CS/HB 7151

1	A bill to be entitled
2	An act relating to education; amending s. 1001.03, F.S.;
3	requiring the State Board of Education to review the
4	Sunshine State Standards and replace them with World Class
5	Education Standards; establishing requirements for the
6	standards; requiring reports; providing requirements for
7	the adoption, review, and revision of the standards;
8	requiring evaluation of proposed standards; requiring
9	reports on student achievement; amending ss. 39.0016 and
10	445.049, F.S.; conforming provisions; amending s. 1000.21,
11	F.S.; revising the systemwide definition of standards;
12	conforming provisions; amending s. 1001.02, F.S.; revising
13	provisions authorizing the State Board of Education to
14	adopt rules; amending s. 1001.215, F.S.; conforming
15	provisions; amending s. 1001.41, F.S.; requiring a school
16	district to emphasize certain content in social studies
17	education; amending s. 1001.42, F.S.; conforming
18	provisions; creating s. 1001.55, F.S.; requiring certain
19	high-performing school districts to submit plans to the
20	State Board of Education and give certain authority to
21	specified school principals; requiring annual reports;
22	amending ss. 1002.33 and 1002.415, F.S.; conforming
23	provisions; amending s. 1003.03, F.S.; providing teaching
24	strategies permitted within class-size reduction
25	requirements; providing definitions; amending s. 1003.41,
26	F.S.; specifying requirements for World Class Education
27	Standards; amending s. 1003.428, F.S.; requiring school
28	districts to include a distinguished-honors notation on
29	diplomas and academic transcripts under specified
30	conditions; conforming provisions; amending s. 1003.43,
31	F.S.; conforming provisions; creating s. 1003.451, F.S.;
32	requiring the State Board of Education to adopt standards
33	for world-language instruction and provide flexibility in
34	foreign-language teacher certification; requiring school
35	districts and schools in the K-8 Virtual School Program to
36	submit plans for elementary school world-language
37	curricula; authorizing use of instructional materials
38	funds; creating s. 1003.59, F.S.; requiring the State
39	Board of Education to adopt a model policy for accelerated
40	learning opportunities for academically talented students;
41	requiring school districts to implement an accelerated
42	learning policy; requiring the Department of Education to
43	submit an annual report; amending ss. 1004.04 and 1007.35,
44	F.S.; conforming provisions; amending s. 1008.22, F.S.;
45	requiring the Florida Comprehensive Assessment Test to
46	assess students in social studies; requiring the content
47	knowledge and skills of the statewide assessment program
48	and Florida Comprehensive Assessment Test to align to the
49	World Class Education Standards; providing for the
50	expedited revision of the Florida Comprehensive Assessment
51	Test; requiring the Commissioner of Education to report
52	certain information; establishing limitations on testing
53	schedules for the Florida Comprehensive Assessment Test;
54	providing for a proficiency designation in a subject area
55	for a grade level based on student scores on the Florida
56	Comprehensive Assessment Test; creating s. 1008.222, F.S.;
57	providing requirements for end-of-course examinations;
58	establishing timelines for implementation and requiring
59	dissemination of information; amending s. 1008.25, F.S.;
60	conforming provisions; requiring remediation in social
61	studies; revising requirements for an annual report;
62	amending s. 1008.385, F.S.; conforming provisions;
63	amending s. 1011.62, F.S.; revising expenditures from the
64	guaranteed allocation for gifted students in grades 9
65	through 12; amending ss. 1012.05, 1012.28, and 1012.52,
66	F.S.; conforming provisions; amending s. 1012.56, F.S.;
67	requiring the State Board of Education to align subject
68	area examinations to the World Class Education Standards;
69	conforming provisions; amending s. 1012.585, F.S.;
70	applying certain inservice points toward renewal of an
71	educator professional certificate specialization area;
72	amending s. 1012.72, F.S.; conforming provisions; amending
73	s. 1012.98, F.S.; requiring a school district's inservice
74	activities to support state standards; directing districts
75	to align inservice activities to the World Class Education
76	Standards; providing that an individual professional
77	development plan requires instructional employees to
78	complete specified inservice activities; requiring passage
79	of an inservice examination for award of certain inservice
80	points; directing the department to establish examination
81	competencies; requiring statewide standardized delivery of
82	certain inservice activities and outcome measurement of
83	such activities; requiring the department to provide
84	specified statewide standardized professional development
85	and requiring educators to participate therein; requiring
86	school districts to inventory professional development
87	programs; establishing priority for use of professional
88	development funds; requiring school districts to submit
89	reports; requiring the Office of Program Policy Analysis
90	and Government Accountability to submit reports relating
91	to after-school programs, gifted student education, and
92	state-level governance of early learning programs and
93	child care regulation; providing report requirements;
94	requiring the Commissioner of Education to submit a report
95	on visual and performing arts education; providing report
96	requirements; creating the Public-Private Partnering Task
97	Force within the Department of Management Services;
98	designating members; providing for per diem and travel
99	expenses; requiring the task force to submit a report to
100	the Governor and Legislature; providing report
101	requirements; providing for the future abolishment of the
102	task force; providing an appropriation; providing
103	effective dates.
104
105	Be It Enacted by the Legislature of the State of Florida:
106
107	Section 1.  Subsection (1) of section 1001.03, Florida
108	Statutes, is amended to read:
109	1001.03  Specific powers of State Board of Education.--
110	(1)  PUBLIC K-12 STUDENT PERFORMANCE STANDARDS.--
111	(a)  The State Board of Education shall review approve the
112	student performance standards known as the Sunshine State
113	Standards and systematically replace them by adopting World
114	Class Education Standards that prepare Florida's students to
115	effectively engage, communicate, and compete in a global
116	economy. As used in this section, the term "World Class
117	Education Standards" means curricular standards by subject area
118	and grade level that integrate critical thinking and problem-
119	solving skills, creativity and innovation skills, communication
120	and information skills, collaboration skills, contextual and
121	applied-learning skills, information and media-literacy skills,
122	and civic-engagement skills. The World Class Education Standards
123	shall, at a minimum:
124	1.  Establish the essential content knowledge and skills,
125	by each in key academic subject areas and grade level, that are
126	necessary for student academic achievement;
127	2.  Identify the general content knowledge that a student
128	is expected to acquire for reading proficiency;
129	3.  Identify the specific content knowledge and skills that
130	a student is expected to acquire and be able to demonstrate for
131	each subject area listed in s. 1003.41 by grade level;
132	4.  Provide for the sequential development of a student's
133	content knowledge and skills grade by grade for each subject
134	area; and
135	5.  Provide for alignment to curricula appropriate for
136	preparing high school graduates to enter the workforce and
137	compete in high-demand careers in Florida's global economy and
138	to succeed in postsecondary education levels.
139	(b)  By January 31, 2008, the State Board of Education
140	shall establish an expedited a schedule for to facilitate the
141	adoption periodic review of the World Class Education Standards,
142	and for the periodic review and revision of the standards, to
143	ensure superior adequate rigor, relevance, logical student
144	progression, and integration of reading, writing, and
145	mathematics across all subject areas. By January 1, 2009, and by
146	January 1 of each year thereafter, the state board shall submit
147	a report to the Governor, the President of the Senate, and the
148	Speaker of the House of Representatives detailing the status of
149	the adoption, implementation, and any subsequent revisions of
150	the World Class Education Standards.
151	(c)  The State Board of Education shall include Florida
152	educators in the development and review of the standards. The
153	state board shall consider the recommendations of educators,
154	citizens, and members of the business community; consult
155	national or international curricular experts in each review by
156	subject area; and consider standards implemented by other states
157	or nations, which standards are regarded as exceptionally
158	rigorous by the curricular experts. The state board shall also
159	must include the participation of curriculum leaders in other
160	content areas, including the arts, to ensure valid content area
161	integration and to address the instructional requirements of
162	different learning styles.
163	(d)  The process for adoption and revision of the World
164	Class Education Standards review and proposed revisions must
165	include leadership and input from the state's classroom teachers
166	and selected, school administrators, postsecondary institutions
167	and community colleges and universities, and from
168	representatives from business and industry representatives who
169	are identified by Enterprise Florida, Inc.
170	(e)  The State Board of Education, before adopting or
171	revising the World Class Education Standards for a subject area,
172	shall submit the proposed standards for evaluation by more than
173	one nationally recognized foundation, institute, organization,
174	or board with expertise in performance standards for K-12
175	curricula. The state board shall submit the evaluations to the
176	Governor, the President of the Senate, and the Speaker of the
177	House of Representatives before adopting the proposed standards.
178	local education foundations. A report including proposed
179	revisions must be submitted to the Governor, the President of
180	the Senate, and the Speaker of the House of Representatives
181	annually to coincide with the established review schedule. The
182	review schedule and an annual status report must be submitted to
183	the Governor, the President of the Senate, and the Speaker of
184	the House of Representatives annually not later than January 1.
185	(f)  Beginning with the 2008-2009 school year, the State
186	Board of Education shall submit an annual report on the
187	achievement results of Florida's students based on instruction
188	aligned to the World Class Education Standards. The report shall
189	be submitted to the Governor, the President of the Senate, and
190	the Speaker of the House of Representatives by December 30 of
191	each year and shall include data to monitor achievement gains
192	and to provide academic comparisons of Florida students who are
193	achieving at or above grade level to other students nationally
194	and to students at commensurate grade levels in other countries.
195	Section 2.  Paragraph (b) of subsection (4) and paragraph
196	(d) of subsection (5) of section 39.0016, Florida Statutes, are
197	amended to read:
198	39.0016  Education of abused, neglected, and abandoned
199	children.--
200	(4)  The department shall enter into agreements with
201	district school boards or other local educational entities
202	regarding education and related services for children known to
203	the department who are of school age and children known to the
204	department who are younger than school age but who would
205	otherwise qualify for services from the district school board.
206	Such agreements shall include, but are not limited to:
207	(b)  A requirement that the district school board shall:
208	1.  Provide the department with a general listing of the
209	services and information available from the district school
210	board, including, but not limited to, the World Class Education
211	current Sunshine State Standards, the Surrogate Parent Training
212	Manual, and other resources accessible through the Department of
213	Education or local school districts to facilitate educational
214	access for a child known to the department.
215	2.  Identify all educational and other services provided by
216	the school and school district which the school district
217	believes are reasonably necessary to meet the educational needs
218	of a child known to the department.
219	3.  Determine whether transportation is available for a
220	child known to the department when such transportation will
221	avoid a change in school assignment due to a change in
222	residential placement. Recognizing that continued enrollment in
223	the same school throughout the time the child known to the
224	department is in out-of-home care is preferable unless
225	enrollment in the same school would be unsafe or otherwise
226	impractical, the department, the district school board, and the
227	Department of Education shall assess the availability of
228	federal, charitable, or grant funding for such transportation.
229	4.  Provide individualized student intervention or an
230	individual educational plan when a determination has been made
231	through legally appropriate criteria that intervention services
232	are required. The intervention or individual educational plan
233	must include strategies to enable the child known to the
234	department to maximize the attainment of educational goals.
235	(5)  The department shall incorporate an education
236	component into all training programs of the department regarding
237	children known to the department. Such training shall be
238	coordinated with the Department of Education and the local
239	school districts. The department shall offer opportunities for
240	education personnel to participate in such training. Such
241	coordination shall include, but not be limited to, notice of
242	training sessions, opportunities to purchase training materials,
243	proposals to avoid duplication of services by offering joint
244	training, and incorporation of materials available from the
245	Department of Education and local school districts into the
246	department training when appropriate. The department training
247	components shall include:
248	(d)  Training of caseworkers regarding the services and
249	information available through the Department of Education and
250	local school districts, including, but not limited to, the World
251	Class Education current Sunshine State Standards, the Surrogate
252	Parent Training Manual, and other resources accessible through
253	the Department of Education or local school districts to
254	facilitate educational access for a child known to the
255	department.
