Florida Senate - 2011 COMMITTEE AMENDMENT
Bill No. SB 1996
Barcode 562350
LEGISLATIVE ACTION
Senate . House
Comm: RCS .
04/18/2011 .
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The Committee on Budget (Wise) recommended the following:
1 Senate Amendment (with title amendment)
2
3 Delete everything after the enacting clause
4 and insert:
5 Section 1. Section 445.049, Florida Statutes, is repealed.
6 Section 2. Section 817.567, Florida Statutes, is repealed.
7 Section 3. Section 1001.291, Florida Statutes, is repealed.
8 Section 4. Section 1004.50, Florida Statutes, is repealed.
9 Section 5. Section 1004.51, Florida Statutes, is repealed.
10 Section 6. Section 1004.52, Florida Statutes, is repealed.
11 Section 7. Section 1004.95, Florida Statutes, is repealed.
12 Section 8. Section 1004.97, Florida Statutes, is repealed.
13 Section 9. Subsections (11) and (12) of section 1004.04,
14 Florida Statutes, are repealed.
15 Section 10. Sections 1009.54, 1009.57, 1009.58, and
16 1009.59, Florida Statutes, are repealed.
17 Section 11. Sections 1012.225 and 1012.2251, Florida
18 Statutes, are repealed.
19 Section 12. Paragraph (c) of subsection (2) of section
20 447.403, Florida Statutes, is repealed.
21 Section 13. Paragraph (a) of subsection (20) of section
22 1002.33, Florida Statutes, is amended to read:
23 1002.33 Charter schools.—
24 (20) SERVICES.—
25 (a)1. A sponsor shall provide certain administrative and
26 educational services to charter schools. These services shall
27 include contract management services; full-time equivalent and
28 data reporting services; exceptional student education
29 administration services; services related to eligibility and
30 reporting duties required to ensure that school lunch services
31 under the federal lunch program, consistent with the needs of
32 the charter school, are provided by the school district at the
33 request of the charter school, that any funds due to the charter
34 school under the federal lunch program be paid to the charter
35 school as soon as the charter school begins serving food under
36 the federal lunch program, and that the charter school is paid
37 at the same time and in the same manner under the federal lunch
38 program as other public schools serviced by the sponsor or the
39 school district; test administration services, including payment
40 of the costs of state-required or district-required student
41 assessments; processing of teacher certificate data services;
42 and information services, including equal access to student
43 information systems that are used by public schools in the
44 district in which the charter school is located. Student
45 performance data for each student in a charter school,
46 including, but not limited to, FCAT scores, standardized test
47 scores, previous public school student report cards, and student
48 performance measures, shall be provided by the sponsor to a
49 charter school in the same manner provided to other public
50 schools in the district.
51 2. A total administrative fee for the provision of such
52 services shall be calculated based upon up to 5 percent of the
53 available funds defined in paragraph (17)(b) for all students.
54 However, a sponsor may only withhold up to a 5-percent
55 administrative fee for enrollment for up to and including 250
56 students. For charter schools with a population of 251 or more
57 students, the difference between the total administrative fee
58 calculation and the amount of the administrative fee withheld
59 may only be used for capital outlay purposes specified in s.
60 1013.62(2).
61 3. In addition, a sponsor may withhold only up to a 5
62 percent administrative fee for enrollment for up to and
63 including 500 students within a system of charter schools which
64 meets all of the following:
65 a. Includes both conversion charter schools and
66 nonconversion charter schools;
67 b. Has all schools located in the same county;
68 c. Has a total enrollment exceeding the total enrollment of
69 at least one school district in the state;
70 d. Has the same governing board; and
71 e. Does not contract with a for-profit service provider for
72 management of school operations.
73 4. The difference between the total administrative fee
74 calculation and the amount of the administrative fee withheld
75 pursuant to subparagraph 3. may be used for instructional and
76 administrative purposes as well as for capital outlay purposes
77 specified in s. 1013.62(2).
78 5. Each charter school shall receive 100 percent of the
79 funds awarded to that school pursuant to s. 1012.225. Sponsors
80 shall not charge charter schools any additional fees or
81 surcharges for administrative and educational services in
82 addition to the maximum 5-percent administrative fee withheld
83 pursuant to this paragraph.
