STORAGE NAME: h1483c.SAS
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 1483
TITLE: Education
SPONSOR(S): Valdés
COMPANION BILL: None
LINKED BILLS: None
RELATED BILLS: None
Committee References
Student Academic Success
12 Y, 5 N, As CS
SUMMARY
Effect of the Bill:
The bill, to be known as the Schools Committed to Outstanding Results and Excellence (SCORE) Act, increases
transparency surrounding the school grades earned by Florida schools. Between the 2026-27 school year and the
2033-34 school year, the bill provides for the transition from the current State Board of Education defined school
grading scale to a traditional A-F grading system for school grades. Additionally, the bill requires that both the
school’s current grade as well as the percentage of students at the school performing at or above grade level in ELA
and the percentage of students at the school performing at or above grade level in mathematics be printed on all
student report cards and be published by the Department of Education.
The bill expands supports for students with substantial deficiencies in reading and/or mathematics by capturing
more students in need of supports in the definition of substantial deficiency and expanding the provision of
interventions to voluntary prekindergarten (VPK) through grade 8. The bill expands eligibility for the summer
bridge program to assist students transitioning from VPK to kindergarten. The bill requires the administrator of the
New Worlds Reading Initiative to develop a competitive grant program to provide classroom libraries in Title I
schools that increase the percentage of eligible students participating in the initiative.
Fiscal or Economic Impact:
There is an indeterminate fiscal impact to school districts as a result of adding additional grade levels for which
districts will be required to provide intensive interventions for students who exhibit substantial deficiencies in
reading and math. The bill may have a fiscal impact to the New Worlds Reading Initiative if current tax credit
revenues are insufficient to cover the additional cost associated with the competitive grant program.
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
ANALYSIS
EFFECT OF THE BILL:
The bill, to be known as the Schools Committed to Outstanding Results and Excellence (SCORE) Act, provides for
the transition from the current State Board of Education (SBE) defined grading scale to a traditional A-F grading
system for school grades. The transition will be incremental and take place over the next 10 years. For the 2024-25
and 2025-26 school years, all school grades will be calculated using the SBE adopted grading scale. For the
subsequent school years, the bill requires the Department of Education (DOE) to use the following grading scales
when calculating school grades:
Grade 2026-27 2027-28 2028-29 2029-30 2030-31 2031-32 2032-33 2033-34
A 65% or
greater
68% or
greater
71% or
greater
74% or
greater
78% or
greater
82% or
greater
86% or
greater
90% or
greater
B 55-64% 58-67% 61-70% 64-73% 68-77% 72-81% 76-85% 80-89%
C 45-54% 48-57% 51-60% 54-63% 58-67% 62-71% 66-75% 70-79%
D 35-44% 38-47% 41-50% 44-53% 48-57% 52-61% 56-65% 60-69% JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
2
F 34% or
less
37% or
less
40% or
less
43% or
less
47% or
less
51% or
less
55% or
less
59% or
less
The bill requires that the school report card include the percentage of students at the school performing at or
above grade level in English Language Arts (ELA) and the percentage of students at the school performing at or
above grade level in mathematics and whether a school needs intervention and support under Florida’s school
improvement system and the criteria used to make that determination. (Section 1 and 7)
The bill requires that all student report cards include the most recent school grade earned by the school along with
the percentage of students at the school performing at or above grade level in ELA and the percentage of students
at the school performing at or above grade level in mathematics. (Section 4)
The bill expands the provision of interventions for students with substantial deficiencies in reading and/or
mathematics in several ways. The bill requires the DOE definition for substantial deficiency in reading and
substantial deficiency in mathematics to include, at a minimum, students who have been retained and students
who scored a Level 1 on the end of year test administration of the coordinated screening and progress monitoring
system.