256	Section 3.  Paragraph (g) of subsection (7) of section
257	445.049, Florida Statutes, is amended to read:
258	445.049  Digital Divide Council.--
259	(7)  PROGRAM OBJECTIVES AND GOALS.--The programs authorized
260	by this section shall have the following objectives and goals:
261	(g)  Using information technology to facilitate achievement
262	of the World Class Education Sunshine State Standards by all
263	children enrolled in the state's K-12 school system who are
264	members of at-risk families.
265	Section 4.  Subsection (7) of section 1000.21, Florida
266	Statutes, is amended to read:
267	1000.21  Systemwide definitions.--As used in the Florida K-
268	K-20 Education Code:
269	(7)  "World Class Education Sunshine State Standards" means
270	the student content are standards, as described in ss.
271	1001.03(1) and 1003.41, that identify what public school
272	students are expected to should know and be able to demonstrate
273	do. The term includes the Sunshine State Standards for a subject
274	area until the standards are replaced under s. 1001.03(1) by the
275	World Class Education Standards for the subject area. These
276	standards delineate the academic achievement of students for
277	which the state will hold its public schools accountable in
278	grades K-2, 3-5, 6-8, and 9-12, in the subjects of language
279	arts, mathematics, science, social studies, the arts, health and
280	physical education, foreign languages, reading, writing,
281	history, government, geography, economics, and computer
282	literacy.
283	Section 5.  Subsection (1) of section 1001.02, Florida
284	Statutes, is amended to read:
285	1001.02  General powers of State Board of Education.--
286	(1)  The State Board of Education is the chief implementing
287	and coordinating body of public education in Florida, and it
288	shall focus on high-level policy decisions. The state board It
289	has authority to adopt rules under pursuant to ss. 120.536(1)
290	and 120.54 to implement the provisions of law conferring duties
291	upon the State Board of Education, the Commissioner of
292	Education, and the Department of Education it for the
293	improvement of the state system of K-20 public education. Except
294	as otherwise provided by law herein, the State Board of
295	Education it may, as it finds appropriate, delegate its general
296	powers to the Commissioner of Education or the directors of the
297	divisions of the department.
298	Section 6.  Subsection (8) of section 1001.215, Florida
299	Statutes, is amended to read:
300	1001.215  Just Read, Florida! Office.--There is created in
301	the Department of Education the Just Read, Florida! Office. The
302	office shall be fully accountable to the Commissioner of
303	Education and shall:
304	(8)  Periodically review the World Class Education Sunshine
305	State Standards for reading at all grade levels.
306	Section 7.  Subsection (3) of section 1001.41, Florida
307	Statutes, is amended to read:
308	1001.41  General powers of district school board.--The
309	district school board, after considering recommendations
310	submitted by the district school superintendent, shall exercise
311	the following general powers:
312	(3)  Prescribe and adopt standards and policies to provide
313	each student the opportunity to receive a complete education
314	program, including language arts, reading, and writing;,
315	mathematics;, science;, social studies, including geography and
316	economics, with an emphasis on history, government, civics, and
317	United States patriotism and national sovereignty; health;,
318	physical education;, foreign languages; visual and performing,
319	and the arts; and computer literacy, as defined by the World
320	Class Education Sunshine State Standards. The standards and
321	policies must emphasize integration and reinforcement of
322	reading, writing, and mathematics skills across all subjects,
323	including career awareness, career exploration, and career and
324	technical education.
325	Section 8.  Paragraph (a) of subsection (16) of section
326	1001.42, Florida Statutes, is amended to read:
327	1001.42  Powers and duties of district school board.--The
328	district school board, acting as a board, shall exercise all
329	powers and perform all duties listed below:
330	(16)  IMPLEMENT SCHOOL IMPROVEMENT AND
331	ACCOUNTABILITY.--Maintain a system of school improvement and
332	education accountability as provided by statute and State Board
333	of Education rule. This system of school improvement and
334	education accountability shall be consistent with, and
335	implemented through, the district's continuing system of
336	planning and budgeting required by this section and ss.
337	1008.385, 1010.01, and 1011.01. This system of school
338	improvement and education accountability shall include, but is
339	not limited to, the following:
340	(a)  School improvement plans.--Annually approve and
341	require implementation of a new, amended, or continuation school
342	improvement plan for each school in the district. A district
343	school board may establish a district school improvement plan
344	that includes all schools in the district operating for the
345	purpose of providing educational services to youth in Department
346	of Juvenile Justice programs. The school improvement plan shall
347	be designed to achieve the state education priorities under
348	pursuant to s. 1000.03(5) and student proficiency on the World
349	Class Education Sunshine State Standards under pursuant to s.
350	1003.41. Each plan shall address student achievement goals and
351	strategies based on state and school district proficiency
352	standards. The plan may also address issues relative to other
353	academic-related matters, as determined by district school board
354	policy, and shall include an accurate, data-based analysis of
355	student achievement and other school performance data. Beginning
356	with plans approved for implementation in the 2007-2008 school
357	year, each secondary school plan must include a redesign
358	component based on the principles established in s. 1003.413.
359	For each school in the district that earns a school grade of "C"
360	or below, or is required to have a school improvement plan under
361	federal law, the school improvement plan shall, at a minimum,
362	also include:
363	1.  Professional development that supports enhanced and
364	differentiated instructional strategies to improve teaching and
365	learning.
366	2.  Continuous use of disaggregated student achievement
367	data to determine effectiveness of instructional strategies.
368	3.  Ongoing informal and formal assessments to monitor
369	individual student progress, including progress toward mastery
370	of the World Class Education Sunshine State Standards, and to
371	redesign instruction if needed.
372	4.  Alternative instructional delivery methods to support
373	remediation, acceleration, and enrichment strategies.
374	Section 9.  Section 1001.55, Florida Statutes, is created
375	to read:
376	1001.55  Site-based management.--A school district
377	receiving a designation for high performance from the State
378	Board of Education under part VI of chapter 1003 that is based,
379	at least in part, on school grades or district grades assigned
380	under s. 1008.34 shall submit to the state board and implement a
381	plan that gives the district's highest performing principals
382	significant decisionmaking and budgetary authority over their
383	respective schools. The school district shall annually audit,
384	monitor, and report to the state board on the implementation of
385	this section at each school site. The state board shall submit a
386	statewide annual report to the Governor, the President of the
387	Senate, and the Speaker of the House of Representatives on the
388	implementation of this section. The state board may adopt rules
389	under ss. 120.536(1) and 120.54 to administer this section.
390	Section 10.  Paragraph (a) of subsection (6) and paragraph
391	(a) of subsection (7) of section 1002.33, Florida Statutes, are
392	amended to read:
393	1002.33  Charter schools.--
394	(6)  APPLICATION PROCESS AND REVIEW.--Charter school
395	applications are subject to the following requirements:
396	(a)  A person or entity wishing to open a charter school
397	shall prepare an application that:
398	1.  Demonstrates how the school will use the guiding
399	principles and meet the statutorily defined purpose of a charter
400	school.
401	2.  Provides a detailed curriculum plan that illustrates
402	how students will be provided services to attain the World Class
403	Education Sunshine State Standards.
404	3.  Contains goals and objectives for improving student
405	learning and measuring that improvement. These goals and
406	objectives must indicate how much academic improvement students
407	are expected to show each year, how success will be evaluated,
408	and the specific results to be attained through instruction.
409	4.  Describes the reading curriculum and differentiated
410	strategies that will be used for students reading at grade level
411	or higher and a separate curriculum and strategies for students
412	who are reading below grade level. A sponsor shall deny a
413	charter if the school does not propose a reading curriculum that
414	is consistent with effective teaching strategies that are
415	grounded in scientifically based reading research.
416	5.  Contains an annual financial plan for each year
417	requested by the charter for operation of the school for up to 5
418	years. This plan must contain anticipated fund balances based on
419	revenue projections, a spending plan based on projected revenues
420	and expenses, and a description of controls that will safeguard
421	finances and projected enrollment trends.
422	(7)  CHARTER.--The major issues involving the operation of
423	a charter school shall be considered in advance and written into
424	the charter. The charter shall be signed by the governing body
425	of the charter school and the sponsor, following a public
426	hearing to ensure community input.
427	(a)  The charter shall address, and criteria for approval
428	of the charter shall be based on:
429	1.  The school's mission, the students to be served, and
430	the ages and grades to be included.
431	2.  The focus of the curriculum, the instructional methods
432	to be used, any distinctive instructional techniques to be
433	employed, and identification and acquisition of appropriate
434	technologies needed to improve educational and administrative
435	performance which include a means for promoting safe, ethical,
436	and appropriate uses of technology which comply with legal and
437	professional standards. The charter shall ensure that reading is
438	a primary focus of the curriculum and that resources are
439	provided to identify and provide specialized instruction for
440	students who are reading below grade level. The curriculum and
441	instructional strategies for reading must be consistent with the
442	World Class Education Sunshine State Standards and grounded in
443	scientifically based reading research.
444	3.  The current incoming baseline standard of student
445	academic achievement, the outcomes to be achieved, and the
446	method of measurement that will be used. The criteria listed in
447	this subparagraph shall include a detailed description for each
448	of the following:
449	a.  How the baseline student academic achievement levels
450	and prior rates of academic progress will be established.
451	b.  How these baseline rates will be compared to rates of
452	academic progress achieved by these same students while
453	attending the charter school.
454	c.  To the extent possible, how these rates of progress
455	will be evaluated and compared with rates of progress of other
456	closely comparable student populations.
457
458	The district school board is required to provide academic
459	student performance data to charter schools for each of their
460	students coming from the district school system, as well as
461	rates of academic progress of comparable student populations in
462	the district school system.
463	4.  The methods used to identify the educational strengths
464	and needs of students and how well educational goals and
465	performance standards are met by students attending the charter
466	school. Included in the methods is a means for the charter
467	school to ensure accountability to its constituents by analyzing
468	student performance data and by evaluating the effectiveness and
469	efficiency of its major educational programs. Students in
470	charter schools shall, at a minimum, participate in the
471	statewide assessment program created under s. 1008.22.
472	5.  In secondary charter schools, a method for determining
473	that a student has satisfied the requirements for graduation in
474	s. 1003.43.
475	6.  A method for resolving conflicts between the governing
476	body of the charter school and the sponsor.
477	7.  The admissions procedures and dismissal procedures,
478	including the school's code of student conduct.
479	8.  The ways by which the school will achieve a
480	racial/ethnic balance reflective of the community it serves or
481	within the racial/ethnic range of other public schools in the
482	same school district.
483	9.  The financial and administrative management of the
484	school, including a reasonable demonstration of the professional
485	experience or competence of those individuals or organizations
486	applying to operate the charter school or those hired or
487	retained to perform such professional services and the
488	description of clearly delineated responsibilities and the
489	policies and practices needed to effectively manage the charter
490	school. A description of internal audit procedures and
491	establishment of controls to ensure that financial resources are
492	properly managed must be included. Both public sector and
493	private sector professional experience shall be equally valid in
494	such a consideration.
495	10.  The asset and liability projections required in the
496	application which are incorporated into the charter and which
497	shall be compared with information provided in the annual report
498	of the charter school. The charter shall ensure that, if a
499	charter school internal audit or annual financial audit reveals
500	a state of financial emergency as defined in s. 218.503 or
501	deficit financial position, the auditors are required to notify
502	the charter school governing board, the sponsor, and the
503	Department of Education. The internal auditor shall report such
504	findings in the form of an exit interview to the principal or
505	the principal administrator of the charter school and the chair
506	of the governing board within 7 working days after finding the
507	state of financial emergency or deficit position. A final report
508	shall be provided to the entire governing board, the sponsor,
509	and the Department of Education within 14 working days after the
510	exit interview. When a charter school is in a state of financial
511	emergency, the charter school shall file a detailed financial
512	recovery plan with the sponsor. The department, with the
513	involvement of both sponsors and charter schools, shall
514	establish guidelines for developing such plans.
