Bill Amendment: FL S7004 | 2024 | Regular Session
NOTE: For additional amemendments please see the Bill Drafting List
Bill Title: Education
Status: 2024-05-13 - Chapter No. 2024-160, companion bill(s) passed, see CS/CS/HB 1285 (Ch. 2024-101), CS/CS/HB 1403 (Ch. 2024-163), CS/HB 1425 (Ch. 2024-133) [S7004 Detail]
Download: Florida-2024-S7004-Senate_Committee_Amendment_320314.html
Bill Title: Education
Status: 2024-05-13 - Chapter No. 2024-160, companion bill(s) passed, see CS/CS/HB 1285 (Ch. 2024-101), CS/CS/HB 1403 (Ch. 2024-163), CS/HB 1425 (Ch. 2024-133) [S7004 Detail]
Download: Florida-2024-S7004-Senate_Committee_Amendment_320314.html
Florida Senate - 2024 COMMITTEE AMENDMENT Bill No. SB 7004 Ì320314lÎ320314 LEGISLATIVE ACTION Senate . House . . . . . ————————————————————————————————————————————————————————————————— ————————————————————————————————————————————————————————————————— The Committee on Fiscal Policy (Simon) recommended the following: 1 Senate Amendment (with title amendment) 2 3 Delete lines 386 - 1486 4 and insert: 5 Section 10. Effective upon becoming a law, paragraphs (a) 6 and (b) of subsection (3), paragraph (c) of subsection (5), and 7 subsection (6) of section 1003.4282, Florida Statutes, are 8 amended to read: 9 1003.4282 Requirements for a standard high school diploma.— 10 (3) STANDARD HIGH SCHOOL DIPLOMA; COURSE AND ASSESSMENT 11 REQUIREMENTS.— 12 (a) Four credits in English Language Arts (ELA).—The four 13 credits must be in ELA I, II, III, and IV.A student must pass14the statewide, standardized grade 10 ELA assessment, or earn a15concordant score, in order to earn a standard high school16diploma.A student’s performance on the statewide, standardized 17 grade 10 ELA assessment constitutes 30 percent of the student’s 18 final course grade. 19 (b) Four credits in mathematics.— 20 1. A student must earn one credit in Algebra I and one 21 credit in Geometry. A student’s performance on the statewide, 22 standardized Algebra I end-of-course (EOC) assessment 23 constitutes 30 percent of the student’s final course grade.A24student must pass the statewide, standardized Algebra I EOC25assessment, or earn a comparative score, in order to earn a26standard high school diploma.A student’s performance on the 27 statewide, standardized Geometry EOC assessment constitutes 30 28 percent of the student’s final course grade. 29 2. A student who earns an industry certification for which 30 there is a statewide college credit articulation agreement 31 approved by the State Board of Education may substitute the 32 certification for one mathematics credit. Substitution may occur 33 for up to two mathematics credits, except for Algebra I and 34 Geometry. A student may earn two mathematics credits by 35 successfully completing Algebra I through two full-year courses. 36 A certified school counselor or the principal’s designee shall 37mustadvise the student that admission to a state university may 38 require the student to earn 3 additional mathematics credits 39 that are at least as rigorous as Algebra I. 40 3. A student who earns a computer science credit may 41 substitute the credit for up to one credit of the mathematics 42 requirement, with the exception of Algebra I and Geometry, if 43 the commissioner identifies the computer science credit as being 44 equivalent in rigor to the mathematics credit. An identified 45 computer science credit may not be used to substitute for both a 46 mathematics and a science credit. A student who earns an 47 industry certification in 3D rapid prototype printing may 48 satisfy up to two credits of the mathematics requirement, with 49 the exception of Algebra I, if the commissioner identifies the 50 certification as being equivalent in rigor to the mathematics 51 credit or credits. 52 (5) AWARD OF A STANDARD HIGH SCHOOL DIPLOMA.— 53 (c) A student who earns the required 24 credits, or the 54 required 18 credits under s. 1002.3105(5), but fails topass the55assessments required under s. 1008.22(3) orachieve a 2.0 GPA 56 shall be awarded a certificate of completion in a form 57 prescribed by the State Board of Education. However, a student 58 who is otherwise entitled to a certificate of completion may 59 elect to remain in high school either as a full-time student or 60 a part-time student for up to 1 additional year and receive 61 special instruction designed to remedy his or her identified 62 deficiencies. 63 (6) UNIFORM TRANSFER OF HIGH SCHOOL CREDITS.