Florida Senate - 2017 SB 656
By Senator Bean
4-00677-17 2017656__
1 A bill to be entitled
2 An act relating to education; amending s. 1001.215,
3 F.S.; revising the duties of the Just Read, Florida!
4 Office; amending s. 1001.42, F.S.; requiring certain
5 schools to include specific information in the
6 school’s improvement plan; requiring certain schools
7 to implement an early warning system for students who
8 meet specific criteria; requiring certain school
9 personnel to monitor data from the early warning
10 system and perform certain duties when a student
11 exhibits specified indicators; amending s. 1002.20,
12 F.S.; revising requirements for notifying a parent of
13 a student with a substantial reading deficiency;
14 amending s. 1002.59, F.S.; revising the emergent
15 literacy and performance standards training course
16 requirements to include specific reading instruction;
17 amending s. 1002.67, F.S.; requiring the Office of
18 Early Learning to approve specific Voluntary
19 Prekindergarten Education Program assessments and
20 establish requirements for individuals administering
21 the assessments; requiring certain prekindergarten
22 students to receive specific reading instruction;
23 requiring the office to identify certain guidelines by
24 rule and provide examples of certain instructional
25 strategies; amending s. 1002.69, F.S.; conforming
26 provisions; requiring data from the statewide
27 kindergarten screening to be used to identify certain
28 students; amending s. 1004.04, F.S.; revising core
29 curricula requirements for certain teacher preparation
30 programs to include certain reading instruction and
31 interventions; revising certain requirements related
32 to clinical education training and preservice field
33 experiences; amending s. 1004.85, F.S.; requiring
34 certain educator preparation institutes to provide
35 evidence of specified reading and technology
36 instruction as a condition of program approval and
37 continued approval; amending s. 1008.25, F.S.;
38 requiring district school boards to allocate certain
39 instruction resources to certain students deficient in
40 reading; revising criteria and requiring the State
41 Board of Education to identify guidelines for
42 determining whether certain students have a
43 substantial deficiency in reading; providing that
44 students with a substantial reading deficiency must be
45 covered by certain plans; revising the parental
46 notification requirements for students with a
47 substantial deficiency in reading; requiring a school
48 to provide updates to parents of students who receive
49 certain services; requiring the Department of
50 Education to develop or contract with another entity
51 to develop a handbook containing specific information
52 for parents of students with a substantial reading
53 deficiency; defining the terms “dyslexia” and
54 “dyscalculia”; requiring schools to provide certain
55 instruction to students who received a good cause
56 exemption from retention; revising grounds for such
57 good cause exemption; revising intervention
58 requirements for certain retained students; revising
59 provisions relating to the Intensive Acceleration
60 Class for retained students in certain grades;
61 revising student progress evaluation requirements;
62 amending s. 1008.345, F.S.; revising reporting
63 requirements of the Commissioner of Education relating
64 to the state system of school improvement and
65 education accountability; amending s. 1011.67, F.S.;
66 revising the contents of a comprehensive staff
67 development plan required for each school district to
68 receive instructional materials funds; amending s.
69 1012.585, F.S.; revising requirements for renewal of
70 professional teaching certificates; amending s.
71 1012.586, F.S.; authorizing the department to
72 recommend consolidation of endorsement areas and
73 requirements for endorsements for teacher
74 certificates; requiring the department to review and
75 make recommendations regarding certain subject
76 coverage or endorsement requirements; providing
77 construction; amending s. 1012.98, F.S.; revising
78 duties and requirements for implementation of the
79 School Community Professional Development Act;
80 providing an effective date.
81
82 Be It Enacted by the Legislature of the State of Florida:
83
84 Section 1. Section 1001.215, Florida Statutes, is amended
85 to read:
86 1001.215 Just Read, Florida! Office.—There is created in
87 the Department of Education the Just Read, Florida! Office. The
88 office is shall be fully accountable to the Commissioner of
89 Education and shall:
90 (1) Train highly effective reading coaches.
91 (2) Create multiple designations of effective reading
92 instruction, with accompanying credentials, to enable which
93 encourage all teachers to integrate reading instruction into
94 their content areas.
95 (3) Provide training to Train K-12 teachers, reading
96 coaches, and school principals on effective content-area
97 specific reading strategies; the integration of content-rich,
98 nonfiction texts from other core subject areas into reading
99 instruction; evidence-based reading strategies identified in
100 subsection (7); and technology tools to improve student reading
101 performance. For secondary teachers, emphasis shall be on
102 technical text. These strategies must be developed for all
103 content areas in the K-12 curriculum.
104 (4) Provide parents with information and strategies for
105 assisting their children in reading, including reading in the
106 content areas area.
107 (5) Provide technical assistance to school districts in the
108 development and implementation of district plans for use of the
109 research-based reading instruction allocation provided in s.
110 1011.62(9) and annually review and approve such plans.
111 (6) Review, evaluate, and provide technical assistance to
112 school districts’ implementation of the K-12 comprehensive
113 reading plan required in s. 1011.62(9).
114 (7) Work with the Florida Center for Reading Research to
115 identify effective research-based and evidence-based reading
116 instructional and intervention programs that incorporate
117 explicit, systematic, sequential, and multisensory approaches to
118 teaching phonemic awareness, phonics, vocabulary, fluency, and
119 text comprehension and incorporate decodable or phonetic text
120 instructional provide information on research-based reading
121 programs and effective reading in the content area strategies.
122 Reading intervention includes evidence-based strategies
123 frequently used to remediate reading deficiencies and includes
124 individual instruction, tutoring, mentoring, or the use of
125 technology that targets specific reading skills and abilities.
126 (8) Periodically review the Next Generation Sunshine State
127 Standards for English Language Arts to determine their
128 appropriateness at each grade level reading at all grade levels.
129 (9) Periodically review teacher certification requirements
130 and examinations, including alternative certification
131 requirements and examinations exams, to ascertain whether the
132 examinations measure the skills needed for evidence-based
133 research-based reading instruction and instructional strategies
134 for teaching reading, including reading in the content areas.
135 (10) Work with teacher preparation programs approved
136 pursuant to ss. s. 1004.04 and 1004.85 to integrate effective,
137 research-based, and evidence-based reading instructional and
138 intervention strategies; and reading in the content area
139 instructional strategies; and explicit, systematic, and
140 multisensory reading instructional strategies into teacher
141 preparation programs. Reading intervention strategies may
142 include strategies using technology to improve reading
143 instruction and accelerate student learning gains.
