This docum ent does not reflect the intent or official position of the bill sponsor or House of Representatives.
STORAGE NAME: h1361d.EEC
DATE: 1/23/2024
HOUSE OF REPRESENTATIVES STAFF ANALYSIS
BILL #: CS/HB 1361 Education
SPONSOR(S): Education & Employment Committee, Temple and others
TIED BILLS: None. IDEN./SIM. BILLS: SB 7038
REFERENCE ACTION ANALYST STAFF DIRECTOR or
BUDGET/POLICY CHIEF
1) Education Quality Subcommittee 18 Y, 0 N Dixon Sanchez
2) PreK-12 Appropriations Subcommittee 12 Y, 0 N Bailey Potvin
3) Education & Employment Committee 17 Y, 0 N, As CS Dixon Hassell
SUMMARY ANALYSIS
To facilitate early intervention, the bill expands the eligibility for the New Worlds Scholarship to include
students enrolled in a Voluntary Prekindergarten (VPK) Program, who exhibit substantial deficiencies in early
literacy or math skills based upon the results of the most recent progress monitoring assessment. The bill
requires school districts and VPK program providers to notify parents of eligible students of the process to
request and receive a scholarship, when providing results from the administration of each progress monitoring
assessment. In addition, the bill expands the credentials for eligible part-time tutors and requires the
Department of Education to release student scholarship funds to the program administrator within 45 days of
eligibility determination.
To increase program efficiencies, the bill repeals individualized reimbursements and requires parents, of
scholarship eligible students, to utilize the administrator’s system to make direct purchases of qualifying
program expenditures.
The bill designates the University of Florida Lastinger Center for Learning as the administrator for the New
Worlds Reading Initiative.
The bill renames the “micro-credential program” to the “New Worlds micro-credential program.”
The bill expands existing requirements to provide results from the first two administrations of the progress
monitoring to a student’s teacher and parents, by also requiring results be delivered to prekindergarten student
instructors.
The bill codifies the Lastinger Center for Learning at the University of Florida in law and establishes duties for
the center.
To support school districts and schools in improving student achievement in reading and mathematics, the bill
establishes a tutoring program to be administered by an eligible nonprofit scholarship-funding organization.
The tutoring program must be provided to students in kindergarten through grade 5 who have a substantial
deficiency in reading or mathematics. The bill establishes a grant program that provides stipends for in-person
tutoring during the school day, before or after school, or during a summer program.
The bill establishes a grant program to expand the use of artificial intelligence in order to improve student
outcomes and reduce teacher workload. Grants funds may be used for subscription fees and professional
learning to support and accelerate learning for students in grades 6 through 12.
The bill would have an indeterminate fiscal impact. See Fiscal Analysis.
The bill has an effective date of July 1, 2024. STORAGE NAME: h1361d.EEC PAGE: 2
DATE: 1/23/2024
FULL ANALYSIS
I. SUBSTANTIVE ANALYSIS
A. EFFECT OF PROPOSED CHANGES:
Present Situation
New Worlds Reading Initiative (NWRI)
In 2021, the Florida Legislature created the New Worlds Reading Initiative (NWRI or initiative), Florida’s
first statewide book distribution program. The purpose of the NWRI is to instill a love of reading by
providing high-quality, free books to students in prekindergarten through grade 5 who are reading
below grade level and to improve the literacy skills of students in prekindergarten through grade 12.
1
This initiative, established under the Department of Education (DOE), consists of:
2
The program providing high quality, free books to students;
New Worlds Scholarship Program;
3
The New Worlds Scholar program,
4
which rewards high school students who instill a love of
reading and improve the literacy skills of students in kindergarten through grade 3; and
The micro-credential program,
5
which emphasizes strong core instruction and a tiered model
of reading interventions for struggling readers.
To facilitate the NWRI initiative, the DOE designated the University of Florida (UF) Lastinger Center as
the administrator,
6
also serving as the nonprofit scholarship-funding organization (SFO).
7
Among other
responsibilities, the administrator is responsible for:
8
Developing, in consultation with the Just Read, Florida! Office, a selection of high-quality
books encompassing diverse subjects and genres for each grade level to be mailed to
students in the initiative and an online repository of digital science of reading materials and
science of reading instructional resources that is accessible to public school teachers,
school leaders, parents, and educator preparation programs and associated faculty.
