FL
Florida House Bill H1483

Florida 2025 Regular Session

Florida House Bill H1483 Compare Versions

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1010 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
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1414 A bill to be entitled 1
15-An act relating to education; providing a short title; 2
16-amending s. 1001.42, F.S.; revising the requirements 3
17-for the early warning system for certain students; 4
18-amending s. 1002.20, F.S.; revising the requirements 5
19-for parental notification of student reading and 6
20-mathematics deficiencies; amending s. 1003.33, F.S.; 7
21-requiring student report cards to include specified 8
22-information relating to school grades and student 9
23-English Language Arts and mathematics performance; 10
24-amending s. 1003.485, F.S.; requiring the 11
25-administrator of the New Worlds Reading Initiative to 12
26-develop a specified book collection, competitive grant 13
27-program, and process for specified purposes relating 14
28-to classroom libraries; amending s. 1008.25, F.S.; 15
29-revising the grade-level criteria for specifie d 16
30-provisions relating to students with specified 17
31-substantial academic deficiencies; providing that 18
32-certain Voluntary Prekindergarten Education Program 19
33-students are eligible for specified support; providing 20
34-that specified interventions must be provided to a ll 21
35-students with substantial reading deficiencies; 22
36-amending s. 1008.34, F.S.; revising the percentage of 23
37-points used to designate school grades for specified 24
38-school years; revising the requirements for school 25
15+An act relating to school grades; providing a short 2
16+title; amending s. 1003.33, F.S.; requiring school 3
17+grades to be included on student report cards; 4
18+amending s. 1008.34, F.S.; revising the percentage of 5
19+points used to designate school grades for specified 6
20+school years; revising the requirements for school 7
21+report cards; requiring a certain school grade 8
22+designation to be included on school report cards for 9
23+information purposes; revising the future repeal date 10
24+for certain provisions relating to the transition of 11
25+school grades; deleting obsolete language; providing 12
26+an effective date. 13
27+ 14
28+Be It Enacted by the Legislature of the State of Florida: 15
29+ 16
30+ Section 1. This act may be cited as the "Schools Committed 17
31+to Outstanding Results and Excellence (SCORE) Act." 18
32+ Section 2. Subsection (1) of section 1003.33, Florida 19
33+Statutes, is amended to read: 20
34+ 1003.33 Report cards; end -of-the-year status.— 21
35+ (1) Each district schoo l board shall establish and publish 22
36+policies requiring the content and regular issuance of student 23
37+report cards for all elementary school, middle school, and high 24
38+school students. The school's grades and grade scales required 25
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4747 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
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51-report cards; requiring a certain school grade 26
52-designation to be included on school report cards for 27
53-information purposes; deleting provisions relating to 28
54-the transition of school grades and obsolete language; 29
55-providing an effective date. 30
56- 31
57-Be It Enacted by the Legislature of the State of Florida: 32
58- 33
59- Section 1. This act may be cited as the "Schools Committed 34
60-to Outstanding Results and Excellence (SCORE) Act." 35
61- Section 2. Paragraph (b) of subsection (18) of section 36
62-1001.42, Florida Statutes, is amended to read: 37
63- 1001.42 Powers and duties of dist rict school board.—The 38
64-district school board, acting as a board, shall exercise all 39
65-powers and perform all duties listed below: 40
66- (18) IMPLEMENT SCHOOL IMPROVEMENT AND ACCOUNTABILITY. —41
67-Maintain a system of school improvement and education 42
68-accountability as provided by statute and State Board of 43
69-Education rule. This system of school improvement and education 44
70-accountability shall be consistent with, and implemented 45
71-through, the district's continuing system of planning and 46
72-budgeting required by this section and ss. 1008.385, 1010.01, 47
73-and 1011.01. This system of school improvement and education 48
74-accountability shall comply with the provisions of ss. 1008.33, 49
75-1008.34, 1008.345, and 1008.385 and include the following: 50
51+under s. 1008.34(3)(c) shall b e included on each student's 26
52+report card. These report cards must clearly depict and grade: 27
53+ (a) The student's academic performance in each class or 28
54+course, which in grades 1 through 12 must be based upon 29
55+examinations as well as written papers, class part icipation, and 30
56+other academic performance criteria, and must include the 31
57+student's performance or nonperformance at his or her grade 32
58+level. 33
59+ (b) The student's conduct and behavior. 34
60+ (c) The student's attendance, including absences and 35
61+tardiness. 36
62+ 37
63+District school boards shall not allow schools to exempt 38
64+students from academic performance requirements based on 39
65+practices or policies designed to encourage student attendance. 40
66+A student's attendance record may not be used in whole or in 41
67+part to provide an exemp tion from any academic performance 42
68+requirement. 43
69+ Section 3. Paragraph (c) of subsection (3) and subsections 44
70+(4) and (7) of section 1008.34, Florida Statutes, are amended to 45
71+read: 46
72+ 1008.34 School grading system; school report cards; 47
73+district grade.— 48
74+ (3) DESIGNATION OF SCHOOL GRADES. — 49
75+ (c)1. The calculation of a school grade shall be based on 50
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8484 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
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88- (b) Early warning system. — 51
89- 1. A school that serves any students in kindergarten 52
90-through grade 8 shall implement an early warning system to 53
91-identify students in such grades who need additional support to 54
92-improve academic performance and stay engaged in school. The 55
93-early warning system must include th e following early warning 56
94-indicators: 57
95- a. Attendance below 90 percent, regardless of whether 58
96-absence is excused or a result of out -of-school suspension. 59
97- b. One or more suspensions, whether in school or out of 60
98-school. 61
