ENROLLED
       2013 Legislature            CS for CS for SB 1076, 1st Engrossed
       
       
       
       
       
       
                                                             20131076er
    1  
    2         An act relating to K-20 education; amending s.
    3         1000.03, F.S.; providing for comprehensive K-20 career
    4         and education planning; amending s. 1000.21, F.S.;
    5         providing that Next Generation Sunshine State
    6         Standards include specified common core standards;
    7         amending s. 1001.42, F.S.; authorizing a district
    8         school board to appoint a governing board for a school
    9         district technical center; providing governing board
   10         membership and responsibilities; amending s.
   11         1002.3105, F.S.; providing additional academically
   12         challenging curriculum options; amending s. 1002.33,
   13         F.S.; conforming provisions; amending s. 1002.37,
   14         F.S.; revising funding for the Florida Virtual School
   15         based on student completion of end-of-course
   16         assessments; repealing s. 1002.375, F.S., relating to
   17         an alternative credit for high school courses pilot
   18         project; amending s. 1002.45, F.S.; revising funding
   19         for virtual instruction programs based on student
   20         completion of end-of-course assessments; amending s.
   21         1003.02, F.S.; conforming provisions; amending s.
   22         1003.03, F.S.; revising implementation options to meet
   23         class size requirements; amending s. 1003.41, F.S.;
   24         revising requirements for the Next Generation Sunshine
   25         State Standards; repealing s. 1003.413, F.S., relating
   26         to the Florida Secondary School Redesign Act; amending
   27         s. 1003.4156, F.S.; revising middle grades promotion
   28         requirements; conforming provisions relating to the
   29         statewide, standardized assessment program; revising
   30         career and education planning course content; revising
   31         remediation strategies; amending s. 1003.4203, F.S.;
   32         requiring the availability of digital materials in
   33         prekindergarten through grade 12; providing for
   34         digital recognition and certificate programs; amending
   35         s. 1003.428, F.S.; including financial literacy within
   36         the economics course required for high school
   37         graduation; conforming provisions; amending s.
   38         1003.4281, F.S.; conforming provisions; creating s.
   39         1003.4282, F.S.; providing requirements for a standard
   40         high school diploma; establishing a 24-credit
   41         requirement; providing for a standard college and
   42         career high school diploma and course and assessment
   43         requirements; providing requirements relating to
   44         online courses, remediation, grade forgiveness, award
   45         of a standard high school diploma, transfer of high
   46         school credits, and career education courses that earn
   47         high school credits; requiring the State Board of
   48         Education to adopt rules; amending s. 1003.4285, F.S.;
   49         revising standard high school diploma designations;
   50         providing for a scholar designation, an industry
   51         designation, or a waiver designation on the diploma;
   52         creating s. 1003.4286, F.S.; providing for the award
   53         of a standard high school diploma to honorably
   54         discharged veterans pursuant to rule; repealing s.
   55         1003.429, F.S., relating to accelerated high school
   56         graduation options; amending s. 1003.4295, F.S.;
   57         conforming provisions; repealing s. 1003.43, F.S.,
   58         relating to general requirements for high school
   59         graduation; amending s. 1003.433, F.S.; conforming
   60         provisions; amending s. 1003.435, F.S.; deleting a
   61         rulemaking requirement relating to high school
   62         equivalency diplomas; amending s. 1003.436, F.S.;
   63         providing a reference to the Credit Acceleration
   64         Program for purposes of defining the term “credit”;
   65         amending ss. 1003.438, 1003.491, 1003.4935, 1003.51,
   66         1003.621, and 1004.935, F.S.; conforming provisions;
   67         amending s. 1007.271, F.S.; authorizing career dual
   68         enrollment students to earn industry certifications
   69         for credit toward high school graduation; amending s.
   70         1008.22, F.S.; substantially rewording the student
   71         assessment program for public schools; providing
   72         requirements for a statewide, standardized assessment
   73         program aligned to core curricular content in the Next
   74         Generation Sunshine State Standards; providing
   75         requirements for end-of-course assessments; providing
   76         requirements for instruction for students with
   77         disabilities; providing for transition to common core
   78         assessments in English Language Arts and mathematics;
   79         providing requirements for assessment scores,
   80         achievement levels, assessment schedules, and
   81         reporting of assessment results; providing prohibited
   82         and authorized assessment-preparation activities;
   83         authorizing contracts for assessments; requiring
   84         analysis of data, administration of local assessments,
   85         and identification of concordant and comparative
   86         scores; requiring annual reporting of student
   87         performance data; requiring the state board to adopt
   88         rules; amending s. 1008.25, F.S.; providing for
   89         instructional sequencing of courses, including
   90         industry certifications; conforming provisions
   91         relating to student assessment, remediation,
   92         retention, and progression; deleting unfunded and
   93         inactive programs and reporting requirements; revising
   94         school district reporting requirements; amending ss.
   95         1008.30 and 1008.34, F.S.; conforming provisions;
   96         creating s. 1008.44, F.S.; providing requirements for
   97         industry certifications, an industry certification
   98         funding list, and a postsecondary industry
   99         certification funding list for distribution of funding
  100         to school districts and Florida College System
  101         institutions; amending s. 1011.61, F.S.; revising
  102         provisions relating to funding for students in virtual
  103         instruction programs, the Florida Virtual School, and
  104         regular instructional programs based on student
  105         completion of end-of-course assessments; amending s.
  106         1011.62, F.S.; revising provisions relating to bonuses
  107         awarded to teachers providing advanced placement
  108         instruction; revising the calculation of additional
  109         full-time equivalent membership based on completion of
  110         career-themed courses and issuance of industry
  111         certification; providing for teacher bonuses related
  112         to industry certification instruction; providing for
  113         certain recognitions and performance payments to
  114         schools in which students earn digital competency
  115         certificates; amending ss. 1012.22 and 1012.56, F.S.;
  116         conforming provisions; amending s. 1012.98, F.S.;
  117         revising requirements for professional development
  118         systems developed by school districts; providing that
  119         students participating in an accelerated high school
  120         graduation option may continue participation;
  121         providing a directive to the Division of Law Revision
  122         and Information; amending s. 1001.706, F.S.; requiring
  123         the strategic plan of the Board of Governors to
  124         include criteria for designating high-demand degree
  125         programs of emphasis; creating s. 1001.7065, F.S.;
  126         creating the preeminent state research universities
  127         program; establishing a collaborative partnership
  128         between the Board of Governors and the Legislature to
  129         elevate the academic and research preeminence of the
  130         highest-performing state research universities;
  131         establishing academic and research excellence
  132         standards for a university to be designated a
  133         preeminent state research university; providing for a
  134         preeminent state research university to establish an
  135         institute for online learning; directing the Board of
  136         Governors to convene an advisory board; providing
  137         duties and responsibilities of the advisory board, the
  138         university, and the Board of Governors to provide
  139         high-quality, fully online baccalaureate degree
  140         programs, including establishment of a tuition
  141         structure for the institute; providing for the award
  142         of funding to preeminent state research universities
  143         based upon performance; authorizing a preeminent state
  144         research university to establish special course
  145         requirements; providing for preeminent state research
  146         university flexibility; encouraging the Board of
  147         Governors to promote additional programs of
  148         excellence; amending s. 1004.02, F.S.; revising
  149         definitions relating to adult general education and
  150         instruction to attain academic and workforce readiness
  151         skills; creating s. 1004.082, F.S.; providing for
  152         support for talent retention programs for certain
  153         middle school and high school students; amending s.
  154         1004.91, F.S.; revising requirements for basic skills
  155         instruction for career education programs; amending s.
  156         1004.93, F.S.; requiring certain adult education
  157         students to complete action-steps-to-employment;
  158         amending s. 1006.735, F.S.; establishing the Complete
  159         Florida Degree Program and providing requirements for
  160         its implementation; amending s. 1007.263, F.S.;
  161         conforming provisions; amending s. 1008.37, F.S.;
  162         conforming provisions; amending s. 1009.22, F.S.;
  163         revising provisions relating to fees for students in
  164         adult education programs; amending s. 1009.25, F.S.;
  165         revising provisions relating to fee exemptions;
  166         amending s. 1009.26, F.S.; providing for fee waivers
  167         for certain baccalaureate degree programs; amending s.
  168         1009.531, F.S.; deleting an eligibility requirement
  169         for a Florida Bright Futures Scholarship Program
  170         award; amending s. 1011.80, F.S.; revising provisions
  171         relating to the basis for funding workforce education
  172         programs; providing requirements for performance
  173         funding for industry certifications for school
  174         district workforce education programs; revising
  175         provisions relating to funding for coenrolled
  176         students; amending s. 1011.81, F.S.; providing
  177         requirements for performance funding for industry
  178         certifications for Florida College System
  179         institutions; providing for performance funding based
  180         on accountability metrics; amending s. 1011.905, F.S.;
  181         revising the formula upon which performance funding
  182         for state universities is based and awarded; requiring
  183         the State Board of Education and the Board of
  184         Governors to provide recommendations to the
  185         Legislature by a specified date; providing an
  186         effective date.
  187  
  188  Be It Enacted by the Legislature of the State of Florida:
  189  
  190         Section 1. Paragraph (g) is added to subsection (5) of
  191  section 1000.03, Florida Statutes, to read:
  192         1000.03 Function, mission, and goals of the Florida K-20
  193  education system.—
  194         (5) The priorities of Florida’s K-20 education system
  195  include:
  196         (g) Comprehensive K-20 career and education planning.—It is
  197  essential that Florida’s K-20 education system better prepare
  198  all students at every level for the transition from school to
  199  postsecondary education or work by providing information
  200  regarding:
  201         1. Career opportunities, educational requirements
  202  associated with each career, educational institutions that
  203  prepare students to enter each career, and student financial aid
  204  available to pursue postsecondary instruction required to enter
  205  each career.
  206         2. How to make informed decisions about the program of
  207  study that best addresses the students’ interests and abilities
  208  while preparing them to enter postsecondary education or the
  209  workforce.
  210         3. Recommended coursework and programs that prepare
  211  students for success in their areas of interest and ability.
  212  
  213  This information shall be provided to students and parents
  214  through websites, handbooks, manuals, or other regularly
  215  provided communications.
  216         Section 2. Subsection (7) of section 1000.21, Florida
  217  Statutes, is amended to read:
  218         1000.21 Systemwide definitions.—As used in the Florida K-20
  219  Education Code:
  220         (7) “Sunshine State Standards” or the “Next Generation
  221  Sunshine State Standards” means the state’s public K-12
  222  curricular standards, including common core standards in English
  223  Language Arts and mathematics, adopted under s. 1003.41. The
  224  term includes the Sunshine State Standards that are in place for
  225  a subject until the standards for that subject are replaced
  226  under s. 1003.41 by the Next Generation Sunshine State
  227  Standards.
  228         Section 3. Subsection (26) of section 1001.42, Florida
  229  Statutes, is renumbered as subsection (27), and a new subsection
  230  (26) is added to that section, to read:
  231         1001.42 Powers and duties of district school board.—The
  232  district school board, acting as a board, shall exercise all
  233  powers and perform all duties listed below:
  234         (26) TECHNICAL CENTER GOVERNING BOARD.—May appoint a
  235  governing board for a school district technical center or a
  236  system of technical centers for the purpose of aligning the
  237  educational programs of the technical center with the needs of
  238  local businesses and responding quickly to the needs of local
  239  businesses for employees holding industry certifications. A
  240  technical center governing board shall be comprised of seven
  241  members, three of whom must be members of the district school
  242  board or their designees and four of whom must be local business
  243  leaders. The district school board shall delegate to the
  244  technical center governing board decisions regarding entrance
  245  requirements for students, curriculum, program development,
  246  budget and funding allocations, and the development with local
  247  businesses of partnership agreements and appropriate industry
  248  certifications in order to meet local and regional economic
  249  needs. A technical center governing board may approve only
  250  courses and programs that contain industry certifications. A
  251  course may be continued if at least 25 percent of the students
  252  enrolled in the course attain an industry certification. If
  253  fewer than 25 percent of the students enrolled in a course
  254  attain an industry certification, the course must be
  255  discontinued the following year.
  256         Section 4. Paragraph (b) of subsection (1) of section
  257  1002.3105, Florida Statutes, is amended, and subsection (5) is
  258  added to that section, to read:
  259         1002.3105 Academically Challenging Curriculum to Enhance
  260  Learning (ACCEL) options.—
  261         (1) ACCEL OPTIONS.—
  262         (b) At a minimum, each school must offer the following
  263  ACCEL options: whole-grade and midyear promotion; subject-matter
  264  acceleration; virtual instruction in higher grade level
  265  subjects; and the Credit Acceleration Program under s.
  266  1003.4295. Additional ACCEL options may include, but are not
  267  limited to, enriched science, technology, engineering, and
  268  mathematics (STEM) coursework; enrichment programs; flexible
  269  grouping; advanced academic courses; combined classes; self
  270  paced instruction; rigorous industry certifications that are
  271  articulated to college credit and approved pursuant to ss.
  272  1003.492 and 1008.44; work-related internships or
  273  apprenticeships; curriculum compacting; advanced-content
  274  instruction; and telescoping curriculum.
  275         (5) AWARD OF A STANDARD HIGH SCHOOL DIPLOMA.—A student who
  276  meets the requirements of s. 1003.4282(3)(a)-(e), earns three
  277  credits in electives, and earns a cumulative grade point average
  278  (GPA) of 2.0 on a 4.0 scale shall be awarded a standard high
  279  school diploma in a form prescribed by the State Board of
  280  Education.
  281         Section 5. Paragraph (a) of subsection (7) of section
  282  1002.33, Florida Statutes, is amended to read:
  283         1002.33 Charter schools.—
  284         (7) CHARTER.—The major issues involving the operation of a
  285  charter school shall be considered in advance and written into
  286  the charter. The charter shall be signed by the governing board
  287  of the charter school and the sponsor, following a public
  288  hearing to ensure community input.
  289         (a) The charter shall address and criteria for approval of
  290  the charter shall be based on:
  291         1. The school’s mission, the students to be served, and the
  292  ages and grades to be included.
  293         2. The focus of the curriculum, the instructional methods
  294  to be used, any distinctive instructional techniques to be
  295  employed, and identification and acquisition of appropriate
  296  technologies needed to improve educational and administrative
  297  performance which include a means for promoting safe, ethical,
  298  and appropriate uses of technology which comply with legal and
  299  professional standards.
  300         a. The charter shall ensure that reading is a primary focus
  301  of the curriculum and that resources are provided to identify
  302  and provide specialized instruction for students who are reading
  303  below grade level. The curriculum and instructional strategies
  304  for reading must be consistent with the Next Generation Sunshine
  305  State Standards and grounded in scientifically based reading
  306  research.
  307         b. In order to provide students with access to diverse
  308  instructional delivery models, to facilitate the integration of
  309  technology within traditional classroom instruction, and to
  310  provide students with the skills they need to compete in the
  311  21st century economy, the Legislature encourages instructional
  312  methods for blended learning courses consisting of both
  313  traditional classroom and online instructional techniques.
  314  Charter schools may implement blended learning courses which
  315  combine traditional classroom instruction and virtual
  316  instruction. Students in a blended learning course must be full
  317  time students of the charter school and receive the online
  318  instruction in a classroom setting at the charter school.
  319  Instructional personnel certified pursuant to s. 1012.55 who
  320  provide virtual instruction for blended learning courses may be
  321  employees of the charter school or may be under contract to
  322  provide instructional services to charter school students. At a
  323  minimum, such instructional personnel must hold an active state
  324  or school district adjunct certification under s. 1012.57 for
  325  the subject area of the blended learning course. The funding and
  326  performance accountability requirements for blended learning
  327  courses are the same as those for traditional courses.
  328         3. The current incoming baseline standard of student
  329  academic achievement, the outcomes to be achieved, and the
  330  method of measurement that will be used. The criteria listed in
  331  this subparagraph shall include a detailed description of:
  332         a. How the baseline student academic achievement levels and
  333  prior rates of academic progress will be established.
  334         b. How these baseline rates will be compared to rates of
  335  academic progress achieved by these same students while
  336  attending the charter school.
  337         c. To the extent possible, how these rates of progress will
  338  be evaluated and compared with rates of progress of other
  339  closely comparable student populations.
  340  
  341  The district school board is required to provide academic
  342  student performance data to charter schools for each of their
  343  students coming from the district school system, as well as
  344  rates of academic progress of comparable student populations in
  345  the district school system.
  346         4. The methods used to identify the educational strengths
  347  and needs of students and how well educational goals and
  348  performance standards are met by students attending the charter
  349  school. The methods shall provide a means for the charter school
  350  to ensure accountability to its constituents by analyzing
  351  student performance data and by evaluating the effectiveness and
  352  efficiency of its major educational programs. Students in
  353  charter schools shall, at a minimum, participate in the
  354  statewide assessment program created under s. 1008.22.
  355         5. In secondary charter schools, a method for determining
  356  that a student has satisfied the requirements for graduation in
  357  s. 1003.428 or s. 1003.4282, s. 1003.429, or s. 1003.43.
  358         6. A method for resolving conflicts between the governing
  359  board of the charter school and the sponsor.
  360         7. The admissions procedures and dismissal procedures,
  361  including the school’s code of student conduct.
  362         8. The ways by which the school will achieve a
  363  racial/ethnic balance reflective of the community it serves or
  364  within the racial/ethnic range of other public schools in the
  365  same school district.
  366         9. The financial and administrative management of the
  367  school, including a reasonable demonstration of the professional
  368  experience or competence of those individuals or organizations
  369  applying to operate the charter school or those hired or
  370  retained to perform such professional services and the
  371  description of clearly delineated responsibilities and the
  372  policies and practices needed to effectively manage the charter
  373  school. A description of internal audit procedures and
  374  establishment of controls to ensure that financial resources are
  375  properly managed must be included. Both public sector and
  376  private sector professional experience shall be equally valid in
  377  such a consideration.
  378         10. The asset and liability projections required in the
  379  application which are incorporated into the charter and shall be
  380  compared with information provided in the annual report of the
  381  charter school.
  382         11. A description of procedures that identify various risks
  383  and provide for a comprehensive approach to reduce the impact of
  384  losses; plans to ensure the safety and security of students and
  385  staff; plans to identify, minimize, and protect others from
  386  violent or disruptive student behavior; and the manner in which
  387  the school will be insured, including whether or not the school
  388  will be required to have liability insurance, and, if so, the
  389  terms and conditions thereof and the amounts of coverage.
  390         12. The term of the charter which shall provide for
  391  cancellation of the charter if insufficient progress has been
  392  made in attaining the student achievement objectives of the
  393  charter and if it is not likely that such objectives can be
  394  achieved before expiration of the charter. The initial term of a
  395  charter shall be for 4 or 5 years. In order to facilitate access
  396  to long-term financial resources for charter school
  397  construction, charter schools that are operated by a
  398  municipality or other public entity as provided by law are
  399  eligible for up to a 15-year charter, subject to approval by the
  400  district school board. A charter lab school is eligible for a
  401  charter for a term of up to 15 years. In addition, to facilitate
  402  access to long-term financial resources for charter school
  403  construction, charter schools that are operated by a private,
  404  not-for-profit, s. 501(c)(3) status corporation are eligible for
  405  up to a 15-year charter, subject to approval by the district
  406  school board. Such long-term charters remain subject to annual
  407  review and may be terminated during the term of the charter, but
  408  only according to the provisions set forth in subsection (8).
  409         13. The facilities to be used and their location.
  410         14. The qualifications to be required of the teachers and
  411  the potential strategies used to recruit, hire, train, and
  412  retain qualified staff to achieve best value.
  413         15. The governance structure of the school, including the
  414  status of the charter school as a public or private employer as
  415  required in paragraph (12)(i).
  416         16. A timetable for implementing the charter which
  417  addresses the implementation of each element thereof and the
  418  date by which the charter shall be awarded in order to meet this
  419  timetable.
  420         17. In the case of an existing public school that is being
  421  converted to charter status, alternative arrangements for
  422  current students who choose not to attend the charter school and
  423  for current teachers who choose not to teach in the charter
  424  school after conversion in accordance with the existing
  425  collective bargaining agreement or district school board rule in
  426  the absence of a collective bargaining agreement. However,
  427  alternative arrangements shall not be required for current
  428  teachers who choose not to teach in a charter lab school, except
  429  as authorized by the employment policies of the state university
  430  which grants the charter to the lab school.
  431         18. Full disclosure of the identity of all relatives
  432  employed by the charter school who are related to the charter
  433  school owner, president, chairperson of the governing board of
  434  directors, superintendent, governing board member, principal,
  435  assistant principal, or any other person employed by the charter
  436  school who has equivalent decisionmaking authority. For the
  437  purpose of this subparagraph, the term “relative” means father,
  438  mother, son, daughter, brother, sister, uncle, aunt, first
  439  cousin, nephew, niece, husband, wife, father-in-law, mother-in
  440  law, son-in-law, daughter-in-law, brother-in-law, sister-in-law,
  441  stepfather, stepmother, stepson, stepdaughter, stepbrother,
  442  stepsister, half brother, or half sister.
  443         19. Implementation of the activities authorized under s.
  444  1002.331 by the charter school when it satisfies the eligibility
  445  requirements for a high-performing charter school. A high
  446  performing charter school shall notify its sponsor in writing by
  447  March 1 if it intends to increase enrollment or expand grade
  448  levels the following school year. The written notice shall
  449  specify the amount of the enrollment increase and the grade
  450  levels that will be added, as applicable.
  451         Section 6. Paragraph (a) of subsection (3) and paragraph
  452  (b) of subsection (9) of section 1002.37, Florida Statutes, are
  453  amended to read:
  454         1002.37 The Florida Virtual School.—
  455         (3) Funding for the Florida Virtual School shall be
  456  provided as follows:
  457         (a)1. For a student in grades 9 through 12, a “full-time
  458  equivalent student” is one student who has successfully
  459  completed six full-credit courses that count toward the minimum
  460  number of credits required for high school graduation. A student
  461  who completes fewer than six full-credit courses is a fraction
  462  of a full-time equivalent student. Half-credit course
  463  completions shall be included in determining a full-time
  464  equivalent student. Credit completed by a student in excess of
  465  the minimum required for that student for high school graduation
  466  is not eligible for funding.
  467         2. For a student in kindergarten through grade 8, a “full
  468  time equivalent student” is one student who has successfully
  469  completed six courses or the prescribed level of content that
  470  counts toward promotion to the next grade. A student who
  471  completes fewer than six courses or the prescribed level of
  472  content shall be a fraction of a full-time equivalent student.
  473         3. Beginning in the 2016-2017 2014-2015 fiscal year, when
  474  s. 1008.22(3)(g) is implemented, the reported full-time
  475  equivalent students and associated funding of students enrolled
  476  in courses requiring passage of an end-of-course assessment
  477  under s. 1003.4282 to earn a standard high school diploma shall
  478  be adjusted if after the student does not pass completes the
  479  end-of-course assessment. However, no adjustment shall be made
  480  for home education program students who choose not to take an
  481  end-of-course assessment or for a student who enrolls in a
  482  segmented remedial course delivered online.
  483  
  484  For purposes of this paragraph, the calculation of “full-time
  485  equivalent student” shall be as prescribed in s.
  486  1011.61(1)(c)1.b.(V).
  487         (9)
  488         (b) Public school students receiving part-time instruction
  489  by the Florida Virtual School in courses requiring statewide
  490  end-of-course assessments must take all statewide end-of-course
  491  assessments required pursuant to s. 1008.22 s. 1008.22(3)(c)2.
  492         Section 7. Section 1002.375, Florida Statutes, is repealed.
  493         Section 8. Paragraph (b) of subsection (4) and paragraph
  494  (e) of subsection (7) of section 1002.45, Florida Statutes, are
  495  amended to read:
  496         1002.45 Virtual instruction programs.—
  497         (4) CONTRACT REQUIREMENTS.—Each contract with an approved
  498  provider must at minimum:
  499         (b) Provide a method for determining that a student has
  500  satisfied the requirements for graduation in s. 1003.428 or s.
  501  1003.4282, s. 1003.429, or s. 1003.43 if the contract is for the
  502  provision of a full-time virtual instruction program to students
  503  in grades 9 through 12.
  504         (7) VIRTUAL INSTRUCTION PROGRAM AND VIRTUAL CHARTER SCHOOL
  505  FUNDING.—
  506         (e) Beginning in the 2016-2017 2014-2015 fiscal year, when
  507  s. 1008.22(3)(g) is implemented, the reported full-time
  508  equivalent students and associated funding of students enrolled
  509  in courses requiring passage of an end-of-course assessment
  510  under s. 1003.4282 to earn a standard high school diploma shall
  511  be adjusted if after the student does not pass completes the
  512  end-of-course assessment. However, no adjustment shall be made
  513  for a student who enrolls in a segmented remedial course
  514  delivered online.
  515         Section 9. Paragraph (i) of subsection (1) of section
  516  1003.02, Florida Statutes, is amended to read:
  517         1003.02 District school board operation and control of
  518  public K-12 education within the school district.—As provided in
  519  part II of chapter 1001, district school boards are
  520  constitutionally and statutorily charged with the operation and
  521  control of public K-12 education within their school district.
  522  The district school boards must establish, organize, and operate
  523  their public K-12 schools and educational programs, employees,
  524  and facilities. Their responsibilities include staff
  525  development, public K-12 school student education including
  526  education for exceptional students and students in juvenile
  527  justice programs, special programs, adult education programs,
  528  and career education programs. Additionally, district school
  529  boards must:
  530         (1) Provide for the proper accounting for all students of
  531  school age, for the attendance and control of students at
  532  school, and for proper attention to health, safety, and other
  533  matters relating to the welfare of students in the following
  534  fields:
  535         (i) Parental notification of acceleration options.—At the
  536  beginning of each school year, notify parents of students in or
  537  entering high school of the opportunity and benefits of advanced
  538  placement, International Baccalaureate, Advanced International
  539  Certificate of Education, dual enrollment, and Florida Virtual
  540  School courses and options for early or accelerated high school
  541  graduation under s. ss. 1003.4281 and 1003.429.
  542         Section 10. Paragraph (c) of subsection (3) of section
  543  1003.03, Florida Statutes, is amended to read:
  544         1003.03 Maximum class size.—
  545         (3) IMPLEMENTATION OPTIONS.—District school boards must
  546  consider, but are not limited to, implementing the following
  547  items in order to meet the constitutional class size maximums
  548  described in subsection (1):
  549         (c)1. Repeal district school board policies that require
  550  students to earn have more than the 24 credits required under s.
  551  1003.428 to graduate from high school.
  552         2. Implement the early graduation option provided in s.
  553  1003.4281 Adopt policies to allow students to graduate from high
  554  school as soon as they pass the grade 10 FCAT and complete the
  555  courses required for high school graduation.
