Florida Senate - 2012                        COMMITTEE AMENDMENT
       Bill No. CS for SB 1368
       
       
       
       
       
       
                                Barcode 438134                          
       
                              LEGISLATIVE ACTION                        
                    Senate             .             House              
                  Comm: RCS            .                                
                  03/01/2012           .                                
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       The Committee on Budget Subcommittee on Education Pre-K - 12
       Appropriations (Montford) recommended the following:
       
    1         Senate Amendment (with title amendment)
    2  
    3         Delete everything after the enacting clause
    4  and insert:
    5         Section 1. Section 1002.3105, Florida Statutes, is created
    6  to read:
    7         1002.3105 Academically Challenging Curriculum to Enhance
    8  Learning (ACCEL) options.—
    9         (1)ACCEL OPTIONS.—
   10         (a)Academically Challenging Curriculum to Enhance Learning
   11  (ACCEL) options are educational options that provide
   12  academically challenging curriculum or accelerated instruction
   13  to eligible public school students in kindergarten through grade
   14  12.
   15         (b)1.At a minimum, each school must offer the following
   16  ACCEL options:
   17         a. Whole-grade and midyear promotion;
   18         b. Subject-matter acceleration;
   19         c. Virtual instruction in higher grade level subjects; and
   20         d. The Credit Acceleration Program under s. 1003.4295.
   21         2. Additional ACCEL options may include, but are not
   22  limited to:
   23         a. Enriched science, technology, engineering, and
   24  mathematics (STEM) coursework;
   25         b. Enrichment programs;
   26         c. Flexible grouping;
   27         d. Advanced academic courses;
   28         e. Combined classes;
   29         f. Self-paced instruction;
   30         g. Curriculum compacting;
   31         h. Advanced-content instruction; and
   32         i. Telescoping curriculum.
   33         (2)ELIGIBILITY AND PROCEDURAL REQUIREMENTS.—
   34         (a)Principal-determined eligibility requirements.
   35         1.Each principal must establish student eligibility
   36  requirements for virtual instruction in higher grade level
   37  subjects. Each principal must also establish student eligibility
   38  requirements for whole-grade promotion, midyear promotion, and
   39  subject-matter acceleration when the promotion or acceleration
   40  occurs within the principal’s school.
   41         2.If a school offers enriched STEM coursework, enrichment
   42  programs, flexible grouping, advanced academic courses, combined
   43  classes, self-paced instruction, curriculum compacting,
   44  advanced-content instruction, telescoping curriculum, or an
   45  alternative ACCEL option established by the principal, the
   46  principal must establish student eligibility requirements.
   47         (b)School district-determined eligibility and procedural
   48  requirements.—A school district must establish student
   49  eligibility requirements and procedural requirements for any
   50  whole-grade promotion, midyear promotion, or subject-matter
   51  acceleration that would result in a student attending a
   52  different school. Student eligibility requirements and
   53  procedural requirements established by the school district must
   54  be included in the school district’s comprehensive student
   55  progression plan under s. 1008.25.
   56         (3)STUDENT ELIGIBILITY CONSIDERATIONS.—When establishing
   57  student eligibility requirements, principals and school
   58  districts must consider, at a minimum:
   59         (a)The student’s performance on a locally determined
   60  assessment, a statewide assessment, or a statewide, standardized
   61  assessment administered pursuant to s. 1008.22.
   62         (b)The student’s grade point average.
   63         (c)The student’s attendance and conduct record.
   64         (d)Recommendations from one or more of the student’s
   65  teachers in core-curricula courses as defined in s.
   66  1003.01(14)(a)-(e).
   67         (4)ACCEL REQUIREMENTS.—
   68         (a)Each principal must inform parents and students of the
   69  ACCEL options available at the school and the student
   70  eligibility requirements for the ACCEL options established
   71  pursuant to paragraph (2)(a).
   72         (b)1.Each principal must establish a process by which a
   73  parent may request student participation in whole-grade
   74  promotion, midyear promotion, and subject-matter acceleration
   75  when the promotion or acceleration occurs within the principal’s
   76  school; virtual instruction in higher grade level subjects; or
   77  an alternative ACCEL option established by the principal. If the
   78  parent selects one of these ACCEL options and the student meets
   79  the eligibility requirements established by the principal
   80  pursuant to paragraph (2)(a), the student must be provided the
   81  opportunity to participate in the ACCEL option.
   82         2.Each school district must establish a process by which a
   83  parent may request student participation in whole-grade
   84  promotion, midyear promotion, or subject-matter acceleration
   85  that would result in a student attending a different school. If
   86  the parent selects one of these ACCEL options and the student
   87  meets the eligibility and procedural requirements set forth in
   88  the district’s comprehensive student progression plan, as
   89  required under paragraph (2)(b), the student must be provided
   90  the opportunity to participate in the ACCEL option.
   91         (c)If a student participates in an ACCEL option pursuant
   92  to the parental request under subparagraph (b)1., a performance
   93  contract must be executed by the student, the parent, and the
   94  principal. At a minimum, the performance contract must require
   95  compliance with:
   96         1.Minimum student attendance requirements.
   97         2.Minimum student conduct requirements.
   98         3.ACCEL option requirements established by the principal,
   99  which may include participation in extracurricular activities,
  100  educational outings, field trips, interscholastic competitions,
  101  and other activities related to the ACCEL option selected.
  102         (d)If a principal initiates a student’s participation in
  103  an ACCEL option, the student’s parent must be notified. A
  104  performance contract, pursuant to paragraph (c), is not required
  105  when a principal initiates participation but may be used at the
  106  discretion of the principal.
  107         Section 2. Paragraph (i) of subsection (1) of section
  108  1003.02, Florida Statutes, is amended to read:
  109         1003.02 District school board operation and control of
  110  public K-12 education within the school district.—As provided in
  111  part II of chapter 1001, district school boards are
  112  constitutionally and statutorily charged with the operation and
  113  control of public K-12 education within their school district.
  114  The district school boards must establish, organize, and operate
  115  their public K-12 schools and educational programs, employees,
  116  and facilities. Their responsibilities include staff
  117  development, public K-12 school student education including
  118  education for exceptional students and students in juvenile
  119  justice programs, special programs, adult education programs,
  120  and career education programs. Additionally, district school
  121  boards must:
  122         (1) Provide for the proper accounting for all students of
  123  school age, for the attendance and control of students at
  124  school, and for proper attention to health, safety, and other
  125  matters relating to the welfare of students in the following
  126  fields:
  127         (i) Parental notification of acceleration options
  128  mechanisms.—At the beginning of each school year and during
  129  registration for the next term, notify parents of students in or
  130  entering high school of the opportunity and benefits of advanced
  131  placement, International Baccalaureate, Advanced International
  132  Certificate of Education, dual enrollment, and Florida Virtual
  133  School courses and options for early or accelerated high school
  134  graduation under ss. 1003.4281 and 1003.429.
  135         Section 3. Paragraph (a) of subsection (1) of section
  136  1003.4156, Florida Statutes, is amended to read:
  137         1003.4156 General requirements for middle grades
  138  promotion.—
  139         (1) Promotion from a school composed of middle grades 6, 7,
  140  and 8 requires that:
  141         (a) The student must successfully complete academic courses
  142  as follows:
  143         1. Three middle school or higher courses in English. These
  144  courses shall emphasize literature, composition, and technical
  145  text.
  146         2. Three middle school or higher courses in mathematics.
  147  Each middle school must offer at least one high school level
  148  mathematics course for which students may earn high school
  149  credit. Successful completion of a high school level Algebra I
  150  or geometry course is not contingent upon the student’s
  151  performance on the end-of-course assessment required under s.
  152  1008.22(3)(c)2.a.(I). However, beginning with the 2011-2012
  153  school year, to earn high school credit for an Algebra I course,
  154  a middle school student must pass the Algebra I end-of-course
  155  assessment, and beginning with the 2012-2013 school year, to
  156  earn high school credit for a geometry course, a middle school
  157  student must pass the geometry end-of-course assessment.
  158         3. Three middle school or higher courses in social studies,
  159  one semester of which must include the study of state and
  160  federal government and civics education. Beginning with students
  161  entering grade 6 in the 2012-2013 school year, one of these
  162  courses must be at least a one-semester civics education course
  163  that a student successfully completes in accordance with s.
  164  1008.22(3)(c) and that includes the roles and responsibilities
  165  of federal, state, and local governments; the structures and
  166  functions of the legislative, executive, and judicial branches
  167  of government; and the meaning and significance of historic
  168  documents, such as the Articles of Confederation, the
  169  Declaration of Independence, and the Constitution of the United
  170  States.
  171         4. Three middle school or higher courses in science.
  172  Successful completion of a high school level Biology I course is
  173  not contingent upon the student’s performance on the end-of
  174  course assessment required under s. 1008.22(3)(c)2.a.(II).
  175  However, beginning with the 2012-2013 school year, to earn high
  176  school credit for a Biology I course, a middle school student
  177  must pass the Biology I end-of-course assessment.
  178         5. One career-themed course in career and education
  179  planning to be completed in 6th, 7th, or 8th grade. The course
  180  may be taught by any member of the instructional staff; must
  181  result in a completed personalized academic and career plan for
  182  the student; must emphasize technology or the application of
  183  technology in other career fields; and must include instruction
  184  using the Department of Economic Opportunity’s economic security
  185  report as described in s. 445.07 must include career exploration
  186  using Florida CHOICES or a comparable cost-effective program;
  187  must include educational planning using the online student
  188  advising system known as Florida Academic Counseling and
  189  Tracking for Students at the Internet website FACTS.org; and
  190  shall result in the completion of a personalized academic and
  191  career plan. The required personalized academic and career plan
  192  must inform students of high school graduation requirements,
  193  high school assessment and college entrance test requirements,
  194  Florida Bright Futures Scholarship Program requirements, state
  195  university and Florida College System institution admission
  196  requirements, and programs through which a high school student
  197  can earn college credit, including Advanced Placement,
  198  International Baccalaureate, Advanced International Certificate
  199  of Education, dual enrollment, career academy opportunities, and
  200  courses that lead to national industry certification.
  201  
  202  A student with a disability, as defined in s. 1007.02(2), for
  203  whom the individual education plan team determines that an end
  204  of-course assessment cannot accurately measure the student’s
  205  abilities, taking into consideration all allowable
  206  accommodations, shall have the end-of-course assessment results
  207  waived for purposes of determining the student’s course grade
  208  and completing the requirements for middle grades promotion.
  209  Each school must hold a parent meeting either in the evening or
  210  on a weekend to inform parents about the course curriculum and
  211  activities. Each student shall complete a an electronic personal
  212  education plan that must be signed by the student; the student’s
  213  instructor, guidance counselor, or academic advisor; and the
  214  student’s parent. Each school district The Department of
  215  Education shall develop or adopt the career-themed course,
  216  subject to approval by the Department of Education frameworks
  217  and professional development materials for the career
  218  exploration and education planning course. The course may be
  219  implemented as a stand-alone course or integrated into another
  220  career-themed course or courses. The Commissioner of Education
  221  shall collect longitudinal high school course enrollment data by
  222  student ethnicity in order to analyze course-taking patterns.
  223         Section 4. Section 1003.4281, Florida Statutes, is created
  224  to read:
  225         1003.4281Science, Technology, Engineering, and Mathematics
  226  (STEM) High School Graduation Acceleration Act of 2012.—
  227         (1) This section may be cited as the “Science, Technology,
  228  Engineering, and Mathematics (STEM) High School Graduation
  229  Acceleration Act of 2012.”
  230         (2) The purpose of this section is to provide an option in
  231  which a student may select early graduation if the student has
  232  completed a minimum of 24 credits and meets the graduation
  233  requirements in s. 1003.428. For purposes of this section, the
  234  term “early graduation” means graduating from high school in
  235  less than 8 semesters or the equivalent.
  236         (3) Each school district shall adopt a policy that provides
  237  a high school student with the option of graduating early. Each
  238  school district shall notify the parent of a student who is
  239  eligible, pursuant to this section, to graduate early. A school
  240  district may not prohibit a student who meets the requirements
  241  of this section from graduating early.
  242         (4) A student who graduates early is eligible to continue
  243  participating in activities, awards, class rankings, social
  244  events, and graduation events as if the student were still
  245  enrolled in high school as a regular high school student.
  246  However, a school principal or superintendent may prevent a
  247  student from participating in these activities and events for
  248  reasons that would otherwise exclude a regularly enrolled
  249  student from participation. A student who graduates early may be
  250  denied access to the school facilities and grounds during normal
  251  operating hours unless the student complies with the rules and
  252  policies prescribed by the district school board.
  253         (5) For the purposes of this section, a credit is equal to
  254  1/6 of an FTE. A student may earn up to 6 paid high school
  255  credits equivalent to 1 FTE per school year in grades 9 through
  256  12 for courses provided by the school district. High school
  257  credits earned in excess of 6 per school year in courses
  258  provided by the school district are unpaid credits.
