STORAGE NAME: h1255c.PKB
DATE: 4/1/2025
1
FLORIDA HOUSE OF REPRESENTATIVES
BILL ANALYSIS
This bill analysis was prepared by nonpartisan committee staff and does not constitute an official statement of legislative intent.
BILL #: CS/HB 1255
TITLE: Education
SPONSOR(S): Trabulsy
COMPANION BILL: CS/SB 1618 (Calatayud)
LINKED BILLS: None
RELATED BILLS: None
Committee References
Student Academic Success
15 Y, 2 N, As CS
PreK-12 Budget
12 Y, 1 N
Education & Employment
SUMMARY
Effect of the Bill:
The bill adds two components to a school district reading instruction plan and requires the inclusion of a
mathematics instruction plan within the existing reading instruction plan. The bill revises several provisions of law
to provide additional supports for mathematics instruction and interventions. The bill establishes new screening
requirements for private schools participating in educational scholarship programs. The bill requires instruction on
human embryologic development as part of health education courses and updates requirements for the financial
literacy course. The bill revises the term “critical teacher shortage areas” to “high-demand teacher needs areas” and
repeals provisions related to the Florida School for Competitive Academics throughout the education code.
The bill reenacts the Interstate Compact on Educational Opportunity for Military Children. The bill prohibits
specified expenditures by public K-12 educational entities. The bill expands authority to purchase emergency
opioid antagonists approved by the U.S. Federal Drug Administration (FDA). The bill clarifies the process for
withdrawal and reenrollment in the Voluntary Prekindergarten program. The bill enhances parental rights by
providing additional notifications surrounding New Worlds programs and requiring parental opt-in for corporal
punishment.
Fiscal or Economic Impact:
The bill has an indeterminate fiscal impact on private sector expenditures and no fiscal impact on state
expenditures.
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
ANALYSIS
EFFECT OF THE BILL:
The bill provides for two additional components for a school district reading instruction plan and requires
approval of the plan by the Department of Education (DOE). The first additional component specifies that intensive
reading interventions must be delivered by instructional personnel who possess a micro-credential through the
New Worlds Reading Initiative or are certified or endorsed in reading. Intensive reading interventions must also
incorporate evidence-based strategies identified by the Just Read, Florida! Office. Instructional personnel
possessing only the micro-credential must be supervised
1 by an individual certified or endorsed in reading. The
second is to provide a description of how the district prioritizes the assignment of highly effective teachers to
students in kindergarten through grade 2. (Section 20).
The bill creates a comprehensive system of mathematics instruction for students in pre-kindergarten through
grade 12 and those who exhibit a substantial deficiency in early mathematics skills to mirror the existing
1
The bill defines supervised to mean the ability to communicate by way of telecommunication with or physical presence of the
certified or endorsed personnel for consultation and direction of the actions of the personnel with the micro-credential. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
2
provisions related to reading instruction. The bill requires each school district to include a mathematics instruction
plan as part of the reading instruction plan that may include:
Additional time per day of evidence-based intensive mathematics instruction for students in kindergarten
through grade 12, which may be delivered during or outside of the regular school day.
Highly qualified mathematics coaches who hold either a grades 5 through 9 mathematics certification or a
grades 6 through 12 mathematics certification and have 3 consecutive years of a highly effective district
evaluation to specifically support classroom teachers in making instructional decisions based on progress
monitoring data and improve classroom teacher delivery of effective mathematics instruction and
mathematics intervention.
Tutoring in mathematics. (Section 21).
The bill requires that the State Board of Education (SBE) define a highly qualified teacher of mathematics or a
trained tutor for purposes of delivering supplemental, evidence-based mathematics interventions. Additionally, the
bill requires that the parents of students identified as having a substantial deficiency in mathematics be notified of
their eligibility for the New Worlds Scholarship Accounts and the school district services provided by the New
Worlds Tutoring Program. (Section 25).
The bill requires the New Worlds Tutoring Program to consult with the Office of Mathematics and Sciences in the
development of best practice guidelines for mathematics tutoring in alignment with state standards. The bill
updates the deadline for reporting New Worlds Tutoring Program data from July 1 to August 31, annually. (Section
27).
The bill authorizes students providing tutoring under the RAISE High School Tutor Program, either paid or unpaid,
to count the time spent tutoring toward meeting community service requirements for high school graduation and
for the Florida Bright Futures Scholarship Program. (Section 26).
The bill updates the background screening requirements for private schools participating in an educational
scholarship program. Employees and contracted personnel with direct contact with students as well as owners and
operators must now be screened using the same standards as individuals seeking educator certification, a level 2
background check, through the Care Provider Background Screening Clearinghouse operated by the Agency for
Health Care Administration. The bill also provides that disqualification pursuant to such a background screening
will be based on the laws and rules in effect at the time of the application for employment, provided that the person
is continually employed by the same school. (Sections 15 and 31).
The bill requires that instruction on human embryologic development be included in health education for students
in kindergarten through grade 12 as part of required instruction. For students in grades 6 through 12, the bill
requires that instruction in human embryologic development include a high-definition ultrasound video showing
the development of the heart and other organs and movement of the limbs and head. The instruction must also
include a high-quality, computer generated rendering showing and describing the process of fertilization and
various states of human development in the uterus. The SBE is required to adopt rules to implement this
instruction. (Section 19).
The bill revises the term “critical teacher shortage areas” to “high-demand teacher needs areas” throughout the
education code. (Sections 6, 23, 29 and 30).
The bill repeals provisions related to the Florida School for Competitive Academics as the school never officially
opened and the provisions at issue are unnecessary. (Sections 1, 2, 3, 4, 7, 12, 13, 14, and 28).
Effective upon becoming law, the bill authorizes the DOE to join or establish a national consortium to assist in the
development and implementation of advanced courses aligned to the requirements for general education courses
as part of articulated accelerated mechanisms for secondary students. (Section 24).
The bill requires the DOE, when adopting statewide, competency-based pathways for the reading endorsement, to
evaluate and make recommendations for updates to reading endorsement competencies and subject area JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
3
examination for educator certification that address among other issues dyscalculia and evidence-based
mathematics instruction. (Section 33).
The bill amends the Christa McAuliffe Ambassador for Education Program to authorize charter school consortia of
at least 30-member schools and an approved professional learning system to nominate teachers for Teacher of the
Year and to serve as the Ambassador for Education. (Section 34).
The bill reenacts and amends the Interstate Compact on Educational Opportunity for Military Children (Compact)
the automatic repeal date from July 1, 2025, to July 1, 2028. To provide additional support to military families
relocating to Florida, the bill requires the DOE to develop and implement a training module relating to facilitating
and expediting the transfer of a K-12 student’s education records from an out-of-state school. The training must be
provided to all school districts and charter schools and must be made available to all employees working directly
with military families. (Section 5 and 17).
