Florida Senate - 2016 CS for SB 1360
By the Committee on Education Pre-K - 12; and Senators Gaetz,
Bradley, Detert, Ring, Negron, Montford, and Sobel
581-02674-16 20161360c1
1 A bill to be entitled
2 An act relating to student assessments; creating s.
3 1008.223, F.S.; providing purposes; authorizing a
4 district school board to choose to implement certain
5 rigorous alternative assessment options by a certain
6 school year; providing requirements for the rigorous
7 alternative assessment options; specifying the types
8 of exams that may be taken and the corresponding
9 substitutions or exemptions that may be earned by
10 certain students; requiring the Commissioner of
11 Education to collaborate with ACT, Inc.; requiring the
12 State Board of Education to adopt such scores in rule
13 by a specified school year; requiring a district
14 school board that chooses to implement rigorous
15 alternative assessment options to notify the
16 commissioner, students, and parents of the decision by
17 a specified date; requiring a parent to annually
18 notify the school district in writing by a certain
19 date if his or her child will take the statewide,
20 standardized assessments; requiring the state board to
21 adopt in rule adjustments to certain scores based on
22 certain recommendations; requiring rigorous
23 alternative assessment options to be available for
24 students in high school beginning in the 2016-2017
25 school year; specifying the types of industry
26 certifications and assessments that may be taken and
27 the corresponding exemptions and high school credit
28 that may be earned by a student in high school;
29 requiring the commissioner to adopt the schedule for
30 the administration of the rigorous alternative
31 assessment options; requiring student performance
32 results to be made available to district school
33 superintendents annually by a specified date;
34 providing requirements for high school credits;
35 providing proxy values to link student performance on
36 rigorous alternative assessments to certain
37 evaluations and grades; requiring the commissioner to
38 seek legislative approval for any adjustments to the
39 proxy values by a specified time; requiring the
40 commissioner to submit certain recommendations to the
41 Legislature by a specified date; requiring the
42 rigorous alternative assessment options and proxies to
43 be included in each district school board-approved
44 student progression plan and each district school
45 board-approved educator performance evaluation system
46 by a specified time; requiring the commissioner to
47 coordinate with school districts for the
48 administration of the rigorous alternative
49 assessments; requiring the Department of Education to
50 renegotiate the Florida Standards Assessment contract;
51 specifying that certain requirements do not apply to
52 the renegotiation; requiring the renegotiated contract
53 to be executed by a specified date; authorizing the
54 department to renegotiate other assessment contracts;
55 requiring the department to negotiate and contract
56 with certain entities in order to implement the
57 rigorous alternative assessments; prohibiting the
58 funding for the assessments from causing an increase
59 in a certain appropriation in the General
60 Appropriations Act; requiring each district school
61 board to publish notification of the rigorous
62 alternative assessment and student choice options on
63 its school district website; providing applicability;
64 providing for rulemaking; providing an implementation
65 schedule for the 2016-2017 school year; amending s.
66 1002.3105, F.S.; specifying that a student who attains
67 a passing score on a rigorous alternative assessment
68 may meet certain requirements; amending s. 1002.33,
69 F.S.; revising compliance requirements for charter
70 schools; amending s. 1003.4282, F.S.; requiring each
71 school district to annually notify students and
72 parents of standard high school diploma requirements
73 by a specified date; revising the online course
74 requirement; authorizing a district school board or a
75 charter school governing board to offer certain
76 additional options to meet the requirement; conforming
77 provisions to changes made by the act; amending ss.
78 1003.4285, 1003.4295, and 1003.436, F.S.; conforming
79 provisions to changes made by the act; amending s.
80 1006.28, F.S.; requiring instructional materials to be
81 consistent with the rigorous alternative assessment
82 option; requiring a district school board to make
83 certain certifications at a public meeting; amending
84 s. 1007.27, F.S.; requiring the department to identify
85 the minimum scores, maximum credit, and courses for
86 which credit is awarded for certain examinations;
87 amending ss. 1007.271 and 1011.61, F.S.; conforming
88 provisions to changes made by the act; amending s.
89 1011.62, F.S.; deleting certain bonus limits that may
90 be earned for instructing students who receive
91 specified grades on certain examinations; amending s.
92 1012.34, F.S.; requiring a classroom teacher’s
93 performance evaluation to be based on the performance
94 of certain students; amending s. 1001.42, F.S.;
95 revising the duties of a district school board;
96 requiring the commissioner to make certain requests
97 and submit certain documentation regarding the federal
98 Elementary and Secondary Education Act by a specified
99 date; requiring the commissioner to submit a report to
100 the Governor and the Legislature by a specified date;
101 providing an effective date.
102
103 Be It Enacted by the Legislature of the State of Florida:
104
105 Section 1. Section 1008.223, Florida Statutes, is created
106 to read:
107 1008.223 Rigorous alternative assessment options.—
108 (1) PURPOSE.—The purpose of this section is to enable
109 students to choose to take rigorous alternative assessments, in
110 lieu of the statewide, standardized assessments established
111 pursuant to s. 1008.22 to meet subject area, course, credit, and
112 assessment requirements for student progression and graduation.
113 It is the intent of the Legislature to preserve the statewide,
114 standardized assessments as the default common battery of
115 assessments for all students attending public schools. The
116 rigorous alternative assessments are intended to supplement the
117 statewide assessment program with valid, reliable, and respected
118 assessment options for students to demonstrate subject area and
119 grade level competency and college and career readiness.
120 Additionally, the purpose of this section is to:
121 (a) Expand the availability of rigorous alternative
122 assessment options that students take to meet requirements for
123 admission to postsecondary educational institutions or to
124 generate college credits, often at least three credit hours, so
125 that such credits also substitute for statewide, standardized
126 assessments.
127 (b) Maximize a performance-based approach that allows
128 students to generate credit based on attaining a concordant,
129 comparative, or passing score on a rigorous alternative
130 assessment without enrolling in the corresponding course to
131 demonstrate satisfactory performance in meeting the requirements
132 to earn a standard high school diploma.
133 (c) Link student performance on rigorous alternative
134 assessments to educator evaluation, school grade, school
135 improvement rating, and school district grade calculations.
136 (d) Leverage the Course Code Directory and the statewide
137 course numbering system to link assessments and courses to award
138 credit and assist the state and school districts with planning
139 and administering rigorous alternative assessments.
140
141 Nothing stated in this section shall be construed to require
142 students to take rigorous alternative assessments in addition to
143 the statewide, standardized assessments or as substitutes for
144 the Florida Alternate Assessment for students with disabilities
145 pursuant to s. 1008.22.
146 (2) DISTRICT OPTIONS FOR STUDENTS.—
147 (a) Beginning in the 2016-2017 school year, a district
148 school board may choose to implement one of the following
149 rigorous alternative assessment options or a combination of such
150 assessments as specified in this paragraph, in lieu of the
151 statewide, standardized assessments:
152 1. ACT Aspire for grades 3 through 8. If a district school
153 board chooses to administer the ACT Aspire assessments for
154 grades 3 through 8 districtwide, a student enrolled in a public
155 school within that school district must take the ACT Aspire
156 assessments to satisfy the statewide, standardized assessment
157 requirements and demonstrate subject area and grade level
158 competency in English Language Arts (ELA), mathematics, and
159 science, unless the student’s parent selects the statewide,
160 standardized assessments pursuant to s. 1008.22 for the student.
161 The commissioner must collaborate with ACT, Inc., to establish
162 ACT Aspire scores that demonstrate grade level and subject area
163 competency in ELA, mathematics, and science for grades 3 through
164 8. Before the beginning of the 2016-2017 school year, the state
165 board must adopt the scores in rule.
166 2. ACT Aspire and ACT for high school. If a district school
167 board chooses to administer the ACT Aspire assessments for
168 grades 9 and 10 and ACT districtwide, a student enrolled in a
169 public school in that school district must take the ACT Aspire
170 and ACT assessments to satisfy the statewide, standardized
171 assessment requirements and demonstrate subject area competency
172 and college and career readiness, unless the student’s parent
173 selects the statewide, standardized assessments pursuant to s.
174 1008.22 for the student. A student may take the ACT after taking
175 the ACT Aspire assessments for grades 9 and 10 or after
176 demonstrating his or her readiness to take the ACT, as
177 determined by the district school superintendent, through
178 coursework or scores on the ACT Aspire assessments.
179 a. The ACT Aspire and ACT Performance-Based Student Outcome
180 Worksheet under this sub-subparagraph shall be used to authorize
181 ACT Aspire assessment and ACT substitutions for the grade 9 and
182 grade 10 ELA assessments and the Algebra I EOC assessment. The
183 scores specified in the worksheet demonstrate grade level and
184 subject area competency in ELA and mathematics.