99- c. Course failure in English Langu age Arts or mathematics 62
100-during any grading period. 63
101- d. A Level 1 score on the statewide, standardized 64
102-assessments in English Language Arts or mathematics. 65
103- e. For students in kindergarten through grade 8 3, a 66
104-substantial reading deficiency under s. 1008. 25(5)(a) or, for 67
105-students in kindergarten through grade 4, a substantial 68
106-mathematics deficiency under s. 1008.25(6)(a). 69
107- 70
108-A school district may identify additional early warning 71
109-indicators for use in a school's early warning system. The 72
110-system must include data on the number of students identified by 73
111-the system as exhibiting two or more early warning indicators, 74
112-the number of students by grade level who exhibit each early 75
88+the percentage of points earned from the components listed in 51
89+subparagraph (b)1. and, if applicable, subparagraph (b)2. The 52
90+State Board of Education shall adopt in rule a school grading 53
91+scale that sets the percentage of points needed to earn each of 54
92+the school grades listed in subsection (2). There shall be at 55
93+least five percentage points separating the percentage 56
94+thresholds needed to earn each of the school grade s. The state 57
95+board shall annually review the percentage of school grades of 58
96+"A" and "B" for the school year to determine whether to adjust 59
97+the school grading scale upward for the following school year's 60
98+school grades. The first adjustment would occur no ea rlier than 61
99+the 2023-2024 school year. An adjustment must be made if the 62
100+percentage of schools earning a grade of "A" or "B" in the 63
101+current year represents 75 percent or more of all graded schools 64
102+within a particular school type, which consists of elementar y, 65
103+middle, high, and combination. The adjustment must reset the 66
104+minimum required percentage of points for each grade of "A," 67
105+"B," "C," or "D" at the next highest percentage ending in the 68
106+numeral 5 or 0, whichever is closest to the current percentage. 69
107+Annual reviews of the percentage of schools earning a grade of 70
108+"A" or "B" and adjustments to the required points must be 71
109+suspended when 72
110+ 1. School grades for the 2026 -2027 school year shall use 73
111+the following grading scale for all school types for a specific 74
112+school type is achieved : 75
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121121 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
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125-warning indicator, and a description of all intervention 76
126-strategies employed by the school to improve the academic 77
127-performance of students identified by the early warning system. 78
128- 2. A school-based team responsible for implementing the 79
129-requirements of this paragraph shall monitor the data from the 80
130-early warning system. The team may include a school 81
131-psychologist. When a student exhibits two or more early warning 82
132-indicators, the team, in consultation with the s tudent's parent, 83
133-shall determine appropriate intervention strategies for the 84
134-student unless the student is already being served by an 85
135-intervention program at the direction of a school -based, 86
136-multidisciplinary team. Data and information relating to a 87
137-student's early warning indicators must be used to inform any 88
138-intervention strategies provided to the student. 89
139- Section 3. Subsection (11) of section 1002.20, Florida 90
140-Statutes, is amended to read: 91
141- 1002.20 K-12 student and parent rights. —Parents of public 92
142-school students must receive accurate and timely information 93
143-regarding their child's academic progress and must be informed 94
144-of ways they can help their child to succeed in school. K -12 95
145-students and their parents are afforded numerous statutory 96
146-rights including, but not limited to, the following: 97
147- (11) STUDENTS WITH READING AND MATHEMATICS DEFICIENCIES. —98
148-The parent of any K-8 K-3 student who exhibits a substantial 99
149-reading deficiency, or the characteristics of dyslexia pursuant 100
125+ a. Seventy Ninety percent or more of the points for a 76
126+grade of "A." 77
127+ b. Sixty Eighty to sixty-nine eighty-nine percent of the 78
128+points for a grade of "B." 79
129+ c. Fifty Seventy to fifty-nine seventy-nine percent of the 80
130+points for a grade of "C." 81
131+ d. Forty Sixty to forty-nine sixty-nine percent of the 82
132+points for a grade of "D." 83
133+ 2. School grades for the 2027 -2028 school year shall use 84
134+the following grading scale for all school types: 85
135+ a. Eighty percent or more of the points for a gra de of 86
136+"A." 87
137+ b. Seventy to seventy -nine percent of the points for a 88
138+grade of "B." 89
139+ c. Sixty to sixty-nine percent of the points for a grade 90
140+of "C." 91
141+ d. Fifty to fifty-nine percent of the points for a grade 92
142+of "D." 93
143+ 3. School grades for the 2028 -2029 school year and 94
144+thereafter shall use the following grading scale for all school 95
145+types: 96
146+ a. Ninety percent or more of the points for a grade of 97
147+"A." 98
148+ b. Eighty to eighty -nine percent of the points for a grade 99
149+of "B." 100
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158158 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
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162-to s. 1008.25(5), or any K-4 student who exhibits a substantial 101
163-deficiency in mathematics , or the characteristics of dyscalculia 102
164-pursuant to s. 1008.25(6) shall be immediately notified of the 103
165-student's deficiency and consulted in the development of a plan, 104
166-as described in s. 1008.25(4)(b) . 105
167- Section 4. Subsection (1) of section 1003.33, Florida 106
168-Statutes, is amended to read: 107
169- 1003.33 Report cards; end -of-the-year status.— 108
170- (1) Each district school board shall establish and publish 109
171-policies requiring the content and regular issuance of s tudent 110
172-report cards for all elementary school, middle school, and high 111
173-school students. To increase the transparency of student 112
174-performance and assist in the transition to school grades and 113
175-district grades calculated based on the grading scale in s. 114
176-1008.34(3)(c), each student's report card shall include the 115
177-school's grade and the percentage of students at the school 116
178-performing at or above grade level in English Language Arts and 117
