Florida Senate - 2016                        COMMITTEE AMENDMENT
       Bill No. SB 1068
                              LEGISLATIVE ACTION                        
                    Senate             .             House              
                  Comm: RCS            .                                
                  02/26/2016           .                                

       Appropriations Subcommittee on Education (Legg) recommended the
    1         Senate Amendment (with title amendment)
    3         Delete everything after the enacting clause
    4  and insert:
    5         Section 1. Section 1001.215, Florida Statutes, is amended
    6  to read:
    7         1001.215 Just Read, Florida! Office.—There is created in
    8  the Department of Education the Just Read, Florida! Office. The
    9  office is shall be fully accountable to the Commissioner of
   10  Education and shall:
   11         (1) Train highly effective reading coaches.
   12         (2) Create multiple designations of effective reading
   13  instruction, with accompanying credentials, to enable which
   14  encourage all teachers to integrate reading instruction into
   15  their content areas.
   16         (3) Provide training to Train K-12 teachers, reading
   17  coaches, and school principals on effective content-area
   18  specific reading strategies; the integration of technology tools
   19  to improve student reading performance; the integration of
   20  content-rich, nonfiction texts from other core subject areas
   21  into reading instruction; and evidence-based reading strategies
   22  identified in subsection (7). For secondary teachers, emphasis
   23  shall be on technical text. These strategies must be developed
   24  for all content areas in the K-12 curriculum.
   25         (4) Provide parents with information and strategies for
   26  assisting their children in reading, including reading in the
   27  content areas area.
   28         (5) Provide technical assistance to school districts in the
   29  development and implementation of district plans for use of the
   30  research-based reading instruction allocation provided in s.
   31  1011.62(9) and annually review and approve such plans.
   32         (6) Review, evaluate, and provide technical assistance to
   33  school districts’ implementation of the K-12 comprehensive
   34  reading plan required in s. 1011.62(9).
   35         (7) Work with the Florida Center for Reading Research to
   36  identify effective research-based and evidence-based reading
   37  instructional and intervention programs that incorporate
   38  explicit, systematic, sequential, and multisensory approaches to
   39  teaching phonemic awareness, phonics, vocabulary, fluency, and
   40  text comprehension and incorporate decodable or phonetic text
   41  instructional provide information on research-based reading
   42  programs and effective reading in the content area strategies.
   43  Reading intervention includes evidence-based strategies
   44  frequently used to remediate reading deficiencies and include
   45  individual instruction, tutoring, mentoring, or the use of
   46  technology that targets specific reading skills and abilities.
   47         (8) Periodically review the Next Generation Sunshine State
   48  Standards for English Language Arts to determine their
   49  appropriateness at each grade level reading at all grade levels.
   50         (9) Periodically review teacher certification requirements
   51  and examinations, including alternative certification
   52  requirements and examinations exams, to ascertain whether the
   53  examinations measure the skills needed for evidence-based
   54  research-based reading instruction and instructional strategies
   55  for teaching reading, including reading in the content areas.
   56         (10) Work with teacher preparation programs approved
   57  pursuant to ss. s. 1004.04 and 1004.85 to integrate effective,
   58  research-based, and evidence-based reading instructional and
   59  intervention strategies; and reading in the content area
   60  instructional strategies; and explicit, systematic, and
   61  multisensory reading instructional strategies into teacher
   62  preparation programs. Reading intervention strategies may
   63  include strategies using technology to improve reading
   64  instruction and accelerate student learning gains.
   65         (11) Administer grants and perform other functions as
   66  necessary to help meet the goal that all students read at their
   67  highest potential grade level.
   68         Section 2. Subsection (11) of section 1002.20, Florida
   69  Statutes, is amended to read:
   70         1002.20 K-12 student and parent rights.—Parents of public
   71  school students must receive accurate and timely information
   72  regarding their child’s academic progress and must be informed
   73  of ways they can help their child to succeed in school. K-12
   74  students and their parents are afforded numerous statutory
   75  rights including, but not limited to, the following:
   76         (11) STUDENTS WITH READING DEFICIENCIES.—The parent of any
   77  K-3 student who exhibits a substantial reading deficiency shall
   78  be immediately notified of the student’s deficiency pursuant to
   79  s. 1008.25(5) and with a description and explanation, in terms
   80  understandable to the parent, of the exact nature of the
   81  student’s difficulty in learning and lack of achievement in
   82  reading; shall be consulted in the development of a plan, as
   83  described in s. 1008.25(4)(b); and shall be informed that the
   84  student will be given intensive reading instruction until the
   85  deficiency is corrected. This subsection operates in addition to
   86  the remediation and notification provisions contained in s.
   87  1008.25 and in no way reduces the rights of a parent or the
   88  responsibilities of a school district under that section.
   89         Section 3. Subsection (1) of section 1002.59, Florida
   90  Statutes, is amended to read:
   91         1002.59 Emergent literacy and performance standards
   92  training courses.—
   93         (1) The office shall adopt minimum standards for one or
   94  more training courses in emergent literacy for prekindergarten
   95  instructors. Each course must comprise 5 clock hours and provide
   96  instruction in explicit, systematic, and multisensory
   97  instruction strategies and techniques to address the age
   98  appropriate progress of prekindergarten students in developing
   99  emergent literacy skills, including oral communication,
  100  knowledge of print and letters, phonemic and phonological
  101  awareness, and vocabulary and comprehension development. Each
  102  course must address early identification of and intervention for
  103  students experiencing difficulties with emergent literacy skills
  104  and also provide resources containing strategies that allow
  105  students with disabilities and other special needs to derive
  106  maximum benefit from the Voluntary Prekindergarten Education
  107  Program. Successful completion of an emergent literacy training
  108  course approved under this section satisfies requirements for
  109  approved training in early literacy and language development
  110  under ss. 402.305(2)(d)5., 402.313(6), and 402.3131(5).
  111         Section 4. Paragraphs (a) and (c) of subsection (3) of
  112  section 1002.67, Florida Statutes, are amended, and paragraphs
  113  (d), (e), and (f) are added to that subsection, to read:
  114         1002.67 Performance standards; curricula and
  115  accountability.—
  116         (3)
  117         (a) Contingent upon legislative appropriation, each private
  118  prekindergarten provider and public school in the Voluntary
  119  Prekindergarten Education Program must implement any an
  120  evidence-based pre- and post-assessment that has been identified
  121  and approved by the office rule of the State Board of Education.
  122  The office shall identify concordant or comparative scores, as
  123  applicable, on alternative assessments that are aligned to the
  124  performance standards adopted by the office pursuant to
  125  subsection (1).
  126         (c) The pre- and post-assessment must be administered by
  127  individuals meeting requirements established by the office rule
  128  of the State Board of Education.