  259         Section 5. Section 1003.491, Florida Statutes, is amended
  260  to read:
  261         1003.491 Florida Career and Professional Education Act.—The
  262  Florida Career and Professional Education Act is created to
  263  provide a statewide planning partnership between the business
  264  and education communities in order to attract, expand, and
  265  retain targeted, high-value industry and to sustain a strong,
  266  knowledge-based economy.
  267         (1) The primary purpose of the Florida Career and
  268  Professional Education Act is to:
  269         (a) Improve middle and high school academic performance by
  270  providing rigorous and relevant curriculum opportunities;
  271         (b) Provide rigorous and relevant career-themed courses
  272  that articulate to postsecondary-level coursework and lead to
  273  industry certification;
  274         (c) Support local and regional economic development;
  275         (d) Respond to Florida’s critical workforce needs; and
  276         (e) Provide state residents with access to high-wage and
  277  high-demand careers.
  278         (2) Each district school board shall develop, in
  279  collaboration with regional workforce boards, economic
  280  development agencies, and postsecondary institutions approved to
  281  operate in the state, a strategic 3-year 5-year plan to address
  282  and meet local and regional workforce demands. If involvement of
  283  a regional workforce board or an economic development agency in
  284  the strategic plan development is not feasible, the local school
  285  board, with the approval of the Department of Economic
  286  Opportunity, shall collaborate with the most appropriate
  287  regional business leadership board. Two or more school districts
  288  may collaborate in the development of the strategic plan and
  289  offer career-themed courses, as defined in s. 1003.493(1)(b), or
  290  a career and professional academy as a joint venture. The
  291  strategic plan must describe in detail provisions for the
  292  efficient transportation of students, the maximum use of shared
  293  resources, access to courses aligned to state curriculum
  294  standards through virtual education providers legislatively
  295  authorized to provide part-time instruction to middle school
  296  students, and an objective review of proposed career and
  297  professional academy courses and other career-themed courses to
  298  determine if the courses will lead to the attainment of industry
  299  certifications included on the Industry Certified Funding List
  300  pursuant to rules adopted by the State Board of Education. Each
  301  strategic plan shall be reviewed, updated, and jointly approved
  302  every 3 5 years by the local school district, regional workforce
  303  boards, economic development agencies, and state-approved
  304  postsecondary institutions.
  305         (3) The strategic 3-year 5-year plan developed jointly by
  306  the local school district, regional workforce boards, economic
  307  development agencies, and state-approved postsecondary
  308  institutions shall be constructed and based on:
  309         (a) Research conducted to objectively determine local and
  310  regional workforce needs for the ensuing 3 5 years, using labor
  311  projections of the United States Department of Labor and the
  312  Department of Economic Opportunity;
  313         (b) Strategies to develop and implement career academies or
  314  career-themed courses based on those careers determined to be
  315  high wage, high skill, and in high demand;
  316         (c) Strategies to provide shared, maximum use of private
  317  sector facilities and personnel;
  318         (d) Strategies that ensure instruction by industry
  319  certified faculty and standards and strategies to maintain
  320  current industry credentials and for recruiting and retaining
  321  faculty to meet those standards;
  322         (e) Strategies to provide personalized student advisement,
  323  including a parent-participation component, and coordination
  324  with middle schools to promote and support career-themed courses
  325  and education planning as required under s. 1003.4156.
  326         (f)(e) Alignment of requirements for the middle school
  327  career course under s. 1003.4156(1)(a)5. exploration, middle and
  328  high school career and professional academies or career-themed
  329  courses leading to industry certification or postsecondary
  330  credit, and high school graduation requirements;
  331         (g)(f) Provisions to ensure that career-themed courses and
  332  courses offered through career and professional academies are
  333  academically rigorous, meet or exceed appropriate state-adopted
  334  subject area standards, result in attainment of industry
  335  certification, and, when appropriate, result in postsecondary
  336  credit;
  337         (h) Plans to sustain and improve career-themed courses and
  338  career and professional academies;
  339         (i)(g) Strategies to improve the passage rate for industry
  340  certification examinations if the rate falls below 50 percent;
  341         (j)(h)Strategies to recruit students into career-themed
  342  courses and Establishment of student eligibility criteria in
  343  career and professional academies which include opportunities
  344  for students who have been unsuccessful in traditional
  345  classrooms but who are interested in enrolling in career-themed
  346  courses or a career and professional academy show aptitude to
  347  participate in academies. School boards shall address the
  348  analysis of eighth grade student achievement data to provide
  349  opportunities for students who may be deemed as potential
  350  dropouts to enroll in career-themed courses or participate in
  351  career and professional academies;
  352         (k)(i) Strategies to provide sufficient space within
  353  academies to meet workforce needs and to provide access to all
  354  interested and qualified students;
  355         (l)(j) Strategies to implement career-themed courses or
  356  career and professional academy training that lead leads to
  357  industry certification in juvenile justice education programs at
  358  Department of Juvenile Justice facilities;
  359         (m)(k) Opportunities for high school students to earn
  360  weighted or dual enrollment credit for higher-level career and
  361  technical courses;
  362         (n)(l) Promotion of the benefits of the Gold Seal Bright
  363  Futures Scholarship;
  364         (o)(m) Strategies to ensure the review of district pupil
  365  progression plans and to amend such plans to include career
  366  themed courses and career and professional academy courses and
  367  to include courses that may qualify as substitute courses for
  368  core graduation requirements and those that may be counted as
  369  elective courses; and
  370         (p)(n) Strategies to provide professional development for
  371  secondary guidance counselors on the benefits of career and
  372  professional academies and career-themed courses that lead to
  373  industry certification; and
  374         (q) Strategies to redirect appropriated career funding in
  375  secondary and postsecondary institutions to support career
  376  academies and career-themed courses that lead to industry
  377  certification.
  378         (4) The State Board of Education shall establish a process
  379  for the continual and uninterrupted review of newly proposed
  380  core secondary courses and existing courses requested to be
  381  considered as core courses to ensure that sufficient rigor and
  382  relevance is provided for workforce skills and postsecondary
  383  education and aligned to state curriculum standards.
  384         (a) The review of newly proposed core secondary courses
  385  shall be the responsibility of a curriculum review committee
  386  whose membership is approved by the Workforce Florida, Inc.,
  387  Board as described in s. 445.004, and shall include:
  388         1.(a) Three certified high school guidance counselors
  389  recommended by the Florida Association of Student Services
  390  Administrators.
  391         2.(b) Three assistant superintendents for curriculum and
  392  instruction, recommended by the Florida Association of District
  393  School Superintendents and who serve in districts that operate
  394  successful career and professional academies pursuant to s.
  395  1003.492 or a successful series of courses that lead to industry
  396  certification. Committee members in this category shall employ
  397  the expertise of appropriate subject area specialists in the
  398  review of proposed courses.
  399         3.(c) Three workforce representatives recommended by the
  400  Department of Economic Opportunity.
  401         4.(d) Three admissions directors of postsecondary
  402  institutions accredited by the Southern Association of Colleges
  403  and Schools, representing both public and private institutions.
  404         5.(e) The Deputy Commissioner of Education, or his or her
  405  designee, responsible for K-12 curriculum and instruction. The
  406  Deputy commissioner shall employ the expertise of appropriate
  407  subject area specialists in the review of proposed courses.
  408         (b)(5) The curriculum review committee shall review
  409  submission and review of newly proposed core courses shall be
  410  conducted electronically., and Each proposed core course shall
  411  be approved or denied within 30 60 days after submission by a
  412  district school board or regional workforce board. All courses
  413  approved as core courses for purposes of middle school promotion
  414  and high school graduation shall be immediately added to the
  415  Course Code Directory. Approved core courses shall also be
  416  reviewed and considered for approval for dual enrollment credit.
  417  The Board of Governors and the Commissioner of Education shall
  418  jointly recommend an annual deadline for approval of new core
  419  courses to be included for purposes of postsecondary admissions
  420  and dual enrollment credit the following academic year. The
  421  State Board of Education shall establish an appeals process in
  422  the event that a proposed course is denied which shall require a
  423  consensus ruling by the Department of Economic Opportunity and
  424  the Commissioner of Education within 15 days.
  425         Section 6. Section 1003.492, Florida Statutes, is amended
  426  to read:
  427         1003.492 Industry-certification Industry-certified career
  428  education programs.—
  429         (1) Secondary schools offering career-themed courses, as
  430  defined in s. 1003.493(1)(b), and career and professional
  431  academies shall be coordinated with the relevant and appropriate
  432  industry indicating that all components of the program are
  433  relevant and appropriate to prepare a the student for further
  434  education or for employment in that industry.
  435         (2) The State Board of Education shall use the expertise of
  436  Workforce Florida, Inc., to develop and adopt rules pursuant to
  437  ss. 120.536(1) and 120.54 for implementing an industry
  438  certification process. Industry certification shall be defined
  439  by the Department of Economic Opportunity, based upon the
  440  highest available national standards for specific industry
  441  certification, to ensure student skill proficiency and to
  442  address emerging labor market and industry trends. A regional
  443  workforce board or a school principal career and professional
  444  academy may apply to Workforce Florida, Inc., to request
  445  additions to the approved list of industry certifications based
  446  on high-skill, high-wage, and high-demand job requirements in
  447  the regional economy. The list of industry certifications
  448  approved by Workforce Florida, Inc., and the Department of
  449  Education shall be published and updated annually by a date
  450  certain, to be included in the adopted rule.
  451         (3) The Department of Education shall collect student
  452  achievement and performance data in industry-certification
  453  industry-certified career education programs and career-themed
  454  courses and shall work with Workforce Florida, Inc., in the
  455  analysis of collected data. The data collection and analyses
  456  shall examine the performance of participating students over
  457  time. Performance factors shall include, but not be limited to,
  458  graduation rates, retention rates, Florida Bright Futures
  459  Scholarship awards, additional educational attainment,
  460  employment records, earnings, industry certification, and
  461  employer satisfaction. The results of this study shall be
  462  submitted to the President of the Senate and the Speaker of the
  463  House of Representatives annually by December 31.
  464         Section 7. Section 1003.493, Florida Statutes, is amended
  465  to read:
  466         1003.493 Career and professional academies and career
  467  themed courses.—
  468         (1)(a) A “career and professional academy” is a research
  469  based program that integrates a rigorous academic curriculum
  470  with an industry-specific curriculum aligned directly to
  471  priority workforce needs established by the regional workforce
  472  board or the Department of Economic Opportunity. Career and
  473  professional academies shall be offered by public schools and
  474  school districts. The Florida Virtual School is encouraged to
  475  develop and offer rigorous career and professional courses as
  476  appropriate. Students completing career and professional academy
  477  programs must receive a standard high school diploma, the
  478  highest available industry certification, and opportunities to
  479  earn postsecondary credit if the academy partners with a
  480  postsecondary institution approved to operate in the state.
  481         (b) A “career-themed course” is a course, or a course in a
  482  series of courses, which leads to an industry certification
  483  identified in the Industry Certification Funding List pursuant
  484  to rules adopted by the State Board of Education. Career-themed
  485  courses have industry-specific curriculum aligned directly to
  486  priority workforce needs established by the regional workforce
  487  board or the Department of Economic Opportunity. The Florida
  488  Virtual School is encouraged to develop and offer rigorous
  489  career-themed courses as appropriate. Students completing a
  490  career-themed course must be provided opportunities to earn
  491  postsecondary credit if the credit for the career-themed course
  492  can be articulated to a postsecondary institution approved to
  493  operate in the state.
  494         (2) The goals of a career and professional academy and
  495  career-themed courses are to:
  496         (a) Increase student academic achievement and graduation
  497  rates through integrated academic and career curricula.
  498         (b) Prepare graduating high school students to make
  499  appropriate choices relative to employment and future
  500  educational experiences.
  501         (c) Focus on career preparation through rigorous academics
  502  and industry certification.
  503         (d) Raise student aspiration and commitment to academic
  504  achievement and work ethics through relevant coursework.
  505         (e) Promote acceleration mechanisms, such as dual
  506  enrollment and, articulated credits credit, or occupational
  507  completion points, so that students may earn postsecondary
  508  credit while in high school.
  509         (f) Support the state’s economy by meeting industry needs
  510  for skilled employees in high-skill, high-wage, and high-demand
  511  occupations.
  512         (3)(a)Career-themed courses may be offered in any public
  513  secondary school.
  514         (b) Existing career education courses may serve as a
  515  foundation for the creation of a career and professional
  516  academy. A career and professional academy may be offered as one
  517  of the following small learning communities:
  518         1.(a) A school-within-a-school career academy, as part of
  519  an existing high school, which that provides courses in one or
  520  more occupational clusters cluster. Students who attend in the
  521  high school are not required to attend be students in the
  522  academy.
  523         2.(b) A total school configuration that provides career
  524  themed courses in one or more providing multiple academies, each
  525  structured around an occupational clusters cluster. Every
  526  student who attends in the school also attends the is in an
  527  academy.
