Florida Senate Bill S7004 Engrossed / Bill

 CS for SB 7004  First Engrossed 20247004e1 1 A bill to be entitled 2 An act relating to deregulation of public 3 schools/assessment and accountability, instruction, 4 and education choice; amending s. 1002.31, F.S.; 5 revising how often a school district or charter school 6 must update its school capacity determination; 7 deleting a requirement relating to school capacity 8 determination by district school boards; amending s. 9 1002.3105, F.S.; deleting a requirement that a 10 performance contract be completed if a student 11 participates in an Academically Challenging Curriculum 12 to Enhance Learning option; providing that a 13 performance contract may be used at the discretion of 14 the principal; repealing s. 1002.311, F.S., relating 15 to single-gender programs; amending s. 1002.34, F.S.; 16 deleting a requirement for the Commissioner of 17 Education to provide for an annual comparative 18 evaluation of charter technical career centers and 19 public technical centers; amending s. 1002.45, F.S.; 20 deleting the requirement that a notification to 21 parents regarding virtual instruction be written; 22 providing construction; amending s. 1002.53, F.S.; 23 deleting a requirement for a school district to 24 provide for admission of certain students to a summer 25 prekindergarten program; amending s. 1002.61, F.S.; 26 authorizing, rather than requiring, a school district 27 to administer the Voluntary Prekindergarten Education 28 Program; providing that a student is eligible for 29 summer reading camp under certain conditions; amending 30 s. 1002.63, F.S.; deleting a requirement for an early 31 learning coalition to verify that certain public 32 schools comply with specified provisions; amending s. 33 1002.71, F.S.; deleting a requirement for school 34 district funding for certain programs; deleting a 35 requirement for district school board attendance 36 policies for Voluntary Prekindergarten Education 37 Programs; requiring a school district to certify its 38 attendance records for a Voluntary Prekindergarten 39 Education Program; amending s. 1003.4282, F.S.; 40 revising requirements for assessments needed for a 41 student to earn a high school diploma; deleting a 42 requirement for a student who transfers into a public 43 high school to take specified assessments; revising 44 the courses for which the transferring course final 45 grade must be honored for a transfer student under 46 certain conditions; amending s. 1003.433, F.S.; 47 deleting requirements that must be met by students who 48 transfer to a public school for 11th or 12th grade; 49 amending s. 1003.435, F.S.; deleting an exception for 50 the high school equivalency diploma program; requiring 51 school districts to adopt a policy that allows 52 specified students to take the high school equivalency 53 examination; amending s. 1003.4935, F.S.; deleting a 54 requirement that the Department of Education collect 55 and report certain data relating to a middle school 56 career and professional academy or career-themed 57 course; repealing s. 1003.4995, F.S., relating to the 58 fine arts report prepared by the Commissioner of 59 Education; repealing s. 1003.4996, F.S., relating to 60 the Competency-Based Education Pilot Program; amending 61 s. 1003.49965, F.S.; authorizing, rather than 62 requiring, a school district to hold an Art in the 63 Capitol Competition; amending s. 1003.51, F.S.; 64 deleting a requirement regarding assessment procedures 65 for Department of Juvenile Justice education programs; 66 revising requirements for which assessment results 67 must be included in a students discharge packet; 68 revising requirements for when a district school board 69 must face sanctions for unsatisfactory performance in 70 its Department of Juvenile Justice programs; amending 71 s. 1003.621, F.S.; deleting a requirement for 72 academically high-performing school districts to 73 submit an annual report to the State Board of 74 Education and the Legislature; amending s. 1006.28, 75 F.S.; revising the definition of the term adequate 76 instructional materials; revising a timeframe 77 requirement for each district school superintendent to 78 notify the department about instructional materials; 79 deleting a requirement for such notification; 80 authorizing, rather than requiring, a school principal 81 to collect the purchase price of instructional 82 materials lost, destroyed, or damaged by a student; 83 amending s. 1006.283, F.S.; revising a timeframe 84 requirement for a district school superintendent to 85 certify to the Department of Education that 86 instructional materials are aligned with state 87 standards; amending s. 1006.33, F.S.; requiring the 88 Department of Education to advertise bids or proposals 89 for instructional materials within a specified 90 timeframe beginning in a specified instructional 91 materials adoption cycle; requiring the department to 92 publish specifications for subject areas within a 93 specified timeframe; amending s. 1006.34, F.S.; 94 requiring the commissioner to publish a list of 95 adopted instructional materials within a specified 96 timeframe beginning in a specified instructional 97 materials adoption cycle; amending s. 1006.40, F.S.; 98 authorizing district school boards to approve an 99 exemption to the purchase of certain instructional 100 materials; revising the timeframe between purchases of 101 instructional materials; amending s. 1008.212, F.S.; 102 providing that certain assessments are not subject to 103 specified requirements; amending s. 1008.22, F.S.; 104 deleting a requirement that a student pass a certain 105 assessment to earn a high school diploma; deleting 106 requirements relating to a uniform calendar that must 107 be published by the commissioner each year; revising a 108 time requirement for each school district to establish 109 schedules for the administration of statewide, 110 standardized assessments; revising the information 111 that must be included with the schedules; conforming 112 provisions to changes made by the act; deleting a 113 requirement for the commissioner to identify which SAT 114 and ACT scores would satisfy graduation requirements; 115 deleting a requirement for the commissioner to 116 identify comparative scores for the Algebra I end-of- 117 course assessment; amending s. 1008.25, F.S.; revising 118 the criteria for the student progression plan to 119 include instructional support for students referred 120 from a specified program; requiring school districts 121 to specify retention requirements for students in 122 kindergarten through grade 2; requiring that the plan 123 incorporate specified parental notification 124 requirements, include an opportunity for parental 125 input on the retention decision, and include certain 126 information; requiring district school boards to 127 include the Voluntary Prekindergarten Education 128 Program in a certain allocation of resources; 129 requiring that the individualized progress monitoring 130 plan for specified students be developed within a 131 specified timeframe; providing conditions for parents 132 to request supports for students identified as having 133 a substantial deficiency in reading or mathematics; 134 requiring the department to adopt additional 135 alternative assessments for good cause promotion; 136 requiring two administrations of the coordinated 137 screening and progress monitoring system for students 138 in a summer prekindergarten program; conforming cross 139 references; amending s. 1008.33, F.S.; prohibiting a 140 school from being required to use a certain parameter 141 as the sole determining factor to recruit 142 instructional personnel; providing requirements for a 143 rule adopted by the State Board of Education; revising 144 the date by which a school district must submit a 145 memorandum of understanding to the Department of 146 Education; increasing the length of time for which 147 certain school districts must continue a turnaround 148 plan; revising an authorization for the state board to 149 allow a school additional time before implementing a 150 turnaround option; revising requirements for schools 151 that complete a plan cycle; providing additional 152 options for a school that completes a plan cycle but 153 does not meet certain requirements; providing that 154 implementation of a turnaround option is not required 155 under certain conditions; amending s. 1008.332, F.S.; 156 revising a provision of the No Child Left Behind Act 157 to conform to the Every Student Succeeds Act; deleting 158 a requirement for certain committee members to 159 annually report to specified entities; amending s. 160 1008.34, F.S.; requiring that certain changes made by 161 the state board to the school grades model or school 162 grading scale go into effect in the following school 163 year or later; conforming cross-references; amending 164 s. 1008.345, F.S.; deleting a requirement for the 165 Department of Education to develop an annual feedback 166 report; deleting a requirement for the Commissioner of 167 Education to review specified feedback reports and 168 submit findings to the State Board of Education; 169 deleting certain requirements for a report the 170 commissioner produces annually for the state board; 171 conforming a cross-reference; amending s. 1000.05, 172 F.S.; conforming cross-references; providing effective 173 dates. 174 175 Be It Enacted by the Legislature of the State of Florida: 176 177 Section 1.Paragraph (b) of subsection (2) of section 178 1002.31, Florida Statutes, is amended to read: 179 1002.31Controlled open enrollment; public school parental 180 choice. 181 (2) 182 (b)Each school district and charter school capacity 183 determinations for its schools, by grade level, must be updated 184 at least twice annually every 12 weeks and be identified on the 185 school district and charter schools websites. In determining 186 the capacity of each district school, the district school board 187 shall incorporate the specifications, plans, elements, and 188 commitments contained in the school district educational 189 facilities plan and the long-term work programs required under 190 s. 1013.35. Each charter school governing board shall determine 191 capacity based upon its charter school contract. Each virtual 192 charter school and each school district with a contract with an 193 approved virtual instruction program provider shall determine 194 capacity based upon the enrollment requirements established 195 under s. 1002.45(1)(e)4. 196 Section 2.Paragraphs (c) and (d) of subsection (4) of 197 section 1002.3105, Florida Statutes, are amended to read: 198 1002.3105Academically Challenging Curriculum to Enhance 199 Learning (ACCEL) options. 200 (4)ACCEL REQUIREMENTS. 201 (c)If a student participates in an ACCEL option pursuant 202 to the parental request under subparagraph (b)1., a performance 203 contract is not required but may be used at the discretion of 204 the principal must be executed by the student, the parent, and 205 the principal. At a minimum, the performance contract must 206 require compliance with: 207 1.Minimum student attendance requirements. 208 2.Minimum student conduct requirements. 209 3.ACCEL option requirements established by the principal, 210 which may include participation in extracurricular activities, 211 educational outings, field trips, interscholastic competitions, 212 and other activities related to the ACCEL option selected. 213 (d)If a principal initiates a students participation in 214 an ACCEL option, the students parent must be notified. A 215 performance contract, pursuant to paragraph (c), is not required 216 when a principal initiates participation but may be used at the 217 discretion of the principal. 218 Section 3.Section 1002.311, Florida Statutes, is repealed. 219 Section 4.Subsection (19) of section 1002.34, Florida 220 Statutes, is amended to read: 221 1002.34Charter technical career centers. 222 (19)EVALUATION; REPORT.The Commissioner of Education 223 shall provide for an annual comparative evaluation of charter 224 technical career centers and public technical centers. The 225 evaluation may be conducted in cooperation with the sponsor, 226 through private contracts, or by department staff. At a minimum, 227 the comparative evaluation must address the demographic and 228 socioeconomic characteristics of the students served, the types 229 and costs of services provided, and the outcomes achieved. By 230 December 30 of each year, the Commissioner of Education shall 231 submit to the Governor, the President of the Senate, the Speaker 232 of the House of Representatives, and the Senate and House 233 committees that have responsibility for secondary and 234 postsecondary career and technical education a report of the 235 comparative evaluation completed for the previous school year. 236 Section 5.Paragraph (b) of subsection (1) and paragraph 237 (d) of subsection (3) of section 1002.45, Florida Statutes, are 238 amended to read: 239 1002.45Virtual instruction programs. 