179-the percentage of students at the school performing at or above 118
180-grade level in mathematics. These report cards must clearly 119
181-depict and grade: 120
182- (a) The student's academic performance in each class or 121
183-course, which in grades 1 through 12 must be based upon 122
184-examinations as well as written papers, class participation, and 123
185-other academic performance criteria, and must include the 124
186-student's performance or nonperformance at his or her grade 125
162+ c. Seventy to seventy -nine percent of the points for a 101
163+grade of "C." 102
164+ d. Sixty to sixty-nine percent of the points for a grade 103
165+of "D." 104
166+ 105
167+When the state board adjusts the grading scale upward, the state 106
168+board must inform the public of the degree of the adjustment and 107
169+its anticipated impact on s chool grades. Beginning in the 2024 -108
170+2025 school year, Any changes made by the state board to 109
171+components in the school grades model or to the school grading 110
172+scale shall go into effect, at the earliest, in the following 111
173+school year. 112
174+ 4.2. The calculation of school grades may not include any 113
175+provision that would raise or lower the school's grade beyond 114
176+the percentage of points earned. Extra weight may not be added 115
177+in the calculation of any components. 116
178+ (4) SCHOOL REPORT CARD. —The Department of Education shall 117
179+annually develop, in collaboration with the school districts, a 118
180+school report card to be provided by the school district to 119
181+parents within the district. The report card shall include the 120
182+school's grades grade; student performance in E nglish Language 121
183+Arts, mathematics, science, and social studies; information 122
184+regarding school improvement; an explanation of school 123
185+performance as evaluated by the federal Elementary and Secondary 124
186+Education Act (ESEA), 20 U.S.C. ss. 6301 et seq.; and indica tors 125
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195195 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
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199-level. 126
200- (b) The student's conduct and behavior. 127
201- (c) The student's attendance, including absences and 128
202-tardiness. 129
203- 130
204-District school boards shall not al low schools to exempt 131
205-students from academic performance requirements based on 132
206-practices or policies designed to encourage student attendance. 133
207-A student's attendance record may not be used in whole or in 134
208-part to provide an exemption from any academic perfo rmance 135
209-requirement. 136
210- Section 5. Paragraph (n) is added to subsection (4) of 137
211-section 1003.485, Florida Statutes, to read: 138
212- 1003.485 The New Worlds Reading Initiative. — 139
213- (4) ADMINISTRATOR RESPONSIBILITIES. —The administrator 140
214-shall: 141
215- (n) Develop a collec tion of low-cost, high-quality books 142
216-encompassing diverse subjects and genres for each grade level to 143
217-establish libraries in kindergarten through grade 5 classrooms, 144
218-including: 145
219- 1. Developing a competitive grant program to provide 146
220-classroom libraries in T itle I schools that increase the 147
221-percentage of eligible students participating in the initiative 148
222-under subsection (6). 149
223- 2. Providing a process for teachers to purchase low -cost 150
199+of return on investment. The report card shall also disclose 126
200+whether the school is in need of intervention and support 127
201+pursuant to s. 1008.33 or supports pursuant to s. 1008.365, and 128
202+the criteria for such a determination. Each school's report card 129
203+shall be published annually by the department on its website 130
204+based upon the most recent data available. 131
205+ (7) TRANSITION.— 132
206+ (a) To increase the transparency of student performance 133
207+and assist in the transition to 2022-2023 school grades and 134
208+district grades calculated based on the grading scale in 135
209+subparagraph (3)(c)3., the state board shall publish, in 136
210+addition to school grades and district grades calculated 137
211+pursuant to subparagraph (3)(c)3., comprehensive, end-of-year 138
212+progress monitoring assessment under s. 1 008.25(9), the 2022-139
213+2023 school grades and district grades based on the grading 140
214+scale in paragraph (3)(c), in effect for the 2024 -2025 through 141
215+2027-2028 school years. Grades calculated pursuant to 142
216+subparagraph (3)(c)3. shall serve solely as an informational 143
217+baseline for schools and districts to work toward improved 144
218+performance in future years. Accordingly, notwithstanding any 145
219+other provision of law: 146
220+ (a) Due to the absence of learning gains data in the 2022 -147
221+2023 school year, the initial school grading scal e for the 2022-148
222+2023 informational baseline grades shall be set so that the 149
223+percentage of schools that earn an "A," "B," "C," "D," and "F" 150
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232232 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
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236-classroom library collections. 151
237- Section 6. Paragraph (a) of subsection (2), paragraphs (a) 152
238-and (b) of subsection (3), paragraphs (a) and (b) of subsection 153
239-(5), paragraph (a) of subsection (6), and subsection (8) of 154
240-section 1008.25, Florida Statutes, are amended to read: 155
241- 1008.25 Public school student progression; student 156
242-support; coordinated screening and progress monitoring; 157
243-reporting requirements. — 158
244- (2) STUDENT PROGRESSION PLAN. —Each district school board 159
245-shall establish a comprehensive plan for student progression 160
246-which must provide for a student's progression from one grade to 161
247-another based on the student's mastery of the standards in s. 162
248-1003.41, specifically English Language Arts, mathematics, 163
249-science, and social studies standards. The plan must: 164
250- (a) Include criteria that emphasize student reading 165
251-proficiency in kindergart en through grade 12 3 and provide 166
252-targeted instructional support for students with identified 167
253-deficiencies in English Language Arts, mathematics, science, and 168
254-social studies, including students who have been referred to the 169
255-school district from the Volunta ry Prekindergarten Education 170