The bill extends the grade range in which school district monitor students for a substantial deficiency in reading
and/or mathematics as well as the grade in which interventions are required to kindergarten through grade 8. The
bill requires that the mandatory school district early warning system be designed to identify students in grades
kindergarten through grade 8 with a substantial deficiency in reading and/or mathematics. Current law requires
that the early warning system monitor, and interventions be provided to, students with a substantial deficiency in
reading in kindergarten through grade 3 while such monitoring and interventions for students with a substantial
deficiency in math are provided in kindergarten through grade 4. (Sections 2, 3, and 6)
The bill requires the administrator of the New Worlds Reading Initiative to develop a competitive grant program to
provide classroom libraries in Title I schools that increase the percentage of eligible students participating in the
initiative. Additionally, the administrator must develop a process for teacher to purchase low-cost classroom
library collections. (Section 5).
The bill provides that any Voluntary Prekindergarten student identified as having a substantial reading deficiency
reading on either the administration of the midyear or final coordinated screening and progress monitoring is
eligible for the summer bridge program.
The bill updates requirements for the school district student progression plan to require criteria that emphasize
student reading proficiency in kindergarten through grade 12, instead of the current requirements of kindergarten
through grade 3. (Section 6).
The effective date of the bill is July 1, 2025. (Section 8)
FISCAL OR ECONOMIC IMPACT:
LOCAL GOVERNMENT:
Due to the broadening of the definition of substantial deficiency and the expansion of grades in which school
districts must provide interventions to students identified as having a substantial deficiency in reading and/or
mathematics, the bill will have an indeterminate fiscal impact to school district expenditures.
RELEVANT INFORMATION
SUBJECT OVERVIEW:
School Grades JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
3
School grades are used to explain a school’s performance in a familiar, easy-to-understand manner for parents and
the public.
1 School grades are also used to determine whether a school must select or implement a turnaround
option.
2 The annual reports
3 must identify schools as having one of the following grades:
4
“A” for schools making excellent progress.
“B” for schools making above average progress.
“C” for schools making satisfactory progress.
“D” for schools making less than satisfactory progress.
“F” for schools failing to make adequate progress.
Each school that earns a grade of “A” or improves at least two letter grades may have greater authority over the
allocation of the school’s total budget generated from the Florida Education Finance Program (FEFP), state
categoricals, lottery funds, grants, and local funds.
5
Each school must assess at least 95 percent of its eligible students.
6 Each school must receive a school grade based
on the school’s performance on the following components, each worth 100 points.
7
2023-2024 School Grades Model
English
Language Arts
Mathematics Science Social Studies Graduation
Rate
Acceleration
Success
Achievement
(0% to 100%)
Achievement
(0% to 100%)
Achievement
(0% to 100%)
Achievement
(0% to 100%)
4-year
Graduation Rate
(0% to 100%)
High School
(0% to 100%)
Grade 3
Achievement
(0% to 100%)
Learning Gains
(0% to 100%)
Middle School
(0% to 100%)
Learning Gains
(0% to 100%)
Learning Gains
of the Lowest
25%
(0% to 100%)
Learning Gains
of the Lowest
25%
(0% to 100%)
1
Section 1008.34(1) and (2), F.S.
2
Section 1008.33(4), F.S.
3
Pursuant to DOE Emergency Order No. 2020-EO-1, spring K-12 statewide assessment test administrations for the 2019-20
school year were canceled and accountability measures reliant on such data were not calculated for the 2019-20 school year.
Pursuant to DOE Emergency Order No. 2021-EO-02, only schools for which an opt in request was submitted by the school
district superintendent or charter school governing board have a letter grade assigned for the 2020-21 school year.
Additionally, in April 2020, the U.S. Department of Education provided a waiver for requirements related to certain
assessments and accountability that are based on data from the 2019-20 school year. See DOE, Emergency Order No. 2020-EO-1
(March 2020), available at https://www.fldoe.org/core/fileparse.php/19861/urlt/DOEORDERNO2020-EO-01.pdf; DOE,
Emergency Order No. 2021-EO-2 (April 2021), available at https://www.fldoe.org/core/fileparse.php/19861/urlt/2021-EO-
02.pdf; and DOE, Waiver Request (March 2020), available at
https://www.fldoe.org/core/fileparse.php/14196/urlt/FloridaWaiverRequestUSED.pdf.