  556         Section 11. Section 1003.41, Florida Statutes, is amended
  557  to read:
  558         (Substantial rewording of section. See
  559         s. 1003.41, F.S., for present text.)
  560         1003.41 Next Generation Sunshine State Standards.—
  561         (1) Next Generation Sunshine State Standards establish the
  562  core content of the curricula to be taught in the state and
  563  specify the core content knowledge and skills that K-12 public
  564  school students are expected to acquire. Standards must be
  565  rigorous and relevant and provide for the logical, sequential
  566  progression of core curricular content that incrementally
  567  increases a student’s core content knowledge and skills over
  568  time. Curricular content for all subjects must integrate
  569  critical-thinking, problem-solving, and workforce-literacy
  570  skills; communication, reading, and writing skills; mathematics
  571  skills; collaboration skills; contextual and applied-learning
  572  skills; technology-literacy skills; information and media
  573  literacy skills; and civic-engagement skills. The standards must
  574  include distinct grade-level expectations for the core content
  575  knowledge and skills that a student is expected to have acquired
  576  by each individual grade level from kindergarten through grade
  577  8. The standards for grades 9 through 12 may be organized by
  578  grade clusters of more than one grade level except as otherwise
  579  provided for visual and performing arts, physical education,
  580  health, and foreign language standards.
  581         (2) Next Generation Sunshine State Standards must meet the
  582  following requirements:
  583         (a) English Language Arts standards must establish specific
  584  curricular content for, at a minimum, reading, writing, speaking
  585  and listening, and language.
  586         (b) Science standards must establish specific curricular
  587  content for, at a minimum, the nature of science, earth and
  588  space science, physical science, and life science.
  589         (c) Mathematics standards must establish specific
  590  curricular content for, at a minimum, algebra, geometry,
  591  statistics and probability, number and quantity, functions, and
  592  modeling.
  593         (d) Social Studies standards must establish specific
  594  curricular content for, at a minimum, geography, United States
  595  and world history, government, civics, humanities, and
  596  economics, including financial literacy. Financial literacy
  597  includes the knowledge, understanding, skills, behaviors,
  598  attitudes, and values that will enable a student to make
  599  responsible and effective financial decisions on a daily basis.
  600  Financial literacy instruction shall be an integral part of
  601  instruction throughout the entire economics course and include
  602  information regarding earning income; buying goods and services;
  603  saving and financial investing; taxes; the use of credit and
  604  credit cards; budgeting and debt management, including student
  605  loans and secured loans; banking and financial services;
  606  planning for one’s financial future, including higher education
  607  and career planning; credit reports and scores; and fraud and
  608  identity theft prevention.
  609         (e) Visual and performing arts, physical education, health,
  610  and foreign language standards must establish specific
  611  curricular content and include distinct grade level expectations
  612  for the core content knowledge and skills that a student is
  613  expected to have acquired by each individual grade level from
  614  kindergarten through grade 5. The standards for grades 6 through
  615  12 may be organized by grade clusters of more than one grade
  616  level.
  617         (3) The Commissioner of Education, as needed, shall develop
  618  and submit proposed revisions to the standards for review and
  619  comment by Florida educators, school administrators,
  620  representatives of the Florida College System institutions and
  621  state universities who have expertise in the content knowledge
  622  and skills necessary to prepare a student for postsecondary
  623  education and careers, business and industry leaders, and the
  624  public. The commissioner, after considering reviews and
  625  comments, shall submit the proposed revisions to the State Board
  626  of Education for adoption. In addition, the commissioner shall
  627  prepare an analysis of the costs associated with implementing a
  628  separate, one-half credit course in financial literacy,
  629  including estimated costs for instructional personnel, training,
  630  and the development or purchase of instructional materials. The
  631  commissioner shall work with one or more nonprofit organizations
  632  with proven expertise in the area of personal finance, consider
  633  free resources that can be utilized for instructional materials,
  634  and provide data on the implementation of such a course in other
  635  states. The commissioner shall provide the cost analysis to the
  636  President of the Senate and the Speaker of the House of
  637  Representatives by October 1, 2013.
  638         (4) The State Board of Education shall adopt rules to
  639  administer this section.
  640         Section 12. Section 1003.413, Florida Statutes, is
  641  repealed.
  642         Section 13. Section 1003.4156, Florida Statutes, is amended
  643  to read:
  644         1003.4156 General requirements for middle grades
  645  promotion.—
  646         (1) In order for a student to be promoted to high school
  647  Promotion from a school that includes composed of middle grades
  648  6, 7, and 8, requires that:
  649         (a) the student must successfully complete the following
  650  academic courses as follows:
  651         (a)1. Three middle grades school or higher courses in
  652  English Language Arts (ELA). These courses shall emphasize
  653  literature, composition, and technical text.
  654         (b)2. Three middle grades school or higher courses in
  655  mathematics. Each middle school that includes middle grades must
  656  offer at least one high school level mathematics course for
  657  which students may earn high school credit. Successful
  658  completion of a high school level Algebra I or geometry course
  659  is not contingent upon the student’s performance on the
  660  statewide, standardized end-of-course (EOC) assessment or, upon
  661  transition to common core assessments, the common core Algebra I
  662  or geometry assessments required under s. 1008.22 s.
  663  1008.22(3)(c)2.a.(I). However, beginning with the 2011-2012
  664  school year, to earn high school credit for an Algebra I course,
  665  a middle grades school student must pass the Algebra I
  666  statewide, standardized end-of-course assessment, and beginning
  667  with the 2012-2013 school year, to earn high school credit for a
  668  geometry course, a middle grades school student must take pass
  669  the statewide, standardized geometry end-of-course assessment,
  670  which constitutes 30 percent of the student’s final course
  671  grade, and earn a passing grade in the course.
  672         (c)3. Three middle grades school or higher courses in
  673  social studies, one semester of which must include the study of
  674  state and federal government and civics education. Beginning
  675  with students entering grade 6 in the 2012-2013 school year, one
  676  of these courses must be at least a one-semester civics
  677  education course that a student successfully completes in
  678  accordance with s. 1008.22(3)(c) and that includes the roles and
  679  responsibilities of federal, state, and local governments; the
  680  structures and functions of the legislative, executive, and
  681  judicial branches of government; and the meaning and
  682  significance of historic documents, such as the Articles of
  683  Confederation, the Declaration of Independence, and the
  684  Constitution of the United States. Beginning with the 2013-2014
  685  school year, each student’s performance on the statewide,
  686  standardized EOC assessment in civics education required under
  687  s. 1008.22 constitutes 30 percent of the student’s final course
  688  grade.
  689         (d)4. Three middle grades school or higher courses in
  690  science. Successful completion of a high school level Biology I
  691  course is not contingent upon the student’s performance on the
  692  statewide, standardized EOC end-of-course assessment required
  693  under s. 1008.22 s. 1008.22(3)(c)2.a.(II). However, beginning
  694  with the 2012-2013 school year, to earn high school credit for a
  695  Biology I course, a middle grades school student must take pass
  696  the statewide, standardized Biology I EOC end-of-course
  697  assessment, which constitutes 30 percent of the student’s final
  698  course grade, and earn a passing grade in the course.
  699         (e)5. One course in career and education planning to be
  700  completed in 6th, 7th, or 8th grade. The course may be taught by
  701  any member of the instructional staff. At a minimum, the course
  702  must be Internet-based, easy to use, and customizable to each
  703  student and include research-based assessments to assist
  704  students in determining educational and career options and
  705  goals. In addition, the course; must result in a completed
  706  personalized academic and career plan for the student; must
  707  emphasize the importance of entrepreneurship skills; must
  708  emphasize technology or the application of technology in career
  709  fields; and, beginning in the 2014-2015 academic year, must
  710  include information from the Department of Economic
  711  Opportunity’s economic security report as described in s.
  712  445.07. The required personalized academic and career plan must
  713  inform students of high school graduation requirements,
  714  including a detailed explanation of the diploma designation
  715  options provided under s. 1003.4285; high school assessment and
  716  college entrance test requirements;, Florida Bright Futures
  717  Scholarship Program requirements;, state university and Florida
  718  College System institution admission requirements; available
  719  opportunities to, and programs through which a high school
  720  student can earn college credit in high school, including
  721  Advanced Placement courses; the, International Baccalaureate
  722  Program; the, Advanced International Certificate of Education
  723  Program;, dual enrollment, including career dual enrollment; and
  724  career education courses, including academy and career-themed
  725  courses course opportunities, and courses that lead to national
  726  industry certification pursuant to s. 1003.492 or s. 1008.44.
  727  
  728  A student with a disability, as defined in s. 1007.02(2), for
  729  whom the individual education plan team determines that an end
  730  of-course assessment cannot accurately measure the student’s
  731  abilities, taking into consideration all allowable
  732  accommodations, shall have the end-of-course assessment results
  733  waived for purposes of determining the student’s course grade
  734  and completing the requirements for middle grades promotion.
  735  Each school must inform parents about the course curriculum and
  736  activities. Each student shall complete a personal education
  737  plan that must be signed by the student and the student’s
  738  parent. The Department of Education shall develop course
  739  frameworks and professional development materials for the career
  740  and education planning course. The course may be implemented as
  741  a stand-alone course or integrated into another course or
  742  courses. The Commissioner of Education shall collect
  743  longitudinal high school course enrollment data by student
  744  ethnicity in order to analyze course-taking patterns.
  745         (2)(b)If For each year in which a middle grades student
  746  scores at Level l or Level 2 on FCAT Reading or, when the state
  747  transitions to common core assessments on the English Language
  748  Arts assessments required under s. 1008.22, the following year
  749  the student must enroll be enrolled in and complete a remedial
  750  an intensive reading course the following year. Placement of
  751  Level 2 readers in either an intensive reading course or a
  752  content area course in which remediation reading strategies are
  753  incorporated into course content delivery delivered shall be
  754  determined by diagnosis of reading needs. The department shall
  755  provide guidance on appropriate strategies for diagnosing and
  756  meeting the varying instructional needs of students performing
  757  reading below grade level. Reading courses shall be designed and
  758  offered pursuant to the comprehensive reading plan required by
  759  s. 1011.62(9). A middle grades student who scores at Level 1 or
  760  Level 2 on FCAT Reading but who did not score below Level 3 in
  761  the previous 3 years may be granted a 1-year exemption from the
  762  reading remediation requirement; however, the student must have
  763  an approved academic improvement plan already in place, signed
  764  by the appropriate school staff and the student’s parent, for
  765  the year for which the exemption is granted.
  766         (3)(c)If For each year in which a middle grades student
  767  scores at Level 1 or Level 2 on FCAT Mathematics or, when the
  768  state transitions to common core assessments, on the mathematics
  769  common core assessments required under s. 1008.22, the following
  770  year, the student must receive remediation the following year,
  771  which may be integrated into the student’s required mathematics
  772  courses course.
  773         (2) Students in grade 6, grade 7, or grade 8 who are not
  774  enrolled in schools with a middle grades configuration are
  775  subject to the promotion requirements of this section.
  776         (4)(3) The State Board of Education shall may adopt rules
  777  pursuant to ss. 120.536(1) and 120.54 to implement the
  778  provisions of this section and may enforce the provisions of
  779  this section pursuant to s. 1008.32.
  780         Section 14. Section 1003.4203, Florida Statutes, is amended
  781  to read:
  782         1003.4203 Digital materials, recognitions, certificates,
  783  and technical assistance curriculum.—
  784         (1) Each district school board, in consultation with the
  785  district school superintendent, shall make available may develop
  786  and implement a digital materials curriculum for students in
  787  prekindergarten grades 6 through grade 12 in order to enable
  788  students to attain digital skills competencies in web
  789  communications and web design. A digital curriculum may include
  790  web-based skills, web-based core technologies, web design, use
  791  of digital technologies and markup language to show competency
  792  in computer skills, and use of web-based core technologies to
  793  design creative, informational, and content standards for web
  794  based digital products that demonstrate proficiency in creating,
  795  publishing, testing, monitoring, and maintaining a website.
  796         (2) The digital materials curriculum instruction may be
  797  integrated into middle school and high school subject area
  798  curricula, or offered as a separate course, made available
  799  through open-access options, or deployed through online or
  800  digital computer applications, subject to available funding.
  801         (2) Beginning with the 2013-2014 school year, each district
  802  school board, in consultation with the district school
  803  superintendent, shall make available digital and instructional
  804  materials, including software applications, to students with
  805  disabilities who are in prekindergarten through grade 12.
  806         (3) Subject to available funding, by December 1, 2013, the
  807  department shall contract with one or more technology companies,
  808  or affiliated nonprofit organizations, that have approved
  809  industry certifications identified on the Industry Certification
  810  Funding List or the Postsecondary Industry Certification Funding
  811  List, pursuant to s. 1003.492 or s. 1008.44, to develop a
  812  Florida Cyber Security Recognition and a Florida Digital Arts
  813  Recognition. The department shall notify each school district
  814  when the recognitions are developed and available. The
  815  recognitions shall be made available to all public elementary
  816  school students at no cost to the districts or charter schools.
  817         (a) Targeted knowledge and skills to be mastered for each
  818  recognition shall be identified by the department. Knowledge and
  819  skills may be demonstrated through student attainment of the
  820  below recognitions in particular content areas:
  821         1. The Florida Cyber Security Recognition must be based
  822  upon an understanding of computer processing operations and, in
  823  most part, on cyber security skills that increase a student’s
  824  cyber-safe practices.
  825         2. The Florida Digital Arts Recognition must reflect a
  826  balance of skills in technology and the arts.
  827         (b) The technology companies or affiliated nonprofit
  828  organizations that provide the recognition must provide open
  829  access to materials for teaching and assessing the skills a
  830  student must acquire in order to earn a Florida Cyber Security
  831  Recognition or a Florida Digital Arts Recognition. The school
  832  district shall notify each elementary school advisory council of
  833  the methods of delivery of the open-access content and
  834  assessments. If there is no elementary school advisory council,
  835  notification must be provided to the district advisory council.
  836         (4) Subject to available funding, by December 1, 2013, the
  837  department shall contract with one or more technology companies
  838  that have approved industry certifications identified on the
  839  Industry Certification Funding List or the Postsecondary
  840  Industry Certification Funding List, pursuant to s. 1003.492 or
  841  s. 1008.44, to develop a Florida Digital Tools Certificate to
  842  indicate a student’s digital skills. The department shall notify
  843  each school district when the certificate is developed and
  844  available. The certificate shall be made available to all public
  845  middle grades students at no cost to the districts or charter
  846  schools.
  847         (a) Targeted skills to be mastered for the certificate
  848  include digital skills that are necessary to the student’s
  849  academic work and skills the student may need in future
  850  employment. The skills must include, but are not limited to,
  851  word processing, spreadsheet display, and creation of
  852  presentations, including sound, text, and graphic presentations,
  853  consistent with industry certifications that are listed on the
  854  Industry Certification Funding List, pursuant to s. 1003.492.
  855         (b) A technology company that provides the certificate must
  856  provide open access to materials for teaching and assessing the
  857  skills necessary to earn the certificate. The school district
  858  shall notify each middle school advisory council of the methods
  859  of delivery of the open-access content and assessments for the
  860  certificate. If there is no middle school advisory council,
  861  notification must be provided to the district advisory council.
  862         (c) The Legislature intends that by July 1, 2018, on an
  863  annual basis, at least 75 percent of public middle grades
  864  students earn a Florida Digital Tools Certificate.
  865         (5)(3) The Department of Education or a company contracted
  866  with under subsection (4) shall provide technical assistance to
  867  shall develop a model digital curriculum to serve as a guide for
  868  district school boards in the implementation of this section.
  869  Technical assistance to districts shall include, but is not
  870  limited to, identification of digital resources, primarily open
  871  access resources, including digital curriculum, instructional
  872  materials, media assets, and other digital tools and
  873  applications; training mechanisms for teachers and others to
  874  facilitate integration of digital resources and technologies
  875  into instructional strategies; and model policies and procedures
  876  that support sustainable implementation practices development of
  877  a digital curriculum.
  878         (6)(4) A district school board may seek partnerships with
  879  other school districts, private businesses, postsecondary
  880  institutions, or and consultants to offer classes and
  881  instruction to teachers and students to assist the school
  882  district in providing digital materials, recognitions, and
  883  certificates established pursuant to this section curriculum
  884  instruction.
  885         (7) The State Board of Education shall adopt rules to
  886  administer this section.
  887         Section 15. Section 1003.428, Florida Statutes, is amended
  888  to read:
  889         1003.428 General requirements for high school graduation;
  890  revised.—
  891         (1) Except as otherwise authorized pursuant to s. 1003.429,
  892  Beginning with students entering grade 9 in the 2007-2008 school
  893  year, graduation requires the successful completion of a minimum
  894  of 24 credits, an International Baccalaureate curriculum, or an
  895  Advanced International Certificate of Education curriculum.
  896  Students must be advised of eligibility requirements for state
  897  scholarship programs and postsecondary admissions.
  898         (2) The 24 credits may be earned through applied,
  899  integrated, and career education combined courses approved by
  900  the Department of Education. The 24 credits shall be distributed
  901  as follows:
  902         (a) Sixteen core curriculum credits:
  903         1. Four credits in English, with major concentration in
  904  composition, reading for information, and literature.
  905         2. Four credits in mathematics, one of which must be
  906  Algebra I, a series of courses equivalent to Algebra I, or a
  907  higher-level mathematics course. Beginning with students
  908  entering grade 9 in the 2010-2011 school year, in addition to
  909  the Algebra I credit requirement, one of the four credits in
  910  mathematics must be geometry or a series of courses equivalent
  911  to geometry as approved by the State Board of Education.
  912  Beginning with students entering grade 9 in the 2010-2011 school
  913  year, the end-of-course assessment requirements under s.
  914  1008.22(3)(c)2.a.(I) must be met in order for a student to earn
  915  the required credit in Algebra I. Beginning with students
  916  entering grade 9 in the 2011-2012 school year, the end-of-course
  917  assessment requirements under s. 1008.22(3)(c)2.a.(I) must be
  918  met in order for a student to earn the required credit in
  919  geometry. Beginning with students entering grade 9 in the 2012
  920  2013 school year, in addition to the Algebra I and geometry
  921  credit requirements, one of the four credits in mathematics must
  922  be Algebra II or a series of courses equivalent to Algebra II as
  923  approved by the State Board of Education.
  924         3. Three credits in science, two of which must have a
  925  laboratory component. Beginning with students entering grade 9
  926  in the 2011-2012 school year, one of the three credits in
  927  science must be Biology I or a series of courses equivalent to
  928  Biology I as approved by the State Board of Education. Beginning
  929  with students entering grade 9 in the 2011-2012 school year, the
  930  end-of-course assessment requirements under s.
  931  1008.22(3)(c)2.a.(II) must be met in order for a student to earn
  932  the required credit in Biology I. Beginning with students
  933  entering grade 9 in the 2013-2014 school year, one of the three
  934  credits must be Biology I or a series of courses equivalent to
  935  Biology I as approved by the State Board of Education, one
  936  credit must be chemistry or physics or a series of courses
  937  equivalent to chemistry or physics as approved by the State
  938  Board of Education, and one credit must be an equally rigorous
  939  course, as determined by the State Board of Education.
  940         4. Three credits in social studies as follows: one credit
  941  in United States history; one credit in world history; one-half
  942  credit in economics, which shall include financial literacy; and
  943  one-half credit in United States government.
  944         5. One credit in fine or performing arts, speech and
  945  debate, or a practical arts course that incorporates artistic
  946  content and techniques of creativity, interpretation, and
  947  imagination. Eligible practical arts courses shall be identified
  948  through the Course Code Directory.
  949         6. One credit in physical education to include integration
  950  of health. Participation in an interscholastic sport at the
  951  junior varsity or varsity level for two full seasons shall
  952  satisfy the one-credit requirement in physical education if the
  953  student passes a competency test on personal fitness with a
  954  score of “C” or better. The competency test on personal fitness
  955  must be developed by the Department of Education. A district
  956  school board may not require that the one credit in physical
  957  education be taken during the 9th grade year. Completion of one
  958  semester with a grade of “C” or better in a marching band class,
  959  in a physical activity class that requires participation in
  960  marching band activities as an extracurricular activity, or in a
  961  dance class shall satisfy one-half credit in physical education
  962  or one-half credit in performing arts. This credit may not be
  963  used to satisfy the personal fitness requirement or the
  964  requirement for adaptive physical education under an individual
  965  education plan (IEP) or 504 plan. Completion of 2 years in a
  966  Reserve Officer Training Corps (R.O.T.C.) class, a significant
  967  component of which is drills, shall satisfy the one-credit
  968  requirement in physical education and the one-credit requirement
  969  in performing arts. This credit may not be used to satisfy the
  970  personal fitness requirement or the requirement for adaptive
  971  physical education under an individual education plan (IEP) or
  972  504 plan.
  973         (b) Eight credits in electives.
  974         1. For each year in which a student scores at Level 1 on
  975  FCAT Reading, the student must be enrolled in and complete an
  976  intensive reading course the following year. Placement of Level
  977  2 readers in either an intensive reading course or a content
  978  area course in which reading strategies are delivered shall be
  979  determined by diagnosis of reading needs. The department shall
  980  provide guidance on appropriate strategies for diagnosing and
  981  meeting the varying instructional needs of students reading
  982  below grade level. Reading courses shall be designed and offered
  983  pursuant to the comprehensive reading plan required by s.
  984  1011.62(9). A high school student who scores at Level 1 or Level
  985  2 on FCAT Reading but who did not score below Level 3 in the
  986  previous 3 years may be granted a 1-year exemption from the
  987  reading remediation requirement; however, the student must have
  988  an approved academic improvement plan already in place, signed
  989  by the appropriate school staff and the student’s parent, for
  990  the year for which the exemption is granted.
  991         2. For each year in which a student scores at Level 1 or
  992  Level 2 on FCAT Mathematics, the student must receive
  993  remediation the following year. These courses may be taught
  994  through applied, integrated, or combined courses and are subject
  995  to approval by the department for inclusion in the Course Code
  996  Directory.
  997         (c) Beginning with students entering grade 9 in the 2011
  998  2012 school year, at least one course within the 24 credits
  999  required in this subsection must be completed through online
 1000  learning. A school district may not require a student to take
 1001  the online course outside the school day or in addition to a
 1002  student’s courses for a given semester. An online course taken
 1003  during grades 6 through 8 fulfills this requirement. This
 1004  requirement shall be met through an online course offered by the
 1005  Florida Virtual School, an online course offered by the high
 1006  school, or an online dual enrollment course. A student who is
 1007  enrolled in a full-time or part-time virtual instruction program
 1008  under s. 1002.45 meets this requirement. This requirement does
 1009  not apply to a student who has an individual educational plan
 1010  under s. 1003.57 which indicates that an online course would be
 1011  inappropriate or a student who is enrolled in a Florida high
 1012  school and has less than 1 academic year remaining in high
 1013  school.
 1014         (3)(a) A district school board may require specific courses
 1015  and programs of study within the minimum credit requirements for
 1016  high school graduation and shall modify basic courses, as
 1017  necessary, to assure exceptional students the opportunity to
 1018  meet the graduation requirements for a standard diploma, using
 1019  one of the following strategies:
 1020         1. Assignment of the exceptional student to an exceptional
 1021  education class for instruction in a basic course with the same
 1022  student performance standards as those required of
 1023  nonexceptional students in the district school board student
 1024  progression plan; or
 1025         2. Assignment of the exceptional student to a basic
 1026  education class for instruction that is modified to accommodate
 1027  the student’s exceptionality.
 1028         (b) The district school board shall determine which of
 1029  these strategies to employ based upon an assessment of the
 1030  student’s needs and shall reflect this decision in the student’s
 1031  individual education plan.
 1032         (4) Each district school board shall establish standards
 1033  for graduation from its schools, which must include:
 1034         (a) Successful completion of the academic credit or
 1035  curriculum requirements of subsections (1) and (2). For courses
 1036  that require statewide, standardized end-of-course assessments
 1037  under s. 1008.22(3)(c)2.d., a minimum of 30 percent of a
 1038  student’s course grade shall be comprised of performance on the
 1039  statewide, standardized end-of-course assessment.
 1040         (b) Earning passing scores on the FCAT, as defined in s.
 1041  1008.22(3)(c), or scores on a standardized test that are
 1042  concordant with passing scores on the FCAT as defined in s.
 1043  1008.22(10).
 1044         (c) Completion of all other applicable requirements
 1045  prescribed by the district school board pursuant to s. 1008.25.
 1046         (d) Achievement of a cumulative grade point average of 2.0
 1047  on a 4.0 scale, or its equivalent, in the courses required by
 1048  this section.
 1049  
 1050  Each district school board shall adopt policies designed to
 1051  assist students in meeting the requirements of this subsection.
 1052  These policies may include, but are not limited to: forgiveness
 1053  policies, summer school or before or after school attendance,
 1054  special counseling, volunteers or peer tutors, school-sponsored
 1055  help sessions, homework hotlines, and study skills classes.
 1056  Forgiveness policies for required courses shall be limited to
 1057  replacing a grade of “D” or “F,” or the equivalent of a grade of
 1058  “D” or “F,” with a grade of “C” or higher, or the equivalent of
 1059  a grade of “C” or higher, earned subsequently in the same or
 1060  comparable course. Forgiveness policies for elective courses
 1061  shall be limited to replacing a grade of “D” or “F,” or the
 1062  equivalent of a grade of “D” or “F,” with a grade of “C” or
 1063  higher, or the equivalent of a grade of “C” or higher, earned
 1064  subsequently in another course. The only exception to these
 1065  forgiveness policies shall be made for a student in the middle
 1066  grades who takes any high school course for high school credit
 1067  and earns a grade of “C,” “D,” or “F” or the equivalent of a
 1068  grade of “C,” “D,” or “F.” In such case, the district
 1069  forgiveness policy must allow the replacement of the grade with
 1070  a grade of “C” or higher, or the equivalent of a grade of “C” or
 1071  higher, earned subsequently in the same or comparable course. In
 1072  all cases of grade forgiveness, only the new grade shall be used
 1073  in the calculation of the student’s grade point average. Any
 1074  course grade not replaced according to a district school board
 1075  forgiveness policy shall be included in the calculation of the
 1076  cumulative grade point average required for graduation.
 1077         (5) The State Board of Education, after a public hearing
 1078  and consideration, shall adopt rules based upon the
 1079  recommendations of the commissioner for the provision of test
 1080  accommodations and modifications of procedures as necessary for
 1081  students with disabilities which will demonstrate the student’s
 1082  abilities rather than reflect the student’s impaired sensory,
 1083  manual, speaking, or psychological process skills.
 1084         (6) The public hearing and consideration required in
 1085  subsection (5) shall not be construed to amend or nullify the
 1086  requirements of security relating to the contents of
 1087  examinations or assessment instruments and related materials or
 1088  data as prescribed in s. 1008.23.
