CS/HB 1255

1	A bill to be entitled
2	An act relating to education accountability; amending s.
3	1001.20, F.S.; deleting a provision that requires the
4	Florida Virtual School to be administratively housed
5	within the Office of Technology and Information Services
6	within the Office of the Commissioner of Education;
7	amending s. 1001.42, F.S.; revising the powers and duties
8	of district school boards relating to student access to
9	Florida Virtual School courses; creating s. 1001.421,
10	F.S.; prohibiting district school board members and their
11	relatives from accepting certain gifts; amending s.
12	1002.37, F.S.; conforming provisions to changes made by
13	the act; amending s. 1002.38, F.S.; limiting the basis for
14	designation of school grades for purposes of the
15	Opportunity Scholarship Program; amending s. 1002.45,
16	F.S.; revising provisions relating to virtual instruction
17	program provider qualifications; amending s. 1002.67,
18	F.S.; requiring that the State Board of Education
19	periodically review and revise the performance standards
20	for the statewide kindergarten screening; amending s.
21	1002.69, F.S.; revising provisions relating to the minimum
22	kindergarten readiness rate and criteria for good cause
23	exemptions from meeting the requirement; amending s.
24	1003.4156, F.S.; revising the general requirements for
25	middle grades promotion; providing that a student with a
26	disability may have end-of-course assessment results
27	waived under certain circumstances; providing that a
28	middle grades student may be exempt from reading
29	remediation requirements under certain circumstances;
30	creating s. 1003.4203, F.S.; authorizing each district
31	school board to develop and implement a digital curriculum
32	for students in grades 6 through 12; requiring the
33	Department of Education to develop a model digital
34	curriculum; authorizing partnerships with private
35	businesses and consultants; amending s. 1003.428, F.S.;
36	revising provisions relating to the general requirements
37	for high school graduation; providing that a high school
38	student may be exempt from reading remediation
39	requirements under certain circumstances; amending s.
40	1003.493, F.S.; revising provisions relating to career and
41	professional academies to include middle schools;
42	requiring that the middle school career and professional
43	academy curriculum align with that of high school career
44	and professional academies; requiring partnerships with
45	high schools or other entities; amending s. 1003.575,
46	F.S.; providing requirements for completion of an
47	assistive technology assessment; amending s. 1008.22,
48	F.S.; revising provisions relating to the student
49	assessment program for public schools; requiring that the
50	Commissioner of Education direct school districts to
51	participate in certain international assessment programs;
52	authorizing a school principal to exempt certain students
53	from the end-of-course assessment in civics education;
54	amending s. 1008.33, F.S.; revising provisions relating to
55	public school improvement; requiring the Department of
56	Education to categorize public schools based on the
57	portion of a school's grade that relies on statewide
58	assessments; amending s. 1008.34, F.S.; revising the basis
59	for the designation of school grades; including
60	achievement scores and learning gains for students who are
61	hospital or homebound; requiring a school that does not
62	meet minimal proficiency standards to receive a specified
63	school grade; amending s. 1011.01, F.S.; revising
64	provisions relating to the annual operating budgets of
65	district school boards and Florida College System
66	institution boards of trustees; amending s. 1011.03, F.S.;
67	revising provisions relating to adopted district school
68	board budgets; creating s. 1011.035, F.S.; requiring each
69	school district to post budgetary information its website;
70	amending s. 1012.39, F.S.; revising provisions relating to
71	the qualifications for nondegreed teachers of career
72	education; providing effective dates.
73
74	Be It Enacted by the Legislature of the State of Florida:
75
76	Section 1.  Paragraph (a) of subsection (4) of section
77	1001.20, Florida Statutes, is amended to read:
78	1001.20  Department under direction of state board.-
79	(4)  The Department of Education shall establish the
80	following offices within the Office of the Commissioner of
81	Education which shall coordinate their activities with all other
82	divisions and offices:
83	(a)  Office of Technology and Information Services.-
84	Responsible for developing a systemwide technology plan, making
85	budget recommendations to the commissioner, providing data
86	collection and management for the system, assisting school
87	districts in securing Internet access and telecommunications
88	services, including those eligible for funding under the Schools
89	and Libraries Program of the federal Universal Service Fund, and
90	coordinating services with other state, local, and private
91	agencies. The office shall develop a method to address the need
92	for a statewide approach to planning and operations of library
93	and information services to achieve a single K-20 education
94	system library information portal and a unified higher education
95	library management system. The Florida Virtual School shall be
96	administratively housed within the office.
97	Section 2.  Subsection (23) of section 1001.42, Florida
98	Statutes, is amended to read:
99	1001.42  Powers and duties of district school board.-The
100	district school board, acting as a board, shall exercise all
101	powers and perform all duties listed below:
102	(23)  FLORIDA VIRTUAL SCHOOL.-Provide students with access
103	to enroll in courses available through the Florida Virtual
104	School and award credit for successful completion of such
105	courses. Access shall be available to students during and or
106	after the normal school day and through summer school
107	enrollment.
108	Section 3.  Section 1001.421, Florida Statutes, is created
109	to read:
110	1001.421  Gifts.-Notwithstanding ss. 112.3148 and 112.3149
111	or any other provision of law to the contrary, district school
112	board members and their relatives, as defined in s. 112.312(21),
113	may not directly or indirectly solicit or accept any gift, as
114	defined in s. 112.312(12), from any person, vendor, potential
115	vendor, or other entity doing business with the school district.
116	Section 4.  Paragraph (a) of subsection (1) of section
117	1002.37, Florida Statutes, is amended to read:
118	1002.37  The Florida Virtual School.-
119	(1)(a)  The Florida Virtual School is established for the
120	development and delivery of online and distance learning
121	education and shall be administratively housed within the
122	Commissioner of Education's Office of Technology and Information
123	Services. The Commissioner of Education shall monitor the
124	school's performance and report its performance to the State
125	Board of Education and the Legislature.
126
127	The board of trustees of the Florida Virtual School shall
128	identify appropriate performance measures and standards based on
129	student achievement that reflect the school's statutory mission
130	and priorities, and shall implement an accountability system for
131	the school that includes assessment of its effectiveness and
132	efficiency in providing quality services that encourage high
133	student achievement, seamless articulation, and maximum access.
134	Section 5.  Subsection (2) of section 1002.38, Florida
135	Statutes, is amended to read:
136	1002.38  Opportunity Scholarship Program.-
137	(2)  OPPORTUNITY SCHOLARSHIP ELIGIBILITY.-For purposes of
138	this section, eligibility requirements relating to a school's
139	grade, pursuant to s. 1008.34, shall be determined only by that
140	portion of the school grade which is based on statewide
141	assessments administered pursuant to s. 1008.22. A public school
142	student's parent may request and receive from the state an
143	opportunity scholarship for the student to enroll in and attend
144	a private school in accordance with the provisions of this
145	section if:
146	(a)1.  By assigned school attendance area or by special
147	assignment, the student has spent the prior school year in
148	attendance at a public school that has been designated pursuant
149	to s. 1008.34 as performance grade category "F," failing to make
150	adequate progress, and that has had 2 school years in a 4-year
151	period of such low performance, and the student's attendance
152	occurred during a school year in which such designation was in
153	effect;
154	2.  The student has been in attendance elsewhere in the
155	public school system and has been assigned to such school for
156	the next school year; or
157	3.  The student is entering kindergarten or first grade and
158	has been notified that the student has been assigned to such
159	school for the next school year.
160	(b)  The parent has obtained acceptance for admission of
161	the student to a private school eligible for the program
162	pursuant to subsection (4), and has notified the Department of
163	Education and the school district of the request for an
164	opportunity scholarship no later than July 1 of the first year
165	in which the student intends to use the scholarship.
166
167	The provisions of this section shall not apply to a student who
168	is enrolled in a school operating for the purpose of providing
169	educational services to youth in Department of Juvenile Justice
170	commitment programs. For purposes of continuity of educational
171	choice, the opportunity scholarship shall remain in force until
172	the student returns to a public school or, if the student
173	chooses to attend a private school the highest grade of which is
174	grade 8, until the student matriculates to high school and the
175	public high school to which the student is assigned is an
176	accredited school with a performance grade category designation
177	of "C" or better. However, at any time upon reasonable notice to
178	the Department of Education and the school district, the
179	student's parent may remove the student from the private school
180	and place the student in a public school, as provided in
181	subparagraph (3)(a)2.