515	11.  A description of procedures that identify various
516	risks and provide for a comprehensive approach to reduce the
517	impact of losses; plans to ensure the safety and security of
518	students and staff; plans to identify, minimize, and protect
519	others from violent or disruptive student behavior; and the
520	manner in which the school will be insured, including whether or
521	not the school will be required to have liability insurance,
522	and, if so, the terms and conditions thereof and the amounts of
523	coverage.
524	12.  The term of the charter which shall provide for
525	cancellation of the charter if insufficient progress has been
526	made in attaining the student achievement objectives of the
527	charter and if it is not likely that such objectives can be
528	achieved before expiration of the charter. The initial term of a
529	charter shall be for 4 or 5 years. In order to facilitate access
530	to long-term financial resources for charter school
531	construction, charter schools that are operated by a
532	municipality or other public entity as provided by law are
533	eligible for up to a 15-year charter, subject to approval by the
534	district school board. A charter lab school is eligible for a
535	charter for a term of up to 15 years. In addition, to facilitate
536	access to long-term financial resources for charter school
537	construction, charter schools that are operated by a private,
538	not-for-profit, s. 501(c)(3) status corporation are eligible for
539	up to a 15-year charter, subject to approval by the district
540	school board. Such long-term charters remain subject to annual
541	review and may be terminated during the term of the charter, but
542	only according to the provisions set forth in subsection (8).
543	13.  The facilities to be used and their location.
544	14.  The qualifications to be required of the teachers and
545	the potential strategies used to recruit, hire, train, and
546	retain qualified staff to achieve best value.
547	15.  The governance structure of the school, including the
548	status of the charter school as a public or private employer as
549	required in paragraph (12)(i).
550	16.  A timetable for implementing the charter which
551	addresses the implementation of each element thereof and the
552	date by which the charter shall be awarded in order to meet this
553	timetable.
554	17.  In the case of an existing public school being
555	converted to charter status, alternative arrangements for
556	current students who choose not to attend the charter school and
557	for current teachers who choose not to teach in the charter
558	school after conversion in accordance with the existing
559	collective bargaining agreement or district school board rule in
560	the absence of a collective bargaining agreement. However,
561	alternative arrangements shall not be required for current
562	teachers who choose not to teach in a charter lab school, except
563	as authorized by the employment policies of the state university
564	which grants the charter to the lab school.
565	Section 11.  Paragraph (b) of subsection (2) of section
566	1002.415, Florida Statutes, is amended to read:
567	1002.415  K-8 Virtual School Program.--Subject to annual
568	legislative appropriation, a kindergarten through grade 8
569	virtual school program is established within the Department of
570	Education for the purpose of making academic instruction
571	available to full-time students in kindergarten through grade 8
572	using on-line and distance learning technology. The department
573	shall use an application process to select schools to deliver
574	program instruction.
575	(2)  APPLICATION.--
576	(b)  In addition to a completed application form, each
577	applicant must provide the department with:
578	1.  A detailed plan describing how the school curriculum
579	and course content will conform to the World Class Education
580	Sunshine State Standards; and
581	2.  An annual financial plan for each year of operation of
582	the school for a minimum of 3 years. The plan must contain
583	anticipated fund balances based on revenue projections, a
584	spending plan based on projected revenues and expenses, and a
585	description of controls that will safeguard finances and
586	projected enrollment trends.
587	Section 12.  Subsection (5) of section 1003.03, Florida
588	Statutes, is amended to read:
589	1003.03  Maximum class size.--
590	(5)  TEAM-TEACHING STRATEGIES.--
591	(a)  School districts may use teaching strategies that
592	include the assignment of more than one teacher to a classroom
593	of students and that were implemented before July 1, 2005.
594	Effective July 1, 2005, school districts may implement
595	additional teaching strategies that include the assignment of
596	more than one teacher to a classroom of students for the
597	following purposes only:
598	1.  Pairing teachers for the purpose of staff development.
599	2.  Pairing new teachers with veteran teachers.
600	3.  Reducing turnover among new teachers.
601	4.  Pairing teachers who are teaching out-of-field with
602	teachers who are in-field.
603	5.  Providing for more flexibility and innovation in the
604	classroom.
605	6.  Improving learning opportunities for students,
606	including students who have disabilities.
607	(b)  Teaching strategies, including team teaching, co-
608	teaching, or inclusion teaching, implemented on or after July 1,
609	2005, under pursuant to paragraph (a) may be implemented subject
610	to the following restrictions:
611	1.  Reasonable limits shall be placed on the number of
612	students in a classroom so that classrooms are not overcrowded.
613	Teacher-to-student ratios within a curriculum area or grade
614	level must not exceed constitutional limits.
615	2.  At least one member of the team must have at least 3
616	years of teaching experience.
617	3.  At least one member of the team must be teaching in-
618	field.
619	4.  The teachers must be trained in team-teaching methods
620	within 1 year after assignment.
621	(c)  As used in this subsection, the term:
622	1.  "Team teaching" or "co-teaching" means two or more
623	teachers are assigned to a group of students and each teacher is
624	responsible for all of the students during the entire class
625	period. In a team teaching or co-teaching arrangement, each
626	teacher is responsible for planning, delivering, and evaluating
627	instruction for all students in the class or subject for the
628	entire class period.
629	2.  "Inclusion teaching" means two or more teachers are
630	assigned to a group of students, but one of the teachers is
631	responsible for only one student or a small group of students in
632	the classroom.
633
634	The use of strategies implemented as outlined in this subsection
635	meets the letter and intent of the Florida Constitution and the
636	Florida Statutes which relate to implementing class-size
637	reduction, and this subsection applies retroactively. A school
638	district may not be penalized financially or otherwise as a
639	result of the use of any legal strategy, including, but not
640	limited to, those set forth in subsection (3) and this
641	subsection.
642	Section 13.  Section 1003.41, Florida Statutes, is amended
643	to read:
644	1003.41  World Class Education Sunshine State
645	Standards.--Public K-12 educational instruction in Florida is
646	based on the World Class Education Standards as defined in s.
647	1001.03(1). The "Sunshine State Standards." These standards are
648	have been adopted by the State Board of Education and delineate
649	the academic achievement of students, for which the state holds
650	will hold schools accountable, in each K-12 grade level grades
651	K-2, 3-5, 6-8, and 9-12 in, at a minimum, the subject areas
652	subjects of language arts, reading, and writing;, mathematics;,
653	science;, social studies, including geography and economics,
654	with an emphasis on history, government, civics, and United
655	States patriotism and national sovereignty; visual and
656	performing the arts;, health and physical education;, and
657	foreign languages; and computer literacy. The World Class
658	Education Standards must be content oriented and knowledge based
659	and must They include problem-solving and higher order skills as
660	described in s. 1001.03(1) standards in reading, writing,
661	history, government, geography, economics, and computer
662	literacy.
663	Section 14.  Subsection (7) and paragraph (a) of subsection
664	(8) of section 1003.428, Florida Statutes, are amended to read:
665	1003.428  General requirements for high school graduation;
666	revised.--
667	(7)(a)  A student who meets all requirements prescribed in
668	subsections (1), (2), (3), and (4) shall be awarded a standard
669	diploma in a form prescribed by the State Board of Education.
670	(b)  The standard diploma awarded to a student, and the
671	student's high school academic transcript, shall include a
672	notation of distinguished honors if the student earns a score
673	demonstrating superior academic achievement, as determined by
674	the Commissioner of Education, on the grade 10 Florida
675	Comprehensive Assessment Test. By the beginning of the 2008-2009
676	school year, the commissioner shall widely publicize and
677	disseminate information about the distinguished-honors notation,
678	including notice to district superintendents, school principals,
679	teachers, guidance counselors, parents, and students of the
680	scores required to earn distinguished honors. The commissioner
681	shall also publish the information on the department's Internet
682	website.
683	(c)(b)  A student who completes the minimum number of
684	credits and other requirements prescribed by subsections (1),
685	(2), and (3), but who is unable to meet the standards of
686	paragraph (4)(b), paragraph (4)(c), or paragraph (4)(d), shall
687	be awarded a certificate of completion in a form prescribed by
688	the State Board of Education. However, any student who is
689	otherwise entitled to a certificate of completion may elect to
690	remain in the secondary school either as a full-time student or
691	a part-time student for up to 1 additional year and receive
692	special instruction designed to remedy his or her identified
693	deficiencies.
694	(8)(a)  Each district school board must provide instruction
695	to prepare students with disabilities to demonstrate proficiency
696	in the content knowledge and skills and competencies necessary
697	for successful grade-to-grade progression and high school
698	graduation.
699	Section 15.  Paragraph (a) of subsection (11) of section
700	1003.43, Florida Statutes, is amended to read:
701	1003.43  General requirements for high school graduation.--
702	(11)(a)  Each district school board must provide
703	instruction to prepare students with disabilities to demonstrate
704	proficiency in the content knowledge and skills and competencies
705	necessary for successful grade-to-grade progression and high
706	school graduation.
707	Section 16.  Section 1003.451, Florida Statutes, is created
708	to read:
709	1003.451  World-language curricula.--
710	(1)  It is the intent of the Legislature that the state
711	move toward the goal of establishing world-language curricula
712	that begins in elementary school and continues through the
713	middle and high school grades.
714	(2)  The State Board of Education shall:
715	(a)  Encourage school districts to expand foreign-language
716	course offerings to include world languages commonly spoken in
717	nations actively engaged in international commerce in order to
718	prepare Florida's students to effectively engage, communicate,
719	and compete in a global economy;
720	(b)  Establish content standards for world languages as
721	part of the World Class Education Standards for foreign
722	languages;
723	(c)  Encourage school districts to offer world-language
724	instruction to students in elementary school; and
725	(d)  Provide flexibility in foreign-language teacher
726	certification so that Florida schools may benefit from
727	instruction offered by Floridians who are fluent in world
728	languages and are available to provide such instruction.
729	(3)  By December 1, 2007, each district school board and
730	each school in the K-8 Virtual School Program shall develop and
731	submit to the Commissioner of Education a plan for articulated
732	world-language curricula beginning by grade 4 for elementary
733	school students performing at or above grade level. The plan may
734	include the use of video conferencing, technology devices with
735	digital content, or on-line technology.
736	(4)  Notwithstanding chapter 1006, instructional materials
737	used to implement elementary school world-language curricula may
738	include technology devices with digital content and on-line
739	content. The Commissioner of Education shall prescribe uniform
740	standards for technologies that facilitate the sharing of
741	content among school districts. District school boards may use
742	up to 10 percent of instructional materials funds available for
743	the purchase of materials not on the state-adopted list for
744	purposes of this subsection.
745	Section 17.  Section 1003.59, Florida Statutes, is created
746	to read:
747	1003.59  Accelerated learning opportunities for
748	academically talented students.--
749	(1)  By June 30, 2008, the State Board of Education shall
750	adopt a model policy for the accelerated learning of
751	academically talented students in grades K-12, regardless of
752	whether the students are classified as gifted. The model policy
753	shall address, but not be limited to, whole-grade acceleration,
754	continuous progress exceeding chronological-age peers, subject-
755	matter acceleration, virtual-education acceleration, and early
756	postsecondary enrollment. The model policy shall include a plan
757	for:
758	(a)  Providing teachers and guidance counselors with
759	professional training that addresses effective implementation of
760	the policy, strategies for identifying gifted and academically
761	talented students in the elementary grades, and methods for
762	placing the students in accelerated programming that allows them
763	to work at suitably challenging academic levels; and
764	(b)  Assisting school district interactions with students
765	and parents to help guide them in making the most appropriate
766	choice for each student.