144 (11) Administer grants and perform other functions as
145 necessary to help meet the goal that all students read at their
146 highest potential grade level.
147 Section 2. Paragraphs (a) and (b) of subsection (18) of
148 section 1001.42, Florida Statutes, are amended to read:
149 1001.42 Powers and duties of district school board.—The
150 district school board, acting as a board, shall exercise all
151 powers and perform all duties listed below:
152 (18) IMPLEMENT SCHOOL IMPROVEMENT AND ACCOUNTABILITY.
153 Maintain a system of school improvement and education
154 accountability as provided by statute and State Board of
155 Education rule. This system of school improvement and education
156 accountability shall be consistent with, and implemented
157 through, the district’s continuing system of planning and
158 budgeting required by this section and ss. 1008.385, 1010.01,
159 and 1011.01. This system of school improvement and education
160 accountability shall comply with the provisions of ss. 1008.33,
161 1008.34, 1008.345, and 1008.385 and include the following:
162 (a) School improvement plans.—
163 1. The district school board shall annually approve and
164 require implementation of a new, amended, or continuation school
165 improvement plan for each school in the district. If a school
166 has a significant gap in achievement on statewide, standardized
167 assessments administered pursuant to s. 1008.22 by one or more
168 student subgroups, as defined in the federal Elementary and
169 Secondary Education Act (ESEA), 20 U.S.C. s.
170 6311(b)(2)(C)(v)(II); has not significantly increased the
171 percentage of students passing statewide, standardized
172 assessments; has not significantly increased the percentage of
173 students demonstrating Learning Gains, as defined in s. 1008.34
174 and as calculated under s. 1008.34(3)(b), who passed statewide,
175 standardized assessments; or has significantly lower graduation
176 rates for a subgroup when compared to the state’s graduation
177 rate, that school’s improvement plan shall include strategies
178 for improving these results. The state board shall adopt rules
179 establishing thresholds and for determining compliance with this
180 subparagraph.
181 2. A school that serves any students in kindergarten
182 through grade includes any of grades 6, 7, or 8 shall include
183 annually in its school improvement plan information and data on
184 the school’s early warning system required under paragraph (b),
185 including a list of the early warning indicators used in the
186 system, the number of students identified by the system as
187 exhibiting two or more early warning indicators, the number of
188 students by grade level that exhibit each early warning
189 indicator, and a description of all intervention strategies
190 employed by the school to improve the academic performance of
191 students identified by the early warning system. The plan must
192 also In addition, a school that includes any of grades 6, 7, or
193 8 shall describe in its school improvement plan the strategies
194 used by the school to implement and evaluate the instructional
195 practices for middle grades emphasized by the district’s
196 professional development system pursuant to s. 1012.98(4)(b)9.
197 and 10.
198 (b) Early warning system.—
199 1. A school that serves any students in kindergarten
200 through grade includes any of grades 6, 7, or 8 shall implement
201 an early warning system to identify students in such grades 6,
202 7, and 8 who need additional support to improve academic
203 performance and stay engaged in school. The early warning system
204 must include the following early warning indicators:
205 a. Attendance below 90 percent, regardless of whether
206 absence is excused or a result of out-of-school suspension.
207 b. One or more suspensions, whether in school or out of
208 school.
209 c. Course failure in English Language Arts or mathematics
210 during any grading period.
211 d. A Level 1 score on the statewide, standardized
212 assessments in English Language Arts or mathematics or, for
213 students in kindergarten through grade 3, a substantial reading
214 deficiency as provided in s. 1008.25(5)(a).
215
216 A school district may identify additional early warning
217 indicators for use in a school’s early warning system.
218 2. A school-based team responsible for implementing the
219 requirements of this paragraph shall monitor the data from the
220 early warning system in subparagraph (a)2. The team may include
221 a school psychologist. When a student exhibits two or more early
222 warning indicators, the team shall school’s child study team
223 under s. 1003.02 or a school-based team formed for the purpose
224 of implementing the requirements of this paragraph shall convene
225 to determine, in consultation with the student’s parent,
226 appropriate intervention strategies for the student unless the
227 student is already being served by an intervention program at
228 the direction of a school-based, multidisciplinary team. Data
229 and information relating to a student’s early warning indicators
230 must be used to inform any intervention strategies provided to
231 the student The school shall provide at least 10 days’ written
232 notice of the meeting to the student’s parent, indicating the
233 meeting’s purpose, time, and location, and provide the parent
234 the opportunity to participate.
235 Section 3. Subsection (11) of section 1002.20, Florida
236 Statutes, is amended to read:
237 1002.20 K-12 student and parent rights.—Parents of public
238 school students must receive accurate and timely information
239 regarding their child’s academic progress and must be informed
240 of ways they can help their child to succeed in school. K-12
241 students and their parents are afforded numerous statutory
242 rights including, but not limited to, the following:
243 (11) STUDENTS WITH READING DEFICIENCIES.—The parent of any
244 K-3 student who exhibits a substantial reading deficiency shall
245 be immediately notified of the student’s deficiency pursuant to
246 s. 1008.25(5) and with a description and explanation, in terms
247 understandable to the parent, of the exact nature of the
248 student’s difficulty in learning and lack of achievement in
249 reading; shall be consulted in the development of a plan, as
250 described in s. 1008.25(4)(b); and shall be informed that the
251 student will be given intensive reading instruction until the
252 deficiency is corrected. This subsection operates in addition to
253 the remediation and notification provisions contained in s.
254 1008.25 and in no way reduces the rights of a parent or the
255 responsibilities of a school district under that section.
256 Section 4. Subsection (1) of section 1002.59, Florida
257 Statutes, is amended to read:
258 1002.59 Emergent literacy and performance standards
259 training courses.—
260 (1) The office shall adopt minimum standards for one or
261 more training courses in emergent literacy for prekindergarten
262 instructors. Each course must comprise 5 clock hours and provide
263 instruction in explicit, systematic, and multisensory
264 instruction strategies and techniques to address the age
265 appropriate progress of prekindergarten students in developing
266 emergent literacy skills, including oral communication,
267 knowledge of print and letters, phonemic and phonological
268 awareness, and vocabulary and comprehension development. Each
269 course must address early identification of and intervention for
270 students experiencing difficulties with emergent literacy skills
271 and also provide resources containing strategies that allow
272 students with disabilities and other special needs to derive
273 maximum benefit from the Voluntary Prekindergarten Education
274 Program. Successful completion of an emergent literacy training
275 course approved under this section satisfies requirements for
276 approved training in early literacy and language development
277 under ss. 402.305(2)(d)5., 402.313(6), and 402.3131(5).
