CS/HB 1483 2025
CODING: Words stricken are deletions; words underlined are additions.
hb1483-01-c1
Page 1 of 26
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
A bill to be entitled 1
An act relating to education; providing a short title; 2
amending s. 1001.42, F.S.; revising the requirements 3
for the early warning system for certain students; 4
amending s. 1002.20, F.S.; revising the requirements 5
for parental notification of student reading and 6
mathematics deficiencies; amending s. 1003.33, F.S.; 7
requiring student report cards to include specified 8
information relating to school grades and student 9
English Language Arts and mathematics performance; 10
amending s. 1003.485, F.S.; requiring the 11
administrator of the New Worlds Reading Initiative to 12
develop a specified book collection, competitive grant 13
program, and process for specified purposes relating 14
to classroom libraries; amending s. 1008.25, F.S.; 15
revising the grade-level criteria for specifie d 16
provisions relating to students with specified 17
substantial academic deficiencies; providing that 18
certain Voluntary Prekindergarten Education Program 19
students are eligible for specified support; providing 20
that specified interventions must be provided to a ll 21
students with substantial reading deficiencies; 22
amending s. 1008.34, F.S.; revising the percentage of 23
points used to designate school grades for specified 24
school years; revising the requirements for school 25
CS/HB 1483 2025
CODING: Words stricken are deletions; words underlined are additions.
hb1483-01-c1
Page 2 of 26
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
report cards; requiring a certain school grade 26
designation to be included on school report cards for 27
information purposes; deleting provisions relating to 28
the transition of school grades and obsolete language; 29
providing an effective date. 30
31
Be It Enacted by the Legislature of the State of Florida: 32
33
Section 1. This act may be cited as the "Schools Committed 34
to Outstanding Results and Excellence (SCORE) Act." 35
Section 2. Paragraph (b) of subsection (18) of section 36
1001.42, Florida Statutes, is amended to read: 37
1001.42 Powers and duties of dist rict school board.—The 38
district school board, acting as a board, shall exercise all 39
powers and perform all duties listed below: 40
(18) IMPLEMENT SCHOOL IMPROVEMENT AND ACCOUNTABILITY. —41
Maintain a system of school improvement and education 42
accountability as provided by statute and State Board of 43
Education rule. This system of school improvement and education 44
accountability shall be consistent with, and implemented 45
through, the district's continuing system of planning and 46
budgeting required by this section and ss. 1008.385, 1010.01, 47
and 1011.01. This system of school improvement and education 48
accountability shall comply with the provisions of ss. 1008.33, 49
1008.34, 1008.345, and 1008.385 and include the following: 50
CS/HB 1483 2025
CODING: Words stricken are deletions; words underlined are additions.
hb1483-01-c1
Page 3 of 26
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
(b) Early warning system. — 51
1. A school that serves any students in kindergarten 52
through grade 8 shall implement an early warning system to 53
identify students in such grades who need additional support to 54
improve academic performance and stay engaged in school. The 55
early warning system must include th e following early warning 56
indicators: 57
a. Attendance below 90 percent, regardless of whether 58
absence is excused or a result of out -of-school suspension. 59
b. One or more suspensions, whether in school or out of 60
school. 61
c. Course failure in English Langu age Arts or mathematics 62
during any grading period. 63
d. A Level 1 score on the statewide, standardized 64
assessments in English Language Arts or mathematics. 65
e. For students in kindergarten through grade 8 3, a 66
substantial reading deficiency under s. 1008. 25(5)(a) or, for 67
students in kindergarten through grade 4, a substantial 68
mathematics deficiency under s. 1008.25(6)(a). 69
70
A school district may identify additional early warning 71
indicators for use in a school's early warning system. The 72
system must include data on the number of students identified by 73
the system as exhibiting two or more early warning indicators, 74
the number of students by grade level who exhibit each early 75
CS/HB 1483 2025
CODING: Words stricken are deletions; words underlined are additions.