  129         (d)Students who exhibit a deficiency in emergent literacy
  130  skills, including oral communication, knowledge of print and
  131  letters, phonemic and phonological awareness, and vocabulary and
  132  comprehension development, must be provided intensive, explicit,
  133  and systematic instruction.
  134         (e)The office shall identify by rule guidelines for
  135  determining whether a student has exhibited a deficiency in
  136  emergent literacy skills.
  137         (f)The office shall provide to private prekindergarten
  138  providers and public schools examples of appropriate
  139  instructional strategies and supports to remediate deficiencies
  140  in emergent literacy skills.
  141         Section 5. Subsections (1) and (2) of section 1002.69,
  142  Florida Statutes, are amended to read:
  143         1002.69 Statewide kindergarten screening; kindergarten
  144  readiness rates; state-approved prekindergarten enrollment
  145  screening; good cause exemption.—
  146         (1) The department shall adopt a statewide kindergarten
  147  screening that assesses the readiness of each student for
  148  kindergarten based upon the performance standards adopted by the
  149  office department under s. 1002.67(1) for the Voluntary
  150  Prekindergarten Education Program. The department shall require
  151  that each school district administer the statewide kindergarten
  152  screening to each kindergarten student in the school district
  153  within the first 30 school days of each school year. Nonpublic
  154  schools may administer the statewide kindergarten screening to
  155  each kindergarten student in a nonpublic school who was enrolled
  156  in the Voluntary Prekindergarten Education Program.
  157         (2) The statewide kindergarten screening shall provide
  158  objective data concerning each student’s readiness for
  159  kindergarten and progress in attaining the performance standards
  160  adopted by the office under s. 1002.67(1). Data from the
  161  statewide kindergarten screening, along with other available
  162  data, must be used to identify students in need of intervention
  163  and support pursuant to s. 1008.25(5).
  164         Section 6. Subsection (1) of section 1002.75, Florida
  165  Statutes, is amended to read:
  166         1002.75 Office of Early Learning; powers and duties.—
  167         (1) The Office of Early Learning shall adopt by rule a
  168  standard statewide provider contract to be used with each
  169  Voluntary Prekindergarten Education Program provider, with
  170  standardized attachments by provider type. The office shall
  171  publish a copy of the standard statewide provider contract on
  172  its website. The standard statewide contract shall include, at a
  173  minimum, provisions for provider probation, termination for
  174  cause, and emergency termination for those actions or inactions
  175  of a provider that pose an immediate and serious danger to the
  176  health, safety, or welfare of children. The standard statewide
  177  contract must shall also include appropriate due process
  178  procedures. A During the pendency of an appeal of a termination,
  179  the provider may not continue to offer its services during the
  180  pendency of an appeal of a termination that is not an emergency
  181  termination or a termination for fraud. Any provision imposed
  182  upon a provider that is inconsistent with, or prohibited by, law
  183  is void and unenforceable.
  184         Section 7. Paragraph (m) of subsection (2) of section
  185  1002.82, Florida Statutes, is amended to read:
  186         1002.82 Office of Early Learning; powers and duties.—
  187         (2) The office shall:
  188         (m) Adopt by rule a standard statewide provider contract to
  189  be used with each school readiness program provider, with
  190  standardized attachments by provider type. The office shall
  191  publish a copy of the standard statewide provider contract on
  192  its website. The standard statewide contract shall include, at a
  193  minimum, provisions for provider probation, termination for
  194  cause, and emergency termination for those actions or inactions
  195  of a provider that pose an immediate and serious danger to the
  196  health, safety, or welfare of the children. The standard
  197  statewide provider contract must shall also include appropriate
  198  due process procedures. A During the pendency of an appeal of a
  199  termination, the provider may not continue to offer its services
  200  during the pendency of an appeal of a termination that is not an
  201  emergency termination or a termination for fraud. Any provision
  202  imposed upon a provider that is inconsistent with, or prohibited
  203  by, law is void and unenforceable.
  204         Section 8. Section 1003.432, Florida Statutes, is created
  205  to read:
  206         1003.432Florida Seal of Biliteracy Program for high school
  207  graduates.—
  208         (1)As used in this section, the term:
  209         (a)“Biliteracy” means attainment of a high level of
  210  competency in listening, speaking, reading, and writing in one
  211  or more foreign languages in addition to English, which is
  212  signified on a high school graduate’s diploma and transcript as
  213  either a Gold Seal of Biliteracy or a Silver Seal of Biliteracy.
  214         (b)“Foreign language” means a language other than English
  215  and includes American Sign Language, classical languages, and
  216  indigenous languages.
  217         (c)“Gold” means the highest level of competency certified
  218  by the Florida Seal of Biliteracy Program.
  219         (d)“Silver” means the second-highest level of competency
  220  certified by the Florida Seal of Biliteracy Program.
  221         (2)The Florida Seal of Biliteracy Program is established
  222  to recognize a high school graduate who has attained a high
  223  level of competency in listening, speaking, reading, and writing
  224  in one or more foreign languages in addition to English. The
  225  Commissioner of Education shall award the Seal of Biliteracy
  226  upon graduation to a high school student who meets the
  227  qualifications in this section. The seal must differentiate
  228  between two levels of competency, designated as Gold and Silver,
  229  which must be at least as rigorous as is recommended in the
  230  biliteracy seal guidelines established by national organizations
  231  supporting foreign languages instruction.
  232         (3)The purpose of the Florida Seal of Biliteracy Program
  233  is to:
  234         (a)Encourage students to study foreign languages.
  235         (b)Certify attainment of biliteracy.
  236         (c)Provide employers with a method of identifying an
  237  individual with biliteracy skills who is seeking employment.
  238         (d)Provide a postsecondary institution with a method of
  239  recognizing an applicant with biliteracy skills who is seeking
  240  admission to the postsecondary institution.
  241         (e)Recognize and promote foreign language instruction in
  242  public schools.
  243         (f)Affirm the value of diversity, honor multiple cultures
  244  and foreign languages, and strengthen the relationships between
  245  multiple cultures in a community.
  246         (4)The Gold Seal of Biliteracy or the Silver Seal of
  247  Biliteracy must be awarded to a high school student who has
  248  earned a standard high school diploma and who:
  249         (a)Has earned four foreign language course credits in the
  250  same foreign language with a cumulative 3.0 grade point average
  251  or higher on a 4.0 scale;
  252         (b)Has achieved a qualifying score on a foreign language
  253  assessment; or
  254         (c)Has satisfied alternative requirements as determined by
  255  the State Board of Education pursuant to subsection (8).
  256         (5)The Commissioner of Education shall:
  257         (a)Prepare and provide to each school district an
  258  appropriate insignia to be affixed to the student’s diploma
  259  indicating that the student has been awarded the Gold Seal of
  260  Biliteracy or the Silver Seal of Biliteracy.
  261         (b)Provide information necessary for a school district to
  262  successfully implement the program.