Distributing books at no cost to students either directly or through an agreement with a book
distribution company.
Assisting with local implementation of the initiative by providing marketing materials to
school districts and any partnering nonprofit organizations to assist with public awareness
campaigns and other activities designed to increase family engagement and instill a love of
reading in students.
Maintaining a clearinghouse for information on national, state, and local nonprofit
organizations that support efforts to improve literacy and provide books to children.
Developing, for parents of students in the initiative, resources and training materials that
engage families in reading and support the reading achievement of their students.
Providing professional development and resources to teachers that correlate with the books
provided through the initiative.
Developing and administering an early literacy micro-credential program for teachers.
Submitting to the DOE an annual financial report that includes, at a minimum, the amount of
eligible contributions received by the administrator; the amount spent on each activity,
including administrative expenses; and the number of students and households served
under the initiative.
1
Section 1003.485(2), F.S.
2
Section 1003.485(2)(a)-(d), F.S.
3
See section 1002.411, F.S.; The New Worlds Scholarship program consists of scholarship accounts that are established to provide
educational options for students.
4
See section 1008.365(8), F.S.
5
See section 1008.365, F.S.
6
Rule 6A-6.0532, F.A.C.; see also s. 1003.485(1)(a), F.S. Administrator means a state university registered with the department and
designated to administer the initiative by implementing the NWRI and to receive funding as provided in s. 1003.485, F.S.
7
See ss. 1002.394(11) and 1002.395(6) and (15), F.S.
8
Section 1003.485(4), F.S. STORAGE NAME: h1361d.EEC PAGE: 3
DATE: 1/23/2024
Maintaining separate accounts for operating funds and funds for the purchase and delivery
of books.
Expending eligible contributions received only for the purchase and delivery of books and to
implement the requirements for NWRI, as well as for administrative expenses not to exceed
two percent of total eligible contributions.
Upon receipt of a contribution, providing the taxpayer that made the contribution with a
certificate of contribution.
The DOE, in addition to designating a state university to administer the initiative, must also publish
information about the initiative and tax credits
9
available for the NWRI
10
on its website,
11
including the
process for a taxpayer to select the administrator as the recipient of funding through a tax credit.
12
Beginning September 30, 2022, and annually thereafter, the DOE must also report on its website the
number of students participating in the initiative in each school district and the academic achievement
and learning gains, as applicable, of participating students based on data provided by school districts
as well as the administrator’s annual financial report. The DOE is required to establish a date by which
each school district must annually provide the data necessary to complete the report.
13
In the 2022-2023 school year, NWRI program served a total of 199,765 K-5 students in approximately
148,707 households statewide. Over 3.7 million books have been shipped to students since the
inception of the program in October 2021.
14
Students enrolled in the program demonstrated significant
gains, of up to 55 percent growth rates in reading achievement during the 2022-2023 school year.
15
New Worlds Scholarship Accounts
In 2018, the Florida Legislature established Reading Scholarship Accounts to provide educational
options for public school students in grades 3 through 5 who struggle with reading.
16
In 2022, the
program was renamed the New Worlds Reading Scholarship Accounts Program and the Florida
Legislature expanded eligibility for the scholarship to include public school students in grades
kindergarten through 5 who have a substantial reading deficiency.
17
In 2023 the program was renamed
the New Worlds Scholarship Accounts Program and was expanded to include public school students in
grades kindergarten through 5 who have a substantial math deficiency.
18
The New Worlds Scholarship Accounts are contingent upon available funds, and on a first-come, first-
served basis. Each student who is enrolled in a Florida public school in kindergarten through grade 5 is
eligible for a scholarship account if the student:
19
Has a substantial reading deficiency or exhibits characteristics of dyslexia
20
or scored below a
Level 3 on the statewide, standardized English Language Arts (ELA) assessment in the prior
school year. An eligible student who is classified as an English Language Learner and is
9
See section 1002.395, F.S. and rule 6A-6.0960, F.A.C. The University of Florida Lastinger Center for Learning is a registered
Scholarship Funding Organization (SFO) and accepts tax credit contributions to support the New Worlds Reading Initiative.