hb1483-01-c1
Page 4 of 26
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
warning indicator, and a description of all intervention 76
strategies employed by the school to improve the academic 77
performance of students identified by the early warning system. 78
2. A school-based team responsible for implementing the 79
requirements of this paragraph shall monitor the data from the 80
early warning system. The team may include a school 81
psychologist. When a student exhibits two or more early warning 82
indicators, the team, in consultation with the s tudent's parent, 83
shall determine appropriate intervention strategies for the 84
student unless the student is already being served by an 85
intervention program at the direction of a school -based, 86
multidisciplinary team. Data and information relating to a 87
student's early warning indicators must be used to inform any 88
intervention strategies provided to the student. 89
Section 3. Subsection (11) of section 1002.20, Florida 90
Statutes, is amended to read: 91
1002.20 K-12 student and parent rights. —Parents of public 92
school students must receive accurate and timely information 93
regarding their child's academic progress and must be informed 94
of ways they can help their child to succeed in school. K -12 95
students and their parents are afforded numerous statutory 96
rights including, but not limited to, the following: 97
(11) STUDENTS WITH READING AND MATHEMATICS DEFICIENCIES. —98
The parent of any K-8 K-3 student who exhibits a substantial 99
reading deficiency, or the characteristics of dyslexia pursuant 100
CS/HB 1483 2025
CODING: Words stricken are deletions; words underlined are additions.
hb1483-01-c1
Page 5 of 26
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
to s. 1008.25(5), or any K-4 student who exhibits a substantial 101
deficiency in mathematics , or the characteristics of dyscalculia 102
pursuant to s. 1008.25(6) shall be immediately notified of the 103
student's deficiency and consulted in the development of a plan, 104
as described in s. 1008.25(4)(b) . 105
Section 4. Subsection (1) of section 1003.33, Florida 106
Statutes, is amended to read: 107
1003.33 Report cards; end -of-the-year status.— 108
(1) Each district school board shall establish and publish 109
policies requiring the content and regular issuance of s tudent 110
report cards for all elementary school, middle school, and high 111
school students. To increase the transparency of student 112
performance and assist in the transition to school grades and 113
district grades calculated based on the grading scale in s. 114
1008.34(3)(c), each student's report card shall include the 115
school's grade and the percentage of students at the school 116
performing at or above grade level in English Language Arts and 117
the percentage of students at the school performing at or above 118
grade level in mathematics. These report cards must clearly 119
depict and grade: 120
(a) The student's academic performance in each class or 121
course, which in grades 1 through 12 must be based upon 122
examinations as well as written papers, class participation, and 123
other academic performance criteria, and must include the 124
student's performance or nonperformance at his or her grade 125
CS/HB 1483 2025
CODING: Words stricken are deletions; words underlined are additions.
hb1483-01-c1
Page 6 of 26
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
level. 126
(b) The student's conduct and behavior. 127
(c) The student's attendance, including absences and 128
tardiness. 129
130
District school boards shall not al low schools to exempt 131
students from academic performance requirements based on 132
practices or policies designed to encourage student attendance. 133
A student's attendance record may not be used in whole or in 134
part to provide an exemption from any academic perfo rmance 135
requirement. 136
Section 5. Paragraph (n) is added to subsection (4) of 137
section 1003.485, Florida Statutes, to read: 138
1003.485 The New Worlds Reading Initiative. — 139
(4) ADMINISTRATOR RESPONSIBILITIES. —The administrator 140
shall: 141
(n) Develop a collec tion of low-cost, high-quality books 142
encompassing diverse subjects and genres for each grade level to 143
establish libraries in kindergarten through grade 5 classrooms, 144
including: 145
1. Developing a competitive grant program to provide 146
classroom libraries in T itle I schools that increase the 147
percentage of eligible students participating in the initiative 148
under subsection (6). 149
2. Providing a process for teachers to purchase low -cost 150
CS/HB 1483 2025
CODING: Words stricken are deletions; words underlined are additions.