278 Section 5. Paragraphs (a) and (c) of subsection (3) of
279 section 1002.67, Florida Statutes, are amended, and paragraphs
280 (d), (e), and (f) are added to that subsection, to read:
281 1002.67 Performance standards; curricula and
282 accountability.—
283 (3)(a) Contingent upon legislative appropriation, each
284 private prekindergarten provider and public school in the
285 Voluntary Prekindergarten Education Program must implement an
286 evidence-based pre- and post-assessment that has been approved
287 by the office rule of the State Board of Education.
288 (c) The pre- and post-assessment must be administered by
289 individuals meeting requirements established by the office rule
290 of the State Board of Education.
291 (d) Students who exhibit a deficiency in emergent literacy
292 skills, including oral communication, knowledge of print and
293 letters, phonemic and phonological awareness, and vocabulary and
294 comprehension development, must be provided intensive, explicit,
295 and systematic instruction.
296 (e) The office shall identify by rule guidelines for
297 determining whether a student has exhibited a deficiency in
298 emergent literacy skills.
299 (f) The office shall provide examples of appropriate
300 instructional strategies and supports to remediate identified
301 deficiencies in emergent literacy skills.
302 Section 6. Subsections (1) and (2) of section 1002.69,
303 Florida Statutes, are amended to read:
304 1002.69 Statewide kindergarten screening; kindergarten
305 readiness rates; state-approved prekindergarten enrollment
306 screening; good cause exemption.—
307 (1) The department shall adopt a statewide kindergarten
308 screening that assesses the readiness of each student for
309 kindergarten based upon the performance standards adopted by the
310 office department under s. 1002.67(1) for the Voluntary
311 Prekindergarten Education Program. The department shall require
312 that each school district administer the statewide kindergarten
313 screening to each kindergarten student in the school district
314 within the first 30 school days of each school year. Nonpublic
315 schools may administer the statewide kindergarten screening to
316 each kindergarten student in a nonpublic school who was enrolled
317 in the Voluntary Prekindergarten Education Program.
318 (2) The statewide kindergarten screening shall provide
319 objective data concerning each student’s readiness for
320 kindergarten and progress in attaining the performance standards
321 adopted by the office under s. 1002.67(1). Data from the
322 screening, along with other available data, must be used to
323 identify students in need of intervention and support pursuant
324 to s. 1008.25(5).
325 Section 7. Paragraph (b) of subsection (2), paragraph (a)
326 of subsection (4), and subsection (5) of section 1004.04,
327 Florida Statutes, are amended to read:
328 1004.04 Public accountability and state approval for
329 teacher preparation programs.—
330 (2) UNIFORM CORE CURRICULA AND CANDIDATE ASSESSMENT.—
331 (b) The rules to establish uniform core curricula for each
332 state-approved teacher preparation program must include, but are
333 not limited to, the following:
334 1. The Florida Educator Accomplished Practices.
335 2. The state-adopted content standards.
336 3. Scientifically researched and evidence-based reading
337 instruction strategies, including explicit, systematic, and
338 multisensory approaches to reading instruction and intervention
339 which are proven to improve reading performance for all
340 students.
341 4. Content literacy and mathematics practices.
342 5. Strategies appropriate for the instruction of English
343 language learners.
344 6. Strategies appropriate for the instruction of students
345 with disabilities.
346 7. School safety.
347 (4) CONTINUED PROGRAM APPROVAL.—Continued approval of a
348 teacher preparation program shall be based upon evidence that
349 the program continues to implement the requirements for initial
350 approval and upon significant, objective, and quantifiable
351 measures of the program and the performance of the program
352 completers.
353 (a) The criteria for continued approval must include each
354 of the following:
355 1. Documentation from the program that each program
356 candidate met the admission requirements provided in subsection
357 (3).
358 2. Documentation from the program that the program and each
359 program completer have met the requirements provided in
360 subsection (2).
361 3. Documentation that each program completer received
362 instruction in technology literacy through the program’s
363 content-area and pedagogy coursework, including instructional
364 strategies for using media and technology to support subject
365 matter understanding.
366 4.3. Evidence of performance in each of the following
367 areas:
368 a. Placement rate of program completers into instructional
369 positions in Florida public schools and private schools, if
370 available.
371 b. Rate of retention for employed program completers in
372 instructional positions in Florida public schools.
373 c. Performance of students in prekindergarten through grade
374 12 who are assigned to in-field program completers on statewide
375 assessments using the results of the student learning growth
376 formula adopted under s. 1012.34.
377 d. Performance of students in prekindergarten through grade
378 12 who are assigned to in-field program completers aggregated by
379 student subgroup, as defined in the federal Elementary and
380 Secondary Education Act (ESEA), 20 U.S.C. s.
381 6311(b)(2)(C)(v)(II), as a measure of how well the program
382 prepares teachers to work with a diverse population of students
383 in a variety of settings in Florida public schools.
384 e. Results of program completers’ annual evaluations in
385 accordance with the timeline as set forth in s. 1012.34.
386 f. Production of program completers in statewide critical
387 teacher shortage areas as identified in s. 1012.07.
388 (5) PRESERVICE FIELD EXPERIENCE.—All postsecondary
389 instructors, school district personnel and instructional
390 personnel, and school sites preparing instructional personnel
391 through preservice field experience courses and internships
392 shall meet special requirements. District school boards may pay
393 student teachers during their internships. For purposes of this
394 subsection, specialized training in clinical supervision and
395 clinical educator training must include content-specific
396 strategies for integrating media and emerging technologies into
397 classroom and online instruction.
398 (a) All individuals in postsecondary teacher preparation
399 programs who instruct or supervise preservice field experience
400 courses or internships in which a candidate demonstrates his or
401 her impact on student learning growth shall have the following:
402 specialized training in clinical supervision; at least 3 years
403 of successful, relevant prekindergarten through grade 12
404 teaching, student services, or school administration experience;
405 and an annual demonstration of experience in a relevant
406 prekindergarten through grade 12 school setting as defined by
407 State Board of Education rule.
408 (b)1. All school district personnel and instructional
409 personnel who supervise or direct teacher preparation students
410 during field experience courses or internships taking place in
411 this state in which candidates demonstrate an impact on student
412 learning growth must have evidence of “clinical educator”
413 training, a valid professional certificate issued pursuant to s.