240 (1)PROGRAM. 241 (b)1.Each school district shall provide at least one 242 option for part-time and full-time virtual instruction for 243 students residing within the school district. All school 244 districts must provide parents with timely written notification 245 of at least one open enrollment period for full-time students of 246 90 days or more which ends 30 days before the first day of the 247 school year. A school district virtual instruction program shall 248 consist of the following: 249 a.Full-time and part-time virtual instruction for students 250 enrolled in kindergarten through grade 12. 251 b.Full-time or part-time virtual instruction for students 252 enrolled in dropout prevention and academic intervention 253 programs under s. 1003.53, Department of Juvenile Justice 254 education programs under s. 1003.52, core-curricula courses to 255 meet class size requirements under s. 1003.03, or Florida 256 College System institutions under this section. 257 2.Each virtual instruction program established under 258 paragraph (c) by a school district either directly or through a 259 contract with an approved virtual instruction program provider 260 shall operate under its own Master School Identification Number 261 as prescribed by the department. 262 (3)VIRTUAL INSTRUCTION PROGRAM REQUIREMENTS.Each virtual 263 instruction program under this section must: 264 (d)Provide each full-time student enrolled in the virtual 265 instruction program who qualifies for free or reduced-price 266 school lunches under the National School Lunch Act, or who is on 267 the direct certification list, and who does not have a computer 268 or Internet access in his or her home with: 269 1.All equipment necessary for participants in the virtual 270 instruction program, including, but not limited to, a computer, 271 computer monitor, and printer, if a printer is necessary to 272 participate in the virtual instruction program; and 273 2.Access to or reimbursement for all Internet services 274 necessary for online delivery of instruction. 275 276 This paragraph does not prohibit a school district virtual 277 instruction program from providing such equipment to any student 278 enrolled in a virtual instruction program. 279 Section 6.Paragraph (b) of subsection (6) of section 280 1002.53, Florida Statutes, is amended to read: 281 1002.53Voluntary Prekindergarten Education Program; 282 eligibility and enrollment. 283 (6) 284 (b)A parent may enroll his or her child with any public 285 school within the school district which is eligible to deliver 286 the Voluntary Prekindergarten Education Program under this part, 287 subject to available space. Each school district may limit the 288 number of students admitted by any public school for enrollment 289 in the school-year program; however, the school district must 290 provide for the admission of every eligible child within the 291 district whose parent enrolls the child in a summer 292 prekindergarten program delivered by a public school under s. 293 1002.61. 294 Section 7.Paragraph (a) of subsection (1) and paragraph 295 (a) of subsection (10) of section 1002.61, Florida Statutes, are 296 amended, and subsection (11) is added to that section, to read: 297 1002.61Summer prekindergarten program delivered by public 298 schools and private prekindergarten providers. 299 (1)(a)Each school district may shall administer the 300 Voluntary Prekindergarten Education Program at the district 301 level for students enrolled under s. 1002.53(3)(b) in a summer 302 prekindergarten program delivered by a public school. 303 (10)(a)Each early learning coalition shall verify that 304 each private prekindergarten provider and public school 305 delivering the Voluntary Prekindergarten Education Program 306 within the coalitions county or multicounty region complies 307 with this part. 308 (11)A student who did not attend the school year Voluntary 309 Prekindergarten Education Program and lacks access to summer 310 prekindergarten in the county in which he or she resides is 311 eligible to enroll in the summer reading camp provided by the 312 district school board under s. 1008.25. 313 Section 8.Subsection (9) of section 1002.63, Florida 314 Statutes, is amended to read: 315 1002.63School-year prekindergarten program delivered by 316 public schools. 317 (9)(a)Each early learning coalition shall verify that each 318 public school delivering the Voluntary Prekindergarten Education 319 Program within the coalitions service area complies with this 320 part. 321 (b)If a public school fails or refuses to comply with this 322 part or engages in misconduct, the department must shall require 323 that the school district to remove the school from eligibility 324 to deliver the Voluntary Prekindergarten Education Program and 325 receive state funds under this part for a period of at least 2 326 years but no more than 5 years. 327 Section 9.Paragraph (d) of subsection (3), paragraph (b) 328 of subsection (6), and subsection (7) of section 1002.71, 329 Florida Statutes, are amended to read: 330 1002.71Funding; financial and attendance reporting. 331 (3) 332 (d)For programs offered by school districts pursuant to s. 333 1002.61, each districts funding shall be based on a student 334 enrollment that is evenly divisible by 12. If the result of 335 dividing a districts student enrollment by 12 is not a whole 336 number, the districts enrollment calculation shall be adjusted 337 by adding the minimum number of students to produce a student 338 enrollment calculation that is evenly divisible by 12. 339 (6) 340 (b)1.Each private prekindergarten providers and district 341 school boards attendance policy must require the parent of each 342 student in the Voluntary Prekindergarten Education Program to 343 verify, each month, the students attendance on the prior 344 months certified student attendance. 345 2.The parent must submit the verification of the students 346 attendance to the private prekindergarten provider or public 347 school on forms prescribed by the department. The forms must 348 include, in addition to the verification of the students 349 attendance, a certification, in substantially the following 350 form, that the parent continues to choose the private 351 prekindergarten provider or public school in accordance with s. 352 1002.53 and directs that payments for the program be made to the 353 provider or school: 354 355 VERIFICATION OF STUDENTS ATTENDANCE 356 AND CERTIFICATION OF PARENTAL CHOICE 357 358 I, ...(Name of Parent)..., swear (or affirm) that my child, 359 ...(Name of Student)..., attended the Voluntary Prekindergarten 360 Education Program on the days listed above and certify that I 361 continue to choose ...(Name of Provider or School)... to deliver 362 the program for my child and direct that program funds be paid 363 to the provider or school for my child. 364 ...(Signature of Parent)... 365 ...(Date)... 366 367 3.The private prekindergarten provider or public school 368 must keep each original signed form for at least 2 years. Each 369 private prekindergarten provider must permit the early learning 370 coalition, and each public school must permit the school 371 district, to inspect the original signed forms during normal 372 business hours. The department shall adopt procedures for early 373 learning coalitions and school districts to review the original 374 signed forms against the certified student attendance. The 375 review procedures must shall provide for the use of selective 376 inspection techniques, including, but not limited to, random 377 sampling. Each early learning coalition and the school districts 378 must comply with the review procedures. 379 (7)The department shall require that administrative 380 expenditures be kept to the minimum necessary for efficient and 381 effective administration of the Voluntary Prekindergarten 382 Education Program. Administrative policies and procedures must 383 shall be revised, to the maximum extent practicable, be revised 384 to incorporate the use of automation and electronic submission 385 of forms, including those required for child eligibility and 386 enrollment, provider and class registration, and monthly 387 certification of attendance for payment. A school district may 388 use its automated daily attendance reporting system for the 389 purpose of maintaining and transmitting attendance records to 390 the early learning coalition in a mutually agreed-upon format. 391 Each school district shall certify the correctness of attendance 392 data submitted to the single point of entry system described in 393 paragraph (5)(a) as required by the department. In addition, 394 actions must shall be taken to reduce paperwork, eliminate the 395 duplication of reports, and eliminate other duplicative 396 activities. Each early learning coalition may retain and expend 397 no more than 4.0 percent of the funds paid by the coalition to 398 private prekindergarten providers and public schools under 399 paragraph (5)(b). Funds retained by an early learning coalition 400 under this subsection may be used only for administering the 401 Voluntary Prekindergarten Education Program and may not be used 402 for the school readiness program or other programs. 403 Section 10.Effective upon becoming a law, paragraphs (a) 404 and (b) of subsection (3), paragraph (c) of subsection (5), and 405 subsection (6) of section 1003.4282, Florida Statutes, are 406 amended to read: 407 1003.4282Requirements for a standard high school diploma. 408 (3)STANDARD HIGH SCHOOL DIPLOMA; COURSE AND ASSESSMENT 409 REQUIREMENTS. 410 (a)Four credits in English Language Arts (ELA).The four 411 credits must be in ELA I, II, III, and IV. A student must pass 412 the statewide, standardized grade 10 ELA assessment, or earn a 413 concordant score, in order to earn a standard high school 414 diploma. A students performance on the statewide, standardized 415 grade 10 ELA assessment constitutes 30 percent of the students 416 final course grade. 417 (b)Four credits in mathematics. 418 1.A student must earn one credit in Algebra I and one 419 credit in Geometry. A students performance on the statewide, 420 standardized Algebra I end-of-course (EOC) assessment 421 constitutes 30 percent of the students final course grade. A 422 student must pass the statewide, standardized Algebra I EOC 423 assessment, or earn a comparative score, in order to earn a 424 standard high school diploma. A students performance on the 425 statewide, standardized Geometry EOC assessment constitutes 30 426 percent of the students final course grade. 427 2.A student who earns an industry certification for which 428 there is a statewide college credit articulation agreement 429 approved by the State Board of Education may substitute the 430 certification for one mathematics credit. Substitution may occur 431 for up to two mathematics credits, except for Algebra I and 432 Geometry. A student may earn two mathematics credits by 433 successfully completing Algebra I through two full-year courses. 434 A certified school counselor or the principals designee shall 435 must advise the student that admission to a state university may 436 require the student to earn 3 additional mathematics credits 437 that are at least as rigorous as Algebra I. 438 3.A student who earns a computer science credit may 439 substitute the credit for up to one credit of the mathematics 440 requirement, with the exception of Algebra I and Geometry, if 441 the commissioner identifies the computer science credit as being 442 equivalent in rigor to the mathematics credit. An identified 443 computer science credit may not be used to substitute for both a 444 mathematics and a science credit. A student who earns an 445 industry certification in 3D rapid prototype printing may 446 satisfy up to two credits of the mathematics requirement, with 447 the exception of Algebra I, if the commissioner identifies the 448 certification as being equivalent in rigor to the mathematics 449 credit or credits. 450 (5)AWARD OF A STANDARD HIGH SCHOOL DIPLOMA. 451 (c)A student who earns the required 24 credits, or the 452 required 18 credits under s. 1002.3105(5), but fails to pass the 453 assessments required under s. 1008.22(3) or achieve a 2.0 GPA 454 shall be awarded a certificate of completion in a form 455 prescribed by the State Board of Education. However, a student 456 who is otherwise entitled to a certificate of completion may 457 elect to remain in high school either as a full-time student or 458 a part-time student for up to 1 additional year and receive 459 special instruction designed to remedy his or her identified 460 deficiencies. 