 1089         (7)(a) A student who meets all requirements prescribed in
 1090  subsections (1), (2), (3), and (4) shall be awarded a standard
 1091  diploma in a form prescribed by the State Board of Education.
 1092         (b) A student who completes the minimum number of credits
 1093  and other requirements prescribed by subsections (1), (2), and
 1094  (3), but who is unable to meet the standards of paragraph
 1095  (4)(b), paragraph (4)(c), or paragraph (4)(d), shall be awarded
 1096  a certificate of completion in a form prescribed by the State
 1097  Board of Education. However, any student who is otherwise
 1098  entitled to a certificate of completion may elect to remain in
 1099  the secondary school either as a full-time student or a part
 1100  time student for up to 1 additional year and receive special
 1101  instruction designed to remedy his or her identified
 1102  deficiencies.
 1103         (8)(a) Each district school board must provide instruction
 1104  to prepare students with disabilities to demonstrate proficiency
 1105  in the core content knowledge and skills necessary for
 1106  successful grade-to-grade progression and high school
 1107  graduation.
 1108         (b)1. A student with a disability, as defined in s.
 1109  1007.02(2), for whom the individual education plan (IEP)
 1110  committee determines that the FCAT cannot accurately measure the
 1111  student’s abilities taking into consideration all allowable
 1112  accommodations, shall have the FCAT requirement of paragraph
 1113  (4)(b) waived for the purpose of receiving a standard high
 1114  school diploma, if the student:
 1115         a. Completes the minimum number of credits and other
 1116  requirements prescribed by subsections (1), (2), and (3).
 1117         b. Does not meet the requirements of paragraph (4)(b) after
 1118  one opportunity in 10th grade and one opportunity in 11th grade.
 1119         2. A student with a disability, as defined in s.
 1120  1007.02(2), for whom the IEP committee determines that an end
 1121  of-course assessment cannot accurately measure the student’s
 1122  abilities, taking into consideration all allowable
 1123  accommodations, shall have the end-of-course assessment results
 1124  waived for the purpose of determining the student’s course grade
 1125  and credit as required in paragraph (4)(a).
 1126         (9) The Commissioner of Education may award a standard high
 1127  school diploma to honorably discharged veterans who started high
 1128  school between 1937 and 1946 and were scheduled to graduate
 1129  between 1941 and 1950 but were inducted into the United States
 1130  Armed Forces between September 16, 1940, and December 31, 1946,
 1131  prior to completing the necessary high school graduation
 1132  requirements. Upon the recommendation of the commissioner, the
 1133  State Board of Education may develop criteria and guidelines for
 1134  awarding such diplomas.
 1135         (10) The Commissioner of Education may award a standard
 1136  high school diploma to honorably discharged veterans who started
 1137  high school between 1946 and 1950 and were scheduled to graduate
 1138  between 1950 and 1954, but were inducted into the United States
 1139  Armed Forces between June 27, 1950, and January 31, 1955, and
 1140  served during the Korean Conflict prior to completing the
 1141  necessary high school graduation requirements. Upon the
 1142  recommendation of the commissioner, the State Board of Education
 1143  may develop criteria and guidelines for awarding such diplomas.
 1144         (9)(11) The State Board of Education may adopt rules
 1145  pursuant to ss. 120.536(1) and 120.54 to implement the
 1146  provisions of this section and may enforce the provisions of
 1147  this section pursuant to s. 1008.32.
 1148         Section 16. Subsection (1) of section 1003.4281, Florida
 1149  Statutes, is amended to read:
 1150         1003.4281 Early high school graduation.—
 1151         (1) The purpose of this section is to provide a student the
 1152  option of early graduation if the student earns has completed a
 1153  minimum of 24 credits and meets the graduation requirements set
 1154  forth in s. 1003.428 or s. 1003.4282, as applicable. For
 1155  purposes of this section, the term “early graduation” means
 1156  graduation from high school in less than 8 semesters or the
 1157  equivalent.
 1158         Section 17. Section 1003.4282, Florida Statutes, is created
 1159  to read:
 1160         1003.4282 Requirements for a standard high school diploma.—
 1161         (1) TWENTY-FOUR CREDITS REQUIRED.—
 1162         (a) Beginning with students entering grade 9 in the 2013
 1163  2014 school year, receipt of a standard high school diploma
 1164  requires successful completion of 24 credits, an International
 1165  Baccalaureate curriculum, or an Advanced International
 1166  Certificate of Education curriculum.
 1167         (b) The required credits may be earned through equivalent,
 1168  applied, or integrated courses or career education courses as
 1169  defined in s. 1003.01(4), including work-related internships
 1170  approved by the State Board of Education and identified in the
 1171  course code directory. However, any must-pass assessment
 1172  requirements must be met. An equivalent course is one or more
 1173  courses identified by content-area experts as being a match to
 1174  the core curricular content of another course, based upon review
 1175  of the Next Generation Sunshine State Standards for that
 1176  subject. An applied course aligns with Next Generation Sunshine
 1177  State Standards and includes real-world applications of a career
 1178  and technical education standard used in business or industry.
 1179  An integrated course includes content from several courses
 1180  within a content area or across content areas.
 1181         (2) NOTIFICATION REQUIREMENTS.—The school district must
 1182  notify students and parents, in writing, of the requirements for
 1183  a standard high school diploma, available designations, and the
 1184  eligibility requirements for state scholarship programs and
 1185  postsecondary admissions. The Department of Education shall
 1186  directly and through the school districts notify registered
 1187  private schools of public high school course credit and
 1188  assessment requirements. Each private school must make this
 1189  information available to students and their parents so they are
 1190  aware of public high school graduation requirements.
 1191         (3) STANDARD HIGH SCHOOL DIPLOMA; COURSE AND ASSESSMENT
 1192  REQUIREMENTS.—
 1193         (a) Four credits in English Language Arts (ELA).—The four
 1194  credits must be in ELA I, II, III, and IV. A student must pass
 1195  10th grade FCAT Reading until the state transitions to a common
 1196  core 10th grade ELA assessment, after which time a student must
 1197  pass the ELA assessment in order to earn a standard high school
 1198  diploma.
 1199         (b) Four credits in mathematics.—A student must earn one
 1200  credit in Algebra I and one credit in geometry. A student’s
 1201  performance on the Algebra I end-of-course (EOC) assessment or
 1202  common core assessment, as applicable, constitutes 30 percent of
 1203  the student’s final course grade. A student must pass the
 1204  Algebra I EOC assessment until the state transitions to a common
 1205  core Algebra I assessment after which time a student must pass
 1206  the common core assessment in order to earn a standard high
 1207  school diploma. A student’s performance on the Geometry EOC
 1208  assessment or common core assessment, as applicable, constitutes
 1209  30 percent of the student’s final course grade. When the state
 1210  administers a common core Algebra II assessment, a student
 1211  selecting Algebra II must take the assessment, and the student’s
 1212  performance on the assessment constitutes 30 percent of the
 1213  student’s final course grade. Industry certification courses
 1214  that lead to college credit may substitute for up to two math
 1215  credits.
 1216         (c) Three credits in science.—Two of the three required
 1217  credits must have a laboratory component. A student must earn
 1218  one credit in Biology I and two credits in equally rigorous
 1219  courses. The Biology I EOC assessment constitutes 30 percent of
 1220  the student’s final course grade. Industry certification courses
 1221  that lead to college credit may substitute for up to one science
 1222  credit.
 1223         (d) Three credits in social studies.—A student must earn
 1224  one credit in United States History; one credit in World
 1225  History; one-half credit in economics, which must include
 1226  financial literacy; and one-half credit in United States
 1227  Government. The United States History EOC assessment constitutes
 1228  30 percent of the student’s final course grade.
 1229         (e) One credit in fine or performing arts, speech and
 1230  debate, or practical arts.—The practical arts course must
 1231  incorporate artistic content and techniques of creativity,
 1232  interpretation, and imagination. Eligible practical arts courses
 1233  are identified in the Course Code Directory.
 1234         (f) One credit in physical education.—Physical education
 1235  must include the integration of health. This requirement is
 1236  subject to all of the provisions in s. 1003.428(2)(a)6.
 1237         (g) Eight credits in electives.—School districts must
 1238  develop and offer coordinated electives so that a student may
 1239  develop knowledge and skills in his or her area of interest,
 1240  such as electives with a STEM or liberal arts focus. Such
 1241  electives must include opportunities for students to earn
 1242  college credit, including industry-certified career education
 1243  programs or series of career-themed courses that result in
 1244  industry certification or articulate into the award of college
 1245  credit, or career education courses for which there is a
 1246  statewide or local articulation agreement and which lead to
 1247  college credit.
 1248         (4) ONLINE COURSE REQUIREMENT.—Excluding a driver education
 1249  course, at least one course within the 24 credits required under
 1250  this section must be completed through online learning. A school
 1251  district may not require a student to take the online course
 1252  outside the school day or in addition to a student’s courses for
 1253  a given semester. An online course taken in grade 6, grade 7, or
 1254  grade 8 fulfills this requirement. This requirement is met
 1255  through an online course offered by the Florida Virtual School,
 1256  a virtual education provider approved by the State Board of
 1257  Education, a high school, or an online dual enrollment course. A
 1258  student who is enrolled in a full-time or part-time virtual
 1259  instruction program under s. 1002.45 meets this requirement.
 1260  This requirement does not apply to a student who has an
 1261  individual education plan under s. 1003.57 which indicates that
 1262  an online course would be inappropriate or to an out-of-state
 1263  transfer student who is enrolled in a Florida high school and
 1264  has 1 academic year or less remaining in high school.
 1265         (5) REMEDIATION FOR HIGH SCHOOL STUDENTS.—
 1266         (a) Each year a student scores Level 1 or Level 2 on 9th
 1267  grade or 10th grade FCAT Reading or, when implemented, 9th
 1268  grade, 10th grade, or 11th grade common core English Language
 1269  Arts (ELA) assessments, the student must be enrolled in and
 1270  complete an intensive remedial course the following year or be
 1271  placed in a content area course that includes remediation of
 1272  skills not acquired by the student.
 1273         (b) Each year a student scores Level 1 or Level 2 on the
 1274  Algebra I EOC assessment, or upon transition to the common core
 1275  Algebra I assessment, the student must be enrolled in and
 1276  complete an intensive remedial course the following year or be
 1277  placed in a content area course that includes remediation of
 1278  skills not acquired by the student.
 1279         (6) GRADE FORGIVENESS POLICY.—Each district school board
 1280  shall adopt policies designed to assist students in meeting
 1281  graduation requirements including grade forgiveness policies.
 1282  Forgiveness policies for required courses shall be limited to
 1283  replacing a grade of “D” or “F” with a grade of “C” or higher
 1284  earned subsequently in the same or comparable course.
 1285  Forgiveness policies for elective courses shall be limited to
 1286  replacing a grade of “D” or “F” with a grade of “C” or higher
 1287  earned subsequently in another course. The only exception to
 1288  these forgiveness policies shall be made for a student in the
 1289  middle grades who takes any high school course for high school
 1290  credit and earns a grade of “C,” “D,” or “F”. In such case, the
 1291  district forgiveness policy must allow the replacement of the
 1292  grade with a grade of “C” or higher earned subsequently in the
 1293  same or comparable course. In all cases of grade forgiveness,
 1294  only the new grade shall be used in the calculation of the
 1295  student’s grade point average. Any course grade not replaced
 1296  according to a district school board forgiveness policy shall be
 1297  included in the calculation of the cumulative grade point
 1298  average required for graduation.
 1299         (7) AWARD OF A STANDARD HIGH SCHOOL DIPLOMA.—A student who
 1300  earns a cumulative grade point average (GPA) of 2.0 on a 4.0
 1301  scale and meets the requirements of this section shall be
 1302  awarded a standard high school diploma in a form prescribed by
 1303  the State Board of Education. Notwithstanding any other law to
 1304  the contrary, all students enrolled in high school as of the
 1305  2012-2013 school year who earned a passing grade in Biology I or
 1306  geometry before the 2013-2014 school year shall be awarded a
 1307  credit in that course if the student passed the course. The
 1308  student’s performance on the EOC assessment is not required to
 1309  constitute 30 percent of the student’s final course grade. A
 1310  student who fails to earn the required credits or achieve a 2.0
 1311  GPA shall be awarded a certificate of completion in a form
 1312  prescribed by the State Board of Education.
 1313         (8) UNIFORM TRANSFER OF HIGH SCHOOL CREDITS.—Beginning with
 1314  the 2012-2013 school year, if a student transfers to a Florida
 1315  public high school from out of country, out of state, a private
 1316  school, or a home education program and the student’s transcript
 1317  shows a mathematics credit in a course that requires passage of
 1318  a statewide, standardized assessment in order to earn a standard
 1319  high school diploma, the student must pass the assessment unless
 1320  the student earned a comparative score pursuant to s. 1008.22,
 1321  passed a statewide assessment in that subject administered by
 1322  the transferring entity, or passed the statewide assessment the
 1323  transferring entity uses to satisfy the requirements of the
 1324  Elementary and Secondary Education Act, 20 U.S.C. s. 6301. If a
 1325  student’s transcript shows a credit in high school reading or
 1326  English Language Arts II or III, the student must take and pass
 1327  grade 10 FCAT Reading or earn a concordant score on the SAT or
 1328  ACT as specified by state board rule or, when the state
 1329  transitions to common core English Language Arts assessments,
 1330  earn a passing score on the English Language Arts assessment as
 1331  required under this section.
 1332         (9) CAREER EDUCATION COURSES THAT SATISFY HIGH SCHOOL
 1333  CREDIT REQUIREMENTS.—
 1334         (a) Participation in career education courses engages
 1335  students in their high school education, increases academic
 1336  achievement, enhances employability, and increases postsecondary
 1337  success. By July 1, 2014, the department shall develop, for
 1338  approval by the State Board of Education, multiple, additional
 1339  career education courses or a series of courses that meet the
 1340  requirements set forth in s. 1003.493(2), (4), and (5) and this
 1341  subsection and allow students to earn credit in both the career
 1342  education course and courses required for high school graduation
 1343  under this section and ss. 1003.428 and 1003.4281.
 1344         1. The state board must determine if sufficient academic
 1345  standards are covered to warrant the award of academic credit.
 1346         2. Career education courses must include workforce and
 1347  digital literacy skills and the integration of required course
 1348  content with practical applications and designated rigorous
 1349  coursework that results in one or more industry certifications
 1350  or clearly articulated credit or advanced standing in a 2-year
 1351  or 4-year certificate or degree program, which may include high
 1352  school junior and senior year work-related internships or
 1353  apprenticeships. The department shall negotiate state licenses
 1354  for material and testing for industry certifications. The
 1355  instructional methodology used in these courses must be
 1356  comprised of authentic projects, problems, and activities for
 1357  contextually learning the academics.
 1358         (b) Each school district should take the initiative to work
 1359  with local workforce boards, local business and industry
 1360  leaders, and postsecondary institutions to establish
 1361  partnerships for the purpose of creating career education
 1362  courses or a series of courses that meet the requirements set
 1363  forth in s. 1003.493(2), (4), and (5) that students can take to
 1364  earn required high school course credits. Emphasis should be
 1365  placed on online course work and digital literacy. School
 1366  districts must submit their recommended career education courses
 1367  to the department for state board approval. School district
 1368  recommended career education courses must meet the same rigorous
 1369  standards as department-developed career education courses in
 1370  order to be approved by the state board. School districts
 1371  participating in the development of rigorous career education
 1372  courses will be able to better address local workforce needs and
 1373  allow students the opportunity to acquire the knowledge and
 1374  skills that are needed not only for academic advancement but
 1375  also for employability purposes.
 1376         (c) Regional consortium service organizations established
 1377  pursuant to s. 1001.451 shall work with school districts, local
 1378  workforce boards, postsecondary institutions, and local business
 1379  and industry leaders to create career education courses that
 1380  meet the requirements set forth in s. 1003.493(2), (4), and (5)
 1381  and this subsection that students can take to earn required high
 1382  school course credits. The regional consortium shall submit
 1383  course recommendations to the department, on behalf of the
 1384  consortium member districts, for state board approval. A strong
 1385  emphasis should be placed on online course work, digital
 1386  literacy, and workforce literacy as defined in s. 1004.02(27).
 1387  For purposes of providing students the opportunity to earn
 1388  industry certifications, consortiums must secure the necessary
 1389  site licenses and testing contracts for use by member districts.
 1390         (10) RULES.—The State Board of Education shall adopt rules
 1391  to implement this section.
 1392         Section 18. Section 1003.4285, Florida Statutes, is amended
 1393  to read:
 1394         1003.4285 Standard high school diploma designations.—
 1395         (1) Each standard high school diploma shall include, as
 1396  applicable, the following designations if the student meets the
 1397  criteria set forth for the designation:
 1398         (a) Scholar designation.—In addition to the requirements of
 1399  ss. 1003.428 and 1003.4282, as applicable, in order to earn the
 1400  Scholar designation, a student must satisfy the following
 1401  requirements:
 1402         1. English Language Arts (ELA).—When the state transitions
 1403  to common core assessments, pass the 11th grade ELA common core
 1404  assessment.
 1405         2. Mathematics.—Earn one credit in Algebra II and one
 1406  credit in statistics or an equally rigorous course. When the
 1407  state transitions to common core assessments, students must pass
 1408  the Algebra II common core assessment.
 1409         3. Science.—Pass the statewide, standardized Biology I end
 1410  of-course assessment and earn one credit in chemistry or physics
 1411  and one credit in a course equally rigorous to chemistry or
 1412  physics.
 1413         4. Social studies.—Pass the statewide, standardized United
 1414  States History end-of-course assessment.
 1415         5. Foreign language.—Earn two credits in the same foreign
 1416  language.
 1417         6. Electives.—Earn at least one credit in an Advanced
 1418  Placement, an International Baccalaureate, an Advanced
 1419  International Certificate of Education, or a dual enrollment
 1420  course.
 1421         (b) Merit designation.—In addition to the requirements of
 1422  ss. 1003.428 and 1003.4282, as applicable, in order to earn the
 1423  Merit designation, a student must attain one or more industry
 1424  certifications from the list established under s. 1003.492.
 1425         (2) Students and parents shall be provided information
 1426  about diploma designations through an online education and
 1427  career planning tool, which allows students to monitor their
 1428  progress toward the attainment of each designation.
 1429         (3) The State Board of Education may make recommendations
 1430  to the Legislature regarding the establishment of additional
 1431  designations.
 1432         (1) A designation of the student’s major area of interest
 1433  pursuant to the student’s completion of credits as provided in
 1434  s. 1003.428.
 1435         (2) A designation reflecting completion of four or more
 1436  accelerated college credit courses if the student is eligible
 1437  for college credit pursuant to s. 1007.27 or s. 1007.271 in
 1438  Advanced Placement, International Baccalaureate, Advanced
 1439  International Certificate of Education, or dual enrollment
 1440  courses. The Commissioner of Education shall establish
 1441  guidelines for successful passage of examinations or coursework
 1442  in each of the accelerated college credit options for purposes
 1443  of this subsection.
 1444         (3) A designation reflecting the attainment of one or more
 1445  industry certifications from the list approved by Workforce
 1446  Florida, Inc., under s. 1003.492.
 1447         (4) A designation reflecting a Florida Ready to Work
 1448  Credential in accordance with s. 445.06.
 1449         Section 19. Section 1003.4286, Florida Statutes, is created
 1450  to read:
 1451         1003.4286 Award of standard high school diplomas to
 1452  honorably discharged veterans.—Pursuant to rules adopted by the
 1453  State Board of Education in consultation with the Department of
 1454  Military Affairs, the Commissioner of Education may award a
 1455  standard high school diploma to an honorably discharged veteran
 1456  who has not completed high school graduation requirements.
 1457         Section 20. Section 1003.429, Florida Statutes, is
 1458  repealed.
 1459         Section 21. Subsections (1) and (3) of section 1003.4295,
 1460  Florida Statutes, are amended to read:
 1461         1003.4295 Acceleration options.—
 1462         (1) Each high school shall advise each student of courses
 1463  programs through which a high school student can earn college
 1464  credit, including Advanced Placement, International
 1465  Baccalaureate, Advanced International Certificate of Education,
 1466  dual enrollment, and early admission courses, and career academy
 1467  courses, and courses that lead to national industry
 1468  certification, as well as the availability of course offerings
 1469  through virtual instruction. Students shall also be advised of
 1470  the early and accelerated graduation options under s. ss.
 1471  1003.4281 and 1003.429.
 1472         (3) The Credit Acceleration Program (CAP) is created for
 1473  the purpose of allowing a student to earn high school credit in
 1474  Algebra I, Algebra II, geometry, United States history, or
 1475  biology a course that requires a statewide, standardized end-of
 1476  course assessment if the student passes the statewide,
 1477  standardized assessment administered under s. 1008.22 attains a
 1478  specified score on the assessment. Notwithstanding s. 1003.436,
 1479  a school district shall award course credit to a student who is
 1480  not enrolled in the course, or who has not completed the course,
 1481  if the student attains a passing score on the corresponding
 1482  statewide, standardized end-of-course assessment. The school
 1483  district shall permit a student who is not enrolled in the
 1484  course, or who has not completed the course, to take the
 1485  standardized end-of-course assessment during the regular
 1486  administration of the assessment.
 1487         Section 22. Section 1003.43, Florida Statutes, is repealed.
 1488         Section 23. Section 1003.433, Florida Statutes, is amended
 1489  to read:
 1490         1003.433 Learning opportunities for out-of-state and out
 1491  of-country transfer students and students needing additional
 1492  instruction to meet high school graduation requirements.—
 1493         (1) Students who enter a Florida public school at the
 1494  eleventh or twelfth grade from out of state or out of from a
 1495  foreign country shall not be required to spend additional time
 1496  in a Florida public school in order to meet the high school
 1497  course requirements if the student has met all requirements of
 1498  the school district, state, or country from which he or she is
 1499  transferring. Such students who are not proficient in English
 1500  should receive immediate and intensive instruction in English
 1501  language acquisition. However, to receive a standard high school
 1502  diploma, a transfer student must earn a 2.0 grade point average
 1503  and meet the requirements under s. 1008.22 pass the grade 10
 1504  FCAT required in s. 1008.22(3) or an alternate assessment as
 1505  described in s. 1008.22(10).
 1506         (2) Students who earn the required 24 credits have met all
 1507  requirements for the standard high school diploma except for
 1508  passage of any must-pass assessment under s. 1003.4282 or s.
 1509  1008.22 the grade 10 FCAT or an alternate assessment by the end
 1510  of grade 12 must be provided the following learning
 1511  opportunities:
 1512         (a) Participation in an accelerated high school equivalency
 1513  diploma preparation program during the summer.
 1514         (b) Upon receipt of a certificate of completion, be allowed
 1515  to take the College Placement Test and be admitted to remedial
 1516  or credit courses at a Florida College System institution, as
 1517  appropriate.
 1518         (c) Participation in an adult general education program as
 1519  provided in s. 1004.93 for such time as the student requires to
 1520  master English, reading, mathematics, or any other subject
 1521  required for high school graduation. Students attending adult
 1522  basic, adult secondary, or vocational-preparatory instruction
 1523  are exempt from any requirement for the payment of tuition and
 1524  fees, including lab fees, pursuant to s. 1009.25. A student
 1525  attending an adult general education program shall have the
 1526  opportunity to take any must-pass assessment under s. 1003.4282
 1527  or s. 1008.22 the grade 10 FCAT an unlimited number of times in
 1528  order to receive a standard high school diploma.
 1529         (3) Students who have been enrolled in an ESOL program for
 1530  less than 2 school years and have met all requirements for the
 1531  standard high school diploma except for passage of any must-pass
 1532  assessment under s. 1003.4282 or s. 1008.22 the grade 10 FCAT or
 1533  alternate assessment may receive immersion English language
 1534  instruction during the summer following their senior year.
 1535  Students receiving such instruction are eligible to take the
 1536  required assessment FCAT or alternate assessment and receive a
 1537  standard high school diploma upon passage of the required
 1538  assessment grade 10 FCAT or the alternate assessment. This
 1539  subsection shall be implemented to the extent funding is
 1540  provided in the General Appropriations Act.
 1541         (4) The district school superintendent shall be responsible
 1542  for notifying all students of the consequences of failure to
 1543  receive a standard high school diploma, including the potential
 1544  ineligibility for financial assistance at postsecondary
 1545  educational institutions.
 1546         (4)(5) The State Board of Education may adopt rules
 1547  pursuant to ss. 120.536(1) and 120.54 to administer this
 1548  section.
 1549         Section 24. Subsection (6) of section 1003.435, Florida
 1550  Statutes, is amended to read:
 1551         1003.435 High school equivalency diploma program.—
 1552         (6)(a) All high school equivalency diplomas issued under
 1553  the provisions of this section shall have equal status with
 1554  other high school diplomas for all state purposes, including
 1555  admission to any state university or Florida College System
 1556  institution.
 1557         (b) The State Board of Education shall adopt rules
 1558  providing for the award of a standard high school diploma to
 1559  holders of high school equivalency diplomas who are assessed as
 1560  meeting designated criteria, and the commissioner shall
 1561  establish procedures for administering the assessment.
 1562         Section 25. Paragraph (a) of subsection (1) of section
 1563  1003.436, Florida Statutes, is amended to read:
 1564         1003.436 Definition of “credit”.—
 1565         (1)(a) For the purposes of requirements for high school
 1566  graduation, one full credit means a minimum of 135 hours of bona
 1567  fide instruction in a designated course of study that contains
 1568  student performance standards, except as otherwise provided
 1569  through the Credit Acceleration Program (CAP) under s.
 1570  1003.4295(3). One full credit means a minimum of 120 hours of
 1571  bona fide instruction in a designated course of study that
 1572  contains student performance standards for purposes of meeting
 1573  high school graduation requirements in a district school that
 1574  has been authorized to implement block scheduling by the
 1575  district school board. The State Board of Education shall
 1576  determine the number of postsecondary credit hours earned
 1577  through dual enrollment pursuant to s. 1007.271 that satisfy the
 1578  requirements of a dual enrollment articulation agreement
 1579  according to s. 1007.271(21) and that equal one full credit of
 1580  the equivalent high school course identified pursuant to s.
 1581  1007.271(9).
 1582         Section 26. Section 1003.438, Florida Statutes, is amended
 1583  to read:
 1584         1003.438 Special high school graduation requirements for
 1585  certain exceptional students.—A student who has been identified,
 1586  in accordance with rules established by the State Board of
 1587  Education, as a student with disabilities who has an
 1588  intellectual disability; an autism spectrum disorder; a language
 1589  impairment; an orthopedic impairment; an other health
 1590  impairment; a traumatic brain injury; an emotional or behavioral
 1591  disability; a specific learning disability, including, but not
 1592  limited to, dyslexia, dyscalculia, or developmental aphasia; or
 1593  students who are deaf or hard of hearing or dual sensory
 1594  impaired shall not be required to meet all requirements of s.