  263         (6)Each school district shall:
  264         (a)Maintain appropriate records to identify a student who
  265  has met the requirements to receive the Gold Seal of Biliteracy
  266  or the Silver Seal of Biliteracy.
  267         (b)Provide the Commissioner of Education with the number
  268  of students who have met the requirements to receive the Gold
  269  Seal of Biliteracy or the Silver Seal of Biliteracy.
  270         (c)Affix the appropriate insignia to the student’s diploma
  271  and indicate on the student’s transcript that the student has
  272  earned the Gold Seal of Biliteracy or the Silver Seal of
  273  Biliteracy.
  274         (7)A school district or the Department of Education may
  275  not charge a fee for the Gold Seal of Biliteracy or the Silver
  276  Seal of Biliteracy.
  277         (8)The State Board of Education shall adopt rules to
  278  implement this section. Such rules, at a minimum, must include:
  279         (a)A process to confirm a student’s successful completion
  280  of the requirements in subsection (4).
  281         (b)The assessments and corresponding passing scores
  282  required to earn the Gold Seal of Biliteracy or the Silver Seal
  283  of Biliteracy, which may not be lower than the passing scores on
  284  at least one of the following:
  285         1.An International Baccalaureate examination in the
  286  foreign language;
  287         2.An Advanced Placement examination in the foreign
  288  language;
  289         3.An SAT Subject Test examination in the foreign language;
  290  or
  291         4.An Advanced International Certificate of Education
  292  examination in the foreign language.
  293         (c)Alternative requirements a student may satisfy to
  294  demonstrate equivalent competency in a foreign language,
  295  including requirements a student whose native language is not
  296  English may satisfy to demonstrate competency in his or her
  297  native language to earn the Gold Seal of Biliteracy or the
  298  Silver Seal of Biliteracy.
  299         (d)A process to award foreign language course credits to a
  300  student who was not enrolled in a foreign language course or who
  301  did not complete the course but has demonstrated competency in a
  302  foreign language as provided in this subsection.
  303         Section 9. Subsection (1) of section 1003.44, Florida
  304  Statutes, is amended to read:
  305         1003.44 Patriotic programs; rules.—
  306         (1) Each district school board may adopt rules to require,
  307  in all of the schools of the district, programs of a patriotic
  308  nature to encourage greater respect for the government of the
  309  United States and its national anthem and flag, subject always
  310  to other existing pertinent laws of the United States or of the
  311  state. When the national anthem is played, students and all
  312  civilians shall stand at attention, men removing the headdress,
  313  except when such headdress is worn for religious purposes. The
  314  pledge of allegiance to the flag, “I pledge allegiance to the
  315  flag of the United States of America and to the republic for
  316  which it stands, one nation under God, indivisible, with liberty
  317  and justice for all,” shall be rendered by students standing
  318  with the right hand over the heart. The pledge of allegiance to
  319  the flag shall be recited at the beginning of the day in each
  320  public elementary, middle, and high school in the state. Each
  321  student shall be informed by a written notice published in the
  322  student handbook or a similar publication pursuant to s.
  323  1006.07(2) posting a notice in a conspicuous place that the
  324  student has the right not to participate in reciting the pledge.
  325  Upon written request by his or her parent, the student must be
  326  excused from reciting the pledge. When the pledge is given,
  327  civilians must show full respect to the flag by standing at
  328  attention, men removing the headdress, except when such
  329  headdress is worn for religious purposes, as provided by Pub. L.
  330  ch. 77-435, s. 7, approved June 22, 1942, 56 Stat. 377, as
  331  amended by Pub. L. ch. 77-806, 56 Stat. 1074, approved December
  332  22, 1942.
  333         Section 10. Paragraphs (b) and (c) of subsection (2) of
  334  section 1004.04, Florida Statutes, are amended to read:
  335         1004.04 Public accountability and state approval for
  336  teacher preparation programs.—
  338         (b) The rules to establish uniform core curricula for each
  339  state-approved teacher preparation program must include, but are
  340  not limited to, the following:
  341         1. The Florida Educator Accomplished Practices.
  342         2. The state-adopted content standards.
  343         3. Scientifically researched reading instruction, including
  344  explicit, systematic, and multisensory approaches to reading
  345  instruction and intervention that are proven to improve reading
  346  performance for all students.
  347         4. Evidence-based reading instruction strategies that use
  348  technology tools.
  349         5.4. Content literacy and mathematics practices.
  350         6.5. Strategies appropriate for the instruction of English
  351  language learners.
  352         7.6. Strategies appropriate for the instruction of students
  353  with disabilities.
  354         8.7. School safety.
  355         (c) Each candidate must receive instruction and be assessed
  356  on the uniform core curricula in the candidate’s area or areas
  357  of program concentration, including reading instruction under s.
  358  1012.567, as applicable, during course work and field
  359  experiences.
  360         Section 11. Paragraphs (a) and (b) of subsection (3) of
  361  section 1004.85, Florida Statutes, are amended to read:
  362         1004.85 Postsecondary educator preparation institutes.—
  363         (3) Educator preparation institutes approved pursuant to
  364  this section may offer competency-based certification programs
  365  specifically designed for noneducation major baccalaureate
  366  degree holders to enable program participants to meet the
  367  educator certification requirements of s. 1012.56. An educator
  368  preparation institute choosing to offer a competency-based
  369  certification program pursuant to the provisions of this section
  370  must implement a program previously approved by the Department
  371  of Education for this purpose or a program developed by the
  372  institute and approved by the department for this purpose.
  373  Approved programs shall be available for use by other approved
  374  educator preparation institutes.
  375         (a) Within 90 days after receipt of a request for approval,
  376  the Department of Education shall approve a preparation program
  377  pursuant to the requirements of this subsection or issue a
  378  statement of the deficiencies in the request for approval. The
  379  department shall approve a certification program if the
  380  institute provides evidence of the institute’s capacity to
  381  implement a competency-based program that includes each of the
  382  following:
  383         1.a. Participant instruction and assessment in the Florida
  384  Educator Accomplished Practices.
  385         b. The state-adopted student content standards.
  386         c. Scientifically researched reading instruction, including
  387  explicit, systematic, and multisensory approaches to reading
  388  instruction and intervention that are proven to improve reading
  389  performance for all students.
  390         d. Evidence-based reading instruction strategies that use
  391  technology tools.
  392         e.d. Content literacy and mathematical practices.
  393         f.e. Strategies appropriate for instruction of English
  394  language learners.
  395         g.f. Strategies appropriate for instruction of students
  396  with disabilities.
  397         h.g. School safety.
