Florida Senate - 2016              PROPOSED COMMITTEE SUBSTITUTE
       Bill No. SB 1068
       
       
       
       
       
                               Ì592236-Î592236                          
       
       576-04133-16                                                    
       Proposed Committee Substitute by the Committee on Appropriations
       (Appropriations Subcommittee on Education)
    1                        A bill to be entitled                      
    2         An act relating to education; amending s. 1001.215,
    3         F.S.; revising the duties of the Just Read, Florida!
    4         Office; amending s. 1002.20, F.S.; revising
    5         requirements for notifying a parent of a student with
    6         a substantial reading deficiency; amending s. 1002.59,
    7         F.S.; revising the emergent literacy and performance
    8         standards training course requirements to include
    9         specific reading instruction; amending s. 1002.67,
   10         F.S.; requiring Voluntary Prekindergarten Education
   11         Program providers to implement any pre- and post
   12         assessments identified and adopted by the Office of
   13         Early Learning; requiring the office to identify
   14         concordant or comparative scores on alternative
   15         assessments aligned to the performance standards
   16         adopted by the office; requiring the office to approve
   17         specific Voluntary Prekindergarten Education Program
   18         assessments and establish requirements for individuals
   19         administering the assessments; requiring certain
   20         students to receive specific reading instruction;
   21         requiring the office to identify certain guidelines by
   22         rule and provide examples of certain instructional
   23         strategies; amending s. 1002.69, F.S.; conforming
   24         provisions to changes made by the act; requiring data
   25         from the statewide kindergarten screening to be used
   26         to identify certain students; amending ss. 1002.75 and
   27         1002.82, F.S.; authorizing a Voluntary Prekindergarten
   28         Education Program provider and a school readiness
   29         program provider to continue to offer services during
   30         certain appeals; creating s. 1003.432, F.S.; defining
   31         terms; establishing the Florida Seal of Biliteracy
   32         Program to recognize a high school graduate who has
   33         attained a high level of competency in one or more
   34         foreign languages; providing the purpose of the
   35         program; specifying criteria to earn a Gold Seal of
   36         Biliteracy or a Silver Seal of Biliteracy; requiring
   37         the Commissioner of Education and school districts to
   38         perform specified duties to administer the program;
   39         prohibiting a school district or the Department of
   40         Education from charging a fee for the seals; requiring
   41         the State Board of Education to adopt rules; amending
   42         s. 1003.44, F.S.; requiring a written notice of a
   43         student’s right not to participate in the pledge of
   44         allegiance to be included in a specific publication;
   45         amending s. 1004.04, F.S.; revising core curricula
   46         requirements for certain teacher preparation programs
   47         to include certain reading instruction and
   48         interventions; amending s. 1004.85, F.S.; requiring
   49         certain educator preparation institutes to provide
   50         evidence of specified reading instruction as a
   51         condition of program approval; amending s. 1008.25,
   52         F.S.; requiring district school boards to allocate
   53         certain instruction resources to certain students
   54         deficient in reading; revising criteria and requiring
   55         the State Board of Education to identify guidelines
   56         for determining whether certain students have a
   57         substantial deficiency in reading; revising the
   58         parental notification requirements for students with a
   59         substantial deficiency in reading; requiring schools
   60         to provide certain instruction to students who
   61         received a good cause exemption from retention;
   62         revising intervention requirements for certain
   63         retained students; revising provisions relating to the
   64         Intensive Acceleration Class for retained students in
   65         certain grades; revising student progress evaluation
   66         requirements; amending s. 1008.345, F.S.; revising
   67         reporting requirements of the Commissioner of
   68         Education relating to the state system of school
   69         improvement and education accountability; creating s.
   70         1012.567, F.S.; requiring applicants for an educator
   71         certificate in certain areas to demonstrate competence
   72         in specified areas; providing that a teacher
   73         certification from another state does not meet
   74         competency requirements; requiring the state board to
   75         identify teacher certification areas in which
   76         candidates must demonstrate competence; requiring a
   77         certain teacher preparation program to provide
   78         specific instruction in order to receive approval;
   79         providing requirements for an endorsement in reading
   80         instruction; requiring reading endorsement
   81         competencies to align with specified strategies;
   82         providing for review of specialization and coverage
   83         area requirements for certain education area
   84         certifications; providing for rulemaking; amending s.
   85         1012.585, F.S.; revising requirements for renewal of
   86         professional teaching certificates; amending s.
   87         1012.586, F.S.; authorizing the department to
   88         recommend consolidation of endorsement areas and
   89         requirements for endorsements for teacher
   90         certificates; amending s. 1012.98, F.S.; revising
   91         duties and requirements for implementation of the
   92         School Community Professional Development Act;
   93         providing an effective date.
   94          
   95  Be It Enacted by the Legislature of the State of Florida:
   96  
   97         Section 1. Section 1001.215, Florida Statutes, is amended
   98  to read:
   99         1001.215 Just Read, Florida! Office.—There is created in
  100  the Department of Education the Just Read, Florida! Office. The
  101  office is shall be fully accountable to the Commissioner of
  102  Education and shall:
  103         (1) Train highly effective reading coaches.
  104         (2) Create multiple designations of effective reading
  105  instruction, with accompanying credentials, to enable which
  106  encourage all teachers to integrate reading instruction into
  107  their content areas.
  108         (3) Provide training to Train K-12 teachers, reading
  109  coaches, and school principals on effective content-area
  110  specific reading strategies; the integration of technology tools
  111  to improve student reading performance; the integration of
  112  content-rich, nonfiction texts from other core subject areas
  113  into reading instruction; and evidence-based reading strategies
  114  identified in subsection (7). For secondary teachers, emphasis
  115  shall be on technical text. These strategies must be developed
  116  for all content areas in the K-12 curriculum.
  117         (4) Provide parents with information and strategies for
  118  assisting their children in reading, including reading in the
  119  content areas area.
  120         (5) Provide technical assistance to school districts in the
  121  development and implementation of district plans for use of the
  122  research-based reading instruction allocation provided in s.
  123  1011.62(9) and annually review and approve such plans.
  124         (6) Review, evaluate, and provide technical assistance to
  125  school districts’ implementation of the K-12 comprehensive
  126  reading plan required in s. 1011.62(9).
  127         (7) Work with the Florida Center for Reading Research to
  128  identify effective research-based and evidence-based reading
  129  instructional and intervention programs that incorporate
  130  explicit, systematic, sequential, and multisensory approaches to
  131  teaching phonemic awareness, phonics, vocabulary, fluency, and
  132  text comprehension and incorporate decodable or phonetic text
  133  instructional provide information on research-based reading
  134  programs and effective reading in the content area strategies.
  135  Reading intervention includes evidence-based strategies
  136  frequently used to remediate reading deficiencies and include
  137  individual instruction, tutoring, mentoring, or the use of
  138  technology that targets specific reading skills and abilities.