256-Program pursuant to paragraph (5)(b). High schools shall use all 171
257-available assessment results, including the results of 172
258-statewide, standardized English Language Arts assessments and 173
259-end-of-course assessments for Algebra I and G eometry, to advise 174
260-students of any identified deficiencies and to provide 175
236+is statistically equivalent to the 2021 -2022 school grades 151
237+results. When learning gains data becomes available in the 2023-152
238+2024 school year, the State Board of Education shall review the 153
239+school grading scale and determine if the scale should be 154
240+adjusted. 155
241+ (b) A school may not be required to select and implement a 156
242+turnaround option pursuant to s. 1008.33 in the 2023 -2024 school 157
243+year based on the school's 2022 -2023 grade. The benefits of s. 158
244+1008.33(4)(c), relating to a school being released from 159
245+implementation of the turnaround option, and s. 1008.33(4)(d), 160
246+relating to a school implementing strategies identified in its 161
247+school improvement plan, apply to a school using turnaround 162
248+options pursuant to s. 1008.33 which improves to a grade of "C" 163
249+or higher during the 2022 -2023 school year. 164
250+ (c) A school or approved provider under s. 1002.45 which 165
251+receives the same or lower school grade for the 2022-2023 school 166
252+year compared to the 2021 -2022 school year is not subject to 167
253+sanctions or penalties that would otherwise occur as a result of 168
254+the 2022-2023 school grade or rating. A charter school system or 169
255+school district designated as hig h performing may not lose the 170
256+designation based on the 2022 -2023 school grades of any of the 171
257+schools within the charter school system or school district or 172
258+based on the 2022-2023 district grade, as applicable. 173
259+ (d) For purposes of determining grade 3 rete ntion pursuant 174
260+to s. 1008.25(5) and high school graduation pursuant to s. 175
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273-appropriate postsecondary preparatory instruction before high 176
274-school graduation. The results of evaluations used to monitor a 177
275-student's progress in grades K -12 must be provided to th e 178
276-student's teacher in a timely manner and as otherwise required 179
277-by law. Thereafter, evaluation results must be provided to the 180
278-student's parent in a timely manner. When available, 181
279-instructional personnel must be provided with information on 182
280-student achievement of standards and benchmarks in order to 183
281-improve instruction. 184
282- (3) ALLOCATION OF RESOURCES. —District school boards shall 185
283-allocate remedial and supplemental instruction resources to 186
284-students in the following priority: 187
285- (a) Students in the Voluntary Prekindergarten Education 188
286-Program who have a substantial deficiency in early literacy 189
287-skills and students in kindergarten through grade 8 3 who have a 190
288-substantial deficiency in reading or the characteristics of 191
289-dyslexia as determined in paragraph (5)(a). 192
290- (b) Students in the Voluntary Prekindergarten Education 193
291-Program who have a substantial deficiency in early mathematics 194
292-skills and students in kindergarten through grade 8 4 who have a 195
293-substantial deficiency in mathematics or the characteristics of 196
294-dyscalculia as determined in paragraph (6)(a). 197
295- (5) READING DEFICIENCY AND PARENTAL NOTIFICATION. — 198
296- (a) Any student in a Voluntary Prekindergarten Education 199
297-Program provided by a public school who exhibits a substantial 200
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306-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
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310-deficiency in early literacy skills and any student in 201
311-kindergarten through grade 8 3 who exhibits a substantial 202
312-deficiency in reading or the characteristics of dyslexia based 203
313-upon screening, diagnostic, progress monitoring, or assessment 204
314-data; statewide assessments; or teacher observations must be 205
315-provided intensive, explicit, systematic, and multisensory 206
316-reading interventions immediately following the identification 207
317-of the reading deficiency or the characteristics of dyslexia to 208
318-address his or her specific deficiency or dyslexia. For the 209
319-purposes of this subsection, a Voluntary Prekindergarten 210
320-Education Program student is deemed to exhibit a substantial 211
321-deficiency in early literacy skills based upon the results of 212
322-the midyear or final administration of the coordinated screening 213
323-and progress monitoring under subsection (9). 214
324- 1. The department shall provide a list of state examined 215
325-and approved comprehensive reading and intervention programs. 216
326-The intervention programs shall be provided in addition to the 217
327-comprehensive core reading instruction that is provided to all 218
328-students in the general education classroom. Dyslexia -specific 219
329-interventions, as defined by rule of the State Board of 220
330-Education, shall be provided to students who have the 221
331-characteristics of dyslexia. The reading intervention programs 222
332-must do all of the following: 223
333- a. Provide explicit, direct instruction that is 224
334-systematic, sequential, and cumulative in language development, 225
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343-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
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347-phonological awareness, phonics, fluency, vocabulary, and 226
348-comprehension, as applicable. 227
349- b. Provide daily targeted small group reading 228
350-interventions based on student need in phonological awareness, 229
351-phonics, including decoding and encoding, sight words, 230
352-vocabulary, or comprehension. 231
353- c. Be implemented during regular school hours. 232
354- 2. A school may not wait for a student to receive a 233
355-failing grade at the end of a grading period or wait until a 234
356-plan under paragraph (4)(b) is developed to identify the student 235
357-as having a substantial reading deficiency and initiate 236
358-intensive reading interventions. In addition, a sc hool may not 237
359-wait until an evaluation conducted pursuant to s. 1003.57 is 238
360-completed to provide appropriate, evidence -based interventions 239
361-for a student whose parent submits documentation from a 240
