Florida Senate - 2017 COMMITTEE AMENDMENT
Bill No. PCS (613868) for SB 1710
Senate . House
The Committee on Appropriations (Stargel) recommended the
1 Senate Amendment (with title amendment)
3 Delete everything after the enacting clause
4 and insert:
5 Section 1. Section 683.1455, Florida Statutes, is created
6 to read:
7 683.1455 American Founders’ Month.—
8 (1) The month of September of each year is designated as
9 “American Founders’ Month.”
10 (2) The Governor may annually issue a proclamation
11 designating the month of September as “American Founders’ Month”
12 and urging all civic, fraternal, and religious organizations and
13 public and private educational institutions to recognize and
14 observe this occasion through appropriate programs, meetings,
15 services, or celebrations in which state, county, and local
16 governmental officials are invited to participate.
17 Section 2. Present paragraphs (c) through (g) of subsection
18 (5) of section 1000.03, Florida Statutes, are redesignated as
19 paragraphs (d) through (h), respectively, and a new paragraph
20 (c) is added to that subsection, to read:
21 1000.03 Function, mission, and goals of the Florida K-20
22 education system.—
23 (5) The priorities of Florida’s K-20 education system
25 (c) Civic literacy.—Students are prepared to become
26 civically engaged and knowledgeable adults who make positive
27 contributions to their communities.
28 Section 3. Section 1001.215, Florida Statutes, is amended
29 to read:
30 1001.215 Just Read, Florida! Office.—There is created in
31 the Department of Education the Just Read, Florida! Office. The
32 office is
shall be fully accountable to the Commissioner of
33 Education and shall:
34 (1) Train highly effective reading coaches.
35 (2) Create multiple designations of effective reading
36 instruction, with accompanying credentials, to enable which
37 encourage all teachers to integrate reading instruction into
38 their content areas.
39 (3) Work with the Lastinger Center for Learning at the
40 University of Florida to develop training for train K-12
41 teachers, reading coaches, and school principals on effective
42 content-area-specific reading strategies; the integration of
43 content knowledge-rich texts from other core subject areas into
44 reading instruction; evidence-based reading strategies
45 identified in subsection (7); and technology tools to improve
46 student reading performance. For secondary teachers, emphasis
47 shall be on technical text. These strategies must be developed
48 for all content areas in the K-12 curriculum.
49 (4) Develop and provide access to sequenced, content-rich
50 curriculum programming, instructional practices, and resources
51 that help elementary schools use state-adopted instructional
52 materials to increase students’ core knowledge and literacy
53 skills, including student attainment of the Next Generation
54 Sunshine State Standards for social studies, science, and the
56 (5) (4) Provide parents with information and strategies for
57 assisting their children in reading, including reading in the
58 content areas area.
59 (6) (5) Provide technical assistance to school districts in
60 the development and implementation of district plans for use of
61 the research-based reading instruction allocation provided in s.
62 1011.62(9) and annually review and approve such plans.
63 (7) (6) Review, evaluate, and provide technical assistance
64 to school districts’ implementation of the K-12 comprehensive
65 reading plan required in s. 1011.62(9).
66 (8) (7) Work with the Florida Center for Reading Research to
67 identify scientifically researched and evidence-based reading
68 instructional and intervention programs that incorporate
69 explicit, systematic, and sequential approaches to teaching
70 phonemic awareness, phonics, vocabulary, fluency, and text
71 comprehension and incorporate decodable or phonetic text
72 instructional provide information on research-based reading
73 programs and effective reading in the content area strategies.
74 Reading intervention includes evidence-based strategies
75 frequently used to remediate reading deficiencies and includes,
76 but is not limited to, individual instruction, multisensory
77 approaches, tutoring, mentoring, or the use of technology that
78 targets specific reading skills and abilities.
79 (9) (8) Periodically review the Next Generation Sunshine
80 State Standards for English Language Arts to determine their
81 appropriateness at each grade level reading at all grade levels.