hb1483-01-c1
Page 7 of 26
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
classroom library collections. 151
Section 6. Paragraph (a) of subsection (2), paragraphs (a) 152
and (b) of subsection (3), paragraphs (a) and (b) of subsection 153
(5), paragraph (a) of subsection (6), and subsection (8) of 154
section 1008.25, Florida Statutes, are amended to read: 155
1008.25 Public school student progression; student 156
support; coordinated screening and progress monitoring; 157
reporting requirements. — 158
(2) STUDENT PROGRESSION PLAN. —Each district school board 159
shall establish a comprehensive plan for student progression 160
which must provide for a student's progression from one grade to 161
another based on the student's mastery of the standards in s. 162
1003.41, specifically English Language Arts, mathematics, 163
science, and social studies standards. The plan must: 164
(a) Include criteria that emphasize student reading 165
proficiency in kindergart en through grade 12 3 and provide 166
targeted instructional support for students with identified 167
deficiencies in English Language Arts, mathematics, science, and 168
social studies, including students who have been referred to the 169
school district from the Volunta ry Prekindergarten Education 170
Program pursuant to paragraph (5)(b). High schools shall use all 171
available assessment results, including the results of 172
statewide, standardized English Language Arts assessments and 173
end-of-course assessments for Algebra I and G eometry, to advise 174
students of any identified deficiencies and to provide 175
CS/HB 1483 2025
CODING: Words stricken are deletions; words underlined are additions.
hb1483-01-c1
Page 8 of 26
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
appropriate postsecondary preparatory instruction before high 176
school graduation. The results of evaluations used to monitor a 177
student's progress in grades K -12 must be provided to th e 178
student's teacher in a timely manner and as otherwise required 179
by law. Thereafter, evaluation results must be provided to the 180
student's parent in a timely manner. When available, 181
instructional personnel must be provided with information on 182
student achievement of standards and benchmarks in order to 183
improve instruction. 184
(3) ALLOCATION OF RESOURCES. —District school boards shall 185
allocate remedial and supplemental instruction resources to 186
students in the following priority: 187
(a) Students in the Voluntary Prekindergarten Education 188
Program who have a substantial deficiency in early literacy 189
skills and students in kindergarten through grade 8 3 who have a 190
substantial deficiency in reading or the characteristics of 191
dyslexia as determined in paragraph (5)(a). 192
(b) Students in the Voluntary Prekindergarten Education 193
Program who have a substantial deficiency in early mathematics 194
skills and students in kindergarten through grade 8 4 who have a 195
substantial deficiency in mathematics or the characteristics of 196
dyscalculia as determined in paragraph (6)(a). 197
(5) READING DEFICIENCY AND PARENTAL NOTIFICATION. — 198
(a) Any student in a Voluntary Prekindergarten Education 199
Program provided by a public school who exhibits a substantial 200
CS/HB 1483 2025
CODING: Words stricken are deletions; words underlined are additions.
hb1483-01-c1
Page 9 of 26
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
deficiency in early literacy skills and any student in 201
kindergarten through grade 8 3 who exhibits a substantial 202
deficiency in reading or the characteristics of dyslexia based 203
upon screening, diagnostic, progress monitoring, or assessment 204
data; statewide assessments; or teacher observations must be 205
provided intensive, explicit, systematic, and multisensory 206
reading interventions immediately following the identification 207
of the reading deficiency or the characteristics of dyslexia to 208
address his or her specific deficiency or dyslexia. For the 209
purposes of this subsection, a Voluntary Prekindergarten 210
Education Program student is deemed to exhibit a substantial 211
deficiency in early literacy skills based upon the results of 212
the midyear or final administration of the coordinated screening 213
and progress monitoring under subsection (9). 214
1. The department shall provide a list of state examined 215
and approved comprehensive reading and intervention programs. 216
The intervention programs shall be provided in addition to the 217
comprehensive core reading instruction that is provided to all 218
students in the general education classroom. Dyslexia -specific 219
interventions, as defined by rule of the State Board of 220
Education, shall be provided to students who have the 221
characteristics of dyslexia. The reading intervention programs 222
must do all of the following: 223
a. Provide explicit, direct instruction that is 224
systematic, sequential, and cumulative in language development, 225
CS/HB 1483 2025
CODING: Words stricken are deletions; words underlined are additions.