  398         2. An educational plan for each participant to meet
  399  certification requirements and demonstrate his or her ability to
  400  teach the subject area for which the participant is seeking
  401  certification, which is based on an assessment of his or her
  402  competency in the areas listed in subparagraph 1.
  403         3. Field experiences appropriate to the certification
  404  subject area specified in the educational plan with a diverse
  405  population of students in a variety of settings under the
  406  supervision of qualified educators.
  407         4. A certification ombudsman to facilitate the process and
  408  procedures required for participants who complete the program to
  409  meet any requirements related to the background screening
  410  pursuant to s. 1012.32 and educator professional or temporary
  411  certification pursuant to s. 1012.56.
  412         (b) Each program participant must:
  413         1. Meet certification requirements pursuant to s.
  414  1012.56(1) by obtaining a statement of status of eligibility in
  415  the certification subject area of the educational plan and meet
  416  the requirements of s. 1012.56(2)(a)-(f).
  417         2. Participate in coursework and field experiences that are
  418  appropriate to his or her educational plan prepared under
  419  paragraph (a), including reading instruction under s. 1012.567,
  420  as applicable.
  421         3. Before completion of the program, fully demonstrate his
  422  or her ability to teach the subject area for which he or she is
  423  seeking certification by documenting a positive impact on
  424  student learning growth in a prekindergarten through grade 12
  425  setting and achieving a passing score on the professional
  426  education competency examination, the basic skills examination,
  427  and the subject area examination for the subject area
  428  certification which is required by state board rule.
  429         Section 12. Subsection (3), paragraph (b) of subsection
  430  (4), paragraphs (a) and (c) of subsection (5), paragraph (b) of
  431  subsection (6), subsection (7), and paragraph (a) of subsection
  432  (8) of section 1008.25, Florida Statutes, are amended, and
  433  paragraph (d) is added to subsection (5) of that section, to
  434  read:
  435         1008.25 Public school student progression; student support;
  436  reporting requirements.—
  437         (3) ALLOCATION OF RESOURCES.—District school boards shall
  438  allocate remedial and supplemental instruction resources to
  439  students in the following priority:
  440         (a) Students in kindergarten through grade 3 who have a
  441  substantial deficiency are deficient in reading as determined in
  442  paragraph (5)(a) by the end of grade 3.
  443         (b) Students who fail to meet performance levels required
  444  for promotion consistent with the district school board’s plan
  445  for student progression required in subsection (2) paragraph
  446  (2)(b).
  447         (4) ASSESSMENT AND SUPPORT.—
  448         (b) A student who has a substantial reading deficiency as
  449  determined in paragraph (5)(a) or is not meeting the school
  450  district or state requirements for satisfactory performance in
  451  English Language Arts and mathematics must be covered by one of
  452  the following plans:
  453         1. A federally required student plan, such as an individual
  454  education plan;
  455         2. A schoolwide system of progress monitoring for all
  456  students, except a student who scores Level 4 or above on the
  457  English Language Arts and mathematics assessments may be
  458  exempted from participation by the principal; or
  459         3. An individualized progress monitoring plan.
  461         (a) Any student in kindergarten through grade 3 who
  462  exhibits a substantial deficiency in reading, based upon
  463  screening, diagnostic, progress monitoring, or assessment data;
  464  locally determined or statewide assessments; conducted in
  465  kindergarten or grade 1, grade 2, or grade 3, or through teacher
  466  observations, must be provided given intensive, explicit,
  467  systematic, and multisensory reading interventions instruction
  468  immediately following the identification of the reading
  469  deficiency. A school may not wait for a student to receive a
  470  failing grade at the end of a grading period to identify the
  471  student as having a substantial reading deficiency and initiate
  472  intensive reading interventions. The student’s reading
  473  proficiency must be monitored and the intensive interventions
  474  instruction must continue until the student demonstrates grade
  475  level proficiency in a manner determined by the district, which
  476  may include achieving a Level 3 on the statewide, standardized
  477  English Language Arts assessment. The State Board of Education
  478  shall identify by rule guidelines for determining whether a
  479  student in kindergarten through grade 3 has a substantial
  480  deficiency in reading.
  481         (c) The parent of any student who exhibits a substantial
  482  deficiency in reading, as described in paragraph (a), must be
  483  notified in writing of the following:
  484         1. That his or her child has been identified as having a
  485  substantial deficiency in reading, including a description and
  486  explanation, in terms understandable to the parent, of the exact
  487  nature of the student’s difficulty in learning and lack of
  488  achievement in reading.
  489         2. A description of the current services that are provided
  490  to the child.
  491         3. A description of the proposed intensive interventions
  492  supplemental instructional services and supports that will be
  493  provided to the child that are designed to remediate the
  494  identified area of reading deficiency.
  495         4. That if the child’s reading deficiency is not remediated
  496  by the end of grade 3, the child must be retained unless he or
  497  she is exempt from mandatory retention for good cause.
  498         5. Opportunities to observe effective instruction and
  499  intervention strategies in the classroom; receive literacy
  500  instruction from the school or through community adult literacy
  501  initiatives; and receive strategies, including multisensory
  502  strategies, through a read-at-home plan the parent can for
  503  parents to use in helping his or her their child succeed in
  504  reading proficiency.
  505         6. That the statewide, standardized English Language Arts
  506  assessment is not the sole determiner of promotion and that
  507  additional evaluations, portfolio reviews, and assessments are
  508  available to the child to assist parents and the school district
  509  in knowing when a child is reading at or above grade level and
  510  ready for grade promotion.
  511         7. The district’s specific criteria and policies for a
  512  portfolio as provided in subparagraph (6)(b)4. and the evidence
  513  required for a student to demonstrate mastery of Florida’s
  514  academic standards for English Language Arts. A parent of a
  515  student in grade 3 who is identified anytime during the year as
  516  being at risk of retention may request that the school
  517  immediately begin collecting evidence for a portfolio.
  518         8. The district’s specific criteria and policies for
  519  midyear promotion. Midyear promotion means promotion of a
  520  retained student at any time during the year of retention once
  521  the student has demonstrated ability to read at grade level.
  523  After initial notification, the school shall apprise the parent,
  524  at least monthly, of the student’s progress toward meeting goals
  525  based on the student’s grade level.
  527         (b) The district school board may only exempt students from
  528  mandatory retention, as provided in paragraph (5)(b), for good
  529  cause. A student who is promoted to grade 4 with a good cause
  530  exemption shall be provided intensive reading instruction and
  531  intervention that include specialized diagnostic information and
  532  specific reading strategies to meet the needs of each student so
  533  promoted. The school district shall assist schools and teachers
  534  with the implementation of explicit, systematic, and
  535  multisensory reading instruction and intervention strategies for
  536  students promoted with a good cause exemption which research has
  537  shown to be successful in improving reading among students who
  538  have reading difficulties. Good cause exemptions are limited to
  539  the following:
  540         1. Limited English proficient students who have had less
  541  than 2 years of instruction in an English for Speakers of Other
  542  Languages program based on the initial date of entry into a
  543  school in the United States.