4
Section 1008.34(2), F.S.; r. 6A-1.09981(4), F.A.C. See DOE, 2023 Informational Baseline School Grades Overview, available at
https://www.fldoe.org/core/fileparse.php/18534/urlt/SchoolGradesOverview23.pdf.
5
Section 1008.34(2), F.S. (flush-left provision).
6
Section 1008.34(3)(a), F.S.
7
Section 1008.34(3)(b)1., F.S. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
4
The “Achievement” components of the school grade include student performance on statewide, standardized
assessments, including the comprehensive assessments and end-of-course (EOC) assessments. The components
measure the percentage of full-year enrolled students who achieved a passing score.
8
The “Learning Gains” components of the school grade include student performance on statewide, standardized
assessments including the comprehensive assessments and EOC assessments for the current year and the prior
year. The components measure the percentage of full-year enrolled students who achieved a learning gain from the
prior year to the current year.
9 Students with 2 consecutive years of valid scores on the end-of-year progress
monitoring assessments or the mathematics EOC assessments may demonstrate learning gains in four ways:
10
Increasing at least one achievement level on the statewide, standardized assessment in the same subject
area.
For students who score below Level 3, improving by at least one subcategory within Level 1 or Level 2,
based on the student’s scale score, on the next year’s assessment for that subject area.
For students who score a Level 3 or a Level 4, improving the scale score on the next year’s assessment for
that subject area.
For students who score a Level 5, scoring a Level 5 on the next year’s assessment for that subject area.
To be included in the “Achievement” and “Learning Gains” components of a school grade, a student must be
present for both the second and third period full-time equivalent (FTE) student membership surveys and who is
still enrolled at the time of statewide, standardized testing.
11
The “Middle School Acceleration” component is based on the percentage of eligible students attending a middle
school who passed a high school level EOC assessment or industry certification.
12
For a school comprised of grades 9, 10, 11, and 12, or grades 10, 11, and 12, the school’s grade is also based on the
following, each worth 100 points:
13
The “4-year Graduation Rate” component which is the 4-year high school graduation rate as defined by SBE
rule.
The “High School Acceleration” component which is the percentage of students who:
o were eligible to earn college and career credit through an assessment identified by the DOE,
14
College Board Advanced Placement examinations, International Baccalaureate examinations, dual
enrollment courses, including career dual enrollment courses resulting in the completion of 300 or
more clock hours during high school, or Advanced International Certificate of Education
examinations;
o at any time during high school, earned national industry certification identified in the CAPE
Industry Certification Funding List; or
o earned an Armed Services Qualification Test score that falls within Category II or higher on the
Armed Services Vocational Aptitude Battery and earned a minimum of two credits in Junior Reserve
Officers’ Training Corps courses from the same branch of the United States Armed Forces.
The SBE must annually review the school grading scale to determine if the scale should be adjusted upward to
meet raised expectations and encourage increased student performance. Current law requires that an adjustment
must be made if the percentage of schools earning a grade of A or B in the current year represents 75 percent or
more of all graded schools within a particular school type, which consists of elementary, middle, high, and
8
Florida Department of Education, 2024 School Grades Overview, available at
https://www.fldoe.org/core/fileparse.php/18534/urlt/SchoolGradesOverview24.pdf.
9
Id.
10
Rule 6A-1.09981(2)(b)1., F.A.C.
11
Rule 6A-1.09981(2)(a) and (4)(a), F.A.C.
12
Rule 6A-1.09981(2)(b)1., F.A.C.
13
Section 1008.34(3)(b)2., F.S.
14
The DOE has identified the College Level Examination Program (CLEP) subject examination, College Board Advanced
Placement Program examination, Advanced International Certificate of Education examination, International Baccalaureate
examination, Excelsior College subject examination, Defense Activity for Non-Traditional Education Support (DANTES) subject
standardized test, and Defense Language Proficiency Test (DLPT) as eligible assessments. See s. 1007.27(2), F.S. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
5
combination.