461 (6)UNIFORM TRANSFER OF HIGH SCHOOL CREDITS.Beginning with 462 the 2012-2013 school year, if a student transfers to a Florida 463 public high school from out of country, out of state, a private 464 school, or a home education program and the students transcript 465 shows a credit in Algebra I, the student must pass the 466 statewide, standardized Algebra I EOC assessment in order to 467 earn a standard high school diploma unless the student earned a 468 comparative score, passed a statewide assessment in Algebra I 469 administered by the transferring entity, or passed the statewide 470 mathematics assessment the transferring entity uses to satisfy 471 the requirements of the Elementary and Secondary Education Act, 472 as amended by the Every Student Succeeds Act (ESSA), 20 U.S.C. 473 ss. 6301 et seq. If a students transcript shows a credit in 474 high school reading or English Language Arts II or III, in order 475 to earn a standard high school diploma, the student must take 476 and pass the statewide, standardized grade 10 ELA assessment, or 477 earn a concordant score. If a transfer students transcript 478 shows a final course grade and course credit in Algebra I, 479 Geometry, Biology I, or United States History, or the equivalent 480 of a grade 10 ELA course, the transferring course final grade 481 and credit must shall be honored without the student taking the 482 requisite statewide, standardized EOC assessment and without the 483 assessment results constituting 30 percent of the students 484 final course grade. 485 Section 11.Effective upon becoming a law, section 486 1003.433, Florida Statutes, is amended to read: 487 1003.433Learning opportunities for out-of-state and out 488 of-country transfer students and students needing additional 489 instruction to meet high school graduation requirements. 490 (1)Students who enter a Florida public school at the 11th 491 or 12th grade from out of state or out of country may shall not 492 be required to spend additional time in a Florida public school 493 in order to meet the high school course requirements if the 494 student has met all requirements of the school district, state, 495 or country from which he or she is transferring. Such students 496 who are not proficient in English should receive immediate and 497 intensive instruction in English language acquisition. However, 498 to receive a standard high school diploma, a transfer student 499 must earn a 2.0 grade point average and meet the requirements 500 under s. 1008.22. 501 (2)Students who earn the required 24 credits for the 502 standard high school diploma except for passage of any must-pass 503 assessment under s. 1003.4282 or s. 1008.22 or an alternate 504 assessment by the end of grade 12 must be provided the following 505 learning opportunities: 506 (a)Participation in an accelerated high school equivalency 507 diploma preparation program during the summer. 508 (b)Upon receipt of a certificate of completion, be allowed 509 to take the College Placement Test and be admitted to 510 developmental education or credit courses at a Florida College 511 System institution, as appropriate. 512 (c)Participation in an adult general education program as 513 provided in s. 1004.93 for such time as the student requires to 514 master English, reading, mathematics, or any other subject 515 required for high school graduation. A student attending an 516 adult general education program shall have the opportunity to 517 take any must-pass assessment under s. 1003.4282 or s. 1008.22 518 an unlimited number of times in order to receive a standard high 519 school diploma. 520 (3)Students who have been enrolled in an ESOL program for 521 less than 2 school years and have met all requirements for the 522 standard high school diploma except for passage of any must-pass 523 assessment under s. 1003.4282 or s. 1008.22 or alternate 524 assessment may: 525 (a)Receive immersion English language instruction during 526 the summer following their senior year. Students receiving such 527 instruction are eligible to take the required assessment or 528 alternate assessment and receive a standard high school diploma 529 upon passage of the required assessment or alternate assessment. 530 This paragraph shall be implemented to the extent funding is 531 provided in the General Appropriations Act. 532 (b)Beginning with the 2022-2023 school year, meet the 533 requirement to pass the statewide, standardized grade 10 English 534 Language Arts assessment by satisfactorily demonstrating grade 535 level expectations on formative assessments, in accordance with 536 state board rule. 537 Section 12.Paragraph (a) of subsection (4) of section 538 1003.435, Florida Statutes, is amended to read: 539 1003.435High school equivalency diploma program. 540 (4)(a)A candidate for a high school equivalency diploma 541 must shall be at least 18 years of age on the date of the 542 examination, except that in extraordinary circumstances, as 543 provided for in rules of the district school board of the 544 district in which the candidate resides or attends school, a 545 candidate may take the examination after reaching the age of 16 546 with the written permission of his or her parent or guardian. 547 School districts shall adopt a policy to allow for such written 548 permission by a parent or guardian. 549 Section 13.Subsection (3) of section 1003.4935, Florida 550 Statutes, is amended to read: 551 1003.4935Middle grades career and professional academy 552 courses and career-themed courses. 553 (3)Beginning with the 2012-2013 school year, if a school 554 district implements a middle school career and professional 555 academy or a career-themed course, the Department of Education 556 shall collect and report student achievement data pursuant to 557 performance factors identified under s. 1003.492(3) for students 558 enrolled in an academy or a career-themed course. 559 Section 14.Section 1003.4995, Florida Statutes, is 560 repealed. 561 Section 15.Section 1003.4996, Florida Statutes, is 562 repealed. 563 Section 16.Subsection (2) of section 1003.49965, Florida 564 Statutes, is amended to read: 565 1003.49965Art in the Capitol Competition. 566 (2)A Each school district may shall annually hold an Art 567 in the Capitol Competition for all public, private, and home 568 education students in grades 6 through 8. Submissions must shall 569 be judged by a selection committee consisting of art teachers 570 whose students have not submitted artwork for consideration. 571 Section 17.Paragraphs (g) and (r) of subsection (2) of 572 section 1003.51, Florida Statutes, are amended to read: 573 1003.51Other public educational services. 574 (2)The State Board of Education shall adopt rules 575 articulating expectations for effective education programs for 576 students in Department of Juvenile Justice programs, including, 577 but not limited to, education programs in juvenile justice 578 prevention, day treatment, residential, and detention programs. 579 The rule shall establish policies and standards for education 580 programs for students in Department of Juvenile Justice programs 581 and shall include the following: 582 (g)Assessment procedures, which: 583 1.For prevention, day treatment, and residential programs, 584 include appropriate academic and career assessments administered 585 at program entry and exit that are selected by the Department of 586 Education in partnership with representatives from the 587 Department of Juvenile Justice, district school boards, and 588 education providers. Assessments must be completed within the 589 first 10 school days after a students entry into the program. 590 2.provide for determination of the areas of academic need 591 and strategies for appropriate intervention and instruction for 592 each student in a detention facility within 5 school days after 593 the students entry into the program and administer a research 594 based assessment that will assist the student in determining his 595 or her educational and career options and goals within 22 school 596 days after the students entry into the program. 597 598 The results of the these assessments required under this 599 paragraph and under s. 1003.52(3)(d), together with a portfolio 600 depicting the students academic and career accomplishments, 601 must shall be included in the discharge packet assembled for 602 each student. 603 (r)A series of graduated sanctions for district school 604 boards whose educational programs in Department of Juvenile 605 Justice programs are considered to be unsatisfactory and for 606 instances in which district school boards fail to meet standards 607 prescribed by law, rule, or State Board of Education policy. 608 These sanctions must shall include the option of requiring a 609 district school board to contract with a provider or another 610 district school board if the educational program at the 611 Department of Juvenile Justice program is performing below 612 minimum standards and, after 6 months, is still performing below 613 minimum standards. 614 Section 18.Subsection (4) of section 1003.621, Florida 615 Statutes, is amended to read: 616 1003.621Academically high-performing school districts.It 617 is the intent of the Legislature to recognize and reward school 618 districts that demonstrate the ability to consistently maintain 619 or improve their high-performing status. The purpose of this 620 section is to provide high-performing school districts with 621 flexibility in meeting the specific requirements in statute and 622 rules of the State Board of Education. 623 (4)REPORTS.The academically high-performing school 624 district shall submit to the State Board of Education and the 625 Legislature an annual report on December 1 which delineates the 626 performance of the school district relative to the academic 627 performance of students at each grade level in reading, writing, 628 mathematics, science, and any other subject that is included as 629 a part of the statewide assessment program in s. 1008.22. The 630 annual report shall be submitted in a format prescribed by the 631 Department of Education and shall include: 632 (a)Longitudinal performance of students on statewide, 633 standardized assessments taken under s. 1008.22; 634 (b)Longitudinal performance of students by grade level and 635 subgroup on statewide, standardized assessments taken under s. 636 1008.22; 637 (c)Longitudinal performance regarding efforts to close the 638 achievement gap; 639 (d)1.Number and percentage of students who take an 640 Advanced Placement Examination; and 641 2.Longitudinal performance regarding students who take an 642 Advanced Placement Examination by demographic group, 643 specifically by age, gender, race, and Hispanic origin, and by 644 participation in the National School Lunch Program; 645 (e)Evidence of compliance with subsection (1); and 646 (f)A description of each waiver and the status of each 647 waiver. 648 Section 19.Paragraph (a) of subsection (1), paragraph (b) 649 of subsection (3), and paragraph (b) of subsection (4) of 650 section 1006.28, Florida Statutes, are amended to read: 651 1006.28Duties of district school board, district school 652 superintendent; and school principal regarding K-12 653 instructional materials. 654 (1)DEFINITIONS. 655 (a)As used in this section, the term: 656 1.Adequate instructional materials means a sufficient 657 number of student or site licenses or sets of materials that are 658 available in bound, unbound, kit, or package form and may 659 consist of hardbacked or softbacked textbooks, electronic 660 content, consumables, learning laboratories, manipulatives, 661 electronic media, and computer courseware or software that serve 662 as the basis for instruction for each student in the core 663 subject areas of mathematics, language arts, social studies, 664 science, reading, and literature. 665 2.Instructional materials has the same meaning as in s. 666 1006.29(2). 667 3.Library media center means any collection of books, 668 ebooks, periodicals, or videos maintained and accessible on the 669 site of a school, including in classrooms. 670 (3)DISTRICT SCHOOL SUPERINTENDENT. 671 (b)Each district school superintendent shall annually 672 notify the department by April 1 of each year the state-adopted 673 instructional materials that will be requisitioned for use in 674 his or her school district. The notification shall include a 675 district school board plan for instructional materials use to 676 assist in determining if adequate instructional materials have 677 been requisitioned. 678 (4)SCHOOL PRINCIPAL.The school principal has the 679 following duties for the management and care of materials at the 680 school: 681 (b)Money collected for lost or damaged instructional 682 materials; enforcement.The school principal may shall collect 683 from each student or the students parent the purchase price of 684 any instructional material the student has lost, destroyed, or 685 unnecessarily damaged and to report and transmit the money 686 collected to the district school superintendent. The failure to 687 collect such sum upon reasonable effort by the school principal 688 may result in the suspension of the student from participation 689 in extracurricular activities or satisfaction of the debt by the 690 student through community service activities at the school site 691 as determined by the school principal, pursuant to policies 692 adopted by district school board rule. 693 Section 20.Subsection (1) of section 1006.283, Florida 694 Statutes, is amended to read: 695 1006.283District school board instructional materials 696 review process. 