Amendment

Bill No. 0364

Amendment No. 510371

CHAMBER ACTION
Senate		House
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1	Representative Pickens offered the following:
2
3	Amendment (with title amendment)
4	Remove the entire body and insert:
5	Section 1.  Section 1003.429, Florida Statutes, is amended
6	to read:
7	1003.429  Accelerated high school graduation options.--
8	(1)  Students who enter grade 9 in the 2004-2005 school
9	year Beginning with the 2003-2004 school year, all students
10	scheduled to graduate in 2004 and thereafter may select one of
11	the following three high school graduation options:
12	(a)  Completion of the general requirements for high school
13	graduation pursuant to s. 1003.43;
14	(b)  Completion of a 3-year standard college preparatory
15	program requiring successful completion of a minimum of 18
16	academic credits in grades 9 through 12. At least 6 of the 18
17	credits required for completion of this program must be received
18	in classes that are honors, dual enrollment, advanced placement,
19	International Baccalaureate, Advanced International Certificate
20	of Education, specifically listed or identified by the
21	Department of Education as rigorous pursuant to s. 1009.531(3),
22	or weighted by the district school board for class ranking
23	purposes. The 18 credits required for completion of this program
24	shall be primary requirements and shall be distributed as
25	follows:
26	1.  Four credits in English, with major concentration in
27	composition and literature;
28	2.  Three credits in mathematics at the Algebra I level or
29	higher from the list of courses that qualify for state
30	university admission;
31	3.  Three credits in natural science, two of which must
32	have a laboratory component;
33	4.  Three credits in social sciences, which must include
34	one credit in American history, one credit in world history,
35	one-half credit in American government, and one-half credit in
36	economics;
37	5.  Two credits in the same second language unless the
38	student is a native speaker of or can otherwise demonstrate
39	competency in a language other than English. If the student
40	demonstrates competency in another language, the student may
41	replace the language requirement with two credits in other
42	academic courses; and
43	6.  Three credits in electives; or
44	(c)  Completion of a 3-year career preparatory program
45	requiring successful completion of a minimum of 18 academic
46	credits in grades 9 through 12. The 18 credits shall be primary
47	requirements and shall be distributed as follows:
48	1.  Four credits in English, with major concentration in
49	composition and literature;
50	2.  Three credits in mathematics, one of which must be
51	Algebra I;
52	3.  Three credits in natural science, two of which must
53	have a laboratory component;
54	4.  Three credits in social sciences, which must include
55	one credit in American history, one credit in world history,
56	one-half credit in American government, and one-half credit in
57	economics;
58	5.  Three Two credits in a single vocational or career
59	education program, three credits in career and technical
60	certificate dual enrollment courses, or five credits in
61	vocational or career education courses the same second language
62	unless the student is a native speaker of or can otherwise
63	demonstrate competency in a language other than English. If the
64	student demonstrates competency in another language, the student
65	may replace the language requirement with two credits in other
66	academic courses; and
67	6.  Two Three credits in electives unless five credits are
68	earned pursuant to subparagraph 5.
69
70	Any student who selected an accelerated graduation program
71	before July 1, 2004, may continue that program, and all
72	statutory program requirements that were applicable when the
73	student made the program choice shall remain applicable to the
74	student as long as the student continues that program.
75	(2)  Prior to selecting a program described in paragraph
76	(1)(b) or paragraph (1)(c), the following requirements must be
77	met:
78	(a)  Designated school personnel shall meet with the
79	student and student's parent to give an explanation of the
80	relative requirements, advantages, and disadvantages of each
81	graduation option.
82	(b)  The student shall submit to the high school principal
83	and guidance counselor a signed parental consent to enter the 3-
84	year accelerated graduation program.
85	(c)  The student shall have achieved at least an FCAT
86	reading achievement level of 3, an FCAT mathematics achievement
87	level of 3, and an FCAT Writing score of 3 on the most recent
88	assessments taken by the student.
89	(3)(2)  Beginning with the 2004-2005 2003-2004 school year,
90	each district school board shall provide each student in grades
91	6 through 9 12 and their parents with information concerning the
92	3-year and 4-year high school graduation options listed in
93	subsection (1), including the respective curriculum requirements
94	for those options, so that with curriculum for the students and
95	their parents may to select the postsecondary education or
96	career plan that best fits their needs. The information options
97	shall include a timeframe for achieving each graduation option.