 1595  1003.43 or s. 1003.428 or s. 1003.4282 and shall, upon meeting
 1596  all applicable requirements prescribed by the district school
 1597  board pursuant to s. 1008.25, be awarded a special diploma in a
 1598  form prescribed by the commissioner; however, such special
 1599  graduation requirements prescribed by the district school board
 1600  must include minimum graduation requirements as prescribed by
 1601  the commissioner. Any such student who meets all special
 1602  requirements of the district school board, but is unable to meet
 1603  the appropriate special state minimum requirements, shall be
 1604  awarded a special certificate of completion in a form prescribed
 1605  by the commissioner. However, this section does not limit or
 1606  restrict the right of an exceptional student solely to a special
 1607  diploma or special certificate of completion. Any such student
 1608  shall, upon proper request, be afforded the opportunity to fully
 1609  meet all requirements of s. 1003.43 or s. 1003.428 or s.
 1610  1003.4282 through the standard procedures established therein
 1611  and thereby to qualify for a standard diploma upon graduation.
 1612         Section 27. Paragraphs (e) and (f) of subsection (3) of
 1613  section 1003.491, Florida Statutes, are amended to read:
 1614         1003.491 Florida Career and Professional Education Act.—The
 1615  Florida Career and Professional Education Act is created to
 1616  provide a statewide planning partnership between the business
 1617  and education communities in order to attract, expand, and
 1618  retain targeted, high-value industry and to sustain a strong,
 1619  knowledge-based economy.
 1620         (3) The strategic 3-year plan developed jointly by the
 1621  local school district, regional workforce boards, economic
 1622  development agencies, and state-approved postsecondary
 1623  institutions shall be constructed and based on:
 1624         (e) Strategies to provide personalized student advisement,
 1625  including a parent-participation component, and coordination
 1626  with middle grades schools to promote and support career-themed
 1627  courses and education planning as required under s. 1003.4156;
 1628         (f) Alignment of requirements for middle school career
 1629  planning under s. 1003.4156(1)(e) 1003.4156(1)(a)5., middle and
 1630  high school career and professional academies or career-themed
 1631  courses leading to industry certification or postsecondary
 1632  credit, and high school graduation requirements;
 1633         Section 28. Section 1003.4935, Florida Statutes, is amended
 1634  to read:
 1635         1003.4935 Middle grades school career and professional
 1636  academy courses and career-themed courses.—
 1637         (1) Beginning with the 2011-2012 school year, each district
 1638  school board, in collaboration with regional workforce boards,
 1639  economic development agencies, and state-approved postsecondary
 1640  institutions, shall include plans to implement a career and
 1641  professional academy or a career-themed course, as defined in s.
 1642  1003.493(1)(b), in at least one middle school in the district as
 1643  part of the strategic 3-year plan pursuant to s. 1003.491(2).
 1644  The strategic plan must provide students the opportunity to
 1645  transfer from a middle school career and professional academy or
 1646  a career-themed course to a high school career and professional
 1647  academy or a career-themed course currently operating within the
 1648  school district. Students who complete a middle school career
 1649  and professional academy or a career-themed course must have the
 1650  opportunity to earn an industry certificate and high school
 1651  credit and participate in career planning, job shadowing, and
 1652  business leadership development activities.
 1653         (2) Each middle grades school career and professional
 1654  academy or career-themed course must be aligned with at least
 1655  one high school career and professional academy or career-themed
 1656  course offered in the district and maintain partnerships with
 1657  local business and industry and economic development boards.
 1658  Middle grades school career and professional academies and
 1659  career-themed courses must:
 1660         (a) Lead to careers in occupations designated as high
 1661  skill, high-wage, and high-demand in the Industry Certification
 1662  Funding List approved under rules adopted by the State Board of
 1663  Education;
 1664         (b) Integrate content from core subject areas;
 1665         (c) Integrate career and professional academy or career
 1666  themed course content with intensive reading, English Language
 1667  Arts, and mathematics pursuant to ss. s. 1003.428 and 1003.4282;
 1668         (d) Coordinate with high schools to maximize opportunities
 1669  for middle grades school students to earn high school credit;
 1670         (e) Provide access to virtual instruction courses provided
 1671  by virtual education providers legislatively authorized to
 1672  provide part-time instruction to middle grades school students.
 1673  The virtual instruction courses must be aligned to state
 1674  curriculum standards for middle grades school career and
 1675  professional academy courses or career-themed courses, with
 1676  priority given to students who have required course deficits;
 1677         (f) Provide instruction from highly skilled professionals
 1678  who hold industry certificates in the career area in which they
 1679  teach;
 1680         (g) Offer externships; and
 1681         (h) Provide personalized student advisement that includes a
 1682  parent-participation component.
 1683         (3) Beginning with the 2012-2013 school year, if a school
 1684  district implements a middle school career and professional
 1685  academy or a career-themed course, the Department of Education
 1686  shall collect and report student achievement data pursuant to
 1687  performance factors identified under s. 1003.492(3) for students
 1688  enrolled in an academy or a career-themed course.
 1689         (4) The State Board of Education shall adopt rules to
 1690  identify industry certifications in science, technology,
 1691  engineering, and mathematics offered in middle school to be
 1692  included on the Industry Certified Funding List and which are
 1693  eligible for additional full-time equivalent membership under s.
 1694  1011.62(1).
 1695         Section 29. Paragraph (c) of subsection (3) of section
 1696  1003.51, Florida Statutes, is amended to read:
 1697         1003.51 Other public educational services.—
 1698         (3) The Department of Education in partnership with the
 1699  Department of Juvenile Justice, the district school boards, and
 1700  providers shall:
 1701         (c) Maintain standardized required content of education
 1702  records to be included as part of a youth’s commitment record.
 1703  These requirements shall reflect the policy and standards
 1704  adopted pursuant to subsection (2) and shall include, but not be
 1705  limited to, the following:
 1706         1. A copy of the student’s individual educational plan.
 1707         2. Assessment Data on student performance on assessments,
 1708  including grade level proficiency in reading, writing, and
 1709  mathematics, and performance on tests taken according to s.
 1710  1008.22.
 1711         3. A copy of the student’s permanent cumulative record.
 1712         4. A copy of the student’s academic transcript.
 1713         5. A portfolio reflecting the youth’s academic
 1714  accomplishments while in the Department of Juvenile Justice
 1715  program.
 1716         Section 30. Subsection (4) of section 1003.621, Florida
 1717  Statutes, is amended to read:
 1718         1003.621 Academically high-performing school districts.—It
 1719  is the intent of the Legislature to recognize and reward school
 1720  districts that demonstrate the ability to consistently maintain
 1721  or improve their high-performing status. The purpose of this
 1722  section is to provide high-performing school districts with
 1723  flexibility in meeting the specific requirements in statute and
 1724  rules of the State Board of Education.
 1725         (4) REPORTS.—The academically high-performing school
 1726  district shall submit to the State Board of Education and the
 1727  Legislature an annual report on December 1 which delineates the
 1728  performance of the school district relative to the academic
 1729  performance of students at each grade level in reading, writing,
 1730  mathematics, science, and any other subject that is included as
 1731  a part of the statewide assessment program in s. 1008.22. The
 1732  annual report shall be submitted in a format prescribed by the
 1733  Department of Education and shall include, but need not be
 1734  limited to, the following:
 1735         (a) Longitudinal performance of students on in mathematics,
 1736  reading, writing, science, and any other subject that is
 1737  included as a part of the statewide, standardized assessments
 1738  taken under assessment program in s. 1008.22;
 1739         (b) Longitudinal performance of students by grade level and
 1740  subgroup on in mathematics, reading, writing, science, and any
 1741  other subject that is included as a part of the statewide,
 1742  standardized assessments taken under assessment program in s.
 1743  1008.22;
 1744         (c) Longitudinal performance regarding efforts to close the
 1745  achievement gap;
 1746         (d)1. Number and percentage of students who take an
 1747  Advanced Placement Examination; and
 1748         2. Longitudinal performance regarding students who take an
 1749  Advanced Placement Examination by demographic group,
 1750  specifically by age, gender, race, and Hispanic origin, and by
 1751  participation in the National School Lunch Program;
 1752         (e) Evidence of compliance with subsection (1); and
 1753         (f) A description of each waiver and the status of each
 1754  waiver.
 1755         Section 31. Subsection (1) of section 1004.935, Florida
 1756  Statutes, is amended to read:
 1757         1004.935 Adults with Disabilities Workforce Education Pilot
 1758  Program.—
 1759         (1) The Adults with Disabilities Workforce Education Pilot
 1760  Program is established in the Department of Education for 2
 1761  years in Hardee, DeSoto, Manatee, and Sarasota Counties to
 1762  provide the option of receiving a scholarship for instruction at
 1763  private schools for up to 30 students who:
 1764         (a) Have a disability;
 1765         (b) Are 22 years of age;
 1766         (c) Are receiving instruction from an instructor in a
 1767  private school to meet the high school graduation requirements
 1768  in s. 1003.428 or s. 1003.4282;
 1769         (d) Do not have a standard high school diploma or a special
 1770  high school diploma; and
 1771         (e) Receive “supported employment services,” which means
 1772  employment that is located or provided in an integrated work
 1773  setting with earnings paid on a commensurate wage basis and for
 1774  which continued support is needed for job maintenance.
 1775  
 1776  As used in this section, the term “student with a disability”
 1777  includes a student who is documented as having an intellectual
 1778  disability; a speech impairment; a language impairment; a
 1779  hearing impairment, including deafness; a visual impairment,
 1780  including blindness; a dual sensory impairment; an orthopedic
 1781  impairment; another health impairment; an emotional or
 1782  behavioral disability; a specific learning disability,
 1783  including, but not limited to, dyslexia, dyscalculia, or
 1784  developmental aphasia; a traumatic brain injury; a developmental
 1785  delay; or autism spectrum disorder.
 1786         Section 32. Subsections (2), (7), (9), and (11) of section
 1787  1007.271, Florida Statutes, are amended to read:
 1788         1007.271 Dual enrollment programs.—
 1789         (2) For the purpose of this section, an eligible secondary
 1790  student is a student who is enrolled in a Florida public
 1791  secondary school or in a Florida private secondary school which
 1792  is in compliance with s. 1002.42(2) and provides a secondary
 1793  curriculum pursuant to s. 1003.428 or s. 1003.4282, s. 1003.429,
 1794  or s. 1003.43. Students who are eligible for dual enrollment
 1795  pursuant to this section may enroll in dual enrollment courses
 1796  conducted during school hours, after school hours, and during
 1797  the summer term. However, if the student is projected to
 1798  graduate from high school before the scheduled completion date
 1799  of a postsecondary course, the student may not register for that
 1800  course through dual enrollment. The student may apply to the
 1801  postsecondary institution and pay the required registration,
 1802  tuition, and fees if the student meets the postsecondary
 1803  institution’s admissions requirements under s. 1007.263.
 1804  Instructional time for dual enrollment may vary from 900 hours;
 1805  however, the school district may only report the student for a
 1806  maximum of 1.0 FTE, as provided in s. 1011.61(4). Any student
 1807  enrolled as a dual enrollment student is exempt from the payment
 1808  of registration, tuition, and laboratory fees. Applied academics
 1809  for adult education Vocational-preparatory instruction, college
 1810  preparatory instruction, and other forms of precollegiate
 1811  instruction, as well as physical education courses that focus on
 1812  the physical execution of a skill rather than the intellectual
 1813  attributes of the activity, are ineligible for inclusion in the
 1814  dual enrollment program. Recreation and leisure studies courses
 1815  shall be evaluated individually in the same manner as physical
 1816  education courses for potential inclusion in the program.
 1817         (7) Career dual enrollment shall be provided as a
 1818  curricular option for secondary students to pursue in order to
 1819  earn industry certifications adopted pursuant to s. 1008.44,
 1820  which count as a series of elective credits toward the high
 1821  school diploma. Career dual enrollment shall be available for
 1822  secondary students seeking a degree and industry certification
 1823  through or certificate from a career education complete career
 1824  preparatory program or course and may not be used to enroll
 1825  students in isolated career courses.
 1826         (9) The Commissioner of Education shall appoint faculty
 1827  committees representing public school, Florida College System
 1828  institution, and university faculties to identify postsecondary
 1829  courses that meet the high school graduation requirements of s.
 1830  1003.428 or s. 1003.4282, s. 1003.429, or s. 1003.43 and to
 1831  establish the number of postsecondary semester credit hours of
 1832  instruction and equivalent high school credits earned through
 1833  dual enrollment pursuant to this section that are necessary to
 1834  meet high school graduation requirements. Such equivalencies
 1835  shall be determined solely on comparable course content and not
 1836  on seat time traditionally allocated to such courses in high
 1837  school. The Commissioner of Education shall recommend to the
 1838  State Board of Education those postsecondary courses identified
 1839  to meet high school graduation requirements, based on mastery of
 1840  course outcomes, by their course numbers, and all high schools
 1841  shall accept these postsecondary education courses toward
 1842  meeting the requirements of s. 1003.428 or s. 1003.4282, s.
 1843  1003.429, or s. 1003.43.
 1844         (11) Career early admission is a form of career dual
 1845  enrollment through which eligible secondary students enroll full
 1846  time in a career center or a Florida College System institution
 1847  in postsecondary programs leading to industry certifications, as
 1848  listed in the Postsecondary Industry Certification Funding List
 1849  pursuant to s. 1008.44, which courses that are creditable toward
 1850  the high school diploma and the certificate or associate degree.
 1851  Participation in the career early admission program is limited
 1852  to students who have completed a minimum of 4 6 semesters of
 1853  full-time secondary enrollment, including studies undertaken in
 1854  the ninth grade. Students enrolled pursuant to this section are
 1855  exempt from the payment of registration, tuition, and laboratory
 1856  fees.
 1857         Section 33. Section 1008.22, Florida Statutes, is amended
 1858  to read:
 1859         (Substantial rewording of section. See
 1860         s. 1008.22, F.S., for present text.)
 1861         1008.22 Student assessment program for public schools.—
 1862         (1) PURPOSE.—The primary purpose of the student assessment
 1863  program is to provide student academic achievement and learning
 1864  gains data to students, parents, teachers, school
 1865  administrators, and school district staff. This data is to be
 1866  used by districts to improve instruction; by students, parents,
 1867  and teachers to guide learning objectives; by education
 1868  researchers to assess national and international education
 1869  comparison data; and by the public to assess the cost benefit of
 1870  the expenditure of taxpayer dollars. The program must be
 1871  designed to:
 1872         (a) Assess the achievement level and annual learning gains
 1873  of each student in English Language Arts and mathematics and the
 1874  achievement level in all other subjects assessed.
 1875         (b) Provide data for making decisions regarding school
 1876  accountability, recognition, and improvement of operations and
 1877  management, including schools operating for the purpose of
 1878  providing educational services to youth in Department of
 1879  Juvenile Justice programs.
 1880         (c) Identify the educational strengths and needs of
 1881  students and the readiness of students to be promoted to the
 1882  next grade level or to graduate from high school.
 1883         (d) Assess how well educational goals and curricular
 1884  standards are met at the school, district, state, national, and
 1885  international levels.
 1886         (e) Provide information to aid in the evaluation and
 1887  development of educational programs and policies.
 1888         (2) NATIONAL AND INTERNATIONAL EDUCATION COMPARISONS.
 1889  Florida school districts shall participate in the administration
 1890  of the National Assessment of Educational Progress, or similar
 1891  national or international assessments, both for the national
 1892  sample and for any state-by-state comparison programs that may
 1893  be initiated, as directed by the commissioner. The assessments
 1894  must be conducted using the data collection procedures, student
 1895  surveys, educator surveys, and other instruments included in the
 1896  National Assessment of Educational Progress or similar national
 1897  or international assessments being administered in Florida. The
 1898  administration of such assessments shall be in addition to and
 1899  separate from the administration of the statewide, standardized
 1900  assessments.
 1901         (3) STATEWIDE, STANDARDIZED ASSESSMENT PROGRAM.—The
 1902  Commissioner of Education shall design and implement a
 1903  statewide, standardized assessment program aligned to the core
 1904  curricular content established in the Next Generation Sunshine
 1905  State Standards. The commissioner also must develop or select
 1906  and implement a common battery of assessment tools that will be
 1907  used in all juvenile justice education programs in the state.
 1908  These tools must accurately measure the core curricular content
 1909  established in the Next Generation Sunshine State Standards.
 1910  Participation in the assessment program is mandatory for all
 1911  school districts and all students attending public schools,
 1912  including students seeking an adult high school diploma and
 1913  students in Department of Juvenile Justice education programs,
 1914  except as otherwise prescribed by the commissioner. If a student
 1915  does not participate in the assessment program, the school
 1916  district must notify the student’s parent and provide the parent
 1917  with information regarding the implications of such
 1918  nonparticipation. The statewide, standardized assessment program
 1919  shall be designed and implemented as follows:
 1920         (a) Florida Comprehensive Assessment Test (FCAT) until
 1921  replaced by common core assessments.—FCAT Reading shall be
 1922  administered annually in grades 3 through 10; FCAT Mathematics
 1923  shall be administered annually in grades 3 through 8; FCAT
 1924  Writing shall be administered annually at least once at the
 1925  elementary, middle, and high school levels; and FCAT Science
 1926  shall be administered annually at least once at the elementary
 1927  and middle grades levels. A student who has not earned a passing
 1928  score on grade 10 FCAT Reading must participate in each retake
 1929  of the assessment until the student earns a passing score. The
 1930  commissioner shall recommend and the State Board of Education
 1931  must adopt a score on both the SAT and ACT that is concordant to
 1932  a passing score on grade 10 FCAT Reading that, if achieved by a
 1933  student, meets the must-pass requirement for grade 10 FCAT
 1934  Reading.
 1935         (b) End-of-course (EOC) assessments.—EOC assessments must
 1936  be statewide, standardized, and developed or approved by the
 1937  Department of Education as follows:
 1938         1. Statewide, standardized EOC assessments in mathematics
 1939  shall be administered according to this subparagraph. Beginning
 1940  with the 2010-2011 school year, all students enrolled in Algebra
 1941  I must take the Algebra I EOC assessment. Except as otherwise
 1942  provided in this section, beginning with students entering grade
 1943  9 in the 2011-2012 school year, a student who is enrolled in
 1944  Algebra I must earn a passing score on the Algebra I EOC
 1945  assessment or attain a comparative score as authorized under
 1946  subsection (8) in order to earn a standard high school diploma.
 1947  A student who has not earned a passing score on the Algebra I
 1948  EOC assessment must participate in each retake of the assessment
 1949  until the student earns a passing score. Beginning with the
 1950  2011-2012 school year, all students enrolled in geometry must
 1951  take the Geometry EOC assessment. Middle grades students
 1952  enrolled in Algebra I or geometry must take the statewide,
 1953  standardized EOC assessment for those courses and are not
 1954  required to take the corresponding grade-level FCAT.
 1955         2. Statewide, standardized EOC assessments in science shall
 1956  be administered according to this subparagraph. Beginning with
 1957  the 2011-2012 school year, all students enrolled in Biology I
 1958  must take the Biology I EOC assessment.
 1959         3. During the 2012-2013 school year, an EOC assessment in
 1960  civics education shall be administered as a field test at the
 1961  middle grades level. Beginning with the 2013-2014 school year,
 1962  each student’s performance on the statewide, standardized EOC
 1963  assessment in civics education constitutes 30 percent of the
 1964  student’s final course grade.
 1965         4. The commissioner may select one or more nationally
 1966  developed comprehensive examinations, which may include
 1967  examinations for a College Board Advanced Placement course,
 1968  International Baccalaureate course, or Advanced International
 1969  Certificate of Education course, or industry-approved
 1970  examinations to earn national industry certifications identified
 1971  in the Industry Certification Funding List, for use as EOC
 1972  assessments under this paragraph if the commissioner determines
 1973  that the content knowledge and skills assessed by the
 1974  examinations meet or exceed the grade-level expectations for the
 1975  core curricular content established for the course in the Next
 1976  Generation Sunshine State Standards. Use of any such examination
 1977  as an EOC assessment must be approved by the state board.
 1978         5. Contingent upon funding provided in the General
 1979  Appropriations Act, including the appropriation of funds
 1980  received through federal grants, the commissioner may establish
 1981  an implementation schedule for the development and
 1982  administration of additional statewide, standardized EOC
 1983  assessments that must be approved by the state board. If
 1984  approved by the state board, student performance on such
 1985  assessments constitutes 30 percent of a student’s final course
 1986  grade.
 1987         6. All statewide, standardized EOC assessments must be
 1988  administered online except as otherwise provided in paragraph
 1989  (c).
 1990         (c) Students with disabilities; Florida Alternate
 1991  Assessment.
 1992         1. Each district school board must provide instruction to
 1993  prepare students with disabilities in the core content knowledge
 1994  and skills necessary for successful grade-to-grade progression
 1995  and high school graduation.
 1996         2. A student with a disability, as defined in s.
 1997  1007.02(2), for whom the individual education plan (IEP) team
 1998  determines that the statewide, standardized assessments under
 1999  this section cannot accurately measure the student’s abilities,
 2000  taking into consideration all allowable accommodations, shall
 2001  have assessment results waived for the purpose of receiving a
 2002  course grade and a standard high school diploma. Such waiver
 2003  shall be designated on the student’s transcript.
 2004         3. The State Board of Education shall adopt rules, based
 2005  upon recommendations of the commissioner, for the provision of
 2006  assessment accommodations for students with disabilities and for
 2007  students who have limited English proficiency.
 2008         a. Accommodations that negate the validity of a statewide,
 2009  standardized assessment are not allowed during the
 2010  administration of the assessment. However, instructional
 2011  accommodations are allowed in the classroom if identified in a
 2012  student’s IEP. Students using instructional accommodations in
 2013  the classroom that are not allowed on a statewide, standardized
 2014  assessment may have assessment results waived if the IEP team
 2015  determines that the assessment cannot accurately measure the
 2016  student’s abilities.
 2017         b. If a student is provided with instructional
 2018  accommodations in the classroom that are not allowed as
 2019  accommodations for statewide, standardized assessments, the
 2020  district must inform the parent in writing and provide the
 2021  parent with information regarding the impact on the student’s
 2022  ability to meet expected performance levels. A parent must
 2023  provide signed consent for a student to receive classroom
 2024  instructional accommodations that would not be available or
 2025  permitted on a statewide, standardized assessment and
 2026  acknowledge in writing that he or she understands the
 2027  implications of such instructional accommodations.
 2028         c. If a student’s IEP states that online administration of
 2029  a statewide, standardized assessment will significantly impair
 2030  the student’s ability to perform, the assessment shall be
 2031  administered in hard copy.
 2032         4. For students with significant cognitive disabilities,
 2033  the Department of Education shall provide for implementation of
 2034  the Florida Alternate Assessment to accurately measure the core
 2035  curricular content established in the Next Generation Sunshine
 2036  State Standards.
 2037         (d) Common core assessments in English Language Arts (ELA)
 2038  and mathematics.
 2039         1. Contingent upon funding, common core assessments in ELA
 2040  shall be administered to students in grades 3 through 11. Retake
 2041  opportunities for the grade 10 assessment must be provided.
 2042  Students taking the ELA assessments are not required to take the
 2043  assessments in FCAT Reading or FCAT Writing. Common core ELA
 2044  assessments shall be administered online.
 2045         2. Contingent upon funding, common core assessments in
 2046  mathematics shall be administered to all students in grades 3
 2047  through 8, and common core assessments in Algebra I, geometry,
 2048  and Algebra II shall be administered to students enrolled in
 2049  those courses. Retake opportunities must be provided for the
 2050  Algebra I assessment. Students may take the common core
 2051  mathematics assessments pursuant to the Credit Acceleration
 2052  Program (CAP) under s. 1003.4295(3). Students taking common core
 2053  assessments in mathematics are not required to take FCAT
 2054  Mathematics or statewide, standardized EOC assessments in
 2055  mathematics. Common core mathematics assessments shall be
 2056  administered online.
 2057         3. The State Board of Education shall adopt rules
 2058  establishing an implementation schedule to transition from FCAT
 2059  Reading, FCAT Writing, FCAT Mathematics, and Algebra I and
 2060  Geometry EOC assessments to common core assessments in English
 2061  Language Arts and mathematics. The schedule must take into
 2062  consideration funding, sufficient field and baseline data,
 2063  access to assessments, instructional alignment, and school
 2064  district readiness to administer the common core assessments
 2065  online. Until the 10th grade common core ELA and Algebra I
 2066  assessments become must-pass assessments, students must pass
 2067  10th grade FCAT Reading and the Algebra I EOC assessment, or
 2068  achieve a concordant or comparative score as authorized under
 2069  this section, in order to earn a standard high school diploma
 2070  under s. 1003.4282. Students taking 10th grade FCAT Reading or
 2071  the Algebra I EOC assessment are not required to take the
 2072  respective common core assessments.
 2073         4. The Department of Education shall publish minimum and
 2074  recommended technology requirements that include specifications
 2075  for hardware, software, networking, security, and broadband
 2076  capacity to facilitate school district compliance with the
 2077  requirement that common core assessments be administered online.
 2078         (e) Assessment scores and achievement levels.
 2079         1. All statewide, standardized EOC assessments and FCAT
 2080  Reading, FCAT Writing, and FCAT Science shall use scaled scores
 2081  and achievement levels. Achievement levels shall range from 1
 2082  through 5, with level 1 being the lowest achievement level,
 2083  level 5 being the highest achievement level, and level 3
 2084  indicating satisfactory performance on an assessment. For
 2085  purposes of FCAT Writing, student achievement shall be scored
 2086  using a scale of 1 through 6.
 2087         2. The state board shall designate by rule a passing score
 2088  for each statewide, standardized EOC and FCAT assessment. In
 2089  addition, the state board shall designate a score for each
 2090  statewide, standardized EOC assessment that indicates that a
 2091  student is high achieving and has the potential to meet college
 2092  readiness standards by the time the student graduates from high
 2093  school.
 2094         3. If the commissioner seeks to revise a statewide,
 2095  standardized assessment and the revisions require the state
 2096  board to modify performance level scores, including the passing
 2097  score, the commissioner shall provide a copy of the proposed
 2098  scores and implementation plan to the President of the Senate
 2099  and the Speaker of the House of Representatives at least 90 days
 2100  before submission to the state board for review. Until the state
 2101  board adopts the modifications by rule, the commissioner shall
 2102  use calculations for scoring the assessment that adjust student
 2103  scores on the revised assessment for statistical equivalence to
 2104  student scores on the former assessment. The state board shall
 2105  adopt by rule the passing score for the revised assessment that
 2106  is statistically equivalent to the passing score on the
 2107  discontinued assessment for a student who is required to attain
 2108  a passing score on the discontinued assessment. The commissioner
 2109  may, with approval of the state board, discontinue
 2110  administration of the former assessment upon the graduation,
 2111  based on normal student progression, of students participating
 2112  in the final regular administration of the former assessment. If
 2113  the commissioner revises a statewide, standardized assessment
 2114  and the revisions require the state board to modify the passing
 2115  score, only students taking the assessment for the first time
 2116  after the rule is adopted are affected.