84 Section 14. Subsection (10) of section 1003.52, Florida
85 Statutes, is amended to read:
86 1003.52 Educational services in Department of Juvenile
87 Justice programs.—
88 (10) The district school board shall recruit and train
89 teachers who are interested, qualified, or experienced in
90 educating students in juvenile justice programs. Students in
91 juvenile justice programs shall be provided a wide range of
92 educational programs and opportunities including textbooks,
93 technology, instructional support, and other resources available
94 to students in public schools. Teachers assigned to educational
95 programs in juvenile justice settings in which the district
96 school board operates the educational program shall be selected
97 by the district school board in consultation with the director
98 of the juvenile justice facility. Educational programs in
99 juvenile justice facilities shall have access to the substitute
100 teacher pool utilized by the district school board. Full-time
101 teachers working in juvenile justice schools, whether employed
102 by a district school board or a provider, shall be eligible for
103 the critical teacher shortage tuition reimbursement program as
104 defined by s. 1009.58 and other teacher recruitment and
105 retention programs.
106 Section 15. Paragraph (a) of subsection (1) of section
107 1009.40, Florida Statutes, is amended to read:
108 1009.40 General requirements for student eligibility for
109 state financial aid awards and tuition assistance grants.—
110 (1)(a) The general requirements for eligibility of students
111 for state financial aid awards and tuition assistance grants
112 consist of the following:
113 1. Achievement of the academic requirements of and
114 acceptance at a state university or community college; a nursing
115 diploma school approved by the Florida Board of Nursing; a
116 Florida college, university, or community college that which is
117 accredited by an accrediting agency recognized by the State
118 Board of Education; any Florida institution the credits of which
119 are acceptable for transfer to state universities; any career
120 center; or any private career institution accredited by an
121 accrediting agency recognized by the State Board of Education.
122 2. Residency in this state for no less than 1 year
123 preceding the award of aid or a tuition assistance grant for a
124 program established pursuant to s. 1009.50, s. 1009.505, s.
125 1009.51, s. 1009.52, s. 1009.53, s. 1009.54, s. 1009.56, s.
126 1009.57, s. 1009.60, s. 1009.62, s. 1009.68, s. 1009.72, s.
127 1009.73, s. 1009.77, s. 1009.89, or s. 1009.891. Residency in
128 this state must be for purposes other than to obtain an
129 education. Resident status for purposes of receiving state
130 financial aid awards shall be determined in the same manner as
131 resident status for tuition purposes pursuant to s. 1009.21.
132 3. Submission of certification attesting to the accuracy,
133 completeness, and correctness of information provided to
134 demonstrate a student’s eligibility to receive state financial
135 aid awards or tuition assistance grants. Falsification of such
136 information shall result in the denial of any pending
137 application and revocation of any award or grant currently held
138 to the extent that no further payments shall be made.
139 Additionally, students who knowingly make false statements in
140 order to receive state financial aid awards or tuition
141 assistance grants commit a misdemeanor of the second degree
142 subject to the provisions of s. 837.06 and shall be required to
143 return all state financial aid awards or tuition assistance
144 grants wrongfully obtained.
145 Section 16. Paragraph (c) of subsection (2) of section
146 1009.94, Florida Statutes, is amended to read:
147 1009.94 Student financial assistance database.—
148 (2) For purposes of this section, financial assistance
149 includes:
150 (c) Any financial assistance provided under s. 1009.50, s.
151 1009.505, s. 1009.51, s. 1009.52, s. 1009.53, s. 1009.54, s.
152 1009.55, s. 1009.56, s. 1009.57, s. 1009.60, s. 1009.62, s.
153 1009.68, s. 1009.70, s. 1009.701, s. 1009.72, s. 1009.73, s.
154 1009.74, s. 1009.77, s. 1009.89, or s. 1009.891.