185
186 ACT Aspire and ACT Performance-Based Student Outcome WorksheetStudent Performance
187 Test Score Substitution
188 ACT Aspire or ACT English and Reading components426 on ACT Aspire or 17 on ACT (English and Reading Average) = Grade 9 ELA assessment
189 ACT Aspire or ACT English and Reading components428 on ACT Aspire or 18 on ACT (English and Reading Average) = Grade 9 ELA and Grade 10 ELA assessments
190 ACT Aspire or ACT Mathematics428 on ACT Aspire or 18 on ACT = Algebra I EOC assessment
191 b. The ACT Aspire and ACT Performance-Based Student Outcome
192 Worksheet under this sub-subparagraph shall be used to authorize
193 ACT Aspire and ACT as rigorous alternative assessment options
194 for granting exemptions from taking the Geometry EOC, Algebra II
195 EOC, and Biology I EOC assessments. Additionally, the worksheet
196 shall be used to authorize ACT Aspire and ACT as rigorous
197 alternative assessment options for granting exemptions from all
198 assessment requirements in order to earn a standard high school
199 diploma. The scores specified in the worksheet shall serve as
200 the basis for granting the exemptions from taking the statewide,
201 standardized assessments.
202
203 ACT Aspire and ACT Performance-Based Student Outcome WorksheetStudent Performance
204 Test Score Exemption
205 ACT Aspire or ACT Mathematics432 on ACT Aspire or 20 on ACT = Geometry EOC assessment
206 ACT Aspire or ACT Mathematics435 on ACT Aspire or 22 on ACT = Geometry EOC and Algebra II EOC assessments
207 ACT Aspire or ACT Science430 on ACT Aspire or 20 on ACT = Biology I EOC assessment
208 ACT Aspire or ACT428 on ACT Aspire or 18 on ACT (English and Reading Average); 435 on ACT Aspire or 22 on ACT Mathematics; and 430 on ACT Aspire or 20 on ACT Science = Grade 9 ELA and Grade 10 ELA, Algebra I EOC, Geometry EOC, Algebra II EOC, Biology I EOC, and United States History EOC assessments
209 3. PSAT or NMSQT, and SAT for high school. If a district
210 school board chooses to administer the PSAT or NMSQT, and SAT
211 assessments districtwide, a student enrolled in a public school
212 in that school district must take the PSAT or NMSQT, as
213 applicable, and SAT assessments to satisfy the statewide,
214 standardized assessment requirements and demonstrate subject
215 area competency and college and career readiness, unless the
216 student’s parent selects the statewide, standardized assessments
217 pursuant to s. 1008.22 for the student. A student may take the
218 SAT after taking the PSAT or NMSQT assessments or after
219 demonstrating his or her readiness to take the SAT, as
220 determined by the district school superintendent, through
221 coursework or scores on the PSAT or NMSQT assessments.
222 a. The PSAT, NMSQT, and SAT Performance-Based Student
223 Outcome Worksheet under this sub-subparagraph shall be used to
224 authorize PSAT, NMSQT, and SAT substitutions for the grade 9 and
225 grade 10 ELA assessments and the Algebra I EOC assessment. The
226 scores specified in the worksheet demonstrate grade level and
227 subject area competency in ELA and mathematics.
228
229 PSAT, NMSQT, and SAT Performance-Based Student Outcome WorksheetStudent Performance
230 Test Score Substitution
231 PSAT, NMSQT, or SAT Critical Reading and Writing64 on PSAT or NMSQT, or 640 on SAT (Critical Reading and Writing Sum) = Grade 9 ELA assessment
232 PSAT, NMSQT, or SAT Critical Reading and Writing67 on PSAT or NMSQT, or 670 on SAT (Critical Reading and Writing Sum) = Grade 9 ELA and Grade 10 ELA assessments
233 PSAT, NMSQT, or SAT Mathematics42 on PSAT or NMSQT, or 420 on SAT = Algebra I EOC assessment
234 b. The PSAT, NMSQT, and SAT Performance-Based Student
235 Outcome Worksheet under this sub-subparagraph shall be used to
236 authorize PSAT, NMSQT, and SAT as rigorous alternative
237 assessment options for granting exemptions from taking the
238 Geometry EOC and Algebra II EOC assessments. Additionally, the
239 worksheet shall be used to authorize PSAT, NMSQT, and SAT for
240 exemption from all assessment requirements in order to earn a
241 standard high school diploma. The scores specified in the
242 worksheet shall serve as the basis for granting exemptions from
243 taking the statewide, standardized assessments.
244
245 PSAT, NMSQT, and SAT Performance-Based Student Outcome WorksheetStudent Performance
246 Test Score Exemption
247 PSAT, NMSQT, or SAT Mathematics45 on PSAT or NMSQT, or 450 on SAT = Geometry EOC assessment
248 PSAT, NMSQT, or SAT Mathematics50 on PSAT or NMSQT, or 500 on SAT = Geometry EOC and Algebra II EOC assessments
249 PSAT, NMSQT, or SAT120 on PSAT or NMSQT, or 1200 on SAT (Critical Reading, Writing, and Mathematics Sum) = Grade 9 ELA and Grade 10 ELA, Algebra I EOC, Geometry EOC, Algebra II EOC, Biology I EOC, and United States History EOC assessments
250 A district school board may, pursuant to this paragraph, choose
251 any one of the rigorous alternative assessment options specified
252 under subparagraphs 1., 2., and 3. or a combination of
253 assessment options specified under subparagraphs 1. and 2. or
254 subparagraphs 1. and 3.
255 (b) A student who does not attain the score specified under
256 this subsection for exemption from taking the Geometry EOC,
257 Algebra II EOC, Biology I EOC, or United States History EOC
258 assessments must take the applicable EOC assessment after
259 completing the relevant course during that school year to meet
260 the requirements of ss. 1003.4282 and 1008.22. A student’s
261 performance on the statewide, standardized EOC assessment
262 constitutes 30 percent of the student’s final course grade
263 pursuant to s. 1003.4282, and the student must pass the Geometry
264 EOC, Algebra II EOC, Biology I EOC, and United States History
265 EOC assessments to earn the Scholar designation on the standard
266 high school diploma pursuant to s. 1003.4285.
267 (c) By July 8, 2016, for the 2016-2017 school year pursuant
268 to subsection (12) and by August 1 of each school year
269 thereafter, a district school board that selects rigorous
270 alternative assessments must identify and approve such
271 assessments for districtwide use. Accordingly, the district
272 school superintendent shall notify the commissioner, inform the
273 students and parents of the rigorous alternative assessment
274 options, and coordinate with the commissioner to arrange for the
275 administration and facilitation of such assessments.
276 (d) Annually, by August 10 of each school year, a parent
277 must notify the applicable school district, in writing, if the
278 parent selects the statewide, standardized assessments for his
279 or her child. The parent’s selection shall apply to the required
280 statewide, standardized assessments pursuant to s. 1008.22 for
281 the relevant grade level and subject area which are administered
282 during that school year. A student may not be required to take
283 an assessment if the student has satisfied the subject area,
284 course, credit, or assessment requirements, as applicable,
285 through rigorous alternative assessment options for student
286 progression and graduation.
287 (e) The state board shall adopt in rule adjustments, as
288 necessary, to the scores specified under this subsection before
289 the beginning of the 2016-2017 school year based on
290 recommendations from the commissioner; ACT, Inc.; and the
291 College Board.
292 (3) OPTIONS FOR STUDENTS IN HIGH SCHOOL.—Beginning in the
293 2016-2017 school year, rigorous alternative assessment options,
294 adopted pursuant to this subsection, must be available to
295 students statewide. A student may choose to take rigorous
296 alternative assessments without enrolling in the corresponding
297 courses. However, the student must attain a passing score on the
298 rigorous alternative assessments to meet the subject area,
299 course, credit, and assessment requirements under ss. 1002.3105,
300 1003.4282, 1003.4285, 1003.4295(3), and 1008.22. At a minimum,
301 the rigorous alternative assessment options that a student may
302 choose to take must include:
303 (a) Passing scores on nationally recognized industry
304 certifications. A student who attains national industry
305 certifications by passing industry-approved examinations for
306 such certifications is exempt from the relevant statewide,
307 standardized assessment requirements to earn a standard high
308 school diploma, as specified under this section. The Industry
309 Certifications Performance-Based Student Outcome Worksheet under
310 this paragraph shall be used to exempt a student from the
311 relevant statewide, standardized assessment based on student
312 performance on the industry-approved examinations to earn
313 national industry certifications. Annually, the state board
314 shall adopt by rule additional industry certifications that, if
315 attained by a student, shall exempt the student from the
316 relevant statewide, standardized assessment requirements.