  544         2. Students with disabilities whose individual education
  545  plan indicates that participation in the statewide assessment
  546  program is not appropriate, consistent with the requirements of
  547  s. 1008.212.
  548         3. Students who demonstrate an acceptable level of
  549  performance on an alternative standardized reading or English
  550  Language Arts assessment approved by the State Board of
  551  Education.
  552         4. A student who demonstrates through a student portfolio
  553  that he or she is performing at least at Level 2 on the
  554  statewide, standardized English Language Arts assessment.
  555         5. Students with disabilities who take the statewide,
  556  standardized English Language Arts assessment and who have an
  557  individual education plan or a Section 504 plan that reflects
  558  that the student has received intensive instruction in reading
  559  or English Language Arts for more than 2 years but still
  560  demonstrates a deficiency and was previously retained in
  561  kindergarten, grade 1, grade 2, or grade 3.
  562         6. Students who have received intensive reading
  563  intervention for 2 or more years but still demonstrate a
  564  deficiency in reading and who were previously retained in
  565  kindergarten, grade 1, grade 2, or grade 3 for a total of 2
  566  years. A student may not be retained more than once in grade 3.
  567         7. Students who have received intensive remediation in
  568  reading or English Language Arts for 2 or more years but still
  569  demonstrate a deficiency and who were previously retained in
  570  kindergarten, grade 1, grade 2, or grade 3 for a total of 2
  571  years. Intensive instruction for students so promoted must
  572  include an altered instructional day that includes specialized
  573  diagnostic information and specific reading strategies for each
  574  student. The district school board shall assist schools and
  575  teachers to implement reading strategies that research has shown
  576  to be successful in improving reading among low-performing
  577  readers.
  579  STUDENTS.—
  580         (a) Students retained under the provisions of paragraph
  581  (5)(b) must be provided intensive interventions in reading to
  582  ameliorate the student’s specific reading deficiency and prepare
  583  the student for promotion to the next grade. These
  584  interventions, as identified by a valid and reliable diagnostic
  585  assessment. This intensive intervention must include:
  586         1.Evidence-based, explicit, systematic, and multisensory
  587  reading instruction in phonemic awareness, phonics, fluency,
  588  vocabulary, and comprehension and other strategies prescribed by
  589  the school district. effective instructional strategies,
  590         2. Participation in the school district’s summer reading
  591  camp, which must incorporate the instructional and intervention
  592  strategies under subparagraph 1, and appropriate teaching
  593  methodologies necessary to assist those students in becoming
  594  successful readers, able to read at or above grade level, and
  595  ready for promotion to the next grade.
  596         3.A minimum of 90 minutes of daily, uninterrupted reading
  597  instruction incorporating the instructional and intervention
  598  strategies under subparagraph 1. This instruction may include:
  599         (b)Each school district shall:
  600         1.Provide third grade students who are retained under the
  601  provisions of paragraph (5)(b) with intensive instructional
  602  services and supports to remediate the identified areas of
  603  reading deficiency, including participation in the school
  604  district’s summer reading camp as required under paragraph (a),
  605  and a minimum of 90 minutes of daily, uninterrupted,
  606  scientifically research-based reading instruction which includes
  607  phonemic awareness, phonics, fluency, vocabulary, and
  608  comprehension and other strategies prescribed by the school
  609  district, which may include, but are not limited to:
  610         a. Integration of content-rich, nonfiction texts in science
  611  and social studies content within the 90-minute block.
  612         b. Small group instruction.
  613         c. Reduced teacher-student ratios.
  614         d. More frequent progress monitoring.
  615         e. Tutoring or mentoring.
  616         f. The use of evidence-based technology tools that improve
  617  or accelerate student reading achievement.
  618         g.f. Transition classes containing 3rd and 4th grade
  619  students.
  620         h.g. Extended school day, week, or year.
  621         (b)Each school district shall:
  622         1.2. Provide written notification to the parent of a
  623  student who is retained under the provisions of paragraph (5)(b)
  624  that his or her child has not met the proficiency level required
  625  for promotion and the reasons the child is not eligible for a
  626  good cause exemption as provided in paragraph (6)(b). The
  627  notification must comply with paragraph (5)(c) the provisions of
  628  s. 1002.20(15) and must include a description of proposed
  629  interventions and supports that will be provided to the child to
  630  remediate the identified areas of reading deficiency.
  631         2.3. Implement a policy for the midyear promotion of a
  632  student retained under the provisions of paragraph (5)(b) who
  633  can demonstrate that he or she is a successful and independent
  634  reader and performing at or above grade level in reading or,
  635  upon implementation of English Language Arts assessments,
  636  performing at or above grade level in English Language Arts.
  637  Tools that school districts may use in reevaluating a student
  638  retained may include subsequent assessments, alternative
  639  assessments, and portfolio reviews, in accordance with rules of
  640  the State Board of Education. Students promoted during the
  641  school year after November 1 must demonstrate proficiency levels
  642  in reading equivalent to the level necessary for the beginning
  643  of grade 4. The rules adopted by the State Board of Education
  644  must include standards that provide a reasonable expectation
  645  that the student’s progress is sufficient to master appropriate
  646  grade 4 level reading skills.
  647         3.4. Provide students who are retained under the provisions
  648  of paragraph (5)(b), including students participating in the
  649  school district’s summer reading camp under subparagraph (a)2.,
  650  with a highly effective teacher as determined by the teacher’s
  651  performance evaluation under s. 1012.34, and, beginning July 1,
  652  2019, the teacher must also be certified or endorsed in reading.
  653         4.5. Establish at each school, when applicable, an
  654  intensive reading acceleration course Class for any student
  655  retained in grade 3 who was previously retained in kindergarten,
  656  grade 1, or grade 2 students who subsequently score Level 1 on
  657  the required statewide, standardized assessment identified in s.
  658  1008.22. The focus of the Intensive Acceleration Class shall be
  659  to increase a child’s reading and English Language Arts skill
  660  level at least two grade levels in 1 school year. The intensive
  661  reading acceleration course must provide the following Class
  662  shall:
  663         a.Uninterrupted reading instruction for the majority of
  664  student contact time each day and opportunities to master the
  665  grade 4 Next Generation Sunshine State Standards in other core
  666  subject areas through content-rich, nonfiction texts.
  667         b.Small group instruction.
  668         c.Reduced teacher-student ratios.
  669         d.The use of explicit, systematic, and multisensory
  670  reading interventions, including intensive language and
  671  vocabulary instruction and use of a speech-language therapist if
  672  necessary, that have proven results in accelerating student
  673  reading achievement within the same school year.