182	Section 6.  Paragraph (b) of subsection (2) of section
183	1002.45, Florida Statutes, is amended to read:
184	1002.45  School district virtual instruction programs.-
185	(2)  PROVIDER QUALIFICATIONS.-
186	(b)  An approved provider shall retain its approved status
187	during the 3 school years for a period of 3 years after the date
188	of the department's approval under paragraph (a) as long as the
189	provider continues to comply with all requirements of this
190	section.
191	Section 7.  Subsection (1) and paragraph (c) of subsection
192	(3) of section 1002.67, Florida Statutes, are amended to read:
193	1002.67  Performance standards; curricula and
194	accountability.-
195	(1)(a)  By April 1, 2005, the department shall develop and
196	adopt performance standards for students in the Voluntary
197	Prekindergarten Education Program. The performance standards
198	must address the age-appropriate progress of students in the
199	development of:
200	1.(a)  The capabilities, capacities, and skills required
201	under s. 1(b), Art. IX of the State Constitution; and
202	2.(b)  Emergent literacy skills, including oral
203	communication, knowledge of print and letters, phonemic and
204	phonological awareness, and vocabulary and comprehension
205	development.
206	(b)  The State Board of Education shall periodically review
207	and revise the performance standards for the statewide
208	kindergarten screening administered under s. 1002.69 and align
209	the standards to the standards established by the state board
210	for student performance on the statewide assessments
211	administered pursuant to s. 1008.22.
212	(3)
213	(c)1.  If the kindergarten readiness rate of a private
214	prekindergarten provider or public school falls below the
215	minimum rate adopted by the State Board of Education as
216	satisfactory under s. 1002.69(6), the early learning coalition
217	or school district, as applicable, shall require the provider or
218	school to submit an improvement plan for approval by the
219	coalition or school district, as applicable, and to implement
220	the plan.
221	2.  If a private prekindergarten provider or public school
222	fails to meet the minimum rate adopted by the State Board of
223	Education as satisfactory under s. 1002.69(6) for 2 consecutive
224	years, the early learning coalition or school district, as
225	applicable, shall place the provider or school on probation and
226	must require the provider or school to take certain corrective
227	actions, including the use of a curriculum approved by the
228	department under paragraph (2)(c).
229	3.  A private prekindergarten provider or public school
230	that is placed on probation must continue the corrective actions
231	required under subparagraph 2., including the use of a
232	curriculum approved by the department, until the provider or
233	school meets the minimum rate adopted by the State Board of
234	Education as satisfactory under s. 1002.69(6).
235	4.  If a private prekindergarten provider or public school
236	remains on probation for 2 consecutive years and fails to meet
237	the minimum rate adopted by the State Board of Education as
238	satisfactory under s. 1002.69(6) and is not granted a good cause
239	exemption by the department pursuant to s. 1002.69(7), the
240	Agency for Workforce Innovation shall require the early learning
241	coalition or the Department of Education shall require the
242	school district to remove, as applicable, the provider or school
243	from eligibility to deliver the Voluntary Prekindergarten
244	Education Program and receive state funds for the program.
245	Section 8.  Subsection (6) and paragraphs (b) and (c) of
246	subsection (7) of section 1002.69, Florida Statutes, are amended
247	to read:
248	1002.69  Statewide kindergarten screening; kindergarten
249	readiness rates.-
250	(6)(a)  The State Board of Education shall periodically
251	adopt a minimum kindergarten readiness rate that, if achieved by
252	a private prekindergarten provider or public school, would
253	demonstrate the provider's or school's satisfactory delivery of
254	the Voluntary Prekindergarten Education Program.
255	(b)  The minimum rate must not exceed the rate at which
256	more than 15 percent of the kindergarten readiness rates of all
257	private prekindergarten providers and public schools delivering
258	the Voluntary Prekindergarten Education Program in the state
259	would fall below the minimum rate.
260	(7)
261	(b)  A private prekindergarten provider's or public
262	school's request for a good cause exemption, or renewal of such
263	an exemption, must be submitted to the state board in the manner
264	and within the timeframes prescribed by the state board and must
265	include the following:
266	1.  Submission of data by the private prekindergarten
267	provider or public school which documents on a standardized
268	assessment the achievement and progress of the children served
269	as measured by a standardized pre-assessment and a standardized
270	post-assessment approved by the department pursuant to paragraph
271	(c)1.
272	2.  Submission and review of data available from the
273	respective early learning coalition or district school board,
274	the Department of Children and Family Services, local licensing
275	authority, or an accrediting association, as applicable,
276	relating to the private prekindergarten provider's or public
277	school's compliance with state and local health and safety
278	standards.
279	3.  Submission and review of data available to the
280	department on the performance of the children served and the
281	calculation of the private prekindergarten provider's or public
282	school's kindergarten readiness rate.
283	(c)  The State Board of Education shall adopt criteria for
284	granting good cause exemptions. Such criteria shall include, but
285	are not limited to:
286	1.  Learning gains of children served in the Voluntary
287	Prekindergarten Education Program by the private prekindergarten
288	provider or public school. A provider seeking a good cause
289	exemption shall have the early learning coalition or a
290	department-approved second party administer a department-
291	approved standardized assessment to each child in the
292	prekindergarten provider's program within the first 30 days of
293	each school year for which a good cause exemption is sought, and
294	the provider shall administer a department-approved standardized
295	followup assessment to measure the student's learning gains for
296	the year or summer, as appropriate. All data must be submitted
297	to the department within 30 days after the administration of
298	each assessment.
299	2.  Verification that the private prekindergarten provider
300	or public school serves at least twice the statewide percentage
301	of children with disabilities as defined in s. 1003.01(3)(a) or
302	children identified as limited English proficient as defined in
303	s. 1003.56.
304	2.3.  Verification that local and state health and safety
305	requirements are met.
306	Section 9.  Subsection (1) of section 1003.4156, Florida
307	Statutes, is amended to read:
308	1003.4156  General requirements for middle grades
309	promotion.-
310	(1)  Beginning with students entering grade 6 in the 2006-
311	2007 school year, Promotion from a school composed of middle
312	grades 6, 7, and 8 requires that:
313	(a)  The student must successfully complete academic
314	courses as follows:
315	1.  Three middle school or higher courses in English. These
316	courses shall emphasize literature, composition, and technical
317	text.
318	2.  Three middle school or higher courses in mathematics.
319	Each middle school must offer at least one high school level
320	mathematics course for which students may earn high school
321	credit. Successful completion of a high school level Algebra I
322	or geometry course is not contingent upon the student's
323	performance on the end-of-course assessment required under s.
324	1008.22(3)(c)2.a.(I). However, beginning with the 2011-2012
325	school year, to earn high school credit for an Algebra I course,
326	a middle school student must pass the Algebra I end-of-course
327	assessment, and beginning with the 2012-2013 school year, to
328	earn high school credit for a geometry course, a middle school
329	student must pass the geometry end-of-course assessment.
330	3.  Three middle school or higher courses in social
331	studies, one semester of which must include the study of state
332	and federal government and civics education. Beginning with
333	students entering grade 6 in the 2012-2013 school year, one of
334	these courses must be at least a one-semester civics education
335	course that a student successfully completes in accordance with
336	s. 1008.22(3)(c) and that includes the roles and
337	responsibilities of federal, state, and local governments; the
338	structures and functions of the legislative, executive, and
339	judicial branches of government; and the meaning and
340	significance of historic documents, such as the Articles of
341	Confederation, the Declaration of Independence, and the
342	Constitution of the United States.
343	4.  Three middle school or higher courses in science.
344	Successful completion of a high school level Biology I course is
345	not contingent upon the student's performance on the end-of-
346	course assessment required under s. 1008.22(3)(c)2.a.(II).
347	However, beginning with the 2012-2013 school year, to earn high
348	school credit for a Biology I course, a middle school student
349	must pass the Biology I end-of-course assessment.