  528         (4) Each career and professional academy and secondary
  529  school providing career-themed courses must:
  530         (a) Provide a rigorous standards-based academic curriculum
  531  integrated with a career curriculum; consider. The curriculum
  532  must take into consideration multiple styles of student
  533  learning; promote learning by doing through application and
  534  adaptation; maximize relevance of the subject matter; enhance
  535  each student’s capacity to excel; and include an emphasis on
  536  work habits and work ethics.
  537         (b) Include one or more partnerships with postsecondary
  538  institutions, businesses, industry, employers, economic
  539  development organizations, or other appropriate partners from
  540  the local community. Such partnerships with postsecondary
  541  institutions shall be delineated in articulation agreements and
  542  include any career and professional academy courses or career
  543  themed to provide for career-based courses that earn
  544  postsecondary credit. Such agreements may include articulation
  545  between the secondary school academy and public or private 2
  546  year and 4-year postsecondary institutions and technical
  547  centers. The Department of Education, in consultation with the
  548  Board of Governors, shall establish a mechanism to ensure
  549  articulation and transfer of credits to postsecondary
  550  institutions in this state. Such partnerships must provide
  551  opportunities for:
  552         1. Instruction from highly skilled professionals who
  553  possess industry-certification credentials for courses they are
  554  teaching.
  555         2. Internships, externships, and on-the-job training.
  556         3. A postsecondary degree, diploma, or certificate.
  557         4. The highest available level of industry certification.
  558         5. Maximum articulation of credits pursuant to s. 1007.23
  559  upon program completion.
  560         (c) Provide shared, maximum use of private sector
  561  facilities and personnel.
  562         (d) Provide personalized student advisement, including a
  563  parent-participation component, and coordination with middle
  564  schools to promote and support career exploration and education
  565  planning as required under s. 1003.4156. Coordination with
  566  middle schools must provide information to middle school
  567  students about secondary and postsecondary career education
  568  programs and academies.
  569         (c)(e) Promote and provide opportunities for students
  570  enrolled in a career and professional academy or career-themed
  571  courses students to attain, at minimum, the Florida Gold Seal
  572  Vocational Scholars award pursuant to s. 1009.536.
  573         (d)(f) Provide instruction in careers designated as high
  574  skill, high wage, and high growth, high demand, and high pay by
  575  the regional workforce development board, the chamber of
  576  commerce, economic development agencies, or the Department of
  577  Economic Opportunity.
  578         (e)(g) Deliver academic content through instruction
  579  relevant to the career, including intensive reading and
  580  mathematics intervention required by s. 1003.428, with an
  581  emphasis on strengthening reading for information skills.
  582         (f)(h) Offer applied courses that combine academic content
  583  with technical skills.
  584         (g)(i) Provide instruction resulting in competency,
  585  certification, or credentials in workplace skills, including,
  586  but not limited to, communication skills, interpersonal skills,
  587  decisionmaking skills, the importance of attendance and
  588  timeliness in the work environment, and work ethics.
  589         (j) Include a plan to sustain career and professional
  590  academies.
  591         (k) Redirect appropriated career funding to career and
  592  professional academies.
  593         (5) All career courses offered in a career and professional
  594  academy and each career-themed course offered by a secondary
  595  school must lead to industry certification or college credit
  596  linked directly to the career theme of the course. If the
  597  passage rate on an industry certification examination that is
  598  associated with the career and professional academy or a career
  599  themed course falls below 50 percent, strategies to improve the
  600  passage rate must be included in the strategic 3-year plan the
  601  academy must discontinue enrollment of new students the
  602  following school year and each year thereafter until such time
  603  as the passage rate is above 50 percent or the academy is
  604  discontinued.
  605         (6) Workforce Florida, Inc., through the secondary career
  606  academies initiatives, shall serve in an advisory role and offer
  607  technical assistance in the development and deployment of newly
  608  established career and professional academies and career-themed
  609  courses.
  610         Section 8. Section 1003.4935, Florida Statutes, is amended
  611  to read:
  612         1003.4935 Middle school career and professional academy
  613  courses and career-themed courses.—
  614         (1) Beginning with the 2011-2012 school year, each district
  615  school board, in collaboration with regional workforce boards,
  616  economic development agencies, and state-approved postsecondary
  617  institutions, shall include plans to implement a career and
  618  professional academy or career-themed courses, as defined in s.
  619  1003.493(1)(b), in at least one middle school in the district as
  620  part of the strategic 3-year 5-year plan pursuant to s.
  621  1003.491(2). The middle school career and professional academy
  622  component of the strategic plan must ensure that students are
  623  provided the opportunity to complete the transition from a of
  624  middle school career and professional academy or career-themed
  625  courses students to a high school career and professional
  626  academy or career-themed courses currently operating within the
  627  school district. Students who complete a middle school career
  628  and professional academy or a career-themed course must have the
  629  opportunity to earn an industry certificate and high school
  630  credit and participate in career planning, job shadowing, and
  631  business leadership development activities.
  632         (2) Each middle school career and professional academy or
  633  career-themed course must be aligned with at least one high
  634  school career and professional academy or career-themed course
  635  offered in the district and maintain partnerships with local
  636  business and industry and economic development boards. Middle
  637  school career and professional academies and career-themed
  638  courses must:
  639         (a) Lead Provide instruction in courses leading to careers
  640  in occupations designated as high skill, high wage, and high
  641  growth, high demand, and high pay in the Industry Certification
  642  Funding List approved under rules adopted by the State Board of
  643  Education;
  644         (b) Offer career and professional academy courses that
  645  Integrate content from core subject areas;
  646         (c) Offer courses that Integrate career and professional
  647  academy or career-themed course content with intensive reading
  648  and mathematics pursuant to s. 1003.428;
  649         (d) Coordinate with high schools to maximize opportunities
  650  for middle school career and professional academy students to
  651  earn high school credit;
  652         (e) Provide access to virtual instruction courses provided
  653  by virtual education providers legislatively authorized to
  654  provide part-time instruction to middle school students. The
  655  virtual instruction courses must be aligned to state curriculum
  656  standards for middle school career and professional academy
  657  courses or career-themed courses students, with priority given
  658  to students who have required course deficits;
  659         (f) Provide instruction from highly skilled professionals
  660  who hold industry certificates in the career area in which they
  661  teach;
  662         (g) Offer externships; and
  663         (h) Provide personalized student advisement pursuant to s.
  664  1003.4156(1)(a)5. which that includes a parent-participation
  665  component.
  666         (3) Beginning with the 2012-2013 school year, if a school
  667  district implements a middle school career and professional
  668  academy or a career-themed course, the Department of Education
  669  shall collect and report student achievement data pursuant to
  670  performance factors identified under s. 1003.492(3) for academy
  671  students enrolled in an academy or a career-themed course.
  672         (4) The State Board of Education shall adopt rules pursuant
  673  to ss. 120.536(1) and 120.54 to identify industry certifications
  674  in science, technology, engineering, and mathematics offered in
  675  middle school to be included on the Industry Certified Funding
  676  List and which are eligible for additional full-time equivalent
  677  membership under s. 1011.62(1).
  678         Section 9. Paragraph (c) of subsection (3) of section
  679  1008.22, Florida Statutes, is amended to read:
  680         1008.22 Student assessment program for public schools.—
  681         (3) STATEWIDE ASSESSMENT PROGRAM.—The commissioner shall
  682  design and implement a statewide program of educational
  683  assessment that provides information for the improvement of the
  684  operation and management of the public schools, including
  685  schools operating for the purpose of providing educational
  686  services to youth in Department of Juvenile Justice programs.
  687  The commissioner may enter into contracts for the continued
  688  administration of the assessment, testing, and evaluation
  689  programs authorized and funded by the Legislature. Contracts may
  690  be initiated in 1 fiscal year and continue into the next and may
  691  be paid from the appropriations of either or both fiscal years.
  692  The commissioner is authorized to negotiate for the sale or
  693  lease of tests, scoring protocols, test scoring services, and
  694  related materials developed pursuant to law. Pursuant to the
  695  statewide assessment program, the commissioner shall:
  696         (c) Develop and implement a student achievement testing
  697  program as follows:
  698         1. The Florida Comprehensive Assessment Test (FCAT)
  699  measures a student’s content knowledge and skills in reading,
  700  writing, science, and mathematics. The content knowledge and
  701  skills assessed by the FCAT must be aligned to the core
  702  curricular content established in the Next Generation Sunshine
  703  State Standards. Other content areas may be included as directed
  704  by the commissioner. Comprehensive assessments of reading and
  705  mathematics shall be administered annually in grades 3 through
  706  10 except, beginning with the 2010-2011 school year, the
  707  administration of grade 9 FCAT Mathematics shall be
  708  discontinued, and beginning with the 2011-2012 school year, the
  709  administration of grade 10 FCAT Mathematics shall be
  710  discontinued, except as required for students who have not
  711  attained minimum performance expectations for graduation as
  712  provided in paragraph (9)(c). FCAT Writing and FCAT Science
  713  shall be administered at least once at the elementary, middle,
  714  and high school levels except, beginning with the 2011-2012
  715  school year, the administration of FCAT Science at the high
  716  school level shall be discontinued.
  717         2.a. End-of-course assessments for a subject shall be
  718  administered in addition to the comprehensive assessments
  719  required under subparagraph 1. End-of-course assessments must be
  720  rigorous, statewide, standardized, and developed or approved by
  721  the department. The content knowledge and skills assessed by
  722  end-of-course assessments must be aligned to the core curricular
  723  content established in the Next Generation Sunshine State
  724  Standards.
  725         (I) Statewide, standardized end-of-course assessments in
  726  mathematics shall be administered according to this sub-sub
  727  subparagraph. Beginning with the 2010-2011 school year, all
  728  students enrolled in Algebra I or an equivalent course must take
  729  the Algebra I end-of-course assessment. For students entering
  730  grade 9 during the 2010-2011 school year and who are enrolled in
  731  Algebra I or an equivalent, each student’s performance on the
  732  end-of-course assessment in Algebra I shall constitute 30
  733  percent of the student’s final course grade. Beginning with the
  734  2013-2014 school year, the end-of-course assessment in Algebra I
  735  shall be administered four times annually. Beginning with
  736  students entering grade 9 in the 2011-2012 school year, a
  737  student who is enrolled in Algebra I or an equivalent must earn
  738  a passing score on the end-of-course assessment in Algebra I or
  739  attain an equivalent score as described in subsection (11) in
  740  order to earn course credit. Beginning with the 2011-2012 school
  741  year, all students enrolled in geometry or an equivalent course
  742  must take the geometry end-of-course assessment. For students
  743  entering grade 9 during the 2011-2012 school year, each
  744  student’s performance on the end-of-course assessment in
  745  geometry shall constitute 30 percent of the student’s final
  746  course grade. Beginning with students entering grade 9 during
  747  the 2012-2013 school year, a student must earn a passing score
  748  on the end-of-course assessment in geometry or attain an
  749  equivalent score as described in subsection (11) in order to
  750  earn course credit.
  751         (II) Statewide, standardized end-of-course assessments in
  752  science shall be administered according to this sub-sub
  753  subparagraph. Beginning with the 2011-2012 school year, all
  754  students enrolled in Biology I or an equivalent course must take
  755  the Biology I end-of-course assessment. For the 2011-2012 school
  756  year, each student’s performance on the end-of-course assessment
  757  in Biology I shall constitute 30 percent of the student’s final
  758  course grade. Beginning with students entering grade 9 during
  759  the 2012-2013 school year, a student must earn a passing score
  760  on the end-of-course assessment in Biology I in order to earn
  761  course credit.
  762         b. During the 2012-2013 school year, an end-of-course
  763  assessment in civics education shall be administered as a field
  764  test at the middle school level. During the 2013-2014 school
  765  year, each student’s performance on the statewide, standardized
  766  end-of-course assessment in civics education shall constitute 30
  767  percent of the student’s final course grade. Beginning with the
  768  2014-2015 school year, a student must earn a passing score on
  769  the end-of-course assessment in civics education in order to
  770  pass the course and be promoted from the middle grades. The
  771  school principal of a middle school shall determine, in
  772  accordance with State Board of Education rule, whether a student
  773  who transfers to the middle school and who has successfully
  774  completed a civics education course at the student’s previous
  775  school must take an end-of-course assessment in civics
  776  education.
  777         c. The commissioner may select one or more nationally
  778  developed comprehensive examinations, which may include, but
  779  need not be limited to, examinations for a College Board
  780  Advanced Placement course, International Baccalaureate course,
  781  or Advanced International Certificate of Education course, or
  782  industry-approved examinations to earn national industry
  783  certifications identified in the Industry Certification Funding
  784  List, pursuant to rules adopted by the State Board of Education,
  785  for use as end-of-course assessments under this paragraph, if
  786  the commissioner determines that the content knowledge and
  787  skills assessed by the examinations meet or exceed the grade
  788  level expectations for the core curricular content established
  789  for the course in the Next Generation Sunshine State Standards.