98	(4)(3)  Selection of one of the graduation options listed
99	in subsection (1) must be completed by the student prior to the
100	end of grade 9 and is exclusively up to the student and parent,
101	subject to the requirements in subsection (2). Each district
102	school board shall establish policies for extending this
103	deadline to the end of a student's first semester of grade 10
104	for a student who entered a Florida public school after grade 9
105	upon transfer from a private school or another state or who was
106	prevented from choosing a graduation option due to illness
107	during grade 9. If the student and parent fail to select a
108	graduation option, the student shall be considered to have
109	selected the general requirements for high school graduation
110	pursuant to paragraph (1)(a).
111	(5)(4)  District school boards shall not establish
112	requirements for accelerated 3-year high school graduation
113	options in excess of the requirements in paragraphs (1)(b) and
114	(c).
115	(6)(5)  Students pursuing accelerated 3-year high school
116	graduation options pursuant to paragraph (1)(b) or paragraph
117	(1)(c) are required to:
118	(a)  Earn passing scores on the FCAT as defined in s.
119	1008.22(3)(c) or scores on a standardized test that are
120	concordant with passing scores on the FCAT as defined in s.
121	1008.22(9).
122	(b)1.  Achieve a cumulative weighted grade point average of
123	3.0 2.0 on a 4.0 scale, or its equivalent, in the courses
124	required for the college preparatory by the chosen accelerated
125	3-year high school graduation option pursuant to paragraph
126	(1)(b); or
127	2.  Achieve a cumulative weighted grade point average of
128	3.0 on a 4.0 scale, or its equivalent, in the courses required
129	for the career preparatory accelerated 3-year high school
130	graduation option pursuant to paragraph (1)(c).
131	(c)  Receive a weighted or unweighted grade that earns at
132	least 3.0 points, or its equivalent, to earn course credit
133	toward the 18 credits required for the college preparatory
134	accelerated 3-year high school graduation option pursuant to
135	paragraph (1)(b).
136	(d)  Receive a weighted or unweighted grade that earns at
137	least 2.0 points, or its equivalent, to earn course credit
138	toward the 18 credits required for the career preparatory
139	accelerated 3-year high school graduation option pursuant to
140	paragraph (1)(c).
141
142	Weighted grades referred to in paragraphs (b), (c), and (d)
143	shall be applied to those courses specifically listed or
144	identified by the department as rigorous pursuant to s.
145	1009.531(3) or weighted by the district school board for class
146	ranking purposes.
147	(7)  If, at the end of grade 10, a student is not on track
148	to meet the credit, assessment, or grade-point-average
149	requirements of the accelerated graduation option selected, the
150	school shall notify the student and parent of the following:
151	(a)  The requirements that the student is not currently
152	meeting.
153	(b)  The specific performance necessary in grade 11 for the
154	student to meet the accelerated graduation requirements.
155	(c)  The right of the student to change to the 4-year
156	program set forth in s. 1003.43.
157	(8)  A student who selected one of the accelerated 3-year
158	graduation options shall automatically move to the 4-year
159	program set forth in s. 1003.43 if the student:
160	(a)  Exercises his or her right to change to the 4-year
161	program;
162	(b)  Fails to earn 5 credits by the end of grade 9 or fails
163	to earn 11 credits by the end of grade 10;
164	(c)  Does not achieve a score of 3 or higher on the grade
165	10 FCAT Writing assessment; or
166	(d)  By the end of grade 11 does not meet the requirements
167	of subsections (1) and (6).
168	(9)(6)  A student who meets all requirements prescribed in
169	subsections (1) and (6)(5) shall be awarded a standard diploma
170	in a form prescribed by the State Board of Education.
171	Section 2.  Paragraph (a) of subsection (5) of section
172	1003.43, Florida Statutes, is amended to read:
173	1003.43  General requirements for high school graduation.--
174	(5)  Each district school board shall establish standards
175	for graduation from its schools, and these standards must
176	include:
177	(a)  Earning passing scores on the FCAT, as defined in s.
178	1008.22(3)(c) or scores on a standardized test that are
179	concordant with passing scores on the FCAT as defined in s.
180	1008.22(9).
