performance metric included in the state’s accountability measures.
14
Each private
prekindergarten provider’s and public school’s curriculum must be:
Developmentally appropriate.
Designed to prepare a student for early literacy and provide for instruction in early math skills.
Develop students’ background knowledge through a content-rich and sequential knowledge
building early literacy curriculum.
Enhance the age-appropriate progress of students in attaining the performance standards
adopted by the DOE.
Support student learning gains through differentiated instruction that is measured by the
coordinated screening and progress monitoring (CSPM) program.
15
The DOE is required to adopt procedures for the review and approval of curricula for use by private
prekindergarten providers and public schools that fail to meet performance standards.
16
VPK Program Accountability
VPK program accountability is in a transition period from historical VPK provider kindergarten readiness
rates of which the last rates were released for the 2020-2021 program year. Beginning with the 2023-
24 program year, the DEL must adopt a methodology for calculating a VPK provider performance
metric using child learning gains and outcomes based on the CSPM and provider program assessment
composite scores that measure teacher-child interactions. The new calculation and designations for
VPK Accountability will be applied at the end of the 2024-25 program year.
17
Each private prekindergarten provider and public school participating in the VPK Program is required to
participate in the CSPM program.
18
The CSPM program results shall be used by the DOE to identify
student learning gains, index development learning outcomes upon program completion, and inform a
private prekindergarten provider’s and public school’s performance metric.
19
The DOE is required to
adopt minimum requirements for those administering the initial and final progress monitoring or
10
Section 1002.61(4), F.S.
11
Section 1002.67, F.S.
12
Art. IX, s. (1)(b), Fla. Const.
13
Section 1002.67(1), F.S.
14
Section 1002.67(2)(a), F.S.
15
Section 1002.67(2)(b), F.S.
16
Section 1002.67(2)(c), F.S.
17
DOE, Division of Early Learning (DEL), Division of Early Learning, Annual Report 2021-2022 (2022), at 19-20, available at
https://www.fldoe.org/core/fileparse.php/20628/urlt/2122-DEL-AnnualReport.pdf.
18
Section 1002.68(1), F.S.
19
Section 1002.68(1)(a), F.S. STORAGE NAME: h1353.CIS PAGE: 4
DATE: 1/30/2024
screening.
20
Private prekindergarten providers and public schools are required to provide a student’s
performance results to the student’s parents within seven days after the administration of the CSPM.
21
Each private prekindergarten provider and public school is required to participate in a program
assessment of each VPK classroom. The program assessment measures the quality of teacher-child
interactions, including emotional support, classroom organization, and instructional support for children
ages 3 to 5 years. The DOE is required to report the results of the program assessment for each
classroom within 14 days after the observation. ELCs are responsible for the administration of the
program assessments.
22
Beginning with the 2023-2024 program year,
23
the DOE is required to adopt a methodology for
calculating each private prekindergarten provider’s and public school provider’s performance metric,
which must be based on a combination of the following:
Program assessment composite scores which must be weighted at no less than 50 percent.
Learning gains from the initial and final administration of the CSPM.
Norm-referenced developmental learning outcomes from the CSPM.
24
The program assessment composite score and performance metric are required to be calculated for
each private prekindergarten or public school site.
25
The scores of the performance metric are required
to produce profiles which include the following designations: “unsatisfactory,” “emerging proficiency,”
“proficient,” “highly proficient,” and “excellent” or comparable terminology. They may not include letter
grades.
26
The DOE is required to annually calculate each private prekindergarten provider’s and public school’s
performance metric.
27
Beginning with the 2024-2025 program year,
28
each private prekindergarten
provider or public school will be assigned a designation within 45 days after the conclusion of the
school-year program or the summer program.
29
A private prekindergarten provider or public school
designated “proficient,” “highly proficient,” or “excellent” demonstrates the provider’s or school’s
satisfactory delivery of the VPK program.
30
The designations are required to be displayed in the early
learning provider performance profiles.
31
If a private prekindergarten provider’s or public school’s performance metric or designation falls below
the minimum performance metric or designation, the ELC is required to place the provider or school on
probation. Each provider or school placed on probation is required to submit to the ELC for approval an
improvement plan that includes implementation of and approved curriculum and an approved staff
development plan. A provider placed on probation remains in that status until the provider has earned a
satisfactory performance metric or designation.
32
A private prekindergarten provider or public school that remains on probation for two consecutive years
and subsequently fails to meet the minimum performance metric or designation is subject to removal
from eligibility to deliver the VPK program and receive state funds for the program for a period of at
20
Section 1002.68(1)(b), F.S.