317
318 Industry Certifications Performance-Based Student Outcome WorksheetStudent Performance
319 Industry Certification = Exemption
320 Associate Level Certified Electronic Technician = Algebra I EOC and Geometry EOC assessments
321 Autodesk Certified Professional - AutoCAD, AutoCAD Civil 3D, Inventor, Revit Architecture = Geometry EOC assessment
322 Biotechnician Assistant = Biology I EOC assessment
323 Certified Apprentice Drafter - Architectural = Geometry EOC assessment
324 Chief Architect Certified Apprentice = Geometry EOC assessment
325 Certified Dental Assistant = Biology I EOC assessment
326 Cisco Certified Network Professional = Algebra I EOC and Geometry EOC assessments
327 ComTIA A+ = Algebra I EOC and Geometry EOC assessments
328 Emergency Medical Technician = Biology I EOC assessment
329 FAA Aviation Mechanic Technician - Airframe = Algebra I EOC, Geometry EOC, and Algebra II EOC assessments
330 FAA Aviation Maintenance Technician - Powerplant = Algebra I EOC, Geometry EOC, and Algebra II EOC assessments
331 FAA Ground School = Algebra I EOC, Geometry EOC, and Algebra II EOC assessments
332 Global Logistics Associate = Algebra I EOC, Geometry EOC, and Algebra II EOC assessments
333 MSSC Certified Production Technician = Algebra I EOC, Geometry EOC, and Algebra II EOC assessments
334 Oracle Certified Associate: Database = Algebra I EOC, Geometry EOC, and Algebra II EOC assessments
335 (b) Passing scores on assessments such as:
336 1. The SAT Subject Test. The SAT Subject Test Performance
337 Based Student Outcome Worksheet under this subparagraph shall be
338 used to satisfy high school subject area, course, credit, and
339 assessment requirements, based on student performance on the SAT
340 Subject Test, as adopted in rule by the state board.
341
342 SAT Subject Test Performance-Based Student Outcome WorksheetStudent Performance
343 Test Score Exemption
344 SAT Biology-Ecological, Biology-Molecular, U.S. History, World History, Chemistry, or Physics Subject TestsPassing score on the respective SAT Subject Test = Enrolling in and completing the corresponding course and taking the corresponding EOC assessment, if applicable, to earn high school credit
345 2. College-Level Examination Program (CLEP), DSST
346 examination, or another rigorous alternative assessment. The
347 CLEP and DSST Performance-Based Student Outcome Worksheet under
348 this subparagraph shall be used to satisfy high school subject
349 area, course, credit, and assessment requirements, based on
350 student performance on the CLEP or DSST, as specified.
351
352 CLEP and DSST Performance-Based Student Outcome WorksheetStudent Performance
353 Examination Score Exemption High School Credit Award
354 CLEP College Algebra or DSST Fundamentals of College AlgebraPassing score on CLEP or DSST = Enrolling in and completing the corresponding course and taking the Algebra I EOC assessment1 Algebra I credit for any examination
355 CLEP College Algebra-TrigonometryPassing score = Enrolling in and completing the corresponding course and taking the Algebra II EOC assessment1 Algebra II credit
356 3. Advanced Placement (AP) Examination. The AP Exam
357 Performance-Based Student Outcome Worksheet under this
358 subparagraph shall be used to satisfy high school subject area,
359 course, credit, and assessment requirements, based on student
360 performance on the AP examinations, as specified. A student who
361 attains a passing score on the specified examinations must be
362 awarded one high school credit each toward the corresponding
363 courses if the student takes the examinations without enrolling
364 in the corresponding courses.
365
366 AP Exam Performance-Based Student Outcome WorksheetStudent Performance
367 Examination Score = Exemption High School Credit Award
368 AP Calculus AB, Calculus BC, or Statistics3 = Enrolling in and completing the corresponding course1 Mathematics credit for each examination
369 AP Biology 3 = Enrolling in and completing the corresponding course and taking the Biology I EOC assessment1 Biology I credit
370 AP Physics 1 or 2, or Chemistry3 = Enrolling in and completing the corresponding course1 Science credit for each examination
371 AP United States History3 = Enrolling in and completing the corresponding course and taking the United States History EOC assessment1 United States History credit
372 AP World History3 = Enrolling in and completing the corresponding course1 World History credit
373 AP United States Government and Politics3 = Enrolling in and completing the corresponding course0.5 United States Government credit
374 AP Macro Economics or AP Micro Economics3 = Enrolling in and completing the corresponding course0.5 Economics credit
375 4. Dual enrollment course and corresponding assessment. The
376 Dual Enrollment Performance-Based Student Outcome Worksheet
377 under this subparagraph shall be used to satisfy high school
378 subject area, course, credit, and assessment requirements, based
379 on student performance on the statewide, standardized EOC
380 assessment or CLEP examination corresponding to the dual
381 enrollment course, as specified.
382
383 Dual Enrollment Performance-Based Student Outcome WorksheetStudent Performance
384 Course Test Exemption High School Credit Award
385 Sequence of college-credit dual enrollment courses in Life Sciences and Biological Sciences or college-credit courses in General BiologyTake Biology I EOC assessment or CLEP General Biology = EOC assessment performance does not constitute 30 percent of the final course grade1 Biology I credit
386 Sequence of college-credit dual enrollment courses in Introductory Survey to 1877 and Introductory Survey Since 1877Take United States History EOC or CLEP History of the United States I and CLEP History of the United States II = EOC assessment performance does not constitute 30 percent of the final course grade1 United States History credit
387 If a student attains a passing score on a rigorous alternative
388 assessment under this subsection, the score must be applied
389 toward the credit requirements for electives unless the passing
390 score is applied first to meet the assessment and credit
391 requirements for ELA, mathematics, science, or social studies
392 pursuant to this paragraph.
393 (4) ASSESSMENT SCHEDULE AND REPORTING OF RESULTS.—The
394 commissioner must adopt within the assessment schedule pursuant
395 to s. 1008.22 the assessment schedule for the administration of
396 rigorous alternative assessment options. To the extent possible,
397 the commissioner shall consider the semester calendars of public
398 colleges and universities in the state to accommodate and
399 maximize the availability of assessment options for dual
400 enrollment students. Student performance on rigorous alternative
401 assessments must be made available to the district school
402 superintendents by August 1 of each year.
403 (5) CREDIT REQUIREMENTS.—The following authorizations apply
404 to credit earned through rigorous alternative assessment options
405 pursuant to this section:
406 (a) The credit earned by a student passing a rigorous
407 alternative assessment is exempt from the minimum instructional
408 hour requirements under s. 1003.436.
409 (b) A school district must award one credit, or as
410 otherwise authorized under this section, for each rigorous
411 alternative assessment or statewide, standardized assessment
412 that a student passes, without requiring the student to enroll
413 in or complete the corresponding coursework, as authorized under
414 the Credit Acceleration Program pursuant to s. 1003.4295(3).
415 (6) PROXIES.—Before the beginning of the 2016-2017 school
416 year, the commissioner shall collaborate with ACT, Inc., and the
417 College Board to establish proxy values for linking student
418 performance on rigorous alternative assessments to educator
419 performance evaluation, school grade, school improvement rating,
420 and school district grade calculations. Such proxy values for
421 applicability statewide must be approved by the state board. The
422 commissioner must seek the Legislature’s approval for the state
423 board-approved proxy values under this subsection during the
424 2017 regular session. Additionally, by December 31, 2016, the
425 commissioner shall submit to the President of the Senate and the
426 Speaker of the House of Representatives statutory
427 recommendations for improving the implementation of this
428 section.
429 (7) AVAILABILITY.—
430 (a) Rigorous alternative assessment options specifically
431 outlined under this section and other options must be adopted by
432 the state board in rule. Beginning no later than the 2016-2017
433 school year, a school district must clearly identify the
434 available rigorous alternative assessment options pursuant to
435 this section in each district school board-approved student
436 progression plan, and the proxies established pursuant to
437 subsection (6) must be included in each district school board
438 approved educator performance evaluation system.
439 (b) Pursuant to s. 1008.22, the commissioner shall
440 coordinate with the school districts to provide for the
441 administration of rigorous alternative assessments by school
442 districts or through contracts with private vendors, public
443 vendors, public agencies, or postsecondary educational
444 institutions.
445 (8) STATEWIDE ASSESSMENT CONTRACTS.—
446 (a) The Department of Education shall immediately
447 renegotiate the Florida Standards Assessment contract with
448 American Institutes for Research, Contract Number 14-652, to
449 implement this section, including, but not limited to, reducing
450 the contract amount to fund the contracts executed pursuant to
451 paragraph (c). The competitive procurement requirements in s.
452 287.057 do not apply to contract renegotiations pursuant to this
453 paragraph.
454 1. The department shall ensure the renegotiated contract
455 fully implements s. 1008.22 and this section. The department’s
456 priority, for any reductions to the scope of work which are
457 demanded by American Institutes for Research to implement this
458 section, is to minimize student disruption.
459 2. The renegotiated contract shall be executed by May 27,
460 2016.
461 3. The renegotiated contract should not result in an
462 increase in price per assessment or any other price increases.