414 1012.56, and at least 3 years of teaching experience in
415 prekindergarten through grade 12 and must have earned an
416 effective or highly effective rating on the prior year’s
417 performance evaluation under s. 1012.34 or be a peer evaluator
418 under the district’s evaluation system approved under s.
419 1012.34. The State Board of Education shall approve the training
420 requirements.
421 2. All instructional personnel who supervise or direct
422 teacher preparation students during field experience courses or
423 internships in another state, in which a candidate demonstrates
424 his or her impact on student learning growth, through a Florida
425 online or distance program must have received “clinical
426 educator” training or its equivalent in that state, hold a valid
427 professional certificate issued by the state in which the field
428 experience takes place, and have at least 3 years of teaching
429 experience in prekindergarten through grade 12.
430 3. All instructional personnel who supervise or direct
431 teacher preparation students during field experience courses or
432 internships, in which a candidate demonstrates his or her impact
433 on student learning growth, on a United States military base in
434 another country through a Florida online or distance program
435 must have received “clinical educator” training or its
436 equivalent, hold a valid professional certificate issued by the
437 United States Department of Defense or a state or territory of
438 the United States, and have at least 3 years teaching experience
439 in prekindergarten through grade 12.
440 (c) Preservice field experience must include candidate
441 practice and demonstration of the uniform core curricula
442 specific to the candidates’ area or areas of program
443 concentration with a diverse population of students in a variety
444 of settings, including instructional strategies for using media
445 and technology to support subject-matter understanding. The
446 length of structured field experiences may be extended to ensure
447 that candidates achieve the competencies needed to meet
448 certification requirements.
449 (d) Postsecondary teacher preparation programs in
450 cooperation with district school boards and approved private
451 school associations shall select the school sites for preservice
452 field experience activities based upon the qualifications of the
453 supervising personnel as described in this subsection and the
454 needs of the candidates. These sites must represent the full
455 spectrum of school communities, including, but not limited to,
456 schools located in urban settings. In order to be selected,
457 school sites must demonstrate commitment to the education of
458 public school students and to the preparation of future
459 teachers.
460 Section 8. Paragraph (a) of subsection (3) of section
461 1004.85, Florida Statutes, is amended, and paragraph (c) is
462 added to subsection (4) of that section, to read:
463 1004.85 Postsecondary educator preparation institutes.—
464 (3) Educator preparation institutes approved pursuant to
465 this section may offer competency-based certification programs
466 specifically designed for noneducation major baccalaureate
467 degree holders to enable program participants to meet the
468 educator certification requirements of s. 1012.56. An educator
469 preparation institute choosing to offer a competency-based
470 certification program pursuant to the provisions of this section
471 must implement a program previously approved by the Department
472 of Education for this purpose or a program developed by the
473 institute and approved by the department for this purpose.
474 Approved programs shall be available for use by other approved
475 educator preparation institutes.
476 (a) Within 90 days after receipt of a request for approval,
477 the Department of Education shall approve a preparation program
478 pursuant to the requirements of this subsection or issue a
479 statement of the deficiencies in the request for approval. The
480 department shall approve a certification program if the
481 institute provides evidence of the institute’s capacity to
482 implement a competency-based program that includes each of the
483 following:
484 1.a. Participant instruction and assessment in the Florida
485 Educator Accomplished Practices.
486 b. The state-adopted student content standards.
487 c. Scientifically researched and evidence-based reading
488 instruction strategies, including explicit, systematic, and
489 multisensory approaches to reading instruction and intervention
490 which are proven to improve reading performance for all
491 students.
492 d. Content literacy and mathematical practices.
493 e. Strategies appropriate for instruction of English
494 language learners.
495 f. Strategies appropriate for instruction of students with
496 disabilities.
497 g. School safety.
498 2. An educational plan for each participant to meet
499 certification requirements and demonstrate his or her ability to
500 teach the subject area for which the participant is seeking
501 certification, which is based on an assessment of his or her
502 competency in the areas listed in subparagraph 1.
503 3. Field experiences appropriate to the certification
504 subject area specified in the educational plan with a diverse
505 population of students in a variety of settings under the
506 supervision of qualified educators.
507 4. A certification ombudsman to facilitate the process and
508 procedures required for participants who complete the program to
509 meet any requirements related to the background screening
510 pursuant to s. 1012.32 and educator professional or temporary
511 certification pursuant to s. 1012.56.
512 (4) Continued approval of each program approved pursuant to
513 this section shall be determined by the Commissioner of
514 Education based upon a periodic review of the following areas:
515 (c) Documentation that each program completer received
516 instruction in technology literacy through the program’s
517 content-area and pedagogy coursework, including instructional
518 strategies for using media and technology to support subject
519 matter understanding.
520 Section 9. Subsection (3), paragraphs (a) and (c) of
521 subsection (5), paragraph (b) of subsection (6), subsection (7),
522 and paragraph (a) of subsection (8) of section 1008.25, Florida
523 Statutes, are amended, paragraph (c) is added to subsection (4),
524 and paragraph (d) is added to subsection (5) of that section, to
525 read:
526 1008.25 Public school student progression; student support;
527 reporting requirements.—
528 (3) ALLOCATION OF RESOURCES.—District school boards shall
529 allocate remedial and supplemental instruction resources to
530 students in the following priority:
531 (a) Students in kindergarten through grade 3 who have a
532 substantial deficiency are deficient in reading as determined in
533 paragraph (5)(a) by the end of grade 3.
534 (b) Students who fail to meet performance levels required
535 for promotion consistent with the district school board’s plan
536 for student progression required in subsection (2) paragraph
537 (2)(b).
538 (4) ASSESSMENT AND SUPPORT.—
539 (c) A student who has a substantial reading deficiency as
540 determined in paragraph (5)(a) must be covered by a federally
541 required student plan, such as an individual education plan or
542 an individualized progress monitoring plan, or both, as
543 necessary.