—Beginning with64the 2012-2013 school year, if a student transfers to a Florida65public high school from out of country, out of state, a private66school, or a home education program and the student’s transcript67shows a credit in Algebra I, the student must pass the68statewide, standardized Algebra I EOC assessment in order to69earn a standard high school diploma unless the student earned a70comparative score, passed a statewide assessment in Algebra I71administered by the transferring entity, or passed the statewide72mathematics assessment the transferring entity uses to satisfy73the requirements of the Elementary and Secondary Education Act,74as amended by the Every Student Succeeds Act (ESSA), 20 U.S.C.75ss. 6301 et seq. If a student’s transcript shows a credit in76high school reading or English Language Arts II or III, in order77to earn a standard high school diploma, the student must take78and pass the statewide, standardized grade 10 ELA assessment, or79earn a concordant score.If a transfer student’s transcript 80 shows a final course grade and course credit in Algebra I, 81 Geometry, Biology I,orUnited States History, or the equivalent 82 of a grade 10 ELA course, the transferring course final grade 83 and credit mustshallbe honored without the student taking the 84 requisite statewide, standardizedEOCassessment and without the 85 assessment results constituting 30 percent of the student’s 86 final course grade. 87 Section 11. Effective upon becoming a law, section 88 1003.433, Florida Statutes, is amended to read: 89 1003.433 Learning opportunities for out-of-state and out 90 of-country transfer students and students needing additional 91 instruction to meet high school graduation requirements.— 92(1)Students who enter a Florida public school at the 11th 93 or 12th grade from out of state or out of country mayshallnot 94 be required to spend additional time in a Florida public school 95 in order to meet the high school course requirements if the 96 student has met all requirements of the school district, state, 97 or country from which he or she is transferring. Such students 98 who are not proficient in English should receive immediate and 99 intensive instruction in English language acquisition. However, 100 to receive a standard high school diploma, a transfer student 101 must earn a 2.0 grade point averageand meet the requirements102under s. 1008.22. 103(2) Students who earn the required 24 credits for the104standard high school diploma except for passage of any must-pass105assessment under s. 1003.4282 or s. 1008.22 or an alternate106assessment by the end of grade 12 must be provided the following107learning opportunities:108(a) Participation in an accelerated high school equivalency109diploma preparation program during the summer.110(b) Upon receipt of a certificate of completion, be allowed111to take the College Placement Test and be admitted to112developmental education or credit courses at a Florida College113System institution, as appropriate.114(c) Participation in an adult general education program as115provided in s. 1004.93 for such time as the student requires to116master English, reading, mathematics, or any other subject117required for high school graduation. A student attending an118adult general education program shall have the opportunity to119take any must-pass assessment under s. 1003.4282 or s. 1008.22120an unlimited number of times in order to receive a standard high121school diploma.122(3) Students who have been enrolled in an ESOL program for123less than 2 school years and have met all requirements for the124standard high school diploma except for passage of any must-pass125assessment under s. 1003.4282 or s. 1008.22 or alternate126assessment may:127(a) Receive immersion English language instruction during128the summer following their senior year. Students receiving such129instruction are eligible to take the required assessment or130alternate assessment and receive a standard high school diploma131upon passage of the required assessment or alternate assessment.132This paragraph shall be implemented to the extent funding is133provided in the General Appropriations Act.134(b) Beginning with the 2022-2023 school year, meet the135requirement to pass the statewide, standardized grade 10 English136Language Arts assessment by satisfactorily demonstrating grade137level expectations on formative assessments, in accordance with138state board rule.139 Section 12. Paragraph (a) of subsection (4) of section 140 1003.435, Florida Statutes, is amended to read: 141 1003.435 High school equivalency diploma program.