181
182	The standards required in this subsection, and any subsequent
183	modifications, shall be reprinted in the Florida Administrative
184	Code even though not defined as "rules."
185	Section 3.  Subsection (9) of section 1008.22, Florida
186	Statutes, is amended to read:
187	1008.22  Student assessment program for public schools.--
188	(9)  EQUIVALENCIES FOR STANDARDIZED TESTS.--
189	(a)  The Commissioner of Education shall determine the
190	comparable validity of other available standardized tests,
191	including the SAT, ACT, College Placement Test, PSAT, PLAN, and
192	tests used for entry into the military. If such tests are deemed
193	to be valid and reliable measures, the commissioner shall
194	approve the use of the SAT and ACT such tests as alternative
195	alternate assessments to the grade 10 FCAT for the 2003-2004
196	2002-2003 school year. Students who attain scores on the SAT or
197	ACT which that equate to the passing scores on the grade 10 FCAT
198	for purposes of high school graduation on any of the approved
199	alternative assessments shall satisfy the assessment requirement
200	for a standard high school diploma as provided in s.
201	1003.429(6)(a) or s. 1003.43(5)(a) for the 2003-2004 2002-2003
202	school year graduating class if the students meet the
203	requirement in paragraph (b). Prior to the application of these
204	alternative assessments in subsequent school years, the
205	Legislature shall review the continued use of these alternative
206	tests.
207	(b)  A student shall be required to take the grade 10 FCAT
208	a total of three times without earning a passing score in order
209	to use the scores on an alternative assessment pursuant to
210	paragraph (a). This requirement shall not apply to a student who
211	is a new student to the public school system in grade 12.
212	Section 4.  Subsection (1) of section 1013.735, Florida
213	Statutes, is amended to read:
214	1013.735  Classrooms for Kids Program.--
215	(1)  ALLOCATION.--The department shall allocate funds
216	appropriated for the Classrooms for Kids Program. It is the
217	intent of the Legislature that this program be administered as
218	nearly as practicable in the same manner as the capital outlay
219	program authorized under s. 9(a), Art. XII of the State
220	Constitution. Each district school board's share of the annual
221	appropriation for the Classrooms for Kids Program must be
222	calculated according to the following formula:
223	(a)  Twenty-five percent of the appropriation shall be
224	prorated to the districts based on each district's percentage of
225	K-12 base capital outlay full-time equivalent membership, and 65
226	percent shall be based on each district's percentage of K-12
227	growth capital outlay full-time equivalent membership as
228	specified for the allocation of funds from the Public Education
229	Capital Outlay and Debt Service Trust Fund by s. 1013.64(3).
230	(b)  Ten percent of the appropriation must be allocated
231	among district school boards according to the allocation formula
232	in s. 1013.64(1)(a), excluding adult vocational technical
233	facilities.
234	Section 5.  Subsections (11) through (22) of section
235	1002.20, Florida Statutes, are renumbered as subsections (12)
236	through (23), respectively, and a new subsection (11) is added
237	to said section to read:
238	1002.20  K-12 student and parent rights.--Parents of public
239	school students must receive accurate and timely information
240	regarding their child's academic progress and must be informed
241	of ways they can help their child to succeed in school. K-12
242	students and their parents are afforded numerous statutory
243	rights including, but not limited to, the following:
244	(11)  STUDENTS WITH READING DEFICIENCIES.--Each elementary
245	school shall regularly assess the reading ability of each K-3
246	student. The parent of any K-3 student who exhibits a reading
247	deficiency shall be immediately notified of the student's
248	deficiency with a description and explanation, in terms
249	understandable to the parent, of the exact nature of the
250	student's difficulty in learning and lack of achievement in
251	reading; shall be consulted in the development of a detailed
252	academic improvement plan, as described in s. 1008.25(4)(b); and
253	shall be informed that the student will be given intensive
254	reading instruction until the deficiency is corrected. This
255	subsection operates in addition to the remediation and
256	notification provisions contained in s. 1008.25 and in no way
257	reduces the rights of a parent or the responsibilities of a
258	school district under that section.