15 This required adjustment must continue until the grading scale reaches the following scale for each
school type:
A = 90 percent of points or greater;
B = 80 percent to 89 percent of points;
C = 70 percent to 79 percent of points;
D = 60 percent to 69 percent of points;
F = 59 percent of points or less.
16
On July 24, 2024, the State Board of Education amended its rule, so that elementary schools are graded using the
scale that was in place from 2014-2015 to 2021-2022, and all other school types are graded using a new scale.
17
This approach takes into consideration the different components included in the school grade formula for different
school types. The resulting grading scales are as follows:
18
Elementary Schools;
o A = 62 percent of points or greater;
o B = 54 percent to 61 percent of points;
o C = 41 percent to 53 percent of points;
o D = 32 percent to 40 percent of points;
o F = 31 percent of points or less;
Middle, High and Combination Schools;
o A = 64 percent of points or greater;
o B = 57 percent to 63 percent of points;
o C = 44 percent to 56 percent of points;
o D = 34 percent to 43 percent of points;
o F = 33 percent of points or less.
Most Recent School Grades
19
Grades 2023
Number
2023
Percent
2024
Number
2024
Percent
Number
Change
Percent
Change
A 1,102 32% 1,299 38% 197 6%
B 859 25% 916 27% 57 2%
C 1,247 36% 1,119 32% -128 -4%
D 184 5% 109 3% -75 -2%
F 27 0.8% 8 0.2% -19 -0.6%
Total 3,419 3,451 32
School Grades and School Improvement
If a school earns two consecutive grades of “D” or a grade of “F”, it must immediately implement a differentiated
matrix of intervention and support strategies.
20 Districts with a school improvement designated school must
coordinate with the DOE, the Regional Executive Director or designee, and the school to identify and implement
tailored support and improvement strategies designed to address low performance at the school.
21
Florida law specifies several intervention and support strategies for traditional public schools. These strategies
include school improvement planning; leadership and educator quality improvement; professional development;
curriculum review, pacing, and alignment across grade levels to improve background knowledge in social studies,
15
Section 1008.34(3)(c), F.S. The adjustment must reset the minimum required percentage of points for each grade of A, B, C,
or D at the next highest percentage ending in the numeral 5 or 0, whichever is closest to the current percentage.
16
Id.
17
Rule 6A-1.09981(4)(e)3., F.A.C.
18
Florida Department of Education, Florida School Grades: 2023-24 School Grades and School Improvement Rating, p. 2,
available at https://www.fldoe.org/core/fileparse.php/18534/urlt/SchoolGradesResultsPacket24.pdf.
19
Florida Department of Education, Florida School Grades: 2023-24 School Grades and School Improvement Rating, p. 4,
available at https://www.fldoe.org/core/fileparse.php/18534/urlt/SchoolGradesResultsPacket24.pdf.
20
Section 1008.33(4)(a), F.S.; r. 6A-1.099811(1), F.A.C.
21
Rule 6A-1.099811(5)(a), F.A.C. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
6
science, and the arts; and the use of continuous improvement and monitoring plans and processes. In addition, the
SBE may prescribe reporting requirements to review and monitor the progress of the schools.
22
School Report Cards
The DOE must annually develop, in collaboration with the school districts, a school report card that each school
district must provide to parents within the district. The report card must include:
23
the school’s grade;
student performance in ELA, mathematics, science, and social studies;
information regarding school improvement;
an explanation of school performance as evaluated by Every Student Succeeds Act;
24 and
indicators of return on investment.
Each school’s report card must be published annually by the DOE on its website based upon the most recent data
available.
25
District Grades and Report Cards
Each school district must annually receive a district grade (A-F) as part of a district report card.
26 The grade is
calculated based on the same components used to grade the district’s schools using data from each eligible student
in the district, including students enrolled in charter schools.