350	5.  One course in career and education planning to be
351	completed in 7th or 8th grade. The course may be taught by any
352	member of the instructional staff; must include career
353	exploration using Florida CHOICES or a comparable cost-effective
354	program; must include educational planning using the online
355	student advising system known as Florida Academic Counseling and
356	Tracking for Students at the Internet website FACTS.org; and
357	shall result in the completion of a personalized academic and
358	career plan. The required personalized academic and career plan
359	must inform students of high school graduation requirements,
360	high school assessment and college entrance test requirements,
361	Florida Bright Futures Scholarship Program requirements, state
362	university and Florida college admission requirements, and
363	programs through which a high school student can earn college
364	credit, including Advanced Placement, International
365	Baccalaureate, Advanced International Certificate of Education,
366	dual enrollment, career academy opportunities, and courses that
367	lead to national industry certification.
368
369	A student with a disability, as defined in s. 1007.02(2), for
370	whom the individual education plan team determines that an end-
371	of-course assessment cannot accurately measure the student's
372	abilities, taking into consideration all allowable
373	accommodations, shall have the end-of-course assessment results
374	waived for purposes of determining the student's course grade
375	and completing the requirements for middle grades promotion.
376	Each school must hold a parent meeting either in the evening or
377	on a weekend to inform parents about the course curriculum and
378	activities. Each student shall complete an electronic personal
379	education plan that must be signed by the student; the student's
380	instructor, guidance counselor, or academic advisor; and the
381	student's parent. The Department of Education shall develop
382	course frameworks and professional development materials for the
383	career exploration and education planning course. The course may
384	be implemented as a stand-alone course or integrated into
385	another course or courses. The Commissioner of Education shall
386	collect longitudinal high school course enrollment data by
387	student ethnicity in order to analyze course-taking patterns.
388	(b)  For each year in which a student scores at Level l on
389	FCAT Reading, the student must be enrolled in and complete an
390	intensive reading course the following year. Placement of Level
391	2 readers in either an intensive reading course or a content
392	area course in which reading strategies are delivered shall be
393	determined by diagnosis of reading needs. The department shall
394	provide guidance on appropriate strategies for diagnosing and
395	meeting the varying instructional needs of students reading
396	below grade level. Reading courses shall be designed and offered
397	pursuant to the comprehensive reading plan required by s.
398	1011.62(9). A middle grades student who scores at Level 1 or
399	Level 2 on FCAT Reading but who did not score below Level 3 in
400	the previous 3 years may be granted a 1-year exemption from the
401	reading remediation requirement; however, the student must have
402	an approved academic improvement plan already in place, signed
403	by the appropriate school staff and the student's parent for the
404	year for which the exemption is granted.
405	(c)  For each year in which a student scores at Level 1 or
406	Level 2 on FCAT Mathematics, the student must receive
407	remediation the following year, which may be integrated into the
408	student's required mathematics course.
409	Section 10.  Section 1003.4203, Florida Statutes, is
410	created to read:
411	1003.4203  Digital curriculum.-
412	(1)  Each district school board, in consultation with the
413	district school superintendent, may develop and implement a
414	digital curriculum for students in grades 6 through 12 to enable
415	students to attain competencies in web communications and web
416	design. A digital curriculum may include web-based skills, web-
417	based core technologies, web design, use of digital technologies
418	and markup language to evidence competency in computer skills,
419	and use of web-based core technologies to design creative,
420	informational, and content standards for web-based digital
421	products that demonstrate proficiency in creating, publishing,
422	testing, monitoring, and maintaining a website.
423	(2)  The digital curriculum instruction may be integrated
424	into middle school and high school subject area curricula or
425	offered as a separate course, subject to available funding.
426	(3)  The Department of Education shall develop a model
427	digital curriculum to serve as a guide for district school
428	boards in the development of a digital curriculum.
429	(4)  A district school board may seek partnerships with
430	private businesses and consultants to offer classes and
431	instruction to teachers and students to assist the school
432	district in providing digital curriculum instruction.
433	Section 11.  Paragraph (b) of subsection (2) of section
434	1003.428, Florida Statutes, is amended to read:
435	1003.428  General requirements for high school graduation;
436	revised.-
437	(2)  The 24 credits may be earned through applied,
438	integrated, and combined courses approved by the Department of
439	Education. The 24 credits shall be distributed as follows:
440	(b)  Eight credits in electives.
441	1.  For each year in which a student scores at Level 1 on
442	FCAT Reading, the student must be enrolled in and complete an
443	intensive reading course the following year. Placement of Level
444	2 readers in either an intensive reading course or a content
445	area course in which reading strategies are delivered shall be
446	determined by diagnosis of reading needs. The department shall
447	provide guidance on appropriate strategies for diagnosing and
448	meeting the varying instructional needs of students reading
449	below grade level. Reading courses shall be designed and offered
450	pursuant to the comprehensive reading plan required by s.
451	1011.62(9). A high school student who scores at Level 1 or Level
452	2 on FCAT Reading but who did not score below Level 3 in the
453	previous 3 years may be granted a 1-year exemption from the
454	reading remediation requirement; however, the student must have
455	an approved academic improvement plan already in place, signed
456	by the appropriate school staff and the student's parent for the
457	year for which the exemption is granted.
458	2.  For each year in which a student scores at Level 1 or
459	Level 2 on FCAT Mathematics, the student must receive
460	remediation the following year. These courses may be taught
461	through applied, integrated, or combined courses and are subject
462	to approval by the department for inclusion in the Course Code
463	Directory.
464	Section 12.  Section 1003.493, Florida Statutes, is amended
465	to read:
466	1003.493  Career and professional academies.-
467	(1)  A "career and professional academy" is a research-
468	based program that integrates a rigorous academic curriculum
469	with an industry-specific curriculum aligned directly to
470	priority workforce needs established by the regional workforce
471	board. High school career and professional academies shall, and
472	middle school career and professional academies may, be offered
473	by public schools and school districts. The Florida Virtual
474	School is encouraged to develop and offer rigorous career and
475	professional courses as appropriate. Students completing high
476	school career and professional academy programs must receive a
477	standard high school diploma, the highest available industry
478	certification, and opportunities to earn postsecondary credit if
479	the academy partners with a postsecondary institution approved
480	to operate in the state. Students completing a middle school
481	career and professional academy program must have the
482	opportunity to earn an industry certification, earn high school
483	credit, and participate in career planning, job shadowing, and
484	leadership-development opportunities.
485	(2)  The goals of a career and professional academy are to:
486	(a)  Increase student academic achievement and graduation
487	rates through integrated academic and career curricula.
488	(b)  Prepare graduating high school students to make
489	appropriate choices relative to employment and future
490	educational experiences.
491	(c)  Focus on career preparation through rigorous academics
492	and industry certification.
493	(d)  Raise student aspiration and commitment to academic
494	achievement and work ethics through relevant coursework.
495	(e)  Support graduation requirements pursuant to s.
496	1003.428 by providing creative, applied major areas of interest.
497	(f)  Promote acceleration mechanisms, such as dual
498	enrollment, articulated credit, or occupational completion
499	points, so that students may earn postsecondary credit while in
500	high school.
501	(g)  Support the state's economy by meeting industry needs
502	for skilled employees in high-demand occupations.
503	(3)  Existing career education courses may serve as a
504	foundation for the creation of a career and professional
505	academy. A career and professional academy may be offered as one
506	of the following small learning communities:
507	(a)  A school-within-a-school career academy, as part of an
508	existing middle school or high school, that provides courses in
509	one occupational cluster. Students in the middle school or high
510	school are not required to be students in the academy.
511	(b)  A total school configuration providing multiple
512	academies, each structured around an occupational cluster. Every
513	student in the school is in an academy.
514	(4)  Each middle school or high school career and
515	professional academy must:
516	(a)  provide a rigorous standards-based academic curriculum
517	integrated with a career curriculum. The curriculum must take
518	into consideration multiple styles of student learning; promote
519	learning by doing through application and adaptation; maximize
520	relevance of the subject matter; enhance each student's capacity
521	to excel; and include an emphasis on work habits and work
522	ethics.