  674         e.A read-at-home plan.
  675         a.Be provided to a student in grade 3 who scores Level 1
  676  on the statewide, standardized English Language Arts assessment
  677  and who was retained in grade 3 the prior year because of
  678  scoring Level 1.
  679         b.Have a reduced teacher-student ratio.
  680         c.Provide uninterrupted reading instruction for the
  681  majority of student contact time each day and incorporate
  682  opportunities to master the grade 4 Next Generation Sunshine
  683  State Standards in other core subject areas.
  684         d.Use a reading program that is scientifically research
  685  based and has proven results in accelerating student reading
  686  achievement within the same school year.
  687         e.Provide intensive language and vocabulary instruction
  688  using a scientifically research-based program, including use of
  689  a speech-language therapist.
  690         (8) ANNUAL REPORT.—
  691         (a) In addition to the requirements in paragraph (5)(b),
  692  each district school board must annually report to the parent of
  693  each student the progress of the student toward achieving state
  694  and district expectations for proficiency in English Language
  695  Arts, science, social studies, and mathematics. The district
  696  school board must report to the parent the student’s results on
  697  each statewide, standardized assessment. The evaluation of each
  698  student’s progress must be based upon the student’s classroom
  699  work, observations, tests, district and state assessments,
  700  response to intensive interventions provided under paragraph
  701  (5)(a), and other relevant information. Progress reporting must
  702  be provided to the parent in writing in a format adopted by the
  703  district school board.
  704         Section 13. Subsection (5) of section 1008.345, Florida
  705  Statutes, is amended to read:
  706         1008.345 Implementation of state system of school
  707  improvement and education accountability.—
  708         (5) The commissioner shall annually report to the State
  709  Board of Education and the Legislature and recommend changes in
  710  state policy necessary to foster school improvement and
  711  education accountability. The report shall include:
  712         (a) For each school district:
  713         1. The percentage of students, by school and grade level,
  714  demonstrating learning growth in English Language Arts and
  715  mathematics.
  716         2. The percentage of students, by school and grade level,
  717  in both the highest and lowest quartiles demonstrating learning
  718  growth in English Language Arts and mathematics.
  719         3. The information contained in the school district’s
  720  annual report required under s. 1008.25(8).
  721         (b) Intervention and support strategies used by school
  722  districts boards whose students in both the highest and lowest
  723  quartiles exceed the statewide average learning growth for
  724  students in those quartiles.
  725         (c) Intervention and support strategies used by school
  726  districts boards whose schools provide educational services to
  727  youth in Department of Juvenile Justice programs that
  728  demonstrate learning growth in English Language Arts and
  729  mathematics that exceeds the statewide average learning growth
  730  for students in those subjects.
  731         (d) Based upon a review of each school district’s reading
  732  plan submitted pursuant to s. 1011.62(9), intervention and
  733  support strategies used by school districts that were effective
  734  in improving the reading performance of students, as indicated
  735  by student performance data, who are identified as having a
  736  substantial reading deficiency pursuant to s. 1008.25(5)(a).
  738  School reports shall be distributed pursuant to this subsection
  739  and s. 1001.42(18)(c) and according to rules adopted by the
  740  State Board of Education.
  741         Section 14. Section 1012.567, Florida Statutes, is created
  742  to read:
  743         1012.567Certification and endorsement of elementary
  744  reading instructors.—
  745         (1)CERTIFICATION.—
  746         (a)Beginning January 1, 2019, an applicant for an educator
  747  certificate in an area involving reading instruction or
  748  intervention for any students in kindergarten through grade 6
  749  must, as part of the certification process, demonstrate
  750  competence in the following:
  751         1.Identifying characteristics of conditions such as
  752  dyslexia and other causes of diminished phonological processing
  753  skills.
  754         2.Using explicit, systematic, and multisensory approaches
  755  to reading instruction and intervention that are proven to
  756  improve reading performance for all students.
  757         3.Using predictive and other data to make instructional
  758  decisions based on individual student needs.
  760  The State Board of Education shall adopt by rule the minimum
  761  requirements for instruction provided by teacher preparation
  762  programs and school districts for this purpose and methods for
  763  demonstrating competence in accordance with this section.
  764         (b)Documentation of a valid professional standard teaching
  765  certificate issued by another state is not sufficient to meet
  766  the requirements of paragraph (a). The State Board of Education
  767  shall establish a procedure by which a candidate who holds a
  768  certificate issued by another state may demonstrate competence
  769  as required in paragraph (a).
  770         (c)The State Board of Education shall identify by rule
  771  certification areas in which candidates must demonstrate
  772  competence as provided in paragraph (a) as part of the
  773  certification process.
  774         (d)To receive initial or continued approval, a teacher
  775  preparation program under s. 1004.04 or s. 1004.85 must provide
  776  instruction in the skills and strategies listed in paragraph (a)
  777  to candidates for certificates in the areas identified by the
  778  state board pursuant to paragraph (c).
  779         (2)ENDORSEMENT.—Beginning with applications for a reading
  780  endorsement received on January 1, 2019, and thereafter, the
  781  specialization requirements for an endorsement in reading
  782  instruction must include at least 3 semester hours of
  783  instruction in explicit, systematic, and multisensory approaches
  784  to reading instruction and intervention that are proven to
  785  improve reading performance for all students. This instruction
  786  may be incorporated into semester hour requirements established
  787  in State Board of Education rule. Reading endorsement
  788  competencies must be aligned with instructional and intervention
  789  strategies in accordance with s. 1001.215(7).
  790         (3)REVIEW.—By July 1, 2017, and at least once every 5
  791  years thereafter, the department shall conduct a review of
  792  specialization and coverage area requirements in the elementary,
  793  reading, and exceptional student educational areas. At the
  794  conclusion of each review, the department shall recommend to the
  795  State Board of Education changes to the specialization and
  796  coverage area requirements based upon any identified
  797  instructional or intervention strategies proven to improve
  798  student reading performance.
  799         (4)STATE BOARD RULES.—The State Board of Education shall
  800  adopt rules pursuant to ss. 120.536 and 120.54 as necessary to
  801  implement this section.
