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.
   82  Be It Enacted by the Legislature of the State of Florida:
   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:
  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).
  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.—
  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.
  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.
  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.
  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.
  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).
  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.
  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.
 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.