523	(5)(b)  Each middle school or high school career and
524	professional academy must include one or more partnerships with
525	postsecondary institutions, businesses, industry, employers,
526	economic development organizations, or other appropriate
527	partners from the local community. Such partnerships shall be
528	delineated in articulation agreements to provide for career-
529	based courses that earn postsecondary credit. Such agreements
530	may include articulation between the academy and public or
531	private 2-year and 4-year postsecondary institutions and
532	technical centers. The Department of Education, in consultation
533	with the Board of Governors, shall establish a mechanism to
534	ensure articulation and transfer of credits to postsecondary
535	institutions in this state. Such partnerships must provide
536	opportunities for:
537	(a)1.  Instruction from highly skilled professionals who
538	possess industry-certification credentials for courses they are
539	teaching.
540	(b)2.  Internships, externships, and on-the-job training.
541	(c)3.  A postsecondary degree, diploma, or certificate.
542	(d)4.  The highest available level of industry
543	certification.
544	(e)5.  Maximum articulation of credits pursuant to s.
545	1007.23 upon program completion.
546	(6)(c)  Each middle school or high school career and
547	professional academy must:
548	(a)  Provide shared, maximum use of private sector
549	facilities and personnel.
550	(b)(d)  Provide personalized student advisement, including
551	a parent-participation component, and coordination of high
552	schools with middle schools to promote and support career
553	exploration and education planning as required under s.
554	1003.4156. Coordination of high schools with middle schools must
555	provide information to middle school students about secondary
556	and postsecondary career education programs and academies.
557	(c)(e)  Promote and provide opportunities for career and
558	professional academy students to attain, at minimum, the Florida
559	Gold Seal Vocational Scholars award pursuant to s. 1009.536.
560	(d)(f)  Provide instruction in careers designated as high
561	growth, high demand, and high pay by the local workforce
562	development board, the chamber of commerce, or the Agency for
563	Workforce Innovation.
564	(e)(g)  Deliver academic content through instruction
565	relevant to the career, including intensive reading and
566	mathematics intervention required by s. 1003.428, with an
567	emphasis on strengthening reading for information skills.
568	(f)(h)  Offer applied courses that combine academic content
569	with technical skills.
570	(g)(i)  Provide instruction resulting in competency,
571	certification, or credentials in workplace skills, including,
572	but not limited to, communication skills, interpersonal skills,
573	decisionmaking skills, the importance of attendance and
574	timeliness in the work environment, and work ethics.
575	(h)(j)  Provide opportunities for students to obtain the
576	Florida Ready to Work Certification pursuant to s. 1004.99.
577	(i)(k)  Include an evaluation plan developed jointly with
578	the Department of Education and the local workforce board. The
579	evaluation plan must include an assessment tool based on
580	national industry standards, such as the Career Academy National
581	Standards of Practice, and outcome measures, including, but not
582	limited to, achievement of national industry certifications
583	identified in the Industry Certification Funding List, pursuant
584	to rules adopted by the State Board of Education, graduation
585	rates, enrollment in postsecondary education, business and
586	industry satisfaction, employment and earnings, awards of
587	postsecondary credit and scholarships, and student achievement
588	levels and learning gains on statewide assessments administered
589	under s. 1008.22(3)(c). The Department of Education shall use
590	Workforce Florida, Inc., and Enterprise Florida, Inc., in
591	identifying industry experts to participate in developing and
592	implementing such assessments.
593	(j)(l)  Include a plan to sustain career and professional
594	academies.
595	(k)(m)  Redirect appropriated career funding to career and
596	professional academies.
597	(7)(5)  All high school career courses offered in a career
598	and professional academy must lead to industry certification or
599	college credit linked directly to the career theme of the
600	course. At least 50 percent of students enrolled in a career
601	course must achieve industry certifications or college credits
602	during the second year the course is offered in order for the
603	course to be offered a third year. At least 66 percent of
604	students enrolled in such a course must achieve industry
605	certifications or college credits during the third year the
606	course is offered in order for it to be offered a fourth year
607	and thereafter.
608	(8)  Each middle school career and professional academy's
609	curriculum and coursework must be aligned with that of high
610	school career and professional academies in the school district
611	and include one or more partnerships with high schools,
612	businesses, industry, employers, economic development
613	organizations, or other appropriate partners from the local
614	community. Such partnerships must provide opportunities for:
615	(a)  Instruction from highly skilled professionals who
616	possess industry-certification credentials for courses they are
617	teaching.
618	(b)  Internships and externships.
619	(c)  Maximum articulation of high school dual enrollment
620	credits upon program completion.
621	(d)  Personalized student advisement, including a parent-
622	participation component, and coordination with high schools to
623	promote accelerated course credit.
624	(e)  Instruction in careers designated as high growth, high
625	demand, and high pay by the local workforce development board,
626	the chamber of commerce, or the Agency for Workforce Innovation.
627	(f)  The delivery of academic content through instruction
628	that is relevant to a career, including intensive reading and
629	mathematics intervention required by ss. 1003.4156 and 1003.428,
630	along with an emphasis on strengthening reading for information
631	skills.
632	(g)  Applied courses that combine academic content with
633	technical skills.
634	(h)  Instruction resulting in competency, including, but
635	not limited to, communication skills, interpersonal skills,
636	decisionmaking skills, the importance of attendance and
637	timeliness in the work environment, and work ethics.
638	(i)  An evaluation plan developed jointly with the
639	Department of Education and the local workforce board. The
640	department shall consult with Workforce Florida, Inc., and
641	Enterprise Florida, Inc., in identifying industry experts to
642	participate in developing and implementing evaluation
643	assessments.
644	(6)  The Okaloosa County School District CHOICE Institutes
645	shall serve in an advisory role and shall offer technical
646	assistance in the development of newly established career and
647	professional academies for a 3-year period beginning July 1,
648	2007.
649	Section 13.  Section 1003.575, Florida Statutes, is amended
650	to read:
651	1003.575  Assistive technology devices; findings;
652	interagency agreements.-Accessibility, utilization, and
653	coordination of appropriate assistive technology devices and
654	services are essential as a young person with disabilities moves
655	from early intervention to preschool, from preschool to school,
656	from one school to another, and from school to employment or
657	independent living. Within 60 school days after receiving a
658	request for an assistive technology assessment for a student
659	with a disability as defined in s. 1003.01(3), the individual
660	education plan team shall seek consent from the parent and, if
661	consent is granted, the school district shall complete the
662	assessment. To ensure that an assistive technology device issued
663	to a young person as part of his or her individualized family
664	support plan, individual support plan, or an individual
665	education plan remains with the individual through such
666	transitions, the following agencies shall enter into interagency
667	agreements, as appropriate, to ensure the transaction of
668	assistive technology devices:
669	(1)  The Florida Infants and Toddlers Early Intervention
670	Program in the Division of Children's Medical Services of the
671	Department of Health.
672	(2)  The Division of Blind Services, the Bureau of
673	Exceptional Education and Student Services, and the Division of
674	Vocational Rehabilitation of the Department of Education.
675	(3)  The Voluntary Prekindergarten Education Program
676	administered by the Department of Education and the Agency for
677	Workforce Innovation.
678
679	Interagency agreements entered into pursuant to this section
680	shall provide a framework for ensuring that young persons with
681	disabilities and their families, educators, and employers are
682	informed about the utilization and coordination of assistive
683	technology devices and services that may assist in meeting
684	transition needs, and shall establish a mechanism by which a
685	young person or his or her parent may request that an assistive
686	technology device remain with the young person as he or she
687	moves through the continuum from home to school to postschool.
688	Section 14.  Effective upon this act becoming a law,
689	subsection (2) and paragraph (c) of subsection (3) of section
690	1008.22, Florida Statutes, are amended to read:
691	1008.22  Student assessment program for public schools.-
692	(2)  NATIONAL AND INTERNATIONAL EDUCATION COMPARISONS.-It
693	is Florida's intent to participate in the measurement of
694	national educational goals. The Commissioner of Education shall
695	direct Florida school districts to participate in the
696	administration of the National Assessment of Educational
697	Progress, or a similar national or international assessment
698	program, both for the national sample and for any state-by-state
699	comparison programs which may be initiated. The assessments must
700	be conducted using the data collection procedures, the student
701	surveys, the educator surveys, and other instruments included in
702	the National Assessment of Educational Progress or similar
703	national or international assessment program being administered
704	in Florida. The results of these assessments shall be included
705	in the annual report of the Commissioner of Education specified
706	in this section, as applicable. The administration of the
707	National Assessment of Educational Progress or similar national
708	or international assessment program shall be in addition to and
709	separate from the administration of the statewide assessment
710	program.