The bill prohibits expenditures by public K-12 educational entities and their direct-support organizations in a
similar manner to existing restrictions on public postsecondary education institutions. A public school, charter
school, school district, charter school administrator, or direct-support organization may not expend funds on
membership in organizations that discriminate on the basis of race, color, national origin, sex, disability, or
religion. Additionally, the bill prohibits these entities from expending funds on programs that violate the Florida
Educational Equity Act (FEEA) or advocate, promote, or engage in political or social activism, as defined by the SBE.
The bill exempts student-led organizations and activities necessary to comply with federal and state law, receive or
maintain accreditation, or for continuing to receive state funds based on SBE rule. (Section 8).
The bill removes the requirement that the Commissioner of Education determine that school advisory councils
include minority persons and persons of lower socioeconomic status to the maximum extent possible. (Section 9).
The bill modifies provisions related to opioid antagonists and corporal punishment in schools. The bill expands the
options for opioid antagonists available for purchase by district school boards by authorizing any emergency
opioid antagonist approved by the U.S. Food and Drug Administration (FDA), rather than only naloxone. Regarding
corporal punishment, the bill requires that if a district school board has a policy authorizing corporal punishment,
the policy must include a requirement for parental consent. The policy may specify that parent consent is provided
for the entire school year or before each administration of corporal punishment. The bill requires charter schools
to comply with the updated requirements for corporal punishment. (Section 10 and 11).
The bill removes the 70 percent completion cap and the substantially completed limitation on withdrawal from
and reenrollment in a Voluntary Prekindergarten Program (VPK) for good cause and extreme hardship,
respectively. These changes allow a student to withdraw and reenroll regardless of how much of the program he or
she completed while maintaining that the total funding for the student may not exceed one full-time equivalent
student. (Section 16).
The bill amends the required curriculum for the mandatory financial literacy course to include instruction on the
costs of postsecondary education, including cost of attendance, completion of the Free Application for Federal
Student Aid (FAFSA), scholarships and grants, and student loans. (Section 22).
The bill expands options for educators who hold a valid certificate issued by The American Board for Certification
of Teacher Excellence (ABCTE) to have a direct pathway to a professional teaching certificate in Florida. The bill
specifies that ABCTE certification satisfies general knowledge, subject area, and professional preparation and
educator competence requirements. (Section 32).
The bill requires that new and revised state academic standards documents submitted to the SBE must only consist
of academic standards and benchmarks. The bill also requires the Commissioner to submit all revised standards
documents to the SBE for approval no later than July 1, 2026. By removing the benchmark clarifications
statements, educators will have more flexibility in how they incorporate the standards into their instruction.
(Section 18).
The effective date of the bill is July 1, 2025, except as otherwise provided. (Section 35). JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
4
RULEMAKING:
The bill requires the SBE to adopt rules to implement the required instruction on human embryologic
development. The bill requires the SBE to define a highly qualified teacher of mathematics or a trained tutor for
purposes of delivering supplemental, evidence-based mathematics interventions in rule. The bill requires the SBE
to adopt rules to implement the expenditure prohibition provision of the bill.
Lawmaking is a legislative power; however, the Legislature may delegate a portion of such power to executive
branch agencies to create rules that have the force of law. To exercise this delegated power, an agency must
have a grant of rulemaking authority and a law to implement.
FISCAL OR ECONOMIC IMPACT:
STATE GOVERNMENT:
The annual fee that member states pay as dues to the Interstate Commission under the Interstate Compact on
Educational Opportunity for Military Children is at the rate of $1.15 per dependent child of a military family
eligible for transfer under the Compact. The House’s proposed Fiscal Year 2025-2026 General Appropriations Act
includes $45,187 in recurring funds from the General Revenue Fund to the DOE to pay for the membership dues.
PRIVATE SECTOR:
The bill requires that private schools participating in educational scholarship programs conduct background
screening to the same standards and through the same mechanism as individuals seeking educator certification. As
it is uncertain how these new requirements may impact the background screening polices already in place at
participating private schools or how many employees, contractors, owners, or operators would need an additional
background screening to comply with the new standards, the bill will have an indeterminate, negative fiscal impact
on private sector expenditures.
RELEVANT INFORMATION
SUBJECT OVERVIEW:
Critical Teacher Shortage Areas
Critical teacher shortage areas are high-need content areas and high-priority location areas identified by the SBE.
The SBE must adopt rules to annually identify critical teacher shortage areas and must consider current and
emerging educational requirements and workforce demands in determining critical teacher shortage areas. School
grade levels may also be designated critical teacher shortage areas. Individual district school boards may identify
and submit other critical teacher shortage areas. Such submissions must be aligned to current and emerging
educational requirements and workforce demands in order to be approved by the SBE. High-priority location areas
must be in high-density, low-economic urban schools; low-density, low-economic rural schools; and schools that
earned a grade of “F” or three consecutive grades of “D”. The SBE must develop strategies to address critical
teacher shortage areas.
2
Florida School for Competitive Academics
Established in statute in 2023, the Florida School for Competitive Academics (FSCA) in Alachua County was
envisioned as a state-supported public school for grade 6 through 12 students. The FSCA was intended to provide
rigorous academic curriculum, and to prepare students for regional, state, and national academic competitions in
all areas of study, such as, STEM. The mission of the FSCA was to provide students who meet selective admissions
requirements an environment that will foster high academic engagement and advanced understanding of subject
areas, develop productive work habits, build resiliency, connect students with industry leaders, and promote civic
leadership.
3 However, the FSCA never officially opened.
2
Section 1012.07, F.S.
3
Section 1002.351, F.S. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
5
Background Screening of Individuals at Schools
Individuals who work in or provide services to school districts, charter schools, alternative schools, and private
schools participating in state school choice scholarship programs must undergo a fingerprint-based background
screening before being permitted access to school grounds.
4 The individuals who must undergo background
screening fall under three personnel classifications: instructional and noninstructional personnel;
5
noninstructional school district employees and contracted personnel;
6 and noninstructional contractors.
7
Candidates for educator certification must also undergo background screening.
8
The background screening requirements for each personnel classification vary depending upon the individual’s
duties, whether or not the individual is a school district employee, and the degree of contact the individual has with
students.
9 Because they are more likely to have direct contact with students, candidates for educator certification,
instructional and noninstructional personnel, and noninstructional school district employees and contracted
personnel must be screened against level 2
10 screening standards.
11 Athletic coaches employed by public schools
must be certified by the DOE and are subject to the same background screening standards as other individuals
seeking certification.
12 In contrast, noninstructional contractors, individuals who are not school district employees
and have no direct contact with students, are screened against a statutory list of 12 disqualifying offenses.
13 These
background screenings are conducted through the Clearinghouse.
14
Required Instruction Topics
Florida law requires that public school students in grades K-12 receive instruction on specific subjects including,
among other items, historical time periods, comprehensive health education, and government.
15 Instructional
personnel are required to teach these subjects efficiently and faithfully, using historically accurate books and
materials, following prescribed courses and approved methods of instruction.