— 142 (4)(a) A candidate for a high school equivalency diploma 143 mustshallbe at least 18 years of age on the date of the 144 examination, except thatin extraordinary circumstances, as145provided for in rules of the district school board of the146district in which the candidate resides or attends school,a 147 candidate may take the examination after reaching the age of 16 148 with the written permission of his or her parent or guardian. 149 School districts shall adopt a policy to allow for such written 150 permission by a parent or guardian. 151 Section 13. Subsection (3) of section 1003.4935, Florida 152 Statutes, is amended to read: 153 1003.4935 Middle grades career and professional academy 154 courses and career-themed courses.— 155(3)Beginning with the 2012-2013 school year, if a school156district implements a middle school career and professional157academy or a career-themed course, the Department of Education158shall collect and report student achievement data pursuant to159performance factors identified under s. 1003.492(3) for students160enrolled in an academy or a career-themed course.161 Section 14. Section 1003.4995, Florida Statutes, is 162 repealed. 163 Section 15. Section 1003.4996, Florida Statutes, is 164 repealed. 165 Section 16. Subsection (2) of section 1003.49965, Florida 166 Statutes, is amended to read: 167 1003.49965 Art in the Capitol Competition.— 168 (2) AEachschool district mayshallannually hold an Art 169 in the Capitol Competition for all public, private, and home 170 education students in grades 6 through 8. Submissions mustshall171 be judged by a selection committee consisting of art teachers 172 whose students have not submitted artwork for consideration. 173 Section 17. Paragraphs (g) and (r) of subsection (2) of 174 section 1003.51, Florida Statutes, are amended to read: 175 1003.51 Other public educational services.— 176 (2) The State Board of Education shall adopt rules 177 articulating expectations for effective education programs for 178 students in Department of Juvenile Justice programs, including, 179 but not limited to, education programs in juvenile justice 180 prevention, day treatment, residential, and detention programs. 181 The rule shall establish policies and standards for education 182 programs for students in Department of Juvenile Justice programs 183 and shall include the following: 184 (g) Assessment procedures, which:1851. For prevention, day treatment, and residential programs,186include appropriate academic and career assessments administered187at program entry and exit that are selected by the Department of188Education in partnership with representatives from the189Department of Juvenile Justice, district school boards, and190education providers. Assessments must be completed within the191first 10 school days after a student’s entry into the program.1922.provide for determination of the areas of academic need 193 and strategies for appropriate intervention and instruction for 194 each student in a detention facility within 5 school days after 195 the student’s entry into the program and administer a research 196 based assessment that will assist the student in determining his 197 or her educational and career options and goals within 22 school 198 days after the student’s entry into the program. 199 200 The results of thetheseassessments required under this 201 paragraph and under s. 1003.52(3)(d), together with a portfolio 202 depicting the student’s academic and career accomplishments, 203 mustshallbe included in the discharge packet assembled for 204 each student. 205 (r) A series of graduated sanctions for district school 206 boards whose educational programs in Department of Juvenile 207 Justice programs are considered to be unsatisfactory and for 208 instances in which district school boards fail to meet standards 209 prescribed by law, rule, or State Board of Education policy. 210 These sanctions mustshallinclude the option of requiring a 211 district school board to contract with a provider or another 212 district school board if the educational program at the 213 Department of Juvenile Justice program is performing below 214 minimum standardsand, after 6 months, is still performing below215minimum standards. 216 Section 18. Subsection (4) of section 1003.621, Florida 217 Statutes, is amended to read: 218 1003.621 Academically high-performing school districts.—It 219 is the intent of the Legislature to recognize and reward school 220 districts that demonstrate the ability to consistently maintain 221 or improve their high-performing status. The purpose of this 222 section is to provide high-performing school districts with 223 flexibility in meeting the specific requirements in statute and 224 rules of the State Board of Education. 225(4) REPORTS.