hb1483-01-c1
Page 10 of 26
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
phonological awareness, phonics, fluency, vocabulary, and 226
comprehension, as applicable. 227
b. Provide daily targeted small group reading 228
interventions based on student need in phonological awareness, 229
phonics, including decoding and encoding, sight words, 230
vocabulary, or comprehension. 231
c. Be implemented during regular school hours. 232
2. A school may not wait for a student to receive a 233
failing grade at the end of a grading period or wait until a 234
plan under paragraph (4)(b) is developed to identify the student 235
as having a substantial reading deficiency and initiate 236
intensive reading interventions. In addition, a sc hool may not 237
wait until an evaluation conducted pursuant to s. 1003.57 is 238
completed to provide appropriate, evidence -based interventions 239
for a student whose parent submits documentation from a 240
professional licensed under chapter 490 which demonstrates that 241
the student has been diagnosed with dyslexia. Such interventions 242
must be initiated upon receipt of the documentation and based on 243
the student's specific areas of difficulty as identified by the 244
licensed professional. 245
3. A student's reading proficiency m ust be monitored and 246
the intensive interventions must continue until the student 247
demonstrates grade level proficiency in a manner determined by 248
the district, which may include achieving a Level 3 on the 249
statewide, standardized English Language Arts assessm ent. The 250
CS/HB 1483 2025
CODING: Words stricken are deletions; words underlined are additions.
hb1483-01-c1
Page 11 of 26
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
State Board of Education shall identify by rule guidelines for 251
determining whether a student in a Voluntary Prekindergarten 252
Education Program has a deficiency in early literacy skills or a 253
student in kindergarten through grade 8 3 has a substantial 254
deficiency in reading , which shall include students who have 255
been retained and students who scored a Level 1 on the end -of-256
year administration of the coordinated screening and progress 257
monitoring system. 258
(b) A Voluntary Prekindergarten Education Prog ram student 259
who exhibits a substantial deficiency in early literacy skills 260
based upon the results of the administration of the midyear or 261
final coordinated screening and progress monitoring under 262
subsection (9) shall be referred to the local school distric t 263
and may be eligible to receive instruction in early literacy 264
skills before participating in kindergarten. A Voluntary 265
Prekindergarten Education Program student who scores below the 266
10th percentile on the final administration of the coordinated 267
screening and progress monitoring under subsection (9) shall be 268
referred to the local school district and is eligible to receive 269
early literacy skill instructional support through a summer 270
bridge program the summer before participating in kindergarten. 271
The summer bridge program must meet requirements adopted by the 272
department and shall consist of 4 hours of instruction per day 273
for a minimum of 100 total hours. A student with an individual 274
education plan who has been retained pursuant to paragraph 275
CS/HB 1483 2025
CODING: Words stricken are deletions; words underlined are additions.
hb1483-01-c1
Page 12 of 26
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
(2)(g) and has demon strated a substantial deficiency in early 276
literacy skills must receive instruction in early literacy 277
skills. 278
(6) MATHEMATICS DEFICIENCY AND PARENTAL NOTIFICATION. — 279
(a) Any student in a Voluntary Prekindergarten Education 280
Program provided by a public sc hool who exhibits a substantial 281
deficiency in early mathematics skills and any student in 282
kindergarten through grade 8 4 who exhibits a substantial 283
deficiency in mathematics or the characteristics of dyscalculia 284
based upon screening, diagnostic, progress monitoring, or 285
assessment data; statewide assessments; or teacher observations 286
must: 287
1. Immediately following the ident ification of the 288
mathematics deficiency, be provided systematic and explicit 289
mathematics instruction to address his or her specific 290
deficiencies through either: 291
a. Daily targeted small group mathematics intervention 292
based on student need; or 293
b. Supplemental, evidence-based mathematics interventions 294
before or after school, or both, delivered by a highly qualified 295
teacher of mathematics or a trained tutor. 296
2. The performance of a student receiving mathematics 297
instruction under subparagraph 1. must be mo nitored, and 298
instruction must be adjusted based on the student's need. 299
3. The department shall provide a list of state examined 300
CS/HB 1483 2025
CODING: Words stricken are deletions; words underlined are additions.