16 Unless otherwise specified, the law
generally does not prescribe grade level, instructional hours, or instructional materials requirements for these
topics. School districts are required to report, annually each summer, to the DOE on how instruction was provided
during the previous school year for certain required subjects.
17 Amongst several topics, school districts are
required to provide comprehensive age-appropriate and developmentally appropriate kindergarten through grade
12 instruction on health education that addresses concepts of community health, consumer health, environmental
health, and family life, including:
Injury prevention and safety.
Internet safety.
Nutrition.
Personal health.
Prevention and control of disease.
Substance use and abuse.
4
Sections 1002.421, 1012.32(2), 1012.465(2), and 1012.467(2)(a), F.S.
5
Instructional and noninstructional personnel are individuals who are hired or contracted to fill positions that require direct
contact with students in any public school. Section 1012.32(2), F.S.
6
Noninstructional school district employees and contracted personnel are individuals who are permitted access to school
grounds when students are present; who have direct contact with students; or who have access to, or control of, school funds.
Section 1012.465(1), F.S.
7
Noninstructional contractors are vendors or contractors who are not school district employees, are permitted access to
school grounds when students are present, and have little or no direct contact with students. Section 1012.467(1)(a), F.S.
8
Sections 1012.315, 1012.32(2)(a), and 1012.56(10)(a), F.S.
9
See ss. 1012.32(2), 1012.465(2), and 1012.467(2)(a), F.S.
10
Level 2 background screening includes, but is not limited to, fingerprinting for statewide criminal history records checks
through the FDLE and national criminal history checks through the Federal Bureau of Investigation (FBI), and may include
local criminal records checks through local law enforcement agencies. Section 435.04, F.S.
11
Sections 1012.315, 1012.32, and 1012.465, F.S.
12
Section 1012.55(2), F.S. See also s. 1012.56, F.S.; r. 6A-4.004(4), F.A.C.
13
See s. 1012.467(2)(b), F.S. The law references eight specific offenses plus crimes involving lewd and lascivious behavior in
ch. 800, F.S., which include four such offenses. Id.
14
Section 1012.315, F.S.
15
Section 1003.42, F.S.
16
Section 1003.42(2), F.S.
17
Id. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
6
Prevention of child sexual abuse, exploitation, and human trafficking.
18
Current law requires students to take a one-half credit course in personal financial literacy that must include
instruction in all of the following:
Types of bank accounts offered, opening and managing a bank account, and assessing the quality of a
depository institution’s services.
Balancing a checkbook.
Basic principles of money management, such as spending, credit, credit scores, and managing debt,
including retail and credit card debt.
Completing a loan application.
Receiving an inheritance and related implications.
Basic principles of personal insurance policies.
Computing federal income taxes.
Local tax assessments.
Computing interest rates by various mechanisms.
Simple contracts.
Contesting an incorrect billing statement.
Types of savings and investments.
State and federal laws concerning finance.
19
Comprehensive System of Reading Intervention
Each school district is required to implement a system of comprehensive reading instruction for students enrolled
in prekindergarten through grade 12 and certain students who exhibit a substantial deficiency in early literacy.
20
Students with a substantial deficiency are defined as:
21
A voluntary prekindergarten student in early literacy skills who scores below the tenth (10th) percentile or
is unable to complete the practice items at the middle or end of the year test administration of the
coordinated screening and progress monitoring system.
A kindergarten through grade 3 student in reading if:
o The student is identified as in need of Tier 3 interventions.
22
o For kindergarten, the student scores below the tenth (10th) percentile or is unable to complete the
practice items on the designated grade-level assessment at the beginning, middle, or end of the year
test administration of the coordinated screening and progress monitoring system.
o For grades 1 and 2, the student scores below the tenth (10th) percentile or is unable to complete
the practice items on the designated grade-level assessment for the specified test administration of
the coordinated screening and progress monitoring system.
o For grade 3, the student scores below the twentieth (20th) percentile at the beginning or middle of
the year test administration of the coordinated screening and progress monitoring system.
o A student in grade 3 scores a Level 1 on the end-of-year statewide, standardized English Language
Arts (ELA) assessment.
The comprehensive reading instruction plan may include all district schools, including charter schools, unless a
charter school elects to submit a plan independently from the school district.
23 The plan may include the following
components:
24
Additional time per day of evidence-based intensive reading instruction for kindergarten through grade 12
students, which may be delivered during or outside of the regular school day.
18
Section 1003.42(2)(o)1., F.S.
19
Section 1003.4282(3)(5), F.S.
20
Section 1003.4201, F.S.
21
Rule 6A-6.053, F.A.C.
22
Intensive, Individualized Instruction/Interventions (Tier 3): provides explicit, systematic, individualized instruction based
on student need, one-on-one or very small group instruction with more guided practice, immediate corrective feedback, and
frequent progress monitoring; and occurs in addition to core instruction and Tier 2 interventions.
23
Section 1003.4201(1), F.S.
24
Section 1003.4201(2), F.S. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
7
Highly qualified reading coaches, who must be endorsed in reading, to specifically support classroom
teachers in making instructional decisions based on progress monitoring data and improve classroom
teacher delivery of effective reading instruction, reading intervention, and reading in the content areas
based on student need.
Professional learning to help instructional personnel and certified prekindergarten teachers funded in the
Florida Education Finance Program earn a certification, a credential, an endorsement, or an advanced
degree in scientifically researched and evidence-based reading instruction.
Summer reading camps, using only classroom teachers or other district personnel who possess a micro-
credential
25 in reading or are certified or endorsed in reading consistent for all students in kindergarten
through grade 5 exhibiting a reading deficiency as determined by district and state assessments.
Incentives for instructional personnel and certified prekindergarten teachers funded in the Florida
Education Finance Program who possess a reading certification or endorsement or micro-credential and
provide educational support to improve student literacy.
Tutoring in reading.
Reading Achievement Initiative for Scholastic Excellence Act
In 2021, the Florida Legislature established the Reading Achievement Initiative for Scholastic Excellence (RAISE)
program within the DOE.
26 The RAISE program provides instructional supports to school districts, school
administrators, and instructional personnel in implementing evidence-based reading instruction and interventions
in order to improve student reading achievement.
27
Under the RAISE program, the DOE must establish 20 literacy support regions and regional support teams in
Florida to assist schools in improving low reading scores.
28 Eligible schools include:
29
Schools serving students in kindergarten through grade 5 where 50 percent of the students score below a
Level 3 on the statewide, standardized ELA assessment for any grade level. and
Schools where 50 percent or more of students in kindergarten through grade 3 are not on track to pass the
grade 3 ELA assessment based on data from the coordinated screening and progress monitoring system.
As part of the RAISE program, the DOE must establish a tutoring program and develop training to prepare eligible
high school students to tutor students in kindergarten through grade 3.
30 If high school students serve as a tutor in
the RAISE program, they:
31
May earn up to three elective credits for high school graduation based on the verified number of hours the
student spends tutoring under the program.