155 Section 17. Paragraph (d) of subsection (7) of section
156 1011.62, Florida Statutes, is amended to read:
157 1011.62 Funds for operation of schools.—If the annual
158 allocation from the Florida Education Finance Program to each
159 district for operation of schools is not determined in the
160 annual appropriations act or the substantive bill implementing
161 the annual appropriations act, it shall be determined as
162 follows:
163 (7) DETERMINATION OF SPARSITY SUPPLEMENT.—
164 (d) Each district’s allocation of sparsity supplement funds
165 shall be adjusted in the following manner:
166 1. A maximum discretionary levy per FTE value for each
167 district shall be calculated by dividing the value of each
168 district’s maximum discretionary levy by its FTE student count.
169 2. A state average discretionary levy value per FTE shall
170 be calculated by dividing the total maximum discretionary levy
171 value for all districts by the state total FTE student count.
172 3. A total potential funds per FTE for each district shall
173 be calculated by dividing the total potential funds, not
174 including Florida School Recognition Program funds, Merit Award
175 Program funds, and the minimum guarantee funds, for each
176 district by its FTE student count.
177 4. A state average total potential funds per FTE shall be
178 calculated by dividing the total potential funds, not including
179 Florida School Recognition Program funds, Merit Award Program
180 funds, and the minimum guarantee funds, for all districts by the
181 state total FTE student count.
182 5. For districts that have a levy value per FTE as
183 calculated in subparagraph 1. higher than the state average
184 calculated in subparagraph 2., a sparsity wealth adjustment
185 shall be calculated as the product of the difference between the
186 state average levy value per FTE calculated in subparagraph 2.
187 and the district’s levy value per FTE calculated in subparagraph
188 1. and the district’s FTE student count and -1. However, no
189 district shall have a sparsity wealth adjustment that, when
190 applied to the total potential funds calculated in subparagraph
191 3., would cause the district’s total potential funds per FTE to
192 be less than the state average calculated in subparagraph 4.
193 6. Each district’s sparsity supplement allocation shall be
194 calculated by adding the amount calculated as specified in
195 paragraphs (a) and (b) and the wealth adjustment amount
196 calculated in this paragraph.
197 Section 18. Section 1012.07, Florida Statutes, is amended
198 to read:
199 1012.07 Identification of critical teacher shortage areas.—
200 (1) As used in ss. 1009.57, 1009.58, and 1009.59, The term
201 “critical teacher shortage area” applies to mathematics,
202 science, career education, and high priority location areas. The
203 State Board of Education may identify career education programs
204 having critical teacher shortages. The State Board of Education
205 shall adopt rules pursuant to ss. 120.536(1) and 120.54
206 necessary to annually identify other critical teacher shortage
207 areas and high priority location areas. The state board shall
208 also consider teacher characteristics such as ethnic background,
209 race, and sex in determining critical teacher shortage areas.
210 School grade levels may also be designated critical teacher
211 shortage areas. Individual district school boards may identify
212 other critical teacher shortage areas. Such shortages must be
213 certified to and approved by the State Board of Education. High
214 priority location areas shall be in high-density, low-economic
215 urban schools and low-density, low-economic rural schools and
216 shall include schools that which meet criteria that which
217 include, but are not limited to, the percentage of free lunches,
218 the percentage of students under Chapter I of the Education
219 Consolidation and Improvement Act of 1981, and the faculty
220 attrition rate.
221 (2) This section shall be implemented only to the extent as
222 specifically funded and authorized by law.
223 Section 19. Effective July 1, 2011, paragraphs (a), (b),
224 and (c) of subsection (3) of section 1012.33, Florida Statutes,
225 are repealed.
226 Section 20. Paragraph (c) of subsection (3) of section
227 1008.22, Florida Statutes, is amended to read:
228 1008.22 Student assessment program for public schools.—
229 (3) STATEWIDE ASSESSMENT PROGRAM.—The commissioner shall
230 design and implement a statewide program of educational
231 assessment that provides information for the improvement of the
232 operation and management of the public schools, including
233 schools operating for the purpose of providing educational
234 services to youth in Department of Juvenile Justice programs.
235 The commissioner may enter into contracts for the continued
236 administration of the assessment, testing, and evaluation
237 programs authorized and funded by the Legislature. Contracts may
238 be initiated in 1 fiscal year and continue into the next and may
239 be paid from the appropriations of either or both fiscal years.