  139         (8) Periodically review the Next Generation Sunshine State
  140  Standards for English Language Arts to determine their
  141  appropriateness at each grade level reading at all grade levels.
  142         (9) Periodically review teacher certification requirements
  143  and examinations, including alternative certification
  144  requirements and examinations exams, to ascertain whether the
  145  examinations measure the skills needed for evidence-based
  146  research-based reading instruction and instructional strategies
  147  for teaching reading, including reading in the content areas.
  148         (10) Work with teacher preparation programs approved
  149  pursuant to ss. s. 1004.04 and 1004.85 to integrate effective,
  150  research-based, and evidence-based reading instructional and
  151  intervention strategies; and reading in the content area
  152  instructional strategies; and explicit, systematic, and
  153  multisensory reading instructional strategies into teacher
  154  preparation programs. Reading intervention strategies may
  155  include strategies using technology to improve reading
  156  instruction and accelerate student learning gains.
  157         (11) Administer grants and perform other functions as
  158  necessary to help meet the goal that all students read at their
  159  highest potential grade level.
  160         Section 2. Subsection (11) of section 1002.20, Florida
  161  Statutes, is amended to read:
  162         1002.20 K-12 student and parent rights.—Parents of public
  163  school students must receive accurate and timely information
  164  regarding their child’s academic progress and must be informed
  165  of ways they can help their child to succeed in school. K-12
  166  students and their parents are afforded numerous statutory
  167  rights including, but not limited to, the following:
  168         (11) STUDENTS WITH READING DEFICIENCIES.—The parent of any
  169  K-3 student who exhibits a substantial reading deficiency shall
  170  be immediately notified of the student’s deficiency pursuant to
  171  s. 1008.25(5) and with a description and explanation, in terms
  172  understandable to the parent, of the exact nature of the
  173  student’s difficulty in learning and lack of achievement in
  174  reading; shall be consulted in the development of a plan, as
  175  described in s. 1008.25(4)(b); and shall be informed that the
  176  student will be given intensive reading instruction until the
  177  deficiency is corrected. This subsection operates in addition to
  178  the remediation and notification provisions contained in s.
  179  1008.25 and in no way reduces the rights of a parent or the
  180  responsibilities of a school district under that section.
  181         Section 3. Subsection (1) of section 1002.59, Florida
  182  Statutes, is amended to read:
  183         1002.59 Emergent literacy and performance standards
  184  training courses.—
  185         (1) The office shall adopt minimum standards for one or
  186  more training courses in emergent literacy for prekindergarten
  187  instructors. Each course must comprise 5 clock hours and provide
  188  instruction in explicit, systematic, and multisensory
  189  instruction strategies and techniques to address the age
  190  appropriate progress of prekindergarten students in developing
  191  emergent literacy skills, including oral communication,
  192  knowledge of print and letters, phonemic and phonological
  193  awareness, and vocabulary and comprehension development. Each
  194  course must address early identification of and intervention for
  195  students experiencing difficulties with emergent literacy skills
  196  and also provide resources containing strategies that allow
  197  students with disabilities and other special needs to derive
  198  maximum benefit from the Voluntary Prekindergarten Education
  199  Program. Successful completion of an emergent literacy training
  200  course approved under this section satisfies requirements for
  201  approved training in early literacy and language development
  202  under ss. 402.305(2)(d)5., 402.313(6), and 402.3131(5).
  203         Section 4. Paragraphs (a) and (c) of subsection (3) of
  204  section 1002.67, Florida Statutes, are amended, and paragraphs
  205  (d), (e), and (f) are added to that subsection, to read:
  206         1002.67 Performance standards; curricula and
  207  accountability.—
  208         (3)(a) Contingent upon legislative appropriation, each
  209  private prekindergarten provider and public school in the
  210  Voluntary Prekindergarten Education Program must implement any
  211  an evidence-based pre- and post-assessment that has been
  212  identified and approved by the office rule of the State Board of
  213  Education. The office shall identify concordant or comparative
  214  scores, as applicable, on alternative assessments that are
  215  aligned to the performance standards adopted by the office
  216  pursuant to subsection (1).
  217         (c) The pre- and post-assessment must be administered by
  218  individuals meeting requirements established by the office rule
  219  of the State Board of Education.
  220         (d)Students who exhibit a deficiency in emergent literacy
  221  skills, including oral communication, knowledge of print and
  222  letters, phonemic and phonological awareness, and vocabulary and
  223  comprehension development, must be provided intensive, explicit,
  224  and systematic instruction.
  225         (e)The office shall identify by rule guidelines for
  226  determining whether a student has exhibited a deficiency in
  227  emergent literacy skills.
  228         (f)The office shall provide to private prekindergarten
  229  providers and public schools examples of appropriate
  230  instructional strategies and supports to remediate deficiencies
  231  in emergent literacy skills.
  232         Section 5. Subsections (1) and (2) of section 1002.69,
  233  Florida Statutes, are amended to read:
  234         1002.69 Statewide kindergarten screening; kindergarten
  235  readiness rates; state-approved prekindergarten enrollment
  236  screening; good cause exemption.—
  237         (1) The department shall adopt a statewide kindergarten
  238  screening that assesses the readiness of each student for
  239  kindergarten based upon the performance standards adopted by the
  240  office department under s. 1002.67(1) for the Voluntary
  241  Prekindergarten Education Program. The department shall require
  242  that each school district administer the statewide kindergarten
  243  screening to each kindergarten student in the school district
  244  within the first 30 school days of each school year. Nonpublic
  245  schools may administer the statewide kindergarten screening to
  246  each kindergarten student in a nonpublic school who was enrolled
  247  in the Voluntary Prekindergarten Education Program.
  248         (2) The statewide kindergarten screening shall provide
  249  objective data concerning each student’s readiness for
  250  kindergarten and progress in attaining the performance standards
  251  adopted by the office under s. 1002.67(1). Data from the
  252  statewide kindergarten screening, along with other available
  253  data, must be used to identify students in need of intervention
  254  and support pursuant to s. 1008.25(5).
  255         Section 6. Subsection (1) of section 1002.75, Florida
  256  Statutes, is amended to read:
  257         1002.75 Office of Early Learning; powers and duties.—
  258         (1) The Office of Early Learning shall adopt by rule a
  259  standard statewide provider contract to be used with each
  260  Voluntary Prekindergarten Education Program provider, with
  261  standardized attachments by provider type. The office shall
  262  publish a copy of the standard statewide provider contract on
  263  its website. The standard statewide contract shall include, at a
  264  minimum, provisions for provider probation, termination for
  265  cause, and emergency termination for those actions or inactions
  266  of a provider that pose an immediate and serious danger to the
  267  health, safety, or welfare of children. The standard statewide
  268  contract must shall also include appropriate due process
  269  procedures. A During the pendency of an appeal of a termination,
  270  the provider may not continue to offer its services during the
  271  pendency of an appeal of a termination that is not an emergency
  272  termination or a termination for fraud. Any provision imposed
  273  upon a provider that is inconsistent with, or prohibited by, law
  274  is void and unenforceable.