362-professional licensed under chapter 490 which demonstrates that 241
363-the student has been diagnosed with dyslexia. Such interventions 242
364-must be initiated upon receipt of the documentation and based on 243
365-the student's specific areas of difficulty as identified by the 244
366-licensed professional. 245
367- 3. A student's reading proficiency m ust be monitored and 246
368-the intensive interventions must continue until the student 247
369-demonstrates grade level proficiency in a manner determined by 248
370-the district, which may include achieving a Level 3 on the 249
371-statewide, standardized English Language Arts assessm ent. The 250
372-
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380-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
381-
382-
383-
384-State Board of Education shall identify by rule guidelines for 251
385-determining whether a student in a Voluntary Prekindergarten 252
386-Education Program has a deficiency in early literacy skills or a 253
387-student in kindergarten through grade 8 3 has a substantial 254
388-deficiency in reading , which shall include students who have 255
389-been retained and students who scored a Level 1 on the end -of-256
390-year administration of the coordinated screening and progress 257
391-monitoring system. 258
392- (b) A Voluntary Prekindergarten Education Prog ram student 259
393-who exhibits a substantial deficiency in early literacy skills 260
394-based upon the results of the administration of the midyear or 261
395-final coordinated screening and progress monitoring under 262
396-subsection (9) shall be referred to the local school distric t 263
397-and may be eligible to receive instruction in early literacy 264
398-skills before participating in kindergarten. A Voluntary 265
399-Prekindergarten Education Program student who scores below the 266
400-10th percentile on the final administration of the coordinated 267
401-screening and progress monitoring under subsection (9) shall be 268
402-referred to the local school district and is eligible to receive 269
403-early literacy skill instructional support through a summer 270
404-bridge program the summer before participating in kindergarten. 271
405-The summer bridge program must meet requirements adopted by the 272
406-department and shall consist of 4 hours of instruction per day 273
407-for a minimum of 100 total hours. A student with an individual 274
408-education plan who has been retained pursuant to paragraph 275
409-
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417-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
418-
419-
420-
421-(2)(g) and has demon strated a substantial deficiency in early 276
422-literacy skills must receive instruction in early literacy 277
423-skills. 278
424- (6) MATHEMATICS DEFICIENCY AND PARENTAL NOTIFICATION. — 279
425- (a) Any student in a Voluntary Prekindergarten Education 280
426-Program provided by a public sc hool who exhibits a substantial 281
427-deficiency in early mathematics skills and any student in 282
428-kindergarten through grade 8 4 who exhibits a substantial 283
429-deficiency in mathematics or the characteristics of dyscalculia 284
430-based upon screening, diagnostic, progress monitoring, or 285
431-assessment data; statewide assessments; or teacher observations 286
432-must: 287
433- 1. Immediately following the ident ification of the 288
434-mathematics deficiency, be provided systematic and explicit 289
435-mathematics instruction to address his or her specific 290
436-deficiencies through either: 291
437- a. Daily targeted small group mathematics intervention 292
438-based on student need; or 293
439- b. Supplemental, evidence-based mathematics interventions 294
440-before or after school, or both, delivered by a highly qualified 295
441-teacher of mathematics or a trained tutor. 296
442- 2. The performance of a student receiving mathematics 297
443-instruction under subparagraph 1. must be mo nitored, and 298
444-instruction must be adjusted based on the student's need. 299
445- 3. The department shall provide a list of state examined 300
446-
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454-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
455-
456-
457-
458-and approved mathematics intervention programs, curricula, and 301
459-high-quality supplemental materials that may be used to improve 302
460-a student's mathematics deficiencies. In addition, the 303
461-department shall work, at a minimum, with the Florida Center for 304
462-Mathematics and Science Education Research established in s. 305
463-1004.86 to disseminate information to school districts and 306
464-teachers on effective evidence-based explicit mathematics 307
465-instructional practices, strategies, and interventions. 308
466- 4. A school may not wait for a student to receive a 309
467-failing grade at the end of a grading period or wait until a 310
468-plan under paragraph (4)(b) is developed t o identify the student 311
469-as having a substantial mathematics deficiency and initiate 312
470-intensive mathematics interventions. In addition, a school may 313
471-not wait until an evaluation conducted pursuant to s. 1003.57 is 314
472-completed to provide appropriate, evidence -based interventions 315
473-for a student whose parent submits documentation from a 316
474-professional licensed under chapter 490 which demonstrates that 317
475-the student has been diagnosed with dyscalculia. Such 318
476-interventions must be initiated upon receipt of the 319
477-documentation and based on the student's specific areas of 320
478-difficulty as identified by the licensed professional. 321
479- 5. The mathematics proficiency of a student receiving 322
480-additional mathematics supports must be monitored and the 323
481-intensive interventions must continue un til the student 324
482-demonstrates grade level proficiency in a manner determined by 325
483-
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491-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
492-
493-
494-
495-the district, which may include achieving a Level 3 on the 326
496-statewide, standardized Mathematics assessment. The State Board 327
497-of Education shall identify by rule guidelines for det ermining 328
498-whether a student in a Voluntary Prekindergarten Education 329
499-Program has a deficiency in early mathematics skills or a 330
500-student in kindergarten through grade 8 4 has a substantial 331
501-deficiency in mathematics , which shall include students who have 332
502-been retained and students who scored a Level 1 on the end -of-333