240 The commissioner is authorized to negotiate for the sale or
241 lease of tests, scoring protocols, test scoring services, and
242 related materials developed pursuant to law. Pursuant to the
243 statewide assessment program, the commissioner shall:
244 (c) Develop and implement a student achievement testing
245 program as follows:
246 1. The Florida Comprehensive Assessment Test (FCAT)
247 measures a student’s content knowledge and skills in reading,
248 writing, science, and mathematics. The content knowledge and
249 skills assessed by the FCAT must be aligned to the core
250 curricular content established in the Next Generation Sunshine
251 State Standards. Other content areas may be included as directed
252 by the commissioner. Comprehensive assessments of reading and
253 mathematics shall be administered annually in grades 3 through
254 10 except, beginning with the 2010-2011 school year, the
255 administration of grade 9 FCAT Mathematics shall be
256 discontinued, and beginning with the 2011-2012 school year, the
257 administration of grade 10 FCAT Mathematics shall be
258 discontinued, except as required for students who have not
259 attained minimum performance expectations for graduation as
260 provided in paragraph (9)(c). FCAT Writing and FCAT Science
261 shall be administered at least once at the elementary, middle,
262 and high school levels except, beginning with the 2011-2012
263 school year, the administration of FCAT Science at the high
264 school level shall be discontinued.
265 2.a. End-of-course assessments for a subject shall be
266 administered in addition to the comprehensive assessments
267 required under subparagraph 1. End-of-course assessments must be
268 rigorous, statewide, standardized, and developed or approved by
269 the department. The content knowledge and skills assessed by
270 end-of-course assessments must be aligned to the core curricular
271 content established in the Next Generation Sunshine State
272 Standards.
273 (I) Statewide, standardized end-of-course assessments in
274 mathematics shall be administered according to this sub-sub
275 subparagraph. Beginning with the 2010-2011 school year, all
276 students enrolled in Algebra I or an equivalent course must take
277 the Algebra I end-of-course assessment. Students who earned high
278 school credit in Algebra I while in grades 6 through 8 during
279 the 2007-2008 through 2009-2010 school years and who have not
280 taken Grade 10 FCAT Mathematics must take the Algebra I end-of
281 course assessment during the 2010-2011 school year. For students
282 entering grade 9 during the 2010-2011 school year and who are
283 enrolled in Algebra I or an equivalent, each student’s
284 performance on the end-of-course assessment in Algebra I shall
285 constitute 30 percent of the student’s final course grade.
286 Beginning with students entering grade 9 in the 2011-2012 school
287 year, a student who is enrolled in Algebra I or an equivalent
288 must earn a passing score on the end-of-course assessment in
289 Algebra I or attain an equivalent score as described in
290 subsection (11) in order to earn course credit. Beginning with
291 the 2011-2012 school year, all students enrolled in geometry or
292 an equivalent course must take the geometry end-of-course
293 assessment. For students entering grade 9 during the 2011-2012
294 school year, each student’s performance on the end-of-course
295 assessment in geometry shall constitute 30 percent of the
296 student’s final course grade. Beginning with students entering
297 grade 9 during the 2012-2013 school year, a student must earn a
298 passing score on the end-of-course assessment in geometry or
299 attain an equivalent score as described in subsection (11) in
300 order to earn course credit.
301 (II) Statewide, standardized end-of-course assessments in
302 science shall be administered according to this sub-sub
303 subparagraph. Beginning with the 2011-2012 school year, all
304 students enrolled in Biology I or an equivalent course must take
305 the Biology I end-of-course assessment. For the 2011-2012 school
306 year, each student’s performance on the end-of-course assessment
307 in Biology I shall constitute 30 percent of the student’s final
308 course grade. Beginning with students entering grade 9 during
309 the 2012-2013 school year, a student must earn a passing score
310 on the end-of-course assessment in Biology I in order to earn
311 course credit.