82 (10) (9) Periodically review teacher certification
83 requirements and examinations, including alternative
84 certification requirements and examinations exams, to ascertain
85 whether the examinations measure the skills needed for evidence
86 based research-based reading instruction and instructional
87 strategies for teaching reading, including reading in the
88 content areas.
89 (11) (10) Work with teacher preparation programs approved
90 pursuant to ss. s. 1004.04 and 1004.85 to integrate effective,
91 research-based and evidence-based reading instructional and
92 intervention strategies, including explicit, systematic, and
93 sequential and reading strategies, multisensory intervention
94 strategies, and reading in the content area instructional
95 strategies into teacher preparation programs.
96 (12) (11) Administer grants and perform other functions as
97 necessary to help meet the goal that all students read at their
98 highest potential grade level.
99 Section 4. Sections 5 and 6 of this act may be cited as the
100 “Dorothy L. Hukill Financial Literacy Education Act.”
101 Section 5. Paragraph (d) of subsection (2) of section
102 1003.41, Florida Statutes, is amended, and paragraph (f) is
103 added to that subsection, to read:
104 1003.41 Next Generation Sunshine State Standards.—
105 (2) Next Generation Sunshine State Standards must meet the
106 following requirements:
107 (d) Social Studies standards must establish specific
108 curricular content for, at a minimum, geography, United States
109 and world history, government, civics, humanities, and
110 economics, including financial literacy. Financial literacy
111 includes the knowledge, understanding, skills, behaviors,
112 attitudes, and values that will enable a student to make
113 responsible and effective financial decisions on a daily basis.
114 Financial literacy instruction shall be an integral part of
115 instruction throughout the entire economics course and include
116 information regarding earning income; buying goods and services;
117 saving and financial investing; taxes; the use of credit and
118 credit cards; budgeting and debt management, including student
119 loans and secured loans; banking and financial services;
120 planning for one’s financial future, including higher education
121 and career planning; credit reports and scores; and fraud and
122 identity theft prevention. The requirements for financial
123 literacy specified under this paragraph do not apply to students
124 entering grade 9 in the 2017-2018 school year and thereafter.
125 (f) Effective for students entering grade 9 in the 2017
126 2018 school year and thereafter, financial literacy standards
127 must establish specific curricular content for, at a minimum,
128 personal financial literacy and money management. Financial
129 literacy includes instruction in the areas specified in s.
131 Section 6. Paragraphs (d) and (g) of subsection (3) of
132 section 1003.4282, Florida Statutes, are amended, and paragraph
133 (h) is added to that subsection, to read:
134 1003.4282 Requirements for a standard high school diploma.—
135 (3) STANDARD HIGH SCHOOL DIPLOMA; COURSE AND ASSESSMENT
137 (d) Three credits in social studies.—A student must earn
138 one credit in United States History; one credit in World
139 History; one-half credit in economics, which must include
140 financial literacy; and one-half credit in United States
141 Government. The United States History EOC assessment constitutes
142 30 percent of the student’s final course grade. However, for a
143 student entering grade 9 in the 2017-2018 school year or
144 thereafter, financial literacy is not a required component of
145 the one-half credit in economics.
146 (g) Eight Credits in Electives.—School districts must
147 develop and offer coordinated electives so that a student may
148 develop knowledge and skills in his or her area of interest,
149 such as electives with a STEM or liberal arts focus. Such
150 electives must include opportunities for students to earn
151 college credit, including industry-certified career education
152 programs or series of career-themed courses that result in
153 industry certification or articulate into the award of college
154 credit, or career education courses for which there is a
155 statewide or local articulation agreement and which lead to
156 college credit. A student entering grade 9 before the 2017-2018
157 school year must earn eight credits in electives. A student
158 entering grade 9 in the 2017-2018 school year or thereafter must
159 earn seven and one-half credits in electives.
160 (h) One-half credit in personal financial literacy.