21
Section 1002.68(1)(c), F.S.
22
Section 1002.68(2), F.S.
23
The program year was changed by s. 5, ch. 2023-240, L.O.F. and will revert to the 2022-2023 program year on June 30, 2023,
unless acted upon by the Legislature.
24
Id.
25
Section 1002.68(4)(c), F.S.
26
Section 1002.68(4)(d), F.S.
27
Section 1002.68(4)(f), F.S.
28
The program year was changed by s. 5, ch. 2023-240, L.O.F. and will revert to the 2023-2024 program year on June 30, 2023,
unless acted upon by the Legislature.
29
Section 1002.68(4)(f), F.S.
30
Section 1002.68(4)(g), F.S.
31
Section 1002.68(4)(h), F.S.
32
Section 1002.68(5), F.S. STORAGE NAME: h1353.CIS PAGE: 5
DATE: 1/30/2024
least two years but no more than five years.
33
A private prekindergarten provider or public school may
request and receive a good cause exemption in order to remain eligible for the VPK program based on
certain criteria including health and safety standards. Exemptions are valid for one year but may be
renewed.
34
Administrative Funding for the VPK Program
Administrative expenditures for the VPK program must be kept to the minimum necessary for efficient
and effective administration of the program. Policies and procedures, to the maximum extent
practicable, are required to incorporate the use of automation and electronic submission of forms,
including those required for child eligibility and enrollment, provider and class registration, and monthly
certification of attendance for payment. Florida’s 30 ELCs are allowed to retain and expend no more
than 4.0 percent of the funds paid by the coalition to private prekindergarten providers and public
schools for the VPK program. The funds retained by an early learning coalition can only be used for
administering the VPK program and cannot be used for the school readiness (SR) program or other
programs.
35
In 2022-23, Florida’s 30 ELCs administered the VPK program to 158,408 children enrolled in 6,237
private and public providers.
36
For the same year, direct expenditures totaled $396,563,661 and ELCs
collectively withheld $13,907,380 in total administrative expenditures, or 3.51 percent of expenditures.
The ELC of Northwest Florida withheld the lowest percentage at 2.3 percent while the ELC of Marion
County withheld the highest percentage at 4.51 percent.
37
All but seven ELCs withheld less than the
4.0 percent allowed in statute.
At the inception of the VPK program, ELCs were allowed to retain 5.0 percent in administrative
expenses for the 2005-2006 program year.
38
In 2009 the percentage was dropped to 4.85 percent
effective for the 2008-2009 program year.
39
For the 2020-2011 program year the percentage was
reduced again to 4.5 percent.
40
Finally, in 2011 the percentage was further reduced to 4.0 percent for
the 2011-2012 program year where it has remained until present.
41
Florida Early Learning and Developmental Standards
The DOE is required to monitor the alignment and consistency of the standards and benchmarks
developed and adopted that address the age-appropriate progress of children in the development of
the skills needed to be successful in school. The standards for children from birth to kindergarten entry
in the SR program are required to be aligned with the performance standards adopted for children in
the VPK program.
42
Statute requires the standards to address the following domains:
43
Approaches to learning.
Cognitive development and general knowledge.
Numeracy, language, and communication.
Physical development.
Self-regulation.
Early Learning Coalition Governance
33
Section 1002.68(5)(c), F.S.
34
Section 1002.68(6), F.S.
35
Section 1002.71(7), F.S.
36
DOE, Division of Early Learning (DEL), Division of Early Learning, Annual Report 2022-2023 (2023), at 14, available at
https://www.fldoe.org/core/fileparse.php/20628/urlt/2223-DEL-AnnualReport.pdf.
37
Id. at 26.
38
Section 1002.71(7), F.S. (2005)
39
Section 7, ch. 2009-3, L.O.F.
40
Section 10, ch. 2010-154, L.O.F.
41
Section 13, ch. 2011-55, L.O.F.
42
Section 1002.82(2)(j), F.S.
43
Id. STORAGE NAME: h1353.CIS PAGE: 6
DATE: 1/30/2024
Florida statute authorizes 30 or fewer ELCs which are established to maintain direct services for VPK
and SR programs at the local level and provide services in all 67 counties.
44
Each ELC must have at
least 15 members but not more than 30 members. The Governor appoints the chair and two other
members of each ELC, who must each meet certain qualifications.
45
Each ELC must include the following member positions:
A Department of Children and Families (DCF) regional administrator.
A district superintendent of schools.
A local workforce development board executive director
A county health department director.