  790  The commissioner may collaborate with the American Diploma
  791  Project in the adoption or development of rigorous end-of-course
  792  assessments that are aligned to the Next Generation Sunshine
  793  State Standards.
  794         d. Contingent upon funding provided in the General
  795  Appropriations Act, including the appropriation of funds
  796  received through federal grants, the Commissioner of Education
  797  shall establish an implementation schedule for the development
  798  and administration of additional statewide, standardized end-of
  799  course assessments in English/Language Arts II, Algebra II,
  800  chemistry, physics, earth/space science, United States history,
  801  and world history. Priority shall be given to the development of
  802  end-of-course assessments in English/Language Arts II. The
  803  Commissioner of Education shall evaluate the feasibility and
  804  effect of transitioning from the grade 9 and grade 10 FCAT
  805  Reading and high school level FCAT Writing to an end-of-course
  806  assessment in English/Language Arts II. The commissioner shall
  807  report the results of the evaluation to the President of the
  808  Senate and the Speaker of the House of Representatives no later
  809  than July 1, 2011.
  810         3. The testing program shall measure student content
  811  knowledge and skills adopted by the State Board of Education as
  812  specified in paragraph (a) and measure and report student
  813  performance levels of all students assessed in reading, writing,
  814  mathematics, and science. The commissioner shall provide for the
  815  tests to be developed or obtained, as appropriate, through
  816  contracts and project agreements with private vendors, public
  817  vendors, public agencies, postsecondary educational
  818  institutions, or school districts. The commissioner shall obtain
  819  input with respect to the design and implementation of the
  820  testing program from state educators, assistive technology
  821  experts, and the public.
  822         4. The testing program shall be composed of criterion
  823  referenced tests that shall, to the extent determined by the
  824  commissioner, include test items that require the student to
  825  produce information or perform tasks in such a way that the core
  826  content knowledge and skills he or she uses can be measured.
  827         5. FCAT Reading, Mathematics, and Science and all
  828  statewide, standardized end-of-course assessments shall measure
  829  the content knowledge and skills a student has attained on the
  830  assessment by the use of scaled scores and achievement levels.
  831  Achievement levels shall range from 1 through 5, with level 1
  832  being the lowest achievement level, level 5 being the highest
  833  achievement level, and level 3 indicating satisfactory
  834  performance on an assessment. For purposes of FCAT Writing,
  835  student achievement shall be scored using a scale of 1 through 6
  836  and the score earned shall be used in calculating school grades.
  837  A score shall be designated for each subject area tested, below
  838  which score a student’s performance is deemed inadequate. The
  839  school districts shall provide appropriate remedial instruction
  840  to students who score below these levels.
  841         6. The State Board of Education shall, by rule, designate a
  842  passing score for each part of the grade 10 assessment test and
  843  end-of-course assessments. Any rule that has the effect of
  844  raising the required passing scores may apply only to students
  845  taking the assessment for the first time after the rule is
  846  adopted by the State Board of Education. Except as otherwise
  847  provided in this subparagraph and as provided in s.
  848  1003.428(8)(b) or s. 1003.43(11)(b), students must earn a
  849  passing score on grade 10 FCAT Reading and grade 10 FCAT
  850  Mathematics or attain concordant scores as described in
  851  subsection (10) in order to qualify for a standard high school
  852  diploma.
  853         7. In addition to designating a passing score under
  854  subparagraph 6., the State Board of Education shall also
  855  designate, by rule, a score for each statewide, standardized
  856  end-of-course assessment which indicates that a student is high
  857  achieving and has the potential to meet college-readiness
  858  standards by the time the student graduates from high school.
  859         8. Participation in the testing program is mandatory for
  860  all students attending public school, including students served
  861  in Department of Juvenile Justice programs, except as otherwise
  862  prescribed by the commissioner. A student who has not earned
  863  passing scores on the grade 10 FCAT as provided in subparagraph
  864  6. must participate in each retake of the assessment until the
  865  student earns passing scores or achieves scores on a
  866  standardized assessment which are concordant with passing scores
  867  pursuant to subsection (10). If a student does not participate
  868  in the statewide assessment, the district must notify the
  869  student’s parent and provide the parent with information
  870  regarding the implications of such nonparticipation. A parent
  871  must provide signed consent for a student to receive classroom
  872  instructional accommodations that would not be available or
  873  permitted on the statewide assessments and must acknowledge in
  874  writing that he or she understands the implications of such
  875  instructional accommodations. The State Board of Education shall
  876  adopt rules, based upon recommendations of the commissioner, for
  877  the provision of test accommodations for students in exceptional
  878  education programs and for students who have limited English
  879  proficiency. Accommodations that negate the validity of a
  880  statewide assessment are not allowable in the administration of
  881  the FCAT or an end-of-course assessment. However, instructional
  882  accommodations are allowable in the classroom if included in a
  883  student’s individual education plan. Students using
  884  instructional accommodations in the classroom that are not
  885  allowable as accommodations on the FCAT or an end-of-course
  886  assessment may have the FCAT or an end-of-course assessment
  887  requirement waived pursuant to the requirements of s.
  888  1003.428(8)(b) or s. 1003.43(11)(b).
  889         9. A student seeking an adult high school diploma must meet
  890  the same testing requirements that a regular high school student
  891  must meet.
  892         10. District school boards must provide instruction to
  893  prepare students in the core curricular content established in
  894  the Next Generation Sunshine State Standards adopted under s.
  895  1003.41, including the core content knowledge and skills
  896  necessary for successful grade-to-grade progression and high
  897  school graduation. If a student is provided with instructional
  898  accommodations in the classroom that are not allowable as
  899  accommodations in the statewide assessment program, as described
  900  in the test manuals, the district must inform the parent in
  901  writing and must provide the parent with information regarding
  902  the impact on the student’s ability to meet expected performance
  903  levels in reading, writing, mathematics, and science. The
  904  commissioner shall conduct studies as necessary to verify that
  905  the required core curricular content is part of the district
  906  instructional programs.
  907         11. District school boards must provide opportunities for
  908  students to demonstrate an acceptable performance level on an
  909  alternative standardized assessment approved by the State Board
  910  of Education following enrollment in summer academies.
  911         12. The Department of Education must develop, or select,
  912  and implement a common battery of assessment tools that will be
  913  used in all juvenile justice programs in the state. These tools
  914  must accurately measure the core curricular content established
  915  in the Next Generation Sunshine State Standards.
  916         13. For students seeking a special diploma pursuant to s.
  917  1003.438, the Department of Education must develop or select and
  918  implement an alternate assessment tool that accurately measures
  919  the core curricular content established in the Next Generation
  920  Sunshine State Standards for students with disabilities under s.
  921  1003.438.
  922         14. The Commissioner of Education shall establish schedules
  923  for the administration of statewide assessments and the
  924  reporting of student test results. When establishing the
  925  schedules for the administration of statewide assessments, the
  926  commissioner shall consider the observance of religious and
  927  school holidays. The commissioner shall, by August 1 of each
  928  year, notify each school district in writing and publish on the
  929  department’s Internet website the testing and reporting
  930  schedules for, at a minimum, the school year following the
  931  upcoming school year. The testing and reporting schedules shall
  932  require that:
  933         a. There is the latest possible administration of statewide
  934  assessments and the earliest possible reporting to the school
  935  districts of student test results which is feasible within
  936  available technology and specific appropriations; however, test
  937  results for the FCAT must be made available no later than the
  938  week of June 8. Student results for end-of-course assessments
  939  must be provided no later than 1 week after the school district
  940  completes testing for each course. The commissioner may extend
  941  the reporting schedule under exigent circumstances.
  942         b. FCAT Writing may not be administered earlier than the
  943  week of March 1, and a comprehensive statewide assessment of any
  944  other subject may not be administered earlier than the week of
  945  April 15.
  946         c. A statewide, standardized end-of-course assessment is
  947  administered at the end of the course. The commissioner shall
  948  select an administration period for assessments that meets the
  949  intent of end-of-course assessments and provides student results
  950  prior to the end of the course. School districts shall
  951  administer tests in accordance with the schedule determined by
  952  the commissioner. For an end-of-course assessment administered
  953  at the end of the first semester, the commissioner shall
  954  determine the most appropriate testing dates based on a review
  955  of each school district’s academic calendar.
  956  
  957  The commissioner may, based on collaboration and input from
  958  school districts, design and implement student testing programs,
  959  for any grade level and subject area, necessary to effectively
  960  monitor educational achievement in the state, including the
  961  measurement of educational achievement of the Next Generation
  962  Sunshine State Standards for students with disabilities.
  963  Development and refinement of assessments shall include
  964  universal design principles and accessibility standards that
  965  will prevent any unintended obstacles for students with
  966  disabilities while ensuring the validity and reliability of the
  967  test. These principles should be applicable to all technology
  968  platforms and assistive devices available for the assessments.
  969  The field testing process and psychometric analyses for the
  970  statewide assessment program must include an appropriate
  971  percentage of students with disabilities and an evaluation or
  972  determination of the effect of test items on such students.
  973         Section 10. Subsection (3) of section 1008.34, Florida
  974  Statutes, is amended to read:
  975         1008.34 School grading system; school report cards;
  976  district grade.—
  977         (3) DESIGNATION OF SCHOOL GRADES.—
  978         (a) Each school that has students who are tested and
  979  included in the school grading system shall receive a school
  980  grade, except as follows:
  981         1. A school shall not receive a school grade if the number
  982  of its students tested and included in the school grading system
  983  is less than the minimum sample size necessary, based on
  984  accepted professional practice, for statistical reliability and
  985  prevention of the unlawful release of personally identifiable
  986  student data under s. 1002.22 or 20 U.S.C. s. 1232g.
  987         2. An alternative school may choose to receive a school
  988  grade under this section or a school improvement rating under s.
  989  1008.341. For charter schools that meet the definition of an
  990  alternative school pursuant to State Board of Education rule,
  991  the decision to receive a school grade is the decision of the
  992  charter school governing board.
  993         3. A school that serves any combination of students in
  994  kindergarten through grade 3 which does not receive a school
  995  grade because its students are not tested and included in the
  996  school grading system shall receive the school grade designation
  997  of a K-3 feeder pattern school identified by the Department of
  998  Education and verified by the school district. A school feeder
  999  pattern exists if at least 60 percent of the students in the
 1000  school serving a combination of students in kindergarten through
 1001  grade 3 are scheduled to be assigned to the graded school.
 1002         (b)1. A school’s grade shall be based on a combination of:
 1003         a. Student achievement scores, including achievement on all
 1004  FCAT assessments administered under s. 1008.22(3)(c)1., end-of
 1005  course assessments administered under s. 1008.22(3)(c)2.a., and
 1006  achievement scores for students seeking a special diploma.
 1007         b. Student learning gains in reading and mathematics as
 1008  measured by FCAT and end-of-course assessments, as described in
 1009  s. 1008.22(3)(c)1. and 2.a. Learning gains for students seeking
 1010  a special diploma, as measured by an alternate assessment tool,
 1011  shall be included not later than the 2009-2010 school year.
 1012         c. Improvement of the lowest 25th percentile of students in
 1013  the school in reading and mathematics on the FCAT or end-of
 1014  course assessments described in s. 1008.22(3)(c)2.a., unless
 1015  these students are exhibiting satisfactory performance.
 1016         2. Beginning with the 2011-2012 school year, for schools
 1017  comprised of middle school grades 6 through 8 or grades 7 and 8,
 1018  the school’s grade shall include the performance and
 1019  participation of its students enrolled in high school level
 1020  courses with end-of-course assessments administered under s.
 1021  1008.22(3)(c)2.a. Performance and participation must be weighted
 1022  equally. As valid data becomes available, the school grades
 1023  shall include the students’ attainment of national industry
 1024  certification identified in the Industry Certification Funding
 1025  List pursuant to rules adopted by the State Board of Education.
 1026         3. Beginning with the 2009-2010 school year For schools
 1027  comprised of high school grades 9, 10, 11, and 12, or grades 10,
 1028  11, and 12, 50 percent of the school grade shall be based on a
 1029  combination of the factors listed in sub-subparagraphs 1.a.-c.
 1030  and the remaining 50 percent on the following factors:
 1031         a. The high school graduation rate of the school;
 1032         b. As valid data becomes available, the performance and
 1033  participation of the school’s students in College Board Advanced
 1034  Placement courses, International Baccalaureate courses, dual
 1035  enrollment courses, and Advanced International Certificate of
 1036  Education courses; and the students’ achievement of national
 1037  industry certification identified in the Industry Certification
 1038  Funding List, pursuant to rules adopted by the State Board of
 1039  Education;
 1040         c. Postsecondary readiness of the school’s students as
 1041  measured by the SAT, ACT, or the common placement test;
 1042         d. The high school graduation rate of at-risk students who
 1043  scored at Level 2 or lower on the grade 8 FCAT Reading and
 1044  Mathematics examinations;
 1045         e. As valid data becomes available, the performance of the
 1046  school’s students on statewide standardized end-of-course
 1047  assessments administered under s. 1008.22(3)(c)2.c. and d.; and
 1048         f. The percentage of the school’s students who earn credits
 1049  in mathematics and science courses that must be:
 1050         (I) In excess of the requirements in s. 1003.428(2)(a)2.