161 Beginning with students entering grade 9 in the 2017-2018 school
162 year, each student shall earn one-half credit in personal
163 financial literacy and money management. A student may satisfy
164 the one-half credit in personal financial literacy by taking an
165 exam or test as determined by the department. The personal
166 financial literacy instruction must include discussion of or
167 instruction in the following:
168 1. Types of bank accounts offered, opening and managing a
169 bank account, and assessing the quality of a depository
170 institution’s services.
171 2. Balancing a checkbook.
172 3. Basic principles of money management, such as spending,
173 credit, credit scores, and managing debt, including retail and
174 credit card debt.
175 4. Completing a loan application.
176 5. Receiving an inheritance and related implications.
177 6. Basic principles of personal insurance policies.
178 7. Computing federal income taxes.
179 8. Local tax assessments.
180 9. Computing interest rates by various mechanisms.
181 10. Simple contracts.
182 11. Contesting an incorrect billing statement.
183 12. Types of savings and investments.
184 13. State and federal laws concerning finance.
185 Section 7. Comprehensive study on middle school
187 (1) The Department of Education shall issue a competitive
188 solicitation for a contract to conduct a comprehensive study of
189 states with high-performing students in grades 6 through 8 in
190 reading and mathematics, based on the states’ performance on the
191 National Assessment of Educational Progress.
192 (2) The study must include a review, at a minimum, of all
193 of the following:
194 (a) Academic expectations and instructional strategies,
196 1. Alignment of elementary and middle grades expectations
197 with high school graduation requirements;
198 2. Strategies used to improve reading comprehension through
199 the use of background knowledge and the use of sequenced
200 curriculum programming and content-rich texts to increase
201 literacy skills in kindergarten through grade 8;
202 3. Research-based instructional practices in reading and
203 mathematics, including those targeting low-performing students;
204 4. The rigor of the curriculum and courses and the
205 availability of accelerated courses;
206 5. The availability of student support services;
207 6. Course sequencing and prerequisites for advanced
208 courses; and
209 7. The availability of other academic and noncore classes,
210 and electives.
211 (b) Attendance policies and student mobility issues.
212 (c) Teacher quality, including:
213 1. Teacher certification and recertification requirements;
214 2. Teacher preparedness to teach rigorous courses;
215 3. Teacher preparation specific to teaching middle school
217 4. Teacher recruitment and vacancy issues;
218 5. Staff development requirements and the availability of
219 effective training;
220 6. Teacher collaboration and planning at the school and
221 district levels; and
222 7. Student performance data collection and dissemination.
223 (d) Middle school administrator leadership and performance.
224 (e) Parental and community involvement.
225 (3) The department shall submit a report on the findings of
226 the comprehensive study and make recommendations to improve
227 middle school student performance to the Governor, the State
228 Board of Education, the President of the Senate, and the Speaker
229 of the House of Representatives by December 2017.
230 (4) This section expires upon submission of the final
232 Section 8. Subsection (1) of section 1003.4156, Florida
233 Statutes, is amended to read:
234 1003.4156 General requirements for middle grades
236 (1) In order for a student to be promoted to high school
237 from a school that includes middle grades 6, 7, and 8, the
238 student must successfully complete the following courses:
239 (a) Three middle grades or higher courses in English
240 Language Arts (ELA).
241 (b) Three middle grades or higher courses in mathematics.
242 Each school that includes middle grades must offer at least one
243 high school level mathematics course for which students may earn
244 high school credit. Successful completion of a high school level
245 Algebra I or Geometry course is not contingent upon the
246 student’s performance on the statewide, standardized end-of
247 course (EOC) assessment. To earn high school credit for Algebra
248 I, a middle grades student must take the statewide, standardized
249 Algebra I EOC assessment and pass the course, and in addition,
250 beginning with the 2013-2014 school year and thereafter, a
251 student’s performance on the Algebra I EOC assessment
252 constitutes 30 percent of the student’s final course grade. To
253 earn high school credit for a Geometry course, a middle grades
254 student must take the statewide, standardized Geometry EOC
255 assessment, which constitutes 30 percent of the student’s final
256 course grade, and earn a passing grade in the course.