27 In addition to the district’s grade, the district report
card must also include:
28
the percentage of students in the district, by school and grade level, demonstrating learning growth in ELA
and mathematics;
29
the percentage of students in the district, by school and grade level, in both the highest and lowest quartiles
demonstrating learning growth in ELA and mathematics;
30
measures of the district’s progress in closing the achievement gap between higher- and lower-performing
subgroups;
measures of the district’s progress in demonstrating learning gains of its highest-performing students;
measures of the district’s success in improving student attendance;
the district’s grade-level promotion of students scoring achievement levels 1 and 2 on statewide,
standardized ELA and mathematics assessments; and
measures of the district’s performance in preparing students for the transition from elementary to middle
school, middle to high school, and high school to postsecondary institutions and careers.
On July 24, 2024, the State Board of Education amended its rule, so that the grading scale used to determine district
grades is the same scale used to determine grades for combination schools.
31 The resulting grading scale is as
follows:
32
A = 64 percent of points or greater;
B = 57 percent to 63 percent of points;
C = 44 percent to 56 percent of points;
D = 34 percent to 43 percent of points;
22
Section 1008.33(3)(c), F.S.; r. 6A-1.099811(5), F.A.C.
23
Section 1008.34(4), F.S.
24
20 U.S.C. s. 6301 et seq.
25
Section 1008.34(4), F.S.
26
Section 1008.34(5), F.S.
27
Rule 6A-1.09981(5), F.A.C. The calculation includes students who transfer between schools in the district or who are
enrolled in a school that does not receive a grade. Section 1008.34(5), F.S. However, students who are enrolled in a School of
Hope pursuant to s. 1002.333, F.S. are not included in a district’s grade. See s. 1002.333(6)(a), F.S.
28
Section 1008.34(5), F.S.
29
Section 1008.345(5), F.S.
30
Id.
31
Rule 6A-1.09981(4)(e)3., F.A.C.
32
Florida Department of Education, Florida School Grades: 2023-24 School Grades and School Improvement Rating, p. 12,
available at https://www.fldoe.org/core/fileparse.php/18534/urlt/SchoolGradesResultsPacket24.pdf. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
7
F = 33 percent of points or less.
Interventions for Students with a Substantial Deficiency in Reading or Mathematics
Public schools that serve any students in kindergarten through grade 8 must implement an early warning system
to identify students who need additional support to improve academic performance and stay engaged in school.
Among other early warning indicators, the early warning system must identify a student with a substantial reading
deficiency, from kindergarten through grade 3, or a student with a substantial mathematics deficiency, from
kindergarten through grade 4.
33
Florida law requires that any student in kindergarten through grade 3 with a substantial reading deficiency or who
exhibits characteristics of dyslexia; or any student in kindergarten through grade 4 with a substantial mathematics
deficiency or who exhibits characteristics of dyscalculia; based upon screening, diagnostic, progress monitoring, or
assessment data; statewide assessments; or teacher observations must receive intervention.
34 The parent of the
student who exhibits a substantial deficiency in reading or mathematics must be notified in writing of their child’s
status, the interventions provided, and the strategies for parents to use at home.
35
Following the identification of a reading deficiency, a student in kindergarten through grade 3 must be provided
daily targeted small group explicit, direct instruction. The instruction must be systematic, sequential, and
cumulative in language development, phonological awareness, phonics, fluency vocabulary, and comprehension;
and must be implemented during regular school hours. The DOE is required to provide a list of approved reading
and intervention programs, in addition to the core reading instruction.
36
Similarly, immediately following the identification of a mathematics deficiency, a student in kindergarten through
grade 4 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.
37
Additionally, any student, in kindergarten through grade 3 who exhibits a substantial reading deficiency or
characteristics of dyslexia or any student in kindergarten through grade 4 who exhibits a substantial deficiency in
mathematics or characteristics of dyscalculia must be provided with a federally required student plan, such as an
IEP or an individualized progress monitoring plan, or both, as necessary.