259	Section 6.  Subsection (5) and paragraph (b) of subsection
260	(6) of section 1008.25, Florida Statutes, are amended,
261	subsections (7), (8), and (9) are renumbered as subsections (8),
262	(9), and (10), respectively, and a new subsection (7) is added
263	to said section, to read:
264	1008.25  Public school student progression; remedial
265	instruction; reporting requirements.--
266	(5)  READING DEFICIENCY AND PARENTAL NOTIFICATION.--
267	(a)  It is the ultimate goal of the Legislature that every
268	student read at or above grade level. Any student who exhibits a
269	substantial deficiency in reading, based upon locally determined
270	or statewide assessments conducted in kindergarten or grade 1,
271	grade 2, or grade 3, or through teacher observations, must be
272	given intensive reading instruction immediately following the
273	identification of the reading deficiency. The student's reading
274	proficiency must be reassessed by locally determined assessments
275	or through teacher observations at the beginning of the grade
276	following the intensive reading instruction. The student must
277	continue to be provided with intensive reading instruction until
278	the reading deficiency is remedied.
279	(b)  Beginning with the 2002-2003 school year, if the
280	student's reading deficiency, as identified in paragraph (a), is
281	not remedied by the end of grade 3, as demonstrated by scoring
282	at Level 2 or higher on the statewide assessment test in reading
283	for grade 3, the student must be retained.
284	(c)  Beginning with the 2002-2003 school year, The parent
285	of any student who exhibits a substantial deficiency in reading,
286	as described in paragraph (a), must be notified in writing of
287	the following:
288	1.  That his or her child has been identified as having a
289	substantial deficiency in reading.
290	2.  A description of the current services that are provided
291	to the child.
292	3.  A description of the proposed supplemental
293	instructional services and supports that will be provided to the
294	child that are designed to remediate the identified area of
295	reading deficiency.
296	4.  That if the child's reading deficiency is not
297	remediated by the end of grade 3, the child must be retained
298	unless he or she is exempt from mandatory retention for good
299	cause.
300	5.  Strategies for parents to use in helping their child
301	succeed in reading proficiency.
302	6.  That the Florida Comprehensive Assessment Test (FCAT)
303	is not the sole determiner of promotion and that additional
304	evaluations, portfolio reviews, and assessments are available to
305	the child to assist parents and the school district in knowing
306	when a child is reading at or above grade level and ready for
307	grade promotion.
308	7.  The district's specific criteria and policies for mid-
309	year promotion. Mid-year promotion means promotion of a retained
310	student at any time during the year of retention once the
311	student has demonstrated ability to read at grade level.
312	(6)  ELIMINATION OF SOCIAL PROMOTION.--
313	(b)  The district school board may only exempt students
314	from mandatory retention, as provided in paragraph (5)(b), for
315	good cause. Good cause exemptions shall be limited to the
316	following:
317	1.  Limited English proficient students who have had less
318	than 2 years of instruction in an English for Speakers of Other
319	Languages program.
320	2.  Students with disabilities whose individual education
321	plan indicates that participation in the statewide assessment
322	program is not appropriate, consistent with the requirements of
323	State Board of Education rule.
324	3.  Students who demonstrate an acceptable level of
325	performance on an alternative standardized reading assessment
326	approved by the State Board of Education.
327	4.  Students who demonstrate, through a student portfolio,
328	that the student is reading on grade level as evidenced by
329	demonstration of mastery of the Sunshine State Standards in
330	reading equal to at least a Level 2 performance on the FCAT.
331	5.  Students with disabilities who participate in the FCAT
332	and who have an individual education plan or a Section 504 plan
333	that reflects that the student has received the intensive
334	remediation in reading, as required by paragraph (4)(b), for
335	more than 2 years but still demonstrates a deficiency in reading
336	and was previously retained in kindergarten, grade 1, or grade
337	2, or grade 3.
338	6.  Students who have received the intensive remediation in
339	reading as required by paragraph (4)(b) for 2 or more years but
340	still demonstrate a deficiency in reading and who were
341	previously retained in kindergarten, grade 1, or grade 2, or
342	grade 3 for a total of 2 years. Intensive reading instruction
343	for students so promoted must include an altered instructional
344	day based upon an academic improvement plan that includes
345	specialized diagnostic information and specific reading
346	strategies for each student. The district school board shall
347	assist schools and teachers to implement reading strategies that
348	research has shown to be successful in improving reading among
349	low performing readers.
350	(7)  SUCCESSFUL PROGRESSION FOR RETAINED READERS.--
351	(a)  Students retained under the provisions of paragraph
352	(5)(b) must be provided intensive interventions in reading to
353	ameliorate the student's specific reading deficiency, as
354	identified by a valid and reliable diagnostic assessment. This
355	intensive intervention must include effective instructional
356	strategies, participation in the school district's summer
357	reading camp, and appropriate teaching methodologies necessary
358	to assist those students in becoming successful readers, able to
359	read at or above grade level, and ready for promotion to the
360	next grade.