503-year administration of the coordinated screening and progress 334
504-monitoring system. 335
505- 336
506-For the purposes of this subsection, a Voluntary Prekindergarten 337
507-Education Program student is deemed to exhibit a s ubstantial 338
508-deficiency in mathematics skills based upon the results of the 339
509-midyear or final administration of the coordinated screening and 340
510-progress monitoring under subsection (9). 341
511- (8) SUCCESSFUL PROGRESSION FOR RETAINED THIRD GRADE 342
512-STUDENTS.— 343
513- (a) Students who are retained due to a substantial reading 344
514-deficiency under paragraph (5)(c) must be provided intensive 345
515-interventions in reading to ameliorate the student's specific 346
516-reading deficiency and prepare the student for promotion to the 347
517-next grade. These interventions must include: 348
518- 1. Evidence-based, explicit, systematic, and multisensory 349
519-reading instruction grounded in the science of reading, in 350
520-
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528-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
529-
530-
531-
532-phonemic awareness, phonics, fluency, vocabulary, and 351
533-comprehension and other strategies prescribed by the sc hool 352
534-district. 353
535- 2. Participation in the school district's summer reading 354
536-camp, which must incorporate the instructional and intervention 355
537-strategies under subparagraph 1. that place rigor and grade -356
538-level learning at the forefront. 357
539- 3. A minimum of 90 minu tes of daily, uninterrupted reading 358
540-instruction incorporating the instructional and intervention 359
541-strategies under subparagraph 1. This instruction may include: 360
542- a. Coordinated integration of content -rich texts in 361
543-science and civic literacy within the 90 -minute block. 362
544- b. Targeted small group instruction. 363
545- c. Explicit and systematic instruction with more detailed 364
546-explanations, more extensive opportunities for guided practice, 365
547-and more opportunities for error correction and feedback. 366
548- d. Reduced teacher-student ratios. 367
549- e. More frequent progress monitoring of the reading skills 368
550-of each student throughout the school year and the adjustment of 369
551-instruction according to student need. 370
552- f. Tutoring or mentoring. 371
553- g. Transition classes containing 3rd and 4th g rade 372
554-students. 373
555- h. Extended school day, week, or year. 374
556- i. Before school or after school, or both, supplemental 375
557-
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565-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
566-
567-
568-
569-evidence-based reading interventions grounded in the science of 376
570-reading delivered by a teacher who is certified or endorsed in 377
571-reading and is rated highly effective as determined by the 378
572-teacher's performance evaluation under s. 1012.34. 379
573- 380
574-The primary instructional strategy for teaching word reading is 381
575-phonics instruction for decoding and encoding. Instructional 382
576-strategies may not employ the three -cueing system model of 383
577-reading or visual memory as a basis for teaching word reading. 384
578-Such instruction may include visual information and strategies 385
579-which improve background and experiential knowledge, add 386
580-context, and increase oral language and vocabular y to support 387
581-comprehension, but may not be used to teach word reading. 388
582- (b) Each school district shall: 389
583- 1. Provide written notification to the parent of a student 390
584-who is retained under paragraph (5)(c) that his or her child has 391
585-not met the achievement l evel required for promotion and the 392
586-reasons the child is not eligible for a good cause exemption as 393
587-provided in paragraph (7)(b). The notification must comply with 394
588-paragraph (5)(d) and must include a description of proposed 395
589-interventions and supports that will be provided to the child to 396
590-remediate the identified areas of reading deficiency. 397
591- 2. Implement a policy for the midyear promotion of a 398
592-student retained under paragraph (5)(c) who can demonstrate that 399
593-he or she is a successful and independent reader and performing 400
594-
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602-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
603-
604-
605-
606-at or above grade level in reading or, upon implementation of 401
607-English Language Arts assessments, performing at or above grade 402
608-level in English Language Arts. Tools that school districts may 403
609-use in reevaluating a student retained may include subsequent 404
610-assessments, alternative assessments, and portfolio reviews, in 405
611-accordance with rules of the State Board of Education. Students 406
612-promoted during the school year after November 1 must 407
613-demonstrate achievement levels in reading equivalent to the 408
614-level necessary for the beginning of grade 4. The rules adopted 409
615-by the State Board of Education must include standards that 410
616-provide a reasonable expectation that the student's progress is 411
617-sufficient to master appropriate grade 4 level reading skills. 412
618- 3. Provide students who are retained under paragraph 413
619-(5)(c), including students participating in the school 414
620-district's summer reading camp under subparagraph (a)2., with a 415
621-teacher who is certified or endorsed in reading and is rated 416
622-highly effective as determine d by the teacher's performance 417
623-evaluation under s. 1012.34. 418
624- 4. Establish at each school, when applicable, an intensive 419
625-reading acceleration course for any student retained in grade 3 420
626-who was previously retained in kindergarten, grade 1, or grade 421
627-2. The intensive reading acceleration course must provide the 422
628-following: 423
629- a. Uninterrupted reading instruction grounded in the 424
630-science of reading for the majority of student contact time each 425
631-
632-CS/HB 1483 2025
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639-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
640-
641-
642-
643-day and opportunities to master the grade 4 state academic 426
644-standards in other core subject areas through content -rich 427
645-texts. 428
646- b. Explicit and systematic instruction with more detailed 429
647-explanations, more extensive opportunities for guided practice, 430