38 The plan must include, at a minimum:
39
the student’s specific, identified reading or mathematics skill deficiency;
goals and benchmarks for student growth in reading or mathematics;
a description of the specific measures that will be used to evaluate and monitor the student’s progress;
for a substantial reading deficiency, the specific evidence-based literacy instruction grounded in the science
of reading which the student will receive;
strategies, resources, and materials that will be provided to the student's parent to support the student’s
progress; and
any additional services the student’s teacher deems available and appropriate to accelerate the student’s
reading or mathematics skill development.
Interventions for Voluntary Prekindergarten Students with a Substantial Deficiency in Early Reading or
Mathematics Skills
VPK students exhibiting a substantial deficiency in early literacy or mathematics skills based upon the results of
the midyear or final administration of the Coordinated Screening and Progress Monitoring (CSPM) system must be
referred to the local school district and may be eligible to receive intensive interventions before participating in
33
Section 1001.42(18)(b)1.e., F.S. See r. 6A-6.053(6) and 6A-6.0533(5), F.A.C.
34
Sections 1008.25(5)-(6), F.S.
35
Section 1008.25(5)(d) and s. 1008.25(6)(c), F.S.
36
Section 1008.25(5)(a)1., F.S.
37
Section 1008.25(6)(a), F.S.
38
Sections 1002.20(11) and 1008.25(4)(c), F.S.
39
Section 1008.25(4)(c), F.S. See r. 6A-6.053(5) and 6A-6.0533(4), F.A.C. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
8
kindergarten.
40 These students’ parents must be immediately notified regarding the nature of the student’s
difficulty, the services they are currently receiving or could be provided, student progression requirements, and
strategies the parent can use to help his or her child succeed.
41
Students in a VPK program provided by a public school who demonstrate a substantial deficiency must be
provided intensive, explicit, and systematic interventions immediately following the identification of the
deficiency.
42 An individualized progress monitoring plan must be developed within 45 days after the results of the
CSPM system become available.
43 District school boards must include such students when allocating remedial and
supplemental instruction resources.
44
Students enrolled in a VPK program who exhibit substantial deficiencies in early literacy or mathematics skills may
receive a New Worlds Scholarship. School districts and VPK program providers are required to notify parents of
eligible students of the process to request and receive a scholarship when providing results from the
administration of each progress monitoring assessment.
45 The scholarship amount is $1,200 per child.
46 Funds may
be used to purchase instructional materials, curriculum, tutoring services, summer education programs, and after
school education programs that are designed to improve reading, literacy, or mathematics skills.
47
VPK students scoring below the 10th percentile on the final administration of the CSPM system may be provided
early literacy skill instructional support through the summer bridge program. The summer bridge program takes
place the summer before participating in kindergarten, must meet requirements adopted by the DOE, and must
consist of 4 hours of instruction per day for a minimum of 100 total hours.
48
New Worlds Reading Initiative
The New Worlds Reading Initiative (NWRI or initiative), Florida’s first statewide book distribution program,
provides at-home literacy supports for students identified with a substantial reading deficiency
49 or students who
scored below a Level 3 on the preceding year’s statewide, standardized ELA assessment.
50 To improve the literacy
skills of students in prekindergarten through grade 12, the NWRI provides home delivery of high-quality, hardcopy
free books on a monthly basis to eligible public and charter school students in prekindergarten through grade 5.
The program is available to students who are reading below grade level.
51 School districts must notify parents of
eligible students that their student can receive free, high-quality books mailed to their home on a monthly basis
during the school year and provide parents with an application. Students remain in the initiative until they are
promoted to grade 6 or their parent opts out.
52 Parents are provided resources to help improve their student’s
reading skills and instill a love of reading.
53
The Lastinger Center for Learning at the University of Florida administers the NWRI and, in addition to reporting
requirements, is responsible for:
54
Developing, in consultation with the Just Read, Florida! Office, a selection of high-quality books
encompassing diverse subjects and genres for each grade level.
Distributing books at no cost to students either directly or through an agreement with a book distribution
company.
40
Section 1008.25 (2)(a), (5), and (6), F.S.