  275         Section 7. Paragraph (m) of subsection (2) of section
  276  1002.82, Florida Statutes, is amended to read:
  277         1002.82 Office of Early Learning; powers and duties.—
  278         (2) The office shall:
  279         (m) Adopt by rule a standard statewide provider contract to
  280  be used with each school readiness program provider, with
  281  standardized attachments by provider type. The office shall
  282  publish a copy of the standard statewide provider contract on
  283  its website. The standard statewide contract shall include, at a
  284  minimum, provisions for provider probation, termination for
  285  cause, and emergency termination for those actions or inactions
  286  of a provider that pose an immediate and serious danger to the
  287  health, safety, or welfare of the children. The standard
  288  statewide provider contract must shall also include appropriate
  289  due process procedures. A During the pendency of an appeal of a
  290  termination, the provider may not continue to offer its services
  291  during the pendency of an appeal of a termination that is not an
  292  emergency termination or a termination for fraud. Any provision
  293  imposed upon a provider that is inconsistent with, or prohibited
  294  by, law is void and unenforceable.
  295         Section 8. Section 1003.432, Florida Statutes, is created
  296  to read:
  297         1003.432Florida Seal of Biliteracy Program for high school
  298  graduates.—
  299         (1)As used in this section, the term:
  300         (a)“Biliteracy” means attainment of a high level of
  301  competency in listening, speaking, reading, and writing in one
  302  or more foreign languages in addition to English, which is
  303  signified on a high school graduate’s diploma and transcript as
  304  either a Gold Seal of Biliteracy or a Silver Seal of Biliteracy.
  305         (b)“Foreign language” means a language other than English
  306  and includes American Sign Language, classical languages, and
  307  indigenous languages.
  308         (c)“Gold” means the highest level of competency certified
  309  by the Florida Seal of Biliteracy Program.
  310         (d)“Silver” means the second-highest level of competency
  311  certified by the Florida Seal of Biliteracy Program.
  312         (2)The Florida Seal of Biliteracy Program is established
  313  to recognize a high school graduate who has attained a high
  314  level of competency in listening, speaking, reading, and writing
  315  in one or more foreign languages in addition to English. The
  316  Commissioner of Education shall award the Seal of Biliteracy
  317  upon graduation to a high school student who meets the
  318  qualifications in this section. The seal must differentiate
  319  between two levels of competency, designated as Gold and Silver,
  320  which must be at least as rigorous as is recommended in the
  321  biliteracy seal guidelines established by national organizations
  322  supporting foreign language instruction.
  323         (3)The purpose of the Florida Seal of Biliteracy Program
  324  is to:
  325         (a)Encourage students to study foreign languages.
  326         (b)Certify attainment of biliteracy.
  327         (c)Provide employers with a method of identifying an
  328  individual with biliteracy skills who is seeking employment.
  329         (d)Provide a postsecondary institution with a method of
  330  recognizing an applicant with biliteracy skills who is seeking
  331  admission to the postsecondary institution.
  332         (e)Recognize and promote foreign language instruction in
  333  public schools.
  334         (f)Affirm the value of diversity, honor multiple cultures
  335  and foreign languages, and strengthen the relationships between
  336  multiple cultures in a community.
  337         (4)The Gold Seal of Biliteracy or the Silver Seal of
  338  Biliteracy must be awarded to a high school student who has
  339  earned a standard high school diploma and who:
  340         (a)Has earned four foreign language course credits in the
  341  same foreign language with a cumulative 3.0 grade point average
  342  or higher on a 4.0 scale;
  343         (b)Has achieved a qualifying score on a foreign language
  344  assessment; or
  345         (c)Has satisfied alternative requirements as determined by
  346  the State Board of Education pursuant to subsection (8).
  347         (5)The Commissioner of Education shall:
  348         (a)Prepare and provide to each school district an
  349  appropriate insignia to be affixed to the student’s diploma
  350  indicating that the student has been awarded the Gold Seal of
  351  Biliteracy or the Silver Seal of Biliteracy.
  352         (b)Provide information necessary for a school district to
  353  successfully implement the program.
  354         (6)Each school district shall:
  355         (a)Maintain appropriate records to identify a student who
  356  has met the requirements to receive the Gold Seal of Biliteracy
  357  or the Silver Seal of Biliteracy.
  358         (b)Provide the Commissioner of Education with the number
  359  of students who have met the requirements to receive the Gold
  360  Seal of Biliteracy or the Silver Seal of Biliteracy.
  361         (c)Affix the appropriate insignia to the student’s diploma
  362  and indicate on the student’s transcript that the student has
  363  earned the Gold Seal of Biliteracy or the Silver Seal of
  364  Biliteracy.
  365         (7)A school district or the Department of Education may
  366  not charge a fee for the Gold Seal of Biliteracy or the Silver
  367  Seal of Biliteracy.
  368         (8)The State Board of Education shall adopt rules to
  369  implement this section. Such rules, at a minimum, must include:
  370         (a)A process to confirm a student’s successful completion
  371  of the requirements in subsection (4).
  372         (b)The assessments and corresponding passing scores
  373  required to earn the Gold Seal of Biliteracy or the Silver Seal
  374  of Biliteracy, which may not be lower than the passing scores on
  375  at least one of the following:
  376         1.An International Baccalaureate examination in the
  377  foreign language;
  378         2.An Advanced Placement examination in the foreign
  379  language;
  380         3.An SAT Subject Test examination in the foreign language;
  381  or
  382         4.An Advanced International Certificate of Education
  383  examination in the foreign language.
  384         (c)Alternative requirements a student may satisfy to
  385  demonstrate equivalent competency in a foreign language,
  386  including requirements a student whose native language is not
  387  English may satisfy to demonstrate competency in his or her
  388  native language to earn the Gold Seal of Biliteracy or the
  389  Silver Seal of Biliteracy.
  390         (d)A process to award foreign language course credits to a
  391  student who was not enrolled in a foreign language course or who
  392  did not complete the course but has demonstrated competency in a
  393  foreign language as provided in this subsection.