463 4. The department may not use any funds to restore the loss
464 of funds pursuant to this subsection to Contract Number 14-652.
465 (b) The department may also renegotiate other existing
466 assessment contracts, such as the Florida Comprehensive
467 Assessment Test retake contract; the Florida Assessments for
468 Instruction in Reading assessment contract; the statewide end
469 of-course assessment contracts; and grants to school districts
470 for test development, so that funds shall be available for the
471 administration of the rigorous alternative assessments.
472 (c) The department shall negotiate and contract with
473 entities such as ACT, Inc., and the College Board to implement
474 this section. The competitive procurement requirements in s.
475 287.057 do not apply to contracts executed pursuant to this
476 paragraph. The department shall ensure that:
477 1. The contracts are executed in sufficient time for this
478 section to be fully implemented in the 2016-2017 school year.
479 2. All contracts pursuant to this paragraph fully implement
480 this section.
481 3. It obtains the lowest possible total contract price and
482 price per assessment. In obtaining the lowest possible price,
483 the department shall use the lowest pricing offered by the
484 vendor in this state and in other states that reasonably matches
485 the contract’s scope of work.
486 (d) For 2016-2017, funding for the rigorous alternative
487 assessments may not cause an increase in the Assessment and
488 Evaluation appropriation in the General Appropriations Act.
489 Funds made available as a result of renegotiated statewide,
490 standardized assessment and other assessment contracts in
491 paragraphs (a) and (b) shall be used to provide funding for the
492 alternative assessment contracts in paragraph (c).
493 (9) NOTIFICATION.—By September 1 of each year, as a
494 component of notification requirements pursuant to s. 1003.4282,
495 each district school board must notify students and parents, in
496 writing, after a properly noticed public meeting, of the
497 rigorous assessment options that students may select to meet the
498 subject area, course, credit, and assessment requirements, as
499 applicable, for student progression and graduation. Each
500 district school board must publish the notification regarding
501 rigorous alternative assessment and student choice options
502 prominently on the home page of the school district’s website.
503 (10) APPLICABILITY.—The duties assigned to a district
504 school board pursuant to subsection (2) apply to a charter
505 school governing board, and the duties assigned to the school
506 district, superintendent, or district employee apply to a
507 charter school principal.
508 (11) RULES.—The State Board of Education shall
509 expeditiously adopt rules to implement this section. The rules
510 adopted by the board must clearly identify all options for
511 awarding credit corresponding to the subject area, course, and
512 assessment, as applicable. The options must be clearly reflected
513 in the Course Code Directory, statewide course numbering system,
514 credit-by-examination equivalency list adopted by the state
515 board in rule, and the list of equivalency of dual enrollment
516 courses to high school subject areas which is approved by the
517 department.
518 (12) IMPLEMENTATION SCHEDULE FOR THE 2016-2017 SCHOOL
519 YEAR.—Notwithstanding the provisions of this section, the
520 following actions related to districtwide use of rigorous
521 alternative assessment options must occur by the following
522 specified dates:
523 (a) A district school board must file with the department a
524 nonbinding notice of interest to indicate if the school district
525 intends to administer a rigorous alternative assessment option
526 specified in subsection (2) and identify the chosen assessment
527 option by April 1, 2016.
528 (b) The department shall execute the contracts required
529 pursuant to subsection (8) by May 27, 2016.
530 (c) The department shall notify the school districts of the
531 rigorous alternative assessment option pursuant to subsection
532 (2) by June 1, 2016.
533 (d) Each district school board that chooses to administer a
534 rigorous alternative assessment option pursuant to subsection
535 (2) must make the decision by July 1, 2016, and must notify the
536 commissioner and the student’s parents of the board’s decision
537 by July 8, 2016.
538 (e) The parent of a student in a school district that
539 chooses to administer a rigorous alternative assessment option
540 pursuant to subsection (2) must notify the district by August
541 10, 2016, in writing, if he or she selects for his or her child
542 to take the statewide, standardized assessments pursuant to s.
543 1008.22 for the relevant grade level and subject area which are
544 administered during that school year.
545 Section 2. Subsection (5) of section 1002.3105, Florida
546 Statutes, is amended to read:
547 1002.3105 Academically Challenging Curriculum to Enhance
548 Learning (ACCEL) options.—
549 (5) AWARD OF A STANDARD HIGH SCHOOL DIPLOMA.—A student who
550 meets the applicable grade 9 cohort graduation requirements of
551 s. 1003.4282(3)(a)-(e) or s. 1003.4282(10)(a)1.-5., (b)1.-5.,
552 (c)1.-5., or (d)1.-5., earns three credits in electives, and
553 earns a cumulative grade point average (GPA) of 2.0 on a 4.0
554 scale shall be awarded a standard high school diploma in a form
555 prescribed by the State Board of Education. A student may meet
556 the requirements specified under this subsection by attaining a
557 passing score on a rigorous alternative assessment pursuant to
558 s. 1008.223.
559 Section 3. Paragraph (a) of subsection (16) of section
560 1002.33, Florida Statutes, is amended to read:
561 1002.33 Charter schools.—
562 (16) EXEMPTION FROM STATUTES.—
563 (a) A charter school shall operate in accordance with its
564 charter and shall be exempt from all statutes in chapters 1000
565 1013. However, a charter school shall be in compliance with the
566 following statutes in chapters 1000-1013:
567 1. Those statutes specifically applying to charter schools,
568 including this section.
569 2. Those statutes pertaining to the student assessment
570 program and school grading system, including, but not limited
571 to, the ability to choose a rigorous alternative assessment
572 option pursuant to s. 1008.223(2) regardless of its sponsor’s
573 decision.
574 3. Those statutes pertaining to the provision of services
575 to students with disabilities.
576 4. Those statutes pertaining to civil rights, including s.
577 1000.05, relating to discrimination.
578 5. Those statutes pertaining to student health, safety, and
579 welfare.
580 Section 4. Subsections (2), (3), and (4) of section
581 1003.4282, Florida Statutes, are amended to read:
582 1003.4282 Requirements for a standard high school diploma.—
583 (2) NOTIFICATION REQUIREMENTS.—By July 8, 2016, for the
584 2016-2017 school year and by August 1 of each school year
585 thereafter, the school district must notify students and
586 parents, in writing, of the requirements for a standard high
587 school diploma, rigorous alternative assessments pursuant to s.
588 1008.223 which may be taken in lieu of the statewide,
589 standardized assessments, available designations, and the
590 eligibility requirements for state scholarship programs and
591 postsecondary admissions. The Department of Education shall
592 directly and through the school districts notify registered
593 private schools of public high school course credit and
594 assessment requirements. Each private school must make this
595 information available to students and their parents so they are
596 aware of public high school graduation requirements.
597 (3) STANDARD HIGH SCHOOL DIPLOMA; COURSE AND ASSESSMENT
598 REQUIREMENTS.—Unless otherwise specified under s. 1002.3105, s.
599 1003.4295(3), or s. 1008.223, a student must meet the following
600 requirements to earn a standard high school diploma:
601 (a) Four credits in English Language Arts (ELA).—The four
602 credits must be in ELA I, II, III, and IV. A student must pass
603 the statewide, standardized grade 10 Reading assessment or, when
604 implemented, the grade 10 ELA assessment, or earn a concordant
605 score, in order to earn a standard high school diploma.
606 (b) Four credits in mathematics.—A student must earn one
607 credit in Algebra I and one credit in Geometry. A student’s
608 performance on the statewide, standardized Algebra I end-of
609 course (EOC) assessment constitutes 30 percent of the student’s
610 final course grade. A student must pass the statewide,
611 standardized Algebra I EOC assessment, or earn a comparative
612 score, in order to earn a standard high school diploma. A
613 student’s performance on the statewide, standardized Geometry
614 EOC assessment constitutes 30 percent of the student’s final
615 course grade. If the state administers a statewide, standardized
616 Algebra II assessment, a student selecting Algebra II must take
617 the assessment, and the student’s performance on the assessment
618 constitutes 30 percent of the student’s final course grade. An A
619 student who earns an industry certification attained by a
620 student for which there is a statewide college credit
621 articulation agreement approved by the State Board of Education
622 shall may substitute the certification for one mathematics
623 credit. Substitution may occur for up to two mathematics
624 credits, except for Algebra I and Geometry.
625 (c) Three credits in science.—Two of the three required
626 credits must have a laboratory component. A student must earn
627 one credit in Biology I and two credits in equally rigorous
628 courses. The statewide, standardized Biology I EOC assessment
629 constitutes 30 percent of the student’s final course grade. An A
630 student who earns an industry certification attained by a
631 student for which there is a statewide college credit
632 articulation agreement approved by the State Board of Education
633 shall may substitute the certification for one science credit,
634 except for Biology I.
635 (d) Three credits in social studies.—A student must earn
636 one credit in United States History; one credit in World
637 History; one-half credit in economics, which must include
638 financial literacy; and one-half credit in United States
639 Government. The United States History EOC assessment constitutes
640 30 percent of the student’s final course grade.