312 b. During the 2012-2013 school year, an end-of-course
313 assessment in civics education shall be administered as a field
314 test at the middle school level. During the 2013-2014 school
315 year, each student’s performance on the statewide, standardized
316 end-of-course assessment in civics education shall constitute 30
317 percent of the student’s final course grade. Beginning with the
318 2014-2015 school year, a student must earn a passing score on
319 the end-of-course assessment in civics education in order to
320 pass the course and receive course credit.
321 c. The commissioner may select one or more nationally
322 developed comprehensive examinations, which may include, but
323 need not be limited to, examinations for a College Board
324 Advanced Placement course, International Baccalaureate course,
325 or Advanced International Certificate of Education course, or
326 industry-approved examinations to earn national industry
327 certifications identified in the Industry Certification Funding
328 List, pursuant to rules adopted by the State Board of Education,
329 for use as end-of-course assessments under this paragraph, if
330 the commissioner determines that the content knowledge and
331 skills assessed by the examinations meet or exceed the grade
332 level expectations for the core curricular content established
333 for the course in the Next Generation Sunshine State Standards.
334 The commissioner may collaborate with the American Diploma
335 Project in the adoption or development of rigorous end-of-course
336 assessments that are aligned to the Next Generation Sunshine
337 State Standards.
338 d. Contingent upon funding provided in the General
339 Appropriations Act, including the appropriation of funds
340 received through federal grants, the Commissioner of Education
341 shall establish an implementation schedule for the development
342 and administration of additional statewide, standardized end-of
343 course assessments in English/Language Arts II, Algebra II,
344 chemistry, physics, earth/space science, United States history,
345 and world history. Priority shall be given to the development of
346 end-of-course assessments in English/Language Arts II. The
347 Commissioner of Education shall evaluate the feasibility and
348 effect of transitioning from the grade 9 and grade 10 FCAT
349 Reading and high school level FCAT Writing to an end-of-course
350 assessment in English/Language Arts II. The commissioner shall
351 report the results of the evaluation to the President of the
352 Senate and the Speaker of the House of Representatives no later
353 than July 1, 2011.
354 3. The testing program shall measure student content
355 knowledge and skills adopted by the State Board of Education as
356 specified in paragraph (a) and measure and report student
357 performance levels of all students assessed in reading, writing,
358 mathematics, and science. The commissioner shall provide for the
359 tests to be developed or obtained, as appropriate, through
360 contracts and project agreements with private vendors, public
361 vendors, public agencies, postsecondary educational
362 institutions, or school districts. The commissioner shall obtain
363 input with respect to the design and implementation of the
364 testing program from state educators, assistive technology
365 experts, and the public.
366 4. The testing program shall be composed of criterion
367 referenced tests that shall, to the extent determined by the
368 commissioner, include test items that require the student to
369 produce information or perform tasks in such a way that the core
370 content knowledge and skills he or she uses can be measured.
371 5. FCAT Reading, Mathematics, and Science and all
372 statewide, standardized end-of-course assessments shall measure
373 the content knowledge and skills a student has attained on the
374 assessment by the use of scaled scores and achievement levels.
375 Achievement levels shall range from 1 through 5, with level 1
376 being the lowest achievement level, level 5 being the highest
377 achievement level, and level 3 indicating satisfactory
378 performance on an assessment. For purposes of FCAT Writing,
379 student achievement shall be scored using a scale of 1 through 6
380 and the score earned shall be used in calculating school grades.
381 A score shall be designated for each subject area tested, below
382 which score a student’s performance is deemed inadequate. The
383 school districts shall provide appropriate remedial instruction
384 to students who score below these levels.
385 6. The State Board of Education shall, by rule, designate a
386 passing score for each part of the grade 10 assessment test and
387 end-of-course assessments. Any rule that has the effect of
388 raising the required passing scores may apply only to students
389 taking the assessment for the first time after the rule is
390 adopted by the State Board of Education. Except as otherwise
391 provided in this subparagraph and as provided in s.
392 1003.428(8)(b) or s. 1003.43(11)(b), students must earn a
393 passing score on grade 10 FCAT Reading and grade 10 FCAT
394 Mathematics or attain concordant scores as described in
395 subsection (10) in order to qualify for a standard high school
396 diploma.