767	(2)  Each district school board shall implement an
768	academically talented student acceleration policy beginning with
769	the 2008-2009 school year. The school board shall widely
770	publicize and disseminate the policy so that teachers, students,
771	and parents are aware of accelerated-learning opportunities. The
772	school board shall submit the policy to the Department of
773	Education and publish the policy on the school district's
774	Internet website.
775	(3)  By December 31, 2009, and by December 31 of each year
776	thereafter, the Department of Education shall submit a report to
777	the Governor, the President of the Senate, and the Speaker of
778	the House of Representatives on academically talented student
779	acceleration and gifted programs in each school district. The
780	report shall include information concerning district
781	implementation strategies and student achievement gains and
782	provide a comparison of district performance.
783	Section 18.  Paragraph (b) of subsection (2), paragraph (b)
784	of subsection (3), paragraph (e) of subsection (5), and
785	paragraph (c) of subsection (6) of section 1004.04, Florida
786	Statutes, are amended to read:
787	1004.04  Public accountability and state approval for
788	teacher preparation programs.--
789	(2)  UNIFORM CORE CURRICULA.--
790	(b)  The rules to establish uniform core curricula for each
791	state-approved teacher preparation program must include, but are
792	not limited to, a State Board of Education identified foundation
793	in scientifically researched, knowledge-based reading literacy
794	and computational skills acquisition; classroom management;
795	school safety; professional ethics; educational law; human
796	development and learning; and understanding of the World Class
797	Education Sunshine State Standards content measured by state
798	achievement tests, reading and interpretation of data, and use
799	of data to improve student achievement.
800	(3)  DEVELOPMENT OF TEACHER PREPARATION PROGRAMS.--A system
801	developed by the Department of Education in collaboration with
802	postsecondary educational institutions shall assist departments
803	and colleges of education in the restructuring of their programs
804	in accordance with this section to meet the need for producing
805	quality teachers now and in the future.
806	(b)  Departments and colleges of education shall emphasize
807	the state system of school improvement and education
808	accountability concepts and standards, including the World Class
809	Education Sunshine State Standards.
810	(5)  CONTINUED PROGRAM APPROVAL.--Notwithstanding
811	subsection (4), failure by a public or nonpublic teacher
812	preparation program to meet the criteria for continued program
813	approval shall result in loss of program approval. The
814	Department of Education, in collaboration with the departments
815	and colleges of education, shall develop procedures for
816	continued program approval that document the continuous
817	improvement of program processes and graduates' performance.
818	(e)  Continued approval of teacher preparation programs is
819	contingent upon compliance with the student admission
820	requirements of subsection (4) and upon the receipt of at least
821	a satisfactory rating from public schools and private schools
822	that employ graduates of the program. Each teacher preparation
823	program shall guarantee the high quality of its graduates during
824	the first 2 years immediately following graduation from the
825	program or following initial certification, whichever occurs
826	first. Any educator in a Florida school who fails to demonstrate
827	the essential skills specified in subparagraphs 1.-5. shall be
828	provided additional training by the teacher preparation program
829	at no expense to the educator or the employer. Such training
830	must consist of an individualized plan agreed upon by the school
831	district and the postsecondary educational institution that
832	includes specific learning outcomes. The postsecondary
833	educational institution assumes no responsibility for the
834	educator's employment contract with the employer. Employer
835	satisfaction shall be determined by an annually administered
836	survey instrument approved by the Department of Education that,
837	at a minimum, must include employer satisfaction of the
838	graduates' ability to do the following:
839	1.  Write and speak in a logical and understandable style
840	with appropriate grammar.
841	2.  Recognize signs of students' difficulty with the
842	reading and computational process and apply appropriate measures
843	to improve students' reading and computational performance.
844	3.  Use and integrate appropriate technology in teaching
845	and learning processes.
846	4.  Demonstrate knowledge and understanding of the World
847	Class Education Sunshine State Standards.
848	5.  Maintain an orderly and disciplined classroom conducive
849	to student learning.
850	(6)  PRESERVICE FIELD EXPERIENCE.--All postsecondary
851	instructors, school district personnel and instructional
852	personnel, and school sites preparing instructional personnel
853	through preservice field experience courses and internships
854	shall meet special requirements. District school boards are
855	authorized to pay student teachers during their internships.
856	(c)  Preservice field experience programs must provide
857	specific guidance and demonstration of effective classroom
858	management strategies, strategies for incorporating technology
859	into classroom instruction, strategies for incorporating
860	scientifically researched, knowledge-based reading literacy and
861	computational skills acquisition into classroom instruction, and
862	ways to link instructional plans to the World Class Education
863	Sunshine State Standards, as appropriate. The length of
864	structured field experiences may be extended to ensure that
865	candidates achieve the competencies needed to meet certification
866	requirements.
867	Section 19.  Paragraph (c) of subsection (6) of section
868	1007.35, Florida Statutes, is amended to read:
869	1007.35  Florida Partnership for Minority and
870	Underrepresented Student Achievement.--
871	(6)  The partnership shall:
872	(c)  Provide teacher training and materials that are
873	aligned with the World Class Education Sunshine State Standards
874	and are consistent with best theory and practice regarding
875	multiple learning styles and research on learning, instructional
876	strategies, instructional design, and classroom assessment.
877	Curriculum materials must be based on current, accepted, and
878	essential academic knowledge. Materials for prerequisite courses
879	should, at a minimum, address the skills assessed on the Florida
880	Comprehensive Assessment Test (FCAT).
881	Section 20.  Paragraph (a) of subsection (1), paragraphs
882	(a) and (c) of subsection (3), and subsection (4) of section
883	1008.22, Florida Statutes, are amended to read:
884	1008.22  Student assessment program for public schools.--
885	(1)  PURPOSE.--The primary purposes of the student
886	assessment program are to provide information needed to improve
887	the public schools by enhancing the learning gains of all
888	students and to inform parents of the educational progress of
889	their public school children. The program must be designed to:
890	(a)  Assess the annual learning gains of each student
891	toward achieving the World Class Education Sunshine State
892	Standards appropriate for the student's grade level.
893	(3)  STATEWIDE ASSESSMENT PROGRAM.--The commissioner shall
894	design and implement a statewide program of educational
895	assessment that provides information for the improvement of the
896	operation and management of the public schools, including
897	schools operating for the purpose of providing educational
898	services to youth in Department of Juvenile Justice programs.
899	The commissioner may enter into contracts for the continued
900	administration of the assessment, testing, and evaluation
901	programs authorized and funded by the Legislature. Contracts may
902	be initiated in 1 fiscal year and continue into the next and may
903	be paid from the appropriations of either or both fiscal years.
904	The commissioner is authorized to negotiate for the sale or
905	lease of tests, scoring protocols, test scoring services, and
906	related materials developed pursuant to law. Pursuant to the
907	statewide assessment program, the commissioner shall:
908	(a)  Submit to the State Board of Education for approval
909	the content knowledge and a list that specifies student skills
910	expected of a student by and competencies to which the goals for
911	education specified in the state plan apply, including, but not
912	limited to, reading, writing, science, and mathematics. The
913	skills and competencies must include problem-solving and higher-
914	order skills as appropriate and shall be known as the World
915	Class Education Sunshine State Standards as defined in s.
916	1000.21. The commissioner shall select such skills and
917	competencies after receiving recommendations from educators,
918	citizens, and members of the business community. The
919	commissioner shall submit to the State Board of Education
920	revisions to the list of student skills and competencies in
921	order to maintain continuous progress toward improvements in
922	student proficiency.
923	(c)  Develop and implement a student achievement testing
924	program known as the Florida Comprehensive Assessment Test
925	(FCAT) as part of the statewide assessment program to measure
926	reading;, writing;, science; social studies, with an emphasis on
927	history, government, civics, and United States patriotism and
928	national sovereignty;, and mathematics. Other content areas may
929	be included as directed by the commissioner. The assessment of
930	reading and mathematics shall be administered annually in grades
931	3 through 10. The assessment of writing, and science, and social
932	studies shall be administered at least once at the elementary,
933	middle, and high school levels. The content knowledge and skills
934	assessed by the FCAT must be aligned to the content knowledge
935	and skills expected of a student by the World Class Education
936	Standards. As the Sunshine State Standards are replaced by the
937	World Class Education Standards under s. 1001.03(1), the
938	commissioner, to the maximum extent practicable, shall expedite
939	revision of the FCAT for alignment to the standards. The
940	commissioner shall report any barriers to expedited alignment to
941	the State Board of Education, the Governor, the President of the
942	Senate, and the Speaker of the House of Representatives. The
943	state board shall consider the use of other validated
944	assessments, including, but not limited to, assessments
945	administered by other states, to expedite alignment of the FCAT
946	to the World Class Education Standards. The commissioner must
947	document the procedures used to ensure that the versions of the
948	FCAT which are taken by students retaking the grade 10 FCAT are
949	equally as challenging and difficult as the tests taken by
950	students in grade 10 which contain performance tasks. The
951	testing program must be designed so that:
952	1.  The tests measure student content knowledge and skills
953	and competencies adopted by the State Board of Education as
954	specified in paragraph (a). The tests must measure and report
955	student proficiency levels of all students assessed in reading;,
956	writing;, mathematics;, and science; and social studies, with an
957	emphasis on history, government, civics, and United States
958	patriotism and national sovereignty. The commissioner shall
959	provide for the tests to be developed or obtained, as
960	appropriate, through contracts and project agreements with
961	private vendors, public vendors, public agencies, postsecondary
962	educational institutions, or school districts. The commissioner
963	shall obtain input for with respect to the design and
964	implementation of the testing program from state educators,
965	assistive technology experts, and the public.
966	2.  The testing program will include a combination of norm-
967	referenced and criterion-referenced tests and include, to the
968	extent determined by the commissioner, questions that require
969	the student to produce information or perform tasks in such a
970	manner in which the content knowledge and way that the skills
971	used by the student and competencies he or she uses can be
972	measured.
973	3.  Each testing program, whether at the elementary,
974	middle, or high school level, includes a test of writing in
975	which students are required to produce writings that are then
976	scored by appropriate and timely methods.
977	4.  A score is designated for each subject area tested,
978	below which score a student's performance is deemed inadequate.
979	The school districts shall provide appropriate remedial
980	instruction to students who score below these levels.
981	5.  Except as provided in s. 1003.428(8)(b) or s.
982	1003.43(11)(b), students must earn a passing score on the grade
983	10 assessment test described in this paragraph or attain
984	concordant scores as described in subsection (9) in reading,
985	writing, and mathematics to qualify for a standard high school
986	diploma. The State Board of Education shall designate a passing
987	score for each part of the grade 10 assessment test. In
988	establishing passing scores, the state board shall consider any
989	possible negative impact of the test on minority students. The
990	State Board of Education shall adopt rules which specify the
991	passing scores for the grade 10 FCAT. Any such rules, which have
992	the effect of raising the required passing scores, shall only
993	apply to students taking the grade 10 FCAT for the first time
994	after such rules are adopted by the State Board of Education.
995	6.  Participation in the testing program is mandatory for
996	all students attending public school, including students served
997	in Department of Juvenile Justice programs, except as otherwise
998	prescribed by the commissioner. If a student does not
999	participate in the statewide assessment, the district must
1000	notify the student's parent and provide the parent with
1001	information regarding the implications of such nonparticipation.
1002	A parent must provide signed consent for a student to receive
1003	classroom instructional accommodations that would not be
1004	available or permitted on the statewide assessments and must
1005	acknowledge in writing that he or she understands the
1006	implications of such instructional accommodations. The State
1007	Board of Education shall adopt rules, based upon recommendations
1008	of the commissioner, for the provision of test accommodations
1009	for students in exceptional education programs and for students
1010	who have limited English proficiency. Accommodations that negate
1011	the validity of a statewide assessment are not allowable in the
1012	administration of the FCAT. However, instructional
1013	accommodations are allowable in the classroom if included in a
1014	student's individual education plan. Students using
1015	instructional accommodations in the classroom that are not
1016	allowable as accommodations on the FCAT may have the FCAT
1017	requirement waived under pursuant to the requirements of s.