 2117         (f) Assessment schedules and reporting of results.—The
 2118  Commissioner of Education shall establish schedules for the
 2119  administration of assessments and the reporting of student
 2120  assessment results. The commissioner shall consider the
 2121  observance of religious and school holidays when developing the
 2122  schedule. By August 1 of each year, the commissioner shall
 2123  notify each school district in writing and publish on the
 2124  department’s website the assessment and reporting schedules for,
 2125  at a minimum, the school year following the upcoming school
 2126  year. The assessment and reporting schedules must provide the
 2127  earliest possible reporting of student assessment results to the
 2128  school districts. Assessment results for FCAT Reading and FCAT
 2129  Mathematics must be made available no later than the week of
 2130  June 8. The administration of FCAT Writing and the Florida
 2131  Alternate Assessment may be no earlier than the week of March 1.
 2132  School districts shall administer assessments in accordance with
 2133  the schedule established by the commissioner.
 2134         (g) Prohibited activities.—A district school board shall
 2135  prohibit each public school from suspending a regular program of
 2136  curricula for purposes of administering practice assessments or
 2137  engaging in other assessment-preparation activities for a
 2138  statewide, standardized assessment. However, a district school
 2139  board may authorize a public school to engage in the following
 2140  assessment-preparation activities:
 2141         1. Distributing to students sample assessment books and
 2142  answer keys published by the Department of Education.
 2143         2. Providing individualized instruction in assessment
 2144  taking strategies, without suspending the school’s regular
 2145  program of curricula, for a student who scores Level 1 or Level
 2146  2 on a prior administration of an assessment.
 2147         3. Providing individualized instruction in the content
 2148  knowledge and skills assessed, without suspending the school’s
 2149  regular program of curricula, for a student who scores Level 1
 2150  or Level 2 on a prior administration of an assessment or a
 2151  student who, through a diagnostic assessment administered by the
 2152  school district, is identified as having a deficiency in the
 2153  content knowledge and skills assessed.
 2154         4. Administering a practice assessment or engaging in other
 2155  assessment-preparation activities that are determined necessary
 2156  to familiarize students with the organization of the assessment,
 2157  the format of assessment items, and the assessment directions or
 2158  that are otherwise necessary for the valid and reliable
 2159  administration of the assessment, as set forth in rules adopted
 2160  by the State Board of Education with specific reference to this
 2161  paragraph.
 2162         (h) Contracts for assessments.—The commissioner shall
 2163  provide for the assessments to be developed or obtained, as
 2164  appropriate, through contracts and project agreements with
 2165  private vendors, public vendors, public agencies, postsecondary
 2166  educational institutions, or school districts. The commissioner
 2167  may enter into contracts for the continued administration of the
 2168  assessments authorized and funded by the Legislature. Contracts
 2169  may be initiated in 1 fiscal year and continue into the next
 2170  fiscal year and may be paid from the appropriations of either or
 2171  both fiscal years. The commissioner may negotiate for the sale
 2172  or lease of tests, scoring protocols, test scoring services, and
 2173  related materials developed pursuant to law.
 2174         (4) SCHOOL ASSESSMENT PROGRAMS.—Each public school shall
 2175  participate in the statewide, standardized assessment program in
 2176  accordance with the assessment and reporting schedules and the
 2177  minimum and recommended technology requirements published by the
 2178  Commissioner of Education. District school boards shall not
 2179  establish school calendars that conflict with or jeopardize
 2180  implementation of the assessment program. All district school
 2181  boards shall report assessment results as required by the state
 2182  management information system. Performance data shall be
 2183  analyzed and reported to parents, the community, and the state.
 2184  Student performance data shall be used by districts in
 2185  developing objectives for the school improvement plan,
 2186  evaluating instructional personnel and administrative personnel,
 2187  assigning staff, allocating resources, acquiring instructional
 2188  materials and technology, implementing performance-based
 2189  budgeting, and promoting and assigning students to educational
 2190  programs. The analysis of student performance data must also
 2191  identify strengths and needs in the educational program and
 2192  trends over time. The analysis must be used in conjunction with
 2193  the budgetary planning processes developed pursuant to s.
 2194  1008.385 and the development of remediation programs.
 2195         (5) REQUIRED ANALYSES.—The commissioner shall provide, at a
 2196  minimum, statewide, standardized assessment data analysis
 2197  showing student achievement levels and learning gains by
 2198  teacher, school, and school district.
 2199         (6) LOCAL ASSESSMENTS.—
 2200         (a) Measurement of student learning gains in all subjects
 2201  and grade levels, except those subjects and grade levels
 2202  measured under the statewide, standardized assessment program
 2203  described in this section, is the responsibility of the school
 2204  districts.
 2205         (b) Beginning with the 2014-2015 school year, each school
 2206  district shall administer for each course offered in the
 2207  district a student assessment that measures mastery of the
 2208  content, as described in the state-adopted course description,
 2209  at the necessary level of rigor for the course. Such assessments
 2210  may include:
 2211         1. Statewide assessments.
 2212         2. Other standardized assessments, including nationally
 2213  recognized standardized assessments.
 2214         3. Industry certification examinations.
 2215         4. District-developed or district-selected end-of-course
 2216  assessments.
 2217         (c) The Commissioner of Education shall identify methods to
 2218  assist and support districts in the development and acquisition
 2219  of assessments required under this subsection. Methods may
 2220  include developing item banks, facilitating the sharing of
 2221  developed tests among school districts, acquiring assessments
 2222  from state and national curriculum-area organizations, and
 2223  providing technical assistance in best professional practices of
 2224  test development based upon state-adopted curriculum standards,
 2225  administration, and security.
 2226         (7) CONCORDANT SCORES FOR 10TH GRADE FCAT READING.—Until
 2227  the state transitions to common core English Language Arts
 2228  assessments, the Commissioner of Education must identify scores
 2229  on the SAT and ACT that if achieved satisfy the graduation
 2230  requirement that a student pass 10th grade FCAT Reading. The
 2231  commissioner may identify concordant scores on other assessments
 2232  as well. If the content or scoring procedures change for 10th
 2233  grade FCAT Reading, new concordant scores must be determined. If
 2234  new concordant scores are not timely adopted, the last-adopted
 2235  concordant scores remain in effect until such time as new scores
 2236  are adopted. The state board shall adopt concordant scores in
 2237  rule.
 2238         (8) COMPARATIVE SCORES FOR END-OF-COURSE (EOC)
 2239  ASSESSMENTS.—The Commissioner of Education must identify one or
 2240  more comparative scores for the Algebra I EOC assessment and may
 2241  identify comparative scores for the other EOC assessments. If
 2242  the content or scoring procedures change for the EOC
 2243  assessments, new comparative scores must be determined. If new
 2244  comparative scores are not timely adopted, the last-adopted
 2245  comparative scores remain in effect until such time as new
 2246  scores are adopted. The state board shall adopt comparative
 2247  scores in rule.
 2248         (9) REPORTS.—The Department of Education shall annually
 2249  provide a report to the Governor, the President of the Senate,
 2250  and the Speaker of the House of Representatives which shall
 2251  include the following:
 2252         (a) Longitudinal performance of students in reading and
 2253  mathematics.
 2254         (b) Longitudinal performance of students by grade level in
 2255  reading and mathematics.
 2256         (c) Longitudinal performance regarding efforts to close the
 2257  achievement gap.
 2258         (d) Other student performance data based on national norm
 2259  referenced and criterion-referenced tests, if available;
 2260  national assessments, such as the National Assessment of
 2261  Educational Progress; and international assessments.
 2262         (e) The number of students who after 8th grade enroll in
 2263  adult education rather than other secondary education.
 2264         (f) Any plan or intent to establish or implement new
 2265  statewide, standardized assessments.
 2266         (10) RULES.—The State Board of Education shall adopt rules
 2267  to implement this section.
 2268         Section 34. Paragraph (f) of subsection (2), paragraphs (a)
 2269  and (b) of subsection (4), paragraphs (a) and (b) of subsection
 2270  (5), paragraph (b) of subsection (6), subsection (7), and
 2271  subsection (8) of section 1008.25, Florida Statutes, are
 2272  amended, and paragraph (h) is added to subsection (2) of that
 2273  section, to read:
 2274         1008.25 Public school student progression; remedial
 2275  instruction; reporting requirements.—
 2276         (2) COMPREHENSIVE STUDENT PROGRESSION PLAN.—Each district
 2277  school board shall establish a comprehensive plan for student
 2278  progression which must:
 2279         (f) Advise parents and students of the early and
 2280  accelerated graduation options under s. ss. 1003.4281 and
 2281  1003.429.
 2282         (h) Provide instructional sequences by which students in
 2283  kindergarten through high school may attain progressively higher
 2284  levels of skill in the use of digital tools and applications.
 2285  The instructional sequences must include participation in
 2286  curricular and instructional options and the demonstration of
 2287  competence of standards required pursuant to ss. 1003.41 and
 2288  1003.4203 through attainment of industry certifications and
 2289  other means of demonstrating credit requirements identified
 2290  under ss. 1002.3105, 1003.4203, 1003.428, and 1003.4282.
 2291         (4) ASSESSMENT AND REMEDIATION.—
 2292         (a) Each student must participate in the statewide,
 2293  standardized assessment program tests required by s. 1008.22.
 2294  Each student who does not meet specific levels of performance on
 2295  the required assessments as determined by the district school
 2296  board in FCAT reading, writing, science, and mathematics for
 2297  each grade level, or who scores below Level 3 on in FCAT Reading
 2298  or FCAT Mathematics or on the common core English Language Arts
 2299  or mathematics assessments as applicable under s. 1008.22, must
 2300  be provided with additional diagnostic assessments to determine
 2301  the nature of the student’s difficulty, the areas of academic
 2302  need, and strategies for appropriate intervention and
 2303  instruction as described in paragraph (b).
 2304         (b) The school in which the student is enrolled must
 2305  develop, in consultation with the student’s parent, and must
 2306  implement a progress monitoring plan. A progress monitoring plan
 2307  is intended to provide the school district and the school
 2308  flexibility in meeting the academic needs of the student and to
 2309  reduce paperwork. A student who is not meeting the school
 2310  district or state requirements for proficiency in reading and
 2311  mathematics math shall be covered by one of the following plans
 2312  to target instruction and identify ways to improve his or her
 2313  academic achievement:
 2314         1. A federally required student plan such as an individual
 2315  education plan;
 2316         2. A schoolwide system of progress monitoring for all
 2317  students; or
 2318         3. An individualized progress monitoring plan.
 2319  
 2320  The plan chosen must be designed to assist the student or the
 2321  school in meeting state and district expectations for
 2322  proficiency. If the student has been identified as having a
 2323  deficiency in reading, the K-12 comprehensive reading plan
 2324  required by s. 1011.62(9) shall include instructional and
 2325  support services to be provided to meet the desired levels of
 2326  performance. District school boards may require low-performing
 2327  students to attend remediation programs held before or after
 2328  regular school hours or during the summer if transportation is
 2329  provided.
 2330         (5) READING DEFICIENCY AND PARENTAL NOTIFICATION.—
 2331         (a) It is the ultimate goal of the Legislature that every
 2332  student read at or above grade level. Any student who exhibits a
 2333  substantial deficiency in reading, based upon locally determined
 2334  or statewide assessments conducted in kindergarten or grade 1,
 2335  grade 2, or grade 3, or through teacher observations, must be
 2336  given intensive reading instruction immediately following the
 2337  identification of the reading deficiency. The student’s reading
 2338  proficiency must be reassessed by locally determined assessments
 2339  or through teacher observations at the beginning of the grade
 2340  following the intensive reading instruction. The student must
 2341  continue to be provided with intensive reading instruction until
 2342  the reading deficiency is remedied.
 2343         (b) Beginning with the 2002-2003 school year, If a the
 2344  student’s reading deficiency, as identified in paragraph (a), is
 2345  not remedied by the end of grade 3, as demonstrated by scoring
 2346  at Level 2 or higher on the statewide, standardized assessment
 2347  required under s. 1008.22 test in reading for grade 3, the
 2348  student must be retained.
 2349         (6) ELIMINATION OF SOCIAL PROMOTION.—
 2350         (b) The district school board may only exempt students from
 2351  mandatory retention, as provided in paragraph (5)(b), for good
 2352  cause. Good cause exemptions shall be limited to the following:
 2353         1. Limited English proficient students who have had less
 2354  than 2 years of instruction in an English for Speakers of Other
 2355  Languages program.
 2356         2. Students with disabilities whose individual education
 2357  plan indicates that participation in the statewide assessment
 2358  program is not appropriate, consistent with the requirements of
 2359  State Board of Education rule.
 2360         3. Students who demonstrate an acceptable level of
 2361  performance on an alternative standardized reading or English
 2362  Language Arts assessment approved by the State Board of
 2363  Education.
 2364         4. A student Students who demonstrates demonstrate, through
 2365  a student portfolio, that he or she the student is performing
 2366  reading on grade level as evidenced by demonstration of mastery
 2367  of the Sunshine State Standards in reading equal to at least at
 2368  a Level 2 performance on the FCAT Reading or the common core
 2369  English Language Arts assessment, as applicable under s.
 2370  1008.22.
 2371         5. Students with disabilities who participate in the FCAT
 2372  Reading or the common core English Language Arts assessment, as
 2373  applicable under s. 1008.22, and who have an individual
 2374  education plan or a Section 504 plan that reflects that the
 2375  student has received intensive remediation in reading and
 2376  English Language Arts for more than 2 years but still
 2377  demonstrates a deficiency in reading and was previously retained
 2378  in kindergarten, grade 1, grade 2, or grade 3.
 2379         6. Students who have received intensive remediation in
 2380  reading and English Language Arts, as applicable under s.
 2381  1008.22, for 2 or more years but still demonstrate a deficiency
 2382  in reading and who were previously retained in kindergarten,
 2383  grade 1, grade 2, or grade 3 for a total of 2 years. Intensive
 2384  reading instruction for students so promoted must include an
 2385  altered instructional day that includes specialized diagnostic
 2386  information and specific reading strategies for each student.
 2387  The district school board shall assist schools and teachers to
 2388  implement reading strategies that research has shown to be
 2389  successful in improving reading among low-performing readers.
 2390         (7) SUCCESSFUL PROGRESSION FOR RETAINED THIRD GRADE
 2391  STUDENTS READERS.—
 2392         (a) Students retained under the provisions of paragraph
 2393  (5)(b) must be provided intensive interventions in reading to
 2394  ameliorate the student’s specific reading deficiency, as
 2395  identified by a valid and reliable diagnostic assessment. This
 2396  intensive intervention must include effective instructional
 2397  strategies, participation in the school district’s summer
 2398  reading camp, and appropriate teaching methodologies necessary
 2399  to assist those students in becoming successful readers, able to
 2400  read at or above grade level, and ready for promotion to the
 2401  next grade.
 2402         (b) Beginning with the 2004-2005 school year, Each school
 2403  district shall:
 2404         1. Conduct a review of student progress monitoring plans
 2405  for all students who did not score above Level 1 on the reading
 2406  portion of the FCAT and did not meet the criteria for one of the
 2407  good cause exemptions in paragraph (6)(b). The review shall
 2408  address additional supports and services, as described in this
 2409  subsection, needed to remediate the identified areas of reading
 2410  deficiency. The school district shall require a student
 2411  portfolio to be completed for each such student.
 2412         1.2. Provide third grade students who are retained under
 2413  the provisions of paragraph (5)(b) with intensive instructional
 2414  services and supports to remediate the identified areas of
 2415  reading deficiency, including participation in the school
 2416  district’s summer reading camp as required under paragraph (a)
 2417  and a minimum of 90 minutes of daily, uninterrupted,
 2418  scientifically research-based reading instruction which includes
 2419  phonemic awareness, phonics, fluency, vocabulary, and
 2420  comprehension and other strategies prescribed by the school
 2421  district, which may include, but are not limited to:
 2422         a. Integration of science and social studies content within
 2423  the 90-minute block.
 2424         b.a. Small group instruction.
 2425         c.b. Reduced teacher-student ratios.
 2426         d.c. More frequent progress monitoring.
 2427         e.d. Tutoring or mentoring.
 2428         f.e. Transition classes containing 3rd and 4th grade
 2429  students.
 2430         g.f. Extended school day, week, or year.
 2431         g. Summer reading camps.
 2432         2.3. Provide written notification to the parent of any
 2433  student who is retained under the provisions of paragraph (5)(b)
 2434  that his or her child has not met the proficiency level required
 2435  for promotion and the reasons the child is not eligible for a
 2436  good cause exemption as provided in paragraph (6)(b). The
 2437  notification must comply with the provisions of s. 1002.20(15)
 2438  and must include a description of proposed interventions and
 2439  supports that will be provided to the child to remediate the
 2440  identified areas of reading deficiency.
 2441         3.4. Implement a policy for the midyear promotion of any
 2442  student retained under the provisions of paragraph (5)(b) who
 2443  can demonstrate that he or she is a successful and independent
 2444  reader and performing, reading at or above grade level in
 2445  reading and English Language Arts, as applicable under s.
 2446  1008.22, and ready to be promoted to grade 4. Tools that school
 2447  districts may use in reevaluating any student retained may
 2448  include subsequent assessments, alternative assessments, and
 2449  portfolio reviews, in accordance with rules of the State Board
 2450  of Education. Students promoted during the school year after
 2451  November 1 must demonstrate proficiency above that required to
 2452  score at Level 2 on the grade 3 FCAT, as determined by the State
 2453  Board of Education. The State Board of Education shall adopt
 2454  standards that provide a reasonable expectation that the
 2455  student’s progress is sufficient to master appropriate 4th grade
 2456  level reading skills.
 2457         4.5. Provide students who are retained under the provisions
 2458  of paragraph (5)(b) with a highly effective high-performing
 2459  teacher as determined by the teacher’s performance evaluation
 2460  under s. 1012.34 student performance data and above-satisfactory
 2461  performance appraisals.
 2462         6. In addition to required reading enhancement and
 2463  acceleration strategies, provide parents of students to be
 2464  retained with at least one of the following instructional
 2465  options:
 2466         a. Supplemental tutoring in scientifically research-based
 2467  reading services in addition to the regular reading block,
 2468  including tutoring before and/or after school.
 2469         b. A “Read at Home” plan outlined in a parental contract,
 2470  including participation in “Families Building Better Readers
 2471  Workshops” and regular parent-guided home reading.
 2472         c. A mentor or tutor with specialized reading training.
 2473         7. Establish a Reading Enhancement and Acceleration
 2474  Development (READ) Initiative. The focus of the READ Initiative
 2475  shall be to prevent the retention of grade 3 students and to
 2476  offer intensive accelerated reading instruction to grade 3
 2477  students who failed to meet standards for promotion to grade 4
 2478  and to each K-3 student who is assessed as exhibiting a reading
 2479  deficiency. The READ Initiative shall:
 2480         a. Be provided to all K-3 students at risk of retention as
 2481  identified by the statewide assessment system used in Reading
 2482  First schools. The assessment must measure phonemic awareness,
 2483  phonics, fluency, vocabulary, and comprehension.
 2484         b. Be provided during regular school hours in addition to
 2485  the regular reading instruction.
 2486         c. Provide a state-identified reading curriculum that has
 2487  been reviewed by the Florida Center for Reading Research at
 2488  Florida State University and meets, at a minimum, the following
 2489  specifications:
 2490         (I) Assists students assessed as exhibiting a reading
 2491  deficiency in developing the ability to read at grade level.
 2492         (II) Provides skill development in phonemic awareness,
 2493  phonics, fluency, vocabulary, and comprehension.
 2494         (III) Provides scientifically based and reliable
 2495  assessment.
 2496         (IV) Provides initial and ongoing analysis of each
 2497  student’s reading progress.
 2498         (V) Is implemented during regular school hours.
 2499         (VI) Provides a curriculum in core academic subjects to
 2500  assist the student in maintaining or meeting proficiency levels
 2501  for the appropriate grade in all academic subjects.
 2502         5.8. Establish at each school, when where applicable, an
 2503  Intensive Acceleration Class for retained grade 3 students who
 2504  subsequently score at Level 1 on the required statewide,
 2505  standardized assessment identified in s. 1008.22 reading portion
 2506  of the FCAT. The focus of the Intensive Acceleration Class shall
 2507  be to increase a child’s reading and English Language Arts skill
 2508  level at least two grade levels in 1 school year. The Intensive
 2509  Acceleration Class shall:
 2510         a. Be provided to any student in grade 3 who scores at
 2511  Level 1 on the reading portion of the FCAT Reading or the common
 2512  core English Language Arts assessment, as applicable under s.
 2513  1008.22, and who was retained in grade 3 the prior year because
 2514  of scoring at Level 1 on the reading portion of the FCAT.
 2515         b. Have a reduced teacher-student ratio.
 2516         c. Provide uninterrupted reading instruction for the
 2517  majority of student contact time each day and incorporate
 2518  opportunities to master the grade 4 Next Generation Sunshine
 2519  State Standards in other core subject areas.
 2520         d. Use a reading program that is scientifically research
 2521  based and has proven results in accelerating student reading
 2522  achievement within the same school year.
 2523         e. Provide intensive language and vocabulary instruction
 2524  using a scientifically research-based program, including use of
 2525  a speech-language therapist.
 2526         f. Include weekly progress monitoring measures to ensure
 2527  progress is being made.
 2528         g. Report to the Department of Education, in the manner
 2529  described by the department, the progress of students in the
 2530  class at the end of the first semester.
 2531         9. Report to the State Board of Education, as requested, on
 2532  the specific intensive reading interventions and supports
 2533  implemented at the school district level. The Commissioner of
 2534  Education shall annually prescribe the required components of
 2535  requested reports.
 2536         10. Provide a student who has been retained in grade 3 and
 2537  has received intensive instructional services but is still not
 2538  ready for grade promotion, as determined by the school district,
 2539  the option of being placed in a transitional instructional
 2540  setting. Such setting shall specifically be designed to produce
 2541  learning gains sufficient to meet grade 4 performance standards
 2542  while continuing to remediate the areas of reading deficiency.
 2543         (8) ANNUAL REPORT.—
 2544         (a) In addition to the requirements in paragraph (5)(b),
 2545  each district school board must annually report to the parent of
 2546  each student the progress of the student toward achieving state
 2547  and district expectations for proficiency in reading, writing,
 2548  science, and mathematics. The district school board must report
 2549  to the parent the student’s results on each statewide assessment
 2550  test. The evaluation of each student’s progress must be based
 2551  upon the student’s classroom work, observations, tests, district
 2552  and state assessments, and other relevant information. Progress
 2553  reporting must be provided to the parent in writing in a format
 2554  adopted by the district school board.
 2555         (b) Each district school board must annually publish on the
 2556  district website and in the local newspaper, and report in
 2557  writing to the State Board of Education by September 1 of each
 2558  year, the following information on the prior school year:
 2559         1. The provisions of this section relating to public school
 2560  student progression and the district school board’s policies and
 2561  procedures on student retention and promotion.
 2562         2. By grade, the number and percentage of all students in
 2563  grades 3 through 10 performing at Levels 1 and 2 on the reading
 2564  portion of the FCAT.
 2565         3. By grade, the number and percentage of all students
 2566  retained in grades 3 through 10.
 2567         4. Information on the total number of students who were
 2568  promoted for good cause, by each category of good cause as
 2569  specified in paragraph (6)(b).
 2570         5. Any revisions to the district school board’s policy on
 2571  student retention and promotion from the prior year.
 2572         (c) The Department of Education shall establish a uniform
 2573  format for school districts to report the information required
 2574  in paragraph (b). The format shall be developed with input from
 2575  district school boards and shall be provided not later than 90
 2576  days prior to the annual due date. The department shall annually
 2577  compile the information required in subparagraphs (b)2., 3., and
 2578  4., along with state-level summary information, and report such
 2579  information to the Governor, the President of the Senate, and
 2580  the Speaker of the House of Representatives.
 2581         Section 35. Subsection (3) of section 1008.30, Florida
 2582  Statutes, is amended to read:
 2583         1008.30 Common placement testing for public postsecondary
 2584  education.—
 2585         (3) The State Board of Education shall adopt rules that
 2586  require high schools to evaluate before the beginning of grade
 2587  12 the college readiness of each student who scores at Level 2
 2588  or Level 3 on the reading portion of the grade 10 FCAT Reading
 2589  or the English Language Arts assessment under s. 1008.22, as
 2590  applicable, or Level 2, Level 3, or Level 4 on the Algebra I
 2591  assessment mathematics assessments under s. 1008.22
 2592  1008.22(3)(c). High schools shall perform this evaluation using
 2593  results from the corresponding component of the common placement
 2594  test prescribed in this section, or an equivalent test
 2595  identified by the State Board of Education. The State Board of
 2596  Education shall identify in rule the assessments necessary to
 2597  perform the evaluations required by this subsection and shall
 2598  work with the school districts to administer the assessments.
 2599  The State Board of Education shall establish by rule the minimum
 2600  test scores a student must achieve to demonstrate readiness.
 2601  Students who demonstrate readiness by achieving the minimum test
 2602  scores established by the state board and enroll in a Florida
 2603  College System institution within 2 years of achieving such
 2604  scores shall not be required to retest or enroll in remediation
 2605  when admitted to any Florida College System institution. The
 2606  high school shall use the results of the test to advise the
 2607  students of any identified deficiencies and to provide 12th
 2608  grade students, and require them to complete, appropriate
 2609  postsecondary preparatory instruction before prior to high
 2610  school graduation. The curriculum provided under this subsection
 2611  shall be identified in rule by the State Board of Education and
 2612  encompass Florida’s Postsecondary Readiness Competencies. Other
 2613  elective courses may not be substituted for the selected
 2614  postsecondary reading, mathematics, reading, or writing, or
 2615  English Language Arts preparatory course unless the elective
 2616  course covers the same competencies included in the
 2617  postsecondary reading, mathematics, reading, or writing, or
 2618  English Language Arts preparatory course.
 2619         Section 36. Paragraphs (b) and (c) of subsection (3) of
 2620  section 1008.34, Florida Statutes, are amended to read:
 2621         1008.34 School grading system; school report cards;
 2622  district grade.—
 2623         (3) DESIGNATION OF SCHOOL GRADES.—
 2624         (b)1. A school’s grade shall be based on a combination of:
 2625         a. Student achievement scores on statewide, standardized,
 2626  including achievement as measured by FCAT assessments under s.
 2627  1008.22 1008.22(3)(c)1., statewide, standardized end-of-course
 2628  assessments under s. 1008.22(3)(c)2.a. and b., and achievement
 2629  scores for students seeking a special diploma.