A children’s services council or juvenile welfare board chair or executive director from each
county, if applicable.
A DCF child care regulation representative or an agency head of a local licensing agency.
A president of a Florida College System institution.
One member appointed by a board of county commissioners or the governing board of a
municipality.
A Head Start director.
A representative of private for-profit child care providers, including private for-profit family day
care homes.
A representative of faith-based child care providers.
A representative of programs for children with disabilities.
46
An ELC may appoint additional members who must be private sector business members, either for-
profit or nonprofit with certain criteria.
47
School Readiness Program Funding
Florida’s SR program offers low-income families financial assistance to facilitate access to high-quality
child care and early education for their children while parents work or participate in job training. The
DEL administers the program at the state level while ELCs administer the SR program at the county
and regional levels. In fiscal year 2022-23, there were 209,986 children enrolled with 6,790 early
learning providers in Florida’s SR program.
48
Funding comes from four sources; the Child Care and Development Block Grant, the Temporary
Assistance for Needy Families Block Grant, the Social Services Block Grant, and the State of Florida.
The program's two main goals are to help families become financially self-sufficient and help each child
from a qualifying family develop school readiness skills.
49
Costs for the SR program must be kept to the minimum necessary for the efficient and effective
administration of the program, with the highest priority of expenditure being direct services for eligible
children. No more than 5 percent of the funds allocated in the General Appropriations Act may be used
for administrative costs and no more than 22 percent of the funds allocated may be used in any fiscal
year for any combination of administrative costs, quality activities, and nondirect services.
50
Non-direct services include:
51
44
Section 1002.83(1), F.S.
45
Section 1002.83(2)-(3), F.S.
46
Section 1002.83(4), F.S.
47
Section 1002.83(6), F.S.
48
DOE, Division of Early Learning (DEL), Division of Early Learning, Annual Report 2023-2023 (2023), at 4, available at
https://www.fldoe.org/core/fileparse.php/20628/urlt/2223-DEL-AnnualReport.pdf.
49
Id.
50
Section 1002.89(4), F.S.
51
Section 1002.89(4)(a)-(b), F.S. STORAGE NAME: h1353.CIS PAGE: 7
DATE: 1/30/2024
Administrative costs, including monitoring providers to improve compliance with state and
federal regulations and law pursuant to the requirements of the statewide provider contract.
52
Activities to improve the quality of child care, limited to:
53
1. Developing, establishing, expanding, operating, and coordinating resource and referral
programs.
2. Awarding grants and providing financial support to SR program providers and their staff
to assist them in meeting applicable state requirements for the program assessment,
child care performance standards, implementing developmentally appropriate curricula
and related classroom resources that support curricula, providing literacy supports, and
providing continued professional development and training.
3. Providing training, technical assistance, and financial support to SR program providers,
staff, and parents on standards, child screenings, child assessments, child development
research and best practices, developmentally appropriate curricula, character
development, teacher-child interactions, age-appropriate discipline practices, health and
safety, nutrition, first aid, cardiopulmonary resuscitation, the recognition of
communicable diseases, and child abuse detection, prevention, and reporting.
4. Providing adequate funding for infants and toddlers as necessary to meet federal
requirements related to expenditures for quality activities for infant and toddler care.
5. Improving the monitoring of compliance with, and enforcement of, applicable state and
local requirements.
6. Responding to Warm-Line requests by providers and parents, including providing
developmental and health screenings to SR program children.
Other services required to administer the SR program including:
1. Assisting families to complete the required application and eligibility documentation.
2. Determining child and family eligibility.
3. Recruiting eligible child care providers.
4. Processing and tracking attendance records.
5. Developing and maintaining a statewide child care information system.
54
Instructional Support for Early Literacy
Each school district must implement a system of comprehensive reading instruction for students
enrolled in prekindergarten through grade 12 and certain students who exhibit a substantial deficiency
in early literacy.
55
As part of this system, the district must develop, and submit to the district school
board for approval, a detailed reading instruction plan that outlines the components of the district’s
comprehensive system of reading instruction.
56
The plan must also include the planned school year
expenditures for each component,
57
which may include:
Additional time per day of evidence-based intensive reading instruction for kindergarten
through grade 12 students.
Highly qualified reading coaches, who are endorsed in reading, to support classroom
teachers.
Professional development to assist with earning a certification, a credential, an
endorsement, or an advanced degree in scientifically researched and evidence-based
reading instruction.
Summer reading camps.
Incentives for instructional personnel and certified prekindergarten teachers who possess a
reading certification or endorsement or micro-credential and provide educational support to
improve student literacy.