697 (1)A district school board or consortium of school 698 districts may implement an instructional materials program that 699 includes the review, recommendation, adoption, and purchase of 700 instructional materials. The district school superintendent 701 shall annually certify to the department by March 31 of each 702 year that all instructional materials for core courses used by 703 the district are aligned with applicable state standards. A list 704 of the core instructional materials that will be used or 705 purchased for use by the school district shall be included in 706 the certification. 707 Section 21.Paragraph (a) of subsection (1) of section 708 1006.33, Florida Statutes, is amended to read: 709 1006.33Bids or proposals; advertisement and its contents. 710 (1)(a)1.Beginning on or before May 15 of any year in which 711 an instructional materials adoption is to be initiated, the 712 department shall advertise in the Florida Administrative 713 Register 4 weeks preceding the date on which the bids shall be 714 received, that at a certain designated time, not later than June 715 15, sealed bids or proposals to be deposited with the department 716 will be received from publishers or manufacturers for the 717 furnishing of instructional materials proposed to be adopted as 718 listed in the advertisement beginning April 1 following the 719 adoption. 720 2.Beginning with the 2026 instructional materials adoption 721 cycle, on or before October 15 of any year and 2 years before 722 any instructional materials adoption period, the department 723 shall advertise in the Florida Administrative Register 4 weeks 724 preceding the date on which the bids must be received that at a 725 certain designated time not later than November 15, sealed bids 726 or proposals to be deposited with the department will be 727 received from publishers or manufacturers for the furnishing of 728 instructional materials proposed to be adopted as listed in the 729 advertisement beginning April 1 following the adoption. The 730 department shall publish its specifications for each subject for 731 which instructional materials are to be adopted a minimum of 180 732 days before the date on which it will place such advertisement. 733 Section 22.Paragraph (a) of subsection (2) of section 734 1006.34, Florida Statutes, is amended to read: 735 1006.34Powers and duties of the commissioner and the 736 department in selecting and adopting instructional materials. 737 (2)SELECTION AND ADOPTION OF INSTRUCTIONAL MATERIALS. 738 (a)The department shall notify all publishers and 739 manufacturers of instructional materials who have submitted bids 740 that within 3 weeks after the deadline for receiving bids, at a 741 designated time and place, it will open the bids submitted and 742 deposited with it. At the time and place designated, the bids 743 must shall be opened, read, and tabulated in the presence of the 744 bidders or their representatives. No one may revise his or her 745 bid after the bids have been filed. When all bids have been 746 carefully considered, the commissioner shall, from the list of 747 suitable, usable, and desirable instructional materials reported 748 by the state instructional materials reviewers, select and adopt 749 instructional materials for each grade and subject field in the 750 curriculum of public elementary, middle, and high schools in 751 which adoptions are made and in the subject areas designated in 752 the advertisement. Beginning with the 2026 instructional 753 materials adoption cycle, the commissioner shall publish the 754 list of adopted instructional materials not later than July 31 755 of the year preceding the beginning of the adoption period. The 756 adoption must shall continue for the period specified in the 757 advertisement, beginning on the ensuing April 1. The adoption 758 may shall not prevent the extension of a contract as provided in 759 subsection (3). The commissioner shall always reserve the right 760 to reject any and all bids. The commissioner may ask for new 761 sealed bids from publishers or manufacturers whose instructional 762 materials were recommended by the state instructional materials 763 reviewers as suitable, usable, and desirable; specify the dates 764 for filing such bids and the date on which they must shall be 765 opened; and proceed in all matters regarding the opening of bids 766 and the awarding of contracts as required by this part. In all 767 cases, bids must shall be accompanied by a cash deposit or 768 certified check of from $500 to $2,500, as the department may 769 direct. The department shall, in adopting instructional 770 materials, shall give due consideration both to the prices bid 771 for furnishing instructional materials and to the report and 772 recommendations of the state instructional materials reviewers. 773 When the commissioner has finished with the report of the state 774 instructional materials reviewers, the report must shall be 775 filed and preserved with the department and must shall be 776 available at all times for public inspection. 777 Section 23.Subsection (2) of section 1006.40, Florida 778 Statutes, is amended to read: 779 1006.40Purchase of instructional materials. 780 (2)Each district school board must purchase current 781 instructional materials to provide students each student in 782 kindergarten through grade 12 with a major tool of instruction 783 in core courses of the subject areas of mathematics, language 784 arts, science, social studies, reading, and literature. If 785 deemed appropriate by the district school board, it may approve 786 an exemption to such purchase for certain courses. Such purchase 787 must be made within the first 5 3 years after the effective date 788 of the adoption cycle unless a district school board or a 789 consortium of school districts has implemented an instructional 790 materials program pursuant to s. 1006.283. 791 Section 24.Subsection (2) of section 1008.212, Florida 792 Statutes, is amended to read: 793 1008.212Students with disabilities; extraordinary 794 exemption. 795 (2)A student with a disability for whom the individual 796 education plan (IEP) team determines is prevented by a 797 circumstance or condition from physically demonstrating the 798 mastery of skills that have been acquired and are measured by 799 the statewide standardized assessment, a statewide standardized 800 end-of-course assessment, or an alternate assessment pursuant to 801 s. 1008.22(3)(d) shall be granted an extraordinary exemption 802 from the administration of the assessment. A learning, 803 emotional, behavioral, or significant cognitive disability, or 804 the receipt of services through the homebound or hospitalized 805 program in accordance with rule 6A-6.03020, Florida 806 Administrative Code, is not, in and of itself, an adequate 807 criterion for the granting of an extraordinary exemption. The 808 first two administrations of the coordinated screening and 809 progress monitoring system under s. 1008.25(9) or any alternate 810 assessments used in lieu of such administrations are not subject 811 to the requirements of this section. 812 Section 25.Paragraphs (a) and (d) of subsection (3), 813 paragraphs (b), (d), (e), and (h) of subsection (7), and 814 subsections (9) and (10) of section 1008.22, Florida Statutes, 815 are amended to read: 816 1008.22Student assessment program for public schools. 817 (3)STATEWIDE, STANDARDIZED ASSESSMENT PROGRAM.The 818 Commissioner of Education shall design and implement a 819 statewide, standardized assessment program aligned to the core 820 curricular content established in the state academic standards. 821 The commissioner also must develop or select and implement a 822 common battery of assessment tools that will be used in all 823 juvenile justice education programs in the state. These tools 824 must accurately measure the core curricular content established 825 in the state academic standards. Participation in the assessment 826 program is mandatory for all school districts and all students 827 attending public schools, including adult students seeking a 828 standard high school diploma under s. 1003.4282 and students in 829 Department of Juvenile Justice education programs, except as 830 otherwise provided by law. If a student does not participate in 831 the assessment program, the school district must notify the 832 students parent and provide the parent with information 833 regarding the implications of such nonparticipation. The 834 statewide, standardized assessment program shall be designed and 835 implemented as follows: 836 (a)Statewide, standardized comprehensive assessments. 837 1.The statewide, standardized English Language Arts (ELA) 838 assessments shall be administered to students in grades 3 839 through 10. Retake opportunities for the grade 10 ELA assessment 840 must be provided. Reading passages and writing prompts for ELA 841 assessments shall incorporate grade-level core curricula content 842 from social studies. The statewide, standardized Mathematics 843 assessments shall be administered annually in grades 3 through 844 8. The statewide, standardized Science assessment shall be 845 administered annually at least once at the elementary and middle 846 grades levels. In order to earn a standard high school diploma, 847 a student who has not earned a passing score on the grade 10 ELA 848 assessment must earn a passing score on the assessment retake or 849 earn a concordant score as authorized under subsection (9). 850 2.Beginning with the 2022-2023 school year, the end-of 851 year comprehensive progress monitoring assessment administered 852 pursuant to s. 1008.25(9)(b)2. is the statewide, standardized 853 ELA assessment for students in grades 3 through 10 and the 854 statewide, standardized Mathematics assessment for students in 855 grades 3 through 8. 856 (d)Students with disabilities; Florida Alternate 857 Assessment. 858 1.Each district school board must provide instruction to 859 prepare students with disabilities in the core content knowledge 860 and skills necessary for successful grade-to-grade progression 861 and high school graduation. 862 2.A student with a disability, as defined in s. 1007.02, 863 for whom the individual education plan (IEP) team determines 864 that the statewide, standardized assessments under this section 865 cannot accurately measure the students abilities, taking into 866 consideration all allowable accommodations, shall have 867 assessment results waived for the purpose of receiving a course 868 grade and a standard high school diploma. Such waiver shall be 869 designated on the students transcript. The statement of waiver 870 shall be limited to a statement that performance on an 871 assessment was waived for the purpose of receiving a course 872 grade or a standard high school diploma, as applicable. 873 3.The State Board of Education shall adopt rules, based 874 upon recommendations of the commissioner, for the provision of 875 assessment accommodations for students with disabilities and for 876 students who have limited English proficiency. 877 a.Accommodations that negate the validity of a statewide, 878 standardized assessment are not allowed during the 879 administration of the assessment. However, instructional 880 accommodations are allowed in the classroom if identified in a 881 students IEP. Students using instructional accommodations in 882 the classroom that are not allowed on a statewide, standardized 883 assessment may have assessment results waived if the IEP team 884 determines that the assessment cannot accurately measure the 885 students abilities. 886 b.If a student is provided with instructional 887 accommodations in the classroom that are not allowed as 888 accommodations for statewide, standardized assessments, the 889 district must inform the parent in writing and provide the 890 parent with information regarding the impact on the students 891 ability to meet expected performance levels. A parent must 892 provide signed consent for a student to receive classroom 893 instructional accommodations that would not be available or 894 permitted on a statewide, standardized assessment and 895 acknowledge in writing that he or she understands the 896 implications of such instructional accommodations. 897 c.If a students IEP states that online administration of 898 a statewide, standardized assessment will significantly impair 899 the students ability to perform, the assessment must shall be 900 administered in hard copy. 901 4.For students with significant cognitive disabilities, 902 the Department of Education shall provide for implementation of 903 the Florida Alternate Assessment to accurately measure the core 904 curricular content established in the state academic standards. 