  802         Section 15. Paragraph (a) of subsection (3) of section
  803  1012.585, Florida Statutes, is amended, and paragraph (f) is
  804  added to that subsection, to read:
  805         1012.585 Process for renewal of professional certificates.—
  806         (3) For the renewal of a professional certificate, the
  807  following requirements must be met:
  808         (a) The applicant must earn a minimum of 6 college credits
  809  or 120 inservice points or a combination thereof. For each area
  810  of specialization to be retained on a certificate, the applicant
  811  must earn at least 3 of the required credit hours or equivalent
  812  inservice points in the specialization area. Education in
  813  “clinical educator” training pursuant to s. 1004.04(5)(b) and
  814  credits or points that provide training in the area of
  815  scientifically researched, knowledge-based reading literacy,
  816  including explicit, systematic, and multisensory approaches to
  817  reading instruction and intervention; and computational skills
  818  acquisition;, exceptional student education;, normal child
  819  development;, and the disorders of development may be applied
  820  toward any specialization area. Credits or points that provide
  821  training in the areas of drug abuse, child abuse and neglect,
  822  strategies in teaching students having limited proficiency in
  823  English, or dropout prevention, or training in areas identified
  824  in the educational goals and performance standards adopted
  825  pursuant to ss. 1000.03(5) and 1008.345 may be applied toward
  826  any specialization area, except specialization areas identified
  827  by State Board of Education rule as involving reading
  828  instruction or intervention for any students in kindergarten
  829  through grade 6 under s. 1012.567(1)(c). Credits or points
  830  earned through approved summer institutes may be applied toward
  831  the fulfillment of these requirements. Inservice points may also
  832  be earned by participation in professional growth components
  833  approved by the State Board of Education and specified pursuant
  834  to s. 1012.98 in the district’s approved master plan for
  835  inservice educational training; however, such points may not be
  836  used to satisfy the specialization requirements of this
  837  paragraph, including, but not limited to, serving as a trainer
  838  in an approved teacher training activity, serving on an
  839  instructional materials committee or a state board or commission
  840  that deals with educational issues, or serving on an advisory
  841  council created pursuant to s. 1001.452.
  842         (f)An applicant for renewal of a professional certificate
  843  in any area of certification identified by State Board of
  844  Education rule pursuant to s. 1012.567(1)(c) with a beginning
  845  validity date of July 1, 2019, or thereafter must earn a minimum
  846  of 2 college credits or the equivalent inservice points in the
  847  use of explicit, systematic, and multisensory approaches to
  848  reading instruction and intervention. Such training must be
  849  provided by teacher preparation programs under s. 1004.04 or s.
  850  1004.85 or approved school district professional development
  851  systems under s. 1012.98. The requirements in this paragraph may
  852  not add to the total hours required by the department for
  853  continuing education or inservice training.
  854         Section 16. Subsection (1) of section 1012.586, Florida
  855  Statutes, is amended to read:
  856         1012.586 Additions or changes to certificates; duplicate
  857  certificates.—A school district may process via a Department of
  858  Education website certificates for the following applications of
  859  public school employees:
  860         (1) Addition of a subject coverage or endorsement to a
  861  valid Florida certificate on the basis of the completion of the
  862  appropriate subject area testing requirements of s.
  863  1012.56(5)(a) or the completion of the requirements of an
  864  approved school district program or the inservice components for
  865  an endorsement. To reduce duplication, the department may
  866  recommend the consolidation of endorsement areas and
  867  requirements to the State Board of Education.
  869  The employing school district shall charge the employee a fee
  870  not to exceed the amount charged by the Department of Education
  871  for such services. Each district school board shall retain a
  872  portion of the fee as defined in the rules of the State Board of
  873  Education. The portion sent to the department shall be used for
  874  maintenance of the technology system, the web application, and
  875  posting and mailing of the certificate.
  876         Section 17. Paragraph (b) of subsection (4) of section
  877  1012.98, Florida Statutes, is amended to read:
  878         1012.98 School Community Professional Development Act.—
  879         (4) The Department of Education, school districts, schools,
  880  Florida College System institutions, and state universities
  881  share the responsibilities described in this section. These
  882  responsibilities include the following:
  883         (b) Each school district shall develop a professional
  884  development system as specified in subsection (3). The system
  885  shall be developed in consultation with teachers, teacher
  886  educators of Florida College System institutions and state
  887  universities, business and community representatives, and local
  888  education foundations, consortia, and professional
  889  organizations. The professional development system must:
  890         1. Be approved by the department. All substantial revisions
  891  to the system shall be submitted to the department for review
  892  for continued approval.
  893         2. Be based on analyses of student achievement data and
  894  instructional strategies and methods that support rigorous,
  895  relevant, and challenging curricula for all students. Schools
  896  and districts, in developing and refining the professional
  897  development system, shall also review and monitor school
  898  discipline data; school environment surveys; assessments of
  899  parental satisfaction; performance appraisal data of teachers,
  900  managers, and administrative personnel; and other performance
  901  indicators to identify school and student needs that can be met
  902  by improved professional performance.
  903         3. Provide inservice activities coupled with followup
  904  support appropriate to accomplish district-level and school
  905  level improvement goals and standards. The inservice activities
  906  for instructional personnel shall focus on analysis of student
  907  achievement data, ongoing formal and informal assessments of
  908  student achievement, identification and use of enhanced and
  909  differentiated instructional strategies that emphasize rigor,
  910  relevance, and reading in the content areas, enhancement of
  911  subject content expertise, integrated use of classroom
  912  technology that enhances teaching and learning, classroom
  913  management, parent involvement, and school safety.
  914         4. Include a master plan for inservice activities, pursuant
  915  to rules of the State Board of Education, for all district
  916  employees from all fund sources. The master plan shall be
  917  updated annually by September 1, must be based on input from
  918  teachers and district and school instructional leaders, and must
  919  use the latest available student achievement data and research
  920  to enhance rigor and relevance in the classroom. Each district
  921  inservice plan must be aligned to and support the school-based
  922  inservice plans and school improvement plans pursuant to s.
  923  1001.42(18). Each district inservice plan must provide a
  924  description of the training that middle grades instructional
  925  personnel and school administrators receive on the district’s
  926  code of student conduct adopted pursuant to s. 1006.07;
  927  integrated digital instruction and competency-based instruction
  928  and CAPE Digital Tool certificates and CAPE industry
  929  certifications; classroom management; student behavior and
  930  interaction; extended learning opportunities for students; and
  931  instructional leadership. District plans must be approved by the
  932  district school board annually in order to ensure compliance
  933  with subsection (1) and to allow for dissemination of research
  934  based best practices to other districts. District school boards
  935  must submit verification of their approval to the Commissioner
  936  of Education no later than October 1, annually. Each school
  937  principal may establish and maintain an individual professional
  938  development plan for each instructional employee assigned to the
  939  school as a seamless component to the school improvement plans
  940  developed pursuant to s. 1001.42(18). An individual professional
  941  development plan must be related to specific performance data
  942  for the students to whom the teacher is assigned, define the
  943  inservice objectives and specific measurable improvements
  944  expected in student performance as a result of the inservice
  945  activity, and include an evaluation component that determines
  946  the effectiveness of the professional development plan.
  947         5. Include inservice activities for school administrative
  948  personnel that address updated skills necessary for
  949  instructional leadership and effective school management
  950  pursuant to s. 1012.986.