10
See section 1003.485(5), F.S. New Worlds Reading Initiative Tax Credits; Applications; Transfers and Limits.
11
Florida Department of Education, Florida Tax Credit Scholarships, https://www.fldoe.org/schools/school-choice/k-12-scholarship-
programs/ftc/ (last visited Dec. 20, 2023) and Florida Department of Education, New Worlds Scholarship Accounts,
https://www.fldoe.org/schools/school-choice/k-12-scholarship-programs/reading/ (last visited Jan. 3, 2024).
12
Section 1003.485(3)(a) and (b), F.S.
13
Section 1003.485(3)(c), F.S.
14
UF Lastinger Center for Learning, NWRI 2022-2023 Annual Enrollment Report, at 5 and 11, available at New Worlds Reading
2022-2023 Annual Enrollment Report_FINAL 9.29.23 (fldoe.org).
15
Id. at 5.
16
Ch. 2018-6, L.O.F.
17
Ch. 2022-154, L.O.F.
18
Ch. 2023-108, L.O.F.
19
Section 1002.411(1)-(2), F.S.
20
See s. 1008.25(5)(a), F.S.; see also Rule 6A-6.053(10)(a), F.A.C., specifying criteria for the determination that a student has a
substantial deficiency in reading, including scoring the lowest level or benchmark on any assessment approved by the school district,
scoring the lowest achievement level during a progress monitoring assessment approved by the school district, or demonstrating
minimum skill levels in one or more areas of phonological awareness; phonics; vocabulary, including oral language skills; reading
fluency; and reading comprehension. STORAGE NAME: h1361d.EEC PAGE: 4
DATE: 1/23/2024
enrolled in a program or receiving services that are specifically designed to meet the
instructional needs of English Language Learner students shall receive priority.
Has a substantial deficiency in mathematics or characteristics of dyscalculia
21
or scored below a
Level 3 on the statewide, standardized Mathematics assessment in the prior school year.
By September 30, school districts are required to notify the parent of each eligible student about the
process to request and receive a scholarship, subject to available funds.
22
To receive a scholarship
account, parents of eligible students must:
23
submit an application to an eligible nonprofit scholarship-funding organization by the deadline
established by the organization; and
submit eligible expenses to the eligible nonprofit scholarship-funding organization for
reimbursement of qualifying expenditures.
Qualifying expenditures may include:
24
instructional material;
curriculum;
tuition and fees for part-time tutoring services provided by a person who holds a valid Florida
educator’s certificate,
25
a person who holds a baccalaureate or graduate degree in the subject
area, a person who holds an adjunct teaching certificate,
26
or a person who has demonstrated a
mastery of subject area knowledge;
27
fees for summer education programs designed to improve reading, literacy, or mathematics
skills;
fees for after-school educational programs designed to improve reading, literacy, or
mathematics skills.
The amount of the New Worlds scholarship for an eligible student is specified in the General
Appropriations Act (GAA)
28
and for the 2023-2024 fiscal year, the amount specified was $500 for each
eligible student.
29
The table below displays the history for enrollment figures for students who participated in the
program.
30
School Year
Grades of Students
Participating in program
Number of Students
Participating in Scholarships
Accounts
2018-2019 Grades 3-5 5,639
2019-2020 Grades 3-5 6,792
2020-2021 Grades 3-5 4,964
2021-2022 Grades 3-5 2,035
2022-2023 Grades K-5 12,464
One hundred percent of the funds appropriated for the scholarship accounts will be released to the
DOE at the beginning of the first quarter of each fiscal year.
31
Once an eligible nonprofit SFO notifies
21
See s. 1008.25(6)a, F.S.; see also Rule 6A-6.0533, F.A.C. for determining substantial math deficiency for students in kindergarten
through grade 4.
22
Section 1002.411(6)(a), F.S.
23
Section 1002.411(3)(a)1.-2., F.S.; see also, Florida Department of Education, Scholarship Funding Organizations, Applications,
https://www.fldoe.org/schools/school-choice/k-12-scholarship-programs/sfo/applications.stml (last visited Jan. 3, 2024).