 2630         b. Student learning gains in FCAT Reading or, upon
 2631  transition to common core assessments, the common core English
 2632  Language Arts and Mathematics assessments as measured by FCAT
 2633  and statewide, standardized end-of-course assessments
 2634  administered pursuant to s. 1008.22, as described in s.
 2635  1008.22(3)(c)1. and 2.a., including learning gains for students
 2636  seeking a special diploma, as measured by an alternate
 2637  assessment.
 2638         c. Improvement of the lowest 25th percentile of students in
 2639  the school in reading or, upon transition to common core
 2640  assessments, English Language Arts and Mathematics on the FCAT
 2641  or end-of-course assessments administered pursuant to s. 1008.22
 2642  described in s. 1008.22(3)(c)2.a., unless these students are
 2643  exhibiting satisfactory performance.
 2644         2. Beginning with the 2011-2012 school year, for schools
 2645  comprised of middle school grades 6 through 8 or grades 7 and 8,
 2646  the school’s grade shall include the performance and
 2647  participation of its students enrolled in high school level
 2648  courses with statewide, standardized end-of-course assessments
 2649  administered under s. 1008.22 1008.22(3)(c)2.a. Performance and
 2650  participation must be weighted equally. As valid data becomes
 2651  available, the school grades shall include the students’
 2652  attainment of national industry certification identified in the
 2653  Industry Certification Funding List pursuant to rules adopted by
 2654  the state board.
 2655         3. Beginning with the 2009-2010 school year for schools
 2656  comprised of high school grades 9, 10, 11, and 12, or grades 10,
 2657  11, and 12, at least 50 percent of the school grade shall be
 2658  based on a combination of the factors listed in sub
 2659  subparagraphs 1.a.-c. and the remaining percentage on the
 2660  following factors:
 2661         a. The high school graduation rate of the school;
 2662         b. As valid data becomes available, the performance and
 2663  participation of the school’s students in College Board Advanced
 2664  Placement courses, International Baccalaureate courses, dual
 2665  enrollment courses, and Advanced International Certificate of
 2666  Education courses; and the students’ achievement of national
 2667  industry certification identified in the Industry Certification
 2668  Funding List, pursuant to rules adopted by the state board;
 2669         c. Postsecondary readiness of all of the school’s on-time
 2670  graduates as measured by the SAT, the ACT, the Postsecondary
 2671  Education Readiness Test, or the common placement test;
 2672         d. The high school graduation rate of at-risk students, who
 2673  score are students scoring at Level 1 or Level 2 on grade 8 FCAT
 2674  Reading or the English Language Arts and FCAT mathematics
 2675  assessments administered under s. 1008.22;
 2676         e. As valid data becomes available, the performance of the
 2677  school’s students on statewide, standardized end-of-course
 2678  assessments administered under s. 1008.22(3)(b)4. and 5.
 2679  1008.22(3)(c)2.c. and d.; and
 2680         f. The growth or decline in the components listed in sub
 2681  subparagraphs a.-e. from year to year.
 2682         (c) Student assessment data used in determining school
 2683  grades shall include:
 2684         1. The aggregate scores of all eligible students enrolled
 2685  in the school who have been assessed on the FCAT and statewide,
 2686  standardized end-of-course assessments in courses required for
 2687  high school graduation, including, beginning with the 2011-2012
 2688  school year, the end-of-course assessment in Algebra I; and
 2689  beginning with the 2012-2013 school year, the end-of-course
 2690  assessments in Geometry and Biology I; and beginning with the
 2691  2014-2015 school year, on the statewide, standardized end-of
 2692  course assessment in civics education at the middle grades
 2693  school level.
 2694         2. The aggregate scores of all eligible students enrolled
 2695  in the school who have been assessed on the FCAT and statewide,
 2696  standardized end-of-course assessments under s. 1008.22 as
 2697  described in s. 1008.22(3)(c)2.a., and who have scored at or in
 2698  the lowest 25th percentile of students in the school in reading
 2699  and mathematics, unless these students are exhibiting
 2700  satisfactory performance.
 2701         3. The achievement scores and learning gains of eligible
 2702  students attending alternative schools that provide dropout
 2703  prevention and academic intervention services pursuant to s.
 2704  1003.53. The term “eligible students” in this subparagraph does
 2705  not include students attending an alternative school who are
 2706  subject to district school board policies for expulsion for
 2707  repeated or serious offenses, who are in dropout retrieval
 2708  programs serving students who have officially been designated as
 2709  dropouts, or who are in programs operated or contracted by the
 2710  Department of Juvenile Justice. The student performance data for
 2711  eligible students identified in this subparagraph shall be
 2712  included in the calculation of the home school’s grade. As used
 2713  in this subparagraph and s. 1008.341, the term “home school”
 2714  means the school to which the student would be assigned if the
 2715  student were not assigned to an alternative school. If an
 2716  alternative school chooses to be graded under this section,
 2717  student performance data for eligible students identified in
 2718  this subparagraph shall not be included in the home school’s
 2719  grade but shall be included only in the calculation of the
 2720  alternative school’s grade. A school district that fails to
 2721  assign the FCAT and statewide, standardized end-of-course
 2722  assessment as described in s. 1008.22(3)(c)2.a. scores of each
 2723  of its students to his or her home school or to the alternative
 2724  school that receives a grade shall forfeit Florida School
 2725  Recognition Program funds for 1 fiscal year. School districts
 2726  must require collaboration between the home school and the
 2727  alternative school in order to promote student success. This
 2728  collaboration must include an annual discussion between the
 2729  principal of the alternative school and the principal of each
 2730  student’s home school concerning the most appropriate school
 2731  assignment of the student.
 2732         4. The achievement scores and learning gains of students
 2733  designated as hospital- or homebound. Student assessment data
 2734  for students designated as hospital- or homebound shall be
 2735  assigned to their home school for the purposes of school grades.
 2736  As used in this subparagraph, the term “home school” means the
 2737  school to which a student would be assigned if the student were
 2738  not assigned to a hospital- or homebound program.
 2739         5. For schools comprised of high school grades 9, 10, 11,
 2740  and 12, or grades 10, 11, and 12, the data listed in
 2741  subparagraphs 1.-3. and the following data as the Department of
 2742  Education determines such data are valid and available:
 2743         a. The high school graduation rate of the school as
 2744  calculated by the department;
 2745         b. The participation rate of all eligible students enrolled
 2746  in the school and enrolled in College Board Advanced Placement
 2747  courses; International Baccalaureate courses; dual enrollment
 2748  courses; Advanced International Certificate of Education
 2749  courses; and courses or sequences of courses leading to national
 2750  industry certification identified in the Industry Certification
 2751  Funding List, pursuant to rules adopted by the State Board of
 2752  Education;
 2753         c. The aggregate scores of all eligible students enrolled
 2754  in the school in College Board Advanced Placement courses,
 2755  International Baccalaureate courses, and Advanced International
 2756  Certificate of Education courses;
 2757         d. Earning of college credit by all eligible students
 2758  enrolled in the school in dual enrollment programs under s.
 2759  1007.271;
 2760         e. Earning of a national industry certification identified
 2761  in the Industry Certification Funding List, pursuant to rules
 2762  adopted by the State Board of Education;
 2763         f. The aggregate scores of all eligible students enrolled
 2764  in the school in reading, mathematics, and other subjects as
 2765  measured by the SAT, the ACT, the Postsecondary Education
 2766  Readiness Test, and the common placement test for postsecondary
 2767  readiness;
 2768         g. The high school graduation rate of all eligible at-risk
 2769  students enrolled in the school who scored at Level 2 or lower
 2770  on grade 8 FCAT Reading and FCAT Mathematics;
 2771         h. The performance of the school’s students on statewide,
 2772  standardized end-of-course assessments administered under s.
 2773  1008.22(3)(b)4. and 5. 1008.22(3)(c)2.c. and d.; and
 2774         i. The growth or decline in the data components listed in
 2775  sub-subparagraphs a.-h. from year to year.
 2776  
 2777  The State Board of Education shall adopt appropriate criteria
 2778  for each school grade. The criteria must also give added weight
 2779  to student achievement in reading. Schools earning a grade of
 2780  “C,” making satisfactory progress, shall be required to
 2781  demonstrate that adequate progress has been made by students in
 2782  the school who are in the lowest 25th percentile in reading and
 2783  mathematics on statewide, standardized the FCAT and end-of
 2784  course assessments under s. 1008.22 as described in s.
 2785  1008.22(3)(c)2.a., unless these students are exhibiting
 2786  satisfactory performance. For schools comprised of high school
 2787  grades 9, 10, 11, and 12, or grades 10, 11, and 12, the criteria
 2788  for school grades must also give added weight to the graduation
 2789  rate of all eligible at-risk students. In order for a high
 2790  school to earn a grade of “A,” the school must demonstrate that
 2791  its at-risk students, as defined in this paragraph, are making
 2792  adequate progress.
 2793         Section 37. Section 1008.44, Florida Statutes, is created
 2794  to read:
 2795         1008.44 Industry certifications; Industry Certification
 2796  Funding List and Postsecondary Industry Certification Funding
 2797  List.—
 2798         (1) Pursuant to s. 1003.492, the Department of Education
 2799  shall, at least annually, identify, under rules adopted by the
 2800  State Board of Education, the Industry Certification Funding
 2801  List that must be applied in the distribution of funding to
 2802  school districts pursuant to s. 1011.62. The commissioner may at
 2803  any time recommend adding certifications.
 2804         (2) The State Board of Education shall approve, at least
 2805  annually, the Postsecondary Industry Certification Funding List
 2806  pursuant to this section. The commissioner shall recommend, at
 2807  least annually, the Postsecondary Industry Certification Funding
 2808  List to the State Board of Education and may at any time
 2809  recommend adding certifications. The Chancellor of the State
 2810  University System, the Chancellor of the Florida College System,
 2811  and the Chancellor of Career and Adult Education shall work with
 2812  local workforce boards, other postsecondary institutions,
 2813  businesses, and industry to identify, create, and recommend to
 2814  the commissioner industry certifications to be placed on the
 2815  funding list. The list shall be used to determine annual
 2816  performance funding distributions to school districts or Florida
 2817  College System institutions as specified in ss. 1011.80 and
 2818  1011.81, respectively. The chancellors shall review results of
 2819  the economic security report of employment and earning outcomes
 2820  produced annually pursuant to s. 445.007 when determining
 2821  recommended certifications for the list, as well as other
 2822  reports and indicators available regarding certification needs.
 2823         (3) In the case of rigorous industry certifications that
 2824  have embedded prerequisite minimum age, grade level, diploma or
 2825  degree, postgraduation period of work experience of at least 12
 2826  months, or other reasonable requirements that may limit the
 2827  extent to which a student can complete all requirements of the
 2828  certification recognized by industry for employment purposes,
 2829  the commissioner shall differentiate content, instructional, and
 2830  assessment requirements that, when provided by a public
 2831  institution and satisfactorily attained by a student, indicate
 2832  accomplishment of requirements necessary for funding pursuant to
 2833  ss. 1011.62, 1011.80, and 1011.81, notwithstanding attainment of
 2834  prerequisite requirements necessary for recognition by industry
 2835  for employment purposes. The differentiated requirements
 2836  established by the commissioner shall be included in the
 2837  Industry Certification Funding List at the time the
 2838  certification is adopted.
 2839         Section 38. Paragraph (c) of subsection (1) of section
 2840  1011.61, Florida Statutes, is amended to read:
 2841         1011.61 Definitions.—Notwithstanding the provisions of s.
 2842  1000.21, the following terms are defined as follows for the
 2843  purposes of the Florida Education Finance Program:
 2844         (1) A “full-time equivalent student” in each program of the
 2845  district is defined in terms of full-time students and part-time
 2846  students as follows:
 2847         (c)1. A “full-time equivalent student” is:
 2848         a. A full-time student in any one of the programs listed in
 2849  s. 1011.62(1)(c); or
 2850         b. A combination of full-time or part-time students in any
 2851  one of the programs listed in s. 1011.62(1)(c) which is the
 2852  equivalent of one full-time student based on the following
 2853  calculations:
 2854         (I) A full-time student in a combination of programs listed
 2855  in s. 1011.62(1)(c) shall be a fraction of a full-time
 2856  equivalent membership in each program equal to the number of net
 2857  hours per school year for which he or she is a member, divided
 2858  by the appropriate number of hours set forth in subparagraph
 2859  (a)1. or subparagraph (a)2. The sum of the fractions for each
 2860  program may not exceed the maximum value set forth in subsection
 2861  (4).
 2862         (II) A prekindergarten student with a disability shall meet
 2863  the requirements specified for kindergarten students.
 2864         (III) A full-time equivalent student for students in
 2865  kindergarten through grade 12 in a full-time virtual instruction
 2866  program under s. 1002.45 or a virtual charter school under s.
 2867  1002.33 shall consist of six full-credit completions or the
 2868  prescribed level of content that counts toward promotion to the
 2869  next grade in programs listed in s. 1011.62(1)(c). Credit
 2870  completions may be a combination of full-credit courses or half
 2871  credit courses. Beginning in the 2016-2017 2014-2015 fiscal
 2872  year, when s. 1008.22(3)(g) is implemented, the reported full
 2873  time equivalent students and associated funding of students
 2874  enrolled in courses requiring passage of an end-of-course
 2875  assessment under s. 1003.4282 to earn a standard high school
 2876  diploma shall be adjusted if after the student does not pass
 2877  completes the end-of-course assessment. However, no adjustment
 2878  shall be made for a student who enrolls in a segmented remedial
 2879  course delivered online.
 2880         (IV) A full-time equivalent student for students in
 2881  kindergarten through grade 12 in a part-time virtual instruction
 2882  program under s. 1002.45 shall consist of six full-credit
 2883  completions in programs listed in s. 1011.62(1)(c)1. and 3.
 2884  Credit completions may be a combination of full-credit courses
 2885  or half-credit courses. Beginning in the 2016-2017 2014-2015
 2886  fiscal year, when s. 1008.22(3)(g) is implemented, the reported
 2887  full-time equivalent students and associated funding of students
 2888  enrolled in courses requiring passage of an end-of-course
 2889  assessment under s. 1003.4282 to earn a standard high school
 2890  diploma shall be adjusted if after the student does not pass
 2891  completes the end-of-course assessment. However, no adjustment
 2892  shall be made for a student who enrolls in a segmented remedial
 2893  course delivered online.
 2894         (V) A Florida Virtual School full-time equivalent student
 2895  shall consist of six full-credit completions or the prescribed
 2896  level of content that counts toward promotion to the next grade
 2897  in the programs listed in s. 1011.62(1)(c)1. and 3. for students
 2898  participating in kindergarten through grade 12 part-time virtual
 2899  instruction and the programs listed in s. 1011.62(1)(c) for
 2900  students participating in kindergarten through grade 12 full
 2901  time virtual instruction. Credit completions may be a
 2902  combination of full-credit courses or half-credit courses.
 2903  Beginning in the 2016-2017 2014-2015 fiscal year, when s.
 2904  1008.22(3)(g) is implemented, the reported full-time equivalent
 2905  students and associated funding of students enrolled in courses
 2906  requiring passage of an end-of-course assessment under s.
 2907  1003.4282 to earn a standard high school diploma shall be
 2908  adjusted if after the student does not pass completes the end
 2909  of-course assessment. However, no adjustment shall be made for a
 2910  student who enrolls in a segmented remedial course delivered
 2911  online.
 2912         (VI) Each successfully completed full-credit course earned
 2913  through an online course delivered by a district other than the
 2914  one in which the student resides shall be calculated as 1/6 FTE.
 2915         (VII) Each successfully completed credit earned under the
 2916  alternative high school course credit requirements authorized in
 2917  s. 1002.375, which is not reported as a portion of the 900 net
 2918  hours of instruction pursuant to subparagraph (1)(a)1., shall be
 2919  calculated as 1/6 FTE.
 2920         (VII)(VIII)(A) A full-time equivalent student for courses
 2921  requiring passage of a statewide, standardized end-of-course
 2922  assessment under s. 1003.4282 to earn a standard high school
 2923  diploma pursuant to s. 1008.22(3)(c)2.a. shall be defined and
 2924  reported based on the number of instructional hours as provided
 2925  in this subsection until the 2016-2017 fiscal year for the first
 2926  3 years of administering the end-of-course assessment. Beginning
 2927  in the 2016-2017 fiscal year fourth year of administering the
 2928  end-of-course assessment, the FTE for the course shall be
 2929  assessment-based credit-based and each course shall be equal to
 2930  1/6 FTE. The reported FTE shall be adjusted if after the student
 2931  does not pass successfully completes the end-of-course
 2932  assessment pursuant to s. 1008.22(3)(c)2.a. However, no
 2933  adjustment shall be made for a student who enrolls in a
 2934  segmented remedial course delivered online.
 2935         (A)(B) For students enrolled in a school district as a
 2936  full-time student, the district may report 1/6 FTE for each
 2937  student who passes a statewide, standardized end-of-course
 2938  assessment without being enrolled in the corresponding course.
 2939         (B)(C) The FTE earned under this sub-sub-subparagraph and
 2940  any FTE for courses or programs listed in s. 1011.62(1)(c) that
 2941  do not require passing a statewide, standardized end-of-course
 2942  assessment are subject to the requirements in subsection (4).
 2943         2. A student in membership in a program scheduled for more
 2944  or less than 180 school days or the equivalent on an hourly
 2945  basis as specified by rules of the State Board of Education is a
 2946  fraction of a full-time equivalent membership equal to the
 2947  number of instructional hours in membership divided by the
 2948  appropriate number of hours set forth in subparagraph (a)1.;
 2949  however, for the purposes of this subparagraph, membership in
 2950  programs scheduled for more than 180 days is limited to students
 2951  enrolled in juvenile justice education programs and the Florida
 2952  Virtual School.
 2953  
 2954  The department shall determine and implement an equitable method
 2955  of equivalent funding for experimental schools and for schools
 2956  operating under emergency conditions, which schools have been
 2957  approved by the department to operate for less than the minimum
 2958  school day.
 2959         Section 39. Present paragraphs (s) and (t) of subsection
 2960  (1) of section 1011.62, Florida Statutes, are redesignated as
 2961  paragraphs (t) and (u), respectively, a new paragraph (s) is
 2962  added to that subsection, and paragraphs (c), (l), (n), and (o),
 2963  and present paragraph (t) of that subsection are amended, to
 2964  read:
 2965         1011.62 Funds for operation of schools.—If the annual
 2966  allocation from the Florida Education Finance Program to each
 2967  district for operation of schools is not determined in the
 2968  annual appropriations act or the substantive bill implementing
 2969  the annual appropriations act, it shall be determined as
 2970  follows:
 2971         (1) COMPUTATION OF THE BASIC AMOUNT TO BE INCLUDED FOR
 2972  OPERATION.—The following procedure shall be followed in
 2973  determining the annual allocation to each district for
 2974  operation:
 2975         (c) Determination of programs.—Cost factors based on
 2976  desired relative cost differences between the following programs
 2977  shall be established in the annual General Appropriations Act.
 2978  The cost factor for secondary career education programs and
 2979  basic programs grade 9 through 12 shall be equal. The
 2980  Commissioner of Education shall specify a matrix of services and
 2981  intensity levels to be used by districts in the determination of
 2982  the two weighted cost factors for exceptional students with the
 2983  highest levels of need. For these students, the funding support
 2984  level shall fund the exceptional students’ education program,
 2985  with the exception of extended school year services for students
 2986  with disabilities.
 2987         1. Basic programs.—
 2988         a. Kindergarten and grades 1, 2, and 3.
 2989         b. Grades 4, 5, 6, 7, and 8.
 2990         c. Grades 9, 10, 11, and 12.
 2991         2. Programs for exceptional students.—
 2992         a. Support Level IV.
 2993         b. Support Level V.
 2994         3. Secondary career education programs.—
 2995         4. English for Speakers of Other Languages.—
 2996         (l) Calculation of additional full-time equivalent
 2997  membership based on International Baccalaureate examination
 2998  scores of students.—A value of 0.16 full-time equivalent student
 2999  membership shall be calculated for each student enrolled in an
 3000  International Baccalaureate course who receives a score of 4 or
 3001  higher on a subject examination. A value of 0.3 full-time
 3002  equivalent student membership shall be calculated for each
 3003  student who receives an International Baccalaureate diploma.
 3004  Such value shall be added to the total full-time equivalent
 3005  student membership in basic programs for grades 9 through 12 in
 3006  the subsequent fiscal year. Each school district shall allocate
 3007  80 percent of the funds received from International
 3008  Baccalaureate bonus FTE funding to the school program whose
 3009  students generate the funds and to school programs that prepare
 3010  prospective students to enroll in International Baccalaureate
 3011  courses. Funds shall be expended solely for the payment of
 3012  allowable costs associated with the International Baccalaureate
 3013  program. Allowable costs include International Baccalaureate
 3014  annual school fees; International Baccalaureate examination
 3015  fees; salary, benefits, and bonuses for teachers and program
 3016  coordinators for the International Baccalaureate program and
 3017  teachers and coordinators who prepare prospective students for
 3018  the International Baccalaureate program; supplemental books;
 3019  instructional supplies; instructional equipment or instructional
 3020  materials for International Baccalaureate courses; other
 3021  activities that identify prospective International Baccalaureate
 3022  students or prepare prospective students to enroll in
 3023  International Baccalaureate courses; and training or
 3024  professional development for International Baccalaureate
 3025  teachers. School districts shall allocate the remaining 20
 3026  percent of the funds received from International Baccalaureate
 3027  bonus FTE funding for programs that assist academically
 3028  disadvantaged students to prepare for more rigorous courses. The
 3029  school district shall distribute to each classroom teacher who
 3030  provided International Baccalaureate instruction:
 3031         1. A bonus in the amount of $50 for each student taught by
 3032  the International Baccalaureate teacher in each International
 3033  Baccalaureate course who receives a score of 4 or higher on the
 3034  International Baccalaureate examination.
 3035         2. An additional bonus of $500 to each International
 3036  Baccalaureate teacher in a school designated with a grade of “D”
 3037  or “F” who has at least one student scoring 4 or higher on the
 3038  International Baccalaureate examination, regardless of the
 3039  number of classes taught or of the number of students scoring a
 3040  4 or higher on the International Baccalaureate examination.
 3041  
 3042  Bonuses awarded to a teacher according to this paragraph may
 3043  shall not exceed $2,000 in any given school year. However, the
 3044  maximum bonus shall be $3,000 if at least 50 percent of the
 3045  students enrolled in a teacher’s course earn a score of 4 or
 3046  higher on the examination in a school designated with a grade of
 3047  “A”, “B”, or “C”; or if at least 25 percent of the students
 3048  enrolled in a teacher’s course earn a score of 4 or higher on
 3049  the examination in a school designated with a grade of “D” or
 3050  “F”. Bonuses awarded under this paragraph and shall be in
 3051  addition to any regular wage or other bonus the teacher received
 3052  or is scheduled to receive. For such courses, the teacher shall
 3053  earn an additional bonus of $50 for each student who has a
 3054  qualifying score up to the maximum of $3,000 in any given school
 3055  year.
 3056         (n) Calculation of additional full-time equivalent
 3057  membership based on college board advanced placement scores of
 3058  students.—A value of 0.16 full-time equivalent student
 3059  membership shall be calculated for each student in each advanced
 3060  placement course who receives a score of 3 or higher on the
 3061  College Board Advanced Placement Examination for the prior year
 3062  and added to the total full-time equivalent student membership
 3063  in basic programs for grades 9 through 12 in the subsequent
 3064  fiscal year. Each district must allocate at least 80 percent of
 3065  the funds provided to the district for advanced placement
 3066  instruction, in accordance with this paragraph, to the high
 3067  school that generates the funds. The school district shall
 3068  distribute to each classroom teacher who provided advanced
 3069  placement instruction:
 3070         1. A bonus in the amount of $50 for each student taught by
 3071  the Advanced Placement teacher in each advanced placement course
 3072  who receives a score of 3 or higher on the College Board
 3073  Advanced Placement Examination.
 3074         2. An additional bonus of $500 to each Advanced Placement
 3075  teacher in a school designated with a grade of “D” or “F” who
 3076  has at least one student scoring 3 or higher on the College
 3077  Board Advanced Placement Examination, regardless of the number
 3078  of classes taught or of the number of students scoring a 3 or
 3079  higher on the College Board Advanced Placement Examination.
 3080  
 3081  Bonuses awarded to a teacher according to this paragraph shall
 3082  not exceed $2,000 in any given school year. However, the maximum
 3083  bonus shall be $3,000 if at least 50 percent of the students
 3084  enrolled in a teacher’s course earn a score of 3 or higher on
 3085  the examination in a school with a grade of “A”, “B”, or “C” or
 3086  if at least 25 percent of the students enrolled in a teacher’s
 3087  course earn a score of 3 or higher on the examination in a
 3088  school with a grade of “D” or “F”. Bonuses awarded under this
 3089  paragraph and shall be in addition to any regular wage or other
 3090  bonus the teacher received or is scheduled to receive. For such
 3091  courses, the teacher shall earn an additional bonus of $50 for
 3092  each student who has a qualifying score up to the maximum of
 3093  $3,000 in any given school year.
 3094         (o) Calculation of additional full-time equivalent
 3095  membership based on certification of successful completion of a
 3096  career-themed course or career and professional academy program
 3097  pursuant to ss. 1003.491, 1003.492, and 1003.493, and 1003.4935
 3098  and issuance of the highest level of industry certification
 3099  identified in the Industry Certification Certified Funding List
 3100  pursuant to rules adopted by the State Board of Education.—
 3101         1. A value of 0.1 or, 0.2, or 0.3 full-time equivalent
 3102  student membership shall be calculated for each student who
 3103  completes a career-themed course as defined in s. 1003.493(1)(b)
 3104  or a career and professional academy program under ss. 1003.491,
 3105  1003.492, 1003.493, and 1003.4935 and who is issued an the
 3106  highest level of industry certification identified annually in
 3107  the Industry Certification Funding List approved under rules
 3108  adopted by the State Board of Education upon promotion to the
 3109  9th grade under subparagraph 2. or upon earning a high school
 3110  diploma. The maximum full-time equivalent student membership
 3111  value for any student in grades 9 through 12 is 0.3. A value of
 3112  0.2 full-time equivalent membership shall be calculated for each
 3113  student who is issued an industry certification that has a
 3114  statewide articulation agreement for college credit approved by
 3115  the State Board of Education. For industry certifications that
 3116  do not articulate for college credit, the Department of
 3117  Education shall assign a the appropriate full-time equivalent
 3118  value of 0.1 for each certification, 50 percent of which is
 3119  based on rigor and the remaining 50 percent on employment value.
 3120  The State Board of Education shall include the assigned values
 3121  in the Industry Certification Funding List under rules adopted
 3122  by the state board. Rigor shall be based on the number of
 3123  instructional hours, including work experience hours, required
 3124  to earn the certification, with a bonus for industry
 3125  certifications that have a statewide articulation agreement for
 3126  college credit approved by the State Board of Education.