 1051  and 3.; and
 1052         (II) At a level of rigor exceeding the course requirements
 1053  in s. 1003.428(2)(a)2. and 3.;
 1054         g. The percentage of students who graduate in less than 8
 1055  semesters or the equivalent; and
 1056         h.f. The growth or decline in the components listed in sub
 1057  subparagraphs a.-e. from year to year.
 1058  
 1059  Beginning with the 2012-2013 school year, the Department of
 1060  Education shall award bonus points to each high school based on
 1061  the data in sub-subparagraphs f. and g.
 1062         (c) Student assessment data used in determining school
 1063  grades shall include:
 1064         1. The aggregate scores of all eligible students enrolled
 1065  in the school who have been assessed on the FCAT and statewide,
 1066  standardized end-of-course assessments in courses required for
 1067  high school graduation, including, beginning with the 2010-2011
 1068  school year, the end-of-course assessment in Algebra I; and
 1069  beginning with the 2011-2012 school year, the end-of-course
 1070  assessments in geometry and Biology; and beginning with the
 1071  2013-2014 school year, on the statewide, standardized end-of
 1072  course assessment in civics education at the middle school
 1073  level.
 1074         2. The aggregate scores of all eligible students enrolled
 1075  in the school who have been assessed on the FCAT and end-of
 1076  course assessments as described in s. 1008.22(3)(c)2.a., and who
 1077  have scored at or in the lowest 25th percentile of students in
 1078  the school in reading and mathematics, unless these students are
 1079  exhibiting satisfactory performance.
 1080         3. The achievement scores and learning gains of eligible
 1081  students attending alternative schools that provide dropout
 1082  prevention and academic intervention services pursuant to s.
 1083  1003.53. The term “eligible students” in this subparagraph does
 1084  not include students attending an alternative school who are
 1085  subject to district school board policies for expulsion for
 1086  repeated or serious offenses, who are in dropout retrieval
 1087  programs serving students who have officially been designated as
 1088  dropouts, or who are in programs operated or contracted by the
 1089  Department of Juvenile Justice. The student performance data for
 1090  eligible students identified in this subparagraph shall be
 1091  included in the calculation of the home school’s grade. As used
 1092  in this subparagraph and s. 1008.341, the term “home school”
 1093  means the school to which the student would be assigned if the
 1094  student were not assigned to an alternative school. If an
 1095  alternative school chooses to be graded under this section,
 1096  student performance data for eligible students identified in
 1097  this subparagraph shall not be included in the home school’s
 1098  grade but shall be included only in the calculation of the
 1099  alternative school’s grade. A school district that fails to
 1100  assign the FCAT and end-of-course assessment as described in s.
 1101  1008.22(3)(c)2.a. scores of each of its students to his or her
 1102  home school or to the alternative school that receives a grade
 1103  shall forfeit Florida School Recognition Program funds for 1
 1104  fiscal year. School districts must require collaboration between
 1105  the home school and the alternative school in order to promote
 1106  student success. This collaboration must include an annual
 1107  discussion between the principal of the alternative school and
 1108  the principal of each student’s home school concerning the most
 1109  appropriate school assignment of the student.
 1110         4. The achievement scores and learning gains of students
 1111  designated as hospital- or homebound. Student assessment data
 1112  for students designated as hospital- or homebound shall be
 1113  assigned to their home school for the purposes of school grades.
 1114  As used in this subparagraph, the term “home school” means the
 1115  school to which a student would be assigned if the student were
 1116  not assigned to a hospital- or homebound program.
 1117         5. For schools comprised of high school grades 9, 10, 11,
 1118  and 12, or grades 10, 11, and 12, the data listed in
 1119  subparagraphs 1.-3. and the following data as the Department of
 1120  Education determines such data are valid and available:
 1121         a. The high school graduation rate of the school as
 1122  calculated by the Department of Education;
 1123         b. The participation rate of all eligible students enrolled
 1124  in the school and enrolled in College Board Advanced Placement
 1125  courses; International Baccalaureate courses; dual enrollment
 1126  courses; Advanced International Certificate of Education
 1127  courses; and courses or sequences of courses leading to national
 1128  industry certification identified in the Industry Certification
 1129  Funding List, pursuant to rules adopted by the State Board of
 1130  Education;
 1131         c. The aggregate scores of all eligible students enrolled
 1132  in the school in College Board Advanced Placement courses,
 1133  International Baccalaureate courses, and Advanced International
 1134  Certificate of Education courses;
 1135         d. Earning of college credit by all eligible students
 1136  enrolled in the school in dual enrollment programs under s.
 1137  1007.271;
 1138         e. Earning of a national industry certification identified
 1139  in the Industry Certification Funding List, pursuant to rules
 1140  adopted by the State Board of Education;
 1141         f. The aggregate scores of all eligible students enrolled
 1142  in the school in reading, mathematics, and other subjects as
 1143  measured by the SAT, the ACT, and the common placement test for
 1144  postsecondary readiness;
 1145         g. The high school graduation rate of all eligible at-risk
 1146  students enrolled in the school who scored at Level 2 or lower
 1147  on the grade 8 FCAT Reading and Mathematics examinations;
 1148         h. The performance of the school’s students on statewide
 1149  standardized end-of-course assessments administered under s.
 1150  1008.22(3)(c)2.c. and d.; and
 1151         i. The percentage of the school’s students who earn credits
 1152  in mathematics and science courses that must be:
 1153         (I) In excess of the requirements in s. 1003.428(2)(a)2.
 1154  and 3.; and
 1155         (II) At a level of rigor exceeding the course requirements
 1156  in s. 1003.428(2)(a)2. and 3.;
 1157         j. The percentage of students who graduate in less than 8
 1158  semesters or the equivalent; and
 1159         k.i. The growth or decline in the data components listed in
 1160  sub-subparagraphs a.-h. from year to year.
 1161  
 1162  Beginning with the 2012-2013 school year, the Department of
 1163  Education shall award bonus points to each high school based on
 1164  the data in sub-subparagraphs i. and j. The State Board of
 1165  Education shall adopt appropriate criteria for each school
 1166  grade. The criteria must also give added weight to student
 1167  achievement in reading. Schools designated with a grade of “C,”
 1168  making satisfactory progress, shall be required to demonstrate
 1169  that adequate progress has been made by students in the school
 1170  who are in the lowest 25th percentile in reading and mathematics
 1171  on the FCAT and end-of-course assessments as described in s.
 1172  1008.22(3)(c)2.a., unless these students are exhibiting
 1173  satisfactory performance. Beginning with the 2009-2010 school
 1174  year for schools comprised of high school grades 9, 10, 11, and
 1175  12, or grades 10, 11, and 12, the criteria for school grades
 1176  must also give added weight to the graduation rate of all
 1177  eligible at-risk students, as defined in this paragraph.
 1178  Beginning in the 2009-2010 school year, in order for a high
 1179  school to be designated as having a grade of “A,” making
 1180  excellent progress, the school must demonstrate that at-risk
 1181  students, as defined in this paragraph, in the school are making
 1182  adequate progress.
 1183         Section 11. Subsection (5) of section 1009.53, Florida
 1184  Statutes, is amended to read:
 1185         1009.53 Florida Bright Futures Scholarship Program.—
 1186         (5) The department shall issue awards from the scholarship
 1187  program annually. However, the department may evaluate students
 1188  who graduate from high school at the midpoint of the academic
 1189  year for an award, with distribution of the initial award during
 1190  the spring term at an eligible postsecondary institution. The
 1191  department shall evaluate a student for renewal of an award
 1192  after the student completes a full academic year, which begins
 1193  with the fall term through the beginning of the next fall term.
 1194  Annual awards may be for up to 45 semester credit hours or the
 1195  equivalent. Before the registration period each semester, the
 1196  department shall transmit payment for each award to the
 1197  president or director of the postsecondary education
 1198  institution, or his or her representative, except that the
 1199  department may withhold payment if the receiving institution
 1200  fails to report or to make refunds to the department as required
 1201  in this section.
 1202         (a) Within 30 days after the end of regular registration
 1203  each semester, the educational institution shall certify to the
 1204  department the eligibility status of each student who receives
 1205  an award. After the end of the drop and add period, an
 1206  institution is not required to reevaluate or revise a student’s
 1207  eligibility status; however, an institution must make a refund
 1208  to the department within 30 days after the end of the semester
 1209  of any funds received for courses dropped by a student or
 1210  courses from which a student has withdrawn after the end of the
 1211  drop and add period, unless the student has been granted an
 1212  exception by the department pursuant to subsection (11).
 1213         (b) An institution that receives funds from the program
 1214  shall certify to the department the amount of funds disbursed to
 1215  each student and shall remit to the department any undisbursed
 1216  advances within 60 days after the end of regular registration.
 1217         (c) Each institution that receives moneys through this
 1218  program shall provide for a financial audit, as defined in s.
 1219  11.45, conducted by an independent certified public accountant
 1220  or the Auditor General for each fiscal year in which the
 1221  institution expends program moneys in excess of $100,000. At
 1222  least every 2 years, the audit shall include an examination of
 1223  the institution’s administration of the program and the
 1224  institution’s accounting of the moneys for the program since the
 1225  last examination of the institution’s administration of the
 1226  program. The report on the audit must be submitted to the
 1227  department within 9 months after the end of the fiscal year. The
 1228  department may conduct its own annual audit of an institution’s
 1229  administration of the program. The department may request a
 1230  refund of any moneys overpaid to the institution for the
 1231  program. The department may suspend or revoke an institution’s
 1232  eligibility to receive future moneys for the program if the
 1233  department finds that an institution has not complied with this
 1234  section. The institution must remit within 60 days any refund
 1235  requested in accordance with this subsection.
 1236         (d) Any institution that is not subject to an audit
 1237  pursuant to this subsection shall attest, under penalty of
 1238  perjury, that the moneys were used in compliance with law. The
 1239  attestation shall be made annually in a form and format
 1240  determined by the department.
 1241         Section 12. Paragraph (f) of subsection (1) of section
 1242  1009.531, Florida Statutes, is amended to read:
 1243         1009.531 Florida Bright Futures Scholarship Program;
 1244  student eligibility requirements for initial awards.—
 1245         (1) Effective January 1, 2008, in order to be eligible for
 1246  an initial award from any of the three types of scholarships
 1247  under the Florida Bright Futures Scholarship Program, a student
 1248  must:
 1249         (f) Apply for a scholarship from the program by high school
 1250  graduation. A student who graduates from high school at the
 1251  midpoint of the academic year may be evaluated for an award for
 1252  the current academic year if he or she submits a completed
 1253  Florida Financial Aid Application by August 31 of his or her
 1254  graduation year.
 1255         Section 13. Paragraph (c) of subsection (1) is of section
 1256  1011.61, Florida Statutes, is amended to read:
 1257         1011.61 Definitions.—Notwithstanding the provisions of s.
 1258  1000.21, the following terms are defined as follows for the
 1259  purposes of the Florida Education Finance Program:
 1260         (1) A “full-time equivalent student” in each program of the
 1261  district is defined in terms of full-time students and part-time
 1262  students as follows:
 1263         (c)1. A “full-time equivalent student” is:
 1264         a. A full-time student in any one of the programs listed in
 1265  s. 1011.62(1)(c); or
 1266         b. A combination of full-time or part-time students in any
 1267  one of the programs listed in s. 1011.62(1)(c) which is the
 1268  equivalent of one full-time student based on the following
 1269  calculations:
 1270         (I) A full-time student in a combination of programs listed
 1271  in s. 1011.62(1)(c) shall be a fraction of a full-time
 1272  equivalent membership in each special program equal to the
 1273  number of net hours per school year for which he or she is a
 1274  member, divided by the appropriate number of hours set forth in
 1275  subparagraph (a)1. or subparagraph (a)2. The difference between
 1276  that fraction or sum of fractions and the maximum value as set
 1277  forth in subsection (4) for each full-time student is presumed
 1278  to be the balance of the student’s time not spent in such
 1279  special education programs and shall be recorded as time in the
 1280  appropriate basic program.
 1281         (II) A prekindergarten handicapped student shall meet the
 1282  requirements specified for kindergarten students.
 1283         (III) A full-time equivalent student for students in
 1284  kindergarten through grade 5 in a virtual instruction program
 1285  under s. 1002.45 or a virtual charter school under s. 1002.33
 1286  shall consist of a student who has successfully completed a
 1287  basic program listed in s. 1011.62(1)(c)1.a. or b., and who is
 1288  promoted to a higher grade level.
 1289         (IV) A full-time equivalent student for students in grades
 1290  6 through 12 in a virtual instruction program under s.
 1291  1002.45(1)(b)1., 2., or 3. or a virtual charter school under s.
 1292  1002.33 shall consist of six full credit completions in programs
 1293  listed in s. 1011.62(1)(c)1.b. or c. and 3. Credit completions
 1294  may be a combination of full-credit courses or half-credit
 1295  courses. Beginning in the 2014-2015 fiscal year, when s.
 1296  1008.22(3)(g) is implemented, the reported full-time equivalent
 1297  students and associated funding of students enrolled in courses
 1298  requiring passage of an end-of-course assessment shall be
 1299  adjusted after the student completes the end-of-course
 1300  assessment.
 1301         (V) A Florida Virtual School full-time equivalent student
 1302  shall consist of six full credit completions or the prescribed
 1303  level of content that counts toward promotion to the next grade
 1304  in the programs listed in s. 1011.62(1)(c)1.a. and b. for
 1305  kindergarten through grade 8 and the programs listed in s.
 1306  1011.62(1)(c)1.c. for grades 9 through 12. Credit completions
 1307  may be a combination of full-credit courses or half-credit
 1308  courses. Beginning in the 2014-2015 fiscal year, when s.
 1309  1008.22(3)(g) is implemented, the reported full-time equivalent
 1310  students and associated funding of students enrolled in courses
 1311  requiring passage of an end-of-course assessment shall be
 1312  adjusted after the student completes the end-of-course
 1313  assessment.
 1314         (VI) Each successfully completed full-credit course earned
 1315  through an online course delivered by a district other than the
 1316  one in which the student resides shall be calculated as 1/6 FTE.
 1317         (VII) Each successfully completed credit earned under the
 1318  alternative high school course credit requirements authorized in
 1319  s. 1002.375, which is not reported as a portion of the 900 net
 1320  hours of instruction pursuant to subparagraph (1)(a)1., shall be
 1321  calculated as 1/6 FTE.
 1322         (VIII)(A) A full-time equivalent student for courses
 1323  requiring statewide end-of-course assessments pursuant to s.
 1324  1008.22(3) shall be defined and reported based on the number of
 1325  instructional hours as provided in s. 1011.61(1) for the first 3
 1326  years of administering the end-of-course assessments. Beginning
 1327  in the fourth year of administering the end-of-course
 1328  assessments, FTE shall be credit-based and each course shall be
 1329  equal to 1/6 FTE. The reported FTE shall be adjusted after the
 1330  student successfully completes the end-of-course assessment
 1331  pursuant to s. 1008.22(3)(c)2.a.
 1332         (B) For students enrolled in a school district as a full
 1333  time student, the school district may report 1/6 FTE for each
 1334  student who passes a statewide end-of-course assessment without
 1335  having taken the corresponding course.
 1336         (C) The FTE earned under this sub-sub-sub-subparagraph and
 1337  any FTE for courses or programs listed in s. 1011.62(1)(c) which
 1338  do not require passing statewide end-of-course assessments are
 1339  subject to the requirements in subsection (4).
 1340         2. A student in membership in a program scheduled for more
 1341  or less than 180 school days or the equivalent on an hourly
 1342  basis as specified by rules of the State Board of Education is a
 1343  fraction of a full-time equivalent membership equal to the
 1344  number of instructional hours in membership divided by the
 1345  appropriate number of hours set forth in subparagraph (a)1.;
 1346  however, for the purposes of this subparagraph, membership in
 1347  programs scheduled for more than 180 days is limited to students
 1348  enrolled in juvenile justice education programs and the Florida
 1349  Virtual School.
 1350  
 1351  The department shall determine and implement an equitable method
 1352  of equivalent funding for experimental schools and for schools
 1353  operating under emergency conditions, which schools have been
 1354  approved by the department to operate for less than the minimum
 1355  school day.
 1356         Section 14. Subsection (1) of section 1011.62, Florida
 1357  Statutes, is amended to read:
 1358         1011.62 Funds for operation of schools.—If the annual
 1359  allocation from the Florida Education Finance Program to each
 1360  district for operation of schools is not determined in the
 1361  annual appropriations act or the substantive bill implementing
 1362  the annual appropriations act, it shall be determined as
 1363  follows:
 1364         (1) COMPUTATION OF THE BASIC AMOUNT TO BE INCLUDED FOR
 1365  OPERATION.—The following procedure shall be followed in
 1366  determining the annual allocation to each district for
 1367  operation:
 1368         (a) Determination of full-time equivalent membership.
 1369  During each of several school weeks, including scheduled
 1370  intersessions of a year-round school program during the fiscal
 1371  year, a program membership survey of each school shall be made
 1372  by each district by aggregating the full-time equivalent student
 1373  membership of each program by school and by district. The
 1374  department shall establish the number and interval of membership
 1375  calculations, except that for basic and special programs such
 1376  calculations shall not exceed nine for any fiscal year. The
 1377  district’s full-time equivalent membership shall be computed and
 1378  currently maintained in accordance with regulations of the
 1379  commissioner.
 1380         (b) Determination of base student allocation.—The base
 1381  student allocation for the Florida Education Finance Program for
 1382  kindergarten through grade 12 shall be determined annually by
 1383  the Legislature and shall be that amount prescribed in the
 1384  current year’s General Appropriations Act.
 1385         (c) Determination of programs.—Cost factors based on
 1386  desired relative cost differences between the following programs
 1387  shall be established in the annual General Appropriations Act.
 1388  The Commissioner of Education shall specify a matrix of services
 1389  and intensity levels to be used by districts in the
 1390  determination of the two weighted cost factors for exceptional
 1391  students with the highest levels of need. For these students,
 1392  the funding support level shall fund the exceptional students’
 1393  education program, with the exception of extended school year
 1394  services for students with disabilities.
 1395         1. Basic programs.—
 1396         a. Kindergarten and grades 1, 2, and 3.
 1397         b. Grades 4, 5, 6, 7, and 8.
 1398         c. Grades 9, 10, 11, and 12.
 1399         2. Programs for exceptional students.—
 1400         a. Support Level IV.
 1401         b. Support Level V.
 1402         3. Secondary career education programs.—
 1403         4. English for Speakers of Other Languages.—
 1404         (d) Annual allocation calculation.—
 1405         1. The Department of Education is authorized and directed
 1406  to review all district programs and enrollment projections and
 1407  calculate a maximum total weighted full-time equivalent student
 1408  enrollment for each district for the K-12 FEFP.
 1409         2. Maximum enrollments calculated by the department shall
 1410  be derived from enrollment estimates used by the Legislature to
 1411  calculate the FEFP. If two or more districts enter into an
 1412  agreement under the provisions of s. 1001.42(4)(d), after the
 1413  final enrollment estimate is agreed upon, the amount of FTE
 1414  specified in the agreement, not to exceed the estimate for the
 1415  specific program as identified in paragraph (c), may be
 1416  transferred from the participating districts to the district
 1417  providing the program.
 1418         3. As part of its calculation of each district’s maximum
 1419  total weighted full-time equivalent student enrollment, the
 1420  department shall establish separate enrollment ceilings for each
 1421  of two program groups. Group 1 shall be composed of basic
 1422  programs for grades K-3, grades 4-8, and grades 9-12. Group 2
 1423  shall be composed of students in exceptional student education
 1424  programs support levels IV and V, English for Speakers of Other
 1425  Languages programs, and all career programs in grades 9-12.
 1426         a. For any calculation of the FEFP, the enrollment ceiling
 1427  for group 1 shall be calculated by multiplying the actual
 1428  enrollment for each program in the program group by its
 1429  appropriate program weight.
 1430         b. The weighted enrollment ceiling for group 2 programs
 1431  shall be calculated by multiplying the enrollment for each
 1432  program by the appropriate program weight as provided in the
 1433  General Appropriations Act. The weighted enrollment ceiling for
 1434  program group 2 shall be the sum of the weighted enrollment
 1435  ceilings for each program in the program group, plus the
 1436  increase in weighted full-time equivalent student membership
 1437  from the prior year for clients of the Department of Children
 1438  and Family Services and the Department of Juvenile Justice.
 1439         c. If, for any calculation of the FEFP, the weighted
 1440  enrollment for program group 2, derived by multiplying actual
 1441  enrollments by appropriate program weights, exceeds the
 1442  enrollment ceiling for that group, the following procedure shall
 1443  be followed to reduce the weighted enrollment for that group to
 1444  equal the enrollment ceiling:
 1445         (I) The weighted enrollment ceiling for each program in the
 1446  program group shall be subtracted from the weighted enrollment
 1447  for that program derived from actual enrollments.
 1448         (II) If the difference calculated under sub-sub
 1449  subparagraph (I) is greater than zero for any program, a
 1450  reduction proportion shall be computed for the program by
 1451  dividing the absolute value of the difference by the total
 1452  amount by which the weighted enrollment for the program group
 1453  exceeds the weighted enrollment ceiling for the program group.
 1454         (III) The reduction proportion calculated under sub-sub
 1455  subparagraph (II) shall be multiplied by the total amount of the
 1456  program group’s enrollment over the ceiling as calculated under
 1457  sub-sub-subparagraph (I).
 1458         (IV) The prorated reduction amount calculated under sub
 1459  sub-subparagraph (III) shall be subtracted from the program’s
 1460  weighted enrollment to produce a revised program weighted
 1461  enrollment.
 1462         (V) The prorated reduction amount calculated under sub-sub
 1463  subparagraph (III) shall be divided by the appropriate program
 1464  weight, and the result shall be added to the revised program
 1465  weighted enrollment computed in sub-sub-subparagraph (IV).
 1466         (e) Funding model for exceptional student education
 1467  programs.—
 1468         1.a. The funding model uses basic, at-risk, support levels
 1469  IV and V for exceptional students and career Florida Education
 1470  Finance Program cost factors, and a guaranteed allocation for
 1471  exceptional student education programs. Exceptional education
 1472  cost factors are determined by using a matrix of services to
 1473  document the services that each exceptional student will
 1474  receive. The nature and intensity of the services indicated on
 1475  the matrix shall be consistent with the services described in
 1476  each exceptional student’s individual educational plan. The
 1477  Department of Education shall review and revise the descriptions
 1478  of the services and supports included in the matrix of services
 1479  for exceptional students and shall implement those revisions
 1480  before the beginning of the 2012-2013 school year.
 1481         b. In order to generate funds using one of the two weighted
 1482  cost factors, a matrix of services must be completed at the time
 1483  of the student’s initial placement into an exceptional student
 1484  education program and at least once every 3 years by personnel
 1485  who have received approved training. Nothing listed in the
 1486  matrix shall be construed as limiting the services a school
 1487  district must provide in order to ensure that exceptional
 1488  students are provided a free, appropriate public education.
 1489         c. Students identified as exceptional, in accordance with
 1490  chapter 6A-6, Florida Administrative Code, who do not have a
 1491  matrix of services as specified in sub-subparagraph b. shall
 1492  generate funds on the basis of full-time-equivalent student
 1493  membership in the Florida Education Finance Program at the same
 1494  funding level per student as provided for basic students.
 1495  Additional funds for these exceptional students will be provided
 1496  through the guaranteed allocation designated in subparagraph 2.
 1497         2. For students identified as exceptional who do not have a
 1498  matrix of services and students who are gifted in grades K
 1499  through 8, there is created a guaranteed allocation to provide
 1500  these students with a free appropriate public education, in
 1501  accordance with s. 1001.42(4)(m) and rules of the State Board of
 1502  Education, which shall be allocated annually to each school
 1503  district in the amount provided in the General Appropriations
 1504  Act. These funds shall be in addition to the funds appropriated
 1505  on the basis of FTE student membership in the Florida Education
 1506  Finance Program, and the amount allocated for each school
 1507  district shall not be recalculated during the year. These funds
 1508  shall be used to provide special education and related services
 1509  for exceptional students and students who are gifted in grades K
 1510  through 8. Beginning with the 2007-2008 fiscal year, a
 1511  district’s expenditure of funds from the guaranteed allocation
 1512  for students in grades 9 through 12 who are gifted may not be
 1513  greater than the amount expended during the 2006-2007 fiscal
 1514  year for gifted students in grades 9 through 12.
 1515         (f) Supplemental academic instruction; categorical fund.—
 1516         1. There is created a categorical fund to provide
 1517  supplemental academic instruction to students in kindergarten
 1518  through grade 12. This paragraph may be cited as the
 1519  “Supplemental Academic Instruction Categorical Fund.”
 1520         2. Categorical funds for supplemental academic instruction
 1521  shall be allocated annually to each school district in the
 1522  amount provided in the General Appropriations Act. These funds
 1523  shall be in addition to the funds appropriated on the basis of
 1524  FTE student membership in the Florida Education Finance Program
 1525  and shall be included in the total potential funds of each
 1526  district. These funds shall be used to provide supplemental
 1527  academic instruction to students enrolled in the K-12 program.
 1528  Supplemental instruction strategies may include, but are not
 1529  limited to: modified curriculum, reading instruction, after
 1530  school instruction, tutoring, mentoring, class size reduction,
 1531  extended school year, intensive skills development in summer
 1532  school, and other methods for improving student achievement.
 1533  Supplemental instruction may be provided to a student in any
 1534  manner and at any time during or beyond the regular 180-day term
 1535  identified by the school as being the most effective and
 1536  efficient way to best help that student progress from grade to
 1537  grade and to graduate.
 1538         3. Effective with the 1999-2000 fiscal year, funding on the
 1539  basis of FTE membership beyond the 180-day regular term shall be
 1540  provided in the FEFP only for students enrolled in juvenile
 1541  justice education programs or in education programs for
 1542  juveniles placed in secure facilities or programs under s.
 1543  985.19. Funding for instruction beyond the regular 180-day
 1544  school year for all other K-12 students shall be provided
 1545  through the supplemental academic instruction categorical fund
 1546  and other state, federal, and local fund sources with ample
 1547  flexibility for schools to provide supplemental instruction to
 1548  assist students in progressing from grade to grade and
 1549  graduating.
 1550         4. The Florida State University School, as a lab school, is
 1551  authorized to expend from its FEFP or Lottery Enhancement Trust
 1552  Fund allocation the cost to the student of remediation in
 1553  reading, writing, or mathematics for any graduate who requires
 1554  remediation at a postsecondary educational institution.
 1555         5. Beginning in the 1999-2000 school year, dropout
 1556  prevention programs as defined in ss. 1003.52, 1003.53(1)(a),
 1557  (b), and (c), and 1003.54 shall be included in group 1 programs
 1558  under subparagraph (d)3.
 1559         (g) Education for speakers of other languages.—A school
 1560  district shall be eligible to report full-time equivalent
 1561  student membership in the ESOL program in the Florida Education
 1562  Finance Program provided the following conditions are met:
 1563         1. The school district has a plan approved by the
 1564  Department of Education.
 1565         2. The eligible student is identified and assessed as
 1566  limited English proficient based on assessment criteria.
 1567         3.a. An eligible student may be reported for funding in the
 1568  ESOL program for a base period of 3 years. However, a student
 1569  whose English competency does not meet the criteria for
 1570  proficiency after 3 years in the ESOL program may be reported
 1571  for a fourth, fifth, and sixth year of funding, provided his or
 1572  her limited English proficiency is assessed and properly
 1573  documented before prior to his or her enrollment in each
 1574  additional year beyond the 3-year base period.
 1575         b. If a student exits the program and is later reclassified
 1576  as limited English proficient, the student may be reported in
 1577  the ESOL program for funding for an additional year, or extended
 1578  annually for a period not to exceed a total of 6 years pursuant
 1579  to this paragraph, based on an annual evaluation of the
 1580  student’s status.
 1581         4. An eligible student may be reported for funding in the
 1582  ESOL program for membership in ESOL instruction in English and
 1583  ESOL instruction or home language instruction in the basic
 1584  subject areas of mathematics, science, social studies, and
 1585  computer literacy.
 1586         (h) Small, isolated high schools.—Districts that which levy
 1587  the maximum nonvoted discretionary millage, exclusive of millage
 1588  for capital outlay purposes levied pursuant to s. 1011.71(2),
 1589  may calculate full-time equivalent students for small, isolated
 1590  high schools by multiplying the number of unweighted full-time
 1591  equivalent students times 2.75; provided the school has attained
 1592  a grade of “C” or better, pursuant to s. 1008.34, for the
 1593  previous school year. For the purpose of this section, the term
 1594  “small, isolated high school” means any high school that which
 1595  is located no less than 28 miles by the shortest route from
 1596  another high school; that which has been serving students
 1597  primarily in basic studies provided by sub-subparagraphs (c)1.b.
 1598  and c. and may include subparagraph (c)4.; and that which has a
 1599  membership of no more than 100 students, but no fewer than 28
 1600  students, in grades 9 through 12.
 1601         (i) Calculation of full-time equivalent membership with
 1602  respect to dual enrollment instruction.—Students enrolled in
 1603  dual enrollment instruction pursuant to s. 1007.271 may be
 1604  included in calculations of full-time equivalent student
 1605  memberships for basic programs for grades 9 through 12 by a
 1606  district school board. Instructional time for dual enrollment
 1607  may vary from 900 hours; however, the school district may only
 1608  report the student for a maximum of 1.0 full-time equivalent
 1609  student membership, as provided in s. 1011.61(4). Dual
 1610  enrollment full-time equivalent student membership shall be
 1611  calculated in an amount equal to the hours of instruction that
 1612  would be necessary to earn the full-time equivalent student
 1613  membership for an equivalent course if it were taught in the
 1614  school district. Students in dual enrollment courses may also be
 1615  calculated as the proportional shares of full-time equivalent
 1616  enrollments they generate for a Florida College System
 1617  institution or university conducting the dual enrollment
 1618  instruction. Early admission students shall be considered dual
 1619  enrollments for funding purposes. Students may be enrolled in
 1620  dual enrollment instruction provided by an eligible independent
 1621  college or university and may be included in calculations of
 1622  full-time equivalent student memberships for basic programs for
 1623  grades 9 through 12 by a district school board. However, those
 1624  provisions of law which exempt dual enrolled and early admission
 1625  students from payment of instructional materials and tuition and
 1626  fees, including laboratory fees, do shall not apply to students
 1627  who select the option of enrolling in an eligible independent
 1628  institution. An independent college or university that which is
 1629  located and chartered in Florida, is not for profit, is
 1630  accredited by the Commission on Colleges of the Southern
 1631  Association of Colleges and Schools or the Accrediting Council
 1632  for Independent Colleges and Schools, and confers degrees as
 1633  defined in s. 1005.02 shall be eligible for inclusion in the
 1634  dual enrollment or early admission program. Students enrolled in
 1635  dual enrollment instruction shall be exempt from the payment of
 1636  tuition and fees, including laboratory fees. No student enrolled
 1637  in college credit mathematics or English dual enrollment
 1638  instruction shall be funded as a dual enrollment unless the
 1639  student has successfully completed the relevant section of the
 1640  entry-level examination required pursuant to s. 1008.30.
 1641         (j) Instruction in exploratory career education.—Students
 1642  in grades 7 through 12 who are enrolled for more than four
 1643  semesters in exploratory career education may not be counted as
 1644  full-time equivalent students for this instruction.
 1645         (k) Study hall.—A student who is enrolled in study hall may
 1646  not be included in the calculation of full-time equivalent
 1647  student membership for funding under this section.
 1648         (l) Calculation of additional full-time equivalent
 1649  membership based on International Baccalaureate examination
 1650  scores of students.—A value of 0.16 full-time equivalent student
 1651  membership shall be calculated for each student enrolled in an
 1652  International Baccalaureate course who receives a score of 4 or
 1653  higher on a subject examination. A value of 0.3 full-time
 1654  equivalent student membership shall be calculated for each
 1655  student who receives an International Baccalaureate diploma.
 1656  Such value shall be added to the total full-time equivalent
 1657  student membership in basic programs for grades 9 through 12 in
 1658  the subsequent fiscal year. Each school district shall allocate
 1659  80 percent of the funds received from International
 1660  Baccalaureate bonus FTE funding to the school program whose
 1661  students generate the funds and to school programs that prepare
 1662  prospective students to enroll in International Baccalaureate
 1663  courses. Funds shall be expended solely for the payment of
 1664  allowable costs associated with the International Baccalaureate
 1665  program. Allowable costs include International Baccalaureate
 1666  annual school fees; International Baccalaureate examination
 1667  fees; salary, benefits, and bonuses for teachers and program
 1668  coordinators for the International Baccalaureate program and
 1669  teachers and coordinators who prepare prospective students for
 1670  the International Baccalaureate program; supplemental books;
 1671  instructional supplies; instructional equipment or instructional
 1672  materials for International Baccalaureate courses; other
 1673  activities that identify prospective International Baccalaureate
 1674  students or prepare prospective students to enroll in
 1675  International Baccalaureate courses; and training or
 1676  professional development for International Baccalaureate
 1677  teachers. School districts shall allocate the remaining 20
 1678  percent of the funds received from International Baccalaureate
 1679  bonus FTE funding for programs that assist academically
 1680  disadvantaged students to prepare for more rigorous courses. The
 1681  school district shall distribute to each classroom teacher who
 1682  provided International Baccalaureate instruction:
 1683         1. A bonus in the amount of $50 for each student taught by
 1684  the International Baccalaureate teacher in each International
 1685  Baccalaureate course who receives a score of 4 or higher on the
 1686  International Baccalaureate examination.
 1687         2. An additional bonus of $500 to each International
 1688  Baccalaureate teacher in a school designated with a grade of “D”
 1689  or “F” who has at least one student scoring 4 or higher on the
 1690  International Baccalaureate examination, regardless of the
 1691  number of classes taught or of the number of students scoring a
 1692  4 or higher on the International Baccalaureate examination.
 1693  
 1694  Bonuses awarded to a teacher according to this paragraph may
 1695  shall not exceed $2,000 in any given school year and shall be in
 1696  addition to any regular wage or other bonus the teacher received
 1697  or is scheduled to receive.
 1698         (m) Calculation of additional full-time equivalent
 1699  membership based on Advanced International Certificate of
 1700  Education examination scores of students.—A value of 0.16 full
 1701  time equivalent student membership shall be calculated for each
 1702  student enrolled in a full-credit Advanced International
 1703  Certificate of Education course who receives a score of E or
 1704  higher on a subject examination. A value of 0.08 full-time
 1705  equivalent student membership shall be calculated for each
 1706  student enrolled in a half-credit Advanced International
 1707  Certificate of Education course who receives a score of E or
 1708  higher on a subject examination. A value of 0.3 full-time
 1709  equivalent student membership shall be calculated for each
 1710  student who receives an Advanced International Certificate of
 1711  Education diploma. Such value shall be added to the total full
 1712  time equivalent student membership in basic programs for grades
 1713  9 through 12 in the subsequent fiscal year. The school district
 1714  shall distribute to each classroom teacher who provided Advanced
 1715  International Certificate of Education instruction:
 1716         1. A bonus in the amount of $50 for each student taught by
 1717  the Advanced International Certificate of Education teacher in
 1718  each full-credit Advanced International Certificate of Education
 1719  course who receives a score of E or higher on the Advanced
 1720  International Certificate of Education examination. A bonus in
 1721  the amount of $25 for each student taught by the Advanced
 1722  International Certificate of Education teacher in each half
 1723  credit Advanced International Certificate of Education course
 1724  who receives a score of E or higher on the Advanced
 1725  International Certificate of Education examination.
 1726         2. An additional bonus of $500 to each Advanced
 1727  International Certificate of Education teacher in a school
 1728  designated with a grade of “D” or “F” who has at least one
 1729  student scoring E or higher on the full-credit Advanced
 1730  International Certificate of Education examination, regardless
 1731  of the number of classes taught or of the number of students
 1732  scoring an E or higher on the full-credit Advanced International
 1733  Certificate of Education examination.
 1734         3. Additional bonuses of $250 each to teachers of half
 1735  credit Advanced International Certificate of Education classes
 1736  in a school designated with a grade of “D” or “F” which has at
 1737  least one student scoring an E or higher on the half-credit
 1738  Advanced International Certificate of Education examination in
 1739  that class. The maximum additional bonus for a teacher awarded
 1740  in accordance with this subparagraph may shall not exceed $500
 1741  in any given school year. Teachers receiving an award under
 1742  subparagraph 2. are not eligible for a bonus under this
 1743  subparagraph.
 1744  
 1745  Bonuses awarded to a teacher according to this paragraph may
 1746  shall not exceed $2,000 in any given school year and shall be in
 1747  addition to any regular wage or other bonus the teacher received
 1748  or is scheduled to receive.
 1749         (n) Calculation of additional full-time equivalent
 1750  membership based on college board advanced placement scores of
 1751  students.—A value of 0.16 full-time equivalent student
 1752  membership shall be calculated for each student in each advanced
 1753  placement course who receives a score of 3 or higher on the
 1754  College Board Advanced Placement Examination for the prior year
 1755  and added to the total full-time equivalent student membership
 1756  in basic programs for grades 9 through 12 in the subsequent
 1757  fiscal year. Each district must allocate at least 80 percent of
 1758  the funds provided to the district for advanced placement
 1759  instruction, in accordance with this paragraph, to the high
 1760  school that generates the funds. The school district shall
 1761  distribute to each classroom teacher who provided advanced
 1762  placement instruction:
 1763         1. A bonus in the amount of $50 for each student taught by
 1764  the Advanced Placement teacher in each advanced placement course
 1765  who receives a score of 3 or higher on the College Board
 1766  Advanced Placement Examination.
 1767         2. An additional bonus of $500 to each Advanced Placement
 1768  teacher in a school designated with a grade of “D” or “F” who
 1769  has at least one student scoring 3 or higher on the College
 1770  Board Advanced Placement Examination, regardless of the number
 1771  of classes taught or of the number of students scoring a 3 or
 1772  higher on the College Board Advanced Placement Examination.