hb1483-01-c1
Page 13 of 26
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
and approved mathematics intervention programs, curricula, and 301
high-quality supplemental materials that may be used to improve 302
a student's mathematics deficiencies. In addition, the 303
department shall work, at a minimum, with the Florida Center for 304
Mathematics and Science Education Research established in s. 305
1004.86 to disseminate information to school districts and 306
teachers on effective evidence-based explicit mathematics 307
instructional practices, strategies, and interventions. 308
4. A school may not wait for a student to receive a 309
failing grade at the end of a grading period or wait until a 310
plan under paragraph (4)(b) is developed t o identify the student 311
as having a substantial mathematics deficiency and initiate 312
intensive mathematics interventions. In addition, a school may 313
not wait until an evaluation conducted pursuant to s. 1003.57 is 314
completed to provide appropriate, evidence -based interventions 315
for a student whose parent submits documentation from a 316
professional licensed under chapter 490 which demonstrates that 317
the student has been diagnosed with dyscalculia. Such 318
interventions must be initiated upon receipt of the 319
documentation and based on the student's specific areas of 320
difficulty as identified by the licensed professional. 321
5. The mathematics proficiency of a student receiving 322
additional mathematics supports must be monitored and the 323
intensive interventions must continue un til the student 324
demonstrates grade level proficiency in a manner determined by 325
CS/HB 1483 2025
CODING: Words stricken are deletions; words underlined are additions.
hb1483-01-c1
Page 14 of 26
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
the district, which may include achieving a Level 3 on the 326
statewide, standardized Mathematics assessment. The State Board 327
of Education shall identify by rule guidelines for det ermining 328
whether a student in a Voluntary Prekindergarten Education 329
Program has a deficiency in early mathematics skills or a 330
student in kindergarten through grade 8 4 has a substantial 331
deficiency in mathematics , which shall include students who have 332
been retained and students who scored a Level 1 on the end -of-333
year administration of the coordinated screening and progress 334
monitoring system. 335
336
For the purposes of this subsection, a Voluntary Prekindergarten 337
Education Program student is deemed to exhibit a s ubstantial 338
deficiency in mathematics skills based upon the results of the 339
midyear or final administration of the coordinated screening and 340
progress monitoring under subsection (9). 341
(8) SUCCESSFUL PROGRESSION FOR RETAINED THIRD GRADE 342
STUDENTS.— 343
(a) Students who are retained due to a substantial reading 344
deficiency under paragraph (5)(c) must be provided intensive 345
interventions in reading to ameliorate the student's specific 346
reading deficiency and prepare the student for promotion to the 347
next grade. These interventions must include: 348
1. Evidence-based, explicit, systematic, and multisensory 349
reading instruction grounded in the science of reading, in 350
CS/HB 1483 2025
CODING: Words stricken are deletions; words underlined are additions.
hb1483-01-c1
Page 15 of 26
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
phonemic awareness, phonics, fluency, vocabulary, and 351
comprehension and other strategies prescribed by the sc hool 352
district. 353
2. Participation in the school district's summer reading 354
camp, which must incorporate the instructional and intervention 355
strategies under subparagraph 1. that place rigor and grade -356
level learning at the forefront. 357
3. A minimum of 90 minu tes of daily, uninterrupted reading 358
instruction incorporating the instructional and intervention 359
strategies under subparagraph 1. This instruction may include: 360
a. Coordinated integration of content -rich texts in 361
science and civic literacy within the 90 -minute block. 362
b. Targeted small group instruction. 363
c. Explicit and systematic instruction with more detailed 364
explanations, more extensive opportunities for guided practice, 365
and more opportunities for error correction and feedback. 366
d. Reduced teacher-student ratios. 367
e. More frequent progress monitoring of the reading skills 368
of each student throughout the school year and the adjustment of 369
instruction according to student need. 370
f. Tutoring or mentoring. 371
g. Transition classes containing 3rd and 4th g rade 372
students. 373
h. Extended school day, week, or year. 374
i. Before school or after school, or both, supplemental 375
CS/HB 1483 2025
CODING: Words stricken are deletions; words underlined are additions.
hb1483-01-c1
Page 16 of 26
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
evidence-based reading interventions grounded in the science of 376
reading delivered by a teacher who is certified or endorsed in 377
reading and is rated highly effective as determined by the 378
teacher's performance evaluation under s. 1012.34. 379
380
The primary instructional strategy for teaching word reading is 381
phonics instruction for decoding and encoding. Instructional 382
strategies may not employ the three -cueing system model of 383
reading or visual memory as a basis for teaching word reading. 384
Such instruction may include visual information and strategies 385
which improve background and experiential knowledge, add 386
context, and increase oral language and vocabular y to support 387
comprehension, but may not be used to teach word reading. 388
(b) Each school district shall: 389
1. Provide written notification to the parent of a student 390
who is retained under paragraph (5)(c) that his or her child has 391
not met the achievement l evel required for promotion and the 392
reasons the child is not eligible for a good cause exemption as 393
provided in paragraph (7)(b). The notification must comply with 394
paragraph (5)(d) and must include a description of proposed 395
interventions and supports that will be provided to the child to 396
remediate the identified areas of reading deficiency. 397
2. Implement a policy for the midyear promotion of a 398
student retained under paragraph (5)(c) who can demonstrate that 399
he or she is a successful and independent reader and performing 400
CS/HB 1483 2025
CODING: Words stricken are deletions; words underlined are additions.