24
Section 1002.411(3)(a)2.a.-e., F.S.
25
See s. 1012.56, F.S.
26
See s. 1012.57, F.S.
27
See s. 1012.56(5), F.S.
28
Section 1002.411(7)(a), F.S.
29
Specific Appropriation 97, s. 2, Chapter 2023-239, L.O.F.
30
Email, Step Up for Students, July 27, 2023 (on file with the House PreK-12 Appropriations Subcommittee).
31
Section 1002.411(7)(b), F.S. STORAGE NAME: h1361d.EEC PAGE: 5
DATE: 1/23/2024
the DOE of a student’s eligibility for a scholarship, the DOE will release the student’s scholarship funds
to the organization for deposit into the student’s account.
32
The SFO must provide scholarship payments at least quarterly.
33
The accrued interest in the student’s
account is in addition to, and not part of, the awarded funds. Account funds include both the awarded
funds and accrued interest.
34
The eligible SFO
35
may develop a system for payment of scholarship funds by funds transfer, including,
but not limited to, debit cards, electronic payment cards, or any other means of payment that the DOE
deems to be commercially viable or cost-effective. A student’s scholarship award may not be reduced
for debit card or electronic payment fees. Commodities or services related to the development of such
a system will be procured by competitive solicitation unless they are purchased from a state term
contract.
36
A student’s scholarship account must be closed, and any remaining funds must be sent back to the
DOE after:
37
Denial or revocation of scholarship eligibility by the Commissioner of Education for fraud or
abuse, including but not limited to, the student or student’s parent accepting any payment,
refund, or rebate, in any manner, from a provider of any services; or
Three consecutive fiscal years in which an account has been inactive.
New Worlds Micro-Credential Program
Micro-credentials are a hybrid model of asynchronous, on-demand modules, and instructor-supported
courses and practicum that equips birth to twelfth-grade instructional personnel to:
38
Identify literacy difficulties and determine appropriate interventions.
Apply evidence-based practices.
Effectively use progress monitoring and intervention materials.
As the administrator for NWRI, the UF Lastinger Center is responsible for developing a micro-
credential
39
that requires teachers to demonstrate competency to diagnose literacy difficulties and
determine the appropriate range of literacy interventions based upon the age and literacy deficiency of
the student; use evidence-based instructional and intervention practices grounded in the science of
reading, including strategies identified by the Just Read, Florida!; and effectively use progress
monitoring and intervention materials.
40
Additionally, the administrator must administer the early literacy micro-credential program, designed
specifically for instructional personnel in prekindergarten through grade 3, which includes components
on content, student learning, pedagogy, and professional development, built on a strong foundation of
scientifically researched and evidence-based reading instructional and intervention programs that
incorporate explicit, systematic, and sequential approaches to teaching phonemic awareness, phonics,
32
Section 1002.411(7)(c), F.S.
33
Section 1002.411(7)(f), F.S.
34
Section 1002.411(7)(d), F.S.
35
For the 2023-24 school year, Step Up For Students is the only Scholarship Funding Organization administering this scholarship
program; see Florida Department of Education, New Worlds Reading Scholarship Accounts, https://www.fldoe.org/schools/school-
choice/k-12-scholarship-programs/reading/ (last visited Jan. 2, 2024).
36
Section 1002.411(7)(e), F.S.
37
Section 1002.411(7)(h), F.S.
38
University of Florida, UF Lastinger Center for Learning, Flamingo Literacy Micro-Credentials,
https://lastinger.center.ufl.edu/work/literacy/flamingo-literacy/literacy-microcredentials/ (last visited Jan. 3, 2024).
39
Section 1003.485(1)(g), F.S.; Micro-credential means evidence-based professional development activities grounded in the science
of reading which are competency-based, personalized, and on-demands.
40
Section 1003.485(h), F.S. STORAGE NAME: h1361d.EEC PAGE: 6
DATE: 1/23/2024
vocabulary, fluency, and text comprehension and incorporate decodable or phonetic text instructional
strategies.