  394         Section 9. Subsection (1) of section 1003.44, Florida
  395  Statutes, is amended to read:
  396         1003.44 Patriotic programs; rules.—
  397         (1) Each district school board may adopt rules to require,
  398  in all of the schools of the district, programs of a patriotic
  399  nature to encourage greater respect for the government of the
  400  United States and its national anthem and flag, subject always
  401  to other existing pertinent laws of the United States or of the
  402  state. When the national anthem is played, students and all
  403  civilians shall stand at attention, men removing the headdress,
  404  except when such headdress is worn for religious purposes. The
  405  pledge of allegiance to the flag, “I pledge allegiance to the
  406  flag of the United States of America and to the republic for
  407  which it stands, one nation under God, indivisible, with liberty
  408  and justice for all,” shall be rendered by students standing
  409  with the right hand over the heart. The pledge of allegiance to
  410  the flag shall be recited at the beginning of the day in each
  411  public elementary, middle, and high school in the state. Each
  412  student shall be informed by a written notice published in the
  413  student handbook or a similar publication pursuant to s.
  414  1006.07(2) posting a notice in a conspicuous place that the
  415  student has the right not to participate in reciting the pledge.
  416  Upon written request by his or her parent, the student must be
  417  excused from reciting the pledge. When the pledge is given,
  418  civilians must show full respect to the flag by standing at
  419  attention, men removing the headdress, except when such
  420  headdress is worn for religious purposes, as provided by Pub. L.
  421  ch. 77-435, s. 7, approved June 22, 1942, 56 Stat. 377, as
  422  amended by Pub. L. ch. 77-806, 56 Stat. 1074, approved December
  423  22, 1942.
  424         Section 10. Paragraphs (b) and (c) of subsection (2) of
  425  section 1004.04, Florida Statutes, are amended to read:
  426         1004.04 Public accountability and state approval for
  427  teacher preparation programs.—
  428         (2) UNIFORM CORE CURRICULA AND CANDIDATE ASSESSMENT.—
  429         (b) The rules to establish uniform core curricula for each
  430  state-approved teacher preparation program must include, but are
  431  not limited to, the following:
  432         1. The Florida Educator Accomplished Practices.
  433         2. The state-adopted content standards.
  434         3. Scientifically researched reading instruction, including
  435  explicit, systematic, and multisensory approaches to reading
  436  instruction and intervention that are proven to improve reading
  437  performance for all students.
  438         4. Evidence-based reading instruction strategies that use
  439  technology tools.
  440         5.4. Content literacy and mathematics practices.
  441         6.5. Strategies appropriate for the instruction of English
  442  language learners.
  443         7.6. Strategies appropriate for the instruction of students
  444  with disabilities.
  445         8.7. School safety.
  446         (c) Each candidate must receive instruction and be assessed
  447  on the uniform core curricula in the candidate’s area or areas
  448  of program concentration, including reading instruction under s.
  449  1012.567, as applicable, during course work and field
  450  experiences.
  451         Section 11. Paragraphs (a) and (b) of subsection (3) of
  452  section 1004.85, Florida Statutes, are amended to read:
  453         1004.85 Postsecondary educator preparation institutes.—
  454         (3) Educator preparation institutes approved pursuant to
  455  this section may offer competency-based certification programs
  456  specifically designed for noneducation major baccalaureate
  457  degree holders to enable program participants to meet the
  458  educator certification requirements of s. 1012.56. An educator
  459  preparation institute choosing to offer a competency-based
  460  certification program pursuant to the provisions of this section
  461  must implement a program previously approved by the Department
  462  of Education for this purpose or a program developed by the
  463  institute and approved by the department for this purpose.
  464  Approved programs shall be available for use by other approved
  465  educator preparation institutes.
  466         (a) Within 90 days after receipt of a request for approval,
  467  the Department of Education shall approve a preparation program
  468  pursuant to the requirements of this subsection or issue a
  469  statement of the deficiencies in the request for approval. The
  470  department shall approve a certification program if the
  471  institute provides evidence of the institute’s capacity to
  472  implement a competency-based program that includes each of the
  473  following:
  474         1.a. Participant instruction and assessment in the Florida
  475  Educator Accomplished Practices.
  476         b. The state-adopted student content standards.
  477         c. Scientifically researched reading instruction, including
  478  explicit, systematic, and multisensory approaches to reading
  479  instruction and intervention that are proven to improve reading
  480  performance for all students.
  481         d. Evidence-based reading instruction strategies that use
  482  technology tools.
  483         e.d. Content literacy and mathematical practices.
  484         f.e. Strategies appropriate for instruction of English
  485  language learners.
  486         g.f. Strategies appropriate for instruction of students
  487  with disabilities.
  488         h.g. School safety.
  489         2. An educational plan for each participant to meet
  490  certification requirements and demonstrate his or her ability to
  491  teach the subject area for which the participant is seeking
  492  certification, which is based on an assessment of his or her
  493  competency in the areas listed in subparagraph 1.
  494         3. Field experiences appropriate to the certification
  495  subject area specified in the educational plan with a diverse
  496  population of students in a variety of settings under the
  497  supervision of qualified educators.
  498         4. A certification ombudsman to facilitate the process and
  499  procedures required for participants who complete the program to
  500  meet any requirements related to the background screening
  501  pursuant to s. 1012.32 and educator professional or temporary
  502  certification pursuant to s. 1012.56.
  503         (b) Each program participant must:
  504         1. Meet certification requirements pursuant to s.
  505  1012.56(1) by obtaining a statement of status of eligibility in
  506  the certification subject area of the educational plan and meet
  507  the requirements of s. 1012.56(2)(a)-(f).
  508         2. Participate in coursework and field experiences that are
  509  appropriate to his or her educational plan prepared under
  510  paragraph (a), including reading instruction under s. 1012.567,
  511  as applicable.
  512         3. Before completion of the program, fully demonstrate his
  513  or her ability to teach the subject area for which he or she is
  514  seeking certification by documenting a positive impact on
  515  student learning growth in a prekindergarten through grade 12
  516  setting and achieving a passing score on the professional
  517  education competency examination, the basic skills examination,
  518  and the subject area examination for the subject area
  519  certification which is required by state board rule.
  520         Section 12. Subsection (3), paragraph (b) of subsection
  521  (4), paragraphs (a) and (c) of subsection (5), paragraph (b) of
  522  subsection (6), subsection (7), and paragraph (a) of subsection
  523  (8) of section 1008.25, Florida Statutes, are amended to read:
  524         1008.25 Public school student progression; student support;
  525  reporting requirements.—
  526         (3) ALLOCATION OF RESOURCES.—District school boards shall
  527  allocate remedial and supplemental instruction resources to
  528  students in the following priority:
  529         (a) Students in kindergarten through grade 3 who have a
  530  substantial deficiency are deficient in reading as determined in
  531  paragraph (5)(a) by the end of grade 3.
  532         (b) Students who fail to meet performance levels required
  533  for promotion consistent with the district school board’s plan
  534  for student progression required in subsection (2) paragraph
  535  (2)(b).