544 (5) READING DEFICIENCY AND PARENTAL NOTIFICATION.—
545 (a) Any student in kindergarten through grade 3 who
546 exhibits a substantial deficiency in reading, based upon
547 screening, diagnostic, progress monitoring, or assessment data;
548 locally determined or statewide assessments; conducted in
549 kindergarten or grade 1, grade 2, or grade 3, or through teacher
550 observations, must be provided given intensive, explicit,
551 systematic, and multisensory reading interventions instruction
552 immediately following the identification of the reading
553 deficiency. A school may not wait for a student to receive a
554 failing grade at the end of a grading period to identify the
555 student as having a substantial reading deficiency and initiate
556 intensive reading interventions. The student’s reading
557 proficiency must be monitored and the intensive interventions
558 instruction must continue until the student demonstrates grade
559 level proficiency in a manner determined by the district, which
560 may include achieving a Level 3 on the statewide, standardized
561 English Language Arts assessment. The State Board of Education
562 shall identify by rule guidelines for determining whether a
563 student in kindergarten through grade 3 has a substantial
564 deficiency in reading.
565 (c) The parent of any student who exhibits a substantial
566 deficiency in reading, as described in paragraph (a), must be
567 notified in writing of the following:
568 1. That his or her child has been identified as having a
569 substantial deficiency in reading, including a description and
570 explanation, in terms understandable to the parent, of the exact
571 nature of the student’s difficulty in learning and lack of
572 achievement in reading.
573 2. A description of the current services that are provided
574 to the child.
575 3. A description of the proposed intensive interventions
576 supplemental instructional services and supports that will be
577 provided to the child that are designed to remediate the
578 identified area of reading deficiency.
579 4. That if the child’s reading deficiency is not remediated
580 by the end of grade 3, the child must be retained unless he or
581 she is exempt from mandatory retention for good cause.
582 5. Opportunities to observe effective instruction and
583 intervention strategies in the classroom; to receive literacy
584 instruction from the school or through community adult literacy
585 initiatives; and to receive strategies, including multisensory
586 strategies, through a read-at-home plan the parent can for
587 parents to use in helping his or her their child succeed in
588 reading proficiency.
589 6. That the statewide, standardized English Language Arts
590 assessment is not the sole determiner of promotion and that
591 additional evaluations, portfolio reviews, and assessments are
592 available to the child to assist parents and the school district
593 in knowing when a child is reading at or above grade level and
594 ready for grade promotion.
595 7. The district’s specific criteria and policies for a
596 portfolio as provided in subparagraph (6)(b)4. and the evidence
597 required for a student to demonstrate mastery of Florida’s
598 academic standards for English Language Arts. A parent of a
599 student in grade 3 who is identified anytime during the year as
600 being at risk of retention may request that the school
601 immediately begin collecting evidence for a portfolio.
602 8. The district’s specific criteria and policies for
603 midyear promotion. Midyear promotion means promotion of a
604 retained student at any time during the year of retention once
605 the student has demonstrated ability to read at grade level.
606
607 After initial notification, the school shall apprise the parent,
608 at least monthly, of the student’s growth toward meeting goals
609 based on the student’s grade level. These communications must
610 explain any additional interventions or supports that will be
611 used to accelerate the student’s progress if the interventions
612 and supports already being implemented have not resulted in
613 improvement.
614 (d) The Department of Education shall develop or contract
615 with another entity to develop a handbook that schools must
616 provide to the parent of a student who is identified as having a
617 substantial reading deficiency. The handbook must be made
618 available in an electronic format that is accessible online and
619 must include the following information:
620 1. An overview of the requirements for interventions and
621 supports that districts must provide to students who do not make
622 adequate academic progress.
623 2. An overview of the procedural requirements for
624 initiating and conducting evaluations for exceptional education
625 eligibility. The overview must include an explanation that a
626 diagnosis of a medical condition alone is not sufficient to
627 establish exceptional education eligibility but may be used to
628 document how that condition relates to the student’s eligibility
629 determination and may be disclosed in an eligible student’s
630 individual education plan when necessary to inform school
631 personnel responsible for implementing such plan.
632 3. Characteristics of conditions associated with specific
633 learning disorders, including dyslexia, dysgraphia, dyscalculia,
634 and developmental aphasia and other information to support
635 informed parent involvement in decisionmaking processes for
636 students who have difficulty with learning. For purposes of this
637 subparagraph, the terms “dyslexia” and “dyscalculia” have the
638 same meanings as used in the Diagnostic and Statistical Manual
639 of Mental Disorders, Fifth Edition, published by the American
640 Psychiatric Association.
641 (6) ELIMINATION OF SOCIAL PROMOTION.—
642 (b) The district school board may only exempt students from
643 mandatory retention, as provided in paragraph (5)(b), for good
644 cause. A student who is promoted to grade 4 with a good cause
645 exemption shall be provided intensive reading instruction and
646 intervention that include specialized diagnostic information and
647 specific reading strategies to meet the needs of each student so
648 promoted. The school district shall assist schools and teachers
649 with the implementation of explicit, systematic, and
650 multisensory reading instruction and intervention strategies for
651 students promoted with a good cause exemption which research has
652 shown to be successful in improving reading among students who
653 have reading difficulties. Good cause exemptions are limited to
654 the following:
655 1. Limited English proficient students who have had less
656 than 2 years of instruction in an English for Speakers of Other
657 Languages program based on the initial date of entry into a
658 school in the United States.
659 2. Students with disabilities whose individual education
660 plan indicates that participation in the statewide assessment
661 program is not appropriate, consistent with the requirements of
662 s. 1008.212.
663 3. Students who demonstrate an acceptable level of
664 performance on an alternative standardized reading or English
665 Language Arts assessment approved by the State Board of
666 Education.
667 4. A student who demonstrates through a student portfolio
668 that he or she is performing at least at Level 2 on the
669 statewide, standardized English Language Arts assessment.
670 5. Students with disabilities who take the statewide,
671 standardized English Language Arts assessment and who have an
672 individual education plan or a Section 504 plan that reflects
673 that the student has received intensive instruction in reading
674 or English Language Arts for more than 2 years but still
675 demonstrates a deficiency and was previously retained in
676 kindergarten, grade 1, grade 2, or grade 3.
677 6. Students who have received intensive reading
678 intervention for 2 or more years but still demonstrate a
679 deficiency in reading and who were previously retained in
680 kindergarten, grade 1, grade 2, or grade 3 for a total of 2
681 years. A student may not be retained more than once in grade 3.