hb1483-01-c1
Page 17 of 26
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
at or above grade level in reading or, upon implementation of 401
English Language Arts assessments, performing at or above grade 402
level in English Language Arts. Tools that school districts may 403
use in reevaluating a student retained may include subsequent 404
assessments, alternative assessments, and portfolio reviews, in 405
accordance with rules of the State Board of Education. Students 406
promoted during the school year after November 1 must 407
demonstrate achievement levels in reading equivalent to the 408
level necessary for the beginning of grade 4. The rules adopted 409
by the State Board of Education must include standards that 410
provide a reasonable expectation that the student's progress is 411
sufficient to master appropriate grade 4 level reading skills. 412
3. Provide students who are retained under paragraph 413
(5)(c), including students participating in the school 414
district's summer reading camp under subparagraph (a)2., with a 415
teacher who is certified or endorsed in reading and is rated 416
highly effective as determine d by the teacher's performance 417
evaluation under s. 1012.34. 418
4. Establish at each school, when applicable, an intensive 419
reading acceleration course for any student retained in grade 3 420
who was previously retained in kindergarten, grade 1, or grade 421
2. The intensive reading acceleration course must provide the 422
following: 423
a. Uninterrupted reading instruction grounded in the 424
science of reading for the majority of student contact time each 425
CS/HB 1483 2025
CODING: Words stricken are deletions; words underlined are additions.
hb1483-01-c1
Page 18 of 26
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
day and opportunities to master the grade 4 state academic 426
standards in other core subject areas through content -rich 427
texts. 428
b. Explicit and systematic instruction with more detailed 429
explanations, more extensive opportunities for guided practice, 430
and more opportunities for error correction and feedback. 431
c. Targeted small group instruction. 432
d. Reduced teacher-student ratios. 433
e. The use of explicit, systematic, and multisensory 434
reading interventions grounded in the science of reading, 435
including intensive language, phonics, and vocabulary 436
instruction, and use of a speech -language therapist if 437
necessary, that have proven results in accelerating student 438
reading achievement within the same school year. 439
f. A read-at-home plan. 440
Section 7. Paragraph (c) of subsection (3) and subsections 441
(4) and (7) of section 1008.34, Flor ida Statutes, are amended to 442
read: 443
1008.34 School grading system; school report cards; 444
district grade.— 445
(3) DESIGNATION OF SCHOOL GRADES. — 446
(c)1. The calculation of a school grade shall be based on 447
the percentage of points earned from the components l isted in 448
subparagraph (b)1. and, if applicable, subparagraph (b)2. The 449
State Board of Education shall adopt in rule a school grading 450
CS/HB 1483 2025
CODING: Words stricken are deletions; words underlined are additions.
hb1483-01-c1
Page 19 of 26
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
scale that sets the percentage of points needed to earn each of 451
the school grades listed in subsection (2). There shall be at 452
least five percentage points separating the percentage 453
thresholds needed to earn each of the school grades. The state 454
board shall annually review the percentage of school grades of 455
"A" and "B" for the school year to determine whether to adjust 456
the school grading scale upward for the following school year's 457
school grades. The first adjustment would occur no earlier than 458
the 2023-2024 school year. An adjustment must be made if the 459
percentage of schools earning a grade of "A" or "B" in the 460
current year represents 75 percent or more of all graded schools 461
within a particular school type, which consists of elementary, 462
middle, high, and combination. The adjustment must reset the 463
minimum required percentage of points for each grade of "A," 464
"B," "C," or "D" at the next highest percentage ending in the 465
numeral 5 or 0, whichever is closest to the current percentage. 466
1. School grades for the 2026 -2027 school year shall use 467
Annual reviews of the percentage of schools earning a grade of 468
"A" or "B" and adjustments to t he required points must be 469
suspended when the following grading scale for all school types 470
for a specific school type is achieved : 471
a. Sixty-five Ninety percent or more of the points for a 472
grade of "A." 473
b. Fifty-five Eighty to sixty-four eighty-nine percent of 474
the points for a grade of "B." 475
CS/HB 1483 2025
CODING: Words stricken are deletions; words underlined are additions.