1018	1003.428(8)(b) or s. 1003.43(11)(b).
1019	7.  A student seeking an adult high school diploma must
1020	meet the same testing requirements that a regular high school
1021	student must meet.
1022	8.  District school boards must provide instruction to
1023	prepare students to demonstrate proficiency in the content
1024	knowledge and skills and competencies necessary for successful
1025	grade-to-grade progression and high school graduation. If a
1026	student is provided with instructional accommodations in the
1027	classroom that are not allowable as accommodations in the
1028	statewide assessment program, as described in the test manuals,
1029	the district must inform the parent in writing and must provide
1030	the parent with information regarding the impact on the
1031	student's ability to meet expected proficiency levels in
1032	reading, writing, mathematics, science, and social studies math.
1033	The commissioner shall conduct studies as necessary to verify
1034	that the required content knowledge and skills and competencies
1035	are part of the district instructional programs.
1036	9.  District school boards must provide opportunities for
1037	students to demonstrate an acceptable level of performance on an
1038	alternative standardized assessment approved by the State Board
1039	of Education following enrollment in summer academies.
1040	10.  The Department of Education must develop, or select,
1041	and implement a common battery of assessment tools that will be
1042	used in all juvenile justice programs in the state. These tools
1043	must accurately measure the content knowledge and skills and
1044	competencies established in the World Class Education Sunshine
1045	State Standards.
1046	11.  For students seeking a special diploma under pursuant
1047	to s. 1003.438, the Department of Education must develop or
1048	select and implement an alternate assessment tool that
1049	accurately measures the content knowledge and skills and
1050	competencies established in the World Class Education Sunshine
1051	State Standards for students with disabilities under s.
1052	1003.438.
1053	12.  The commissioner shall establish a testing schedule
1054	that provides for administration of the FCAT as close to the end
1055	of the school year as practicable while reporting test scores
1056	before the end of the school year. The commissioner shall
1057	consider computer-based testing and other strategies for
1058	reducing the time for reporting test results. Beginning with the
1059	2009-2010 school year, the FCAT Writing assessment may not be
1060	administered before March 1 and the other FCAT assessments may
1061	not be administered before April 15.
1062	13.  A student earns the designation of "proficient" in a
1063	subject area for a grade level if the student earns a score on
1064	the FCAT that demonstrates proficiency in the subject area for
1065	that grade level. The commissioner shall determine scores
1066	demonstrating proficiency in each subject area and grade level
1067	of the FCAT. The commissioner's determination shall limit the
1068	proficiency designation to scores earned by the highest
1069	performing students.
1070
1071	The commissioner may, based on collaboration and input from
1072	school districts, design and implement student testing programs,
1073	for any grade level and subject area, necessary to effectively
1074	monitor educational achievement in the state, including the
1075	measurement of educational achievement of the World Class
1076	Education Sunshine State Standards for students with
1077	disabilities. Development and refinement of assessments shall
1078	include universal design principles and accessibility standards
1079	that will prevent any unintended obstacles for students with
1080	disabilities while ensuring the validity and reliability of the
1081	test. These principles should be applicable to all technology
1082	platforms and assistive devices available for the assessments.
1083	The field testing process and psychometric analyses for the
1084	statewide assessment program must include an appropriate
1085	percentage of students with disabilities and an evaluation or
1086	determination of the effect of test items on such students.
1087	(4)  DISTRICT TESTING PROGRAMS.--Each district school board
1088	shall periodically assess student performance and achievement
1089	within each school of the district. The assessment programs must
1090	be based upon local goals and objectives that are compatible
1091	with the state plan for education and that supplement the
1092	content knowledge and skills and competencies adopted by the
1093	State Board of Education. All school districts must participate
1094	in the statewide assessment program designed to measure annual
1095	student learning and school performance. All district school
1096	boards shall report assessment results as required by the state
1097	management information system.
1098	Section 21.  Section 1008.222, Florida Statutes, is created
1099	to read:
1100	1008.222  End-of-course examinations.--
1101	(1)  It is the intent of the Legislature that effective
1102	assessment measures be developed and implemented for subject
1103	areas that are not included within the statewide assessment
1104	system under s. 1008.22 or included as acceptable examinations
1105	as provided in section 2 of chapter 2007-3, Laws of Florida.
1106	(2)  As used in this section, the term "end-of-course
1107	examination" means a locally developed, state-developed, or
1108	nationally developed comprehensive examination based on the
1109	instructional content of a complete semester or year-long
1110	course. Comprehensive end-of-course examinations must be aligned
1111	to the most currently adopted state standards and must account
1112	for at least 15 percent of a student's grade. Comprehensive end-
1113	of-course examinations must provide for at least 50 percent of
1114	the student assessment to be based on extended written
1115	responses, application or performance of content skills, and
1116	measures of critical thinking.
1117	(3)  The Department of Education shall disseminate to all
1118	school districts information regarding the most effective
1119	practices in the development and administration of locally
1120	developed, state-developed, and nationally developed
1121	comprehensive end-of-course examinations as described in this
1122	section. This information must be provided to school districts
1123	in an electronic format by July 1, 2008, and must be updated a
1124	minimum of twice annually.
1125	(4)  Beginning with the 2008-2009 school year, school
1126	districts that administer end-of-course examinations for merit
1127	award programs under s. 1012.225 must comply with this section.
1128	Section 22.  Subsection (1), paragraph (b) of subsection
1129	(2), paragraphs (a) and (c) of subsection (4), paragraph (b) of
1130	subsection (6), paragraph (b) of subsection (7), and paragraph
1131	(a) of subsection (8) of section 1008.25, Florida Statutes, are
1132	amended to read:
1133	1008.25  Public school student progression; remedial
1134	instruction; reporting requirements.--
1135	(1)  INTENT.--It is the intent of the Legislature that each
1136	student's progression from one grade to another be determined,
1137	in part, upon proficiency in reading, writing, science, social
1138	studies, and mathematics; that district school board policies
1139	facilitate such proficiency; and that each student and his or
1140	her parent be informed of that student's academic progress.
1141	(2)  COMPREHENSIVE PROGRAM.--Each district school board
1142	shall establish a comprehensive program for student progression
1143	which must include:
1144	(b)  Specific levels of performance in reading, writing,
1145	science, social studies, and mathematics for each grade level,
1146	including the levels of performance on statewide assessments as
1147	defined by the commissioner, below which a student must receive
1148	remediation, or be retained within an intensive program that is
1149	different from the previous year's program and that takes into
1150	account the student's learning style.
1151	(4)  ASSESSMENT AND REMEDIATION.--
1152	(a)  Each student must participate in the statewide
1153	assessment tests required by s. 1008.22. Each student who does
1154	not meet specific levels of performance as determined by the
1155	district school board in reading, writing, science, social
1156	studies, and mathematics for each grade level, or who scores
1157	below Level 3 in reading or math, must be provided with
1158	additional diagnostic assessments to determine the nature of the
1159	student's difficulty, the areas of academic need, and strategies
1160	for appropriate intervention and instruction as described in
1161	paragraph (b).
1162	(c)  Upon subsequent evaluation, if the documented
1163	deficiency has not been remediated, the student may be retained.
1164	Each student who does not meet the minimum performance
1165	expectations defined by the Commissioner of Education for the
1166	statewide assessment tests in reading, writing, science, social
1167	studies, and mathematics must continue to be provided with
1168	remedial or supplemental instruction until the expectations are
1169	met or the student graduates from high school or is not subject
1170	to compulsory school attendance.
1171	(6)  ELIMINATION OF SOCIAL PROMOTION.--
1172	(b)  The district school board may only exempt students
1173	from mandatory retention, as provided in paragraph (5)(b), for
1174	good cause. Good cause exemptions shall be limited to the
1175	following:
1176	1.  Limited English proficient students who have had less
1177	than 2 years of instruction in an English for Speakers of Other
1178	Languages program.
1179	2.  Students with disabilities whose individual education
1180	plan indicates that participation in the statewide assessment
1181	program is not appropriate, consistent with the requirements of
1182	State Board of Education rule.
1183	3.  Students who demonstrate an acceptable level of
1184	performance on an alternative standardized reading assessment
1185	approved by the State Board of Education.
1186	4.  Students who demonstrate, through a student portfolio,
1187	that the student is reading on grade level as evidenced by
1188	demonstration of mastery of the World Class Education Sunshine
1189	State Standards in reading equal to at least a Level 2
1190	performance on the FCAT.
1191	5.  Students with disabilities who participate in the FCAT
1192	and who have an individual education plan or a Section 504 plan
1193	that reflects that the student has received intensive
1194	remediation in reading for more than 2 years but still
1195	demonstrates a deficiency in reading and was previously retained
1196	in kindergarten, grade 1, grade 2, or grade 3.
1197	6.  Students who have received intensive remediation in
1198	reading for 2 or more years but still demonstrate a deficiency
1199	in reading and who were previously retained in kindergarten,
1200	grade 1, grade 2, or grade 3 for a total of 2 years. Intensive
1201	reading instruction for students so promoted must include an
1202	altered instructional day that includes specialized diagnostic
1203	information and specific reading strategies for each student.
1204	The district school board shall assist schools and teachers to
1205	implement reading strategies that research has shown to be
1206	successful in improving reading among low-performing readers.
1207	(7)  SUCCESSFUL PROGRESSION FOR RETAINED READERS.--
1208	(b)  Beginning with the 2004-2005 school year, each school
1209	district shall:
1210	1.  Conduct a review of student progress monitoring plans
1211	for all students who did not score above Level 1 on the reading
1212	portion of the FCAT and did not meet the criteria for one of the
1213	good cause exemptions in paragraph (6)(b). The review shall
1214	address additional supports and services, as described in this
1215	subsection, needed to remediate the identified areas of reading
1216	deficiency. The school district shall require a student
1217	portfolio to be completed for each such student.
1218	2.  Provide students who are retained under the provisions
1219	of paragraph (5)(b) with intensive instructional services and
1220	supports to remediate the identified areas of reading
1221	deficiency, including a minimum of 90 minutes of daily,
1222	uninterrupted, scientifically research-based reading instruction
1223	and other strategies prescribed by the school district, which
1224	may include, but are not limited to:
1225	a.  Small group instruction.
1226	b.  Reduced teacher-student ratios.
1227	c.  More frequent progress monitoring.
1228	d.  Tutoring or mentoring.
1229	e.  Transition classes containing 3rd and 4th grade
1230	students.
1231	f.  Extended school day, week, or year.
1232	g.  Summer reading camps.
1233	3.  Provide written notification to the parent of any
1234	student who is retained under the provisions of paragraph (5)(b)
1235	that his or her child has not met the proficiency level required
1236	for promotion and the reasons the child is not eligible for a
1237	good cause exemption as provided in paragraph (6)(b). The
1238	notification must comply with the provisions of s. 1002.20(15)
1239	and must include a description of proposed interventions and
1240	supports that will be provided to the child to remediate the
1241	identified areas of reading deficiency.
1242	4.  Implement a policy for the midyear promotion of any
1243	student retained under the provisions of paragraph (5)(b) who
1244	can demonstrate that he or she is a successful and independent
1245	reader, reading at or above grade level, and ready to be
1246	promoted to grade 4. Tools that school districts may use in
1247	reevaluating any student retained may include subsequent
1248	assessments, alternative assessments, and portfolio reviews, in
1249	accordance with rules of the State Board of Education. Students
1250	promoted during the school year after November 1 must
1251	demonstrate proficiency above that required to score at Level 2
1252	on the grade 3 FCAT, as determined by the State Board of
1253	Education. The State Board of Education shall adopt standards
1254	that provide a reasonable expectation that the student's
1255	progress is sufficient to master appropriate 4th grade level
1256	reading skills.