May use unpaid hours devoted to tutoring toward meeting community service requirements for high
school graduation and community service requirements for participation in the Florida Bright Futures
Scholarship Program.
New Worlds Tutoring Program
The New Worlds Tutoring Program (tutoring program) was established in 2024 to support school districts and
schools in improving student achievement in reading and mathematics. The tutoring program must:
32
Provide best practice science of reading guidelines for districts in consultation with the Just Read, Florida!
Office.
25
To earn an early literacy micro-credential a teacher must demonstrate competency in diagnosing literacy difficulties and
determining the appropriate range of literacy interventions based upon the age and literacy deficiency of the student and how
use evidence-based instructional and intervention practices grounded in the science of reading, including strategies identified
by the Just Read, Florida! Office.
26
Section 1008.365, F.S.
27
Section 1008.365(2), F.S.
28
Section 1008.365(3), F.S.
29
Section 1008.365(4), F.S.
30
Section 1008.365(8), F.S.
31
Section 1008.365(8)(c), F.S.
32
Section 1008.366, F.S. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
8
Provide best practice guidelines for mathematics tutoring in alignment with Florida's Benchmarks for
Excellent Student Thinking (B.E.S.T.) Standards for mathematics.
Establish minimum standards that each school district must meet to participate in the program. The
minimum standards must address:
o Appropriate group sizes for tutoring sessions.
o The frequency and duration of tutoring sessions.
o Minimum staffing qualifications for tutors.
o The use of ongoing, informal and formal assessments to target instructional interventions.
o Prioritization strategies for tutoring students.
Provide access during the school day to additional literacy or mathematics support through evidence-based
automated literacy tutoring software that provides each student with real-time interventions that are
based in science of reading principles or mathematics instructional best practices and individually tailored
to the needs and ability of each student. The bill provides that access must be provided to students in
kindergarten through grade 5 enrolled in a public school who have a substantial deficiency in reading or
mathematics.
Award grants to school districts that may be used for stipends for in-person tutoring during the school day,
before and after school, or during a summer program. At a minimum, in-person tutoring may be provided
to kindergarten through grade 5 students enrolled in a public school who have a substantial deficiency in
reading or mathematics.
Provide technical assistance and professional learning to school districts, including:
o Advising district staff on tutoring program design and intervention selection upon request.
o Assisting districts in reviewing tutoring programs, professional learning programs, curriculum, and
resources to ensure that they adhere to the science of reading or best practices in mathematics.
o Providing professional learning to district staff to build their knowledge and skills around the
science of reading or best practices in mathematics.
Mathematics Instruction
Florida law requires all public school students in grades 3 through 8 to participate in the annual statewide,
standardized mathematics assessment.
33 The law also provides that students enrolled in Algebra 1 and Geometry
courses must take the associated statewide, standardized end-of-course (EOC) assessment.
34 A student must pass
the statewide, standardized Algebra I EOC assessment, or earn a comparative score,
35 in order to earn a standard
high school diploma.
36 A student who does not achieve a Level 3 or above on the statewide, standardized
Mathematics assessment or the Algebra I EOC assessment must be evaluated to determine the nature of the
student’s difficulty, the areas of academic need, and strategies for providing academic supports to improve the
student’s performance.
37
In 2023, the Legislature created a framework for increasing mathematics proficiency in Florida by requiring the
identification of any student in kindergarten through grade 4 who exhibits a substantial deficiency in mathematics
or the characteristics of dyscalculia based upon screening, diagnostic progress monitoring, or assessment data;
statewide assessments; or teacher observations. Immediately following the identification of the mathematics
deficiency, the student must be provided systematic and explicit mathematics instruction to address his or her
specific deficiencies. Instruction must be through either daily targeted small group mathematics interventions
based on student need or supplemental, evidence-based mathematics interventions before or after school, or both,
and delivered by a highly qualified teacher of mathematics or a trained tutor. Additionally, for students identified
33
Section 1008.22(3)(a), F.S. Beginning with the 2022-2023 school year, the end-of-year comprehensive progress monitoring
assessment is the statewide, standardized mathematics assessment for students in grades 3 through 8.
34
Section 1008.22(3)(b), F.S. An EOC assessment counts as 30 percent of a student’s final course grade. Section
1008.22(3)(b)4., F.S.
35
Beginning with students entering grade 9 in the 2019-2020 school year, a comparative passing score on the Math section of
the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT), the SAT or the ACT, or on the Geometry EOC
assessment may be used to meet the Algebra I EOC assessment graduation requirement. See r. 6A-1.09422(8)(b)2., F.A.C.
36
Section 1003.4282(3)(b), F.S.
37
Section 1008.25(4)(a), F.S. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
9
with a mathematic deficiency, the student’s performance must be monitored and instruction be adjusted based on
student needs.
38
Articulated Accelerated Mechanisms
High school students in Florida have a variety of avenues by which they can earn college credit. These
opportunities, known as articulated acceleration mechanisms, shorten the time necessary for a student to complete
the requirements for a high school diploma and a postsecondary degree. These mechanisms also allow Florida
schools to increase the depth of study in a particular subject and expand available curricular options.
39
Programs that provide high school students with the opportunity to earn college credit include, but are not limited
to, dual enrollment and early admission, credit by examination, advanced placement, the International
Baccalaureate (IB) Program, and the Advanced International Certificate of Education (AICE) Program. Credit
earned through the Florida Virtual School also provides additional opportunities for early graduation and
acceleration.
40
The DOE annually identifies and publishes the minimum scores, maximum credit, and course or courses for which
credit is to be awarded for each College Level Examination Program (CLEP) subject examination, College Board
Advanced Placement Program examination, AICE examination, IB examination, Excelsior College subject
examination, Defense Activity for Non-Traditional Education Support (DANTES) subject standardized test, and
Defense Language Proficiency Test (DLPT). In addition, the DOE also identifies courses in the general education
core curriculum of each state university and Florida College System (FCS) institution for which credit is to be
granted.
41 The DOE is also authorized to partner with an independent third-party testing or assessment
organization to develop assessments that measure competencies consistent with general education core courses.
42
Christa McAuliffe Ambassador for Education Program
The Christa McAuliffe Ambassador for Education Program was created in 1986
43 to recognize that Florida
continues to face teacher shortages, and that fewer young people consider teaching as a career. The Christa
McAuliffe Ambassador for Education Program was established to provide salary, travel, and other related expenses
annually for an outstanding Florida teacher (Teacher of the Year) to promote the positive aspects of teaching as a
career. The goals of the program are to:
44
Enhance the stature of teachers and the teaching profession.
Promote the importance of quality education and teaching for our future.
Inspire and attract talented people to become teachers.
Provide information regarding Florida’s scholarship and loan programs related to teaching.
Promote the teaching profession within community and business groups.
Provide information to retired military personnel and other individuals who might consider teaching as a
second career.