641 (e) One credit in fine or performing arts, speech and
642 debate, or practical arts.—The practical arts course must
643 incorporate artistic content and techniques of creativity,
644 interpretation, and imagination. Eligible practical arts courses
645 are identified in the Course Code Directory.
646 (f) One credit in physical education.—Physical education
647 must include the integration of health. Participation in an
648 interscholastic sport at the junior varsity or varsity level for
649 two full seasons shall satisfy the one-credit requirement in
650 physical education if the student passes a competency test on
651 personal fitness with a score of “C” or better. The competency
652 test on personal fitness developed by the Department of
653 Education must be used. A district school board may not require
654 that the one credit in physical education be taken during the
655 9th grade year. Completion of one semester with a grade of “C”
656 or better in a marching band class, in a physical activity class
657 that requires participation in marching band activities as an
658 extracurricular activity, or in a dance class shall satisfy one
659 half credit in physical education or one-half credit in
660 performing arts. This credit may not be used to satisfy the
661 personal fitness requirement or the requirement for adaptive
662 physical education under an individual education plan (IEP) or
663 504 plan. Completion of 2 years in a Reserve Officer Training
664 Corps (R.O.T.C.) class, a significant component of which is
665 drills, shall satisfy the one-credit requirement in physical
666 education and the one-credit requirement in performing arts.
667 This credit may not be used to satisfy the personal fitness
668 requirement or the requirement for adaptive physical education
669 under an IEP or 504 plan.
670 (g) Eight credits in electives.—School districts must
671 develop and offer coordinated electives so that a student may
672 develop knowledge and skills in his or her area of interest,
673 such as electives with a STEM or liberal arts focus. Such
674 electives must include opportunities for students to earn
675 college credit, including industry-certified career education
676 programs or series of career-themed courses that result in
677 industry certification or articulate into the award of college
678 credit, or career education courses for which there is a
679 statewide or local articulation agreement and which lead to
680 college credit.
681
682 Unless otherwise authorized under s. 1008.223, a student must
683 take the statewide, standardized assessments and pass the grade
684 10 ELA and Algebra I EOC assessments as specified under this
685 subsection to earn a standard high school diploma.
686 (4) ONLINE COURSE REQUIREMENT.—At least one course within
687 the 24 credits required under this section must be completed
688 through online learning. A school district may not require a
689 student to take the online course outside the school day or in
690 addition to a student’s courses for a given semester.
691 (a) An online course taken in grade 6, grade 7, or grade 8
692 fulfills the this requirement in this subsection. The This
693 requirement is met through an online course offered by the
694 Florida Virtual School, a virtual education provider approved by
695 the State Board of Education, a high school, or an online dual
696 enrollment course. A student who is enrolled in a full-time or
697 part-time virtual instruction program under s. 1002.45 meets the
698 this requirement.
699 (b) A district school board or a charter school governing
700 board, as applicable, may offer students the following options
701 to satisfy the online course requirement in this subsection:
702 1. Completion of a course in which a student earns a
703 nationally recognized industry certification in information
704 technology that is identified on the CAPE Industry Certification
705 Funding List pursuant to s. 1008.44 or passage of the
706 information technology certification examination without
707 enrollment in or completion of the corresponding course or
708 courses, as applicable.
709 2. Passage of an online content assessment, without
710 enrollment in or completion of the corresponding course or
711 courses, as applicable, by which the student demonstrates skills
712 and competency in locating information and applying technology
713 for instructional purposes.
714
715 For purposes of this subsection, a school district may not
716 require a student to take the online course outside the school
717 day or in addition to a student’s courses for a given semester.
718 This subsection requirement does not apply to a student who has
719 an individual education plan under s. 1003.57 which indicates
720 that an online course would be inappropriate or to an out-of
721 state transfer student who is enrolled in a Florida high school
722 and has 1 academic year or less remaining in high school.
723 Section 5. Subsection (1) of section 1003.4285, Florida
724 Statutes, is amended to read:
725 1003.4285 Standard high school diploma designations.—
726 (1) Each standard high school diploma shall include, as
727 applicable, the following designations if the student meets the
728 criteria set forth for the designation:
729 (a) Scholar designation.—In addition to the requirements of
730 s. 1003.4282, in order to earn the Scholar designation, a
731 student must satisfy the following requirements through
732 statewide, standardized assessments or rigorous alternative
733 assessments as authorized under s. 1008.223:
734 1. Mathematics.—Earn one credit in Algebra II and one
735 credit in statistics or an equally rigorous course. Beginning
736 with students entering grade 9 in the 2014-2015 school year,
737 pass the Algebra II and Geometry statewide, standardized
738 assessments.
739 2. Science.—Pass the statewide, standardized Biology I EOC
740 assessment and earn one credit in chemistry or physics and one
741 credit in a course equally rigorous to chemistry or physics.
742 However, a student enrolled in an Advanced Placement (AP),
743 International Baccalaureate (IB), or Advanced International
744 Certificate of Education (AICE) Biology course who takes the
745 respective AP, IB, or AICE Biology assessment and earns the
746 minimum score necessary to earn college credit as identified
747 pursuant to s. 1007.27(2) meets the requirement of this
748 subparagraph without having to take the statewide, standardized
749 Biology I EOC assessment.
750 3. Social studies.—Pass the statewide, standardized United
751 States History EOC assessment. However, a student enrolled in an
752 AP, IB, or AICE course that includes United States History
753 topics who takes the respective AP, IB, or AICE assessment and
754 earns the minimum score necessary to earn college credit as
755 identified pursuant to s. 1007.27(2) meets the requirement of
756 this subparagraph without having to take the statewide,
757 standardized United States History EOC assessment.
758 4. Foreign language.—Earn two credits in the same foreign
759 language.
760 5. Electives.—Earn at least one credit in an Advanced
761 Placement, an International Baccalaureate, an Advanced
762 International Certificate of Education, or a dual enrollment
763 course.
764 (b) Merit designation.—In addition to the requirements of
765 s. 1003.4282, in order to earn the Merit designation, a student
766 must attain one or more industry certifications from the list
767 established under s. 1003.492.
768 Section 6. Subsection (3) of section 1003.4295, Florida
769 Statutes, is amended to read:
770 1003.4295 Acceleration options.—
771 (3) The Credit Acceleration Program (CAP) is created for
772 the purpose of allowing a student to earn high school credit in
773 Algebra I, Algebra II, geometry, United States history, or
774 biology if the student passes the statewide, standardized
775 assessment administered under s. 1008.22. Notwithstanding s.
776 1003.436, a school district shall award course credit to a
777 student who is not enrolled in the course, or who has not
778 completed the course, if the student attains a passing score on
779 the corresponding statewide, standardized assessment, an
780 examination identified under s. 1007.27(2), or a rigorous
781 alternative assessment under s. 1008.223. The school district
782 shall permit a student who is not enrolled in the course, or who
783 has not completed the course, to take the assessment during the
784 regular administration of the assessment.
785 Section 7. Paragraph (a) of subsection (1) of section
786 1003.436, Florida Statutes, is amended to read:
787 1003.436 Definition of “credit.”—
788 (1)(a) For the purposes of requirements for high school
789 graduation, one full credit means a minimum of 135 hours of bona
790 fide instruction in a designated course of study that contains
791 student performance standards, except as otherwise provided
792 through the Credit Acceleration Program (CAP) under s.
793 1003.4295(3). One full credit means a minimum of 120 hours of
794 bona fide instruction in a designated course of study that
795 contains student performance standards for purposes of meeting
796 high school graduation requirements in a district school that
797 has been authorized to implement block scheduling by the
798 district school board. The State Board of Education shall
799 determine the number of postsecondary credit hours earned
800 through dual enrollment pursuant to s. 1007.271 that satisfy the
801 requirements of a dual enrollment articulation agreement
802 according to s. 1007.271(21) and that equal one full credit of
803 the equivalent high school course identified pursuant to s.
804 1007.271(9). Notwithstanding this paragraph, if a student
805 attains a passing score on an examination or assessment
806 identified under s 1007.27(2) or s. 1008.223, the score must be
807 considered equal to one full credit of an equivalent or equally
808 rigorous high school course, or as authorized under s. 1008.223,
809 and shall apply toward the subject area, course, credit, and
810 assessment requirements for student progression and graduation.
811 Section 8. Paragraph (b) of subsection (1) of section
812 1006.28, Florida Statutes, is amended to read:
813 1006.28 Duties of district school board, district school
814 superintendent; and school principal regarding K-12
815 instructional materials.—
816 (1) DISTRICT SCHOOL BOARD.—The district school board has
817 the constitutional duty and responsibility to select and provide
818 adequate instructional materials for all students in accordance
819 with the requirements of this part. The term “adequate
820 instructional materials” means a sufficient number of student or
821 site licenses or sets of materials that are available in bound,
822 unbound, kit, or package form and may consist of hardbacked or
823 softbacked textbooks, electronic content, consumables, learning
824 laboratories, manipulatives, electronic media, and computer
825 courseware or software that serve as the basis for instruction
826 for each student in the core subject areas of mathematics,
827 language arts, social studies, science, reading, and literature.