  536         (4) ASSESSMENT AND SUPPORT.—
  537         (b) A student who has a substantial reading deficiency as
  538  determined in paragraph (5)(a) or is not meeting the school
  539  district or state requirements for satisfactory performance in
  540  English Language Arts and mathematics must be covered by one of
  541  the following plans:
  542         1. A federally required student plan, such as an individual
  543  education plan;
  544         2. A schoolwide system of progress monitoring for all
  545  students, except a student who scores Level 4 or above on the
  546  English Language Arts and mathematics assessments may be
  547  exempted from participation by the principal; or
  548         3. An individualized progress monitoring plan.
  549         (5) READING DEFICIENCY AND PARENTAL NOTIFICATION.—
  550         (a) Any student in kindergarten through grade 3 who
  551  exhibits a substantial deficiency in reading, based upon
  552  screening, diagnostic, progress monitoring, or assessment data;
  553  locally determined or statewide assessments; conducted in
  554  kindergarten or grade 1, grade 2, or grade 3, or through teacher
  555  observations, must be provided given intensive, explicit,
  556  systematic, and multisensory reading interventions instruction
  557  immediately following the identification of the reading
  558  deficiency. A school may not wait for a student to receive a
  559  failing grade at the end of a grading period to identify the
  560  student as having a substantial reading deficiency and initiate
  561  intensive reading interventions. The student’s reading
  562  proficiency must be monitored and the intensive interventions
  563  instruction must continue until the student demonstrates grade
  564  level proficiency in a manner determined by the district, which
  565  may include achieving a Level 3 on the statewide, standardized
  566  English Language Arts assessment. The State Board of Education
  567  shall identify by rule guidelines for determining whether a
  568  student in kindergarten through grade 3 has a substantial
  569  deficiency in reading.
  570         (c) The parent of any student who exhibits a substantial
  571  deficiency in reading, as described in paragraph (a), must be
  572  notified in writing of the following:
  573         1. That his or her child has been identified as having a
  574  substantial deficiency in reading, including a description and
  575  explanation, in terms understandable to the parent, of the exact
  576  nature of the student’s difficulty in learning and lack of
  577  achievement in reading.
  578         2. A description of the current services that are provided
  579  to the child.
  580         3. A description of the proposed intensive interventions
  581  supplemental instructional services and supports that will be
  582  provided to the child that are designed to remediate the
  583  identified area of reading deficiency.
  584         4. That if the child’s reading deficiency is not remediated
  585  by the end of grade 3, the child must be retained unless he or
  586  she is exempt from mandatory retention for good cause.
  587         5. Opportunities to observe effective instruction and
  588  intervention strategies in the classroom; receive literacy
  589  instruction from the school or through community adult literacy
  590  initiatives; and receive strategies, including multisensory
  591  strategies, through a read-at-home plan the parent can for
  592  parents to use in helping his or her their child succeed in
  593  reading proficiency.
  594         6. That the statewide, standardized English Language Arts
  595  assessment is not the sole determiner of promotion and that
  596  additional evaluations, portfolio reviews, and assessments are
  597  available to the child to assist parents and the school district
  598  in knowing when a child is reading at or above grade level and
  599  ready for grade promotion.
  600         7. The district’s specific criteria and policies for a
  601  portfolio as provided in subparagraph (6)(b)4. and the evidence
  602  required for a student to demonstrate mastery of Florida’s
  603  academic standards for English Language Arts. A parent of a
  604  student in grade 3 who is identified anytime during the year as
  605  being at risk of retention may request that the school
  606  immediately begin collecting evidence for a portfolio.
  607         8. The district’s specific criteria and policies for
  608  midyear promotion. Midyear promotion means promotion of a
  609  retained student at any time during the year of retention once
  610  the student has demonstrated ability to read at grade level.
  611  
  612  After initial notification, the school shall apprise the parent,
  613  at least monthly, of the student’s progress toward meeting goals
  614  based on the student’s grade level.
  615         (6) ELIMINATION OF SOCIAL PROMOTION.—
  616         (b) The district school board may only exempt students from
  617  mandatory retention, as provided in paragraph (5)(b), for good
  618  cause. A student who is promoted to grade 4 with a good cause
  619  exemption shall be provided intensive reading instruction and
  620  intervention that include specialized diagnostic information and
  621  specific reading strategies to meet the needs of each student so
  622  promoted. The school district shall assist schools and teachers
  623  with the implementation of explicit, systematic, and
  624  multisensory reading instruction and intervention strategies for
  625  students promoted with a good cause exemption which research has
  626  shown to be successful in improving reading among students who
  627  have reading difficulties. Good cause exemptions are limited to
  628  the following:
  629         1. Limited English proficient students who have had less
  630  than 2 years of instruction in an English for Speakers of Other
  631  Languages program based on the initial date of entry into a
  632  school in the United States.
  633         2. Students with disabilities whose individual education
  634  plan indicates that participation in the statewide assessment
  635  program is not appropriate, consistent with the requirements of
  636  s. 1008.212.
  637         3. Students who demonstrate an acceptable level of
  638  performance on an alternative standardized reading or English
  639  Language Arts assessment approved by the State Board of
  640  Education.
  641         4. A student who demonstrates through a student portfolio
  642  that he or she is performing at least at Level 2 on the
  643  statewide, standardized English Language Arts assessment.
  644         5. Students with disabilities who take the statewide,
  645  standardized English Language Arts assessment and who have an
  646  individual education plan or a Section 504 plan that reflects
  647  that the student has received intensive instruction in reading
  648  or English Language Arts for more than 2 years but still
  649  demonstrates a deficiency and was previously retained in
  650  kindergarten, grade 1, grade 2, or grade 3.
  651         6. Students who have received intensive reading
  652  intervention for 2 or more years but still demonstrate a
  653  deficiency in reading and who were previously retained in
  654  kindergarten, grade 1, grade 2, or grade 3 for a total of 2
  655  years. A student may not be retained more than once in grade 3.
  656         7. Students who have received intensive remediation in
  657  reading or English Language Arts for 2 or more years but still
  658  demonstrate a deficiency and who were previously retained in
  659  kindergarten, grade 1, grade 2, or grade 3 for a total of 2
  660  years. Intensive instruction for students so promoted must
  661  include an altered instructional day that includes specialized
  662  diagnostic information and specific reading strategies for each
  663  student. The district school board shall assist schools and
  664  teachers to implement reading strategies that research has shown
  665  to be successful in improving reading among low-performing
  666  readers.