905 (7)ASSESSMENT SCHEDULES AND REPORTING OF RESULTS. 906 (b)By January of each year, the commissioner shall publish 907 on the departments website a uniform calendar that includes the 908 assessment and reporting schedules for, at a minimum, the next 2 909 school years. The uniform calendar must be provided to school 910 districts in an electronic format that allows each school 911 district and public school to populate the calendar with, at 912 minimum, the following information for reporting the district 913 assessment schedules under paragraph (d): 914 1.Whether the assessment is a district-required assessment 915 or a state-required assessment. 916 2.The specific date or dates that each assessment will be 917 administered, including administrations of the coordinated 918 screening and progress monitoring system under s. 1008.25(9)(b). 919 3.The time allotted to administer each assessment. 920 4.Whether the assessment is a computer-based assessment or 921 a paper-based assessment. 922 5.The grade level or subject area associated with the 923 assessment. 924 6.The date that the assessment results are expected to be 925 available to teachers and parents. 926 7.The type of assessment, the purpose of the assessment, 927 and the use of the assessment results. 928 8.A glossary of assessment terminology. 929 9.Estimates of average time for administering state 930 required and district-required assessments, by grade level. 931 (d)Each school district shall, by November 1 of each year, 932 establish schedules for the administration of any statewide, 933 standardized assessments and district-required assessments and 934 approve the schedules as an agenda item at a district school 935 board meeting. Each school district shall publish the testing 936 schedules on its website which specify whether an assessment is 937 a state-required or district-required assessment and the grade 938 bands or subject area associated with the assessments using the 939 uniform calendar, including all information required under 940 paragraph (b), and submit the schedules to the Department of 941 Education by October 1 of each year. Each public school shall 942 publish schedules for statewide, standardized assessments and 943 district-required assessments on its website using the uniform 944 calendar, including all information required under paragraph 945 (b). The school board-approved assessment uniform calendar must 946 be included in the parent guide required by s. 1002.23(5). 947 (e)A school district may not schedule more than 5 percent 948 of a students total school hours in a school year to administer 949 statewide, standardized assessments; the coordinated screening 950 and progress monitoring system under s. 1008.25(9)(b)2.; and 951 district-required local assessments. The district shall must 952 secure written consent from a students parent before 953 administering district-required local assessments that, after 954 applicable statewide, standardized assessments and coordinated 955 screening and progress monitoring are scheduled, exceed the 5 956 percent test administration limit for that student under this 957 paragraph. The 5 percent test administration limit for a student 958 under this paragraph may be exceeded as needed to provide test 959 accommodations that are required by an IEP or are appropriate 960 for an English language learner who is currently receiving 961 services in a program operated in accordance with an approved 962 English language learner district plan pursuant to s. 1003.56. 963 Notwithstanding this paragraph, a student may choose within a 964 school year to take an examination or assessment adopted by 965 State Board of Education rule pursuant to this section and ss. 966 1007.27, 1008.30, and 1008.44. 967 (h)The results of statewide, standardized assessment in 968 ELA and mathematics, science, and social studies, including 969 assessment retakes, must shall be reported in an easy-to-read 970 and understandable format and delivered in time to provide 971 useful, actionable information to students, parents, and each 972 students current teacher of record and teacher of record for 973 the subsequent school year; however, in any case, the district 974 shall provide the results pursuant to this paragraph within 1 975 week after receiving the results from the department. A report 976 of student assessment results must, at a minimum, contain: 977 1.A clear explanation of the students performance on the 978 applicable statewide, standardized assessments. 979 2.Information identifying the students areas of strength 980 and areas in need of improvement. 981 3.Specific actions that may be taken, and the available 982 resources that may be used, by the students parent to assist 983 his or her child based on the students areas of strength and 984 areas in need of improvement. 985 4.Longitudinal information, if available, on the students 986 progress in each subject area based on previous statewide, 987 standardized assessment data. 988 5.Comparative information showing the students score 989 compared to other students in the school district, in the state, 990 or, if available, in other states. 991 6.Predictive information, if available, showing the 992 linkage between the scores attained by the student on the 993 statewide, standardized assessments and the scores he or she may 994 potentially attain on nationally recognized college entrance 995 examinations. 996 997 The information included under this paragraph relating to 998 results from the statewide, standardized ELA assessments for 999 grades 3 through 10 and Mathematics assessments for grades 3 1000 through 8 must be included in individual student reports under 1001 s. 1008.25(9)(c). 1002 (9)CONCORDANT SCORES.The Commissioner of Education must 1003 identify scores on the SAT and ACT that if achieved satisfy the 1004 graduation requirement that a student pass the grade 10 ELA 1005 assessment. The commissioner may identify concordant scores on 1006 assessments other than the SAT and ACT. If the content or 1007 scoring procedures change for the grade 10 ELA assessment, new 1008 concordant scores must be determined. If new concordant scores 1009 are not timely adopted, the last-adopted concordant scores 1010 remain in effect until such time as new scores are adopted. The 1011 state board shall adopt concordant scores in rule. 1012 (10)COMPARATIVE SCORES FOR END-OF-COURSE (EOC) 1013 ASSESSMENT.The Commissioner of Education must identify one or 1014 more comparative scores for the Algebra I EOC assessment. If the 1015 content or scoring procedures change for the EOC assessment, new 1016 comparative scores must be determined. If new comparative scores 1017 are not timely adopted, the last-adopted comparative scores 1018 remain in effect until such time as new scores are adopted. The 1019 state board shall adopt comparative scores in rule. 1020 Section 26.Paragraph (a) of subsection (2), paragraphs (a) 1021 and (b) of subsection (3), paragraph (c) of subsection (4), 1022 paragraphs (a), (b), and (d) of subsection (5), paragraphs (a), 1023 (b), and (c) of subsection (6), paragraph (b) of subsection (7), 1024 and subsection (9) of section 1008.25, Florida Statutes, are 1025 amended, and paragraph (h) is added to subsection (2) of that 1026 section, to read: 1027 1008.25Public school student progression; student support; 1028 coordinated screening and progress monitoring; reporting 1029 requirements. 1030 (2)STUDENT PROGRESSION PLAN.Each district school board 1031 shall establish a comprehensive plan for student progression 1032 which must provide for a students progression from one grade to 1033 another based on the students mastery of the standards in s. 1034 1003.41, specifically English Language Arts, mathematics, 1035 science, and social studies standards. The plan must: 1036 (a)Include criteria that emphasize student reading 1037 proficiency in kindergarten through grade 3 and provide targeted 1038 instructional support for students with identified deficiencies 1039 in English Language Arts, mathematics, science, and social 1040 studies, including students who have been referred to the 1041 district from the Voluntary Prekindergarten Education Program 1042 consistent with paragraph (5)(b). High schools shall use all 1043 available assessment results, including the results of 1044 statewide, standardized English Language Arts assessments and 1045 end-of-course assessments for Algebra I and Geometry, to advise 1046 students of any identified deficiencies and to provide 1047 appropriate postsecondary preparatory instruction before high 1048 school graduation. The results of evaluations used to monitor a 1049 students progress in grades K-12 must be provided to the 1050 students teacher in a timely manner and as otherwise required 1051 by law. Thereafter, evaluation results must be provided to the 1052 students parent in a timely manner. When available, 1053 instructional personnel must be provided with information on 1054 student achievement of standards and benchmarks in order to 1055 improve instruction. 1056 (h)Specify retention requirements for students in 1057 kindergarten through grade 2 based upon each students 1058 performance in English Language Arts and mathematics. For 1059 students who are retained in kindergarten through grade 2, the 1060 plan must incorporate the parental notification requirements 1061 provided in subsections (5) and (6), include an opportunity for 1062 parental input on the retention decision, and include 1063 information on the importance of students mastering early 1064 literacy and communication skills in order to be reading at or 1065 above grade level by the end of grade 3. 1066 (3)ALLOCATION OF RESOURCES.District school boards shall 1067 allocate remedial and supplemental instruction resources to 1068 students in the following priority: 1069 (a)Students in the Voluntary Prekindergarten Education 1070 Program kindergarten through grade 3 who have a substantial 1071 deficiency in reading or the characteristics of dyslexia as 1072 determined in paragraph (5)(a). 1073 (b)Students in the Voluntary Prekindergarten Education 1074 Program kindergarten through grade 4 who have a substantial 1075 deficiency in mathematics or the characteristics of dyscalculia 1076 as determined in paragraph (6)(a). 1077 (4)ASSESSMENT AND SUPPORT. 1078 (c)A student who has a substantial reading deficiency as 1079 determined in paragraph (5)(a) or a substantial mathematics 1080 deficiency as determined in paragraph (6)(a) must be covered by 1081 a federally required student plan, such as an individual 1082 education plan or an individualized progress monitoring plan, or 1083 both, as necessary. The individualized progress monitoring plan 1084 must be developed within 30 days after the results of the 1085 coordinated screening and progress monitoring system become 1086 available. The plan must shall include, at a minimum, include: 1087 1.The students specific, identified reading or 1088 mathematics skill deficiency. 1089 2.Goals and benchmarks for student growth in reading or 1090 mathematics. 1091 3.A description of the specific measures that will be used 1092 to evaluate and monitor the students reading or mathematics 1093 progress. 1094 4.For a substantial reading deficiency, the specific 1095 evidence-based literacy instruction grounded in the science of 1096 reading which the student will receive. 1097 5.Strategies, resources, and materials that will be 1098 provided to the students parent to support the student to make 1099 reading or mathematics progress. 1100 6.Any additional services the students teacher deems 1101 available and appropriate to accelerate the students reading or 1102 mathematics skill development. 1103 (5)READING DEFICIENCY AND PARENTAL NOTIFICATION. 1104 (a)Any student in a Voluntary Prekindergarten Education 1105 Program provided by a public school kindergarten through grade 3 1106 who exhibits a substantial deficiency in reading or the 1107 characteristics of dyslexia based upon screening, diagnostic, 1108 progress monitoring, or assessment data; statewide assessments; 1109 or teacher observations must be provided intensive, explicit, 1110 systematic, and multisensory reading interventions immediately 1111 following the identification of the reading deficiency or the 1112 characteristics of dyslexia to address his or her specific 1113 deficiency or dyslexia. For the purposes of this subsection, a 1114 Voluntary Prekindergarten Education Program student is deemed to 1115 exhibit a substantial deficiency in early literacy skills based 1116 upon the results of the midyear or final administration of the 1117 coordinated screening and progress monitoring under subsection 1118 (9). 1119 1.The department shall provide a list of state examined 1120 and approved comprehensive reading and intervention programs. 