257 (c) Three middle grades or higher courses in social
258 studies. Beginning with students entering grade 6 in the 2012
259 2013 school year, one of these courses must be at least a one
260 semester civics education course that includes the roles and
261 responsibilities of federal, state, and local governments; the
262 structures and functions of the legislative, executive, and
263 judicial branches of government; and the meaning and
264 significance of historic documents, such as the Articles of
265 Confederation, the Declaration of Independence, and the
266 Constitution of the United States. Beginning with the 2013-2014
267 school year, each student’s performance on the statewide,
268 standardized EOC assessment in civics education required under
269 s. 1008.22 constitutes 30 percent of the student’s final course
270 grade. A middle grades student who transfers into the state’s
271 public school system from out of country, out of state, a
272 private school, or a home education program after the beginning
273 of the second term of grade 8 is not required to meet the civics
274 education requirement for promotion from the middle grades if
275 the student’s transcript documents passage of three courses in
276 social studies or two year-long courses in social studies that
277 include coverage of civics education.
278 (d) Three middle grades or higher courses in science.
279 Successful completion of a high school level Biology I course is
280 not contingent upon the student’s performance on the statewide,
281 standardized EOC assessment required under s. 1008.22. However,
282 beginning with the 2012-2013 school year, to earn high school
283 credit for a Biology I course, a middle grades student must take
284 the statewide, standardized Biology I EOC assessment, which
285 constitutes 30 percent of the student’s final course grade, and
286 earn a passing grade in the course.
287 (e) One course in career and education planning to be
288 completed in 6th, 7th, or 8th grade. The course may be taught by
289 any member of the instructional staff. At a minimum, the course
290 must be Internet-based, easy to use, and customizable to each
291 student and include research-based assessments to assist
292 students in determining educational and career options and
293 goals. In addition, the course must result in a completed
294 personalized academic and career plan for the student; must
295 emphasize the importance of entrepreneurship skills; must
296 emphasize technology or the application of technology in career
297 fields; and, beginning in the 2014-2015 academic year, must
298 include information from the Department of Economic
299 Opportunity’s economic security report as described in s.
300 445.07. The required personalized academic and career plan must
301 inform students of high school graduation requirements,
302 including a detailed explanation of the diploma designation
303 options provided under s. 1003.4285; high school assessment and
304 college entrance test requirements; Florida Bright Futures
305 Scholarship Program requirements; state university and Florida
306 College System institution admission requirements; available
307 opportunities to earn college credit in high school, including
308 Advanced Placement courses; the International Baccalaureate
309 Program; the Advanced International Certificate of Education
310 Program; dual enrollment, including career dual enrollment; and
311 career education courses, including career-themed courses and
312 courses that lead to industry certification pursuant to s.
313 1003.492 or s. 1008.44.
315 Each school must inform parents about the course curriculum and
316 activities. Each student shall complete a personal education
317 plan that must be signed by the student and the student’s
318 parent. The Department of Education shall develop course
319 frameworks and professional development materials for the career
320 and education planning course. The course may be implemented as
321 a stand-alone course or integrated into another course or
322 courses. The Commissioner of Education shall collect
323 longitudinal high school course enrollment data by student
324 ethnicity in order to analyze course-taking patterns.
325 Section 9. Subsection (3) is added to section 1003.44,
326 Florida Statutes, to read:
327 1003.44 Patriotic programs; rules.—
328 (3) All public schools in the state are encouraged to
329 coordinate, at all grade levels, instruction related to our
330 nation’s Founding Fathers with “American Founders’ Month”
331 pursuant to s. 683.1455.
332 Section 10. Paragraph (b) of subsection (2) of section
333 1004.04, Florida Statutes, is amended to read:
334 1004.04 Public accountability and state approval for
335 teacher preparation programs.—
336 (2) UNIFORM CORE CURRICULA AND CANDIDATE ASSESSMENT.—
337 (b) The rules to establish uniform core curricula for each
338 state-approved teacher preparation program must include, but are
339 not limited to, the following:
340 1. The Florida Educator Accomplished Practices.
341 2. The state-adopted content standards.