  667         (7) SUCCESSFUL PROGRESSION FOR RETAINED THIRD GRADE
  668  STUDENTS.—
  669         (a) Students retained under the provisions of paragraph
  670  (5)(b) must be provided intensive interventions in reading to
  671  ameliorate the student’s specific reading deficiency and prepare
  672  the student for promotion to the next grade. These
  673  interventions, as identified by a valid and reliable diagnostic
  674  assessment. This intensive intervention must include:
  675         1.Evidence-based, explicit, systematic, and multisensory
  676  reading instruction in phonemic awareness, phonics, fluency,
  677  vocabulary, and comprehension and other strategies prescribed by
  678  the school district. effective instructional strategies,
  679         2. Participation in the school district’s summer reading
  680  camp, which must incorporate the instructional and intervention
  681  strategies under subparagraph 1, and appropriate teaching
  682  methodologies necessary to assist those students in becoming
  683  successful readers, able to read at or above grade level, and
  684  ready for promotion to the next grade.
  685         3.A minimum of 90 minutes of daily, uninterrupted reading
  686  instruction incorporating the instructional and intervention
  687  strategies under subparagraph 1. This instruction may include:
  688         (b)Each school district shall:
  689         1.Provide third grade students who are retained under the
  690  provisions of paragraph (5)(b) with intensive instructional
  691  services and supports to remediate the identified areas of
  692  reading deficiency, including participation in the school
  693  district’s summer reading camp as required under paragraph (a)
  694  and a minimum of 90 minutes of daily, uninterrupted,
  695  scientifically research-based reading instruction which includes
  696  phonemic awareness, phonics, fluency, vocabulary, and
  697  comprehension and other strategies prescribed by the school
  698  district, which may include, but are not limited to:
  699         a. Integration of content-rich, nonfiction texts in science
  700  and social studies content within the 90-minute block.
  701         b. Small group instruction.
  702         c. Reduced teacher-student ratios.
  703         d. More frequent progress monitoring.
  704         e. Tutoring or mentoring.
  705         f. The use of evidence-based technology tools that improve
  706  or accelerate student reading achievement.
  707         g.f. Transition classes containing 3rd and 4th grade
  708  students.
  709         h.g. Extended school day, week, or year.
  710         (b)Each school district shall:
  711         1.2. Provide written notification to the parent of a
  712  student who is retained under the provisions of paragraph (5)(b)
  713  that his or her child has not met the proficiency level required
  714  for promotion and the reasons the child is not eligible for a
  715  good cause exemption as provided in paragraph (6)(b). The
  716  notification must comply with paragraph (5)(c) the provisions of
  717  s. 1002.20(15) and must include a description of proposed
  718  interventions and supports that will be provided to the child to
  719  remediate the identified areas of reading deficiency.
  720         2.3. Implement a policy for the midyear promotion of a
  721  student retained under the provisions of paragraph (5)(b) who
  722  can demonstrate that he or she is a successful and independent
  723  reader and performing at or above grade level in reading or,
  724  upon implementation of English Language Arts assessments,
  725  performing at or above grade level in English Language Arts.
  726  Tools that school districts may use in reevaluating a student
  727  retained may include subsequent assessments, alternative
  728  assessments, and portfolio reviews, in accordance with rules of
  729  the State Board of Education. Students promoted during the
  730  school year after November 1 must demonstrate proficiency levels
  731  in reading equivalent to the level necessary for the beginning
  732  of grade 4. The rules adopted by the State Board of Education
  733  must include standards that provide a reasonable expectation
  734  that the student’s progress is sufficient to master appropriate
  735  grade 4 level reading skills.
  736         3.4. Provide students who are retained under the provisions
  737  of paragraph (5)(b), including students participating in the
  738  school district’s summer reading camp under subparagraph (a)2.,
  739  with a highly effective teacher as determined by the teacher’s
  740  performance evaluation under s. 1012.34, and, beginning July 1,
  741  2019, the teacher must also be certified or endorsed in reading.
  742         4.5. Establish at each school, when applicable, an
  743  intensive reading acceleration course class for any student
  744  retained in grade 3 who was previously retained in kindergarten,
  745  grade 1, or grade 2 students who subsequently score Level 1 on
  746  the required statewide, standardized assessment identified in s.
  747  1008.22. The focus of the Intensive Acceleration Class shall be
  748  to increase a child’s reading and English Language Arts skill
  749  level at least two grade levels in 1 school year. The intensive
  750  reading acceleration course must provide the following Class
  751  shall:
  752         a.Uninterrupted reading instruction for the majority of
  753  student contact time each day and opportunities to master the
  754  grade 4 Next Generation Sunshine State Standards in other core
  755  subject areas through content-rich, nonfiction texts.
  756         b.Small group instruction.
  757         c.Reduced teacher-student ratios.
  758         d.The use of explicit, systematic, and multisensory
  759  reading interventions, including intensive language and
  760  vocabulary instruction and use of a speech-language therapist if
  761  necessary, that have proven results in accelerating student
  762  reading achievement within the same school year.
  763         e.A read-at-home plan.
  764         a.Be provided to a student in grade 3 who scores Level 1
  765  on the statewide, standardized English Language Arts assessment
  766  and who was retained in grade 3 the prior year because of
  767  scoring Level 1.
  768         b.Have a reduced teacher-student ratio.
  769         c.Provide uninterrupted reading instruction for the
  770  majority of student contact time each day and incorporate
  771  opportunities to master the grade 4 Next Generation Sunshine
  772  State Standards in other core subject areas.
  773         d.Use a reading program that is scientifically research
  774  based and has proven results in accelerating student reading
  775  achievement within the same school year.
  776         e.Provide intensive language and vocabulary instruction
  777  using a scientifically research-based program, including use of
  778  a speech-language therapist.
  779         (8) ANNUAL REPORT.—
  780         (a) In addition to the requirements in paragraph (5)(b),
  781  each district school board must annually report to the parent of
  782  each student the progress of the student toward achieving state
  783  and district expectations for proficiency in English Language
  784  Arts, science, social studies, and mathematics. The district
  785  school board must report to the parent the student’s results on
  786  each statewide, standardized assessment. The evaluation of each
  787  student’s progress must be based upon the student’s classroom
  788  work, observations, tests, district and state assessments,
  789  response to intensive interventions provided under paragraph
  790  (5)(a), and other relevant information. Progress reporting must
  791  be provided to the parent in writing in a format adopted by the
  792  district school board.
  793         Section 13. Subsection (5) of section 1008.345, Florida
  794  Statutes, is amended to read:
  795         1008.345 Implementation of state system of school
  796  improvement and education accountability.—
  797         (5) The commissioner shall annually report to the State
  798  Board of Education and the Legislature and recommend changes in
  799  state policy necessary to foster school improvement and
  800  education accountability. The report shall include:
  801         (a) For each school district:
  802         1. The percentage of students, by school and grade level,
  803  demonstrating learning growth in English Language Arts and
  804  mathematics.
  805         2. The percentage of students, by school and grade level,
  806  in both the highest and lowest quartiles demonstrating learning
  807  growth in English Language Arts and mathematics.
  808         3. The information contained in the school district’s
  809  annual report required under s. 1008.25(8).