397 7. In addition to designating a passing score under
398 subparagraph 6., the State Board of Education shall also
399 designate, by rule, a score for each statewide, standardized
400 end-of-course assessment which indicates that a student is high
401 achieving and has the potential to meet college-readiness
402 standards by the time the student graduates from high school.
403 8. Participation in the testing program is mandatory for
404 all students attending public school, including students served
405 in Department of Juvenile Justice programs, except as otherwise
406 prescribed by the commissioner. A student who has not earned
407 passing scores on the grade 10 FCAT as provided in subparagraph
408 6. must participate in each retake of the assessment until the
409 student earns passing scores or achieves scores on a
410 standardized assessment which are concordant with passing scores
411 pursuant to subsection (10). If a student does not participate
412 in the statewide assessment, the district must notify the
413 student’s parent and provide the parent with information
414 regarding the implications of such nonparticipation. A parent
415 must provide signed consent for a student to receive classroom
416 instructional accommodations that would not be available or
417 permitted on the statewide assessments and must acknowledge in
418 writing that he or she understands the implications of such
419 instructional accommodations. The State Board of Education shall
420 adopt rules, based upon recommendations of the commissioner, for
421 the provision of test accommodations for students in exceptional
422 education programs and for students who have limited English
423 proficiency. Accommodations that negate the validity of a
424 statewide assessment are not allowable in the administration of
425 the FCAT or an end-of-course assessment. However, instructional
426 accommodations are allowable in the classroom if included in a
427 student’s individual education plan. Students using
428 instructional accommodations in the classroom that are not
429 allowable as accommodations on the FCAT or an end-of-course
430 assessment may have the FCAT or an end-of-course assessment
431 requirement waived pursuant to the requirements of s.
432 1003.428(8)(b) or s. 1003.43(11)(b).
433 9. A student seeking an adult high school diploma must meet
434 the same testing requirements that a regular high school student
435 must meet.
436 10. District school boards must provide instruction to
437 prepare students in the core curricular content established in
438 the Next Generation Sunshine State Standards adopted under s.
439 1003.41, including the core content knowledge and skills
440 necessary for successful grade-to-grade progression and high
441 school graduation. If a student is provided with instructional
442 accommodations in the classroom that are not allowable as
443 accommodations in the statewide assessment program, as described
444 in the test manuals, the district must inform the parent in
445 writing and must provide the parent with information regarding
446 the impact on the student’s ability to meet expected performance
447 levels in reading, writing, mathematics, and science. The
448 commissioner shall conduct studies as necessary to verify that
449 the required core curricular content is part of the district
450 instructional programs.
451 11. District school boards must provide opportunities for
452 students to demonstrate an acceptable performance level on an
453 alternative standardized assessment approved by the State Board
454 of Education following enrollment in summer academies.
455 12. The Department of Education must develop, or select,
456 and implement a common battery of assessment tools that will be
457 used in all juvenile justice programs in the state. These tools
458 must accurately measure the core curricular content established
459 in the Next Generation Sunshine State Standards.
460 13. For students seeking a special diploma pursuant to s.
461 1003.438, the Department of Education must develop or select and
462 implement an alternate assessment tool that accurately measures
463 the core curricular content established in the Next Generation
464 Sunshine State Standards for students with disabilities under s.
465 1003.438.
466 14. The Commissioner of Education shall establish schedules
467 for the administration of statewide assessments and the
468 reporting of student test results. When establishing the
469 schedules for the administration of statewide assessments, the
470 commissioner shall consider the observance of religious and
471 school holidays. The commissioner shall, by August 1 of each
472 year, notify each school district in writing and publish on the
473 department’s Internet website the testing and reporting
474 schedules for, at a minimum, the school year following the
475 upcoming school year. The testing and reporting schedules shall
476 require that:
477 a. There is the latest possible administration of statewide
478 assessments and the earliest possible reporting to the school
479 districts of student test results which is feasible within
480 available technology and specific appropriations; however, test
481 results for the FCAT must be made available no later than the
482 week of June 8. Student results for end-of-course assessments
483 must be provided no later than 1 week after the school district
484 completes testing for each course.