41
Section 1008.25(5)(d) and (6)(c), F.S.
42
Section 1008.25(5)(a) and (6)(a), F.S.
43
Section 1008.25(4)(c), F.S.
44
Section 1008.25(3), F.S.
45
Section 1002.411(2) and (6), F.S.
46
Specific Appropriation 101B, s. 2, ch. 2024-231, L.O.F.
47
Section 1002.411(3)(a), F.S.
48
Section 1008.25(5)(b), F.S.
49
See s. 1008.25(5)(a), F.S.
50
Sections 1003.485(2) and 1008.22, F.S.
51
Section 1003.485(2), F.S.
52
Section 1003.485(6)(e), F.S.
53
Section 1003.485(4)(e), F.S.
54
Section 1003.485(4)(a)-(h), F.S. JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
9
Assisting local implementation of the initiative by providing marketing materials to school districts and any
partnering nonprofit organizations to assist with public awareness campaigns and other activities designed
to increase family engagement and instill a love of reading in students.
Maintaining a clearinghouse for information on national, state, and local nonprofit organizations that
support efforts to improve literacy and provide books to children.
Developing, for parents of students in the initiative, resources and training materials that engage families in
reading and support the reading achievement of their students.
Providing professional development and resources to teachers that correlate with the books provided
through the initiative.
Developing a micro-credential that requires teachers to demonstrate competency to diagnose literacy
difficulties and determine the appropriate range of literacy interventions based upon the age and literacy
deficiency of the student; use evidence-based instructional and intervention practices; and effectively use
progress monitoring and intervention materials.
Administering the early literacy micro-credential program, designed specifically for instructional personnel
in prekindergarten through grade 3, which includes components on content, student learning, pedagogy,
and professional development, built on a strong foundation of scientifically researched and evidence-based
reading instructional and intervention programs that incorporate explicit, systematic, and sequential
approaches to teaching phonemic awareness, phonics, vocabulary, fluency, and text comprehension and
incorporate decodable or phonetic text instructional strategies.
RECENT LEGISLATION:
YEAR BILL # HOUSE SPONSOR(S) SENATE SPONSOR OTHER INFORMATION
2024 CS/CS/HB 1285 Canady Burgess Became law on July 1, 2024.
2023 CS/CS/CS/HB
1537
Rizo, Daniels Avila Became law on July 1, 2023.
2023 CS/CS/HB 7039 Trabulsy Calatayud Became law on July 1, 2023.
2022 CS/SB 1048 Plasencia Diaz Became law on July 1, 2022,
except as otherwise provided.
2022 SB 2524 Fine Perry Became law on July 1, 2022,
except as otherwise provided.
OTHER RESOURCES:
2023-24 School Grades Overview
2023-24 School Grades Results Packet
2023-24 Guide to Calculating School Grades, District Grades, and the Federal Percent of Points Index
Florida School Accountability Reports
Know Your Schools Portal
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
10
BILL HISTORY
COMMITTEE REFERENCE ACTION DATE
STAFF
DIRECTOR/
POLICY CHIEF
ANALYSIS
PREPARED BY
Student Academic Success
Subcommittee
12 Y, 5 N, As CS 4/1/2025 Sanchez Wolff
THE CHANGES ADOPTED BY THE
COMMITTEE:
• Amended the glide path for implementation of the traditional A-F grading
scale for school grades from 5 years to 10 years.
• Expanded the provision of interventions provided to students with a
substantial deficiency in reading or math to cover students in VPK through
grade 8.
• Expanded eligibility for the summer bridge program to assist students
transitioning from VPK to kindergarten.
• Created a competitive grant within the New Worlds Reading Initiative to
provide classroom libraries to teachers in Title I schools.
• Required the administrator of the New Worlds Reading Initiative to create a
program to provide low-cost books to teachers.
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THIS BILL ANALYSIS HAS BEEN UPDATED TO INCORPORATE ALL OF THE CHANGES DESCRIBED ABOVE.
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