1257	5.  Provide students who are retained under the provisions
1258	of paragraph (5)(b) with a high-performing teacher as determined
1259	by student performance data and above-satisfactory performance
1260	appraisals.
1261	6.  In addition to required reading enhancement and
1262	acceleration strategies, provide parents of students to be
1263	retained with at least one of the following instructional
1264	options:
1265	a.  Supplemental tutoring in scientifically research-based
1266	reading services in addition to the regular reading block,
1267	including tutoring before and/or after school.
1268	b.  A "Read at Home" plan outlined in a parental contract,
1269	including participation in "Families Building Better Readers
1270	Workshops" and regular parent-guided home reading.
1271	c.  A mentor or tutor with specialized reading training.
1272	7.  Establish a Reading Enhancement and Acceleration
1273	Development (READ) Initiative. The focus of the READ Initiative
1274	shall be to prevent the retention of grade 3 students and to
1275	offer intensive accelerated reading instruction to grade 3
1276	students who failed to meet standards for promotion to grade 4
1277	and to each K-3 student who is assessed as exhibiting a reading
1278	deficiency. The READ Initiative shall:
1279	a.  Be provided to all K-3 students at risk of retention as
1280	identified by the statewide assessment system used in Reading
1281	First schools. The assessment must measure phonemic awareness,
1282	phonics, fluency, vocabulary, and comprehension.
1283	b.  Be provided during regular school hours in addition to
1284	the regular reading instruction.
1285	c.  Provide a state-identified reading curriculum that has
1286	been reviewed by the Florida Center for Reading Research at
1287	Florida State University and meets, at a minimum, the following
1288	specifications:
1289	(I)  Assists students assessed as exhibiting a reading
1290	deficiency in developing the ability to read at grade level.
1291	(II)  Provides skill development in phonemic awareness,
1292	phonics, fluency, vocabulary, and comprehension.
1293	(III)  Provides scientifically based and reliable
1294	assessment.
1295	(IV)  Provides initial and ongoing analysis of each
1296	student's reading progress.
1297	(V)  Is implemented during regular school hours.
1298	(VI)  Provides a curriculum in core academic subjects to
1299	assist the student in maintaining or meeting proficiency levels
1300	for the appropriate grade in all academic subjects.
1301	8.  Establish at each school, where applicable, an
1302	Intensive Acceleration Class for retained grade 3 students who
1303	subsequently score at Level 1 on the reading portion of the
1304	FCAT. The focus of the Intensive Acceleration Class shall be to
1305	increase a child's reading level at least two grade levels in 1
1306	school year. The Intensive Acceleration Class shall:
1307	a.  Be provided to any student in grade 3 who scores at
1308	Level 1 on the reading portion of the FCAT and who was retained
1309	in grade 3 the prior year because of scoring at Level 1 on the
1310	reading portion of the FCAT.
1311	b.  Have a reduced teacher-student ratio.
1312	c.  Provide uninterrupted reading instruction for the
1313	majority of student contact time each day and incorporate
1314	opportunities to master the World Class Education Standards for
1315	grade 4 Sunshine State Standards in other core subject areas.
1316	d.  Use a reading program that is scientifically research-
1317	based and has proven results in accelerating student reading
1318	achievement within the same school year.
1319	e.  Provide intensive language and vocabulary instruction
1320	using a scientifically research-based program, including use of
1321	a speech-language therapist.
1322	f.  Include weekly progress monitoring measures to ensure
1323	progress is being made.
1324	g.  Report to the Department of Education, in the manner
1325	described by the department, the progress of students in the
1326	class at the end of the first semester.
1327	9.  Report to the State Board of Education, as requested,
1328	on the specific intensive reading interventions and supports
1329	implemented at the school district level. The Commissioner of
1330	Education shall annually prescribe the required components of
1331	requested reports.
1332	10.  Provide a student who has been retained in grade 3 and
1333	has received intensive instructional services but is still not
1334	ready for grade promotion, as determined by the school district,
1335	the option of being placed in a transitional instructional
1336	setting. Such setting shall specifically be designed to produce
1337	learning gains sufficient to meet grade 4 performance standards
1338	while continuing to remediate the areas of reading deficiency.
1339	(8)  ANNUAL REPORT.--
1340	(a)  In addition to the requirements in paragraph (5)(b),
1341	each district school board must annually report to the parent of
1342	each student the progress of the student toward achieving state
1343	and district expectations for proficiency in reading, writing,
1344	science, social studies, and mathematics. The district school
1345	board must report to the parent the student's results on each
1346	statewide assessment test. The evaluation of each student's
1347	progress must be based upon the student's classroom work,
1348	observations, tests, district and state assessments, and other
1349	relevant information. Progress reporting must be provided to the
1350	parent in writing in a format adopted by the district school
1351	board.
1352	Section 23.  Paragraph (b) of subsection (1) of section
1353	1008.385, Florida Statutes, is amended to read:
1354	1008.385  Educational planning and information systems.--
1355	(1)  EDUCATIONAL PLANNING.--
1356	(b)  Each district school board shall maintain a continuing
1357	system of planning and budgeting designed to aid in identifying
1358	and meeting the educational needs of students and the public.
1359	Provision shall be made for coordination between district school
1360	boards and community college boards of trustees concerning the
1361	planning for career education and adult educational programs.
1362	The major emphasis of the system shall be upon locally
1363	determined goals and objectives, the state plan for education,
1364	and the World Class Education Sunshine State Standards developed
1365	by the Department of Education and adopted by the State Board of
1366	Education. The district planning and budgeting system must
1367	include consideration of student achievement data obtained
1368	pursuant to ss. 1008.22 and 1008.34. The system shall be
1369	structured to meet the specific management needs of the district
1370	and to align the budget adopted by the district school board
1371	with the plan the board has also adopted. Each district school
1372	board shall utilize its system of planning and budgeting to
1373	emphasize a system of school-based management in which
1374	individual school centers become the principal planning units
1375	and to integrate planning and budgeting at the school level.
1376	Section 24.  Paragraph (e) of subsection (1) of section
1377	1011.62, Florida Statutes, is amended to read:
1378	1011.62  Funds for operation of schools.--If the annual
1379	allocation from the Florida Education Finance Program to each
1380	district for operation of schools is not determined in the
1381	annual appropriations act or the substantive bill implementing
1382	the annual appropriations act, it shall be determined as
1383	follows:
1384	(1)  COMPUTATION OF THE BASIC AMOUNT TO BE INCLUDED FOR
1385	OPERATION.--The following procedure shall be followed in
1386	determining the annual allocation to each district for
1387	operation:
1388	(e)  Funding model for exceptional student education
1389	programs.--
1390	1.a.  The funding model uses basic, at-risk, support levels
1391	IV and V for exceptional students and career Florida Education
1392	Finance Program cost factors, and a guaranteed allocation for
1393	exceptional student education programs. Exceptional education
1394	cost factors are determined by using a matrix of services to
1395	document the services that each exceptional student will
1396	receive. The nature and intensity of the services indicated on
1397	the matrix shall be consistent with the services described in
1398	each exceptional student's individual educational plan.
1399	b.  In order to generate funds using one of the two
1400	weighted cost factors, a matrix of services must be completed at
1401	the time of the student's initial placement into an exceptional
1402	student education program and at least once every 3 years by
1403	personnel who have received approved training. Nothing listed in
1404	the matrix shall be construed as limiting the services a school
1405	district must provide in order to ensure that exceptional
1406	students are provided a free, appropriate public education.
1407	c.  Students identified as exceptional, in accordance with
1408	chapter 6A-6, Florida Administrative Code, who do not have a
1409	matrix of services as specified in sub-subparagraph b. shall
1410	generate funds on the basis of full-time-equivalent student
1411	membership in the Florida Education Finance Program at the same
1412	funding level per student as provided for basic students.
1413	Additional funds for these exceptional students will be provided
1414	through the guaranteed allocation designated in subparagraph 2.
1415	2.  For students identified as exceptional who do not have
1416	a matrix of services, there is created a guaranteed allocation
1417	to provide these students with a free appropriate public
1418	education, in accordance with s. 1001.42(4)(m) and rules of the
1419	State Board of Education, which shall be allocated annually to
1420	each school district in the amount provided in the General
1421	Appropriations Act. These funds shall be in addition to the
1422	funds appropriated on the basis of FTE student membership in the
1423	Florida Education Finance Program, and the amount allocated for
1424	each school district shall not be recalculated during the year.
1425	These funds shall be used to provide special education and
1426	related services for exceptional students. Beginning with the
1427	2007-2008 fiscal year, a school district's expenditure of funds
1428	from the guaranteed allocation for students in grades 9 through
1429	12 who are gifted may not be greater than the amount expended
1430	during the 2006-2007 fiscal year for gifted students in grades 9
1431	through 12.
1432	Section 25.  Paragraph (o) of subsection (2) of section
1433	1012.05, Florida Statutes, is amended to read:
1434	1012.05  Teacher recruitment and retention.--
1435	(2)  The Department of Education shall:
1436	(o)  Develop and implement an online Teacher Toolkit that
1437	contains a menu of resources, based on the World Class Education
1438	Sunshine State Standards, that all teachers can use to enhance
1439	classroom instruction and increase teacher effectiveness, thus
1440	resulting in improved student achievement.
1441	Section 26.  Subsection (5) of section 1012.28, Florida
1442	Statutes, is amended to read:
1443	1012.28  Public school personnel; duties of school
1444	principals.--
1445	(5)  Each school principal shall perform such duties as may
1446	be assigned by the district school superintendent, pursuant to
1447	the rules of the district school board. Such rules shall
1448	include, but are not limited to, rules relating to
1449	administrative responsibility, instructional leadership in
1450	implementing the World Class Education Sunshine State Standards
1451	and the overall educational program of the school to which the
1452	school principal is assigned, submission of personnel
1453	recommendations to the district school superintendent,
1454	administrative responsibility for records and reports,
1455	administration of corporal punishment, and student suspension.
1456	Section 27.  Subsection (1) of section 1012.52, Florida
1457	Statutes, is amended to read:
1458	1012.52  Teacher quality; legislative findings.--
1459	(1)  The Legislature intends to implement a comprehensive
1460	approach to increase students' academic achievement and improve
1461	teaching quality. The Legislature recognizes that professional
1462	educators play an important role in shaping the future of this
1463	state and the nation by developing the knowledge and skills of
1464	our future workforce and laying the foundation for good
1465	citizenship and full participation in community and civic life.
1466	The Legislature also recognizes its role in meeting the state's
1467	educational priorities so as to provide opportunity for all
1468	students to achieve at the levels set by the World Class
1469	Education Sunshine State Standards.
1470	Section 28.  Subsection (4) and paragraph (a) of subsection
1471	(7) of section 1012.56, Florida Statutes, are amended to read:
1472	1012.56  Educator certification requirements.--
1473	(4)  MASTERY OF SUBJECT AREA KNOWLEDGE.--Acceptable means
1474	of demonstrating mastery of subject area knowledge are:
1475	(a)  Achievement of passing scores on subject area
1476	examinations required by state board rule;
1477	(b)  Completion of the subject area specialization
1478	requirements specified in state board rule and verification of
1479	the attainment of the essential subject matter competencies by
1480	the district school superintendent of the employing school
1481	district or chief administrative officer of the employing state-
1482	supported or private school for a subject area for which a
1483	subject area examination has not been developed and required by
1484	state board rule;
1485	(c)  Completion of the subject area specialization
1486	requirements specified in state board rule for a subject
1487	coverage requiring a master's or higher degree and achievement
1488	of a passing score on the subject area examination specified in
1489	state board rule;
1490	(d)  A valid professional standard teaching certificate
1491	issued by another state; or
1492	(e)  A valid certificate issued by the National Board for
1493	Professional Teaching Standards or a national educator
1494	credentialing board approved by the State Board of Education.