Tutoring in reading.
58
52
Section 1002.89(4)(a), F.S.; Administrative costs are described in 45 C.F.R. s. 98.54.
53
Section 1002.89(4)(b), F.S. Activities to improve the quality of child care are described in 45 C.F.R. s. 98.53.
54
Section 1002.89(4)(c), F.S.
55
Section 1003.4201, F.S.
56
Section 1003.4201(1), F.S.
57
Section 1003.4201(2)(b)
58
Section 1003.4201(2)(a), F.S. STORAGE NAME: h1353.CIS PAGE: 8
DATE: 1/30/2024
A VPK program student who exhibits a substantial deficiency in early literacy skills based upon the
results of the administration of the final CSPM must be referred to the local school district and may be
eligible to receive instruction in early literacy skills before participating in kindergarten. A
prekindergarten student with an IEP who has been retained and has demonstrated a substantial
deficiency in early literacy skills is required to receive instruction in early literacy skills.
59
Effect of Proposed Changes
Summer VPK Instructor Requirements
The bill authorizes additional credentialed instructors to be the lead VPK instructor in a summer
program. In order to be the lead instructor, the individual must have completed a child development
associate credential issued by the National Credentialing Program of the Council for Professional
Recognition or a credential approved by the DCF as being equivalent to or greater than that issued by
the National program. Additionally, the individual must have completed the early literacy micro-
credential program or have an instructional support score of three or higher on the required program
assessment under the VPK or SR program. This modification may increase the number of available
candidates that can be the lead instructor in summer VPK classrooms.
VPK Performance Standards
The bill prohibits a VPK provider from using curriculum for the CSPM program, another progress
monitoring program, or an instructional program that requires student use of a one-to-one electronic
device for direct student instruction. The prohibition is intended to limit the use of electronic devices in
VPK classrooms.
VPK Program Accountability
The bill saves from repeal the 2024-2025 program year that the DOE is required to adopt a
methodology for calculation of the performance metric. The change would move the calculation to the
same year the DOE is required to issue the performance metric.
60
The bill allows for an alternate calculation of the program assessment composite score, which is one
factor required in the calculation of the performance metric, from the program assessment composite
score that is issued to measure the quality of teacher-child interactions in VPK classrooms.
The bill adds a requirement to the duties of an ELC related to a VPK provider being placed on
probation. Beginning with the 2024-2025 VPK program year, a VPK provider must notify each enrolled
student’s parent of the probationary status.
The bill modifies the health and safety standards under which a provider cannot be granted a good
cause exemption based on failing to meet the minimum performance metric score or designation for
three consecutive years. The bill changes the standard from two or more Class II violations within the
past two years to three or more of the same Class II violations.
Administrative Funding for the VPK Program
The bill increases from 4 percent to 5 percent the amount of funds paid to private prekindergarten
providers and public schools for the VPK program that each ELC may retain and expend. This
represents a 25 percent increase in allowable administrative costs for the VPK program.
Florida Early Learning and Developmental Standards
59
Section 1008.25(5)(b), F.S.
60
The program year was changed by s. 5, ch. 2023-240, L.O.F. and will revert to the 2022-2023 program year on June 30, 2023,
unless acted upon by the Legislature. STORAGE NAME: h1353.CIS PAGE: 9
DATE: 1/30/2024
The bill revises the “self-regulation” domain in the early learning standards (birth to kindergarten) to
“executive functioning.”
61
Early Learning Coalition Governance
The bill allows each ELC to appoint an additional public sector board member in order to include a
representative of local law enforcement.
SR Program Funding
The bill revises the allowable activities to improve the quality of child care that each ELC can use SR
program funds to support. Under the activity of awarding grants and providing financial support to SR
program providers and their staff, the bill authorizes grants and financial support for:
Resources that support parent engagement.
Professional development through the Teacher Education and Compensation Helps (TEACH)
scholarship program.
Training aligned to the early learning professional development standards and career pathways.
Reimbursement for background screenings.
Additionally, the bill allows each ELC to use SR program funds to provide training aligned to the early
learning professional development standards and career pathways, and to provide technical
assistance, and financial support to SR program providers, staff, and parents on the revised early
learning standard of “executive functioning” and the developmentally appropriate curriculum used by an
SR provider, which must meet the performance standards for the SR program. The bill removes
activities associated with child development research and best practices and character development.