682 7. Students who have received intensive remediation in
683 reading or English Language Arts for 2 or more years but still
684 demonstrate a deficiency and who were previously retained in
685 kindergarten, grade 1, grade 2, or grade 3 for a total of 2
686 years. Intensive instruction for students so promoted must
687 include an altered instructional day that includes specialized
688 diagnostic information and specific reading strategies for each
689 student. The district school board shall assist schools and
690 teachers to implement reading strategies that research has shown
691 to be successful in improving reading among low-performing
692 readers.
693 (7) SUCCESSFUL PROGRESSION FOR RETAINED THIRD GRADE
694 STUDENTS.—
695 (a) Students retained under the provisions of paragraph
696 (5)(b) must be provided intensive interventions in reading to
697 ameliorate the student’s specific reading deficiency and prepare
698 the student for promotion to the next grade. These
699 interventions, as identified by a valid and reliable diagnostic
700 assessment. This intensive intervention must include:
701 1. Evidence-based, explicit, systematic, and multisensory
702 reading instruction in phonemic awareness, phonics, fluency,
703 vocabulary, and comprehension and other strategies prescribed by
704 the school district. effective instructional strategies,
705 2. Participation in the school district’s summer reading
706 camp, which must incorporate the instructional and intervention
707 strategies under subparagraph 1, and appropriate teaching
708 methodologies necessary to assist those students in becoming
709 successful readers, able to read at or above grade level, and
710 ready for promotion to the next grade.
711 3. A minimum of 90 minutes of daily, uninterrupted reading
712 instruction incorporating the instructional and intervention
713 strategies under subparagraph 1. This instruction may include:
714 (b) Each school district shall:
715 1. Provide third grade students who are retained under the
716 provisions of paragraph (5)(b) with intensive instructional
717 services and supports to remediate the identified areas of
718 reading deficiency, including participation in the school
719 district’s summer reading camp as required under paragraph (a),
720 and a minimum of 90 minutes of daily, uninterrupted,
721 scientifically research-based reading instruction which includes
722 phonemic awareness, phonics, fluency, vocabulary, and
723 comprehension and other strategies prescribed by the school
724 district, which may include, but are not limited to:
725 a. Integration of content-rich, nonfiction texts in science
726 and social studies content within the 90-minute block.
727 b. Small group instruction.
728 c. Reduced teacher-student ratios.
729 d. More frequent progress monitoring.
730 e. Tutoring or mentoring.
731 f. Transition classes containing 3rd and 4th grade
732 students.
733 g. Extended school day, week, or year.
734 (b) Each school district shall:
735 1.2. Provide written notification to the parent of a
736 student who is retained under the provisions of paragraph (5)(b)
737 that his or her child has not met the proficiency level required
738 for promotion and the reasons the child is not eligible for a
739 good cause exemption as provided in paragraph (6)(b). The
740 notification must comply with paragraph (5)(c) the provisions of
741 s. 1002.20(15) and must include a description of proposed
742 interventions and supports that will be provided to the child to
743 remediate the identified areas of reading deficiency.
744 2.3. Implement a policy for the midyear promotion of a
745 student retained under the provisions of paragraph (5)(b) who
746 can demonstrate that he or she is a successful and independent
747 reader and performing at or above grade level in reading or,
748 upon implementation of English Language Arts assessments,
749 performing at or above grade level in English Language Arts.
750 Tools that school districts may use in reevaluating a student
751 retained may include subsequent assessments, alternative
752 assessments, and portfolio reviews, in accordance with rules of
753 the State Board of Education. Students promoted during the
754 school year after November 1 must demonstrate proficiency levels
755 in reading equivalent to the level necessary for the beginning
756 of grade 4. The rules adopted by the State Board of Education
757 must include standards that provide a reasonable expectation
758 that the student’s progress is sufficient to master appropriate
759 grade 4 level reading skills.
760 3.4. Provide students who are retained under the provisions
761 of paragraph (5)(b), including students participating in the
762 school district’s summer reading camp under subparagraph (a)2.,
763 with a highly effective teacher as determined by the teacher’s
764 performance evaluation under s. 1012.34, and, beginning July 1,
765 2020, the teacher must also be certified or endorsed in reading.
766 4.5. Establish at each school, when applicable, an
767 intensive reading acceleration course Class for any student
768 retained in grade 3 who was previously retained in kindergarten,
769 grade 1, or grade 2 students who subsequently score Level 1 on
770 the required statewide, standardized assessment identified in s.
771 1008.22. The focus of the Intensive Acceleration Class shall be
772 to increase a child’s reading and English Language Arts skill
773 level at least two grade levels in 1 school year. The intensive
774 reading acceleration course must provide the following Class
775 shall:
776 a. Uninterrupted reading instruction for the majority of
777 student contact time each day and opportunities to master the
778 grade 4 Next Generation Sunshine State Standards in other core
779 subject areas through content-rich, nonfiction texts.
780 b. Small group instruction.
781 c. Reduced teacher-student ratios.
782 d. The use of explicit, systematic, and multisensory
783 reading interventions, including intensive language and
784 vocabulary instruction and use of a speech-language therapist if
785 necessary, that have proven results in accelerating student
786 reading achievement within the same school year.
787 e. A read-at-home plan.
788 a. Be provided to a student in grade 3 who scores Level 1
789 on the statewide, standardized English Language Arts assessment
790 and who was retained in grade 3 the prior year because of
791 scoring Level 1.
792 b. Have a reduced teacher-student ratio.
793 c. Provide uninterrupted reading instruction for the
794 majority of student contact time each day and incorporate
795 opportunities to master the grade 4 Next Generation Sunshine
796 State Standards in other core subject areas.
797 d. Use a reading program that is scientifically research
798 based and has proven results in accelerating student reading
799 achievement within the same school year.
800 e. Provide intensive language and vocabulary instruction
801 using a scientifically research-based program, including use of
802 a speech-language therapist.
803 (8) ANNUAL REPORT.—
804 (a) In addition to the requirements in paragraph (5)(b),
805 each district school board must annually report to the parent of
806 each student the progress of the student toward achieving state
807 and district expectations for proficiency in English Language
808 Arts, science, social studies, and mathematics. The district
809 school board must report to the parent the student’s results on
810 each statewide, standardized assessment. The evaluation of each
811 student’s progress must be based upon the student’s classroom
812 work, observations, tests, district and state assessments,
813 response to intensive interventions provided under paragraph
814 (5)(a), and other relevant information. Progress reporting must
815 be provided to the parent in writing in a format adopted by the
816 district school board.