361	(b)  Beginning with the 2004-2005 school year, each school
362	district shall:
363	1.  Conduct a review of student academic improvement plans
364	for all students who did not score above Level 1 on the reading
365	portion of the FCAT and did not meet the criteria for one of the
366	good cause exemptions in paragraph (6)(b). The review shall
367	address additional supports and services, as described in this
368	subsection, needed to remediate the identified areas of reading
369	deficiency. The school district shall require a student
370	portfolio to be completed for each such student.
371	2.  Provide students who are retained under the provisions
372	of paragraph (5)(b) with intensive instructional services and
373	supports to remediate the identified areas of reading
374	deficiency, including a minimum of 90 minutes of daily,
375	uninterrupted, scientifically research-based reading instruction
376	and other strategies prescribed by the school district, which
377	may include, but are not limited to:
378	a.  Small group instruction.
379	b.  Reduced teacher-student ratios.
380	c.  More frequent progress monitoring.
381	d.  Tutoring or mentoring.
382	e.  Transition classes containing 3rd and 4th grade
383	students.
384	f.  Extended school day, week, or year.
385	g.  Summer reading camps.
386	3.  Provide written notification to the parent of any
387	student who is retained under the provisions of paragraph (5)(b)
388	that his or her child has not met the proficiency level required
389	for promotion and the reasons the child is not eligible for a
390	good cause exemption as provided in paragraph (6)(b). The
391	notification must comply with the provisions of s. 1002.20(14)
392	and must include a description of proposed interventions and
393	supports that will be provided to the child to remediate the
394	identified areas of reading deficiency.
395	4.  Implement a policy for the mid-year promotion of any
396	student retained under the provisions of paragraph (5)(b) who
397	can demonstrate that he or she is a successful and independent
398	reader, reading at or above grade level, and ready to be
399	promoted to grade 4. Tools that school districts may use in
400	reevaluating any student retained may include subsequent
401	assessments, alternative assessments, and portfolio reviews, in
402	accordance with rules of the State Board of Education. Students
403	promoted during the school year after November 1 must
404	demonstrate proficiency above that required to score at Level 2
405	on the grade 3 FCAT, as determined by the State Board of
406	Education. The State Board of Education shall adopt standards
407	that provide a reasonable expectation that the student's
408	progress is sufficient to master appropriate 4th grade level
409	reading skills.
410	5.  Provide students who are retained under the provisions
411	of paragraph (5)(b) with a high-performing teacher as determined
412	by student performance data and above-satisfactory performance
413	appraisals.
414	6.  In addition to required reading enhancement and
415	acceleration strategies, provide parents of students to be
416	retained with at least one of the following instructional
417	options:
418	a.  Supplemental tutoring in scientifically research-based
419	reading services in addition to the regular reading block,
420	including tutoring before and/or after school.
421	b.  A "Read at Home" plan outlined in a parental contract,
422	including participation in "Families Building Better Readers
423	Workshops" and regular parent-guided home reading.
424	c.  A mentor or tutor with specialized reading training.
425	7.  Establish a Reading Enhancement and Acceleration
426	Development (READ) Initiative. The focus of the READ Initiative
427	shall be to prevent the retention of grade 3 students and to
428	offer intensive accelerated reading instruction to grade 3
429	students who failed to meet standards for promotion to grade 4
430	and to each K-3 student who is assessed as exhibiting a reading
431	deficiency. The READ Initiative shall:
432	a.  Be provided to all K-3 students at risk of retention as
433	identified by the statewide assessment system used in Reading
434	First schools. The assessment must measure phonemic awareness,
435	phonics, fluency, vocabulary, and comprehension.
436	b.  Be provided during regular school hours in addition to
437	the regular reading instruction.
438	c.  Provide a state-identified reading curriculum that has
439	been reviewed by the Florida Center for Reading Research at
440	Florida State University and meets, at a minimum, the following
441	specifications:
442	(I)  Assists students assessed as exhibiting a reading
443	deficiency in developing the ability to read at grade level.
444	(II)  Provides skill development in phonemic awareness,
445	phonics, fluency, vocabulary, and comprehension.
446	(III)  Provides scientifically based and reliable
447	assessment.
448	(IV)  Provides initial and ongoing analysis of each
449	student's reading progress.