Instructional Support for Early Literacy
The bill creates a summer bridge program for VPK students who have attended at least 80 percent of
the school year program and have a substantial deficiency in early literacy as identified by the DOE
adopted VPK performance standards and have scored below the 20
th
percentile on the final
administration of the CSPM. Students identified are eligible to receive early literacy instructional
support services through a summer bridge program that meets requirements established by the DOE
and consists of four hours of instruction per day for a minimum of 100 total hours. The program must be
paid for with funds from the district’s evidence-based reading instruction allocation in accordance with
the district’s comprehensive system of reading instruction.
B. SECTION DIRECTORY:
Section 1: Amends s. 1002.61, F.S.; revising requirements for prekindergarten instructors.
Section 2: Amends s. 1002.67, F.S.; prohibiting private prekindergarten provider and public school
curricula from using a coordinated screening and progress monitoring program or other
specified methods for direct student instruction.
Section 3: Amends s. 1002.68, F.S.; authorizing alternative methods for calculating program
assessment composite scores; requiring prekindergarten providers and public schools to
notify parents under certain circumstances; revising exceptions for a good cause
exemption; making technical changes.
Section 4: Amends s. 1002.71, F.S.; authorizing alternative methods for calculating program
assessment composite scores; requiring prekindergarten providers and public schools to
61
Executive function skills are the attention-regulation skills that make it possible to sustain attention, keep goals and information in
mind, refrain from responding immediately, resist distraction, tolerate frustration, consider the consequences of different behaviors,
reflect on past experiences, and plan for the future. Zelazo, P.D., Blair, C.B., and Willoughby, M.T. (2016). Executive Function:
Implications for Education (NCER 2017-2000) Washington, DC: National Center for Education Research, Institute of Education
Sciences, U.S. Department of Education, at 1, available at https://ies.ed.gov/ncer/pubs/20172000/pdf/20172000.pdf. STORAGE NAME: h1353.CIS PAGE: 10
DATE: 1/30/2024
notify parents under certain circumstances; revising exceptions for a good cause
exemption; making technical changes.
Section 5: Amends s. 1002.82, F.S.; revising the performance standards adopted by the
Department of Education relating to the Voluntary Prekindergarten Education Program.
Section 6: Amends s. 1002.83, F.S.; authorizing an early learning coalition to appoint a certain
additional board member.
Section 7: Amends s. 1002.89, F.S.; revising School Readiness program expenditures that are
subject to certain cost requirements.
Section 8: Amends s. 1008.25, F.S.; providing that certain Voluntary Prekindergarten Education
Program students are eligible to receive instructional support in early literacy skills
through a specified program; providing specifications for the program; providing for
funding for the program.
Section 9: Provides an effective date.
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:
None.
2. Expenditures:
None.
C. DIRECT ECONOMIC IMPACT ON PRIVATE SECTOR:
None.
D. FISCAL COMMENTS:
The following provisions of the bill have a fiscal impact to state expenditures:
Section 4 increasing from 4 percent to 5 percent the amount each ELC may retain and expend
on administrative expenditures. The DOE’s Fiscal Year 2024-2025 Legislative Budget Request
(LBR) included a request for $4.3 million in recurring funds to pay for the increase to 5 percent.
Section 8 establishing the VPK summer bridge program. HB 5101 also establishes a VPK
summer bridge program and PCB APC 24-01 appropriates $6.9 million in nonrecurring funds
from the General Fund Program for the program. The VPK summer bridge program in this bill is
different from the program established in HB 5101. The primary difference is the eligibility
requirement; in HB 5101, eligibility is VPK students who score at or below the 10
th
percentile on
the final administration of the CSPM and in this bill, eligibility is set at or below the 20
th
percentile. It would be anticipated that the fiscal associated with the 20
th
percentile would be
more than $6.9 million. STORAGE NAME: h1353.CIS PAGE: 11
DATE: 1/30/2024
III. COMMENTS
A. CONSTITUTIONAL ISSUES:
1. Applicability of Municipality/County Mandates Provision:
None.
2. Other:
None.
B. RULE-MAKING AUTHORIT Y:
The bill authorizes the Department of Education to adopt rules related to Voluntary Prekindergarten
program accountability. Rules adopted under existing authority may also need to be amended to
conform with the provisions of the bill.
C. DRAFTING ISSUES OR OTHER COMMENTS:
Section 8 of the bill requires that the summer bridge program created in the bill must be paid for with
funds from the school district’s evidence-based reading instruction allocation. That categorical under
the Florida Education Finance Program was removed in HB 5101 (ch. 2023-245, Laws of Florida).
IV. AMENDMENTS/COMMITTEE SUBSTITUTE CHANGES
Not applicable.