711	(3)  STATEWIDE ASSESSMENT PROGRAM.-The commissioner shall
712	design and implement a statewide program of educational
713	assessment that provides information for the improvement of the
714	operation and management of the public schools, including
715	schools operating for the purpose of providing educational
716	services to youth in Department of Juvenile Justice programs.
717	The commissioner may enter into contracts for the continued
718	administration of the assessment, testing, and evaluation
719	programs authorized and funded by the Legislature. Contracts may
720	be initiated in 1 fiscal year and continue into the next and may
721	be paid from the appropriations of either or both fiscal years.
722	The commissioner is authorized to negotiate for the sale or
723	lease of tests, scoring protocols, test scoring services, and
724	related materials developed pursuant to law. Pursuant to the
725	statewide assessment program, the commissioner shall:
726	(c)  Develop and implement a student achievement testing
727	program as follows:
728	1.  The Florida Comprehensive Assessment Test (FCAT)
729	measures a student's content knowledge and skills in reading,
730	writing, science, and mathematics. The content knowledge and
731	skills assessed by the FCAT must be aligned to the core
732	curricular content established in the Next Generation Sunshine
733	State Standards. Other content areas may be included as directed
734	by the commissioner. Comprehensive assessments of reading and
735	mathematics shall be administered annually in grades 3 through
736	10 except, beginning with the 2010-2011 school year, the
737	administration of grade 9 FCAT Mathematics shall be
738	discontinued, and beginning with the 2011-2012 school year, the
739	administration of grade 10 FCAT Mathematics shall be
740	discontinued, except as required for students who have not
741	attained minimum performance expectations for graduation as
742	provided in paragraph (9)(c). FCAT Writing and FCAT Science
743	shall be administered at least once at the elementary, middle,
744	and high school levels except, beginning with the 2011-2012
745	school year, the administration of FCAT Science at the high
746	school level shall be discontinued.
747	2.a.  End-of-course assessments for a subject shall be
748	administered in addition to the comprehensive assessments
749	required under subparagraph 1. End-of-course assessments must be
750	rigorous, statewide, standardized, and developed or approved by
751	the department. The content knowledge and skills assessed by
752	end-of-course assessments must be aligned to the core curricular
753	content established in the Next Generation Sunshine State
754	Standards.
755	(I)  Statewide, standardized end-of-course assessments in
756	mathematics shall be administered according to this sub-sub-
757	subparagraph. Beginning with the 2010-2011 school year, all
758	students enrolled in Algebra I or an equivalent course must take
759	the Algebra I end-of-course assessment. Students who earned high
760	school credit in Algebra I while in grades 6 through 8 during
761	the 2007-2008 through 2009-2010 school years and who have not
762	taken Grade 10 FCAT Mathematics must take the Algebra I end-of-
763	course assessment during the 2010-2011 school year. For students
764	entering grade 9 during the 2010-2011 school year and who are
765	enrolled in Algebra I or an equivalent, each student's
766	performance on the end-of-course assessment in Algebra I shall
767	constitute 30 percent of the student's final course grade.
768	Beginning with students entering grade 9 in the 2011-2012 school
769	year, a student who is enrolled in Algebra I or an equivalent
770	must earn a passing score on the end-of-course assessment in
771	Algebra I or attain an equivalent score as described in
772	subsection (11) in order to earn course credit. Beginning with
773	the 2011-2012 school year, all students enrolled in geometry or
774	an equivalent course must take the geometry end-of-course
775	assessment. For students entering grade 9 during the 2011-2012
776	school year, each student's performance on the end-of-course
777	assessment in geometry shall constitute 30 percent of the
778	student's final course grade. Beginning with students entering
779	grade 9 during the 2012-2013 school year, a student must earn a
780	passing score on the end-of-course assessment in geometry or
781	attain an equivalent score as described in subsection (11) in
782	order to earn course credit.
783	(II)  Statewide, standardized end-of-course assessments in
784	science shall be administered according to this sub-sub-
785	subparagraph. Beginning with the 2011-2012 school year, all
786	students enrolled in Biology I or an equivalent course must take
787	the Biology I end-of-course assessment. For the 2011-2012 school
788	year, each student's performance on the end-of-course assessment
789	in Biology I shall constitute 30 percent of the student's final
790	course grade. Beginning with students entering grade 9 during
791	the 2012-2013 school year, a student must earn a passing score
792	on the end-of-course assessment in Biology I in order to earn
793	course credit.
794	b.  During the 2012-2013 school year, an end-of-course
795	assessment in civics education shall be administered as a field
796	test at the middle school level. During the 2013-2014 school
797	year, each student's performance on the statewide, standardized
798	end-of-course assessment in civics education shall constitute 30
799	percent of the student's final course grade. Beginning with the
800	2014-2015 school year, a student must earn a passing score on
801	the end-of-course assessment in civics education in order to
802	pass the course and be promoted from the middle grades receive
803	course credit. The school principal of a middle school shall
804	determine, in accordance with State Board of Education rule,
805	whether a student who transfers to the middle school and who has
806	successfully completed a civics education course at the
807	student's previous school must take an end-of-course assessment
808	in civics education.
809	c.  The commissioner may select one or more nationally
810	developed comprehensive examinations, which may include, but
811	need not be limited to, examinations for a College Board
812	Advanced Placement course, International Baccalaureate course,
813	or Advanced International Certificate of Education course, or
814	industry-approved examinations to earn national industry
815	certifications identified in the Industry Certification Funding
816	List, pursuant to rules adopted by the State Board of Education,
817	for use as end-of-course assessments under this paragraph, if
818	the commissioner determines that the content knowledge and
819	skills assessed by the examinations meet or exceed the grade
820	level expectations for the core curricular content established
821	for the course in the Next Generation Sunshine State Standards.
822	The commissioner may collaborate with the American Diploma
823	Project in the adoption or development of rigorous end-of-course
824	assessments that are aligned to the Next Generation Sunshine
825	State Standards.
826	d.  Contingent upon funding provided in the General
827	Appropriations Act, including the appropriation of funds
828	received through federal grants, the Commissioner of Education
829	shall establish an implementation schedule for the development
830	and administration of additional statewide, standardized end-of-
831	course assessments in English/Language Arts II, Algebra II,
832	chemistry, physics, earth/space science, United States history,
833	and world history. Priority shall be given to the development of
834	end-of-course assessments in English/Language Arts II. The
835	Commissioner of Education shall evaluate the feasibility and
836	effect of transitioning from the grade 9 and grade 10 FCAT
837	Reading and high school level FCAT Writing to an end-of-course
838	assessment in English/Language Arts II. The commissioner shall
839	report the results of the evaluation to the President of the
840	Senate and the Speaker of the House of Representatives no later
841	than July 1, 2011.
842	3.  The testing program shall measure student content
843	knowledge and skills adopted by the State Board of Education as
844	specified in paragraph (a) and measure and report student
845	performance levels of all students assessed in reading, writing,
846	mathematics, and science. The commissioner shall provide for the
847	tests to be developed or obtained, as appropriate, through
848	contracts and project agreements with private vendors, public
849	vendors, public agencies, postsecondary educational
850	institutions, or school districts. The commissioner shall obtain
851	input with respect to the design and implementation of the
852	testing program from state educators, assistive technology
853	experts, and the public.
854	4.  The testing program shall be composed of criterion-
855	referenced tests that shall, to the extent determined by the
856	commissioner, include test items that require the student to
857	produce information or perform tasks in such a way that the core
858	content knowledge and skills he or she uses can be measured.
859	5.  FCAT Reading, Mathematics, and Science and all
860	statewide, standardized end-of-course assessments shall measure
861	the content knowledge and skills a student has attained on the
862	assessment by the use of scaled scores and achievement levels.