828 The district school board has the following specific duties and
829 responsibilities:
830 (b) Instructional materials.—Provide for proper
831 requisitioning, distribution, accounting, storage, care, and use
832 of all instructional materials and furnish such other
833 instructional materials as may be needed. Instructional
834 materials used must be consistent with the district goals and
835 objectives and the course descriptions established in rule of
836 the State Board of Education, as well as with the applicable
837 Next Generation Sunshine State Standards provided for in s.
838 1003.41 or a rigorous alternative assessment option pursuant to
839 s. 1008.223(2) for students to demonstrate college and career
840 readiness. A district school board that uses a rigorous
841 alternative assessment option pursuant to s. 1008.223(2) may
842 continue to use any of the processes in ss. 1006.28-1006.42 to
843 obtain instructional materials; however, the district school
844 board must certify at a public meeting that such instructional
845 materials are appropriate for students who take the rigorous
846 alternative assessments in the relevant grades and subject
847 areas.
848 Section 9. Subsections (2), (3), and (6) of section
849 1007.27, Florida Statutes, are amended to read:
850 1007.27 Articulated acceleration mechanisms.—
851 (2) The Department of Education shall annually identify and
852 publish the minimum scores, maximum credit, and course or
853 courses for which credit is to be awarded for each College Level
854 Examination Program (CLEP) subject examination, College Board
855 Advanced Placement Program examination, Advanced International
856 Certificate of Education examination, and International
857 Baccalaureate examination, DSST examination, Excelsior College
858 Examinations, and UExcel examination. The department shall use
859 student performance data in subsequent postsecondary courses to
860 determine the appropriate examination scores and courses for
861 which credit is to be granted. Minimum scores may vary by
862 subject area based on available performance data. In addition,
863 the department shall identify such courses in the general
864 education core curriculum of each state university and Florida
865 College System institution.
866 (3) Each district school board, Florida College System
867 institution, and state university must award credit for specific
868 courses for which competency has been demonstrated by successful
869 passage of one of the examinations in subsection (2) unless the
870 award of credit duplicates credit already awarded. District
871 school boards, Florida College System institutions, and state
872 universities may not exempt students from courses without the
873 award of credit if competencies have been so demonstrated.
874 (6) Credit by examination shall be the program through
875 which secondary and postsecondary students generate high school
876 and postsecondary credit based on the receipt of a specified
877 minimum score on nationally standardized general or subject-area
878 examinations. For the purpose of statewide application, such
879 examinations and the corresponding minimum scores required for
880 an award of high school and postsecondary credit shall be
881 delineated by the State Board of Education or and the Board of
882 Governors, as applicable, in the statewide articulation
883 agreement required by s. 1007.23(1) and the credit-by
884 examination equivalency list adopted by the state board in rule
885 pursuant to s. 1007.27. The maximum credit generated by a
886 student pursuant to this subsection shall be mitigated by any
887 related postsecondary credit earned by the student before prior
888 to the administration of the examination. This subsection does
889 shall not preclude Florida College System institutions and
890 universities from awarding postsecondary credit by examination
891 based on student performance on examinations developed within
892 and recognized by the individual postsecondary institutions.
893 Section 10. Paragraph (a) of subsection (6) and subsection
894 (18) of section 1007.271, Florida Statutes, are amended to read:
895 1007.271 Dual enrollment programs.—
896 (6) The following curriculum standards apply to college
897 credit dual enrollment:
898 (a) Dual enrollment courses taught on the high school
899 campus must meet the same competencies required for courses
900 taught on the postsecondary institution campus. To ensure
901 equivalent rigor with courses taught on the postsecondary
902 institution campus, the secondary school or the postsecondary
903 institution that provides the dual enrollment course instruction
904 offering the course is responsible for providing in a timely
905 manner a comprehensive, cumulative end-of-course assessment, a
906 rigorous alternative assessment pursuant to s. 1008.223, or a
907 series of assessments of all expected learning outcomes to the
908 faculty member teaching the course. Completed, scored
909 assessments must be returned to the postsecondary institution
910 and held for 1 year.
911 (18) School districts and Florida College System
912 institutions must weigh dual enrollment courses the same as
913 advanced placement, International Baccalaureate, and Advanced
914 International Certificate of Education courses when grade point
915 averages are calculated. Unless otherwise specified in s.
916 1008.223, alternative grade calculation systems, alternative
917 grade weighting systems, and information regarding student
918 education options that discriminate against dual enrollment
919 courses are prohibited.
920 Section 11. Paragraph (c) of subsection (1) of section
921 1011.61, Florida Statutes, is amended to read:
922 1011.61 Definitions.—Notwithstanding the provisions of s.
923 1000.21, the following terms are defined as follows for the
924 purposes of the Florida Education Finance Program:
925 (1) A “full-time equivalent student” in each program of the
926 district is defined in terms of full-time students and part-time
927 students as follows:
928 (c)1. A “full-time equivalent student” is:
929 a. A full-time student in any one of the programs listed in
930 s. 1011.62(1)(c); or
931 b. A combination of full-time or part-time students in any
932 one of the programs listed in s. 1011.62(1)(c) which is the
933 equivalent of one full-time student based on the following
934 calculations:
935 (I) A full-time student in a combination of programs listed
936 in s. 1011.62(1)(c) shall be a fraction of a full-time
937 equivalent membership in each special program equal to the
938 number of net hours per school year for which he or she is a
939 member, divided by the appropriate number of hours set forth in
940 subparagraph (a)1. or subparagraph (a)2. The difference between
941 that fraction or sum of fractions and the maximum value as set
942 forth in subsection (4) for each full-time student is presumed
943 to be the balance of the student’s time not spent in a special
944 program and shall be recorded as time in the appropriate basic
945 program.
946 (II) A prekindergarten student with a disability shall meet
947 the requirements specified for kindergarten students.
948 (III) A full-time equivalent student for students in
949 kindergarten through grade 12 in a full-time virtual instruction
950 program under s. 1002.45 or a virtual charter school under s.
951 1002.33 shall consist of six full-credit completions or the
952 prescribed level of content that counts toward promotion to the
953 next grade in programs listed in s. 1011.62(1)(c). Credit
954 completions may be a combination of full-credit courses or half
955 credit courses. Beginning in the 2016-2017 fiscal year, the
956 reported full-time equivalent students and associated funding of
957 students enrolled in courses requiring passage of an end-of
958 course assessment under s. 1003.4282 to earn a standard high
959 school diploma shall be adjusted if the student does not pass
960 the end-of-course assessment. However, no adjustment shall be
961 made for a student who enrolls in a segmented remedial course
962 delivered online.
963 (IV) A full-time equivalent student for students in
964 kindergarten through grade 12 in a part-time virtual instruction
965 program under s. 1002.45 shall consist of six full-credit
966 completions in programs listed in s. 1011.62(1)(c)1. and 3.
967 Credit completions may be a combination of full-credit courses
968 or half-credit courses. Beginning in the 2016-2017 fiscal year,
969 the reported full-time equivalent students and associated
970 funding of students enrolled in courses requiring passage of an
971 end-of-course assessment under s. 1003.4282 to earn a standard
972 high school diploma shall be adjusted if the student does not
973 pass the end-of-course assessment. However, no adjustment shall
974 be made for a student who enrolls in a segmented remedial course
975 delivered online.
976 (V) A Florida Virtual School full-time equivalent student
977 shall consist of six full-credit completions or the prescribed
978 level of content that counts toward promotion to the next grade
979 in the programs listed in s. 1011.62(1)(c)1. and 3. for students
980 participating in kindergarten through grade 12 part-time virtual
981 instruction and the programs listed in s. 1011.62(1)(c) for
982 students participating in kindergarten through grade 12 full
983 time virtual instruction. Credit completions may be a
984 combination of full-credit courses or half-credit courses.
985 Beginning in the 2016-2017 fiscal year, the reported full-time
986 equivalent students and associated funding of students enrolled
987 in courses requiring passage of an end-of-course assessment
988 under s. 1003.4282 to earn a standard high school diploma shall
989 be adjusted if the student does not pass the end-of-course
990 assessment. However, no adjustment shall be made for a student
991 who enrolls in a segmented remedial course delivered online.
992 (VI) Each successfully completed full-credit course earned
993 through an online course delivered by a district other than the
994 one in which the student resides shall be calculated as 1/6 FTE.