1121 The intervention programs shall be provided in addition to the 1122 comprehensive core reading instruction that is provided to all 1123 students in the general education classroom. Dyslexia-specific 1124 interventions, as defined by rule of the State Board of 1125 Education, shall be provided to students who have the 1126 characteristics of dyslexia. The reading intervention programs 1127 must do all of the following: 1128 a.Provide explicit, direct instruction that is systematic, 1129 sequential, and cumulative in language development, phonological 1130 awareness, phonics, fluency, vocabulary, and comprehension, as 1131 applicable. 1132 b.Provide daily targeted small group reading interventions 1133 based on student need in phonological awareness, phonics, 1134 including decoding and encoding, sight words, vocabulary, or 1135 comprehension. 1136 c.Be implemented during regular school hours. 1137 2.A school may not wait for a student to receive a failing 1138 grade at the end of a grading period or wait until a plan under 1139 paragraph (4)(b) is developed to identify the student as having 1140 a substantial reading deficiency and initiate intensive reading 1141 interventions. In addition, a school may not wait until an 1142 evaluation conducted pursuant to s. 1003.57 is completed to 1143 provide appropriate, evidence-based interventions for a student 1144 whose parent submits documentation from a professional licensed 1145 under chapter 490 which demonstrates that the student has been 1146 diagnosed with dyslexia. Such interventions must be initiated 1147 upon receipt of the documentation and based on the students 1148 specific areas of difficulty as identified by the licensed 1149 professional. 1150 3.A students reading proficiency must be monitored and 1151 the intensive interventions must continue until the student 1152 demonstrates grade level proficiency in a manner determined by 1153 the district, which may include achieving a Level 3 on the 1154 statewide, standardized English Language Arts assessment. The 1155 State Board of Education shall identify by rule guidelines for 1156 determining whether a student in a Voluntary Prekindergarten 1157 Education Program provided by a public school kindergarten 1158 through grade 3 has a substantial deficiency in reading. 1159 (b)A Voluntary Prekindergarten Education Program student 1160 who exhibits a substantial deficiency in early literacy skills 1161 based upon the results of the administration of the midyear or 1162 final coordinated screening and progress monitoring under 1163 subsection (9) shall be referred to the local school district 1164 and may be eligible to receive instruction in early literacy 1165 skills before participating in kindergarten. A student with an 1166 individual education plan who has been retained pursuant to 1167 paragraph (2)(g) and has demonstrated a substantial deficiency 1168 in early literacy skills must receive instruction in early 1169 literacy skills. 1170 (d)The parent of any student who exhibits a substantial 1171 deficiency in reading, as described in paragraph (a), must be 1172 notified in writing, in a timely manner, of the following: 1173 1.That his or her child has been identified as having a 1174 substantial deficiency in reading, including a description and 1175 explanation, in terms understandable to the parent, of the exact 1176 nature of the students difficulty in learning and lack of 1177 achievement in reading. 1178 2.A description of the current services that are provided 1179 to the child. 1180 3.A description of the proposed intensive interventions 1181 and supports that will be provided to the child that are 1182 designed to remediate the identified area of reading deficiency. 1183 4.The student progression requirements under paragraph 1184 (2)(h) and that if the childs reading deficiency is not 1185 remediated by the end of grade 3, the child must be retained 1186 unless he or she is exempt from mandatory retention for good 1187 cause. 1188 5.Strategies, including multisensory strategies and 1189 programming, through a read-at-home plan the parent can use in 1190 helping his or her child succeed in reading. The read-at-home 1191 plan must provide access to the resources identified in 1192 paragraph (f). 1193 6.That the statewide, standardized English Language Arts 1194 assessment is not the sole determiner of promotion and that 1195 additional evaluations, portfolio reviews, and assessments are 1196 available to the child to assist parents and the school district 1197 in knowing when a child is reading at or above grade level and 1198 ready for grade promotion. 1199 7.The districts specific criteria and policies for a 1200 portfolio as provided in subparagraph (7)(b)4. and the evidence 1201 required for a student to demonstrate mastery of Floridas 1202 academic standards for English Language Arts. A school must 1203 immediately begin collecting evidence for a portfolio when a 1204 student in grade 3 is identified as being at risk of retention 1205 or upon the request of the parent, whichever occurs first. 1206 8.The districts specific criteria and policies for 1207 midyear promotion. Midyear promotion means promotion of a 1208 retained student at any time during the year of retention once 1209 the student has demonstrated ability to read at grade level. 1210 9.Information about the students eligibility for the New 1211 Worlds Reading Initiative under s. 1003.485 and the New Worlds 1212 Scholarship Accounts under s. 1002.411 and information on parent 1213 training modules and other reading engagement resources 1214 available through the initiative. 1215 1216 After initial notification, the school shall apprise the parent 1217 at least monthly of the students progress in response to the 1218 intensive interventions and supports. Such communications must 1219 be in writing and must explain any additional interventions or 1220 supports that will be implemented to accelerate the students 1221 progress if the interventions and supports already being 1222 implemented have not resulted in improvement. After receiving 1223 the initial notification, a parent may request additional 1224 meetings with the teacher or the schools reading coach to 1225 discuss the students progress and may request additional 1226 services currently provided by the school district. The 1227 additional services must include, but are not limited to, the 1228 interventions in paragraph (8)(a). 1229 (6)MATHEMATICS DEFICIENCY AND PARENTAL NOTIFICATION. 1230 (a)Any student in a Voluntary Prekindergarten Education 1231 Program provided by a public school kindergarten through grade 4 1232 who exhibits a substantial deficiency in mathematics or the 1233 characteristics of dyscalculia based upon screening, diagnostic, 1234 progress monitoring, or assessment data; statewide assessments; 1235 or teacher observations must: 1236 1.Immediately following the identification of the 1237 mathematics deficiency, be provided systematic and explicit 1238 mathematics instruction to address his or her specific 1239 deficiencies through either: 1240 a.Daily targeted small group mathematics intervention 1241 based on student need; or 1242 b.Supplemental, evidence-based mathematics interventions 1243 before or after school, or both, delivered by a highly qualified 1244 teacher of mathematics or a trained tutor. 1245 2.The performance of a student receiving mathematics 1246 instruction under subparagraph 1. must be monitored, and 1247 instruction must be adjusted based on the students need. 1248 3.The department shall provide a list of state examined 1249 and approved mathematics intervention programs, curricula, and 1250 high-quality supplemental materials that may be used to improve 1251 a students mathematics deficiencies. In addition, the 1252 department shall work, at a minimum, with the Florida Center for 1253 Mathematics and Science Education Research established in s. 1254 1004.86 to disseminate information to school districts and 1255 teachers on effective evidence-based explicit mathematics 1256 instructional practices, strategies, and interventions. 1257 4.A school may not wait for a student to receive a failing 1258 grade at the end of a grading period or wait until a plan under 1259 paragraph (4)(b) is developed to identify the student as having 1260 a substantial mathematics deficiency and initiate intensive 1261 mathematics interventions. In addition, a school may not wait 1262 until an evaluation conducted pursuant to s. 1003.57 is 1263 completed to provide appropriate, evidence-based interventions 1264 for a student whose parent submits documentation from a 1265 professional licensed under chapter 490 which demonstrates that 1266 the student has been diagnosed with dyscalculia. Such 1267 interventions must be initiated upon receipt of the 1268 documentation and based on the students specific areas of 1269 difficulty as identified by the licensed professional. 1270 5.The mathematics proficiency of a student receiving 1271 additional mathematics supports must be monitored and the 1272 intensive interventions must continue until the student 1273 demonstrates grade level proficiency in a manner determined by 1274 the district, which may include achieving a Level 3 on the 1275 statewide, standardized Mathematics assessment. The State Board 1276 of Education shall identify by rule guidelines for determining 1277 whether a student in a Voluntary Prekindergarten Education 1278 Program provided by a public school kindergarten through grade 4 1279 has a substantial deficiency in mathematics. 1280 1281 For the purposes of this paragraph, a Voluntary Prekindergarten 1282 Education Program student is deemed to exhibit a substantial 1283 deficiency in mathematics skills based upon the results of the 1284 midyear or final administration of the coordinated screening and 1285 progress monitoring under subsection (9). 1286 (b)A Voluntary Prekindergarten Education Program student 1287 who exhibits a substantial deficiency in early math skills based 1288 upon the results of the administration of the midyear or final 1289 coordinated screening and progress monitoring under subsection 1290 (8) shall be referred to the local school district and may be 1291 eligible to receive intensive mathematics interventions before 1292 participating in kindergarten. 1293 (c)The parent of a student who exhibits a substantial 1294 deficiency in mathematics, as described in paragraph (a), must 1295 be notified in writing of the following: 1296 1.That his or her child has been identified as having a 1297 substantial deficiency in mathematics, including a description 1298 and explanation, in terms understandable to the parent, of the 1299 exact nature of the students difficulty in learning and lack of 1300 achievement in mathematics. 1301 2.A description of the current services that are provided 1302 to the child. 1303 3.A description of the proposed intensive interventions 1304 and supports that will be provided to the child that are 1305 designed to remediate the identified area of mathematics 1306 deficiency. 1307 4.Strategies, including multisensory strategies and 1308 programming, through a home-based plan the parent can use in 1309 helping his or her child succeed in mathematics. The home-based 1310 plan must provide access to the resources identified in 1311 paragraph (e). 1312 1313 After the initial notification, the school shall apprise the 1314 parent at least monthly of the students progress in response to 1315 the intensive interventions and supports. Such communications 1316 must be in writing and must explain any additional interventions 1317 or supports that will be implemented to accelerate the students 1318 progress if the interventions and supports already being 1319 implemented have not resulted in improvement. After receiving 1320 the initial notification, a parent may request additional 1321 meetings with the teacher or schools math coach to discuss the 1322 students progress and may request additional services that are 1323 currently provided by the school district. 1324 (7)ELIMINATION OF SOCIAL PROMOTION. 1325 (b)The district school board may only exempt students from 1326 mandatory retention, as provided in paragraph (5)(c), for good 1327 cause. A student who is promoted to grade 4 with a good cause 1328 exemption shall be provided intensive reading instruction and 1329 intervention that include specialized diagnostic information and 1330 specific reading strategies to meet the needs of each student so 1331 promoted. The school district shall assist schools and teachers 1332 with the implementation of explicit, systematic, and 1333 multisensory reading instruction and intervention strategies for 1334 students promoted with a good cause exemption which research has 1335 shown to be successful in improving reading among students who 1336 have reading difficulties. A parent may request additional 1337 interventions that are currently provided by the school district 1338 and can include, but are not limited, to the interventions 1339 identified in paragraph (8)(a). Good cause exemptions are 1340 limited to the following: 1341 1.Limited English proficient students who have had less 1342 than 2 years of instruction in an English for Speakers of Other 1343 Languages program based on the initial date of entry into a 1344 school in the United States. 