41
Micro credentials must also be available, at no cost, to:
42
Instructional personal who are K-12 staff members and whose function includes the provision of
direct instructional services to students.
Prekindergarten instructors who instruct at a private or public voluntary prekindergarten
education program.
Child care personnel who are owners, operators, employees, and volunteers working in a child
care facility.
In the 2023-2024 school year, the Division of Early Learning in partnership with the UF Lastinger
Center established opportunities for instructional and child care personnel who work in a public or
private early learning program to earn emergent
43
or elementary literacy micro-credentials. The
elementary literacy micro-credentials provide high-quality, evidence-based online course content to
build their literacy knowledge and skills to effectively support literacy learning for students, birth through
grade 5. Each micro-credential consists of three 20-hour (60 hours total)
44
components.
45
Micro-
credential completers may receive a completion stipend of up to $2,000 if they meet stipend eligibility
criteria.
46
New Worlds Reading Initiative Tax Credits
Under the NWRI, taxpayers can make private monetary contributions to the administrator of the
initiative and receive a dollar-for-dollar credit against the following Florida taxes:
corporate income tax;
excise tax on liquor, wine, and malt beverages;
gas and oil production tax;
insurance premium tax; and,
use tax due under a direct pay permit.
47
Taxpayers who wish to participate must apply to the Department of Revenue for an allocation of tax
credit.
Coordinated Screening and Progress Monitoring System
The recently procured statewide, standardized coordinated screening and progress monitoring system
(system) measures student progress in the VPK and public schools to identify the educational strengths
and needs of students.
48
The system measures student progress in meeting the appropriate
expectations in early literacy and mathematics skills and in ELA and mathematics standards.
41
Section 1003.485(i), F.S.
42
Section 1003.485(i)3., F.S.
43
The UF Lastinger Center for Learning’s emergent literacy micro-credential prepares early learning instructional personnel and child
care providers to support student outcomes for school readiness, identify literacy difficulties accurately, apply evidence-based
practices, and engage in effective progress monitoring and intervention. University of Florida, UF Lastinger Center for Learning,
Flamingo Literacy Micro-Credentials, https://lastinger.center.ufl.edu/work/literacy/flamingo-literacy/literacy-microcredentials/ (last
visited Jan. 3, 2024).
44
Section 1003.485(i)2., F.S. The micro-credential must be competency based and designed for eligible instructional personnel to
complete the credentialing process in no more than 60 hours.
45
Florida Department of Education, Professional Learning, https://www.fldoe.org/schools/early-learning/providers/pro-learning.stml
(last visited Jan. 3, 2024). [hereinafter, NWRI Professional Learning]
46
Id.
47
Section 1003.485(5), F.S. Florida Department of Revenue, New Worlds Reading Initiative-Tax Credit,
https://floridarevenue.com/taxes/taxesfees/Pages/newworlds.aspx (last visited Jan. 4, 2024). See also ss. 211.0252, 212.1833,
220.1876, 561.1212, and 624.51056, F.S.
48
Section 1008.25(9)(a)1., F.S. STORAGE NAME: h1361d.EEC PAGE: 7
DATE: 1/23/2024
To facilitate timely interventions and supports, the system must provide results from the first two
administrations of the progress monitoring to a student’s teacher within 1 week and to the student’s
parent within 2 weeks of the administration of the progress monitoring.
49
Science of Reading Literacy and Intervention Program
The Just Read Florida! Office is required to work with the Florida Center for Reading Research
50
to
identify scientifically researched and evidence-based reading instructional and intervention programs
grounded in the science of reading which incorporate explicit, systematic, and sequential approaches to
teaching phonemic awareness, phonics, vocabulary, fluency, and text comprehension and incorporate
decodable or phonetic text instructional strategies.
51
To assist with the pursuit of evidence-based reading practices, in 2023, the Legislature appropriated
$16.0 million in nonrecurring funds for the Science of Reading Literacy and Tutoring Program. The
funds are to be used to provide additional reading literacy support to students in kindergarten through
grade 5 enrolled in a public school who either scored below Level 3 on the final English Language Arts
(ELA) assessment in the prior year or who the district has determined through progress monitoring to
be below grade level and in need of additional reading intervention.