995 (VII) A full-time equivalent student for courses requiring
996 passage of a statewide, standardized end-of-course assessment
997 under s. 1003.4282 to earn a standard high school diploma shall
998 be defined and reported based on the number of instructional
999 hours as provided in this subsection until the 2016-2017 fiscal
1000 year. Beginning in the 2016-2017 fiscal year, the FTE for the
1001 course shall be assessment-based and shall be equal to 1/6 FTE.
1002 The reported FTE shall be adjusted if the student does not pass
1003 the end-of-course assessment. However, no adjustment shall be
1004 made for a student who enrolls in a segmented remedial course
1005 delivered online.
1006 (VIII) For students enrolled in a school district as a
1007 full-time student, the district may report 1/6 FTE for each
1008 student who passes a statewide, standardized end-of-course
1009 assessment or a rigorous alternative assessment pursuant to s.
1010 1008.223 without being enrolled in the corresponding course.
1011 2. A student in membership in a program scheduled for more
1012 or less than 180 school days or the equivalent on an hourly
1013 basis as specified by rules of the State Board of Education is a
1014 fraction of a full-time equivalent membership equal to the
1015 number of instructional hours in membership divided by the
1016 appropriate number of hours set forth in subparagraph (a)1.;
1017 however, for the purposes of this subparagraph, membership in
1018 programs scheduled for more than 180 days is limited to students
1019 enrolled in:
1020 a. Juvenile justice education programs.
1021 b. The Florida Virtual School.
1022 c. Virtual instruction programs and virtual charter schools
1023 for the purpose of course completion and credit recovery
1024 pursuant to ss. 1002.45 and 1003.498. Course completion applies
1025 only to a student who is reported during the second or third
1026 membership surveys and who does not complete a virtual education
1027 course by the end of the regular school year. The course must be
1028 completed no later than the deadline for amending the final
1029 student enrollment survey for that year. Credit recovery applies
1030 only to a student who has unsuccessfully completed a traditional
1031 or virtual education course during the regular school year and
1032 must re-take the course in order to be eligible to graduate with
1033 the student’s class.
1034
1035 The full-time equivalent student enrollment calculated under
1036 this subsection is subject to the requirements in subsection
1037 (4).
1038
1039 The department shall determine and implement an equitable method
1040 of equivalent funding for experimental schools and for schools
1041 operating under emergency conditions, which schools have been
1042 approved by the department to operate for less than the minimum
1043 school day.
1044 Section 12. Paragraphs (l) through (o) of subsection (1) of
1045 section 1011.62, Florida Statutes, are amended to read:
1046 1011.62 Funds for operation of schools.—If the annual
1047 allocation from the Florida Education Finance Program to each
1048 district for operation of schools is not determined in the
1049 annual appropriations act or the substantive bill implementing
1050 the annual appropriations act, it shall be determined as
1051 follows:
1052 (1) COMPUTATION OF THE BASIC AMOUNT TO BE INCLUDED FOR
1053 OPERATION.—The following procedure shall be followed in
1054 determining the annual allocation to each district for
1055 operation:
1056 (l) Calculation of additional full-time equivalent
1057 membership based on International Baccalaureate examination
1058 scores of students.—A value of 0.16 full-time equivalent student
1059 membership shall be calculated for each student enrolled in an
1060 International Baccalaureate course who receives a score of 4 or
1061 higher on a subject examination. A value of 0.3 full-time
1062 equivalent student membership shall be calculated for each
1063 student who receives an International Baccalaureate diploma.
1064 Such value shall be added to the total full-time equivalent
1065 student membership in basic programs for grades 9 through 12 in
1066 the subsequent fiscal year. Each school district shall allocate
1067 80 percent of the funds received from International
1068 Baccalaureate bonus FTE funding to the school program whose
1069 students generate the funds and to school programs that prepare
1070 prospective students to enroll in International Baccalaureate
1071 courses. Funds shall be expended solely for the payment of
1072 allowable costs associated with the International Baccalaureate
1073 program. Allowable costs include International Baccalaureate
1074 annual school fees; International Baccalaureate examination
1075 fees; salary, benefits, and bonuses for teachers and program
1076 coordinators for the International Baccalaureate program and
1077 teachers and coordinators who prepare prospective students for
1078 the International Baccalaureate program; supplemental books;
1079 instructional supplies; instructional equipment or instructional
1080 materials for International Baccalaureate courses; other
1081 activities that identify prospective International Baccalaureate
1082 students or prepare prospective students to enroll in
1083 International Baccalaureate courses; and training or
1084 professional development for International Baccalaureate
1085 teachers. School districts shall allocate the remaining 20
1086 percent of the funds received from International Baccalaureate
1087 bonus FTE funding for programs that assist academically
1088 disadvantaged students to prepare for more rigorous courses. The
1089 school district shall distribute to each classroom teacher who
1090 provided International Baccalaureate instruction:
1091 1. A bonus in the amount of $50 for each student taught by
1092 the International Baccalaureate teacher in each International
1093 Baccalaureate course who receives a score of 4 or higher on the
1094 International Baccalaureate examination.
1095 2. An additional bonus of $500 to each International
1096 Baccalaureate teacher in a school designated with a grade of “D”
1097 or “F” who has at least one student scoring 4 or higher on the
1098 International Baccalaureate examination, regardless of the
1099 number of classes taught or of the number of students scoring a
1100 4 or higher on the International Baccalaureate examination.
1101
1102 Bonuses awarded to a teacher according to this paragraph may not
1103 exceed $2,000 in any given school year. However, the maximum
1104 bonus shall be $3,000 if at least 50 percent of the students
1105 enrolled in a teacher’s course earn a score of 4 or higher on
1106 the examination in a school designated with a grade of “A,” “B,”
1107 or “C”; or if at least 25 percent of the students enrolled in a
1108 teacher’s course earn a score of 4 or higher on the examination
1109 in a school designated with a grade of “D” or “F.” Bonuses
1110 awarded under this paragraph shall be in addition to any regular
1111 wage or other bonus the teacher received or is scheduled to
1112 receive. For such courses, the teacher shall earn an additional
1113 bonus of $50 for each student who has a qualifying score up to
1114 the maximum of $3,000 in any given school year.
1115 (m) Calculation of additional full-time equivalent
1116 membership based on Advanced International Certificate of
1117 Education examination scores of students.—A value of 0.16 full
1118 time equivalent student membership shall be calculated for each
1119 student enrolled in a full-credit Advanced International
1120 Certificate of Education course who receives a score of E or
1121 higher on a subject examination. A value of 0.08 full-time
1122 equivalent student membership shall be calculated for each
1123 student enrolled in a half-credit Advanced International
1124 Certificate of Education course who receives a score of E or
1125 higher on a subject examination. A value of 0.3 full-time
1126 equivalent student membership shall be calculated for each
1127 student who receives an Advanced International Certificate of
1128 Education diploma. Such value shall be added to the total full
1129 time equivalent student membership in basic programs for grades
1130 9 through 12 in the subsequent fiscal year. The school district
1131 shall distribute to each classroom teacher who provided Advanced
1132 International Certificate of Education instruction:
1133 1. A bonus in the amount of $50 for each student taught by
1134 the Advanced International Certificate of Education teacher in
1135 each full-credit Advanced International Certificate of Education
1136 course who receives a score of E or higher on the Advanced
1137 International Certificate of Education examination. A bonus in
1138 the amount of $25 for each student taught by the Advanced
1139 International Certificate of Education teacher in each half
1140 credit Advanced International Certificate of Education course
1141 who receives a score of E or higher on the Advanced
1142 International Certificate of Education examination.
1143 2. An additional bonus of $500 to each Advanced
1144 International Certificate of Education teacher in a school
1145 designated with a grade of “D” or “F” who has at least one
1146 student scoring E or higher on the full-credit Advanced
1147 International Certificate of Education examination, regardless
1148 of the number of classes taught or of the number of students
1149 scoring an E or higher on the full-credit Advanced International
1150 Certificate of Education examination.
1151 3. Additional bonuses of $250 each to teachers of half
1152 credit Advanced International Certificate of Education classes
1153 in a school designated with a grade of “D” or “F” which has at
1154 least one student scoring an E or higher on the half-credit
1155 Advanced International Certificate of Education examination in
1156 that class. The maximum additional bonus for a teacher awarded
1157 in accordance with this subparagraph may shall not exceed $500
1158 in any given school year. Teachers receiving an award under
1159 subparagraph 2. are not eligible for a bonus under this
1160 subparagraph.
1161
1162 Bonuses awarded to a teacher according to this paragraph shall
1163 not exceed $2,000 in any given school year and shall be in
1164 addition to any regular wage or other bonus the teacher received
1165 or is scheduled to receive.