485 b. Beginning with the 2010-2011 school year, FCAT Writing
486 is not administered earlier than the week of March 1 and a
487 comprehensive statewide assessment of any other subject is not
488 administered earlier than the week of April 15.
489 c. A statewide, standardized end-of-course assessment is
490 administered during a 3-week period at the end of the course.
491 The commissioner shall select a 3-week administration period for
492 assessments that meets the intent of end-of-course assessments
493 and provides student results prior to the end of the course.
494 School districts shall select 1 testing week within the 3-week
495 administration period for each end-of-course assessment. For an
496 end-of-course assessment administered at the end of the first
497 semester, the commissioner shall determine the most appropriate
498 testing dates based on a school district’s academic calendar.
499
500 The commissioner may, based on collaboration and input from
501 school districts, design and implement student testing programs,
502 for any grade level and subject area, necessary to effectively
503 monitor educational achievement in the state, including the
504 measurement of educational achievement of the Next Generation
505 Sunshine State Standards for students with disabilities.
506 Development and refinement of assessments shall include
507 universal design principles and accessibility standards that
508 will prevent any unintended obstacles for students with
509 disabilities while ensuring the validity and reliability of the
510 test. These principles should be applicable to all technology
511 platforms and assistive devices available for the assessments.
512 The field testing process and psychometric analyses for the
513 statewide assessment program must include an appropriate
514 percentage of students with disabilities and an evaluation or
515 determination of the effect of test items on such students.
516 Section 21. Except as otherwise expressly provided in this
517 act, this act shall take effect upon becoming a law.
518
519 ================= T I T L E A M E N D M E N T ================
520 And the title is amended as follows:
521 Delete everything before the enacting clause
522 and insert:
523 A bill to be entitled
524 An act relating to education law repeals; repealing s.
525 445.049, F.S., relating to the creation of the Digital
526 Divide Council in the Department of Education;
527 repealing s. 817.567, F.S., relating to making false
528 claims of academic degree or title; repealing s.
529 1001.291, F.S., which provides for implementation of a
530 pilot project relating to discounted computers and
531 Internet access for low-income students; repealing s.
532 1004.50, F.S., relating to the Institute on Urban
533 Policy and Commerce; repealing s. 1004.51, F.S.,
534 relating to the Community and Faith-based
535 Organizations Initiative and the Library Technology
536 Access Partnership; repealing s. 1004.52, F.S.,
537 relating to the community computer access grant
538 program; repealing s. 1004.95, F.S., relating to adult
539 literacy centers; repealing s. 1004.97, F.S., relating
540 to the Florida Literacy Corps; repealing s.
541 1004.04(11) and (12), F.S., relating to the Preteacher
542 and Teacher Education Pilot Programs and the Teacher
543 Education Pilot Programs for High-Achieving Students;
544 repealing s. 1009.54, F.S., relating to the Critical
545 Teacher Shortage Program; repealing s. 1009.57, F.S.,
546 relating to the Florida Teacher Scholarship and
547 Forgivable Loan Program; repealing s. 1009.58, F.S.,
548 relating to the critical teacher shortage tuition
549 reimbursement program; repealing s. 1009.59, F.S.,
550 relating to the Critical Teacher Shortage Student Loan
551 Forgiveness Program; repealing s. 1012.225, F.S.,
552 relating to the Merit Award Program for Instructional
553 Personnel and School-Based Administrators; repealing
554 s. 1012.2251, F.S., relating to the administration of
555 end-of-course examinations for the Merit Award
556 Program; repealing s. 447.403(2)(c), F.S., relating to
557 the resolution of an impasse involving a dispute of a
558 Merit Award Program plan, to conform; amending ss.
559 1002.33, 1003.52, 1009.40, 1009.94, 1011.62, and
560 1012.07, F.S.; conforming provisions to changes made
561 by the act; repealing s. 1012.33(3)(a), (b), and (c),
562 F.S., relating to professional service contracts for
563 instructional staff; amending s. 1008.22, F.S.;
564 deleting a provision requiring that certain middle
565 school students who earned high school credit in
566 Algebra I take the Algebra I end-of-course assessment
567 during the 2010-2011 school year; providing effective
568 dates.