hb1483-01-c1
Page 20 of 26
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
c. Forty-five Seventy to fifty-four seventy-nine percent 476
of the points for a grade of "C." 477
d. Thirty-five Sixty to forty-four sixty-nine percent of 478
the points for a grade of "D." 479
2. School grades for the 2027 -2028 school year shall use 480
the following grading scale for all school types: 481
a. Sixty-eight percent or more of the points for a grade 482
of "A." 483
b. Fifty-eight to sixty-seven percent of the points for a 484
grade of "B." 485
c. Forty-eight to fifty-seven percent of the points for a 486
grade of "C." 487
d. Thirty-eight to forty-seven percent of the points for a 488
grade of "D." 489
3. School grades for the 2028 -2029 school year shall use 490
the following grading scale for all school types: 491
a. Seventy-one percent or more of the points for a grade 492
of "A." 493
b. Sixty-one to seventy percent of the points for a grade 494
of "B." 495
c. Fifty-one to sixty percent of the points for a grade of 496
"C." 497
d. Forty-one to fifty percent of the points for a grade of 498
"D." 499
4. School grades for th e 2029-2030 school year shall use 500
CS/HB 1483 2025
CODING: Words stricken are deletions; words underlined are additions.
hb1483-01-c1
Page 21 of 26
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
the following grading scale for all school types: 501
a. Seventy-four percent or more of the points for a grade 502
of "A." 503
b. Sixty-four to seventy-three percent of the points for a 504
grade of "B." 505
c. Fifty-four to sixty-three percent of the points for a 506
grade of "C." 507
d. Forty-four to fifty-three percent of the points for a 508
grade of "D." 509
5. School grades for the 2030 -2031 school year shall use 510
the following grading scale for all school types: 511
a. Seventy-eight percent or more of the points for a grade 512
of "A." 513
b. Sixty-eight to seventy-seven percent of the points for 514
a grade of "B." 515
c. Fifty-eight to sixty-seven percent of the points for a 516
grade of "C." 517
d. Forty-eight to fifty-seven percent of the points for a 518
grade of "D." 519
6. School grades for the 2031 -2032 school year shall use 520
the following grading scale for all school types: 521
a. Eighty-two percent or more of the points for a grade of 522
"A." 523
b. Seventy-two to eighty-one percent of the points for a 524
grade of "B." 525
CS/HB 1483 2025
CODING: Words stricken are deletions; words underlined are additions.
hb1483-01-c1
Page 22 of 26
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
c. Sixty-two to seventy-one percent of the points for a 526
grade of "C." 527
d. Fifty-two to sixty-one percent of the points for a 528
grade of "D." 529
7. School grades for the 2032 -2033 school year shall use 530
the following grading scale for all school types: 531
a. Eighty-six percent or more of the points for a grade of 532
"A." 533
b. Seventy-six to eighty-five percent of the points for a 534
grade of "B." 535
c. Sixty-six to seventy-five percent of the points for a 536
grade of "C." 537
d. Fifty-six to sixty-five percent of the points for a 538
grade of "D." 539
8. School grades for the 2033 -2034 school year and 540
thereafter shall use the following grading scale for all school 541
types: 542
a. Ninety percent or more of the points for a grade of 543
"A." 544
b. Eighty to eighty -nine percent of the points for a grade 545
of "B." 546
c. Seventy to seventy -nine percent of the points for a 547
grade of "C." 548
d. Sixty to sixty-nine percent of the points for a grade 549
of "D." 550
CS/HB 1483 2025
CODING: Words stricken are deletions; words underlined are additions.