450	(V)  Is implemented during regular school hours.
451	(VI)  Provides a curriculum in core academic subjects to
452	assist the student in maintaining or meeting proficiency levels
453	for the appropriate grade in all academic subjects.
454	8.  Establish at each school, where applicable, an
455	Intensive Acceleration Class for retained grade 3 students who
456	subsequently score at Level 1 on the reading portion of the
457	FCAT. The focus of the Intensive Acceleration Class shall be to
458	increase a child's reading level at least two grade levels in
459	one school year. The Intensive Acceleration Class shall:
460	a.  Be provided to any student in grade 3 who scores at
461	Level 1 on the reading portion of the FCAT and who was retained
462	in grade 3 the prior year because of scoring at Level 1 on the
463	reading portion of the FCAT.
464	b.  Have a reduced teacher-student ratio.
465	c.  Provide uninterrupted reading instruction for the
466	majority of student contact time each day and incorporate
467	opportunities to master the grade 4 Sunshine State Standards in
468	other core subject areas.
469	d.  Use a reading program that is scientifically research-
470	based and has proven results in accelerating student reading
471	achievement within the same school year.
472	e.  Provide intensive language and vocabulary instruction
473	using a scientifically research-based program, including use of
474	a speech language therapist.
475	f.  Include weekly progress monitoring measures to ensure
476	progress is being made.
477	g.  Report to the Department of Education, in the manner
478	described by the department, the progress of students in the
479	class at the end of the first semester.
480	9.  Report to the State Board of Education, as requested,
481	on the specific intensive reading interventions and supports
482	implemented at the school district level. The Commissioner of
483	Education shall annually prescribe the required components of
484	requested reports.
485	10.  Provide a student who has been retained in grade 3 and
486	has received intensive instructional services but is still not
487	ready for grade promotion, as determined by the school district,
488	the option of being placed in a transitional instructional
489	setting. Such setting shall specifically be designed to produce
490	learning gains sufficient to meet grade 4 performance standards
491	while continuing to remediate the areas of reading deficiency.
492	Section 7.  This act shall take effect upon becoming a law.
493
494	================= T I T L E  A M E N D M E N T =================
495	Remove the entire title and insert:
496	A bill to be entitled
497	An act relating to public K-12 educational instruction;
498	amending s. 1003.429, F.S.; revising course requirements
499	in the college preparatory accelerated high school
500	graduation program; revising course requirements in the
501	career preparatory accelerated high school graduation
502	program; providing students already participating in an
503	accelerated graduation program the right to continue in
504	the current program; establishing requirements for
505	selection of accelerated graduation options; requiring
506	districts to establish a policy for extending the deadline
507	for certain students to choose an accelerated graduation
508	option; authorizing use of alternate assessments; revising
509	requirements for grades that must be earned to participate
510	in the accelerated graduation program; requiring schools
511	to provide specific notices to students and parents if, at
512	the end of the grade 10, the student is not on track to
513	graduate; specifying certain situations in which a student
514	shall be moved from a 3-year to a 4-year graduation
515	program; amending s. 1003.43, F.S., relating to general
516	requirements for high school graduation; authorizing use
517	of alternate assessments; amending s. 1008.22, F.S.;
518	authorizing the SAT and the ACT as alternative assessments
519	to the grade 10 FCAT required for high school graduation
520	if students have attempted to pass the grade 10 FCAT at
521	least 3 times; deleting obsolete language; amending s.
522	1013.735, F.S.; modifying the formula for the allocation
523	of funds from the Classrooms for Kids appropriation;
524	amending s. 1002.20, F.S.; providing certain rights to
525	parents of students with reading deficiencies; requiring
526	that parents receive understandable information and are
527	consulted regarding a child's academic progress; amending
528	s. 1008.25, F.S.; removing an obsolete date; providing
529	notification of additional information to parents of
530	students who exhibit a substantial reading deficiency;
531	revising certain good cause exemptions from mandatory
532	retention; requiring school districts to provide certain
533	reading interventions to students who have been retained;
534	providing school district requirements relating to
535	remediation of student reading deficiencies, parental
536	notification, implementation of a mid-year promotion
537	policy, provision of instructional options for students,
538	establishment of a Reading Enhancement and Acceleration
539	Development (READ) Initiative and an Intensive
540	Acceleration Class, and reporting; providing an effective
541	date.

CODING: Words stricken are deletions; words underlined are additions.