52
Each school district received a minimum of $150,000. The balance of the appropriation was allocated
to districts that had more than 50 percent of third grade students score below Level 3 on the ELA
assessment in the prior year. Each school district received their allocation by August 15, 2023.
53
School districts may use the funds for: stipends for tutors during the school day, before and after
school, or a summer program; licenses for computerized or automated literacy tutoring that provides
each student with the ability to read to the software and receive, in real time, tutoring interventions that
are based in science of reading principles and individually tailored to the needs and ability of each
student; professional development; or curriculum, resources, and materials necessary to implement
explicit and systematic instructional strategies.
As of January 3, 2024, no funds have been disbursed to school districts.
54
The Use of Artificial Intelligence in Education
Artificial intelligence (AI) has the potential to improve K-12 education in the United States. For students,
AI can provide them a personalized learning experience tailored to their individual preferences and
needs, immediate feedback on their work and answers to their questions, and increased
access to tutoring and other educational materials. For teachers, it can help automate some of their
workload, design better interventions, and reduce burnout. And for administrators, AI can monitor
student progress and provide preemptive interventions with the help of predictive analytics.
55
Effect of Proposed Changes
New Worlds Reading Initiative
The bill designates the University of Florida (UF) Lastinger Center for Learning as the administrator for
the New Worlds Reading Initiative (NWRI).
The bill renames the “micro-credential program” to the “New Worlds micro-credential program.”
49
Section 1008.25(9)(c), F.S.
50
Florida State University, Florida Center for Reading Research, https://fcrr.org/ (last visited Dec. 20, 2023).
51
Section 1001.215(4), F.S.
52
Specific Appropriation 96, s. 2, Chapter 2023-239, L.O.F.
53
Id.
54
Email, Department of Education (January 5, 2024) (On file in PreK-12 Appropriations Subcommittee).
55
Gillian Diebol and Chelsea Han, How AI Can Improve K-12 Education in the United States (April 2020), available at
https://www2.datainnovation.org/2022-ai-education.pdf. STORAGE NAME: h1361d.EEC PAGE: 8
DATE: 1/23/2024
The bill requires the DOE to provide the program administrator with progress monitoring data for
eligible prekindergarten to grade 12 students within 30 days of the close of each progress monitoring
period, in an effort to create program efficiencies and better serve eligible students.
The bill requires that the annual financial report, submitted by the program administrator, also include
the number of micro-credentials and reading endorsements earned, and the number of students and
households served under each component of the NWRI, by school district, including the means by
which additional literacy supports was provided by students.
The bill replaces references to the term “professional development” with the term “professional
learning”. This was a change made throughout the education code during the 2023 Legislative
session.
56
New Worlds Scholarship Accounts
To facilitate early intervention, the bill expands the eligibility for the New Worlds Scholarship to include
students enrolled in a Voluntary Prekindergarten (VPK) Program, through either a public or private
provider, who exhibit substantial deficiencies in early literacy or math skills based on the results of the
most recent progress monitoring assessment. VPK students exhibiting substantial deficiencies in any
of the three progress monitoring assessments would be eligible for the program.
In addition, the bill expands the credentials for eligible part-time tutors to include a person who holds a
micro-credential under the NWRI; or for a prekindergarten student, by a person who holds a child
development associate credential issued by the National Credentialing Program of the Council for
Professional Recognition or a credential approved by the Department of Children and Families; holds a
bachelor’s or higher degree in early childhood education, prekindergarten or primary education,
preschool education, or family and consumer science; or holds a bachelor’s or higher degree in
elementary education, if the prekindergarten instructor has been certified to teach children any age
from birth through 6th grade.
The bill requires parents, of scholarship eligible students, to utilize the administrator’s system to make
direct purchases of qualifying program expenditures and repeals individualized reimbursements to
increase the efficiency of the program.
The bill requires school districts and VPK program providers to notify parents of eligible students of the
process to request and receive a scholarship, when providing results from the administration of each
progress monitoring assessment.
The bill provides that the department must release the student's scholarship funds to the SFO with 45
days of eligibility determination.
The bill repeals outdated language that required the payment of the scholarships on a quarterly basis.