1495
1496	School districts are encouraged to provide mechanisms for those
1497	middle school teachers holding only a K-6 teaching certificate
1498	to obtain a subject area coverage for middle grades through
1499	postsecondary coursework or district add-on certification. As
1500	the Sunshine State Standards are replaced by the World Class
1501	Education Standards under s. 1001.03(1), the State Board of
1502	Education shall align the subject area examinations to the World
1503	Class Education Standards.
1504	(7)  PROFESSIONAL PREPARATION ALTERNATIVE CERTIFICATION AND
1505	EDUCATION COMPETENCY PROGRAM.--
1506	(a)  The Department of Education shall develop and each
1507	school district must provide a cohesive competency-based
1508	professional preparation alternative certification program by
1509	which members of a school district's instructional staff may
1510	satisfy the mastery of professional preparation and education
1511	competence requirements specified in this subsection and rules
1512	of the State Board of Education. Participants must hold a state-
1513	issued temporary certificate. A school district shall provide a
1514	competency-based alternative certification preparation program
1515	developed by the Department of Education or developed by the
1516	district and approved by the Department of Education. The
1517	program shall include the following components:
1518	1.  A minimum period of initial preparation prior to
1519	assuming duties as the teacher of record.
1520	2.  An option for collaboration between school districts
1521	and other supporting agencies for implementation.
1522	3.  Experienced peer mentors.
1523	4.  An assessment that provides for:
1524	a.  An initial evaluation of each educator's competencies
1525	to determine an appropriate individualized professional
1526	development plan.
1527	b.  A postevaluation to assure successful completion of the
1528	program.
1529	5.  Professional education preparation content knowledge
1530	that includes, but is not limited to, the following:
1531	a.  Requirements specified in state board rule for
1532	professional preparation.
1533	b.  The educator-accomplished practices approved by the
1534	state board.
1535	c.  A variety of data indicators for student progress.
1536	d.  Methodologies, including technology-based
1537	methodologies, for teaching subject content that supports the
1538	World Class Education Sunshine State Standards for students.
1539	e.  Techniques for effective classroom management.
1540	f.  Techniques and strategies for operationalizing the role
1541	of the teacher in assuring a safe learning environment for
1542	students.
1543	g.  Methodologies for assuring the ability of all students
1544	to read, write, and compute.
1545	6.  Required achievement of passing scores on the
1546	professional education competency examination required by state
1547	board rule.
1548	Section 29.  Paragraph (a) of subsection (3) of section
1549	1012.585, Florida Statutes, is amended to read:
1550	1012.585  Process for renewal of professional
1551	certificates.--
1552	(3)  For the renewal of a professional certificate, the
1553	following requirements must be met:
1554	(a)  The applicant must earn a minimum of 6 college credits
1555	or 120 inservice points or a combination thereof. For each area
1556	of specialization to be retained on a certificate, the applicant
1557	must earn at least 3 of the required credit hours or equivalent
1558	inservice points in the specialization area. Education in
1559	"clinical educator" training under pursuant to s. 1004.04(6)(b)
1560	and credits or points that provide training in the area of
1561	scientifically researched, knowledge-based reading literacy and
1562	computational skills acquisition, exceptional student education,
1563	normal child development, and the disorders of development may
1564	be applied toward any specialization area. Credits or points
1565	that provide training in the areas of drug abuse, child abuse
1566	and neglect, strategies in teaching students having limited
1567	proficiency in English, or dropout prevention, or training in
1568	areas identified in the educational goals and performance
1569	standards adopted under pursuant to ss. 1000.03(5) and 1008.345
1570	may be applied toward any specialization area. Credits or points
1571	earned through approved summer institutes may be applied toward
1572	the fulfillment of these requirements. Inservice points earned
1573	under s. 1012.98(4)(b)5.d. for inservice activities on the
1574	content and instruction of the World Class Education Standards
1575	may be applied toward any specialization area. Inservice points
1576	may also be earned by participation in professional growth
1577	components approved by the State Board of Education and
1578	specified under pursuant to s. 1012.98 in the district's
1579	approved master plan for inservice educational training,
1580	including, but not limited to, serving as a trainer in an
1581	approved teacher training activity, serving on an instructional
1582	materials committee or a state board or commission that deals
1583	with educational issues, or serving on an advisory council
1584	created under pursuant to s. 1001.452.
1585	Section 30.  Subsection (1) of section 1012.72, Florida
1586	Statutes, is amended to read:
1587	1012.72  Dale Hickam Excellent Teaching Program.--
1588	(1)  The Legislature recognizes that teachers play a
1589	critical role in preparing students to achieve the high levels
1590	of academic performance expected by the World Class Education
1591	Sunshine State Standards. The Legislature further recognizes the
1592	importance of identifying and rewarding teaching excellence and
1593	of encouraging good teachers to become excellent teachers. The
1594	Legislature finds that the National Board of Professional
1595	Teaching Standards (NBPTS) has established high and rigorous
1596	standards for accomplished teaching and has developed a national
1597	voluntary system for assessing and certifying teachers who
1598	demonstrate teaching excellence by meeting those standards. It
1599	is therefore the Legislature's intent to provide incentives for
1600	teachers to seek NBPTS certification and to reward teachers who
1601	demonstrate teaching excellence by attaining NBPTS certification
1602	and sharing their expertise with other teachers.
1603	Section 31.  Subsection (1) and paragraph (b) of subsection
1604	(4) of section 1012.98, Florida Statutes, are amended, and
1605	subsections (12) and (13) are added to that section, to read:
1606	1012.98  School Community Professional Development Act.--
1607	(1)  The Department of Education, public postsecondary
1608	educational institutions, public school districts, public
1609	schools, state education foundations, consortia, and
1610	professional organizations in this state shall work
1611	collaboratively to establish a coordinated system of
1612	professional development. The purpose of the professional
1613	development system is to increase student achievement, enhance
1614	classroom instructional strategies that promote rigor and
1615	relevance throughout the curriculum, and prepare students for
1616	continuing education and the workforce. The system of
1617	professional development must align to the World Class Education
1618	Standards adopted by the state and support the framework for
1619	standards adopted by the National Staff Development Council.
1620	(4)  The Department of Education, school districts,
1621	schools, community colleges, and state universities share the
1622	responsibilities described in this section. These
1623	responsibilities include the following:
1624	(b)  Each school district shall develop a professional
1625	development system as specified in subsection (3). The system
1626	shall be developed in consultation with teachers, teacher-
1627	educators of community colleges and state universities, business
1628	and community representatives, and local education foundations,
1629	consortia, and professional organizations. The professional
1630	development system must:
1631	1.  Be approved by the department. All substantial
1632	revisions to the system must shall be submitted to the
1633	department for review for continued approval.
1634	2.  Be based on analyses of student achievement data and
1635	instructional strategies and methods that support rigorous,
1636	relevant, and challenging curricula for all students. Schools
1637	and districts, in developing and refining the professional
1638	development system, shall also review and monitor school
1639	discipline data; school environment surveys; assessments of
1640	parental satisfaction; performance appraisal data of teachers,
1641	managers, and administrative personnel; and other performance
1642	indicators to identify school and student needs that can be met
1643	by improved professional performance.
1644	3.  Provide inservice activities coupled with followup
1645	support appropriate to accomplish state, district, district-
1646	level and school school-level improvement goals and standards.
1647	The inservice activities for instructional personnel shall focus
1648	on analysis of student achievement data, ongoing formal and
1649	informal assessments of student achievement, identification and
1650	use of enhanced and differentiated instructional strategies that
1651	emphasize rigor, relevance, and reading in the content areas,
1652	enhancement of subject content expertise, integrated use of
1653	classroom technology that enhances teaching and learning,
1654	classroom management, parent involvement, and school safety. As
1655	the Sunshine State Standards are replaced by the World Class
1656	Education Standards under s. 1001.03(1), a school district must
1657	align its inservice activities to the World Class Education
1658	Standards.
1659	4.  Include a master plan for inservice activities, in
1660	accordance with pursuant to rules of the State Board of
1661	Education, for all district employees from all fund sources. The
1662	master plan shall be updated annually by September 1, must be
1663	based on input from teachers and district and school
1664	instructional leaders, and must use the latest available student
1665	achievement data and research to enhance rigor and relevance in
1666	the classroom. Each district inservice plan must be aligned to
1667	and support the school-based inservice plans and school
1668	improvement plans under pursuant to s. 1001.42(16). District
1669	plans must be approved by the district school board annually in
1670	order to ensure compliance with subsection (1) and to allow for
1671	dissemination of research-based best practices to other
1672	districts. District school boards must submit verification of
1673	their approval to the Commissioner of Education by no later than
1674	October 1 of each year, annually.
1675	5.  Require each school principal to establish and maintain
1676	an individual professional development plan for each
1677	instructional employee assigned to the school as a seamless
1678	component to the school improvement plans developed under
1679	pursuant to s. 1001.42(16). The individual professional
1680	development plan must:
1681	a.  Be related to specific performance data for the
1682	students to whom the teacher is assigned.
1683	b.  Define the inservice objectives and specific measurable
1684	improvements expected in student performance as a result of the
1685	inservice activity.
1686	c.  Include an evaluation component that determines the
1687	effectiveness of the professional development plan.
1688	d.  Require the instructional employee to earn at least 20
1689	inservice points for inservice activities on the content and
1690	instruction of the World Class Education Standards. The award of
1691	inservice points is conditioned upon the employee's passage of
1692	an inservice examination of the knowledge and skills presented
1693	through the inservice activities. An instructional employee is
1694	required to take only those parts of an inservice examination on
1695	subject areas for which the employee holds certification or
1696	endorsement. If an instructional employee passes the inservice
1697	examination after completing less than 20 inservice hours, the
1698	employee is awarded a total of 20 inservice points. The
1699	Department of Education shall establish minimum competencies for
1700	the inservice examinations. An instructional employee must earn
1701	the inservice points for at least one subject area by the end of
1702	the next school year after:
1703	(I)  Initial adoption of the World Class Education
1704	Standards for the subject area; and
1705	(II)  Subsequent adoption of the World Class Education
1706	Standards for the subject area if the Commissioner of Education
1707	determines that the standards for the subject area are
1708	substantially revised from the previously adopted standards.
1709
1710	If the instructional employee holds certification or endorsement
1711	in more than one subject area, the employee must earn the
1712	required inservice points for the remaining subject areas before
1713	the employee's educator certificate is required to be renewed.
1714	However, if this sub-subparagraph requires the instructional
1715	employee to earn the inservice points within the last 2 years of
1716	the employee's recertification period, the employee must earn
1717	the inservice points for at least one subject area per year and
1718	must earn all of the inservice points for the remaining subject
1719	areas within 2 years after the employee's educator certificate
1720	is required to be renewed.
1721	6.  Include inservice activities for school administrative
1722	personnel that address updated skills necessary for
1723	instructional leadership and effective school management under
1724	pursuant to s. 1012.986.
1725	7.  Provide for systematic consultation with regional and
1726	state personnel designated to provide technical assistance and
1727	evaluation of local professional development programs.
1728	8.  Provide for delivery of professional development by
1729	distance learning and other technology-based delivery systems to
1730	reach more educators at lower costs.
1731	9.  Provide for the continuous evaluation of the quality
1732	and effectiveness of professional development programs in order
1733	to eliminate ineffective programs and strategies and to expand
1734	effective ones. Evaluations must consider the impact of such
1735	activities on the performance of participating educators and
1736	their students' achievement and behavior.
1737	(12)  The State Board of Education shall require the
1738	statewide standardized delivery of inservice activities for
1739	Florida educators on the content and instruction of the World
1740	Class Education Standards. The effectiveness of the inservice
1741	activities shall be evaluated using performance outcomes of both
1742	the educator and the educator's students.
