Florida Senate - 2016 PROPOSED COMMITTEE SUBSTITUTE
Bill No. SB 1068
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.
95 Be It Enacted by the Legislature of the State of Florida:
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
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 1003.432 Florida Seal of Biliteracy Program for high school
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
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
380 3. An SAT Subject Test examination in the foreign language;
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
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
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
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.
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
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
667 (7) SUCCESSFUL PROGRESSION FOR RETAINED THIRD GRADE
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
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
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
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).
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 1012.567 Certification 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
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.
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.
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
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
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
1083 Section 18. This act shall take effect upon becoming a law.