Work with and represent the DOE, as needed.
Work with and encourage the efforts of school and district teachers of the year.
Support the activities of the Florida Future Educator of America Program.
Represent Florida teachers at business, trade, education, and other conferences and meetings.
Promote the teaching profession in other ways related to the teaching responsibilities, background
experiences, and aspirations of the Ambassador for Education.
The Teacher of the Year is required to serve as the Ambassador for Education for a year. Applications and selection
criteria are distributed annually by the DOE to all school districts. The Commissioner is required to establish a
38
Section 1008.25(6), F.S.
39
Section 1007.27(1), F.S.
40
Id.
41
Section 1007.27(2)(a), F.S.
42
Section 1007.27(2)(b), F.S.
43
Chapter 1986-156, L.O.F.
44
Section 1012.77(2), F.S. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
10
selection committee which assures representation from teacher organizations, administrators, and parents to
select the Teacher of the Year and Ambassador for Education from among the school district teachers of the year.
45
Florida’s Voluntary Prekindergarten Program
The VPK program prepares children for success in school and in life. Implemented in 2005, VPK is a free education
program available to all four-year-old children residing in the state.
46 Each child who resides in Florida who attains
the age of four years on or before September 1 of the school year is eligible for the VPK program during either that
school year or the following school year. Parents of four-year-old children with birthdays from February 2 through
September 1 may wait to enroll their child the following year when they are five.
47 The child remains eligible until
the child is admitted to kindergarten, or unless the child has attained the age of 6 years by February 1 of any school
year.
48 In 2023-2024, there were 155,275 children enrolled with 6,247 providers in Florida’s VPK program.
49
Parents of each child eligible for a VPK program in Florida may enroll their child in one of the following
programs:
50
A school-year prekindergarten program delivered by an approved private prekindergarten provider.
A school-year prekindergarten program delivered by a public school.
A summer prekindergarten program delivered by a public school or private prekindergarten provider.
A specialized instructional services program for children who have disabilities, if the child has been
evaluated and determined as eligible and has a current individual educational plan developed by the local
school board.
Funding for Florida’s VPK Program
A full-time equivalent student in the VPK program is calculated as follows:
51
For a student in a school-year prekindergarten program delivered by a private prekindergarten provider:
540 instructional hours.
For a student in a school-year prekindergarten program delivered by a public school: 540 instructional
hours.
For a student in a summer prekindergarten program delivered by a public school or private
prekindergarten provider: 300 instructional hours.
A child who, for any of the prekindergarten programs, has not completed more than 70 percent of the hours
authorized to be reported for funding may withdraw from the program for good cause and reenroll in one of the
programs. The total funding for a child who reenrolls in one of the programs for good cause may not exceed one
full-time equivalent student.
52 A child who has not substantially completed any of the prekindergarten programs
may withdraw from the program due to an extreme hardship that is beyond the child’s or parent’s control, reenroll
in one of the summer programs, and be reported for funding purposes as a full-time equivalent student in the
summer program.
53
State Academic Standards
Florida’s state academic standards establish the core content of the curricula to be taught and specify the core
content knowledge and skills that K-12 public school students are expected to acquire. Standards must be rigorous
and relevant and provide for the logical, sequential progression of core curricular content that incrementally
increases a student’s core content knowledge and skills over time.
54
45
Section 1012.77(3), F.S.
46
Art. IX, s. 1., Fla. Const.
47
Florida Department of Education, Division of Early Learning, Annual Report 2023-2024, available at
https://www.fldoe.org/file/20628/2324-DEL-AnnualReport.pdf (last visited March 27, 2025).
48
Section 1002.53(2), F.S.
49
Florida Department of Education, Division of Early Learning, Annual Report 2023-2024, available at
https://www.fldoe.org/file/20628/2324-DEL-AnnualReport.pdf (last visited March 27, 2025).
50
Section 1002.53(3), F.S.
51
Section 1002.71(2), F.S.
52
Section 1002.71(4), F.S.
53
Id.
54
Section 1003.41(1), F.S. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
11
The Commissioner is required to develop and submit proposed revisions to the standards for review and comment
by Florida educators, school administrators, representatives of the FCS institutions and state universities who have
expertise in the content knowledge and skills necessary to prepare a student for postsecondary education and
careers, a representative from the Department of Commerce, business and industry leaders for in-demand careers,
and the public.
55 The state academic standards are required to meet the following requirements:
56
ELA standards are required to establish specific curricular content for, at a minimum, reading, writing,
speaking and listening, and language.
Science standards are required to establish specific curricular content for, at a minimum, the nature of
science, earth and space science, physical science, and life science.
Mathematics standards are required to establish specific curricular content for, at a minimum, algebra,
geometry, statistics and probability, number and quantity, functions, and modeling.
Social Studies standards are required to establish specific curricular content for, at a minimum, geography,
United States and world history, government, civics, humanities, economics, and financial literacy.
Visual and performing arts, physical education, health, and foreign language standards are required to
establish specific curricular content and include distinct grade-level expectations for the core content
knowledge.
Florida uses a unique coding scheme that is defined by five-character positions in alphanumeric code: the subject,
grade level, strand, standard and benchmark. The strand is a focal group of related standards, standards are
overarching criteria for the grade level or grade band, and the benchmark is a specific expectation for the grade
level or grade band that falls within the standard.
57
Within the approved state academic standards documents, the DOE includes clarifications that are added to
standards to guide teachers in the integration of those standards within instruction. For example, in the
Computational Thinking and Reasoning Standards for the Computer Science Standards, there are seven standards,
and each of the seven standards has a clarification for how that standard should be integrated into instruction.
58
District and School Advisory Councils
Each district school board must establish an advisory council for each school in the district and develop procedures
for the election and appointment of advisory council members. The school advisory council is the sole body
responsible for final decision-making at the school relating to the implementation of school improvement and
education accountability.
59
The advisory councils must consist of the principal and an appropriately balanced number of teachers,
60 education
support employees,
61 students, parents, and other business and community citizens who are representative of the
ethnic, racial, and economic community served by the school. Career center and high school advisory councils must
include students, and middle and junior high school advisory councils may include students. School advisory
councils of career centers and adult education centers are not required to include parents as members. Council
members representing teachers, education support employees, students, and parents must be elected by their
respective peer groups at the school in a fair and equitable manner.
62
55
Section 1003.41(3), F.S.
56
Section 1003.41(2), F.S.
57
Florida Department of Education, Florida’s State Academic Standards Computer Science 2024 (2024), available at
https://www.fldoe.org/core/fileparse.php/20758/urlt/7-3.pdf (last visited March 27, 2025).
58
Id.
59
Section 1001.452(1)(a), F.S.
60
Section 1001.452(1)(a), F.S. (flush left provision at the end of the paragraph). For the purposes of school advisory councils
and district advisory councils, the term “teacher” includes classroom teachers, certified student services personnel, and media
specialists.