863	Achievement levels shall range from 1 through 5, with level 1
864	being the lowest achievement level, level 5 being the highest
865	achievement level, and level 3 indicating satisfactory
866	performance on an assessment. For purposes of FCAT Writing,
867	student achievement shall be scored using a scale of 1 through 6
868	and the score earned shall be used in calculating school grades.
869	A score shall be designated for each subject area tested, below
870	which score a student's performance is deemed inadequate. The
871	school districts shall provide appropriate remedial instruction
872	to students who score below these levels.
873	6.  The State Board of Education shall, by rule, designate
874	a passing score for each part of the grade 10 assessment test
875	and end-of-course assessments. Any rule that has the effect of
876	raising the required passing scores may apply only to students
877	taking the assessment for the first time after the rule is
878	adopted by the State Board of Education. Except as otherwise
879	provided in this subparagraph and as provided in s.
880	1003.428(8)(b) or s. 1003.43(11)(b), students must earn a
881	passing score on grade 10 FCAT Reading and grade 10 FCAT
882	Mathematics or attain concordant scores as described in
883	subsection (10) in order to qualify for a standard high school
884	diploma.
885	7.  In addition to designating a passing score under
886	subparagraph 6., the State Board of Education shall also
887	designate, by rule, a score for each statewide, standardized
888	end-of-course assessment which indicates that a student is high
889	achieving and has the potential to meet college-readiness
890	standards by the time the student graduates from high school.
891	8.  Participation in the testing program is mandatory for
892	all students attending public school, including students served
893	in Department of Juvenile Justice programs, except as otherwise
894	prescribed by the commissioner. A student who has not earned
895	passing scores on the grade 10 FCAT as provided in subparagraph
896	6. must participate in each retake of the assessment until the
897	student earns passing scores or achieves scores on a
898	standardized assessment which are concordant with passing scores
899	pursuant to subsection (10). If a student does not participate
900	in the statewide assessment, the district must notify the
901	student's parent and provide the parent with information
902	regarding the implications of such nonparticipation. A parent
903	must provide signed consent for a student to receive classroom
904	instructional accommodations that would not be available or
905	permitted on the statewide assessments and must acknowledge in
906	writing that he or she understands the implications of such
907	instructional accommodations. The State Board of Education shall
908	adopt rules, based upon recommendations of the commissioner, for
909	the provision of test accommodations for students in exceptional
910	education programs and for students who have limited English
911	proficiency. Accommodations that negate the validity of a
912	statewide assessment are not allowable in the administration of
913	the FCAT or an end-of-course assessment. However, instructional
914	accommodations are allowable in the classroom if included in a
915	student's individual education plan. Students using
916	instructional accommodations in the classroom that are not
917	allowable as accommodations on the FCAT or an end-of-course
918	assessment may have the FCAT or an end-of-course assessment
919	requirement waived pursuant to the requirements of s.
920	1003.428(8)(b) or s. 1003.43(11)(b).
921	9.  A student seeking an adult high school diploma must
922	meet the same testing requirements that a regular high school
923	student must meet.
924	10.  District school boards must provide instruction to
925	prepare students in the core curricular content established in
926	the Next Generation Sunshine State Standards adopted under s.
927	1003.41, including the core content knowledge and skills
928	necessary for successful grade-to-grade progression and high
929	school graduation. If a student is provided with instructional
930	accommodations in the classroom that are not allowable as
931	accommodations in the statewide assessment program, as described
932	in the test manuals, the district must inform the parent in
933	writing and must provide the parent with information regarding
934	the impact on the student's ability to meet expected performance
935	levels in reading, writing, mathematics, and science. The
936	commissioner shall conduct studies as necessary to verify that
937	the required core curricular content is part of the district
938	instructional programs.
939	11.  District school boards must provide opportunities for
940	students to demonstrate an acceptable performance level on an
941	alternative standardized assessment approved by the State Board
942	of Education following enrollment in summer academies.
943	12.  The Department of Education must develop, or select,
944	and implement a common battery of assessment tools that will be
945	used in all juvenile justice programs in the state. These tools
946	must accurately measure the core curricular content established
947	in the Next Generation Sunshine State Standards.
948	13.  For students seeking a special diploma pursuant to s.
949	1003.438, the Department of Education must develop or select and
950	implement an alternate assessment tool that accurately measures
951	the core curricular content established in the Next Generation
952	Sunshine State Standards for students with disabilities under s.
953	1003.438.
954	14.  The Commissioner of Education shall establish
955	schedules for the administration of statewide assessments and
956	the reporting of student test results. When establishing the
957	schedules for the administration of statewide assessments, the
958	commissioner shall consider the observance of religious and
959	school holidays. The commissioner shall, by August 1 of each
960	year, notify each school district in writing and publish on the
961	department's Internet website the testing and reporting
962	schedules for, at a minimum, the school year following the
963	upcoming school year. The testing and reporting schedules shall
964	require that:
965	a.  There is the latest possible administration of
966	statewide assessments and the earliest possible reporting to the
967	school districts of student test results which is feasible
968	within available technology and specific appropriations;
969	however, test results for the FCAT must be made available no
970	later than the week of June 8. Student results for end-of-course
971	assessments must be provided no later than 1 week after the
972	school district completes testing for each course. The
973	commissioner may extend the reporting schedule under exigent
974	circumstances.
975	b.  Beginning with the 2010-2011 school year, FCAT Writing
976	may is not be administered earlier than the week of March 1 and
977	a comprehensive statewide assessment of any other subject may is
978	not be administered earlier than the week of April 15.
979	c.  A statewide, standardized end-of-course assessment is
980	administered during a 3-week period at the end of the course.
981	The commissioner shall select a 3-week administration period for
982	assessments that meets the intent of end-of-course assessments
983	and provides student results prior to the end of the course.
984	School districts shall select 1 testing week within the 3-week
985	administration period for each end-of-course assessment. For an
986	end-of-course assessment administered at the end of the first
987	semester, the commissioner shall determine the most appropriate
988	testing dates based on a school district's academic calendar.
989
990	The commissioner may, based on collaboration and input from
991	school districts, design and implement student testing programs,
992	for any grade level and subject area, necessary to effectively
993	monitor educational achievement in the state, including the
994	measurement of educational achievement of the Next Generation
995	Sunshine State Standards for students with disabilities.
996	Development and refinement of assessments shall include
997	universal design principles and accessibility standards that
998	will prevent any unintended obstacles for students with
999	disabilities while ensuring the validity and reliability of the
1000	test. These principles should be applicable to all technology
1001	platforms and assistive devices available for the assessments.
1002	The field testing process and psychometric analyses for the
1003	statewide assessment program must include an appropriate
1004	percentage of students with disabilities and an evaluation or
1005	determination of the effect of test items on such students.
1006	Section 15.  Paragraph (b) of subsection (3) and subsection
1007	(4) of section 1008.33, Florida Statutes, are amended to read:
1008	1008.33  Authority to enforce public school improvement.-
1009	(3)
1010	(b)  For the purpose of determining whether a public school
1011	requires action to achieve a sufficient level of school
1012	improvement, beginning with the 2010-2011 school year, the
1013	Department of Education shall annually categorize a public
1014	school in one of six categories based on the following:
1015	1.  The portion of a school's grade based upon statewide
1016	assessments administered pursuant to s. 1008.22; and
1017	2.  school's grade, pursuant to s. 1008.34, and The level
1018	and rate of change in student performance in the areas of
1019	reading and mathematics, disaggregated into student subgroups as
1020	described in the federal Elementary and Secondary Education Act,
1021	20 U.S.C. s. 6311(b)(2)(C)(v)(II).
1022	(4)  The Department of Education shall create a matrix that
1023	reflects intervention and support strategies to address the
1024	particular needs of schools in each category.
1025	(a)  Intervention and support strategies shall be applied
1026	to schools based upon the school categorization pursuant to
1027	paragraph (3)(b). The Department of Education shall apply the
1028	most intense intervention strategies to the lowest-performing
1029	schools. For all but the lowest category and "F" schools in the
1030	second lowest category, the intervention and support strategies
1031	shall be administered solely by the districts and the schools.