1345 2.Students with disabilities whose individual education 1346 plan indicates that participation in the statewide assessment 1347 program is not appropriate, consistent with the requirements of 1348 s. 1008.212. 1349 3.Students who demonstrate an acceptable level of 1350 performance on the beginning or midyear administration of the 1351 English Language Arts coordinated screening and progress 1352 monitoring system under subsection (9), or an alternative 1353 standardized reading or English Language Arts assessment, 1354 approved by the State Board of Education. 1355 4.A student who demonstrates through a student portfolio 1356 that he or she is performing at least at Level 2 on the 1357 statewide, standardized English Language Arts assessment. 1358 5.Students with disabilities who take the statewide, 1359 standardized English Language Arts assessment and who have an 1360 individual education plan or a Section 504 plan that reflects 1361 that the student has received intensive instruction in reading 1362 or English Language Arts for more than 2 years but still 1363 demonstrates a deficiency and was previously retained in 1364 prekindergarten, kindergarten, grade 1, grade 2, or grade 3. 1365 6.Students who have received intensive reading 1366 intervention for 2 or more years but still demonstrate a 1367 deficiency in reading and who were previously retained in 1368 kindergarten, grade 1, grade 2, or grade 3 for a total of 2 1369 years. A student may not be retained more than once in grade 3. 1370 (9)COORDINATED SCREENING AND PROGRESS MONITORING SYSTEM. 1371 (a)The Department of Education, in collaboration with the 1372 Office of Early Learning, shall procure and require the use of a 1373 statewide, standardized coordinated screening and progress 1374 monitoring system for the Voluntary Prekindergarten Education 1375 Program and public schools. The system must: 1376 1.Measure student progress in meeting the appropriate 1377 expectations in early literacy and mathematics skills and in 1378 English Language Arts and mathematics standards as required by 1379 ss. 1002.67(1)(a) and 1003.41 and identify the educational 1380 strengths and needs of students. 1381 2.For students in the Voluntary Prekindergarten Education 1382 Program through grade 3, measure student performance in oral 1383 language development, phonological and phonemic awareness, 1384 knowledge of print and letters, decoding, fluency, vocabulary, 1385 and comprehension, as applicable by grade level, and, at a 1386 minimum, provide interval level and norm-referenced data that 1387 measures equivalent levels of growth. 1388 3.Be a valid, reliable, and developmentally appropriate 1389 computer-based direct instrument that provides screening and 1390 diagnostic capabilities for monitoring student progress; 1391 identifies students who have a substantial deficiency in reading 1392 or mathematics, including identifying students with 1393 characteristics of dyslexia, dyscalculia, and other learning 1394 disorders; and informs instruction. Any student identified by 1395 the system as having characteristics of dyslexia or dyscalculia 1396 shall undergo further screening. Beginning with the 2023-2024 1397 school year, the coordinated screening and progress monitoring 1398 system must be computer-adaptive. 1399 4.Provide data for Voluntary Prekindergarten Education 1400 Program accountability as required under s. 1002.68. 1401 5.Provide Voluntary Prekindergarten Education Program 1402 providers, school districts, schools, teachers, and parents with 1403 data and resources that enhance differentiated instruction and 1404 parent communication. 1405 6.Provide baseline data to the department of each 1406 students readiness for kindergarten. The determination of 1407 kindergarten readiness must be based on the results of each 1408 students initial progress monitoring assessment in 1409 kindergarten. The methodology for determining a students 1410 readiness for kindergarten must be developed by the department 1411 and aligned to the methodology adopted pursuant to s. 1412 1002.68(4). 1413 7.Assess how well educational goals and curricular 1414 standards are met at the provider, school, district, and state 1415 levels and provide information to the department to aid in the 1416 development of educational programs, policies, and supports for 1417 providers, districts, and schools. 1418 (b)Beginning with the 2022-2023 school year, private 1419 Voluntary Prekindergarten Education Program providers and public 1420 schools must participate in the coordinated screening and 1421 progress monitoring system pursuant to this paragraph. 1422 1.For students in the Voluntary Prekindergarten Education 1423 Program through grade 2, the coordinated screening and progress 1424 monitoring system must be administered at least three times 1425 within a program year or school year, as applicable, with the 1426 first administration occurring no later than the first 30 1427 instructional days after a students enrollment or the start of 1428 the program year or school year, the second administration 1429 occurring midyear, and the third administration occurring within 1430 the last 30 days of the program or school year pursuant to state 1431 board rule. The state board may adopt alternate timeframes to 1432 address nontraditional school year calendars or summer programs 1433 to ensure the coordinated screening and progress monitoring 1434 program is administered a minimum of three times within a year 1435 or program. 1436 2.For students in the summer prekindergarten program, the 1437 coordinated screening and progress monitoring system must be 1438 administered two times, with the first administration occurring 1439 no later than the first 10 instructional days after a students 1440 enrollment or the start of the summer prekindergarten program, 1441 and the second administration occurring within the last 10 days 1442 of the summer prekindergarten program pursuant to state board 1443 rule. 1444 3.For grades 3 through 10 English Language Arts and grades 1445 3 through 8 Mathematics, the coordinated screening and progress 1446 monitoring system must be administered at the beginning, middle, 1447 and end of the school year pursuant to state board rule. The 1448 end-of-year administration of the coordinated screening and 1449 progress monitoring system must be a comprehensive progress 1450 monitoring assessment administered in accordance with the 1451 scheduling requirements under s. 1008.22(7) s. 1008.22(7)(c). 1452 (c)To facilitate timely interventions and supports 1453 pursuant to subsection (4), the system must provide results from 1454 the first two administrations of the progress monitoring to a 1455 students teacher within 1 week and to the students parent 1456 within 2 weeks of the administration of the progress monitoring. 1457 Delivery of results from the comprehensive, end-of-year progress 1458 monitoring ELA assessment for grades 3 through 10 and 1459 Mathematics assessment for grades 3 through 8 must be in 1460 accordance with s. 1008.22(7) s. 1008.22(7)(h). 1461 1.A students results from the coordinated screening and 1462 progress monitoring system must be recorded in a written, easy 1463 to-comprehend individual student report. Each school district 1464 shall provide a parent secure access to his or her childs 1465 individual student reports through a web-based portal as part of 1466 its student information system. Each early learning coalition 1467 shall provide parents the individual student report in a format 1468 determined by state board rule. 1469 2.In addition to the information under subparagraph (a)5., 1470 the report must also include parent resources that explain the 1471 purpose of progress monitoring, assist the parent in 1472 interpreting progress monitoring results, and support informed 1473 parent involvement. Parent resources may include personalized 1474 video formats. 1475 3.The department shall annually update school districts 1476 and early learning coalitions on new system features and 1477 functionality and collaboratively identify with school districts 1478 and early learning coalitions strategies for meaningfully 1479 reporting to parents results from the coordinated screening and 1480 progress monitoring system. The department shall develop ways to 1481 increase the utilization, by instructional staff and parents, of 1482 student assessment data and resources. 1483 4.An individual student report must be provided in a 1484 printed format upon a parents request. 1485 (d)Screening and progress monitoring system results, 1486 including the number of students who demonstrate characteristics 1487 of dyslexia and dyscalculia, shall be reported to the department 1488 pursuant to state board rule and maintained in the departments 1489 Education Data Warehouse. Results must be provided to a 1490 students teacher and parent in a timely manner as required in 1491 s. 1008.22(7)(g). 1492 (e)The department, in collaboration with the Office of 1493 Early Learning, shall provide training and support for effective 1494 implementation of the screening and progress monitoring system. 1495 Section 27.Paragraph (c) of subsection (3) and subsection 1496 (4) of section 1008.33, Florida Statutes, are amended to read: 1497 1008.33Authority to enforce public school improvement. 1498 (3) 1499 (c)The state board shall adopt by rule a differentiated 1500 matrix of intervention and support strategies for assisting 1501 traditional public schools identified under this section and 1502 rules for implementing s. 1002.33(9)(n), relating to charter 1503 schools. The intervention and support strategies must address 1504 student performance and may include improvement planning; 1505 leadership quality improvement; educator quality improvement; 1506 professional development; curriculum review, pacing, and 1507 alignment across grade levels to improve background knowledge in 1508 social studies, science, and the arts; and the use of continuous 1509 improvement and monitoring plans and processes. In addition, the 1510 state board may prescribe reporting requirements to review and 1511 monitor the progress of the schools. The rule must define the 1512 intervention and support strategies for school improvement for 1513 schools earning a grade of D or F and the roles for the 1514 district and department. A school may not be required to use the 1515 measure of student learning growth in s. 1012.34(7) as the sole 1516 determinant to recruit instructional personnel. The rule must 1517 create a timeline for a school districts school improvement 1518 plan or district-managed turnaround plan to be approved and for 1519 the school improvement funds under Title I to be released to the 1520 school district. The timeline established in rule for the 1521 release of school improvement funding under Title I may not 1522 exceed 20 calendar days after the approval of the school 1523 improvement plan or district-managed turnaround plan. 1524 (4)(a)The state board shall apply intensive intervention 1525 and support strategies tailored to the needs of schools earning 1526 two consecutive grades of D or a grade of F. In the first 1527 full school year after a school initially earns a grade of D, 1528 the school district must immediately implement intervention and 1529 support strategies prescribed in rule under paragraph (3)(c). 1530 For a school that initially earns a grade of F or a second 1531 consecutive grade of D, the school district must either 1532 continue implementing or immediately begin implementing 1533 intervention and support strategies prescribed in rule under 1534 paragraph (3)(c) and provide the department, by September 15 1, 1535 with the memorandum of understanding negotiated pursuant to s. 1536 1001.42(21) and, by October 1, a district-managed turnaround 1537 plan for approval by the state board. The district-managed 1538 turnaround plan may include a proposal for the district to 1539 implement an extended school day, a summer program, a 1540 combination of an extended school day and a summer program, or 1541 any other option authorized under paragraph (b) for state board 1542 approval. A school district is not required to wait until a 1543 school earns a second consecutive grade of D to submit a 1544 turnaround plan for approval by the state board under this 1545 paragraph. Upon approval by the state board, the school district 1546 must implement the plan for the remainder of the school year and 1547 continue the plan for 4 1 full school years year. The state 1548 board may allow a school an additional year of implementation 1549 before the school must implement a turnaround option required 1550 under paragraph (b) if the school earns a first grade of C or 1551 higher after the fourth it determines that the school is likely 1552 to improve to a grade of C or higher after the first full 1553 school year of implementation. 