 3127  Employment value shall be based on the entry wage, growth rate
 3128  in employment for each occupational category, and average annual
 3129  openings for the primary occupation linked to the industry
 3130  certification. Such value shall be added to the total full-time
 3131  equivalent student membership in secondary career education
 3132  programs for grades 9 through 12 in the subsequent year for
 3133  courses that were not provided funded through dual enrollment.
 3134  Industry certifications earned through dual enrollment must be
 3135  reported and funded pursuant to ss. 1011.80 and 1011.81.
 3136         2. Upon promotion to the 9th grade, a value of 0.1 full
 3137  time equivalent student membership shall be calculated for each
 3138  student who completes a career-themed course or a career and
 3139  professional academy program under s. 1003.4935 and who is
 3140  issued the highest level of industry certification in science,
 3141  technology, engineering, or mathematics identified on the
 3142  Industry Certification Funding List under rules adopted by the
 3143  State Board of Education.
 3144         2.3. The additional full-time equivalent membership
 3145  authorized under this paragraph may not exceed 0.3 per student.
 3146  Each district must allocate at least 80 percent of the funds
 3147  provided for industry certification, in accordance with this
 3148  paragraph, to the program that generated the funds. This
 3149  allocation may not be used to supplant funds provided for basic
 3150  operation of the program. Unless a different amount is specified
 3151  in the General Appropriations Act, the appropriation for this
 3152  calculation is limited to $60 $15 million annually. If the
 3153  appropriation is insufficient to fully fund the total
 3154  calculation, the appropriation shall be prorated.
 3155         3. For industry certifications earned in the 2013-2014
 3156  school year and in subsequent years, the school district shall
 3157  distribute to each classroom teacher who provided direct
 3158  instruction toward the attainment of an industry certification
 3159  that qualified for additional full-time equivalent membership
 3160  under subparagraph 1.:
 3161         a. A bonus in the amount of $25 for each student taught by
 3162  a teacher who provided instruction in a course that led to the
 3163  attainment of an industry certification on the Industry
 3164  Certification Funding List with a weight of 0.1.
 3165         b. A bonus in the amount of $50 for each student taught by
 3166  a teacher who provided instruction in a course that led to the
 3167  attainment of an industry certification on the Industry
 3168  Certification Funding List with a weight of 0.2.
 3169         4. For the 2013-2014 fiscal year, the additional FTE
 3170  membership calculation must include the additional FTE for any
 3171  student who earned a certification in the 2009-2010, 2010-2011,
 3172  and 2011-2012 fiscal years who was not previously funded and was
 3173  enrolled in 2012-2013.
 3174  
 3175  Bonuses awarded pursuant to this paragraph shall be provided to
 3176  teachers who are employed by the district in the year in which
 3177  the additional FTE membership calculation is included in the
 3178  calculation. Bonuses shall be calculated based upon the
 3179  associated weight of an industry certification on the Industry
 3180  Certification Funding List for the year in which the
 3181  certification is earned by the student. Any bonus awarded to a
 3182  teacher under this paragraph may not exceed $2,000 in any given
 3183  school year and is in addition to any regular wage or other
 3184  bonus the teacher received or is scheduled to receive.
 3185         (s) Florida Cyber Security Recognition, Florida Digital
 3186  Arts Recognition, and Florida Digital Tools Certificate
 3187  established pursuant to s. 1003.4203.
 3188         1. Each school district shall certify by June 30 of each
 3189  year to the Department of Education each elementary school that
 3190  achieves 50 percent of student attainment of the Florida Cyber
 3191  Security Recognition or the Florida Digital Arts Recognition
 3192  established pursuant to s. 1003.4203. Upon verification by the
 3193  department, each school that has achieved the designated student
 3194  recognitions shall be awarded a Florida Digital Learning
 3195  Certificate of Achievement by the Commissioner of Education.
 3196         2. Each middle school shall receive $50 for each student
 3197  who earns the Florida Digital Tools Certificate established
 3198  pursuant to s. 1003.4203 with a minimum awarded per school of
 3199  $1,000 annually and a maximum award per school of $15,000
 3200  annually. This performance payment shall be calculated in the
 3201  FEFP as a full-time equivalent student.
 3202         (u)(t)Computation for funding through the Florida
 3203  Education Finance Program.—The State Board of Education may
 3204  adopt rules establishing programs, industry certifications, and
 3205  courses for which the student may earn credit toward high school
 3206  graduation.
 3207         Section 40. Paragraph (b) of subsection (1) of section
 3208  1012.22, Florida Statutes, is amended to read:
 3209         1012.22 Public school personnel; powers and duties of the
 3210  district school board.—The district school board shall:
 3211         (1) Designate positions to be filled, prescribe
 3212  qualifications for those positions, and provide for the
 3213  appointment, compensation, promotion, suspension, and dismissal
 3214  of employees as follows, subject to the requirements of this
 3215  chapter:
 3216         (b) Time to act on nominations.—The district school board
 3217  shall act not later than 3 weeks following the receipt of
 3218  statewide, standardized FCAT scores and data under s. 1008.22,
 3219  including school grades, or June 30, whichever is later, on the
 3220  district school superintendent’s nominations of supervisors,
 3221  principals, and members of the instructional staff.
 3222         Section 41. Subsection (4) of section 1012.56, Florida
 3223  Statutes, is amended to read:
 3224         1012.56 Educator certification requirements.—
 3225         (4) ALIGNMENT OF SUBJECT AREAS.—As the Sunshine State
 3226  Standards are replaced by the Next Generation Sunshine State
 3227  Standards under s. 1003.41, The State Board of Education shall
 3228  align the subject area examinations to the Next Generation
 3229  Sunshine State Standards.
 3230         Section 42. Paragraph (b) of subsection (4) of section
 3231  1012.98, Florida Statutes, is amended to read:
 3232         1012.98 School Community Professional Development Act.—
 3233         (4) The Department of Education, school districts, schools,
 3234  Florida College System institutions, and state universities
 3235  share the responsibilities described in this section. These
 3236  responsibilities include the following:
 3237         (b) Each school district shall develop a professional
 3238  development system as specified in subsection (3). The system
 3239  shall be developed in consultation with teachers, teacher
 3240  educators of Florida College System institutions and state
 3241  universities, business and community representatives, and local
 3242  education foundations, consortia, and professional
 3243  organizations. The professional development system must:
 3244         1. Be approved by the department. All substantial revisions
 3245  to the system shall be submitted to the department for review
 3246  for continued approval.
 3247         2. Be based on analyses of student achievement data and
 3248  instructional strategies and methods that support rigorous,
 3249  relevant, and challenging curricula for all students. Schools
 3250  and districts, in developing and refining the professional
 3251  development system, shall also review and monitor school
 3252  discipline data; school environment surveys; assessments of
 3253  parental satisfaction; performance appraisal data of teachers,
 3254  managers, and administrative personnel; and other performance
 3255  indicators to identify school and student needs that can be met
 3256  by improved professional performance.
 3257         3. Provide inservice activities coupled with followup
 3258  support appropriate to accomplish district-level and school
 3259  level improvement goals and standards. The inservice activities
 3260  for instructional personnel shall focus on analysis of student
 3261  achievement data, ongoing formal and informal assessments of
 3262  student achievement, identification and use of enhanced and
 3263  differentiated instructional strategies that emphasize rigor,
 3264  relevance, and reading in the content areas, enhancement of
 3265  subject content expertise, integrated use of classroom
 3266  technology that enhances teaching and learning, classroom
 3267  management, parent involvement, and school safety.
 3268         4. Include a master plan for inservice activities, pursuant
 3269  to rules of the State Board of Education, for all district
 3270  employees from all fund sources. The master plan shall be
 3271  updated annually by September 1, must be based on input from
 3272  teachers and district and school instructional leaders, and must
 3273  use the latest available student achievement data and research
 3274  to enhance rigor and relevance in the classroom. Each district
 3275  inservice plan must be aligned to and support the school-based
 3276  inservice plans and school improvement plans pursuant to s.
 3277  1001.42(18). District plans must be approved by the district
 3278  school board annually in order to ensure compliance with
 3279  subsection (1) and to allow for dissemination of research-based
 3280  best practices to other districts. District school boards must
 3281  submit verification of their approval to the Commissioner of
 3282  Education no later than October 1, annually.
 3283         5. Authorize Require each school principal to establish and
 3284  maintain an individual professional development plan for each
 3285  instructional employee assigned to the school as a seamless
 3286  component to the school improvement plans developed pursuant to
 3287  s. 1001.42(18). An The individual professional development plan
 3288  must:
 3289         a. be related to specific performance data for the students
 3290  to whom the teacher is assigned;.
 3291         b. define the inservice objectives and specific measurable
 3292  improvements expected in student performance as a result of the
 3293  inservice activity; and.
 3294         c. include an evaluation component that determines the
 3295  effectiveness of the professional development plan.
 3296         6. Include inservice activities for school administrative
 3297  personnel that address updated skills necessary for
 3298  instructional leadership and effective school management
 3299  pursuant to s. 1012.986.
 3300         7. Provide for systematic consultation with regional and
 3301  state personnel designated to provide technical assistance and
 3302  evaluation of local professional development programs.
 3303         8. Provide for delivery of professional development by
 3304  distance learning and other technology-based delivery systems to
 3305  reach more educators at lower costs.
 3306         9. Provide for the continuous evaluation of the quality and
 3307  effectiveness of professional development programs in order to
 3308  eliminate ineffective programs and strategies and to expand
 3309  effective ones. Evaluations must consider the impact of such
 3310  activities on the performance of participating educators and
 3311  their students’ achievement and behavior.
 3312         Section 43. Any student who selected and is participating
 3313  in an accelerated high school graduation option under s.
 3314  1003.429, Florida Statutes, before July 1, 2013, may continue
 3315  that option, and all statutory program requirements of the
 3316  accelerated high school option shall remain applicable to the
 3317  student as long as the student continues participation in the
 3318  option.
 3319         Section 44. The Division of Law Revision and Information is
 3320  requested to prepare a reviser’s bill for the 2014 Regular
 3321  Session of the Legislature to change the term “Sunshine State
 3322  Standards” to “Next Generation Sunshine State Standards”
 3323  wherever the term appears in the Florida Statutes.
 3324         Section 45. Paragraph (b) of subsection (5) of section
 3325  1001.706, Florida Statutes, is amended to read:
 3326         1001.706 Powers and duties of the Board of Governors.—
 3327         (5) POWERS AND DUTIES RELATING TO ACCOUNTABILITY.—
 3328         (b) The Board of Governors shall develop a strategic plan
 3329  specifying goals and objectives for the State University System
 3330  and each constituent university, including each university’s
 3331  contribution to overall system goals and objectives. The
 3332  strategic plan must:
 3333         1. Include performance metrics and standards common for all
 3334  institutions and metrics and standards unique to institutions
 3335  depending on institutional core missions, including, but not
 3336  limited to, student admission requirements, retention,
 3337  graduation, percentage of graduates who have attained
 3338  employment, percentage of graduates enrolled in continued
 3339  education, licensure passage, average wages of employed
 3340  graduates, average cost per graduate, excess hours, student loan
 3341  burden and default rates, faculty awards, total annual research
 3342  expenditures, patents, licenses and royalties, intellectual
 3343  property, startup companies, annual giving, endowments, and
 3344  well-known, highly respected national rankings for institutional
 3345  and program achievements.
 3346         2. Consider reports and recommendations of the Higher
 3347  Education Coordinating Council pursuant to s. 1004.015 and the
 3348  Articulation Coordinating Committee pursuant to s. 1007.01.
 3349         3. Include student enrollment and performance data
 3350  delineated by method of instruction, including, but not limited
 3351  to, traditional, online, and distance learning instruction.
 3352         4. Include criteria for designating baccalaureate degree
 3353  and master’s degree programs at specified universities as high
 3354  demand programs of emphasis. Fifty percent of the criteria for
 3355  designation as high-demand programs of emphasis must be based on
 3356  achievement of performance outcome thresholds determined by the
 3357  Board of Governors, and 50 percent of the criteria must be based
 3358  on achievement of performance outcome thresholds specifically
 3359  linked to:
 3360         a. Job placement in employment of 36 hours or more per week
 3361  and average full-time wages of graduates of the degree programs
 3362  1 year and 5 years after graduation, based in part on data
 3363  provided in the economic security report of employment and
 3364  earning outcomes produced annually pursuant to s. 445.07.
 3365         b. Data-driven gap analyses, conducted by the Board of
 3366  Governors, of the state’s job market demands and the outlook for
 3367  jobs that require a baccalaureate or higher degree.
 3368         Section 46. Section 1001.7065, Florida Statutes, is created
 3369  to read:
 3370         1001.7065 Preeminent state research universities program.—
 3371         (1) STATE UNIVERSITY SYSTEM SHARED GOVERNANCE
 3372  COLLABORATION.—A collaborative partnership is established
 3373  between the Board of Governors and the Legislature to elevate
 3374  the academic and research preeminence of Florida’s highest
 3375  performing state research universities in accordance with this
 3376  section. The partnership stems from the State University System
 3377  Governance Agreement executed on March 24, 2010, wherein the
 3378  Board of Governors and leaders of the Legislature agreed to a
 3379  framework for the collaborative exercise of their joint
 3380  authority and shared responsibility for the State University
 3381  System. The governance agreement confirmed the commitment of the
 3382  Board of Governors and the Legislature to continue collaboration
 3383  on accountability measures, the use of data, and recommendations
 3384  derived from such data.
 3385         (2) ACADEMIC AND RESEARCH EXCELLENCE STANDARDS.—Effective
 3386  July 1, 2013, the following academic and research excellence
 3387  standards are established for the preeminent state research
 3388  universities program:
 3389         (a) An average weighted grade point average of 4.0 or
 3390  higher on a 4.0 scale and an average SAT score of 1800 or higher
 3391  for fall semester incoming freshmen, as reported annually.
 3392         (b) A top-50 ranking on at least two well-known and highly
 3393  respected national public university rankings, reflecting
 3394  national preeminence, using most recent rankings.
 3395         (c) A freshman retention rate of 90 percent or higher for
 3396  full-time, first-time-in-college students, as reported annually
 3397  to the Integrated Postsecondary Education Data System (IPEDS).
 3398         (d) A 6-year graduation rate of 70 percent or higher for
 3399  full-time, first-time-in-college students, as reported annually
 3400  to the IPEDS.
 3401         (e) Six or more faculty members at the state university who
 3402  are members of a national academy, as reported by the Center for
 3403  Measuring University Performance in the Top American Research
 3404  Universities (TARU) annual report.
 3405         (f) Total annual research expenditures, including federal
 3406  research expenditures, of $200 million or more, as reported
 3407  annually by the National Science Foundation (NSF).
 3408         (g) Total annual research expenditures in diversified
 3409  nonmedical sciences of $150 million or more, based on data
 3410  reported annually by the NSF.
 3411         (h) A top-100 university national ranking for research
 3412  expenditures in five or more science, technology, engineering,
 3413  or mathematics fields of study, as reported annually by the NSF.
 3414         (i) One hundred or more total patents awarded by the United
 3415  States Patent and Trademark Office for the most recent 3-year
 3416  period.
 3417         (j) Four hundred or more doctoral degrees awarded annually,
 3418  as reported in the Board of Governors Annual Accountability
 3419  Report.
 3420         (k) Two hundred or more postdoctoral appointees annually,
 3421  as reported in the TARU annual report.
 3422         (l) An endowment of $500 million or more, as reported in
 3423  the Board of Governors Annual Accountability Report.
 3424         (3) PREEMINENT STATE RESEARCH UNIVERSITY DESIGNATION.—The
 3425  Board of Governors shall designate each state research
 3426  university that meets at least 11 of the 12 academic and
 3427  research excellence standards identified in subsection (2) a
 3428  preeminent state research university.
 3429         (4) PREEMINENT STATE RESEARCH UNIVERSITY INSTITUTE FOR
 3430  ONLINE LEARNING.—A state research university that, as of July 1,
 3431  2013, meets all 12 of the academic and research excellence
 3432  standards identified in subsection (2), as verified by the Board
 3433  of Governors, shall establish an institute for online learning.
 3434  The institute shall establish a robust offering of high-quality,
 3435  fully online baccalaureate degree programs at an affordable cost
 3436  in accordance with this subsection.
 3437         (a) By August 1, 2013, the Board of Governors shall convene
 3438  an advisory board to support the development of high-quality,
 3439  fully online baccalaureate degree programs at the university.
 3440         (b) The advisory board shall:
 3441         1. Offer expert advice, as requested by the university, in
 3442  the development and implementation of a business plan to expand
 3443  the offering of high-quality, fully online baccalaureate degree
 3444  programs.
 3445         2. Advise the Board of Governors on the release of funding
 3446  to the university upon approval by the Board of Governors of the
 3447  plan developed by the university.
 3448         3. Monitor, evaluate, and report on the implementation of
 3449  the plan to the Board of Governors, the Governor, the President
 3450  of the Senate, and the Speaker of the House of Representatives.
 3451         (c) The advisory board shall be composed of the following
 3452  five members:
 3453         1. The chair of the Board of Governors or the chair’s
 3454  permanent designee.
 3455         2. A member with expertise in online learning, appointed by
 3456  the Board of Governors.
 3457         3. A member with expertise in global marketing, appointed
 3458  by the Governor.
 3459         4. A member with expertise in cloud virtualization,
 3460  appointed by the President of the Senate.
 3461         5. A member with expertise in disruptive innovation,
 3462  appointed by the Speaker of the House of Representatives.
 3463         (d) The president of the university shall be consulted on
 3464  the advisory board member appointments.
 3465         (e) A majority of the advisory board shall constitute a
 3466  quorum, elect the chair, and appoint an executive director.
 3467         (f) By September 1, 2013, the university shall submit to
 3468  the advisory board a comprehensive plan to expand high-quality,
 3469  fully online baccalaureate degree program offerings. The plan
 3470  shall include:
 3471         1. Existing on-campus general education courses and
 3472  baccalaureate degree programs that will be offered online.
 3473         2. New courses that will be developed and offered online.
 3474         3. Support services that will be offered to students
 3475  enrolled in online baccalaureate degree programs.
 3476         4. A tuition and fee structure that meets the requirements
 3477  in paragraph (k) for online courses, baccalaureate degree
 3478  programs, and student support services.
 3479         5. A timeline for offering, marketing, and enrolling
 3480  students in the online baccalaureate degree programs.
 3481         6. A budget for developing and marketing the online
 3482  baccalaureate degree programs.
 3483         7. Detailed strategies for ensuring the success of students
 3484  and the sustainability of the online baccalaureate degree
 3485  programs.
 3486  
 3487  Upon recommendation of the plan by the advisory board and
 3488  approval by the Board of Governors, the Board of Governors shall
 3489  award the university $10 million in nonrecurring funds and $5
 3490  million in recurring funds for fiscal year 2013-2014 and $5
 3491  million annually thereafter, subject to appropriation in the
 3492  General Appropriations Act.
 3493         (g) Beginning in January 2014, the university shall offer
 3494  high-quality, fully online baccalaureate degree programs that:
 3495         1. Accept full-time, first-time-in-college students.
 3496         2. Have the same rigorous admissions criteria as equivalent
 3497  on-campus degree programs.
 3498         3. Offer curriculum of equivalent rigor to on-campus degree
 3499  programs.
 3500         4. Offer rolling enrollment or multiple opportunities for
 3501  enrollment throughout the year.
 3502         5. Do not require any on-campus courses. However, for
 3503  courses or programs that require clinical training or
 3504  laboratories that cannot be delivered online, the university
 3505  shall offer convenient locational options to the student, which
 3506  may include, but are not limited to, the option to complete such
 3507  requirements at a summer-in-residence on the university campus.
 3508  The university may provide a network of sites at convenient
 3509  locations and contract with commercial testing centers or
 3510  identify other secure testing services for the purpose of
 3511  proctoring assessments or testing.
 3512         6. Apply the university’s existing policy for accepting
 3513  credits for both freshman applicants and transfer applicants.
 3514         (h) The university may offer a fully online Masters in
 3515  Business Administration degree program and other master’s degree
 3516  programs.
 3517         (i) The university may develop and offer degree programs
 3518  and courses that are competency based as appropriate for the
 3519  quality and success of the program.
 3520         (j) The university shall periodically expand its offering
 3521  of online baccalaureate degree programs to meet student and
 3522  market demands.
 3523         (k) The university shall establish a tuition structure for
 3524  its online institute in accordance with this paragraph,
 3525  notwithstanding any other provision of law.
 3526         1. For students classified as residents for tuition
 3527  purposes, tuition for an online baccalaureate degree program
 3528  shall be set at no more than 75 percent of the tuition rate as
 3529  specified in the General Appropriations Act pursuant to s.
 3530  1009.24(4) and 75 percent of the tuition differential pursuant
 3531  to s. 1009.24(16). No distance learning fee, fee for campus
 3532  facilities, or fee for on-campus services may be assessed,
 3533  except that online students shall pay the university’s
 3534  technology fee, financial aid fee, and Capital Improvement Trust
 3535  Fund fee. The revenues generated from the Capital Improvement
 3536  Trust Fund fee shall be dedicated to the university’s institute
 3537  for online learning.
 3538         2. For students classified as nonresidents for tuition
 3539  purposes, tuition may be set at market rates in accordance with
 3540  the business plan.
 3541         3. Tuition for an online degree program shall include all
 3542  costs associated with instruction, materials, and enrollment,
 3543  excluding costs associated with the provision of textbooks
 3544  pursuant to s. 1004.085 and physical laboratory supplies.
 3545         4. Subject to the limitations in subparagraph 1., tuition
 3546  may be differentiated by degree program as appropriate to the
 3547  instructional and other costs of the program in accordance with
 3548  the business plan. Pricing must incorporate innovative
 3549  approaches that incentivize persistence and completion,
 3550  including, but not limited to, a fee for assessment, a bundled
 3551  or all-inclusive rate, and sliding scale features.
 3552         5. The university must accept advance payment contracts and
 3553  student financial aid.
 3554         6. Fifty percent of the net revenues generated from the
 3555  online institute of the university shall be used to enhance and
 3556  enrich the online institute offerings, and 50 percent of the net
 3557  revenues generated from the online institute shall be used to
 3558  enhance and enrich the university’s campus state-of-the-art
 3559  research programs and facilities.
 3560         7. The institute may charge additional local user fees
 3561  pursuant to s. 1009.24(14) upon the approval of the Board of
 3562  Governors.
 3563         8. The institute shall submit a proposal to the president
 3564  of the university authorizing additional user fees for the
 3565  provision of voluntary student participation in activities and
 3566  additional student services.
 3567         (5) PREEMINENT STATE RESEARCH UNIVERSITY SUPPORT.—A state
 3568  research university that, as of July 1, 2013, meets all 12 of
 3569  the academic and research excellence standards identified in
 3570  subsection (2), as verified by the Board of Governors, shall
 3571  submit to the Board of Governors a 5-year benchmark plan with
 3572  target rankings on key performance metrics for national
 3573  excellence. Upon approval by the Board of Governors, and upon
 3574  the university’s meeting the benchmark plan goals annually, the
 3575  Board of Governors shall award the university an amount
 3576  specified in the General Appropriations Act to be provided
 3577  annually throughout the 5-year period. Funding for this purpose
 3578  is contingent upon specific appropriation in the General
 3579  Appropriations Act.
 3580         (6) PREEMINENT STATE RESEARCH UNIVERSITY ENHANCEMENT
 3581  INITIATIVE.—A state research university that, as of July 1,
 3582  2013, meets 11 of the 12 academic and research excellence
 3583  standards identified in subsection (2), as verified by the Board
 3584  of Governors, shall submit to the Board of Governors a 5-year
 3585  benchmark plan with target rankings on key performance metrics
 3586  for national excellence. Upon the university’s meeting the
 3587  benchmark plan goals annually, the Board of Governors shall
 3588  award the university an amount specified in the General
 3589  Appropriations Act to be provided annually throughout the 5-year
 3590  period for the purpose of recruiting National Academy Members,
 3591  expediting the provision of a master’s degree in cloud
 3592  virtualization, and instituting an entrepreneurs-in-residence
 3593  program throughout its campus. Funding for this purpose is
 3594  contingent upon specific appropriation in the General
 3595  Appropriations Act.
 3596         (7) PREEMINENT STATE RESEARCH UNIVERSITY SPECIAL COURSE
 3597  REQUIREMENT AUTHORITY.—In order to provide a jointly shared
 3598  educational experience, a university that is designated a
 3599  preeminent state research university may require its incoming
 3600  first-time-in-college students to take a 9-to-12-credit set of
 3601  unique courses specifically determined by the university and
 3602  published on the university’s website. The university may
 3603  stipulate that credit for such courses may not be earned through
 3604  any acceleration mechanism pursuant to s. 1007.27 or s. 1007.271
 3605  or any other transfer credit. All accelerated credits earned up
 3606  to the limits specified in ss. 1007.27 and 1007.271 shall be
 3607  applied toward graduation at the student’s request.
 3608         (8) PREEMINENT STATE RESEARCH UNIVERSITY FLEXIBILITY
 3609  AUTHORITY.—The Board of Governors is encouraged to identify and
 3610  grant all reasonable, feasible authority and flexibility to
 3611  ensure that a designated preeminent state research university is
 3612  free from unnecessary restrictions.
 3613         (9) PROGRAMS OF EXCELLENCE THROUGHOUT THE STATE UNIVERSITY
 3614  SYSTEM.—The Board of Governors is encouraged to establish
 3615  standards and measures whereby individual programs in state
 3616  universities that objectively reflect national excellence can be
 3617  identified and make recommendations to the Legislature as to how
 3618  any such programs could be enhanced and promoted.
 3619         Section 47. Subsections (3) and (24) of section 1004.02,
 3620  Florida Statutes, are amended to read:
 3621         1004.02 Definitions.—As used in this chapter:
 3622         (3) “Adult general education” means comprehensive
 3623  instructional programs designed to improve the employability of
 3624  the state’s workforce through adult basic education, adult
 3625  secondary education, English for Speakers of Other Languages,
 3626  applied academics for adult education vocational-preparatory
 3627  instruction, and instruction for adults with disabilities.
 3628         (24) “Applied academics for adult education” or “applied
 3629  academics Vocational-preparatory instruction” means adult
 3630  general education through which persons attain academic and
 3631  workforce readiness skills at the level of functional literacy
 3632  (grade levels 6.0-8.9) or higher so that such persons may pursue
 3633  technical certificate education or higher-level technical
 3634  education.