1032	(b)  The lowest-performing schools are schools that are
1033	categorized pursuant to paragraph (3)(b) and have received:
1034	1.  A grade of "F" in the most recent school year and in 4
1035	of the last 6 years; or
1036	2.  A grade of "D" or "F" in the most recent school year
1037	and meet at least three of the following criteria:
1038	a.  The percentage of students who are not proficient in
1039	reading has increased when compared to measurements taken 5
1040	years previously;
1041	b.  The percentage of students who are not proficient in
1042	mathematics has increased when compared to measurements taken 5
1043	years previously;
1044	c.  At least 65 percent of the school's students are not
1045	proficient in reading; or
1046	d.  At least 65 percent of the school's students are not
1047	proficient in mathematics.
1048	Section 16.  Subsection (3) of section 1008.34, Florida
1049	Statutes, is amended to read:
1050	1008.34  School grading system; school report cards;
1051	district grade.-
1052	(3)  DESIGNATION OF SCHOOL GRADES.-
1053	(a)  Each school that has students who are tested and
1054	included in the school grading system shall receive a school
1055	grade, except as follows:
1056	1.  A school shall not receive a school grade if the number
1057	of its students tested and included in the school grading system
1058	is less than the minimum sample size necessary, based on
1059	accepted professional practice, for statistical reliability and
1060	prevention of the unlawful release of personally identifiable
1061	student data under s. 1002.22 or 20 U.S.C. s. 1232g.
1062	2.  An alternative school may choose to receive a school
1063	grade under this section or a school improvement rating under s.
1064	1008.341. For charter schools that meet the definition of an
1065	alternative school pursuant to State Board of Education rule,
1066	the decision to receive a school grade is the decision of the
1067	charter school governing board.
1068	3.  A school that serves any combination of students in
1069	kindergarten through grade 3 which does not receive a school
1070	grade because its students are not tested and included in the
1071	school grading system shall receive the school grade designation
1072	of a K-3 feeder pattern school identified by the Department of
1073	Education and verified by the school district. A school feeder
1074	pattern exists if at least 60 percent of the students in the
1075	school serving a combination of students in kindergarten through
1076	grade 3 are scheduled to be assigned to the graded school.
1077	(b)1.  A school's grade shall be based on a combination of:
1078	a.  Student achievement scores, including achievement on
1079	all FCAT assessments administered under s. 1008.22(3)(c)1., end-
1080	of-course assessments administered under s. 1008.22(3)(c)2.a.,
1081	and achievement scores for students seeking a special diploma.
1082	b.  Student learning gains in reading and mathematics as
1083	measured by FCAT and end-of-course assessments, as described in
1084	s. 1008.22(3)(c)1. and 2.a. Learning gains for students seeking
1085	a special diploma, as measured by an alternate assessment tool,
1086	shall be included not later than the 2009-2010 school year.
1087	c.  Improvement of the lowest 25th percentile of students
1088	in the school in reading and mathematics on the FCAT or end-of-
1089	course assessments described in s. 1008.22(3)(c)2.a., unless
1090	these students are exhibiting satisfactory performance.
1091	2.  Beginning with the 2011-2012 school year, for schools
1092	comprised of middle school grades 6 through 8 or grades 7 and 8,
1093	the school's grade shall include the performance and
1094	participation of its students enrolled in high school level
1095	courses with end-of-course assessments administered under s.
1096	1008.22(3)(c)2.a. Performance and participation must be weighted
1097	equally.
1098	3.2.  Beginning with the 2009-2010 school year for schools
1099	comprised of high school grades 9, 10, 11, and 12, or grades 10,
1100	11, and 12, 50 percent of the school grade shall be based on a
1101	combination of the factors listed in sub-subparagraphs 1.a.-c.
1102	and the remaining 50 percent on the following factors:
1103	a.  The high school graduation rate of the school;
1104	b.  As valid data becomes available, the performance and
1105	participation of the school's students in College Board Advanced
1106	Placement courses, International Baccalaureate courses, dual
1107	enrollment courses, and Advanced International Certificate of
1108	Education courses; and the students' achievement of national
1109	industry certification identified in the Industry Certification
1110	Funding List, pursuant to rules adopted by the State Board of
1111	Education;
1112	c.  Postsecondary readiness of the school's students as
1113	measured by the SAT, ACT, or the common placement test;
1114	d.  The high school graduation rate of at-risk students who
1115	scored at Level 2 or lower on the grade 8 FCAT Reading and
1116	Mathematics examinations;
1117	e.  As valid data becomes available, the performance of the
1118	school's students on statewide standardized end-of-course
1119	assessments administered under s. 1008.22(3)(c)2.b. and c.; and
1120	f.  The growth or decline in the components listed in sub-
1121	subparagraphs a.-e. from year to year.
1122	(c)  Student assessment data used in determining school
1123	grades shall include:
1124	1.  The aggregate scores of all eligible students enrolled
1125	in the school who have been assessed on the FCAT and statewide,
1126	standardized end-of-course assessments in courses required for
1127	high school graduation, including, beginning with the 2010-2011
1128	school year, the end-of-course assessment in Algebra I; and
1129	beginning with the 2011-2012 school year, the end-of-course
1130	assessments in geometry and Biology; and beginning with the
1131	2013-2014 school year, on the statewide, standardized end-of-
1132	course assessment in civics education at the middle school
1133	level.
1134	2.  The aggregate scores of all eligible students enrolled
1135	in the school who have been assessed on the FCAT and end-of-
1136	course assessments as described in s. 1008.22(3)(c)2.a., and who
1137	have scored at or in the lowest 25th percentile of students in
1138	the school in reading and mathematics, unless these students are
1139	exhibiting satisfactory performance.
1140	3.  The achievement scores and learning gains of eligible
1141	students attending alternative schools that provide dropout
1142	prevention and academic intervention services pursuant to s.
1143	1003.53. The term "eligible students" in this subparagraph does
1144	not include students attending an alternative school who are
1145	subject to district school board policies for expulsion for
1146	repeated or serious offenses, who are in dropout retrieval
1147	programs serving students who have officially been designated as
1148	dropouts, or who are in programs operated or contracted by the
1149	Department of Juvenile Justice. The student performance data for
1150	eligible students identified in this subparagraph shall be
1151	included in the calculation of the home school's grade. As used
1152	in this subparagraph section and s. 1008.341, the term "home
1153	school" means the school to which the student would be assigned
1154	if the student were not assigned to an alternative school. If an
1155	alternative school chooses to be graded under this section,
1156	student performance data for eligible students identified in
1157	this subparagraph shall not be included in the home school's
1158	grade but shall be included only in the calculation of the
1159	alternative school's grade. A school district that fails to
1160	assign the FCAT and end-of-course assessment as described in s.
1161	1008.22(3)(c)2.a. scores of each of its students to his or her
1162	home school or to the alternative school that receives a grade
1163	shall forfeit Florida School Recognition Program funds for 1
1164	fiscal year. School districts must require collaboration between
1165	the home school and the alternative school in order to promote
1166	student success. This collaboration must include an annual
1167	discussion between the principal of the alternative school and
1168	the principal of each student's home school concerning the most
1169	appropriate school assignment of the student.
1170	4.  The achievement scores and learning gains of students
1171	designated as hospital or homebound. Student assessment data for
1172	students designated as hospital or homebound shall be assigned
1173	to their home school for the purposes of school grades. As used
1174	in this subparagraph, the term "home school" means the school to
1175	which a student would be assigned if the student were not
1176	assigned to a hospital or homebound program.
1177	5.4.  For schools comprised of high school grades 9, 10,
1178	11, and 12, or grades 10, 11, and 12, the data listed in
1179	subparagraphs 1.-3. and the following data as the Department of
1180	Education determines such data are valid and available:
1181	a.  The high school graduation rate of the school as
1182	calculated by the Department of Education;
1183	b.  The participation rate of all eligible students
1184	enrolled in the school and enrolled in College Board Advanced
1185	Placement courses; International Baccalaureate courses; dual
1186	enrollment courses; Advanced International Certificate of
1187	Education courses; and courses or sequence of courses leading to
1188	national industry certification identified in the Industry
1189	Certification Funding List, pursuant to rules adopted by the
1190	State Board of Education;
1191	c.  The aggregate scores of all eligible students enrolled
1192	in the school in College Board Advanced Placement courses,
1193	International Baccalaureate courses, and Advanced International
1194	Certificate of Education courses;
1195	d.  Earning of college credit by all eligible students
1196	enrolled in the school in dual enrollment programs under s.