342 3. Scientifically researched and evidence-based reading
343 instructional strategies that improve reading performance for
344 all students, including explicit, systematic, and sequential
345 approaches to teaching phonemic awareness, phonics, vocabulary,
346 fluency, and text comprehension, and multisensory intervention
347 strategies instruction.
348 4. Content literacy and mathematics practices.
349 5. Strategies appropriate for the instruction of English
350 language learners.
351 6. Strategies appropriate for the instruction of students
352 with disabilities.
353 7. School safety.
354 Section 11. Paragraph (a) of subsection (3) of section
355 1004.85, Florida Statutes, is amended to read:
356 1004.85 Postsecondary educator preparation institutes.—
357 (3) Educator preparation institutes approved pursuant to
358 this section may offer competency-based certification programs
359 specifically designed for noneducation major baccalaureate
360 degree holders to enable program participants to meet the
361 educator certification requirements of s. 1012.56. An educator
362 preparation institute choosing to offer a competency-based
363 certification program pursuant to the provisions of this section
364 must implement a program previously approved by the Department
365 of Education for this purpose or a program developed by the
366 institute and approved by the department for this purpose.
367 Approved programs shall be available for use by other approved
368 educator preparation institutes.
369 (a) Within 90 days after receipt of a request for approval,
370 the Department of Education shall approve a preparation program
371 pursuant to the requirements of this subsection or issue a
372 statement of the deficiencies in the request for approval. The
373 department shall approve a certification program if the
374 institute provides evidence of the institute’s capacity to
375 implement a competency-based program that includes each of the
377 1.a. Participant instruction and assessment in the Florida
378 Educator Accomplished Practices.
379 b. The state-adopted student content standards.
380 c. Scientifically researched and evidence-based reading
381 instructional strategies that improve reading performance for
382 all students, including explicit, systematic, and sequential
383 approaches to teaching phonemic awareness, phonics, vocabulary,
384 fluency, and text comprehension, and multisensory intervention
385 strategies instruction.
386 d. Content literacy and mathematical practices.
387 e. Strategies appropriate for instruction of English
388 language learners.
389 f. Strategies appropriate for instruction of students with
391 g. School safety.
392 2. An educational plan for each participant to meet
393 certification requirements and demonstrate his or her ability to
394 teach the subject area for which the participant is seeking
395 certification, which is based on an assessment of his or her
396 competency in the areas listed in subparagraph 1.
397 3. Field experiences appropriate to the certification
398 subject area specified in the educational plan with a diverse
399 population of students in a variety of settings under the
400 supervision of qualified educators.
401 4. A certification ombudsman to facilitate the process and
402 procedures required for participants who complete the program to
403 meet any requirements related to the background screening
404 pursuant to s. 1012.32 and educator professional or temporary
405 certification pursuant to s. 1012.56.
406 Section 12. Present subsections (4) through (11) of section
407 1007.25, Florida Statutes, are redesignated as subsections (5)
408 through (12), respectively, and a new subsection (4) is added to
409 that section, to read:
410 1007.25 General education courses; common prerequisites;
411 other degree requirements.—
412 (4) Beginning with students initially entering a Florida
413 College System institution or state university in 2018-2019 and
414 thereafter, each student must demonstrate competency in civic
415 literacy. A student must have the option to demonstrate
416 competency through successful completion of a civic literacy
417 course or by achieving a passing score on an assessment. The
418 State Board of Education must adopt in rule and the Board of
419 Governors must adopt in regulation at least one existing
420 assessment that measures competencies consistent with the
421 required course competencies outlined in paragraph (b). The
422 chair of the State Board of Education and the chair of the Board
423 of Governors, or their respective designees, shall jointly
424 appoint a faculty committee to:
425 (a) Develop a new course in civic literacy or revise an
426 existing general education core course in American History or
427 American Government to include civic literacy; and
428 (b) Establish course competencies and identify outcomes
429 that include, at a minimum, an understanding of the basic
430 principles of American democracy and how they are applied in our
431 republican form of government, an understanding of the United
432 States Constitution, knowledge of the founding documents and how
433 they have shaped the nature and functions of our institutions of
434 self-governance, and an understanding of landmark Supreme Court
435 cases and their impact on law and society.