1743	(13)  The Department of Education shall provide statewide
1744	standardized professional development for educators on the
1745	Florida Comprehensive Assessment Test, and all Florida educators
1746	must participate in the professional development. The
1747	professional development shall include, at a minimum,
1748	instruction on how the Florida Comprehensive Assessment Test is
1749	developed and scored, what information is available to parents
1750	and students about the test, the ethical and professional
1751	standards of instruction aligned to state-adopted standards and
1752	the importance of not teaching to the test, and the process used
1753	in grading schools for the state's accountability system.
1754	Section 32.  Funding for professional development.--
1755	(1)  By January 15, 2008, each school district shall submit
1756	to the Department of Education, in the format prescribed by the
1757	department, an inventory of all professional development
1758	programs offered by the district during the 2006-2007 fiscal
1759	year. The department shall compile a statewide inventory of the
1760	programs using the information submitted by each district.
1761	(2)(a)  The Department of Education and school districts
1762	shall give priority in the allocation and use of professional
1763	development funds provided for the 2008-2009 fiscal year to
1764	professional development programs on the World Class Education
1765	Standards that have measurable outcomes, with an emphasis on
1766	programs delivered through the use of information technology.
1767	(b)  By December 31, 2009, each school district shall
1768	submit to the Department of Education, in the format prescribed
1769	by the department, a report detailing the district's use of
1770	professional development funds during the 2008-2009 fiscal year.
1771	The report, at a minimum, shall identify each program within the
1772	district that is provided state funds, the portion of the
1773	program devoted to professional development on the World Class
1774	Education Standards, and the measurable outcomes of the program.
1775	Section 33.  After-school programs.--
1776	(1)  The Office of Program Policy Analysis and Government
1777	Accountability, by January 1, 2008, shall submit a report to the
1778	Governor, the President of the Senate, and the Speaker of the
1779	House of Representatives on after-school programs. The report
1780	shall:
1781	(a)  Review different types of public and private after-
1782	school programs available for families;
1783	(b)  Identify strong accountability measures, including
1784	outcomes, that could be used to measure the success of after-
1785	school programs;
1786	(c)  Review existing research that analyzes the types of
1787	after-school programs that provide important educational
1788	benefits for students and families;
1789	(d)  Include options for providing incentives to create
1790	public-private partnerships to expand after-school programs;
1791	(e)  Review how the state could maximize federal funding of
1792	after-school programs, including, but not limited to, an
1793	examination of current methods for obtaining funding from the
1794	Federal Government, including grants, and other methods for
1795	obtaining federal funding; and
1796	(f)  Provide options for correcting the state's
1797	deficiencies in obtaining federal funding for after-school
1798	programs, if the report finds any deficiencies, and the
1799	projected cost of implementing those options.
1800	(2)  The Office of Program Policy Analysis and Government
1801	Accountability, in conducting research for the report, shall
1802	consult with the Department of Education, the Department of
1803	Children and Family Services, and other interested entities that
1804	may offer unique experiences and perspectives on after-school
1805	programs.
1806	Section 34.  Gifted student education.--
1807	(1)  By December 1, 2007, the Office of Program Policy
1808	Analysis and Government Accountability shall submit a report to
1809	the Governor, the President of the Senate, the Speaker of the
1810	House of Representatives, and the Commissioner of Education on
1811	gifted services and programming provided to public school
1812	students in kindergarten through grade 12. The report shall
1813	include findings based on the following:
1814	(a)  A survey of each school district to identify:
1815	1.  The methods used to identify gifted students, which may
1816	include, but are not limited to, screenings of the general
1817	population and referral-based intelligence quotient testing, and
1818	the grade levels and number of schools using each method.
1819	2.  The number of gifted students identified under each of
1820	the methods specified under subparagraph 1. during the 2005-2006
1821	and 2006-2007 school years.
1822	3.  Whether the district implements a plan under rule 6A-
1823	6.03019(2)(b), Florida Administrative Code, to increase the
1824	participation of students from underrepresented groups in gifted
1825	programming and the number of students by grade level who were
1826	identified as gifted under such a plan in the 2005-2006 and
1827	2006-2007 school years.
1828	4.  The types of services and programming provided to
1829	gifted students according to grade level, the number of schools
1830	in which the services and programming are offered, and the
1831	number of students by grade level who received the services and
1832	programming during the 2005-2006 and 2006-2007 school years.
1833	Services and programming identified for high school students
1834	shall be limited to core courses coded with state course code
1835	numbers identifying the courses as honors or gifted.
1836	5.  The amount of the exceptional student education
1837	guaranteed allocation expended by the district during the 2005-
1838	2006 and 2006-2007 school years for gifted services and
1839	programming according to each grade level and school within the
1840	district.
1841	(b)  An assessment of the advantages and disadvantages of
1842	current Florida law that classifies gifted students as
1843	exceptional students.
1844	(c)  An evaluation of the gifted eligibility criteria in
1845	rule 6A-6.03019, Florida Administrative Code, and in school
1846	district plans under paragraph (2)(b) of that rule and a
1847	determination of the effect that applying the criteria has on
1848	the racial and ethnic diversity of gifted services and
1849	programming.
1850	(d)  A review of the practices of other states for
1851	identifying gifted students and for providing and funding gifted
1852	services and programming.
1853	(e)  An examination of peer-reviewed literature concerning
1854	best practices for serving gifted and otherwise academically
1855	talented students.
1856	(2)  The report shall include, but is not limited to, a
1857	summary, discussion, and evaluation of the findings under
1858	subsection (1); recommendations for the improvement of gifted
1859	identification practices and services and programming provided
1860	to students in kindergarten through grade 12 who are gifted or
1861	otherwise academically talented; and proposed statutory changes
1862	to implement the report's recommendations.
1863	Section 35.  Visual and performing arts education.--By
1864	February 1, 2008, the Commissioner of Education shall submit a
1865	report to the Governor, the President of the Senate, and the
1866	Speaker of the House of Representatives on the opportunities
1867	available to students in this state for participation in visual
1868	and performing arts education in K-12 public schools. The report
1869	shall include the following elements:
1870	(1)  Enrollment data for students enrolled in visual and
1871	performing arts courses for the previous 5 school years,
1872	reported separately for music, visual arts, theatre, and dance
1873	by grade level; and
1874	(2)  An analysis of the correlation between a student's
1875	participation in visual and performing arts education and
1876	overall student performance. The analysis shall examine the
1877	number of credits in visual and performing arts taken by grade
1878	12 students in public high school during the previous 5 school
1879	years compared to the students' high school graduation rates,
1880	grade point averages, and attendance.
1881	Section 36.  Public-Private Partnering Task Force.--
1882	(1)  Effective upon this act becoming a law, there is
1883	created the Public-Private Partnering Task Force. The task force
1884	is composed of the following members: the Secretary of
1885	Management Services or the secretary's designee, who shall serve
1886	as chair; the chair of the State Board of Education or the
1887	chair's designee, who shall serve as vice chair; and five
1888	members who are not members of the Legislature or school
1889	district officers or employees and who have a broad variety of
1890	business experience in public-private partnering, one of whom
1891	shall be appointed by the Governor, two of whom shall be
1892	appointed by the President of the Senate, and two of whom shall
1893	be appointed by Speaker of the House of Representatives.
1894	(2)  The members of the task force shall be appointed by
1895	July 1, 2007, and shall convene the initial meeting of the task
1896	force by August 1, 2007.
1897	(3)  The task force is assigned to the Department of
1898	Management Services for administrative purposes. Members of the
1899	task force are entitled to per diem and travel expenses under s.
1900	112.061, Florida Statutes, and are subject to the Code of Ethics
1901	for Public Officers and Employees under part III of chapter 112,
1902	Florida Statutes.
1903	(4)  By February 1, 2008, the task force shall submit
1904	recommendations to the Governor, the President of the Senate,
1905	and the Speaker of the House of Representatives. The
1906	recommendations shall include, but are not limited to, the
1907	following:
1908	(a)  Recommendations on public-private partnering for
1909	school construction, leasing, and maintenance that relate to:
1910	1.  The feasibility and advisability of, and possible
1911	methodologies for, achieving greater facilities construction and
1912	maintenance cost efficiencies and reducing construction times
1913	through public-private partnering.
1914	2.  Optimal design and performance standards for safe and
1915	functional school facilities that are space efficient and
1916	technologically advanced.
1917	3.  Optimal construction standards that ensure appropriate
1918	industry standards and optimal life cycles, including, but not
1919	limited to, standards for optimal size of core facility space,
1920	design-build performance contracting, energy efficiency, and
1921	life-cycle systems costing.
1922	4.  Maintenance, repair, renovation, remodeling, and site
1923	acquisition standards, guidelines, and protocols.
1924	5.  Optimal use of permanent versus relocatable facilities
1925	and protocols for decisionmaking regarding both facility
1926	options.
1927	6.  Protocols for regular assessments of facility capacity
1928	to ensure maximization of space utilization.
1929	7.  Energy performance contracting with guaranteed annual
1930	energy savings.
1931	(b)  Recommendations on public-private partnering for
1932	school transportation services that relate to:
1933	1.  Fuel and bus efficiencies.
1934	2.  Route planning, times, and design efficiencies.
1935	(c)  Recommendations on public-private partnering for
1936	school food services that relate to:
1937	1.  Relevant federal law and implications.
1938	2.  Potential liability issues.
1939	3.  Quality control.
1940	(5)  Upon delivery of its final report and recommendations,
1941	the task force is abolished.
1942	Section 37.  State-level governance of early learning
1943	programs and child care regulation.--By December 31, 2007, the
1944	Office of Program Policy Analysis and Government Accountability
1945	shall submit a report to the Governor, the President of the
1946	Senate, and the Speaker of the House of Representatives on the
1947	state-level governance structure for the state's early learning
1948	programs and child care regulation, including, but not limited
1949	to, the Voluntary Prekindergarten Education Program, school
1950	readiness programs, and child care resource and referral.
1951	(1)  The report shall:
1952	(a)  Evaluate the current state-level governance structure,
1953	which is divided among the Department of Education, the Office
1954	of Early Learning of the Agency for Workforce Innovation, and
1955	the Child Care Services Program Office of the Department of
1956	Children and Family Services.
1957	(b)  Identify whether duplication of functions, duties, or
1958	activities exists among the three state agencies and, if
1959	duplication does exist, describe the nature and extent of the
1960	duplication.
1961	(c)  Examine the coordination efforts among the three state
1962	agencies and their efforts to minimize duplication of functions,
1963	duties, and activities.
1964	(d)  Review the state-level governance structure, and the
1965	sources and levels of funding, for early learning programs and
1966	child care regulation in other states.
1967	(e)  Identify and evaluate options, and make specific
1968	recommendations, for the state-level governance structure to
1969	provide effective and efficient administration of early learning
1970	programs and child care regulation, including, but not limited
1971	to:
1972	1.  Maintaining the current governance structure, including
1973	specific options for improving state-level governance.
1974	2.  Reorganizing parts of the current governance structure.
1975	3.  Consolidating the governance structure within a new or
1976	existing state agency or department. The report shall identify
1977	and evaluate options as to which state agency or department is
1978	most appropriate for administrative placement of the governance
1979	structure.
1980	(2)  The report may include recommendations on the state-
1981	level governance for other programs in this state that relate to
1982	early learning and child care, including, but not limited to:
1983	(a)  Child Care Food Program administered by the Department
1984	of Health.
1985	(b)  Florida Infants and Toddlers Early Intervention
1986	Program administered by the Department of Health under part C of
1987	the federal Individuals with Disabilities Education Act.
1988	(c)  Special programs for prekindergarten children with
1989	disabilities administered by the Department of Education under
1990	part B of the federal Individuals with Disabilities Education
1991	Act.
1992	Section 38.  The sum of $2,525,000 is appropriated from the
1993	General Revenue Fund to the Department of Education for the
1994	2007-2008 fiscal year for purposes of implementing this act.
1995	Section 39.  Except as otherwise expressly provided in this
1996	act, this act shall take effect July 1, 2007.

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