  810         (b) Intervention and support strategies used by school
  811  districts boards whose students in both the highest and lowest
  812  quartiles exceed the statewide average learning growth for
  813  students in those quartiles.
  814         (c) Intervention and support strategies used by school
  815  districts boards whose schools provide educational services to
  816  youth in Department of Juvenile Justice programs that
  817  demonstrate learning growth in English Language Arts and
  818  mathematics that exceeds the statewide average learning growth
  819  for students in those subjects.
  820         (d) Based upon a review of each school district’s reading
  821  plan submitted pursuant to s. 1011.62(9), intervention and
  822  support strategies used by school districts that were effective
  823  in improving the reading performance of students, as indicated
  824  by student performance data, who are identified as having a
  825  substantial reading deficiency pursuant to s. 1008.25(5)(a).
  826  
  827  School reports shall be distributed pursuant to this subsection
  828  and s. 1001.42(18)(c) and according to rules adopted by the
  829  State Board of Education.
  830         Section 14. Section 1012.567, Florida Statutes, is created
  831  to read:
  832         1012.567Certification and endorsement of elementary
  833  reading instructors.—
  834         (1)CERTIFICATION.—
  835         (a)Beginning January 1, 2019, an applicant for an educator
  836  certificate in an area involving reading instruction or
  837  intervention for any students in kindergarten through grade 6
  838  must, as part of the certification process, demonstrate
  839  competence in the following:
  840         1.Identifying characteristics of conditions such as
  841  dyslexia and other causes of diminished phonological processing
  842  skills.
  843         2.Using explicit, systematic, and multisensory approaches
  844  to reading instruction and intervention that are proven to
  845  improve reading performance for all students.
  846         3.Using predictive and other data to make instructional
  847  decisions based on individual student needs.
  848  
  849  The State Board of Education shall adopt by rule the minimum
  850  requirements for instruction provided by teacher preparation
  851  programs and school districts for this purpose and methods for
  852  demonstrating competence in accordance with this section.
  853         (b)Documentation of a valid professional standard teaching
  854  certificate issued by another state is not sufficient to meet
  855  the requirements of paragraph (a). The State Board of Education
  856  shall establish a procedure by which a candidate who holds a
  857  certificate issued by another state may demonstrate competence
  858  as required in paragraph (a).
  859         (c)The State Board of Education shall identify by rule
  860  certification areas in which candidates must demonstrate
  861  competence as provided in paragraph (a) as part of the
  862  certification process.
  863         (d)To receive initial or continued approval, a teacher
  864  preparation program under s. 1004.04 or s. 1004.85 must provide
  865  instruction in the skills and strategies listed in paragraph (a)
  866  to candidates for certificates in the areas identified by the
  867  state board pursuant to paragraph (c).
  868         (2)ENDORSEMENT.—Beginning with applications for a reading
  869  endorsement received on January 1, 2019, and thereafter, the
  870  specialization requirements for an endorsement in reading
  871  instruction must include at least 3 semester hours of
  872  instruction in explicit, systematic, and multisensory approaches
  873  to reading instruction and intervention that are proven to
  874  improve reading performance for all students. This instruction
  875  may be incorporated into semester hour requirements established
  876  in State Board of Education rule. Reading endorsement
  877  competencies must be aligned with instructional and intervention
  878  strategies in accordance with s. 1001.215(7).
  879         (3)REVIEW.—By July 1, 2017, and at least once every 5
  880  years thereafter, the department shall conduct a review of
  881  specialization and coverage area requirements in the elementary,
  882  reading, and exceptional student educational areas. At the
  883  conclusion of each review, the department shall recommend to the
  884  State Board of Education changes to the specialization and
  885  coverage area requirements based upon any identified
  886  instructional or intervention strategies proven to improve
  887  student reading performance.
  888         (4)STATE BOARD RULES.—The State Board of Education shall
  889  adopt rules pursuant to ss. 120.536 and 120.54 as necessary to
  890  implement this section.
  891         Section 15. Paragraph (a) of subsection (3) of section
  892  1012.585, Florida Statutes, is amended, and paragraph (f) is
  893  added to that subsection, to read:
  894         1012.585 Process for renewal of professional certificates.—
  895         (3) For the renewal of a professional certificate, the
  896  following requirements must be met:
  897         (a) The applicant must earn a minimum of 6 college credits
  898  or 120 inservice points or a combination thereof. For each area
  899  of specialization to be retained on a certificate, the applicant
  900  must earn at least 3 of the required credit hours or equivalent
  901  inservice points in the specialization area. Education in
  902  “clinical educator” training pursuant to s. 1004.04(5)(b) and
  903  credits or points that provide training in the area of
  904  scientifically researched, knowledge-based reading literacy,
  905  including explicit, systematic, and multisensory approaches to
  906  reading instruction and intervention; and computational skills
  907  acquisition;, exceptional student education;, normal child
  908  development;, and the disorders of development may be applied
  909  toward any specialization area. Credits or points that provide
  910  training in the areas of drug abuse, child abuse and neglect,
  911  strategies in teaching students having limited proficiency in
  912  English, or dropout prevention, or training in areas identified
  913  in the educational goals and performance standards adopted
  914  pursuant to ss. 1000.03(5) and 1008.345 may be applied toward
  915  any specialization area, except specialization areas identified
  916  by State Board of Education rule as involving reading
  917  instruction or intervention for any students in kindergarten
  918  through grade 6 under s. 1012.567(1)(c). Credits or points
  919  earned through approved summer institutes may be applied toward
  920  the fulfillment of these requirements. Inservice points may also
  921  be earned by participation in professional growth components
  922  approved by the State Board of Education and specified pursuant
  923  to s. 1012.98 in the district’s approved master plan for
  924  inservice educational training; however, such points may not be
  925  used to satisfy the specialization requirements of this
  926  paragraph, including, but not limited to, serving as a trainer
  927  in an approved teacher training activity, serving on an
  928  instructional materials committee or a state board or commission
  929  that deals with educational issues, or serving on an advisory
  930  council created pursuant to s. 1001.452.
  931         (f)An applicant for renewal of a professional certificate
  932  in any area of certification identified by State Board of
  933  Education rule pursuant to s. 1012.567(1)(c) with a beginning
  934  validity date of July 1, 2019, or thereafter must earn a minimum
  935  of 2 college credits or the equivalent inservice points in the
  936  use of explicit, systematic, and multisensory approaches to
  937  reading instruction and intervention. Such training must be
  938  provided by teacher preparation programs under s. 1004.04 or s.
  939  1004.85 or approved school district professional development
  940  systems under s. 1012.98. The requirements in this paragraph may
  941  not add to the total hours required by the department for
  942  continuing education or inservice training.