—The academically high-performing school226district shall submit to the State Board of Education and the227Legislature an annual report on December 1 which delineates the228performance of the school district relative to the academic229performance of students at each grade level in reading, writing,230mathematics, science, and any other subject that is included as231a part of the statewide assessment program in s. 1008.22. The232annual report shall be submitted in a format prescribed by the233Department of Education and shall include:234(a) Longitudinal performance of students on statewide,235standardized assessments taken under s. 1008.22;236(b) Longitudinal performance of students by grade level and237subgroup on statewide, standardized assessments taken under s.2381008.22;239(c) Longitudinal performance regarding efforts to close the240achievement gap;241(d)1. Number and percentage of students who take an242Advanced Placement Examination; and2432. Longitudinal performance regarding students who take an244Advanced Placement Examination by demographic group,245specifically by age, gender, race, and Hispanic origin, and by246participation in the National School Lunch Program;247(e) Evidence of compliance with subsection (1); and248(f) A description of each waiver and the status of each249waiver.250 Section 19. Paragraph (a) of subsection (1), paragraph (b) 251 of subsection (3), and paragraph (b) of subsection (4) of 252 section 1006.28, Florida Statutes, are amended to read: 253 1006.28 Duties of district school board, district school 254 superintendent; and school principal regarding K-12 255 instructional materials.— 256 (1) DEFINITIONS.— 257 (a) As used in this section, the term: 258 1. “Adequate instructional materials” means a sufficient 259 number of student or site licenses or sets of materials that are 260 available in bound, unbound, kit, or package form and may 261 consist of hardbacked or softbacked textbooks, electronic 262 content, consumables, learning laboratories, manipulatives, 263 electronic media, and computer courseware or software that serve 264 as the basis for instructionfor each studentin the core 265 subject areas of mathematics, language arts, social studies, 266 science, reading, and literature. 267 2. “Instructional materials” has the same meaning as in s. 268 1006.29(2). 269 3. “Library media center” means any collection of books, 270 ebooks, periodicals, or videos maintained and accessible on the 271 site of a school, including in classrooms. 272 (3) DISTRICT SCHOOL SUPERINTENDENT.— 273 (b) Each district school superintendent shall annually 274 notify the departmentby April 1ofeach yearthe state-adopted 275 instructional materials that will be requisitioned for use in 276 his or her school district.The notification shall include a277district school board plan for instructional materials use to278assist in determining if adequate instructional materials have279been requisitioned.280 (4) SCHOOL PRINCIPAL.—The school principal has the 281 following duties for the management and care of materials at the 282 school: 283 (b) Money collected for lost or damaged instructional 284 materials; enforcement.—The school principal mayshallcollect 285 from each student or the student’s parent the purchase price of 286 any instructional material the student has lost, destroyed, or 287 unnecessarily damaged and to report and transmit the money 288 collected to the district school superintendent. The failure to 289 collect such sum upon reasonable effort by the school principal 290 may result in the suspension of the student from participation 291 in extracurricular activities or satisfaction of the debt by the 292 student through community service activities at the school site 293 as determined by the school principal, pursuant to policies 294 adopted by district school board rule. 295 Section 20. Subsection (1) of section 1006.283, Florida 296 Statutes, is amended to read: 297 1006.283 District school board instructional materials 298 review process.— 299 (1) A district school board or consortium of school 300 districts may implement an instructional materials program that 301 includes the review, recommendation, adoption, and purchase of 302 instructional materials. The district school superintendent 303 shall annually certify to the departmentby March 31 ofeach304yearthat all instructional materials for core courses used by 305 the district are aligned with applicable state standards. A list 306 of the core instructional materials that will be used or 307 purchased for use by the school district shall be included in 308 the certification. 309 Section 21. Paragraph (a) of subsection (1) of section 310 1006.33, