Florida Senate - 2015                        COMMITTEE AMENDMENT
       Bill No. SB 948
       
       
       
       
       
       
                                Ì879998ÂÎ879998                         
       
                              LEGISLATIVE ACTION                        
                    Senate             .             House              
                  Comm: RCS            .                                
                  03/23/2015           .                                
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       The Committee on Higher Education (Gaetz) recommended the
       following:
       
    1         Senate Amendment (with title amendment)
    2  
    3         Delete lines 155 - 260
    4  and insert:
    5         Section 7. Paragraphs (f) and (o) of subsection (1),
    6  subsection (5), paragraph (b) of subsection (7), paragraph (a)
    7  of subsection (9), and subsection (11) of section 1011.62,
    8  Florida Statutes, are amended, present subsections (13), (14),
    9  and (15) of that section are redesignated as subsections (14),
   10  (15), and (16), respectively, and a new subsection (13) is added
   11  to that section, to read:
   12         1011.62 Funds for operation of schools.—If the annual
   13  allocation from the Florida Education Finance Program to each
   14  district for operation of schools is not determined in the
   15  annual appropriations act or the substantive bill implementing
   16  the annual appropriations act, it shall be determined as
   17  follows:
   18         (1) COMPUTATION OF THE BASIC AMOUNT TO BE INCLUDED FOR
   19  OPERATION.—The following procedure shall be followed in
   20  determining the annual allocation to each district for
   21  operation:
   22         (f) Supplemental academic instruction; categorical fund.—
   23         1. There is created a categorical fund to provide
   24  supplemental academic instruction to students in kindergarten
   25  through grade 12. This paragraph may be cited as the
   26  “Supplemental Academic Instruction Categorical Fund.”
   27         2. Categorical funds for supplemental academic instruction
   28  shall be allocated annually to each school district in the
   29  amount provided in the General Appropriations Act. These funds
   30  shall be in addition to the funds appropriated on the basis of
   31  FTE student membership in the Florida Education Finance Program
   32  and shall be included in the total potential funds of each
   33  district. These funds shall be used to provide supplemental
   34  academic instruction to students enrolled in the K-12 program.
   35  For the 2014-2015, 2015-2016, 2016-2017, and 2017-2018 fiscal
   36  years year, each school district that has one or more of the 300
   37  lowest-performing elementary schools based on the state reading
   38  assessment shall use these funds, together with the funds
   39  provided in the district’s research-based reading instruction
   40  allocation and other available funds, to provide an additional
   41  hour of instruction beyond the normal school day for each day of
   42  the entire school year, and provide the equivalent hours of
   43  instruction in a summer program, for intensive reading
   44  instruction for the students in each of these schools. In the
   45  subsequent year, if a participating school is no longer
   46  classified as one of the 300 lowest-performing elementary
   47  schools, the school must continue to provide the additional hour
   48  of instruction to all students who have Level 1 or Level 2
   49  reading assessment scores. This additional hour of instruction
   50  must be provided by teachers or reading specialists who are
   51  effective in teaching reading or by a K-5 mentoring reading
   52  program that is supervised by a teacher who is effective at
   53  teaching reading. Students enrolled in these schools who have
   54  level 5 assessment scores may participate in the additional hour
   55  of instruction on an optional basis. Exceptional student
   56  education centers may shall not be included in the 300 schools.
   57  After this requirement has been met, supplemental instruction
   58  strategies may include, but are not limited to: modified
   59  curriculum, reading instruction, after-school instruction,
   60  tutoring, mentoring, class size reduction, extended school year,
   61  intensive skills development in summer school, and other methods
   62  for improving student achievement. Supplemental instruction may
   63  be provided to a student in any manner and at any time during or
   64  beyond the regular 180-day term identified by the school as
   65  being the most effective and efficient way to best help that
   66  student progress from grade to grade and to graduate.
   67         3. Effective with the 1999-2000 fiscal year, funding on the
   68  basis of FTE membership beyond the 180-day regular term shall be
   69  provided in the FEFP only for students enrolled in juvenile
   70  justice education programs or in education programs for
   71  juveniles placed in secure facilities or programs under s.
   72  985.19. Funding for instruction beyond the regular 180-day
   73  school year for all other K-12 students shall be provided
   74  through the supplemental academic instruction categorical fund
   75  and other state, federal, and local fund sources with ample
   76  flexibility for schools to provide supplemental instruction to
   77  assist students in progressing from grade to grade and
   78  graduating.
   79         4. The Florida State University School, as a lab school, is
   80  authorized to expend from its FEFP or Lottery Enhancement Trust
   81  Fund allocation the cost to the student of remediation in
   82  reading, writing, or mathematics for any graduate who requires
   83  remediation at a postsecondary educational institution.
   84         5. Beginning in the 1999-2000 school year, dropout
   85  prevention programs as defined in ss. 1003.52, 1003.53(1)(a),
   86  (b), and (c), and 1003.54 shall be included in group 1 programs
   87  under subparagraph (d)3.
   88         (o) Calculation of additional full-time equivalent
   89  membership based on successful completion of a career-themed
   90  course pursuant to ss. 1003.491, 1003.492, and 1003.493, or
   91  courses with embedded CAPE industry certifications or CAPE
   92  Digital Tool certificates, and issuance of industry
   93  certification identified on the CAPE Industry Certification
   94  Funding List pursuant to rules adopted by the State Board of
   95  Education or CAPE Digital Tool certificates pursuant to s.
   96  1003.4203.—
   97         1.a. A value of 0.025 full-time equivalent student
   98  membership shall be calculated for CAPE Digital Tool
   99  certificates earned by students in elementary and middle school
  100  grades.
  101         b. A value of 0.1 or 0.2 full-time equivalent student
  102  membership shall be calculated for each student who completes a
  103  course as defined in s. 1003.493(1)(b) or courses with embedded
  104  CAPE industry certifications and who is issued an industry
  105  certification identified annually on the CAPE Industry
  106  Certification Funding List approved under rules adopted by the
  107  State Board of Education. A value of 0.2 full-time equivalent
  108  membership shall be calculated for each student who is issued a
  109  CAPE industry certification that has a statewide articulation
  110  agreement for college credit approved by the State Board of
  111  Education. For CAPE industry certifications that do not
  112  articulate for college credit, the Department of Education shall
  113  assign a full-time equivalent value of 0.1 for each
  114  certification. Middle grades students who earn additional FTE
  115  membership for a CAPE Digital Tool certificate pursuant to sub
  116  subparagraph a. may not use the previously funded examination to
  117  satisfy the requirements for earning an industry certification
  118  under this sub-subparagraph. Additional FTE membership for an
  119  elementary or middle grades student may shall not exceed 0.1 for
  120  certificates or certifications earned within the same fiscal
  121  year. The State Board of Education shall include the assigned
  122  values on the CAPE Industry Certification Funding List under
  123  rules adopted by the state board. Such value shall be added to
  124  the total full-time equivalent student membership for grades 6
  125  through 12 in the subsequent year for courses that were not
  126  provided through dual enrollment. CAPE industry certifications
  127  earned through dual enrollment must be reported and funded
  128  pursuant to s. 1011.80. However, if a student earns a
  129  certification through a dual enrollment course and the
  130  certification is not a fundable certification on the
  131  postsecondary certification funding list, or the dual enrollment
  132  certification is earned as a result of an agreement between a
  133  school district and a nonpublic postsecondary institution, the
  134  bonus value shall be funded in the same manner as for other
  135  nondual enrollment course industry certifications. In such
  136  cases, the school district may provide for an agreement between
  137  the high school and the technical center, or the school district
  138  and the postsecondary institution may enter into an agreement
  139  for equitable distribution of the bonus funds.
  140         c. A value of 0.3 full-time equivalent student membership
  141  shall be calculated for student completion of the courses and
  142  the embedded certifications identified on the CAPE Industry
  143  Certification Funding List and approved by the commissioner
  144  pursuant to ss. 1003.4203(5)(a) and 1008.44.
  145         d. A value of 0.5 full-time equivalent student membership
  146  shall be calculated for CAPE Acceleration Industry
  147  Certifications that articulate for 15 to 29 college credit
  148  hours, and 1.0 full-time equivalent student membership shall be
  149  calculated for CAPE Acceleration Industry Certifications that
  150  articulate for 30 or more college credit hours pursuant to CAPE
  151  Acceleration Industry Certifications approved by the
  152  commissioner pursuant to ss. 1003.4203(5)(b) and 1008.44.
  153         2. Each district must allocate at least 80 percent of the
  154  funds provided for CAPE industry certification, in accordance
  155  with this paragraph, to the program that generated the funds.
  156  This allocation may not be used to supplant funds provided for
  157  basic operation of the program.
  158         3. For CAPE industry certifications earned in the 2013-2014
  159  school year and in subsequent years, the school district shall
  160  distribute to each classroom teacher who provided direct
  161  instruction toward the attainment of a CAPE industry
  162  certification that qualified for additional full-time equivalent
  163  membership under subparagraph 1.:
  164         a. A bonus in the amount of $25 for each student taught by
  165  a teacher who provided instruction in a course that led to the
  166  attainment of a CAPE industry certification on the CAPE Industry
  167  Certification Funding List with a weight of 0.1.
  168         b. A bonus in the amount of $50 for each student taught by
  169  a teacher who provided instruction in a course that led to the
  170  attainment of a CAPE industry certification on the CAPE Industry
  171  Certification Funding List with a weight of 0.2, 0.3, 0.5, and
  172  1.0.
  173         c.A bonus in the amount of $75 for each student taught by
  174  a teacher who provided instruction in a course that led to the
  175  attainment of a CAPE industry certification on the CAPE Industry
  176  Certification Funding List with a weight of 0.3.
  177         d. A bonus in the amount of $100 for each student taught by
  178  a teacher who provided instruction in a course that led to the
  179  attainment of a CAPE industry certification on the CAPE Industry
  180  Certification Funding List with a weight of 0.5 or 1.0.
  181  
  182  Bonuses awarded pursuant to this paragraph shall be provided to
  183  teachers who are employed by the district in the year in which
  184  the additional FTE membership calculation is included in the
  185  calculation. Bonuses shall be calculated based upon the
  186  associated weight of a CAPE industry certification on the CAPE
  187  Industry Certification Funding List for the year in which the
  188  certification is earned by the student. Any bonus awarded to a
  189  teacher under sub-subparagraph 3.a. or sub-subparagraph 3.b.
  190  this paragraph may not exceed $2,000 in any given school year,
  191  and a bonus awarded to a teacher under sub-subparagraph 3.c. or
  192  sub-subparagraph 3.d. may not exceed $4,000 in a given school
  193  year. The maximum bonus that may be awarded to a teacher under
  194  this paragraph is $4,000. This bonus and is in addition to any
  195  regular wage or other bonus the teacher received or is scheduled
  196  to receive.
  197         (5) DISCRETIONARY MILLAGE COMPRESSION SUPPLEMENT.—The
  198  Legislature shall prescribe in the General Appropriations Act,
  199  pursuant to s. 1011.71(1), the rate of nonvoted current
  200  operating discretionary millage that shall be used to calculate
  201  a discretionary millage compression supplement. If the
  202  prescribed millage generates an amount of funds per unweighted
  203  FTE for the district that is less than 105 percent of the state
  204  average, the district shall receive an amount per FTE that, when
  205  added to the funds per FTE generated by the designated levy,
  206  shall equal 105 percent of the state average.
  207         (7) DETERMINATION OF SPARSITY SUPPLEMENT.—
  208         (b) The district sparsity index shall be computed by
  209  dividing the total number of full-time equivalent students in
  210  all programs in the district by the number of senior high school
  211  centers in the district, not in excess of three, which centers
  212  are approved as permanent centers by a survey made by the
  213  Department of Education. In districts with a full-time
  214  equivalent student membership of at least 20,000, but no more
  215  than 24,000, the index shall be computed by dividing the total
  216  number of full-time equivalent students in all programs by the
  217  number of permanent senior high school centers in the district,
  218  not to exceed four.
  219         (9) RESEARCH-BASED READING INSTRUCTION ALLOCATION.—
  220         (a) The research-based reading instruction allocation is
  221  created to provide comprehensive reading instruction to students
  222  in kindergarten through grade 12. For the 2014-2015, 2015-2016,
  223  2016-2017, and 2017-2018 fiscal years year, in each school
  224  district that has one or more of the 300 lowest-performing
  225  elementary schools based on the state reading assessment,
  226  priority shall be given to providing an additional hour per day
  227  of intensive reading instruction beyond the normal school day
  228  for each day of the entire school year, and provide the
  229  equivalent hours of instruction in a summer program, for the
  230  students in each school. In the subsequent year, if a
  231  participating school is no longer classified as one of the 300
  232  lowest-performing elementary schools, the school must continue
  233  to provide the additional hour of instruction to all students
  234  who have Level 1 or Level 2 reading assessment scores. Students
  235  enrolled in these schools who have level 5 assessment scores may
  236  participate in the additional hour of instruction on an optional
  237  basis. Exceptional student education centers may shall not be
  238  included in the 300 schools. The intensive reading instruction
  239  delivered in this additional hour and for other students shall
  240  include: research-based reading instruction that has been proven
  241  to accelerate progress of students exhibiting a reading
  242  deficiency; differentiated instruction based on student
  243  assessment data to meet students’ specific reading needs;
  244  explicit and systematic reading development in phonemic
  245  awareness, phonics, fluency, vocabulary, and comprehension, with
  246  more extensive opportunities for guided practice, error
  247  correction, and feedback; and the integration of social studies,
  248  science, and mathematics-text reading, text discussion, and
  249  writing in response to reading. For the 2012-2013 and 2013-2014
  250  fiscal years, a school district may not hire more reading
  251  coaches than were hired during the 2011-2012 fiscal year unless
  252  all students in kindergarten through grade 5 who demonstrate a
  253  reading deficiency, as determined by district and state
  254  assessments, including students scoring Level 1 or Level 2 on
  255  the statewide, standardized reading assessment or, upon
  256  implementation, the English Language Arts assessment, are
  257  provided an additional hour per day of intensive reading
  258  instruction beyond the normal school day for each day of the
  259  entire school year.
  260         (11) VIRTUAL EDUCATION CONTRIBUTION.—The Legislature may
  261  annually provide in the Florida Education Finance Program a
  262  virtual education contribution. The amount of the virtual
  263  education contribution shall be the difference between the
  264  amount per FTE established in the General Appropriations Act for
  265  virtual education and the amount per FTE for each district and
  266  the Florida Virtual School, which may be calculated by taking
  267  the sum of the base FEFP allocation, the declining enrollment
  268  supplement, the discretionary local effort, the state-funded
  269  discretionary contribution, the discretionary millage
  270  compression supplement, the research-based reading instruction
  271  allocation, the ESE guaranteed allocation, and the instructional
  272  materials allocation, and then dividing by the total unweighted
  273  FTE. This difference shall be multiplied by the virtual
  274  education unweighted FTE for programs and options identified in
  275  s. 1002.455(3) and the Florida Virtual School and its franchises
  276  to equal the virtual education contribution and shall be
  277  included as a separate allocation in the funding formula.
  278         (13)FEDERALLY CONNECTED STUDENT SUPPLEMENT.—The federally
  279  connected student supplement is created to provide supplemental
  280  funding for school districts to support the education of
  281  students connected with federally owned military installations,
  282  National Aeronautics and Space Administration (NASA) property,
  283  and Indian lands. To be eligible for this supplement, the
  284  district must also be eligible for federal impact aid funds
  285  pursuant to Title VIII of the Elementary and Secondary Education
  286  Act of 1965. The supplement shall be the sum of the student
  287  allocation and an exempt property allocation.
  288         (a) The student allocation shall be calculated based on the
  289  number of students reported for federal impact aid, including
  290  students with disabilities, who meet one of the following
  291  criteria:
  292         1. Resides with a parent who is on active duty in the
  293  uniformed services or is an accredited foreign government
  294  official and military officer. Students with disabilities shall
  295  also be reported separately for this condition.
  296         2. Resides on eligible federally owned Indian lands.
  297  Students with disabilities shall also be reported separately for
  298  this condition.
  299         3. Resides with a civilian parent who lives or works on
  300  eligible federal property connected with a military installation
  301  or NASA. The number of these students shall be multiplied by a
  302  factor of 0.5.
  303         (b) The total number of federally connected students
  304  calculated under paragraph (a) shall be multiplied by a
  305  percentage of the base student allocation as provided in the
  306  General Appropriations Act. The total of the number of students
  307  with disabilities as reported separately under subparagraphs
  308  (a)1. and (a)2. shall be multiplied by an additional percentage
  309  of the base student allocation as provided in the General
  310  Appropriations Act. The base amount and the students-with
  311  disabilities amount shall be summed to provide the student
  312  allocation.
  313         (c) The exempt-property allocation shall be equal to the
  314  tax-exempt value of federal impact aid lands reserved as
  315  military installations, real property owned by NASA, or eligible
  316  federally owned Indian lands located in the district, as of
  317  January 1 of the previous year, multiplied by the millage
  318  authorized and levied under s. 1011.71(2).
  319  
  320  ================= T I T L E  A M E N D M E N T ================
  321  And the title is amended as follows:
  322         Delete lines 11 - 13
  323  and insert:
  324         an apprenticeable occupation; amending s. 1011.62,
  325         F.S.; requiring a low-performing elementary school to
  326         administer the required additional hours of
  327         instruction in a summer program during specified
  328         fiscal years; requiring a school to continue to
  329         provide the additional instruction to certain students
  330         in the subsequent year that the school is no longer
  331         classified as one of the 300 lowest-performing
  332         elementary schools; revising the types and amounts of
  333         bonuses that a teacher may receive in any given school
  334         year; revising the discretionary millage compression
  335         supplement; revising a district sparsity index
  336         calculation; deleting obsolete language; revising the
  337         virtual education contribution calculation; creating
  338         the federally connected student supplement; providing
  339         eligibility requirements for and components of the
  340         supplement; amending s. 1004.92, F.S.;