436 Section 13. Paragraph (c) of subsection (1) of section
437 943.22, Florida Statutes, is amended to read:
438 943.22 Salary incentive program for full-time officers.—
439 (1) For the purpose of this section, the term:
440 (c) “Community college degree or equivalent” means
441 graduation from an accredited community college or having been
442 granted a degree pursuant to s. 1007.25(11) s. 1007.25(10) or
443 successful completion of 60 semester hours or 90 quarter hours
444 and eligibility to receive an associate degree from an
445 accredited college, university, or community college.
446 Section 14. Subsection (7) and paragraph (d) of subsection
447 (8) of section 1001.64, Florida Statutes, are amended to read:
448 1001.64 Florida College System institution boards of
449 trustees; powers and duties.—
450 (7) Each board of trustees has responsibility for: ensuring
451 that students have access to general education courses as
452 identified in rule; requiring no more than 60 semester hours of
453 degree program coursework, including 36 semester hours of
454 general education coursework, for an associate in arts degree;
455 notifying students that earned hours in excess of 60 semester
456 hours may not be accepted by state universities; notifying
457 students of unique program prerequisites; and ensuring that
458 degree program coursework beyond general education coursework is
459 consistent with degree program prerequisite requirements adopted
460 pursuant to s. 1007.25(6) s. 1007.25(5).
461 (8) Each board of trustees has authority for policies
462 related to students, enrollment of students, student records,
463 student activities, financial assistance, and other student
465 (d) Boards of trustees shall identify their general
466 education curricula pursuant to s. 1007.25(7) s. 1007.25(6).
467 Section 15. This act shall take effect July 1, 2017.
469 ================= T I T L E A M E N D M E N T ================
470 And the title is amended as follows:
471 Delete everything before the enacting clause
472 and insert:
473 A bill to be entitled
474 An act relating to education; creating s. 683.1455,
475 F.S.; designating the month of September as “American
476 Founders’ Month”; amending s. 1000.03, F.S.; revising
477 the priorities of Florida’s K-20 education system;
478 amending s. 1001.215, F.S.; revising the duties of the
479 Just Read, Florida! Office; providing a short title;
480 amending s. 1003.41, F.S.; revising the financial
481 literacy requirements for the Next Generation Sunshine
482 State Standards; amending s. 1003.4282, F.S.; revising
483 the social studies requirements for a standard high
484 school diploma; revising the required credits for a
485 standard high school diploma to seven and one-half,
486 rather than eight, credits in electives and to include
487 one-half credit of instruction in personal financial
488 literacy and money management; requiring the
489 Department of Education to solicit for a contract to
490 conduct a comprehensive study of states with
491 nationally recognized high-performing middle schools
492 in reading and mathematics; requiring a report to the
493 Governor, the State Board of Education, and the
494 Legislature by a specified time; providing for
495 expiration; amending s. 1003.4156, F.S.; deleting
496 requirements related to the career and education
497 planning course for middle grades promotion; providing
498 an appropriation; amending s. 1003.44, F.S.;
499 encouraging schools to provide certain instruction;
500 amending s. 1004.04, F.S.; revising core curricula
501 requirements for certain teacher preparation programs
502 to include certain reading instruction and
503 interventions; amending s. 1004.85, F.S.; requiring
504 certain educator preparation institutes to provide
505 evidence of specified reading instruction as a
506 condition of program approval and continued approval;
507 amending s. 1007.25, F.S.; requiring postsecondary
508 students to demonstrate civic literacy; requiring the
509 chairs of the State Board of Education and the Board
510 of Governors to jointly appoint a faculty committee to
511 develop a civic literacy course, or revise an existing
512 general education core course, and establish the
513 course competencies; amending ss. 943.22 and 1001.64,
514 F.S.; conforming cross-references; providing an
515 effective date.