61
Id. For the purposes of school advisory councils and district advisory councils, “education support employee” means any
person employed by a school who is not defined as instructional or administrative personnel and whose duties require 20 or
more hours in each normal working week.
62
Section 1001.452(1)(a), F.S. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
12
The district school board must review the membership composition of each advisory council. If the district school
board determines that the membership elected by the school is not representative of the ethnic, racial, and
economic community served by the school, the district school board must appoint additional members to achieve
proper representation. The Commissioner must determine if schools have maximized their efforts to include
minority persons and persons of lower socioeconomic status on their advisory council.
63
Opioid Antagonists
In 2022, public schools were authorized to purchase a supply of the opioid antagonist, naloxone, from an approved
wholesale distributor, in the event of a student opioid overdose.
64 School districts are required to maintain the
naloxone in a secure location and the school district employee who administers the opioid antagonist in
compliance with state law is immune from civil liability.
Opioid receptor antagonists block one or more of the opioid receptors in the central or peripheral nervous system.
The two most commonly used centrally-acting opioid receptor antagonists are naloxone and naltrexone. Naloxone
comes in intravenous, intramuscular, and intranasal formulations and is FDA-approved for the use in an opioid
overdose and the reversal of respiratory depression associated with opioid use. Naltrexone is available in both oral
and long-acting injectable formulations and is FDA-approved for the treatment of opioid and/or alcohol
maintenance treatment. The most commonly used peripheral opioid receptor antagonist is methylnaltrexone,
which is a potent competitive antagonist acting at the digestive tract and is also FDA-approved for the treatment of
opioid-induced constipation.
65
Corporal Punishment
District school boards have the option of administering corporal punishment and must establish a policy
authorizing the use of corporal punishment as a form of discipline, which must be reviewed every three years. The
district school board is required to take public testimony in establishing or reviewing the policy authorizing
corporal punishment.
66 If the school board has a corporal punishment policy, it must provide that:
67
The use of corporal punishment must be approved by the principal before it is used, but approval is not
necessary for each specific instance in which it is used. The principal is required to prepare guidelines for
administering such punishment that must identify the types of punishable offenses, the conditions under
which the punishment is administered, and the specific personnel on the school staff authorized to
administer the punishment.
A teacher or principal may administer corporal punishment only in the presence of another adult who is
informed beforehand, and in the student’s presence, of the reason for the punishment.
A teacher or principal who has administered corporal punishment shall, upon request, provide the
student’s parent with a written explanation of the reason for the punishment and the name of the other
adult who was present.
In the 2023-2024 school year, there were 516 incidents of corporal punishment in 17 school districts.
68
Florida Educational Equity Act
The FEEA prohibits discrimination in any program or employment condition on the basis of race, color, national
origin, sex, disability, religion, or marital status against a student or an employee in the state system of public K-20
education.
63
Id. (flush left provision at the end of the paragraph).
64
Chapter 2022-28, L.O.F. A wholesale distributor means a person, other than a manufacturer, a manufacturer’s co-licensed
partner, a third-party logistics provider, or a repackager, who is engaged in wholesale distribution.
65
Opioid Antagonists, Theriot, Jonathan, et. al., (last updated July 23, 2023), available at
https://www.ncbi.nlm.nih.gov/books/NBK537079/#:~:text=3%5D%5B4%5D-
,The%20two%20most%20commonly%20used%20centrally%20acting%20opioid%20receptor%20antagonists,depression%
20associated%20with%20opioid%20use. (last visited March 27, 2025).
66
Section 1002.20(4)(c), F.S.
67
Section 1003.32(1)(k), F.S.
68
Florida Department of Education, Discipline Data, 2023-24, available at
https://www.fldoe.org/file/18612/2324DisciplineReport.xlsx (last visited March 27, 2025). JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
13
The FEEA specifies, in part, that:
No individual may, on the basis of race, color, national origin, sex, disability, religion, or marital status, be
excluded from participation in, be denied the benefits of, or be subjected to discrimination under any public
K-20 education program or activity, or in any employment conditions or practices, conducted by a public
educational institution that receives or benefits from federal or state financial assistance.
69
The criteria for admission to a program or course may not have the effect of restricting access by persons of
a particular race, color, national origin, sex, disability, religion, or marital status.
70
Included in the prohibition on discrimination on the basis of race, color, national origin, or sex is subjecting any
student or employee to training or instruction that espouses, promotes, advances, inculcates, or compels such
student or employee to believe any of the following concepts:
Members of one race, color, national origin, or sex are morally superior to members of another race, color,
national origin, or sex.
A person, by virtue of his or her race, color, national origin, or sex, is inherently racist, sexist, or oppressive,
whether consciously or unconsciously.
A person’s moral character or status as either privileged or oppressed is necessarily determined by his or
her race, color, national origin, or sex.
Members of one race, color, national origin, or sex cannot and should not attempt to treat others without
respect to race, color, national origin, or sex.
A person, by virtue of his or her race, color, national origin, or sex, bears responsibility for, or should be
discriminated against or receive adverse treatment because of, actions committed in the past by other
members of the same race, color, national origin, or sex.
A person, by virtue of his or her race, color, national origin, or sex, should be discriminated against or
receive adverse treatment to achieve diversity, equity, or inclusion.
A person, by virtue of his or her race, color, sex, or national origin, bears personal responsibility for and
must feel guilt, anguish, or other forms of psychological distress because of actions, in which the person
played no part, committed in the past by other members of the same race, color, national origin, or sex.
Florida College System institution and State University System Prohibited Expenditures
A Florida College System (FCS) institution, state university, FCS institution direct-support organization, or state
university direct-support organization may not expend any funds, regardless of source, to purchase membership
in, or goods and services from, any organization that discriminates on the basis of race, color, national origin, sex,
disability, or religion.
71
An FCS institution, state university, FCS institution direct-support organization, or state university direct-support
organization may not expend any state or federal funds to promote, support, or maintain any programs or campus
activities that:
72
Violate FEEA.
Advocate for diversity, equity, and inclusion, or promote or engage in political or social activism, as defined
by rules of the SBE and regulations of the Board of Governors.
The requirements for prohibited expenditures do not apply to student fees to support student-led organizations
regardless of any speech or expressive activity by such organizations, but the public funds must be allocated to
student-led organizations pursuant to written policies or regulations of each FCS institution or state university.
73
The requirements also do not apply to programs, campus activities, or functions required for compliance with
general or federal laws or regulations; for obtaining or retaining institutional or discipline-specific accreditation;
or for access programs for military veterans, Pell Grant recipients, first generation college students, nontraditional
students, "2+2" transfer students from the FCS, students from low-income families, or students with unique
abilities.
74
69
Section 1000.05(2)(a), F.S.
70
Section 1000.05(2)(b), F.S.
71
Section 1004.06(1), F.S.
72
Section 1004.06(2), F.S.
73
Id. (Flush left provision at the end of the subsection).