The entire scholarship amount is placed in the student’s account upon eligibility determination.
University of Florida (UF) Lastinger Center for Learning
The bill codifies the Lastinger Center for Learning at the University of Florida in law and establishes the
following duties for the center:
Develop and administer programs to improve student achievement outcomes in early learning,
literacy, and mathematics.
Provide professional learning for educators to improve the quality of instruction in early learning,
literacy, and mathematics. Professional learning must include the development of micro-
credentials that require educators to demonstrate competency. The bill requires micro-
56
Chapter 2023-39, L.O.F. STORAGE NAME: h1361d.EEC PAGE: 9
DATE: 1/23/2024
credentials be provided at low or no cost, be personalized, and specifies that the credentials
can be provided online or in person.
Provide technical assistance and support to school districts and schools in improving student
achievement.
Conduct and publish research on teaching and learning in early learning, literacy, and
mathematics as well as professional learning for educators.
Tutoring Program
The bill establishes a tutoring program to be administered by an eligible nonprofit SFO. The tutoring
program is established to support school districts and schools in improving student achievement in
reading and mathematics. The tutoring program must:
Provide best practice science of reading guidelines for districts in consultation with the Just
Read, Florida! Office.
Provide best practice guidelines for mathematics tutoring in alignment with Florida's
Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards for mathematics.
Establish minimum standards that each school district must meet to participate in the program.
The minimum standards must address:
o Appropriate group sizes for tutoring sessions.
o The frequency and duration of tutoring sessions.
o Minimum staffing qualifications for tutors.
o The use of ongoing, informal and formal assessments to target instructional
interventions.
o Prioritization strategies for tutoring students.
Provide access during the school day to additional literacy or mathematics support through
evidence-based automated literacy tutoring software that provides each student with real-time
interventions that are based in science of reading principles or mathematics instructional best
practices and individually tailored to the needs and ability of each student. The bill provides that
access must be provided to students in kindergarten through grade 5 enrolled in a public school
who have a substantial deficiency in reading or mathematics in accordance with s. 1008.25.
Award grants to school districts that may be used for stipends for in-person tutoring during the
school day, before and after school, or during a summer program. At a minimum, in-person
tutoring may be provided to kindergarten through grade 5 students enrolled in a public school
who have a substantial deficiency in reading or mathematics in accordance with s. 1008.25.
Provide technical assistance and professional learning to school districts, including:
o Advising district staff on tutoring program design and intervention selection upon
request.
o Assisting districts in reviewing tutoring programs, professional learning programs,
curriculum, and resources to ensure that they adhere to the science of reading or best
practices in mathematics.
o Providing professional learning to district staff to build their knowledge and skills around
the science of reading or best practices in mathematics.
The bill requires the DOE to provide the program administrator with math and reading progress
monitoring data for eligible kindergarten to grade 12 students within 30 days of the close of each
progress monitoring period.
The bill requires the SFO to provide an annual report, by July 1, to the President of the Senate, the
Speaker of the House of Representations, and the Commissioner of the Department of Education,
summarizing school district use of program funds and student academic outcomes as a result of
participating in the program.
Coordinated Screening and Progress Monitoring System
The bill expands existing requirements to provide results from the first two administrations of the
progress monitoring to a student’s teacher and parents, by also requiring results be delivered to
prekindergarten student instructors. STORAGE NAME: h1361d.EEC PAGE: 10
DATE: 1/23/2024
Digital Learning
To customize and accelerate learning for students and reduce teacher workload, the bill provides
opportunities for school districts to utilize artificial intelligence. The bill authorizes grants funds for
subscription fees and professional learning to support and accelerate learning for students in grades 6
through 12 for artificial intelligence. Grant recipients must select an artificial intelligence platform that:
Uses large language models based on GPT-4, its equivalent, or a successor and be on a
closed-system.
Provides professional learning to teachers.
Provides one on one tutoring aligned to the Benchmarks for Excellent Student Thinking
(B.E.S.T.) Standards for reading and mathematics.
Provides standards aligned lesson plans and provides insights on student progress.
Provides district and school-level reporting and parental access to artificial intelligence
interactions.