hb1483-01-c1
Page 23 of 26
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
551
When the state board adjusts the grading scale upward, the state 552
board must inform the public of the degree of the adjustment and 553
its anticipated impact on school grades. Beginning in the 2024 -554
2025 school year, Any changes made by the state board to 555
components in the school grades model or to the school grading 556
scale shall go into effect, at the earliest, in the following 557
school year. 558
9.2. The calculation of school grades may not include any 559
provision that would raise or lower the school's grade beyond 560
the percentage of points earned. Extra weight may not be added 561
in the calculation of any components. 562
(4) SCHOOL REPORT CARD. —The Department of Education shall 563
annually develop, in collaboration with the school districts, a 564
school report card to be provided by the school district to 565
parents within the district. The report card shall include the 566
school's grade; the percentage of students at the school 567
performing at or above grade level in English Language Arts; 568
percentage of students at the school performing at or above 569
grade level in mathematics; student performance in English 570
Language Arts, mathematics, science, and social studies; 571
information regarding school improvement; an explanation of 572
school performance as evaluated by the federal Elementary and 573
Secondary Education Act (ESEA), 20 U.S.C. ss. 6301 et seq.; and 574
indicators of return on investment. The report card shall also 575
CS/HB 1483 2025
CODING: Words stricken are deletions; words underlined are additions.
hb1483-01-c1
Page 24 of 26
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
disclose whether the school is in need of intervention and 576
support pursuant to s. 1008.33 or supports pursuant to s. 577
1008.365, and the criteria for such a determination. Each 578
school's report card shall be published annually by the 579
department on its website based upon the most recent data 580
available. 581
(7) TRANSITION.—To assist in the transition to 2022 -2023 582
school grades and district grad es calculated based on the 583
comprehensive, end-of-year progress monitoring assessment under 584
s. 1008.25(9), the 2022 -2023 school grades and district grades 585
shall serve as an informational baseline for schools and 586
districts to work toward improved performance in future years. 587
Accordingly, notwithstanding any other provision of law: 588
(a) Due to the absence of learning gains data in the 2022 -589
2023 school year, the initial school grading scale for the 2022 -590
2023 informational baseline grades shall be set so that t he 591
percentage of schools that earn an "A," "B," "C," "D," and "F" 592
is statistically equivalent to the 2021 -2022 school grades 593
results. When learning gains data becomes available in the 2023 -594
2024 school year, the State Board of Education shall review the 595
school grading scale and determine if the scale should be 596
adjusted. 597
(b) A school may not be required to select and implement a 598
turnaround option pursuant to s. 1008.33 in the 2023 -2024 school 599
year based on the school's 2022 -2023 grade. The benefits of s. 600
CS/HB 1483 2025
CODING: Words stricken are deletions; words underlined are additions.
hb1483-01-c1
Page 25 of 26
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
1008.33(4)(c), relating to a school being released from 601
implementation of the turnaround option, and s. 1008.33(4)(d), 602
relating to a school implementing strategies identified in its 603
school improvement plan, apply to a school using turnaround 604
options pursuant to s. 1008.33 which improves to a grade of "C" 605
or higher during the 2022 -2023 school year. 606
(c) A school or approved provider under s. 1002.45 which 607
receives the same or lower school grade for the 2022 -2023 school 608
year compared to the 2021 -2022 school year is not subject to 609
sanctions or penalties that would otherwise occur as a result of 610
the 2022-2023 school grade or rating. A charter school system or 611
school district designated as high performing may not lose the 612
designation based on the 2022 -2023 school grades of any of the 613
schools within the charter school system or school district or 614
based on the 2022-2023 district grade, as applicable. 615
(d) For purposes of determining grade 3 retention pursuant 616
to s. 1008.25(5) and high school graduation pursuant to s . 617
1003.4282, student performance on the 2022 -2023 comprehensive, 618
end-of-year progress monitoring assessment under s. 1008.25(9) 619
shall be linked to 2021 -2022 student performance expectations. 620
In addition to the good cause exemptions under s. 1008.25(7), a 621
student may be promoted to grade 4 for the 2023 -2024 school year 622
if the student demonstrates an acceptable level of performance 623
through means reasonably calculated by the school district to 624
provide reliable evidence of the student's performance. 625
CS/HB 1483 2025
CODING: Words stricken are deletions; words underlined are additions.
hb1483-01-c1
Page 26 of 26
F L O R I D A H O U S E O F R E P R E S E N T A T I V E S
626
This subsection is repealed July 1, 2025. 627
Section 8. This act shall take effect July 1, 2025. 628