74
Section 1004.06(3), F.S. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
14
Educator Certification
Educational personnel in public schools must possess appropriate skills in reading, writing, and mathematics;
adequate pedagogical knowledge; and relevant subject matter competence to demonstrate an acceptable level of
professional performance.
75 For a person to serve as an educator in a traditional public school, charter school,
virtual school, or other publicly operated school, the person must hold a certificate issued by the DOE.
76
A professional teaching certificate is valid for five school fiscal years and is renewable. A professional certificate is
awarded to an applicant who meets the basic eligibility requirements for certification and demonstrates mastery
of:
77
General knowledge.
Subject area knowledge. and
Professional preparation and education competence.
Acceptable means of demonstrating mastery of general knowledge include:
78
Achievement of passing scores on the general knowledge examination.
Documentation of a valid professional standard teaching certificate issued by another state.
Documentation of a valid certificate issued by the National Board for Professional Teaching Standards
(NBPTS) or a national educator credentialing board approved by the SBE.
Documentation of two semesters of successful, full-time or part-time teaching in a FCS institution, state
university, or private college or university that meets certain criteria.
Achievement of passing scores on national or international examinations with comparable verbal, writing,
quantitative reasoning, and rigor as the general knowledge exam, including but not limited to Graduate
Record Examination.
Documentation of receipt of a master’s or higher degree from an accredited postsecondary educational
institution that the DOE has identified as having a quality program resulting in a baccalaureate degree or
higher.
A school district that employs an individual who does not achieve passing scores on any subtest of the general
knowledge examination must provide information regarding the availability of state-level and district-level
supports and instruction to assist him or her in achieving a passing score. The requirement of mastery of general
knowledge must be waived for an individual who has been provided 3 years of support and instruction and who
has been rated effective or highly effective for each of the last 3 years.
79
The acceptable means of demonstrating mastery of subject area knowledge include:
80
Passing a subject area or other alternative examination as approved by the SBE.
Having a valid teaching certificate from another state.
Having a valid certificate from the NBPTS.
A passing score or program completion of a specified defense language proficiency test or program.
The acceptable means of demonstrating mastery of a professional preparation and education competence
include:
81
Successful completion of an approved teacher preparation program at a postsecondary educational
institution within the state and achievement of a passing score on the professional education competency
examination required by SBE rule.
75
Section 1012.54, F.S.
76
Sections 1012.55(1) and 1002.33(12)(f), F.S.
77
Section 1012.56(2)(g)-(i), F.S.
78
Section 1012.56(3), F.S.
79
Section 1012.56(3), F.S. (flush left provision at the end of the subsection)
80
Section 1012.56(5), F.S., and Rule 6A-4.002(4), F.A.C.
81
Section 1012.56(6), F.S. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
15
Successful completion of a teacher preparation program at a postsecondary educational institution outside
Florida and achievement of a passing score on the professional education competency examination
required by SBE rule.
Documentation of a valid professional standard teaching certificate issued by another state.
Documentation of a valid certificate issued by the NBPTS or a national educator credentialing board
approved by the SBE.
Documentation of two semesters of successful, full-time or part-time teaching in an FCS institution, state
university, or private college or university that awards an associate or higher degree and is an accredited
institution or an institution of higher education identified by the DOE as having a quality program and
achievement of a passing score on the professional education competency examination required by SBE
rule.
Successful completion of professional preparation courses as specified in SBE rule.
Successful completion of a professional education competence program and documentation of 3 years of
being rated effective or highly effective while holding a temporary certificate.
Successful completion of a professional learning certification program.
Successful completion of a competency-based certification program and achievement of a passing score on
the professional education competency examination required by SBE rule.
American Board for Certification of Teacher Excellence (ABCTE)
The ABCTE is run by the nonprofit American Board program which is designed to offer a competency-based
alternative path to teaching for career changers with a quick and affordable route to becoming a teacher.
82 The
ABTCE is approved in 15 states to offer teacher certification programs.
83 In Florida, ABTCE is approved to offer
certification programs in the following subject areas:
84
Biology (6-12);
Chemistry (6-12);
Elementary Education (K-6);
English (6-12);
Math (6-12);
Physics (9-12);
Reading (K-6);
Science (5-9); and
Special Education (K-12).
Currently, the DOE allows a teaching candidate with a valid certificate issued by ABCTE to qualify for a temporary
certificate. Additionally, the DOE allows a teaching candidate with a valid certificate issued by ABCTE to qualify for
a professional certificate if they have completed one of the requirements for demonstrating professional education
competence in the classroom.
85
Interstate Compact on Educational Opportunity for Military Children
Children in active-duty military families face unique educational challenges. A military child changes schools on
average three times more often than a non-military child.
86 Frequent moves may cause students to miss out on
extracurricular activities and face obstacles in meeting requirements to graduate.
87 A military child experiences
82
Teach, American Board About, https://www.teach.org/programs/american-board?programId=4918fb59-f054-492d-aad3-
7e62061f68f0 (last visited March 27, 2025).
83
American Board, Online Teacher Certification, https://www.americanboard.org/ (last visited March 27, 2025). The 15 states
include: Alabama, Florida, Idaho, Indiana, Mississippi, Missouri, Montana, Nebraska, North Dakota, Ohio, Oklahoma,
Pennsylvania, South Carolina, West Virginia, Wisconsin.
84
American Board, Florida Teacher Certification, https://www.americanboard.org/florida/ (last visited March 27, 2025)
85
Florida Department of Education, Certificate Pathways & Routes, https://www.fldoe.org/teaching/certification/pathways-
routes/#direct (last visited March 27, 2025).
86
U.S. Dep’t of Defense Education Activity (DoDEA). The Military Interstate Compact,
https://www.dodea.edu/education/partnership-and-resources/military-interstate-compact (last visited March 27, 2025).
87
Id. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
16
stress from gaps in education, difficulty in stopping and starting friendships, and repeated required adjustment to
a new school setting.
88 Deployment of a family member exacerbates stress.
89
To provide transitioning military children greater educational stability and uniformity, in 2006, the U.S.
Department of Defense (DoD), in concert with the Council of State Governments established the Compact.
90 The
Compact only applies to public schools or to DoD Education Activity Schools.
91
States join the Compact by enacting it into law, which Florida did in 2008.
92 Before the compact could go into effect,
at least 10 states had to sign on.
93 This occurred in July 2008, when Delaware became the tenth state to adopt the
Compact.
94 Currently, all 50 states and the District of Columbia are members of the Compact.
95
The Compact applies to students who are children of:
Active duty members of the uniformed services,
96 including members of the National Guard and Reserve on
active duty orders;
Members or veterans of the uniformed services who are medically discharged or retired for a period of one
year; and
Members of the uniformed services who die on active duty, for a period of one year following death.
97
Excluded from the Compact are children of DoD personnel or federal agency civilians and contract employees not
on active duty.