817 Section 10. Subsection (5) of section 1008.345, Florida
818 Statutes, is amended to read:
819 1008.345 Implementation of state system of school
820 improvement and education accountability.—
821 (5) The commissioner shall annually report to the State
822 Board of Education and the Legislature and recommend changes in
823 state policy necessary to foster school improvement and
824 education accountability. The report shall include:
825 (a) For each school district:
826 1. The percentage of students, by school and grade level,
827 demonstrating learning growth in English Language Arts and
828 mathematics.
829 2. The percentage of students, by school and grade level,
830 in both the highest and lowest quartiles demonstrating learning
831 growth in English Language Arts and mathematics.
832 3. The information contained in the school district’s
833 annual report required pursuant to s. 1008.25(8).
834 (b) Intervention and support strategies used by school
835 districts boards whose students in both the highest and lowest
836 quartiles exceed the statewide average learning growth for
837 students in those quartiles.
838 (c) Intervention and support strategies used by school
839 districts boards whose schools provide educational services to
840 youth in Department of Juvenile Justice programs that
841 demonstrate learning growth in English Language Arts and
842 mathematics that exceeds the statewide average learning growth
843 for students in those subjects.
844 (d) Based upon a review of each school district’s reading
845 plan submitted pursuant to s. 1011.62(9), intervention and
846 support strategies used by school districts that were effective
847 in improving the reading performance of students, as indicated
848 by student performance data, who are identified as having a
849 substantial reading deficiency pursuant to s. 1008.25(5)(a).
850
851 School reports shall be distributed pursuant to this subsection
852 and s. 1001.42(18)(c) and according to rules adopted by the
853 State Board of Education.
854 Section 11. Subsection (2) of section 1011.67, Florida
855 Statutes, is amended to read:
856 1011.67 Funds for instructional materials.—
857 (2) Annually by July 1 and before prior to the release of
858 instructional materials funds, each district school
859 superintendent shall certify to the Commissioner of Education
860 that the district school board has approved a comprehensive
861 staff development plan that supports fidelity of implementation
862 of instructional materials programs, including. The report shall
863 include verification that training was provided; and that the
864 materials are being implemented as designed; and, beginning July
865 1, 2021, for core reading materials and reading intervention
866 materials used in kindergarten through grade 5, that the
867 materials meet the requirements of s. 1001.215(7). This
868 paragraph does not preclude school districts from purchasing or
869 using other materials to supplement reading instruction and
870 provide additional skills practice.
871 Section 12. Paragraph (a) of subsection (3) of section
872 1012.585, Florida Statutes, is amended, and paragraph (f) is
873 added to that subsection, to read:
874 1012.585 Process for renewal of professional certificates.—
875 (3) For the renewal of a professional certificate, the
876 following requirements must be met:
877 (a) The applicant must earn a minimum of 6 college credits
878 or 120 inservice points or a combination thereof. For each area
879 of specialization to be retained on a certificate, the applicant
880 must earn at least 3 of the required credit hours or equivalent
881 inservice points in the specialization area. Education in
882 “clinical educator” training pursuant to s. 1004.04(5)(b) and
883 credits or points that provide training in the area of
884 scientifically researched, knowledge-based reading literacy,
885 including explicit, systematic, and multisensory approaches to
886 reading instruction and intervention; and computational skills
887 acquisition;, exceptional student education;, normal child
888 development;, and the disorders of development may be applied
889 toward any specialization area. Credits or points that provide
890 training in the areas of drug abuse, child abuse and neglect,
891 strategies in teaching students having limited proficiency in
892 English, or dropout prevention, or training in areas identified
893 in the educational goals and performance standards adopted
894 pursuant to ss. 1000.03(5) and 1008.345 may be applied toward
895 any specialization area, except specialization areas identified
896 by State Board of Education rule that include reading
897 instruction or intervention for any students in kindergarten
898 through grade 6. Credits or points earned through approved
899 summer institutes may be applied toward the fulfillment of these
900 requirements. Inservice points may also be earned by
901 participation in professional growth components approved by the
902 State Board of Education and specified pursuant to s. 1012.98 in
903 the district’s approved master plan for inservice educational
904 training; however, such points may not be used to satisfy the
905 specialization requirements of this paragraph, including, but
906 not limited to, serving as a trainer in an approved teacher
907 training activity, serving on an instructional materials
908 committee or a state board or commission that deals with
909 educational issues, or serving on an advisory council created
910 pursuant to s. 1001.452.
911 (f) An applicant for renewal of a professional certificate
912 in any area of certification identified by State Board of
913 Education rule that includes reading instruction or intervention
914 for any students in kindergarten through grade 6, with a
915 beginning validity date of July 1, 2020, or thereafter, must
916 earn a minimum of 2 college credits or the equivalent inservice
917 points in the use of explicit, systematic, and multisensory
918 approaches to reading instruction and intervention. Such
919 training must be provided by teacher preparation programs under
920 s. 1004.04 or s. 1004.85 or approved school district
921 professional development systems under s. 1012.98. The
922 requirements in this paragraph may not add to the total hours
923 required by the department for continuing education or inservice
924 training.
925 Section 13. Subsection (1) of section 1012.586, Florida
926 Statutes, is amended to read:
927 1012.586 Additions or changes to certificates; duplicate
928 certificates.—A school district may process via a Department of
929 Education website certificates for the following applications of
930 public school employees:
931 (1) Addition of a subject coverage or endorsement to a
932 valid Florida certificate on the basis of the completion of the
933 appropriate subject area testing requirements of s.
934 1012.56(5)(a) or the completion of the requirements of an
935 approved school district program or the inservice components for
936 an endorsement.
937 (a) To reduce duplication, the department may recommend the
938 consolidation of endorsement areas and requirements to the State
939 Board of Education.
940 (b) By July 1, 2018, and at least once every 5 years
941 thereafter, the department shall conduct a review of existing
942 subject coverage or endorsement requirements in the elementary,
943 reading, and exceptional student educational areas. The review
944 must include reciprocity requirements for out-of-state
945 certificates and requirements for demonstrating competency in
946 the reading instruction professional development topics listed
947 in s. 1012.98(4)(b)10. At the conclusion of each review, the
948 department shall recommend to the state board changes to the
949 subject coverage or endorsement requirements based upon any
950 identified instruction or intervention strategies proven to
951 improve student reading performance, including phonemic
952 awareness; phonics, word study, and spelling; reading fluency;
953 vocabulary, including academic vocabulary; and text
954 comprehension strategies and explicit, systematic, and
955 multisensory approaches to reading instruction and intervention.