B. SECTION DIRECTORY:
Section 1: Amends s. 1002.321, F.S.; providing for the award of grants to school districts to
implement artificial intelligence in support of students and teachers; providing
requirements for the use of such artificial intelligence.
Section 2: Amends s. 1002.411, F.S.; expanding eligibility for New Worlds Scholarship Accounts to
certain students enrolled in the Voluntary Prekindergarten Education Program; revising
program eligibility criteria; revising eligible expenses for students who have an account;
requiring parents to use a specified system to make direct purchases if such system is
available; providing that certain organizations are administrators for purposes of
establishing scholarship accounts; revising school district and private prekindergarten
provider notification requirements; revising requirements for the Department of
Education to release scholarship funds; authorizing certain organizations to develop a
system for the direct purchase of qualifying expenditures; deleting provisions relating to
fund transfers and certain payment methods; deleting a requirement for quarterly
payments of scholarships.
Section 3: Amends s. 1003.01, F.S.; conforming cross-reference.
Section 4: Amends s. 1003.485, F.S.; providing that the University of Florida Lastinger Center for
Learning is the administrator for the New Worlds Reading Initiative; revising definitions;
deleting a requirement that the department designate an administrator for the initiative;
requiring the department to provide specified data to the administrator within specified
timeframe; requiring the administrator to include certain information in a specified annual
report; revising eligibility criteria for the initiative; deleting obsolete language.
Section 5: Amends s. 1003.499, F.S.; conforming cross-reference.
Section 6: Amends s. 1004.646, F.S.; creating the Lastinger Center for Learning at the University of
Florida; providing duties and responsibilities of the center.
Section 7: Amends s. 1008.25, F.S.; making technical changes; requiring progress monitoring
results to be provided to prekindergarten instructors within a specified timeframe.
Section 8: Amends s. 1008.366, F.S.; requiring an eligible nonprofit scholarship-funding
organization to administer a tutoring program to provide specified academic support for
students; providing duties and responsibilities of the organization; requiring the
organization to annually provide a report to the Legislature and the Commissioner of
Education by a specified date.
STORAGE NAME: h1361d.EEC PAGE: 11
DATE: 1/23/2024
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:
Although the fiscal impact is indeterminate, the number of scholarships awarded is based upon the
availability of funds and on a first-come, first-served basis.
C. DIRECT ECONOMIC IMPACT ON PRIVATE SECTOR:
None.
D. FISCAL COMMENTS:
Section 16 of the Fiscal Year 2023-2024 GAA provides for the reversion of the unexpended balance of
funds provided to the DOE for the New Worlds scholarship program and for these remaining funds to
be appropriated for Fiscal Year 2023-2024 for the same purpose. A total of $22.8 million was reverted
and appropriated for Fiscal Year 2023-2024; added to the $4 million in recurring general revenue funds
brings the total for Fiscal Year 2023-2024 to $26.8 million. As of January 13, 2024, a total of $890,500
has been disbursed. If disbursements stay in this range, it is anticipated that there will be a balance of
unexpended funds available for purposes of funding the scholarships in Fiscal Year 2024-2025.
III. COMMENTS
A. CONSTITUTIONAL ISSUES:
1. Applicability of Municipality/County Mandates Provision:
None.
2. Other:
None.
B. RULE-MAKING AUTHORITY:
None.
C. DRAFTING ISSUES OR OTHER COMMENTS:
None.
STORAGE NAME: h1361d.EEC PAGE: 12
DATE: 1/23/2024
IV. AMENDMENTS/COMMITTEE SUBSTITUTE CHANGES
On January 23, 2023, the Education & Employment Committee adopted two amendments and reported the
bill favorably as a committee substitute. The amendments:
extend the artificial intelligence (AI) platform used to customize and accelerate student learning
for students in grades 6-12, to include for one on one tutoring aligned to the state’s mathematics
standards;
requires the AI platform be on a closed-system;
require the AI platform to provide district and school-level reporting and parental access to AI
interactions; and
clarify that the stipends used for in-person tutoring may be provided, at a minimum, to students
in kindergarten through grade 5.
The bill analysis is drafted to the committee substitute adopted by the Education & Employment
Committee.