1197	1007.271;
1198	e.  Earning of a national industry certification identified
1199	in the Industry Certification Funding List, pursuant to rules
1200	adopted by the State Board of Education;
1201	f.  The aggregate scores of all eligible students enrolled
1202	in the school in reading, mathematics, and other subjects as
1203	measured by the SAT, the ACT, and the common placement test for
1204	postsecondary readiness;
1205	g.  The high school graduation rate of all eligible at-risk
1206	students enrolled in the school who scored at Level 2 or lower
1207	on the grade 8 FCAT Reading and Mathematics examinations;
1208	h.  The performance of the school's students on statewide
1209	standardized end-of-course assessments administered under s.
1210	1008.22(3)(c)2.b. and c.; and
1211	i.  The growth or decline in the data components listed in
1212	sub-subparagraphs a.-h. from year to year.
1213
1214	The State Board of Education shall adopt appropriate criteria
1215	for each school grade. The criteria must also give added weight
1216	to student achievement in reading. Schools designated with a
1217	grade of "C," making satisfactory progress, shall be required to
1218	demonstrate that adequate progress has been made by students in
1219	the school who are in the lowest 25th percentile in reading and
1220	mathematics on the FCAT and end-of-course assessments as
1221	described in s. 1008.22(3)(c)2.a., unless these students are
1222	exhibiting satisfactory performance. Beginning with the 2009-
1223	2010 school year for schools comprised of high school grades 9,
1224	10, 11, and 12, or grades 10, 11, and 12, the criteria for
1225	school grades must also give added weight to the graduation rate
1226	of all eligible at-risk students, as defined in this paragraph.
1227	Beginning in the 2009-2010 school year, in order for a high
1228	school to be designated as having a grade of "A," making
1229	excellent progress, the school must demonstrate that at-risk
1230	students, as defined in this paragraph, in the school are making
1231	adequate progress.
1232	(d)  Notwithstanding the requirements in paragraphs (b) and
1233	(c), beginning with the 2011-2012 school year, a school that
1234	does not meet the minimum percentage of students proficient in
1235	reading, established by rule of the State Board of Education,
1236	shall receive a school grade of "F" unless granted an exception
1237	by the department based upon significant gains in reading
1238	proficiency from the prior year, as defined by rule. The state
1239	board shall adopt rules to establish the minimum percentage and
1240	define the exception.
1241	Section 17.  Paragraph (a) of subsection (3) of section
1242	1011.01, Florida Statutes, is amended to read:
1243	1011.01  Budget system established.-
1244	(3)(a)  Each district school board and each community
1245	college board of trustees shall prepare, adopt, and submit to
1246	the Commissioner of Education for review an annual operating
1247	budget. Operating budgets shall be prepared and submitted in
1248	accordance with the provisions of law, rules of the State Board
1249	of Education, the General Appropriations Act, and for district
1250	school boards in accordance with the provisions of ss. 200.065
1251	and 1011.64.
1252	Section 18.  Subsection (4) of section 1011.03, Florida
1253	Statutes, is amended to read:
1254	1011.03  Public hearings; budget to be submitted to
1255	Department of Education.-
1256	(4)  The board shall hold public hearings to adopt
1257	tentative and final budgets pursuant to s. 200.065. The hearings
1258	shall be primarily for the purpose of hearing requests and
1259	complaints from the public regarding the budgets and the
1260	proposed tax levies and for explaining the budget and proposed
1261	or adopted amendments thereto, if any. The district school board
1262	shall then require the superintendent to transmit forthwith two
1263	copies of the adopted budget to the Department of Education for
1264	approval as prescribed by law and rules of the State Board of
1265	Education.
1266	Section 19.  Section 1011.035, Florida Statutes, is created
1267	to read:
1268	1011.035  School district budget transparency.-
1269	(1)  It is important for school districts to provide
1270	budgetary transparency to enable taxpayers, parents, and
1271	education advocates to obtain school district budget and related
1272	information in a manner that is simply explained and easily
1273	understandable. Budgetary transparency leads to more responsible
1274	spending, more citizen involvement, and improved accountability.
1275	A budget that is not transparent, accessible, and accurate
1276	cannot be properly analyzed, its implementation thoroughly
1277	monitored, or its outcomes evaluated.
1278	(2)  Each district school board shall post on its website a
1279	plain language version of each proposed, tentative, and official
1280	budget which describes each budget item in terms that are easily
1281	understandable to the public. This information must be
1282	prominently posted on the school district's website in a manner
1283	that is readily accessible to the public.
1284	(3)  Each district school board is encouraged to post the
1285	following information on its website:
1286	(a)  Timely information as to when a budget hearing will be
1287	conducted.
1288	(b)  Each contract between the district school board and
1289	the teachers' union.
1290	(c)  Each contract between the district school board and
1291	noninstructional staff.
1292	(d)  Each contract exceeding $35,000 between the school
1293	board and a vendor of services, supplies, or programs or for the
1294	purchase or lease of lands, facilities, or properties.
1295	(e)  Each contract exceeding $35,000 that is an emergency
1296	procurement or is with a single source as authorized under s.
1297	287.057(3).
1298	(f)  Recommendations of the citizens' budget advisory
1299	committee.
1300	(g)  Current and archived video recordings of each district
1301	school board meeting and workshop.
1302	(4)  The website should contain links to:
1303	(a)  Help explain or provide background information on
1304	various budget items that are required by state or federal law.
1305	(b)  Allow users to navigate to related sites to view
1306	supporting details.
1307	(c)  Enable taxpayers, parents, and education advocates to
1308	send e-mails asking questions about the budget and enable others
1309	to view the questions and responses.
1310	Section 20.  Paragraph (c) of subsection (1) of section
1311	1012.39, Florida Statutes, is amended to read:
1312	1012.39  Employment of substitute teachers, teachers of
1313	adult education, nondegreed teachers of career education, and
1314	career specialists; students performing clinical field
1315	experience.-
1316	(1)  Notwithstanding ss. 1012.32, 1012.55, 1012.56, and
1317	1012.57, or any other provision of law or rule to the contrary,
1318	each district school board shall establish the minimal
1319	qualifications for:
1320	(c)  Part-time and full-time nondegreed teachers of career
1321	programs. Qualifications shall be established for nondegreed
1322	teachers of career and technical education courses for program
1323	clusters that are recognized in the state and are agriculture,
1324	business, health occupations, family and consumer sciences,
1325	industrial, marketing, career specialist, and public service
1326	education teachers, based primarily on successful occupational
1327	experience rather than academic training. The qualifications for
1328	such teachers shall require:
1329	1.  The filing of a complete set of fingerprints in the
1330	same manner as required by s. 1012.32. Faculty employed solely
1331	to conduct postsecondary instruction may be exempted from this
1332	requirement.
1333	2.  Documentation of education and successful occupational
1334	experience including documentation of:
1335	a.  A high school diploma or the equivalent.
1336	b.  Completion of 6 years of full-time successful
1337	occupational experience or the equivalent of part-time
1338	experience in the teaching specialization area. Alternate means
1339	of determining successful occupational experience may be
1340	established by the district school board.
1341	c.  Completion of career education training conducted
1342	through the local school district inservice master plan.
1343	d.  For full-time teachers, completion of professional
1344	education training in teaching methods, course construction,
1345	lesson planning and evaluation, and teaching special needs
1346	students. This training may be completed through coursework from
1347	an accredited or approved institution or an approved district
1348	teacher education program.
1349	e.  Demonstration of successful teaching performance.
1350	f.  Documentation of industry certification when state or
1351	national industry certifications are available and applicable.
1352	Section 21.  Except as otherwise expressly provided in this
1353	act and except for this section, which shall take effect upon
1354	this act becoming a law, this act shall take effect July 1,
1355	2011.

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