1166 (n) Calculation of additional full-time equivalent
1167 membership based on college board advanced placement scores of
1168 students.—A value of 0.16 full-time equivalent student
1169 membership shall be calculated for each student in each advanced
1170 placement course who receives a score of 3 or higher on the
1171 College Board Advanced Placement Examination for the prior year
1172 and added to the total full-time equivalent student membership
1173 in basic programs for grades 9 through 12 in the subsequent
1174 fiscal year. Each district must allocate at least 80 percent of
1175 the funds provided to the district for advanced placement
1176 instruction, in accordance with this paragraph, to the high
1177 school that generates the funds. The school district shall
1178 distribute to each classroom teacher who provided advanced
1179 placement instruction:
1180 1. A bonus in the amount of $50 for each student taught by
1181 the Advanced Placement teacher in each advanced placement course
1182 who receives a score of 3 or higher on the College Board
1183 Advanced Placement Examination.
1184 2. An additional bonus of $500 to each Advanced Placement
1185 teacher in a school designated with a grade of “D” or “F” who
1186 has at least one student scoring 3 or higher on the College
1187 Board Advanced Placement Examination, regardless of the number
1188 of classes taught or of the number of students scoring a 3 or
1189 higher on the College Board Advanced Placement Examination.
1190
1191 Bonuses awarded to a teacher according to this paragraph shall
1192 not exceed $2,000 in any given school year. However, the maximum
1193 bonus shall be $3,000 if at least 50 percent of the students
1194 enrolled in a teacher’s course earn a score of 3 or higher on
1195 the examination in a school with a grade of “A,” “B,” or “C” or
1196 if at least 25 percent of the students enrolled in a teacher’s
1197 course earn a score of 3 or higher on the examination in a
1198 school with a grade of “D” or “F.” Bonuses awarded under this
1199 paragraph shall be in addition to any regular wage or other
1200 bonus the teacher received or is scheduled to receive. For such
1201 courses, the teacher shall earn an additional bonus of $50 for
1202 each student who has a qualifying score up to the maximum of
1203 $3,000 in any given school year.
1204 (o) Calculation of additional full-time equivalent
1205 membership based on successful completion of a career-themed
1206 course pursuant to ss. 1003.491, 1003.492, and 1003.493, or
1207 courses with embedded CAPE industry certifications or CAPE
1208 Digital Tool certificates, and issuance of industry
1209 certification identified on the CAPE Industry Certification
1210 Funding List pursuant to rules adopted by the State Board of
1211 Education or CAPE Digital Tool certificates pursuant to s.
1212 1003.4203.—
1213 1.a. A value of 0.025 full-time equivalent student
1214 membership shall be calculated for CAPE Digital Tool
1215 certificates earned by students in elementary and middle school
1216 grades.
1217 b. A value of 0.1 or 0.2 full-time equivalent student
1218 membership shall be calculated for each student who completes a
1219 course as defined in s. 1003.493(1)(b) or courses with embedded
1220 CAPE industry certifications and who is issued an industry
1221 certification identified annually on the CAPE Industry
1222 Certification Funding List approved under rules adopted by the
1223 State Board of Education. A value of 0.2 full-time equivalent
1224 membership shall be calculated for each student who is issued a
1225 CAPE industry certification that has a statewide articulation
1226 agreement for college credit approved by the State Board of
1227 Education. For CAPE industry certifications that do not
1228 articulate for college credit, the Department of Education shall
1229 assign a full-time equivalent value of 0.1 for each
1230 certification. Middle grades students who earn additional FTE
1231 membership for a CAPE Digital Tool certificate pursuant to sub
1232 subparagraph a. may not use the previously funded examination to
1233 satisfy the requirements for earning an industry certification
1234 under this sub-subparagraph. Additional FTE membership for an
1235 elementary or middle grades student may shall not exceed 0.1 for
1236 certificates or certifications earned within the same fiscal
1237 year. The State Board of Education shall include the assigned
1238 values on the CAPE Industry Certification Funding List under
1239 rules adopted by the state board. Such value shall be added to
1240 the total full-time equivalent student membership for grades 6
1241 through 12 in the subsequent year for courses that were not
1242 provided through dual enrollment. CAPE industry certifications
1243 earned through dual enrollment must be reported and funded
1244 pursuant to s. 1011.80.
1245 c. A value of 0.3 full-time equivalent student membership
1246 shall be calculated for student completion of the courses and
1247 the embedded certifications identified on the CAPE Industry
1248 Certification Funding List and approved by the commissioner
1249 pursuant to ss. 1003.4203(5)(a) and 1008.44.
1250 d. A value of 0.5 full-time equivalent student membership
1251 shall be calculated for CAPE Acceleration Industry
1252 Certifications that articulate for 15 to 29 college credit
1253 hours, and 1.0 full-time equivalent student membership shall be
1254 calculated for CAPE Acceleration Industry Certifications that
1255 articulate for 30 or more college credit hours pursuant to CAPE
1256 Acceleration Industry Certifications approved by the
1257 commissioner pursuant to ss. 1003.4203(5)(b) and 1008.44.
1258 2. Each district must allocate at least 80 percent of the
1259 funds provided for CAPE industry certification, in accordance
1260 with this paragraph, to the program that generated the funds.
1261 This allocation may not be used to supplant funds provided for
1262 basic operation of the program.
1263 3. For CAPE industry certifications earned in the 2013-2014
1264 school year and in subsequent years, the school district shall
1265 distribute to each classroom teacher who provided direct
1266 instruction toward the attainment of a CAPE industry
1267 certification that qualified for additional full-time equivalent
1268 membership under subparagraph 1.:
1269 a. A bonus in the amount of $25 for each student taught by
1270 a teacher who provided instruction in a course that led to the
1271 attainment of a CAPE industry certification on the CAPE Industry
1272 Certification Funding List with a weight of 0.1.
1273 b. A bonus in the amount of $50 for each student taught by
1274 a teacher who provided instruction in a course that led to the
1275 attainment of a CAPE industry certification on the CAPE Industry
1276 Certification Funding List with a weight of 0.2, 0.3, 0.5, and
1277 1.0.
1278
1279 Bonuses awarded pursuant to this paragraph shall be provided to
1280 teachers who are employed by the district in the year in which
1281 the additional FTE membership calculation is included in the
1282 calculation. Bonuses shall be calculated based upon the
1283 associated weight of a CAPE industry certification on the CAPE
1284 Industry Certification Funding List for the year in which the
1285 certification is earned by the student. Any bonus awarded to a
1286 teacher under this paragraph may not exceed $2,000 in any given
1287 school year and is in addition to any regular wage or other
1288 bonus the teacher received or is scheduled to receive.
1289 Section 13. Paragraph (e) is added to subsection (3) of
1290 section 1012.34, Florida Statutes, to read:
1291 1012.34 Personnel evaluation procedures and criteria.—
1292 (3) EVALUATION PROCEDURES AND CRITERIA.—Instructional
1293 personnel and school administrator performance evaluations must
1294 be based upon the performance of students assigned to their
1295 classrooms or schools, as provided in this section. Pursuant to
1296 this section, a school district’s performance evaluation system
1297 is not limited to basing unsatisfactory performance of
1298 instructional personnel and school administrators solely upon
1299 student performance, but may include other criteria to evaluate
1300 instructional personnel and school administrators’ performance,
1301 or any combination of student performance and other criteria.
1302 Evaluation procedures and criteria must comply with, but are not
1303 limited to, the following:
1304 (e) A classroom teacher’s performance evaluation must be
1305 based on the performance of students with fewer than 25 absences
1306 within the school year, or for schools with block scheduling,
1307 fewer than 10 absences within the school year, assigned to their
1308 classrooms, as provided in this section.
1309 Section 14. Present subsection (27) of section 1001.42,
1310 Florida Statutes, is redesignated as subsection (28), and a new
1311 subsection (27) is added to that section, to read:
1312 1001.42 Powers and duties of district school board.—The
1313 district school board, acting as a board, shall exercise all
1314 powers and perform all duties listed below:
1315 (27) VISITATION OF SCHOOLS.—Visit the schools, observe the
1316 management and instruction, give suggestions for improvement,
1317 and advise citizens with the view of promoting interest in
1318 education and improving the school.
1319 Section 15. By July 1, 2016, the Commissioner of Education
1320 shall amend Florida’s request for renewal of flexibility under
1321 the Elementary and Secondary Education Act of 1965 (ESEA), 20
1322 U.S.C. ss. 6301 et seq., as necessary to implement s. 1008.223,
1323 Florida Statutes, and submit any additional documentation to the
1324 United States Department of Education which may be required to
1325 maintain compliance with Florida’s ESEA flexibility waiver
1326 approved by the United States Secretary of Education. The
1327 commissioner shall faithfully and timely execute all other
1328 duties required of him or her under s. 1008.223, Florida
1329 Statutes, and the federal ESEA. By August 1, 2016, the
1330 commissioner shall submit to the Governor, the President of the
1331 Senate, and the Speaker of the House of Representatives a report
1332 on the status of implementation of s. 1008.223, Florida
1333 Statutes, and compliance with the ESEA.
1334 Section 16. This act shall take effect upon becoming a law.