1554 (b)Unless an additional year of implementation is provided 1555 pursuant to paragraph (a), A school that, during the completes a 1556 plan cycle under paragraph (a), and does not improve to a grade 1557 of B or higher or does not improve and maintain to a grade of 1558 C for 2 consecutive years or higher must implement one of the 1559 following: 1560 1.Reassign students to another school and monitor the 1561 progress of each reassigned student; 1562 2.Close the school and reopen the school as one or more 1563 charter schools, each with a governing board that has a 1564 demonstrated record of effectiveness; or 1565 3.Contract with an outside entity that has a demonstrated 1566 record of effectiveness to provide turnaround services 1567 identified in state board rule, which may include school 1568 leadership, educational modalities, teacher and leadership 1569 professional development, curriculum, operation and management 1570 services, school-based administrative staffing, budgeting, 1571 scheduling, other educational service provider functions, or any 1572 combination thereof. Selection of an outside entity may include 1573 one or a combination of the following: 1574 a.An external operator, which may be a district-managed 1575 charter school or a high-performing charter school network in 1576 which all instructional personnel are not employees of the 1577 school district, but are employees of an independent governing 1578 board composed of members who did not participate in the review 1579 or approval of the charter. 1580 b.A contractual agreement that allows for a charter school 1581 network or any of its affiliated subsidiaries to provide 1582 individualized consultancy services tailored to address the 1583 identified needs of one or more schools under this section. 1584 4.Implementation of a community school model as defined in 1585 s. 1003.64(2)(c). 1586 a.A school district that intends to implement a community 1587 school model must apply for a planning grant under s. 1003.64(3) 1588 by the application deadline established by the center during the 1589 second year of implementing the district-managed turnaround 1590 plan. A school district that is not awarded a grant may reapply 1591 by the application deadline during the third year of 1592 implementing the district-managed turnaround plan but may not 1593 receive an extension to implement the community school model. 1594 b.Notwithstanding paragraph (c), a school district that 1595 receives a grant under s. 1003.64(3) must continue planning to 1596 implement the community school model regardless of whether the 1597 school successfully exits the district-managed turnaround plan 1598 under paragraph (a). 1599 c.A school district must implement the community school 1600 model no later than the school year following the fourth year of 1601 the district managed turnaround plan. 1602 d.For a school that does not meet the requirements to exit 1603 turnaround under paragraph (a) and fails to implement a 1604 community school model, the school district must select another 1605 turnaround option under paragraph (b). 1606 1607 A school district and outside entity under this subparagraph 3. 1608 must enter, at minimum, enter a 2-year, performance-based 1609 contract. The contract must include school performance and 1610 growth metrics the outside entity must meet on an annual basis. 1611 The state board may require the school district to modify or 1612 cancel the contract. 1613 (c)Implementation of a turnaround option is not required 1614 if the school improved and maintained a grade of C or higher 1615 for 2 consecutive years, under paragraph (a). Implementation of 1616 the turnaround option is not no longer required if the school 1617 improves to a grade of C or higher, under paragraph (b). 1618 (d)If a school earning two consecutive grades of D or a 1619 grade of F does not improve to a grade of C or higher after 1620 2 school years of implementing the turnaround option selected by 1621 the school district under paragraph (b), the school district 1622 must implement another turnaround option. Implementation of the 1623 turnaround option must begin the school year following the 1624 implementation period of the existing turnaround option, unless 1625 the state board determines that the school is likely to improve 1626 to a grade of C or higher if additional time is provided to 1627 implement the existing turnaround option. 1628 Section 28.Section 1008.332, Florida Statutes, is amended 1629 to read: 1630 1008.332Committee of practitioners pursuant to federal 1631 Every Student Succeeds No Child Left Behind Act.The Department 1632 of Education shall establish a committee of practitioners 1633 pursuant to federal requirements of the Every Student Succeeds 1634 No Child Left Behind Act of 2015 2001. The committee members 1635 shall be appointed by the Commissioner of Education and shall 1636 annually report to the Governor, the President of the Senate, 1637 and the Speaker of the House of Representatives by January 1. 1638 The committee shall meet regularly and is authorized to review 1639 potential rules and policies that will be considered by the 1640 State Board of Education. 1641 Section 29.Paragraph (c) of subsection (3) and subsection 1642 (5) of section 1008.34, Florida Statutes, are amended to read: 1643 1008.34School grading system; school report cards; 1644 district grade. 1645 (3)DESIGNATION OF SCHOOL GRADES. 1646 (c)1.The calculation of a school grade shall be based on 1647 the percentage of points earned from the components listed in 1648 subparagraph (b)1. and, if applicable, subparagraph (b)2. The 1649 State Board of Education shall adopt in rule a school grading 1650 scale that sets the percentage of points needed to earn each of 1651 the school grades listed in subsection (2). There shall be at 1652 least five percentage points separating the percentage 1653 thresholds needed to earn each of the school grades. The state 1654 board shall annually review the percentage of school grades of 1655 A and B for the school year to determine whether to adjust 1656 the school grading scale upward for the following school years 1657 school grades. The first adjustment would occur no earlier than 1658 the 2023-2024 school year. An adjustment must be made if the 1659 percentage of schools earning a grade of A or B in the 1660 current year represents 75 percent or more of all graded schools 1661 within a particular school type, which consists of elementary, 1662 middle, high, and combination. The adjustment must reset the 1663 minimum required percentage of points for each grade of A, 1664 B, C, or D at the next highest percentage ending in the 1665 numeral 5 or 0, whichever is closest to the current percentage. 1666 Annual reviews of the percentage of schools earning a grade of 1667 A or B and adjustments to the required points must be 1668 suspended when the following grading scale for a specific school 1669 type is achieved: 1670 a.Ninety percent or more of the points for a grade of A. 1671 b.Eighty to eighty-nine percent of the points for a grade 1672 of B. 1673 c.Seventy to seventy-nine percent of the points for a 1674 grade of C. 1675 d.Sixty to sixty-nine percent of the points for a grade of 1676 D. 1677 1678 When the state board adjusts the grading scale upward, the state 1679 board must inform the public of the degree of the adjustment and 1680 its anticipated impact on school grades. Any changes made by the 1681 state board to components in the school grades model or to the 1682 school grading scale shall go into effect, at the earliest, in 1683 the following school year. 1684 2.The calculation of school grades may not include any 1685 provision that would raise or lower the schools grade beyond 1686 the percentage of points earned. Extra weight may not be added 1687 in the calculation of any components. 1688 (5)DISTRICT GRADE.Beginning with the 2014-2015 school 1689 year, a school districts grade shall include a district-level 1690 calculation of the components under paragraph (3)(b). This 1691 calculation methodology captures each eligible student in the 1692 district who may have transferred among schools within the 1693 district or is enrolled in a school that does not receive a 1694 grade. The department shall develop a district report card that 1695 includes the district grade; the information required under s. 1696 1008.345(3) s. 1008.345(5); measures of the districts progress 1697 in closing the achievement gap between higher-performing student 1698 subgroups and lower-performing student subgroups; measures of 1699 the districts progress in demonstrating Learning Gains of its 1700 highest-performing students; measures of the districts success 1701 in improving student attendance; the districts grade-level 1702 promotion of students scoring achievement levels 1 and 2 on 1703 statewide, standardized English Language Arts and Mathematics 1704 assessments; and measures of the districts performance in 1705 preparing students for the transition from elementary to middle 1706 school, middle to high school, and high school to postsecondary 1707 institutions and careers. 1708 Section 30.Subsections (3), (4), and (5) of section 1709 1008.345, Florida Statutes, are amended to read: 1710 1008.345Implementation of state system of school 1711 improvement and education accountability. 1712 (3)The annual feedback report shall be developed by the 1713 Department of Education. 1714 (4)The commissioner shall review each district school 1715 boards feedback report and submit findings to the State Board 1716 of Education. If adequate progress is not being made toward 1717 implementing and maintaining a system of school improvement and 1718 education accountability, the State Board of Education shall 1719 direct the commissioner to prepare and implement a corrective 1720 action plan. The commissioner and State Board of Education shall 1721 monitor the development and implementation of the corrective 1722 action plan. 1723 (3)(5)The commissioner shall annually report to the State 1724 Board of Education and the Legislature and recommend changes in 1725 state policy necessary to foster school improvement and 1726 education accountability. The report must shall include: 1727 (a)for each school district: 1728 (a)1.The percentage of students, by school and grade 1729 level, demonstrating learning growth in English Language Arts 1730 and mathematics. 1731 (b)2.The percentage of students, by school and grade 1732 level, in both the highest and lowest quartiles demonstrating 1733 learning growth in English Language Arts and mathematics. 1734 (c)3.The information contained in the school districts 1735 annual report required pursuant to s. 1008.25(10). 1736 (b)Intervention and support strategies used by school 1737 districts whose students in both the highest and lowest 1738 quartiles exceed the statewide average learning growth for 1739 students in those quartiles. 1740 (c)Intervention and support strategies used by school 1741 districts whose schools provide educational services to youth in 1742 Department of Juvenile Justice programs that demonstrate 1743 learning growth in English Language Arts and mathematics that 1744 exceeds the statewide average learning growth for students in 1745 those subjects. 1746 (d)Based upon a review of each school districts reading 1747 instruction plan submitted pursuant to s. 1003.4201, 1748 intervention and support strategies used by school districts 1749 that were effective in improving the reading performance of 1750 students, as indicated by student performance data, who are 1751 identified as having a substantial reading deficiency pursuant 1752 to s. 1008.25(5)(a). 1753 1754 School reports must shall be distributed pursuant to this 1755 subsection and s. 1001.42(18)(c) and according to rules adopted 1756 by the State Board of Education. 1757 Section 31.Paragraph (d) of subsection (2) of section 1758 1000.05, Florida Statutes, is amended to read: 1759 1000.05Discrimination against students and employees in 1760 the Florida K-20 public education system prohibited; equality of 1761 access required. 1762 (2) 1763 (d)Students may be separated by sex for a single-gender 1764 program as provided under s. 1002.311, for any portion of a 1765 class that deals with human reproduction, or during 1766 participation in bodily contact sports. For the purpose of this 1767 section, bodily contact sports include wrestling, boxing, rugby, 1768 ice hockey, football, basketball, and other sports in which the 1769 purpose or major activity involves bodily contact. 1770 Section 32.Except as otherwise expressly provided in this 1771 act and except for this section, which shall take effect upon 1772 this act becoming a law, this act shall take effect July 1, 1773 2024.