  951         6. Provide for systematic consultation with regional and
  952  state personnel designated to provide technical assistance and
  953  evaluation of local professional development programs.
  954         7. Provide for delivery of professional development by
  955  distance learning and other technology-based delivery systems to
  956  reach more educators at lower costs.
  957         8. Provide for the continuous evaluation of the quality and
  958  effectiveness of professional development programs in order to
  959  eliminate ineffective programs and strategies and to expand
  960  effective ones. Evaluations must consider the impact of such
  961  activities on the performance of participating educators and
  962  their students’ achievement and behavior.
  963         9. For middle grades, emphasize:
  964         a. Interdisciplinary planning, collaboration, and
  965  instruction.
  966         b. Alignment of curriculum and instructional materials to
  967  the state academic standards adopted pursuant to s. 1003.41.
  968         c. Use of small learning communities; problem-solving,
  969  inquiry-driven research and analytical approaches for students;
  970  strategies and tools based on student needs; competency-based
  971  instruction; integrated digital instruction; and project-based
  972  instruction.
  974  Each school that includes any of grades 6, 7, or 8 must include
  975  in its school improvement plan, required under s. 1001.42(18), a
  976  description of the specific strategies used by the school to
  977  implement each item listed in this subparagraph.
  978         10.Provide training to reading coaches, classroom
  979  teachers, and school administrators in effective methods of
  980  identifying characteristics of conditions such as dyslexia and
  981  other causes of diminished phonological processing skills;
  982  incorporating instructional techniques into the general
  983  education setting that are proven to improve reading performance
  984  for all students; and using predictive and other data to make
  985  instructional decisions based on individual student needs. The
  986  training must help teachers integrate phonemic awareness;
  987  phonics, word study, and spelling; reading fluency; vocabulary,
  988  including academic vocabulary; and text comprehension strategies
  989  into an explicit, systematic, and multisensory approach to
  990  reading instruction and intervention. Each district must provide
  991  all elementary grades instructional personnel access to training
  992  sufficient to meet the requirements of ss. 1012.567(2) and
  993  1012.585(3)(f).
  994         Section 18. This act shall take effect upon becoming a law.
  997  ================= T I T L E  A M E N D M E N T ================
  998  And the title is amended as follows:
  999         Delete everything before the enacting clause
 1000  and insert:
 1001                        A bill to be entitled                      
 1002         An act relating to education; amending s. 1001.215,
 1003         F.S.; revising the duties of the Just Read, Florida!
 1004         Office; amending s. 1002.20, F.S.; revising
 1005         requirements for notifying a parent of a student with
 1006         a substantial reading deficiency; amending s. 1002.59,
 1007         F.S.; revising the emergent literacy and performance
 1008         standards training course requirements to include
 1009         specific reading instruction; amending s. 1002.67,
 1010         F.S.; requiring Voluntary Prekindergarten Education
 1011         Program providers to implement any pre- and post
 1012         assessments identified and adopted by the Office of
 1013         Early Learning; requiring the office to identify
 1014         concordant or comparative scores on alternative
 1015         assessments aligned to the performance standards
 1016         adopted by the office; requiring the office to approve
 1017         specific Voluntary Prekindergarten Education Program
 1018         assessments and establish requirements for individuals
 1019         administering the assessments; requiring certain
 1020         prekindergarten students to receive specific reading
 1021         instruction; requiring the office to identify certain
 1022         guidelines by rule and provide examples of certain
 1023         instructional strategies; amending s. 1002.69, F.S.;
 1024         conforming provisions; requiring data from the
 1025         statewide kindergarten screening to be used to
 1026         identify certain students; amending ss. 1002.75 and
 1027         1002.82, F.S.; authorizing a Voluntary Prekindergarten
 1028         Education Program provider and a school readiness
 1029         program provider to continue to offer services during
 1030         certain appeals; creating s. 1003.432, F.S.; defining
 1031         terms; establishing the program to recognize a high
 1032         school graduate who has attained a high level of
 1033         competency in one or more foreign languages; providing
 1034         the purpose of the program; specifying criteria to
 1035         earn a Gold Seal of Biliteracy or a Silver Seal of
 1036         Biliteracy; requiring the Commissioner of Education
 1037         and school districts to perform specified duties to
 1038         administer the program; prohibiting a school district
 1039         or the Department of Education from charging a fee for
 1040         the seals; requiring the State Board of Education to
 1041         adopt rules; amending s. 1003.44, F.S.; requiring a
 1042         written notice of a student’s right not to participate
 1043         in the pledge of allegiance to be included in a
 1044         specific publication; amending s. 1004.04, F.S.;
 1045         revising core curricula requirements for certain
 1046         teacher preparation programs to include certain
 1047         reading instruction and interventions; amending s.
 1048         1004.85, F.S.; requiring certain educator preparation
 1049         institutes to provide evidence of specified reading
 1050         instruction as a condition of program approval;
 1051         amending s. 1008.25, F.S.; requiring district school
 1052         boards to allocate certain instruction resources to
 1053         certain students deficient in reading; revising
 1054         criteria and requiring the State Board of Education to
 1055         identify guidelines for determining whether certain
 1056         students have a substantial deficiency in reading;
 1057         revising the parental notification requirements for
 1058         students with a substantial deficiency in reading;
 1059         requiring schools to provide certain instruction to
 1060         students who received a good cause exemption from
 1061         retention; revising intervention requirements for
 1062         certain retained students; revising provisions
 1063         relating to the Intensive Acceleration Class for
 1064         retained students in certain grades; revising student
 1065         progress evaluation requirements; amending s.
 1066         1008.345, F.S.; revising reporting requirements of the
 1067         Commissioner of Education relating to the state system
 1068         of school improvement and education accountability;
 1069         creating s. 1012.567, F.S.; requiring applicants for
 1070         an educator certificate in certain areas to
 1071         demonstrate competence in specified areas; providing
 1072         that a teacher certification from another state does
 1073         not meet competency requirements; requiring the state
 1074         board to identify teacher certification areas in which
 1075         candidates must demonstrate competence; requiring
 1076         certain teacher preparation courses to provide
 1077         specific instruction in order to receive approval;
 1078         providing requirements for an endorsement in reading
 1079         instruction; requiring reading endorsement
 1080         competencies to align with specified strategies;
 1081         providing for review of specialization and coverage
 1082         area requirements for certain education area
 1083         certifications; providing for rulemaking; amending s.
 1084         1012.585, F.S.; revising requirements for renewal of
 1085         professional teaching certificates; amending s.
 1086         1012.586, F.S.; authorizing the department to
 1087         recommend consolidation of endorsement areas and
 1088         requirements for endorsements for teacher certificate;
 1089         amending s. 1012.98, F.S.; revising duties and
 1090         requirements for implementation of the School
 1091         Community Professional Development Act; providing an
 1092         effective date.