956 This paragraph does not authorize the state board to establish
957 any new certification subject coverage.
958
959 The employing school district shall charge the employee a fee
960 not to exceed the amount charged by the Department of Education
961 for such services. Each district school board shall retain a
962 portion of the fee as defined in the rules of the State Board of
963 Education. The portion sent to the department shall be used for
964 maintenance of the technology system, the web application, and
965 posting and mailing of the certificate.
966 Section 14. Paragraph (b) of subsection (4) of section
967 1012.98, Florida Statutes, is amended to read:
968 1012.98 School Community Professional Development Act.—
969 (4) The Department of Education, school districts, schools,
970 Florida College System institutions, and state universities
971 share the responsibilities described in this section. These
972 responsibilities include the following:
973 (b) Each school district shall develop a professional
974 development system as specified in subsection (3). The system
975 shall be developed in consultation with teachers, teacher
976 educators of Florida College System institutions and state
977 universities, business and community representatives, and local
978 education foundations, consortia, and professional
979 organizations. The professional development system must:
980 1. Be approved by the department. All substantial revisions
981 to the system shall be submitted to the department for review
982 for continued approval.
983 2. Be based on analyses of student achievement data and
984 instructional strategies and methods that support rigorous,
985 relevant, and challenging curricula for all students. Schools
986 and districts, in developing and refining the professional
987 development system, shall also review and monitor school
988 discipline data; school environment surveys; assessments of
989 parental satisfaction; performance appraisal data of teachers,
990 managers, and administrative personnel; and other performance
991 indicators to identify school and student needs that can be met
992 by improved professional performance.
993 3. Provide inservice activities coupled with followup
994 support appropriate to accomplish district-level and school
995 level improvement goals and standards. The inservice activities
996 for instructional personnel shall focus on analysis of student
997 achievement data, ongoing formal and informal assessments of
998 student achievement, identification and use of enhanced and
999 differentiated instructional strategies that emphasize rigor,
1000 relevance, and reading in the content areas, enhancement of
1001 subject content expertise, integrated use of classroom
1002 technology that enhances teaching and learning, classroom
1003 management, parent involvement, and school safety.
1004 4. Include a master plan for inservice activities, pursuant
1005 to rules of the State Board of Education, for all district
1006 employees from all fund sources. The master plan shall be
1007 updated annually by September 1, must be based on input from
1008 teachers and district and school instructional leaders, and must
1009 use the latest available student achievement data and research
1010 to enhance rigor and relevance in the classroom. Each district
1011 inservice plan must be aligned to and support the school-based
1012 inservice plans and school improvement plans pursuant to s.
1013 1001.42(18). Each district inservice plan must provide a
1014 description of the training that middle grades instructional
1015 personnel and school administrators receive on the district’s
1016 code of student conduct adopted pursuant to s. 1006.07;
1017 integrated digital instruction and competency-based instruction
1018 and CAPE Digital Tool certificates and CAPE industry
1019 certifications; classroom management; student behavior and
1020 interaction; extended learning opportunities for students; and
1021 instructional leadership. District plans must be approved by the
1022 district school board annually in order to ensure compliance
1023 with subsection (1) and to allow for dissemination of research
1024 based best practices to other districts. District school boards
1025 must submit verification of their approval to the Commissioner
1026 of Education no later than October 1, annually. Each school
1027 principal may establish and maintain an individual professional
1028 development plan for each instructional employee assigned to the
1029 school as a seamless component to the school improvement plans
1030 developed pursuant to s. 1001.42(18). An individual professional
1031 development plan must be related to specific performance data
1032 for the students to whom the teacher is assigned, define the
1033 inservice objectives and specific measurable improvements
1034 expected in student performance as a result of the inservice
1035 activity, and include an evaluation component that determines
1036 the effectiveness of the professional development plan.
1037 5. Include inservice activities for school administrative
1038 personnel that address updated skills necessary for
1039 instructional leadership and effective school management
1040 pursuant to s. 1012.986.
1041 6. Provide for systematic consultation with regional and
1042 state personnel designated to provide technical assistance and
1043 evaluation of local professional development programs.
1044 7. Provide for delivery of professional development by
1045 distance learning and other technology-based delivery systems to
1046 reach more educators at lower costs.
1047 8. Provide for the continuous evaluation of the quality and
1048 effectiveness of professional development programs in order to
1049 eliminate ineffective programs and strategies and to expand
1050 effective ones. Evaluations must consider the impact of such
1051 activities on the performance of participating educators and
1052 their students’ achievement and behavior.
1053 9. For middle grades, emphasize:
1054 a. Interdisciplinary planning, collaboration, and
1055 instruction.
1056 b. Alignment of curriculum and instructional materials to
1057 the state academic standards adopted pursuant to s. 1003.41.
1058 c. Use of small learning communities; problem-solving,
1059 inquiry-driven research and analytical approaches for students;
1060 strategies and tools based on student needs; competency-based
1061 instruction; integrated digital instruction; and project-based
1062 instruction.
1063
1064 Each school that includes any of grades 6, 7, or 8 must include
1065 in its school improvement plan, required under s. 1001.42(18), a
1066 description of the specific strategies used by the school to
1067 implement each item listed in this subparagraph.
1068 10. Provide training to reading coaches, classroom
1069 teachers, and school administrators in effective methods of
1070 identifying characteristics of conditions such as dyslexia and
1071 other causes of diminished phonological processing skills;
1072 incorporating instructional techniques into the general
1073 education setting which are proven to improve reading
1074 performance for all students; and using predictive and other
1075 data to make instructional decisions based on individual student
1076 needs. The training must help teachers integrate phonemic
1077 awareness; phonics, word study, and spelling; reading fluency;
1078 vocabulary, including academic vocabulary; and text
1079 comprehension strategies into an explicit, systematic, and
1080 multisensory approach to reading instruction and intervention.
1081 Each district must provide all elementary grades instructional
1082 personnel access to training sufficient to meet the requirements
1083 of s. 1012.585(3)(f).
1084 Section 15. This act shall take effect upon becoming a law.