648-and more opportunities for error correction and feedback. 431
649- c. Targeted small group instruction. 432
650- d. Reduced teacher-student ratios. 433
651- e. The use of explicit, systematic, and multisensory 434
652-reading interventions grounded in the science of reading, 435
653-including intensive language, phonics, and vocabulary 436
654-instruction, and use of a speech -language therapist if 437
655-necessary, that have proven results in accelerating student 438
656-reading achievement within the same school year. 439
657- f. A read-at-home plan. 440
658- Section 7. Paragraph (c) of subsection (3) and subsections 441
659-(4) and (7) of section 1008.34, Flor ida Statutes, are amended to 442
660-read: 443
661- 1008.34 School grading system; school report cards; 444
662-district grade.— 445
663- (3) DESIGNATION OF SCHOOL GRADES. — 446
664- (c)1. The calculation of a school grade shall be based on 447
665-the percentage of points earned from the components l isted in 448
666-subparagraph (b)1. and, if applicable, subparagraph (b)2. The 449
667-State Board of Education shall adopt in rule a school grading 450
668-
669-CS/HB 1483 2025
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676-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
677-
678-
679-
680-scale that sets the percentage of points needed to earn each of 451
681-the school grades listed in subsection (2). There shall be at 452
682-least five percentage points separating the percentage 453
683-thresholds needed to earn each of the school grades. The state 454
684-board shall annually review the percentage of school grades of 455
685-"A" and "B" for the school year to determine whether to adjust 456
686-the school grading scale upward for the following school year's 457
687-school grades. The first adjustment would occur no earlier than 458
688-the 2023-2024 school year. An adjustment must be made if the 459
689-percentage of schools earning a grade of "A" or "B" in the 460
690-current year represents 75 percent or more of all graded schools 461
691-within a particular school type, which consists of elementary, 462
692-middle, high, and combination. The adjustment must reset the 463
693-minimum required percentage of points for each grade of "A," 464
694-"B," "C," or "D" at the next highest percentage ending in the 465
695-numeral 5 or 0, whichever is closest to the current percentage. 466
696- 1. School grades for the 2026 -2027 school year shall use 467
697-Annual reviews of the percentage of schools earning a grade of 468
698-"A" or "B" and adjustments to t he required points must be 469
699-suspended when the following grading scale for all school types 470
700-for a specific school type is achieved : 471
701- a. Sixty-five Ninety percent or more of the points for a 472
702-grade of "A." 473
703- b. Fifty-five Eighty to sixty-four eighty-nine percent of 474
704-the points for a grade of "B." 475
705-
706-CS/HB 1483 2025
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713-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
714-
715-
716-
717- c. Forty-five Seventy to fifty-four seventy-nine percent 476
718-of the points for a grade of "C." 477
719- d. Thirty-five Sixty to forty-four sixty-nine percent of 478
720-the points for a grade of "D." 479
721- 2. School grades for the 2027 -2028 school year shall use 480
722-the following grading scale for all school types: 481
723- a. Sixty-eight percent or more of the points for a grade 482
724-of "A." 483
725- b. Fifty-eight to sixty-seven percent of the points for a 484
726-grade of "B." 485
727- c. Forty-eight to fifty-seven percent of the points for a 486
728-grade of "C." 487
729- d. Thirty-eight to forty-seven percent of the points for a 488
730-grade of "D." 489
731- 3. School grades for the 2028 -2029 school year shall use 490
732-the following grading scale for all school types: 491
733- a. Seventy-one percent or more of the points for a grade 492
734-of "A." 493
735- b. Sixty-one to seventy percent of the points for a grade 494
736-of "B." 495
737- c. Fifty-one to sixty percent of the points for a grade of 496
738-"C." 497
739- d. Forty-one to fifty percent of the points for a grade of 498
740-"D." 499
741- 4. School grades for th e 2029-2030 school year shall use 500
742-
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750-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
751-
752-
753-
754-the following grading scale for all school types: 501
755- a. Seventy-four percent or more of the points for a grade 502
756-of "A." 503
757- b. Sixty-four to seventy-three percent of the points for a 504
758-grade of "B." 505
759- c. Fifty-four to sixty-three percent of the points for a 506
760-grade of "C." 507
761- d. Forty-four to fifty-three percent of the points for a 508
762-grade of "D." 509
763- 5. School grades for the 2030 -2031 school year shall use 510
764-the following grading scale for all school types: 511
765- a. Seventy-eight percent or more of the points for a grade 512
766-of "A." 513
767- b. Sixty-eight to seventy-seven percent of the points for 514
768-a grade of "B." 515
769- c. Fifty-eight to sixty-seven percent of the points for a 516
770-grade of "C." 517
771- d. Forty-eight to fifty-seven percent of the points for a 518
772-grade of "D." 519
773- 6. School grades for the 2031 -2032 school year shall use 520
774-the following grading scale for all school types: 521
775- a. Eighty-two percent or more of the points for a grade of 522
776-"A." 523
777- b. Seventy-two to eighty-one percent of the points for a 524
778-grade of "B." 525
779-
780-CS/HB 1483 2025
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787-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
788-
789-
790-
791- c. Sixty-two to seventy-one percent of the points for a 526
792-grade of "C." 527
793- d. Fifty-two to sixty-one percent of the points for a 528
794-grade of "D." 529
795- 7. School grades for the 2032 -2033 school year shall use 530
796-the following grading scale for all school types: 531
797- a. Eighty-six percent or more of the points for a grade of 532
798-"A." 533
799- b. Seventy-six to eighty-five percent of the points for a 534
800-grade of "B." 535
801- c. Sixty-six to seventy-five percent of the points for a 536
802-grade of "C." 537
803- d. Fifty-six to sixty-five percent of the points for a 538
804-grade of "D." 539
805- 8. School grades for the 2033 -2034 school year and 540
806-thereafter shall use the following grading scale for all school 541
807-types: 542
808- a. Ninety percent or more of the points for a grade of 543
809-"A." 544