 3635         Section 48. Section 1004.082, Florida Statutes, is created
 3636  to read:
 3637         1004.082 Talent retention programs.—The Chancellor of the
 3638  State University System shall cooperate with the Commissioner of
 3639  Education to support talent retention programs that encourage
 3640  middle school and high school students who indicate an interest
 3641  in or aptitude for physics or mathematics to continue their
 3642  education at a state university that has excellent departments
 3643  in selected fields. The chancellor and the commissioner shall
 3644  work with state university department chairs to enable
 3645  department chairs of outstanding state university departments to
 3646  send letters to students who indicate an interest in or aptitude
 3647  for those subjects. At a minimum, the letter should provide an
 3648  open invitation for the student to communicate with the
 3649  department, at least annually, and to schedule a tour of the
 3650  department and the campus.
 3651         Section 49. Section 1004.91, Florida Statutes, is amended
 3652  to read:
 3653         1004.91 Requirements for career education program basic
 3654  skills Career-preparatory instruction.—
 3655         (1) The State Board of Education shall adopt, by rule,
 3656  standards of basic skill mastery for completion of certificate
 3657  career education programs. Each school district and Florida
 3658  College System institution that conducts programs that confer
 3659  career and technical certificates credit shall provide applied
 3660  academics career-preparatory instruction through which students
 3661  receive the basic skills instruction required pursuant to this
 3662  section.
 3663         (2) Students who enroll in a program offered for career
 3664  credit of 450 hours or more shall complete an entry-level
 3665  examination within the first 6 weeks after of admission into the
 3666  program. The State Board of Education shall designate
 3667  examinations that are currently in existence, the results of
 3668  which are comparable across institutions, to assess student
 3669  mastery of basic skills. Any student found to lack the required
 3670  level of basic skills for such program shall be referred to
 3671  applied academics career-preparatory instruction or another
 3672  adult general basic education program for a structured program
 3673  of basic skills instruction. Such instruction may include
 3674  English for speakers of other languages. A student may not
 3675  receive a career or technical certificate of completion without
 3676  first demonstrating the basic skills required in the state
 3677  curriculum frameworks for the career education program.
 3678         (3)(a) An adult student with a disability may be exempted
 3679  from the provisions of this section.
 3680         (b) The following students are exempt from this section:
 3681         1. A student who possesses a college degree at the
 3682  associate in applied science level or higher is exempt from this
 3683  section.
 3684         2. A student who demonstrates readiness for public
 3685  postsecondary education pursuant to s. 1008.30 and applicable
 3686  rules adopted by the State Board of Education has completed or
 3687  who is exempt from the college-level communication and
 3688  computation skills examination pursuant to s. 1008.29, or who is
 3689  exempt from the college entry-level examination pursuant to s.
 3690  1008.29, is exempt from the provisions of this section.
 3691         3. A student who passes Students who have passed a state
 3692  or, national, or industry certification or licensure examination
 3693  that is identified in State Board of Education rules and aligned
 3694  to the career education program in which the student is enrolled
 3695  exam are exempt from this section.
 3696         4. An adult student who is enrolled in an apprenticeship
 3697  program that is registered with the Department of Education in
 3698  accordance with the provisions of chapter 446 is exempt from the
 3699  provisions of this section.
 3700         Section 50. Present subsection (8) of section 1004.93,
 3701  Florida Statutes, is renumbered as subsection (9), and a new
 3702  subsection (8) is added to that section, to read:
 3703         1004.93 Adult general education.—
 3704         (8) In order to accelerate the employment of adult
 3705  education students, students entering adult general education
 3706  programs after July 1, 2013, must complete the following action
 3707  steps-to-employment activities before the completion of the
 3708  first term:
 3709         (a) Identify employment opportunities using market-driven
 3710  tools.
 3711         (b) Create a personalized employment goal.
 3712         (c) Conduct a personalized skill and knowledge inventory.
 3713         (d) Compare the results of the personalized skill and
 3714  knowledge inventory with the knowledge and skills needed to
 3715  attain the personalized employment goal.
 3716         (e) Upgrade skills and knowledge needed through adult
 3717  general education programs and additional educational pursuits
 3718  based on the personalized employment goal.
 3719  
 3720  The action-steps-to-employment activities may be developed
 3721  through a blended approach with assistance provided to adult
 3722  general education students by teachers, employment specialists,
 3723  guidance counselors, business and industry representatives, and
 3724  online resources. Students may be directed to online resources
 3725  and provided information on financial literacy, student
 3726  financial aid, industry certifications, and occupational
 3727  services and a listing of job openings.
 3728         Section 51. Section 1006.735, Florida Statutes, is amended
 3729  to read:
 3730         1006.735 Complete Florida Degree Program Completion Pilot
 3731  Project.—
 3732         (1) The Complete Florida Degree Program Completion Pilot
 3733  Project is established for the purpose of recruiting,
 3734  recovering, and retaining the state’s adult learners and
 3735  assisting them in completing an associate degree or a
 3736  baccalaureate degree that is aligned to high-wage, high-skill
 3737  workforce needs. As used in this section, the term “adult
 3738  learner” means a student who has successfully completed college
 3739  level coursework in multiple semesters but has left an
 3740  institution in good standing before completing his or her
 3741  degree. The program pilot project shall give priority to adult
 3742  learners who are veterans or active duty members of the United
 3743  States Armed Forces.
 3744         (2) The Complete Florida Degree Program pilot project shall
 3745  be implemented by the University of West Florida, acting as the
 3746  lead institution, in coordination with Florida College System
 3747  institutions, state universities, and private postsecondary
 3748  institutions, as appropriate. The program; the University of
 3749  South Florida; Florida State College at Jacksonville; and St.
 3750  Petersburg College and shall include the associate, applied
 3751  baccalaureate, and baccalaureate degree programs that these
 3752  institutions have selected. Other partnering public
 3753  postsecondary education institutions shall provide areas of
 3754  specialization or concentration.
 3755         (3) For purposes of selecting the degree programs that will
 3756  be given priority in the Complete Florida Degree Program pilot
 3757  project, the institutions identified in subsection (2) shall
 3758  partner with public and private job recruitment and placement
 3759  agencies and use labor market data and projections, including
 3760  those identified in the Board of Governors’ gap analysis, to
 3761  identify the specific workforce needs and targeted occupations
 3762  of the state.
 3763         (4) The Complete Florida Degree Program pilot project shall
 3764  provide adult learners with a single point of access to
 3765  information and links to innovative online and accelerated
 3766  distance learning courses, student and library support services,
 3767  and electronic resources that will guide the adult learner
 3768  toward the successful completion of a postsecondary degree.
 3769         (5) By the end of Beginning with the 2013-2014 2012-2013
 3770  academic year, the Complete Florida Degree Program pilot project
 3771  shall be implemented and must:
 3772         (a) Use the distance learning course catalog established
 3773  pursuant to s. 1006.73 to communicate course availability to the
 3774  adult learner.
 3775         (b) Develop and implement an advising and student support
 3776  system that includes the use of degree completion specialists,
 3777  is based upon best practices and processes, and includes
 3778  academic and career support services designed specifically for
 3779  the adult learner. The program must identify proposed changes to
 3780  the statewide computer-assisted student advising system
 3781  established pursuant to s. 1006.73 to assist the adult learner
 3782  in using the system.
 3783         (c) Use the streamlined, automated, online admissions
 3784  application process for transient students established pursuant
 3785  to s. 1006.73. The program pilot project shall identify any
 3786  additional admissions and registration policies and practices
 3787  that could be further streamlined and automated for purposes of
 3788  assisting the adult learner.
 3789         (d) Use existing and, if necessary, develop new competency
 3790  based instructional and evaluation tools to assess prior
 3791  performance, experience, and education for the award of college
 3792  credit in order to reduce the time required for adult learners
 3793  to complete their degrees. The tools may include the use of the
 3794  American Council on Education’s collaborative link between the
 3795  United States Department of Defense and higher education through
 3796  the review of military training and experiences for the award of
 3797  equivalent college credit for members of the United States Armed
 3798  Forces.
 3799         (e) Develop and implement an evaluation process that
 3800  collects, analyzes, and provides to the chancellors of the
 3801  Florida College System and the State University System, the
 3802  participating postsecondary education institutions, the chairs
 3803  of the legislative appropriations committees, and the Executive
 3804  Office of the Governor information on the effectiveness of the
 3805  program pilot project and the attainment of its goals. Such a
 3806  process shall include a management information system that
 3807  collects the appropriate student, programmatic, and fiscal data
 3808  necessary to complete the evaluation of the program pilot
 3809  project. Institutions involved in the program pilot project
 3810  shall also collect job placement and employment data on the
 3811  adult learners who have completed their degrees as a result of
 3812  the program pilot project.
 3813         (f) Develop and implement a statewide student recruitment
 3814  marketing campaign targeted toward recruiting adult learners,
 3815  particularly veterans and active duty members of the United
 3816  States Armed Forces, for enrollment in the degree programs
 3817  offered through the program pilot project.
 3818         (6) For purposes of the Complete Florida Degree Program
 3819  pilot project, each institution’s current tuition and fee
 3820  structure shall be used. However, all participating institutions
 3821  shall collaboratively identify the applicable cost components
 3822  involved in the development and delivery of distance learning
 3823  courses, collect information on these cost components, and
 3824  submit the information to the Florida Virtual Campus. The
 3825  chancellors of the Florida College System and the State
 3826  University System. The chancellors shall submit a report to the
 3827  chairs of the legislative appropriations committees no later
 3828  than December 31, 2014 2013, on the need for a differentiated
 3829  tuition and fee structure for the development and delivery of
 3830  distance learning courses.
 3831         (7) The University of West Florida, in collaboration with
 3832  its partners the University of South Florida, Florida State
 3833  College at Jacksonville, and St. Petersburg College, shall
 3834  submit to the chairs of the Board of Governors, the State Board
 3835  of Education, and the legislative appropriations committees no
 3836  later than September 1, 2013 June 1, 2012, a detailed program
 3837  project plan that defines the major work activities, student
 3838  eligibility criteria, timeline, and cost for implementing the
 3839  Complete Florida Degree Program pilot project.
 3840         (8) The University of West Florida, in collaboration with
 3841  the University of South Florida, Florida State College at
 3842  Jacksonville, and St. Petersburg College, shall develop and
 3843  implement a transition plan that transfers the administration of
 3844  the pilot project to the Florida Virtual Campus no later than
 3845  June 30, 2013.
 3846         Section 52. Subsection (1) of section 1007.263, Florida
 3847  Statutes, is amended to read:
 3848         1007.263 Florida College System institutions; admissions of
 3849  students.—Each Florida College System institution board of
 3850  trustees is authorized to adopt rules governing admissions of
 3851  students subject to this section and rules of the State Board of
 3852  Education. These rules shall include the following:
 3853         (1) Admissions counseling shall be provided to all students
 3854  entering college or career credit programs. Counseling shall
 3855  utilize tests to measure achievement of college-level
 3856  communication and computation competencies by all students
 3857  entering college credit programs or tests to measure achievement
 3858  of basic skills for career education programs as prescribed in
 3859  s. 1004.91.
 3860  
 3861  Each board of trustees shall establish policies that notify
 3862  students about, and place students into, adult basic education,
 3863  adult secondary education, or other instructional programs that
 3864  provide students with alternatives to traditional college
 3865  preparatory instruction, including private provider instruction.
 3866  A student is prohibited from enrolling in additional college
 3867  level courses until the student scores above the cut-score on
 3868  all sections of the common placement test.
 3869         Section 53. Subsection (2) of section 1008.37, Florida
 3870  Statutes, is amended to read:
 3871         1008.37 Postsecondary feedback of information to high
 3872  schools.—
 3873         (2) The Commissioner of Education shall report, by high
 3874  school, to the State Board of Education, the Board of Governors,
 3875  and the Legislature, no later than November 30 of each year, on
 3876  the number of prior year Florida high school graduates who
 3877  enrolled for the first time in public postsecondary education in
 3878  this state during the previous summer, fall, or spring term,
 3879  indicating the number of students whose scores on the common
 3880  placement test indicated the need for remediation through
 3881  college-preparatory or applied academics for adult education
 3882  vocational-preparatory instruction pursuant to s. 1004.91 or s.
 3883  1008.30.
 3884         Section 54. Subsection (3) of section 1009.22, Florida
 3885  Statutes, is amended to read:
 3886         1009.22 Workforce education postsecondary student fees.—
 3887         (3)(a) Except as otherwise provided by law, fees for
 3888  students who are nonresidents for tuition purposes must offset
 3889  the full cost of instruction. Residency of students shall be
 3890  determined as required in s. 1009.21. Fee-nonexempt students
 3891  enrolled in applied academics for adult education vocational
 3892  preparatory instruction shall be charged fees equal to the fees
 3893  charged for adult general education programs. Each Florida
 3894  College System institution that conducts college-preparatory and
 3895  applied academics for adult education vocational-preparatory
 3896  instruction in the same class section may charge a single fee
 3897  for both types of instruction.
 3898         Section 55. Paragraphs (c) and (d) of subsection (1) of
 3899  section 1009.25, Florida Statutes, is amended to read:
 3900         1009.25 Fee exemptions.—
 3901         (1) The following students are exempt from the payment of
 3902  tuition and fees, including lab fees, at a school district that
 3903  provides workforce education programs, Florida College System
 3904  institution, or state university:
 3905         (c) A student who is or was at the time he or she reached
 3906  18 years of age in the custody of the Department of Children and
 3907  Family Services or who, after spending at least 6 months in the
 3908  custody of the department after reaching 16 years of age, was
 3909  placed in a guardianship by the court. Such exemption includes
 3910  fees associated with enrollment in applied academics for adult
 3911  education career-preparatory instruction. The exemption remains
 3912  valid until the student reaches 28 years of age.
 3913         (d) A student who is or was at the time he or she reached
 3914  18 years of age in the custody of a relative under s. 39.5085 or
 3915  who was adopted from the Department of Children and Family
 3916  Services after May 5, 1997. Such exemption includes fees
 3917  associated with enrollment in applied academics for adult
 3918  education career-preparatory instruction. The exemption remains
 3919  valid until the student reaches 28 years of age.
 3920         Section 56. Subsection (11) is added to section 1009.26,
 3921  Florida Statutes, to read:
 3922         1009.26 Fee waivers.—
 3923         (11) A Florida College System institution may waive any
 3924  portion of the tuition, the activity and service fee, the
 3925  financial aid fee, the technology fee, the capital improvement
 3926  fee, and distance learning fee for the purpose of offering a
 3927  baccalaureate degree for state residents for which the cost of
 3928  tuition and the fees specified in this subsection does not
 3929  exceed $10,000 for the entire degree program. Waivers provided
 3930  pursuant to this subsection shall be applicable for upper-level
 3931  courses not to exceed 100 percent of the number of required
 3932  credit hours of the baccalaureate degree program for which the
 3933  student is determined eligible.
 3934         Section 57. Paragraph (b) of subsection (1) and subsection
 3935  (7) of section 1009.531, Florida Statutes, is amended to read:
 3936         1009.531 Florida Bright Futures Scholarship Program;
 3937  student eligibility requirements for initial awards.—
 3938         (1) Effective January 1, 2008, in order to be eligible for
 3939  an initial award from any of the three types of scholarships
 3940  under the Florida Bright Futures Scholarship Program, a student
 3941  must:
 3942         (b) Earn a standard Florida high school diploma or its
 3943  equivalent pursuant to s. 1003.428, s. 1003.4281, s. 1003.4282,
 3944  s. 1003.429, s. 1003.43, or s. 1003.435 unless:
 3945         1. The student completes a home education program according
 3946  to s. 1002.41; or
 3947         2. The student earns a high school diploma from a non
 3948  Florida school while living with a parent or guardian who is on
 3949  military or public service assignment away from Florida.
 3950         (7) To be eligible for an initial award and each renewal
 3951  award under the Florida Bright Futures Scholarship Program, a
 3952  student must submit a Free Application for Federal Student Aid
 3953  which is complete and error free prior to disbursement.
 3954         Section 58. Subsections (4), (6), and (10) of section
 3955  1011.80, Florida Statutes, are amended to read:
 3956         1011.80 Funds for operation of workforce education
 3957  programs.—
 3958         (4) Funding for all workforce education programs must be
 3959  based on cost categories, performance output measures, and
 3960  performance outcome measures.
 3961         (a) The cost categories must be calculated to identify
 3962  high-cost programs, medium-cost programs, and low-cost programs.
 3963  The cost analysis used to calculate and assign a program of
 3964  study to a cost category must include at least both direct and
 3965  indirect instructional costs, consumable supplies, equipment,
 3966  and standard program length.
 3967         (b)1. The performance output measure for career education
 3968  programs of study is student completion of a career program of
 3969  study that leads to an occupational completion point associated
 3970  with a certificate; an apprenticeship program; or a program that
 3971  leads to an applied technology diploma or an associate in
 3972  applied science or associate in science degree. Performance
 3973  output measures for registered apprenticeship programs shall be
 3974  based on program lengths that coincide with lengths established
 3975  pursuant to the requirements of chapter 446.
 3976         (b)2. The performance output measure for an adult general
 3977  education course of study is measurable improvement in student
 3978  skills. This measure shall include improvement in literacy
 3979  skills, grade level improvement as measured by an approved test,
 3980  or attainment of a State of Florida diploma or an adult high
 3981  school diploma.
 3982         (c) The performance outcome measures for adult general
 3983  workforce education programs are associated with placement and
 3984  retention of students after reaching a completion point or
 3985  completing a program of study. These measures include placement
 3986  or retention in employment that is related to the program of
 3987  study; placement into or retention in employment in an
 3988  occupation on the Workforce Estimating Conference list of high
 3989  wage, high-skill occupations with sufficient openings, or other
 3990  High Wage/High Skill Program occupations as determined by
 3991  Workforce Florida, Inc.; and placement and retention of
 3992  participants or former participants in the welfare transition
 3993  program in employment. Continuing postsecondary education at a
 3994  level that will further enhance employment is a performance
 3995  outcome for adult general education programs. Placement and
 3996  retention must be reported pursuant to ss. 1008.39 and 1008.43.
 3997         (6)(a) A school district or a Florida College System
 3998  institution that provides workforce education programs shall
 3999  receive funds in accordance with distributions for base and
 4000  performance funding established by the Legislature in the
 4001  General Appropriations Act. To ensure equitable funding for all
 4002  school district workforce education programs and to recognize
 4003  enrollment growth, the Department of Education shall use the
 4004  funding model developed by the District Workforce Education
 4005  Funding Steering Committee to determine each district’s
 4006  workforce education funding needs. To assist the Legislature in
 4007  allocating workforce education funds in the General
 4008  Appropriations Act, the funding model shall annually be provided
 4009  to the legislative appropriations committees no later than March
 4010  1.
 4011         (b) Performance funding for industry certifications for
 4012  school district workforce education programs is contingent upon
 4013  specific appropriation in the General Appropriations Act and
 4014  shall be determined as follows:
 4015         1. Occupational areas for which industry certifications may
 4016  be earned, as established in the General Appropriations Act, are
 4017  eligible for performance funding. Priority shall be given to the
 4018  occupational areas emphasized in state, national, or corporate
 4019  grants provided to Florida educational institutions.
 4020         2. The Chancellor of Career and Adult Education shall
 4021  identify the industry certifications eligible for funding on the
 4022  Postsecondary Industry Certification Funding List approved by
 4023  the State Board of Education pursuant to s. 1008.44, based on
 4024  the occupational areas specified in the General Appropriations
 4025  Act.
 4026         3. Each school district shall be provided $1,000 for each
 4027  industry certification earned by a workforce education student.
 4028  The maximum amount of funding appropriated for performance
 4029  funding pursuant to this paragraph shall be limited to $15
 4030  million annually. If funds are insufficient to fully fund the
 4031  calculated total award, such funds shall be prorated.
 4032         (c)(b) A program is established to assist school districts
 4033  and Florida College System institutions in responding to the
 4034  needs of new and expanding businesses and thereby strengthening
 4035  the state’s workforce and economy. The program may be funded in
 4036  the General Appropriations Act. The district or Florida College
 4037  System institution shall use the program to provide customized
 4038  training for businesses which satisfies the requirements of s.
 4039  288.047. Business firms whose employees receive the customized
 4040  training must provide 50 percent of the cost of the training.
 4041  Balances remaining in the program at the end of the fiscal year
 4042  shall not revert to the general fund, but shall be carried over
 4043  for 1 additional year and used for the purpose of serving
 4044  incumbent worker training needs of area businesses with fewer
 4045  than 100 employees. Priority shall be given to businesses that
 4046  must increase or upgrade their use of technology to remain
 4047  competitive.
 4048         (10) A high school student dually enrolled under s.
 4049  1007.271 in a workforce education program operated by a Florida
 4050  College System institution or school district career center
 4051  generates the amount calculated for workforce education funding,
 4052  including any payment of performance funding, and the
 4053  proportional share of full-time equivalent enrollment generated
 4054  through the Florida Education Finance Program for the student’s
 4055  enrollment in a high school. If a high school student is dually
 4056  enrolled in a Florida College System institution program,
 4057  including a program conducted at a high school, the Florida
 4058  College System institution earns the funds generated for
 4059  workforce education funding, and the school district earns the
 4060  proportional share of full-time equivalent funding from the
 4061  Florida Education Finance Program. If a student is dually
 4062  enrolled in a career center operated by the same district as the
 4063  district in which the student attends high school, that district
 4064  earns the funds generated for workforce education funding and
 4065  also earns the proportional share of full-time equivalent
 4066  funding from the Florida Education Finance Program. If a student
 4067  is dually enrolled in a workforce education program provided by
 4068  a career center operated by a different school district, the
 4069  funds must be divided between the two school districts
 4070  proportionally from the two funding sources. A student may not
 4071  be reported for funding in a dual enrollment workforce education
 4072  program unless the student has completed the basic skills
 4073  assessment pursuant to s. 1004.91. A student who is coenrolled
 4074  in a K-12 education program and an adult education program may
 4075  not be reported for purposes of funding in an adult education
 4076  program. If a student is, except that for the 2011-2012 and
 4077  2012-2013 fiscal years, students who are coenrolled in core
 4078  curricula courses for credit recovery or dropout prevention
 4079  purposes and does do not have a pattern of excessive absenteeism
 4080  or habitual truancy or a history of disruptive behavior in
 4081  school, the student may be reported for funding for up to two
 4082  courses per year student. Such a student is students are exempt
 4083  from the payment of the block tuition for adult general
 4084  education programs provided in s. 1009.22(3)(d) 1009.22(3)(c).
 4085  The Department of Education shall develop a list of courses to
 4086  be designated as core curricula courses for the purposes of
 4087  coenrollment.
 4088         Section 59. Subsections (2) and (3) of section 1011.81,
 4089  Florida Statutes, are renumbered as subsections (4) and (5),
 4090  respectively, and a new subsection (2) is added to that section,
 4091  to read:
 4092         1011.81 Florida College System Program Fund.—
 4093         (2) Performance funding for industry certifications for
 4094  Florida College System institutions is contingent upon specific
 4095  appropriation in the General Appropriations Act and shall be
 4096  determined as follows:
 4097         (a) Occupational areas for which industry certifications
 4098  may be earned, as established in the General Appropriations Act,
 4099  are eligible for performance funding. Priority shall be given to
 4100  the occupational areas emphasized in state, national, or
 4101  corporate grants provided to Florida educational institutions.
 4102         (b) The Chancellor of the Florida College System shall
 4103  identify the industry certifications eligible for funding on the
 4104  Postsecondary Industry Certification Funding List approved by
 4105  the State Board of Education pursuant to s. 1008.44, based on
 4106  the occupational areas specified in the General Appropriations
 4107  Act.
 4108         (c) Each Florida College System institution shall be
 4109  provided $1,000 for each industry certification earned by a
 4110  student. The maximum amount of funding appropriated for
 4111  performance funding pursuant to this subsection shall be limited
 4112  to $15 million annually. If funds are insufficient to fully fund
 4113  the calculated total award, such funds shall be prorated.
 4114         Section 60. Subsection (1) and paragraph (a) of subsection
 4115  (3) are amended and a new subsection (4) of section 1011.905,
 4116  Florida Statutes, is created to read:
 4117         1011.905 Performance funding for state universities.—
 4118         (1) State performance funds for the State University System
 4119  shall be based on indicators of system and institutional
 4120  attainment of performance expectations. For the 2012-2013
 4121  through at least the 2016-2017 and 2013-2014 fiscal years, the
 4122  Board of Governors shall review and rank each state university
 4123  that applies for performance funding, as provided in the General
 4124  Appropriations Act, based on the following formula:
 4125         (a) Twenty-five percent of a state university’s score shall
 4126  be based on the percentage of employed graduates who have earned
 4127  degrees which have a primary focus in the following programs:
 4128         1. For the 2012-2013 and 2013-2014 fiscal years:
 4129         a.1. Computer and information science;
 4130         b.2. Computer engineering;
 4131         c.3. Information systems technology;
 4132         d.4. Information technology; and
 4133         e.5. Management information systems.
 4134  
 4135  The 2012-2013 award recipients shall receive the same award for
 4136  2013-2014.
 4137         2. For the 2013-2014 and 2014-2015 fiscal years, high
 4138  demand programs of emphasis determined by the Board of Governors
 4139  using the gap-analysis data required by s. 1001.706(5).
 4140         3. For the 2013-2014 and 2014-2015 fiscal years, a master’s
 4141  degree in cloud virtualization technology and related large data
 4142  management.
 4143         (b) Twenty-five percent of a state university’s score shall
 4144  be based on the percentage of graduates who have earned
 4145  baccalaureate degrees in the programs in paragraph (a) and who
 4146  have earned industry certifications identified on the
 4147  Postsecondary Industry Certification Funding List approved by
 4148  the State Board of Education pursuant to s. 1008.44 in a related
 4149  field from a Florida College System institution or state
 4150  university prior to graduation.
 4151         (c) Fifty percent of a state university’s score shall be
 4152  based on factors determined by the Board of Governors which
 4153  relate to increasing the probability that graduates who have
 4154  earned degrees in the programs described in paragraph (a) will
 4155  be employed in high-skill, high-wage, and high-demand
 4156  employment.
 4157         (3)(a) Each year, the Board of Governors shall award up to
 4158  $15 million to the highest-ranked state universities in support
 4159  of each program identified in paragraph (1)(a) from funds
 4160  appropriated for the purposes in this section and as specified
 4161  in the General Appropriations Act. The award per state
 4162  university shall be a minimum of 25 percent of the total amount
 4163  appropriated pursuant to this section.
 4164         Section 61. By October 31, 2013, the State Board of
 4165  Education shall recommend to the Legislature a methodology for
 4166  allocating performance funding for Florida College System
 4167  institutions, and the Board of Governors shall recommend to the
 4168  Legislature a methodology for allocating performance funding for
 4169  State University System institutions, based on the percentage of
 4170  graduates employed or enrolled in further education, the average
 4171  wages of employed graduates, and the average cost per graduate.
 4172         Section 62. This act shall take effect July 1, 2013.