98
The Compact accommodates military children in the following areas:
Eligibility, including authorizing continued enrollment in the current school and reasonable
accommodation for extracurricular participation;
Enrollment, including in the production of education records, timing of immunizations, and flexibility in the
entrance age of the child;
Placement, including in accommodating original course and program placement, maintaining the same
special education services as in the transferred school district, placement flexibility such as a waiver of
prerequisites if similar coursework was already completed, and flexibility in absences due to family time
with a deployed parent; and
Graduation, including course waivers if similar coursework is already completed at another school,
accepting exit exams from a sending state, and accepting a diploma from a sending school for a transfer
during senior year so that a student may graduate on time.
99
Review of Compact Rule Adoption
88
Neil, Lori, U.S. Dep’t of Education, The Unique Needs of Students from Military Families, available at
https://files.eric.ed.gov/fulltext/EJ1230690.pdf (last visited March 27, 2025).
89
Id.
90
Military Interstate Children’s Compact Commission, Background, https://mic3.net/background/ (last visited Mar. 19, 2025).
91
Military Interstate Children’s Compact Commission, Frequently Asked Questions, available at https://mic3.net/wp-
content/uploads/2023/08/FAQ-Final-Updates-2023_FINAL_2023.08.16.pdf (last visited March 27, 2025).
92
Chapter 2008-225, L.O.F.
93
U.S. Army, Delaware Becomes the 10
th
State to Ratify Military Education Compact, (July 17. 2008),
https://www.army.mil/article-amp/10975 (last visited March 27, 2025).
94
Id.
95
Military Interstate Children’s Compact Commission, Interactive Map, http://www.mic3.net/interactive-map.html (last
visited March 27, 2025).
96
“Uniformed services” means the Army, Navy, Air Force, Space Force, Marine Corps, Coast Guard, as well as the
Commissioned Corps of the National Oceanic and Atmospheric Administration, and Public Health Services. See Article II, s. R of
the Compact, s. 1000.36, F.S.
97
Military Interstate Children’s Compact Commission, supra note 6. Also see Article III, s. A. of the Compact, s. 1000.36, F.S.
98
Military Interstate Children’s Compact Commission, supra note 6. Also see Article III, s. C. of the Compact, s. 1000.36, F.S.
99
Dep’t of Defense Education Activity, The Interstate Compact on Educational Opportunity for Military Children, Fact Sheet for
Service Providers, available at https://dodea.widen.net/s/5fzm2hhlxc/interstatecompacttoolkit-ooreview-15june2015 March
27. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
17
Since its enactment in 2008,
100 Florida’s Compact legislation has included a repeal provision that requires
automatic repeal of the Compact after a period of time, unless reauthorized by the Legislature.
101 The repeal
provision allows the Legislature to periodically review Compact rules and determine whether it agrees with any
new rules or rule amendments adopted during the intervening period.
The Legislature last reauthorized the Compact and its implementing provisions during the 2022 Regular Session
102
and provided for repeal of the Compact and its implementing provisions on July 1, 2025, unless reviewed and
saved from repeal by the Legislature by that date.
103
Assistance to Transitioning Students from Military Families
School-aged dependents of military personnel, or military students, are faced with numerous transitions during
their formative years and moves during the high school years provide special challenges to learning and future
achievement. Recognizing the challenges faced by military students and the importance of military families to our
community and economy, current law requires the DOE to assist the transition of these students by improving the
timely transfer of records, developing systems to ease student transition during the first 2 weeks of enrollment,
promoting practices which foster access to extracurricular programs, establishing procedures to lessen the adverse
impact of moves from the end of the junior year as well as before and during the senior year, encouraging or
continuing partnerships between the military base and the school system, providing services for transitioning
students when applying to and finding funding for postsecondary study, and providing other assistance as
identified by department, school, and military personnel.
104 Additionally, the DOE must facilitate the development
and implementation of memoranda of agreement between school districts and military installations which address
strategies for assisting students who are the children of active duty military personnel in the transition to Florida
schools.
105
RECENT LEGISLATION:
YEAR BILL # HOUSE SPONSOR(S) SENATE SPONSOR OTHER INFORMATION
2023 HB 5101 Tomkow Hooper Became law on July 1, 2023.
2023 CS/SB 676 Trabulsy Grall Became law on July 1, 2024,
except as otherwise provided.
2023 CS/CS/CS/SB
266
Andrade Grall Became law on July 1, 2023.
2022 CS/SB 430 Altman Wright Became law on June 9, 2022.
2022 CS/SB 544 Caruso Boyd Became law on July 1, 2022.
2022 SB 1054 Busatta Hutson Became law on July 1, 2022.
2021 CS/HB 7011 Aloupis Rodriguez Became law on July 1, 2021.
100
Chapter 2008-225, L.O.F.
101
See ch. 2008-225, s. 5, ch. 2010-52, s. 3, ch. 2013-20, s. 2, ch. 2016-34, s. 2, ch. 2019-7, s. 1, and, ch. 2022-182, s. 2, L.O.F.
102
Chapter 2022-182, s. 2, L.O.F. See s. 1000.40, F.S.
103
Chapter 2022-182, s. 2, L.O.F. See s. 1000.40, F.S.
104
Section 1003.05(1), F.S.
105
Section 1003.05(2), F.S. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
18
BILL HISTORY
COMMITTEE REFERENCE ACTION DATE
STAFF
DIRECTOR/
POLICY CHIEF
ANALYSIS
PREPARED BY
Student Academic Success
Subcommittee
15 Y, 2 N, As CS 3/18/2025 Sanchez Wolff
THE CHANGES ADOPTED BY THE
COMMITTEE:
• Clarified that the notification to parents related to New Worlds Tutoring
Program must include the services available from the school district.
• Updated reporting date for New Worlds Tutoring Program data.
• Removed changes to Hope Scholarship Program incidents.
• Prohibited public K-12 educational entities from making specified
expenditures.
• Saved the Interstate Compact on Educational Opportunity for Military
Children from repeal.
• Required the DOE to develop and implement a training module relating to
facilitating and expediting the transfer of a military associated K-12 student’s
education records from an out-of-state school.
• Removed the Commissioner’s duty to verify school district advisory council
membership.
• Expanded authority for school districts to purchase any emergency opioid
antagonists approved by the FDA.
• Required parental opt-in for corporal punishment at both traditional public
schools and charter schools.
• Clarified reenrollment for VPK students that have not completed a VPK
program after a withdrawal for good cause or extreme hardship.
• Updated requirements for the presentation of state academic standards to
the SBE.
• Included additional topics related to postsecondary education in the
mandatory financial literacy course.
• Added certification by the American Board of Certification of Teacher
Excellence as a direct pathway to educator certification in Florida.
PreK-12 Budget Subcommittee 12 Y, 1 N 4/1/2025 Potvin Bailey
Education & Employment
Committee
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THIS BILL ANALYSIS HAS BEEN UPDATED TO INCORPORATE ALL OF THE CHANGES DESCRIBED ABOVE.
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