810- b. Eighty to eighty -nine percent of the points for a grade 545
811-of "B." 546
812- c. Seventy to seventy -nine percent of the points for a 547
813-grade of "C." 548
814- d. Sixty to sixty-nine percent of the points for a grade 549
815-of "D." 550
816-
817-CS/HB 1483 2025
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824-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
825-
826-
827-
828- 551
829-When the state board adjusts the grading scale upward, the state 552
830-board must inform the public of the degree of the adjustment and 553
831-its anticipated impact on school grades. Beginning in the 2024 -554
832-2025 school year, Any changes made by the state board to 555
833-components in the school grades model or to the school grading 556
834-scale shall go into effect, at the earliest, in the following 557
835-school year. 558
836- 9.2. The calculation of school grades may not include any 559
837-provision that would raise or lower the school's grade beyond 560
838-the percentage of points earned. Extra weight may not be added 561
839-in the calculation of any components. 562
840- (4) SCHOOL REPORT CARD. —The Department of Education shall 563
841-annually develop, in collaboration with the school districts, a 564
842-school report card to be provided by the school district to 565
843-parents within the district. The report card shall include the 566
844-school's grade; the percentage of students at the school 567
845-performing at or above grade level in English Language Arts; 568
846-percentage of students at the school performing at or above 569
847-grade level in mathematics; student performance in English 570
848-Language Arts, mathematics, science, and social studies; 571
849-information regarding school improvement; an explanation of 572
850-school performance as evaluated by the federal Elementary and 573
851-Secondary Education Act (ESEA), 20 U.S.C. ss. 6301 et seq.; and 574
852-indicators of return on investment. The report card shall also 575
853-
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861-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
862-
863-
864-
865-disclose whether the school is in need of intervention and 576
866-support pursuant to s. 1008.33 or supports pursuant to s. 577
867-1008.365, and the criteria for such a determination. Each 578
868-school's report card shall be published annually by the 579
869-department on its website based upon the most recent data 580
870-available. 581
871- (7) TRANSITION.—To assist in the transition to 2022 -2023 582
872-school grades and district grad es calculated based on the 583
873-comprehensive, end-of-year progress monitoring assessment under 584
874-s. 1008.25(9), the 2022 -2023 school grades and district grades 585
875-shall serve as an informational baseline for schools and 586
876-districts to work toward improved performance in future years. 587
877-Accordingly, notwithstanding any other provision of law: 588
878- (a) Due to the absence of learning gains data in the 2022 -589
879-2023 school year, the initial school grading scale for the 2022 -590
880-2023 informational baseline grades shall be set so that t he 591
881-percentage of schools that earn an "A," "B," "C," "D," and "F" 592
882-is statistically equivalent to the 2021 -2022 school grades 593
883-results. When learning gains data becomes available in the 2023 -594
884-2024 school year, the State Board of Education shall review the 595
885-school grading scale and determine if the scale should be 596
886-adjusted. 597
887- (b) A school may not be required to select and implement a 598
888-turnaround option pursuant to s. 1008.33 in the 2023 -2024 school 599
889-year based on the school's 2022 -2023 grade. The benefits of s. 600
890-
891-CS/HB 1483 2025
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898-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
899-
900-
901-
902-1008.33(4)(c), relating to a school being released from 601
903-implementation of the turnaround option, and s. 1008.33(4)(d), 602
904-relating to a school implementing strategies identified in its 603
905-school improvement plan, apply to a school using turnaround 604
906-options pursuant to s. 1008.33 which improves to a grade of "C" 605
907-or higher during the 2022 -2023 school year. 606
908- (c) A school or approved provider under s. 1002.45 which 607
909-receives the same or lower school grade for the 2022 -2023 school 608
910-year compared to the 2021 -2022 school year is not subject to 609
911-sanctions or penalties that would otherwise occur as a result of 610
912-the 2022-2023 school grade or rating. A charter school system or 611
913-school district designated as high performing may not lose the 612
914-designation based on the 2022 -2023 school grades of any of the 613
915-schools within the charter school system or school district or 614
916-based on the 2022-2023 district grade, as applicable. 615
917- (d) For purposes of determining grade 3 retention pursuant 616
918-to s. 1008.25(5) and high school graduation pursuant to s . 617
919-1003.4282, student performance on the 2022 -2023 comprehensive, 618
920-end-of-year progress monitoring assessment under s. 1008.25(9) 619
921-shall be linked to 2021 -2022 student performance expectations. 620
922-In addition to the good cause exemptions under s. 1008.25(7), a 621
923-student may be promoted to grade 4 for the 2023 -2024 school year 622
924-if the student demonstrates an acceptable level of performance 623
925-through means reasonably calculated by the school district to 624
926-provide reliable evidence of the student's performance. 625
927-
928-CS/HB 1483 2025
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935-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
936-
937-
938-
939- 626
940-This subsection is repealed July 1, 2025. 627
941- Section 8. This act shall take effect July 1, 2025. 628
273+1003.4282, student performance on the 2022 -2023 comprehensive, 176
274+end-of-year progress monitoring assessment under s. 1008.25(9) 177
275+shall be linked to 2021 -2022 student performance expecta tions. 178
276+In addition to the good cause exemptions under s. 1008.25(7), a 179
277+student may be promoted to grade 4 for the 2023 -2024 school year 180
278+if the student demonstrates an acceptable level of performance 181
279+through means reasonably calculated by the school distric t to 182
280+provide reliable evidence of the student's performance. 183
281+ (b) This subsection is repealed July 1, 2029 2025. 184
282+ Section 4. This act shall take effect July 1, 2025. 185