 1773  
 1774  Bonuses awarded to a teacher according to this paragraph may
 1775  shall not exceed $2,000 in any given school year and shall be in
 1776  addition to any regular wage or other bonus the teacher received
 1777  or is scheduled to receive.
 1778         (o) Calculation of additional full-time equivalent
 1779  membership based on certification of successful completion of
 1780  career-themed courses or industry-certified career and
 1781  professional academy programs pursuant to ss. 1003.491,
 1782  1003.492, 1003.493, and 1003.4935 and attainment of the highest
 1783  level of industry certification identified in the Industry
 1784  Certified Funding List pursuant to rules adopted by the State
 1785  Board of Education.—
 1786         1. A value of 0.1, 0.2, or 0.3 full-time equivalent student
 1787  membership shall be calculated for each student who completes a
 1788  career-themed course or series of career-themed courses or a an
 1789  industry-certified career and professional academy program under
 1790  ss. 1003.491, 1003.492, 1003.493, and 1003.4935 and who is
 1791  issued the highest level of industry certification identified
 1792  annually in the Industry Certification Funding List approved
 1793  under rules adopted by the State Board of Education upon
 1794  promotion to the 9th grade under subparagraph 2. or upon earning
 1795  and a high school diploma. The maximum full-time equivalent
 1796  student membership value for any student is 0.3. The Department
 1797  of Education shall assign the appropriate full-time equivalent
 1798  value for each certification, 50 percent of which is based on
 1799  rigor and the remaining 50 percent on employment value. The
 1800  State Board of Education shall include the assigned values in
 1801  the Industry Certification Funding List under rules adopted by
 1802  the state board. Rigor shall be based on the number of
 1803  instructional hours, including work experience hours, required
 1804  to earn the certification, with a bonus for industry
 1805  certifications that have a statewide articulation agreement for
 1806  college credit approved by the State Board of Education.
 1807  Employment value shall be based on the entry wage, growth rate
 1808  in employment for each occupational category, and average annual
 1809  openings for the primary occupation linked to the industry
 1810  certification. Such value shall be added to the total full-time
 1811  equivalent student membership in secondary career education
 1812  programs for grades 9 through 12 in the subsequent year for
 1813  courses that were not funded through dual enrollment.
 1814         2. Upon promotion to the 9th grade, a value of 0.1 full
 1815  time equivalent student membership shall be calculated for each
 1816  student who completes a career-themed course or a series of
 1817  career-themed courses or a career and professional academy
 1818  program under s. 1003.4935 and who is issued the highest level
 1819  of industry certification in science, technology, engineering,
 1820  or mathematics identified on the Industry Certification Funding
 1821  List under rules adopted by the State Board of Education.
 1822         3. The additional full-time equivalent membership
 1823  authorized under this paragraph may not exceed 0.3 per student.
 1824  Each district must allocate at least 80 percent of the funds
 1825  provided for industry certification, in accordance with this
 1826  paragraph, to the program that generated the funds. Unless a
 1827  different amount is specified in the General Appropriations Act,
 1828  the appropriation for this calculation is limited to the
 1829  following:
 1830         a. For the 2012-2013 fiscal year, $15 million annually;
 1831         b. Beginning with the 2013-2014 fiscal year, $20 million
 1832  annually;
 1833         c. Beginning with the 2014-2015 fiscal year, $25 million
 1834  annually; and
 1835         d. Beginning with the 2015-2016 fiscal year, $30 million
 1836  annually.
 1837  
 1838  If the appropriation is insufficient to fully fund the total
 1839  calculation, the appropriation shall be prorated.
 1840         (p) Calculation of additional full-time equivalent
 1841  membership based on accelerated high school graduation.
 1842  Notwithstanding s. 1011.61(4), a school district that authorizes
 1843  the accelerated graduation of a student who has met all the
 1844  requirements in s. 1003.428 and graduates at least one semester
 1845  in advance of the scheduled graduation of the student’s cohort
 1846  may report one-sixth of an FTE for unpaid high school credit
 1847  delivered by the district during the student’s prior enrollment.
 1848  For a student who graduates 1 year or more in advance of the
 1849  student’s cohort, the school district may report up to 1 FTE for
 1850  unpaid high school credits. For a student who graduates one
 1851  semester in advance of the student’s cohort, the school district
 1852  may report up to 1/2 FTE for unpaid high school credits. If the
 1853  student was enrolled in the district as a full-time high school
 1854  student for at least 2 years, the district shall report the
 1855  unpaid FTE delivered by the district. If the student was
 1856  enrolled in the district for less than 2 years, the district
 1857  shall report the unpaid FTE delivered by the district and the
 1858  prior district of enrollment. The district of enrollment for
 1859  which early graduation is claimed shall transfer a proportionate
 1860  share of the funds earned for the unpaid FTE to the prior
 1861  district of enrollment.
 1862         (q)(p)Year-round-school programs.—The Commissioner of
 1863  Education is authorized to adjust student eligibility
 1864  definitions, funding criteria, and reporting requirements of
 1865  statutes and rules in order that year-round-school programs may
 1866  achieve equivalent application of funding requirements with non
 1867  year-round-school programs.
 1868         (r)(q)Extended-school-year program.—It is the intent of
 1869  the Legislature that students be provided additional instruction
 1870  by extending the school year to 210 days or more. Districts may
 1871  apply to the Commissioner of Education for funds to be used in
 1872  planning and implementing an extended-school-year program.
 1873         (s)(r)Determination of the basic amount for current
 1874  operation.—The basic amount for current operation to be included
 1875  in the Florida Education Finance Program for kindergarten
 1876  through grade 12 for each district shall be the product of the
 1877  following:
 1878         1. The full-time equivalent student membership in each
 1879  program, multiplied by
 1880         2. The cost factor for each program, adjusted for the
 1881  maximum as provided by paragraph (c), multiplied by
 1882         3. The base student allocation.
 1883         (t)(s)Computation for funding through the Florida
 1884  Education Finance Program.—The State Board of Education may
 1885  adopt rules establishing programs and courses for which the
 1886  student may earn credit toward high school graduation.
 1887         Section 15. This act shall take effect July 1, 2012.
 1888  
 1889  ================= T I T L E  A M E N D M E N T ================
 1890         And the title is amended as follows:
 1891         Delete everything before the enacting clause
 1892  and insert:
 1893                        A bill to be entitled                      
 1894         An act relating to education; creating s. 1002.3105,
 1895         F.S.; establishing Academically Challenging Curriculum
 1896         to Enhance Learning (ACCEL) options to provide
 1897         eligible public school students educational options
 1898         that provide academically challenging curriculum or
 1899         accelerated instruction; requiring that each school
 1900         offer minimum ACCEL options; providing for additional
 1901         ACCEL options; requiring that each school principal
 1902         and school district determine student eligibility and
 1903         procedural requirements; requiring that each school
 1904         principal and school district base such determination
 1905         on certain considerations; requiring that each school
 1906         principal inform parents and students of the ACCEL
 1907         options and the eligibility requirements; requiring
 1908         that each school principal and school district
 1909         establish a process by which a parent may request
 1910         student participation in whole-grade promotion,
 1911         midyear promotion, and subject-matter acceleration
 1912         under certain circumstances; requiring that a
 1913         performance contract be executed by the student, the
 1914         parent, and the school principal under certain
 1915         circumstances; requiring that a student’s parent be
 1916         notified if a school principal initiates a student’s
 1917         participation in an ACCEL option; amending s. 1003.02,
 1918         F.S.; requiring that school districts notify parents
 1919         of options for early or accelerated high school
 1920         graduation at the beginning of each school year and
 1921         during registration for the next term; amending s.
 1922         1003.4156, F.S.; revising the general requirements for
 1923         middle grades promotion to include one career-themed
 1924         course to be completed in 6th, 7th, or 8th grade;
 1925         providing requirements for the career-themed course;
 1926         requiring that each school district develop or adopt
 1927         the career-themed course, subject to approval by the
 1928         Department of Education; creating s. 1003.4281, F.S.;
 1929         providing a short title; providing a purpose;
 1930         providing a definition for the term “early
 1931         graduation”; requiring that each school district adopt
 1932         a policy that provides a high school student with the
 1933         option of graduating early; requiring that each school
 1934         district notify the parent of a student who is
 1935         eligible for early graduation; prohibiting a school
 1936         district from preventing a student from graduating
 1937         early if the student meets the requirements; providing
 1938         that a student who graduates early is eligible to
 1939         continue participating in activities, awards, class
 1940         rankings, social events, and graduation events;
 1941         authorizing a school principal or superintendent to
 1942         prevent such participation under certain
 1943         circumstances; providing that a student who graduates
 1944         early may be denied access to the school facilities
 1945         and grounds during normal operating hours; providing
 1946         that a credit is equal to one-sixth full-time
 1947         equivalent student; amending s. 1003.491, F.S.;
 1948         revising provisions relating to the Florida Career and
 1949         Professional Education Act; requiring that each
 1950         district school board, in collaboration with regional
 1951         workforce boards, economic development agencies, and
 1952         postsecondary institutions, develop a strategic 3-year
 1953         plan addressing and meeting local and regional
 1954         workforce demands; authorizing school districts to
 1955         offer career-themed courses; revising the requirements
 1956         of the strategic 3-year plan to include career-themed
 1957         courses and specified strategies; revising the period
 1958         within which newly proposed core courses are to be
 1959         approved or denied by the curriculum review committee;
 1960         amending s. 1003.492, F.S.; revising provisions
 1961         relating to industry-certification career education
 1962         programs to conform to changes made by the act;
 1963         amending s. 1003.493, F.S.; providing a definition for
 1964         the term “career-themed course”; requiring that a
 1965         student who enrolls in and completes a career-themed
 1966         course or a sequence of career-themed courses receive
 1967         opportunities to earn postsecondary credit if the
 1968         career-themed course credits can be articulated to a
 1969         postsecondary institution; providing goals of career
 1970         themed courses; providing for career-themed courses to
 1971         be offered in a school-within-a-school career academy
 1972         or a school providing multiple career-themed courses
 1973         structured around an occupational cluster; providing
 1974         requirements for career-themed courses; requiring that
 1975         strategies to improve the passage rate on an industry
 1976         certification examination be included in the strategic
 1977         3-year plan under certain circumstances; requiring
 1978         that Workforce Florida, Inc., serve in an advisory
 1979         role in the development and deployment of newly
 1980         established career-themed courses; amending s.
 1981         1003.4935, F.S.; revising provisions relating to
 1982         middle school career and professional academy courses
 1983         to conform to changes made by the act; requiring that
 1984         the Department of Education collect and report student
 1985         achievement data for students who are enrolled in
 1986         career-themed courses and who attain a specified
 1987         industry certification; requiring that the State Board
 1988         of Education adopt rules to identify industry
 1989         certifications in science, technology, engineering,
 1990         and mathematics offered in middle school to be
 1991         included on the Industry Certified Funding List;
 1992         amending s. 1008.22, F.S.; requiring that the end-of
 1993         course assessment in Algebra I be administered four
 1994         times annually beginning with a specified school year;
 1995         amending s. 1008.34, F.S.; revising provisions
 1996         relating to school grades; requiring that the
 1997         Department of Education award bonus points to a high
 1998         school based on the percentage of students who earn
 1999         credits in mathematics and science in excess of the
 2000         general requirements for high school graduation and
 2001         the percentage of students who graduate in less than 8
 2002         semesters or the equivalent; amending ss. 1009.53 and
 2003         1009.531, F.S.; authorizing the Department of
 2004         Education to evaluate students who graduate at the
 2005         midpoint of the academic year for a Florida Bright
 2006         Futures Scholarship award; requiring that such
 2007         students be evaluated for scholarship renewal after
 2008         completion of a full academic year at an eligible
 2009         postsecondary education institution; requiring that
 2010         students submit a completed Florida Financial Aid
 2011         Application by a specified date; amending s. 1011.61,
 2012         F.S.; providing reporting requirements for school
 2013         districts for full-time equivalent students in courses
 2014         requiring statewide end-of-course assessments;
 2015         providing that a student who passes a statewide end
 2016         of-course assessment without having taken the
 2017         corresponding course is one-sixth of a full-time
 2018         equivalent student for funding purposes; providing for
 2019         school districts to receive additional funding for
 2020         students who graduate early; amending s. 1011.62,
 2021         F.S.; revising provisions relating to the computation
 2022         of the annual allocation of funds for school district
 2023         operations to conform to changes made by the act;
 2024         providing a calculation of full-time equivalent
 2025         student membership for each student who completes a
 2026         career-themed course or a series of career-themed
 2027         courses or a career and professional academy program;
 2028         providing a calculation of additional full-time
 2029         equivalent membership based on accelerated high school
 2030         graduation; authorizing a school district to report
 2031         unpaid high school credits for students who graduate
 2032         at least one semester or 1 year or more in advance of
 2033         their scheduled graduation for funding purposes;
 2034         providing an effective date.