  943         Section 16. Subsection (1) of section 1012.586, Florida
  944  Statutes, is amended to read:
  945         1012.586 Additions or changes to certificates; duplicate
  946  certificates.—A school district may process via a Department of
  947  Education website certificates for the following applications of
  948  public school employees:
  949         (1) Addition of a subject coverage or endorsement to a
  950  valid Florida certificate on the basis of the completion of the
  951  appropriate subject area testing requirements of s.
  952  1012.56(5)(a) or the completion of the requirements of an
  953  approved school district program or the inservice components for
  954  an endorsement. To reduce duplication, the department may
  955  recommend the consolidation of endorsement areas and
  956  requirements to the State Board of Education.
  957  
  958  The employing school district shall charge the employee a fee
  959  not to exceed the amount charged by the Department of Education
  960  for such services. Each district school board shall retain a
  961  portion of the fee as defined in the rules of the State Board of
  962  Education. The portion sent to the department shall be used for
  963  maintenance of the technology system, the web application, and
  964  posting and mailing of the certificate.
  965         Section 17. Paragraph (b) of subsection (4) of section
  966  1012.98, Florida Statutes, is amended to read:
  967         1012.98 School Community Professional Development Act.—
  968         (4) The Department of Education, school districts, schools,
  969  Florida College System institutions, and state universities
  970  share the responsibilities described in this section. These
  971  responsibilities include the following:
  972         (b) Each school district shall develop a professional
  973  development system as specified in subsection (3). The system
  974  shall be developed in consultation with teachers, teacher
  975  educators of Florida College System institutions and state
  976  universities, business and community representatives, and local
  977  education foundations, consortia, and professional
  978  organizations. The professional development system must:
  979         1. Be approved by the department. All substantial revisions
  980  to the system shall be submitted to the department for review
  981  for continued approval.
  982         2. Be based on analyses of student achievement data and
  983  instructional strategies and methods that support rigorous,
  984  relevant, and challenging curricula for all students. Schools
  985  and districts, in developing and refining the professional
  986  development system, shall also review and monitor school
  987  discipline data; school environment surveys; assessments of
  988  parental satisfaction; performance appraisal data of teachers,
  989  managers, and administrative personnel; and other performance
  990  indicators to identify school and student needs that can be met
  991  by improved professional performance.
  992         3. Provide inservice activities coupled with followup
  993  support appropriate to accomplish district-level and school
  994  level improvement goals and standards. The inservice activities
  995  for instructional personnel shall focus on analysis of student
  996  achievement data, ongoing formal and informal assessments of
  997  student achievement, identification and use of enhanced and
  998  differentiated instructional strategies that emphasize rigor,
  999  relevance, and reading in the content areas, enhancement of
 1000  subject content expertise, integrated use of classroom
 1001  technology that enhances teaching and learning, classroom
 1002  management, parent involvement, and school safety.
 1003         4. Include a master plan for inservice activities, pursuant
 1004  to rules of the State Board of Education, for all district
 1005  employees from all fund sources. The master plan shall be
 1006  updated annually by September 1, must be based on input from
 1007  teachers and district and school instructional leaders, and must
 1008  use the latest available student achievement data and research
 1009  to enhance rigor and relevance in the classroom. Each district
 1010  inservice plan must be aligned to and support the school-based
 1011  inservice plans and school improvement plans pursuant to s.
 1012  1001.42(18). Each district inservice plan must provide a
 1013  description of the training that middle grades instructional
 1014  personnel and school administrators receive on the district’s
 1015  code of student conduct adopted pursuant to s. 1006.07;
 1016  integrated digital instruction and competency-based instruction
 1017  and CAPE Digital Tool certificates and CAPE industry
 1018  certifications; classroom management; student behavior and
 1019  interaction; extended learning opportunities for students; and
 1020  instructional leadership. District plans must be approved by the
 1021  district school board annually in order to ensure compliance
 1022  with subsection (1) and to allow for dissemination of research
 1023  based best practices to other districts. District school boards
 1024  must submit verification of their approval to the Commissioner
 1025  of Education no later than October 1, annually. Each school
 1026  principal may establish and maintain an individual professional
 1027  development plan for each instructional employee assigned to the
 1028  school as a seamless component to the school improvement plans
 1029  developed pursuant to s. 1001.42(18). An individual professional
 1030  development plan must be related to specific performance data
 1031  for the students to whom the teacher is assigned, define the
 1032  inservice objectives and specific measurable improvements
 1033  expected in student performance as a result of the inservice
 1034  activity, and include an evaluation component that determines
 1035  the effectiveness of the professional development plan.
 1036         5. Include inservice activities for school administrative
 1037  personnel that address updated skills necessary for
 1038  instructional leadership and effective school management
 1039  pursuant to s. 1012.986.
 1040         6. Provide for systematic consultation with regional and
 1041  state personnel designated to provide technical assistance and
 1042  evaluation of local professional development programs.
 1043         7. Provide for delivery of professional development by
 1044  distance learning and other technology-based delivery systems to
 1045  reach more educators at lower costs.
 1046         8. Provide for the continuous evaluation of the quality and
 1047  effectiveness of professional development programs in order to
 1048  eliminate ineffective programs and strategies and to expand
 1049  effective ones. Evaluations must consider the impact of such
 1050  activities on the performance of participating educators and
 1051  their students’ achievement and behavior.
 1052         9. For middle grades, emphasize:
 1053         a. Interdisciplinary planning, collaboration, and
 1054  instruction.
 1055         b. Alignment of curriculum and instructional materials to
 1056  the state academic standards adopted pursuant to s. 1003.41.
 1057         c. Use of small learning communities; problem-solving,
 1058  inquiry-driven research and analytical approaches for students;
 1059  strategies and tools based on student needs; competency-based
 1060  instruction; integrated digital instruction; and project-based
 1061  instruction.
 1062  
 1063  Each school that includes any of grades 6, 7, or 8 must include
 1064  in its school improvement plan, required under s. 1001.42(18), a
 1065  description of the specific strategies used by the school to
 1066  implement each item listed in this subparagraph.
 1067         10.Provide training to reading coaches, classroom
 1068  teachers, and school administrators in effective methods of
 1069  identifying characteristics of conditions such as dyslexia and
 1070  other causes of diminished phonological processing skills;
 1071  incorporating instructional techniques into the general
 1072  education setting that are proven to improve reading performance
 1073  for all students; and using predictive and other data to make
 1074  instructional decisions based on individual student needs. The
 1075  training must help teachers integrate phonemic awareness;
 1076  phonics, word study, and spelling; reading fluency; vocabulary,
 1077  including academic vocabulary; and text comprehension strategies
 1078  into an explicit, systematic, and multisensory approach to
 1079  reading instruction and intervention. Each district must provide
 1080  all elementary grades instructional personnel access to training
 1081  sufficient to meet the requirements of ss. 1012.567(2) and
 1082  1012.585(3)(f).
 1083         Section 18. This act shall take effect upon becoming a law.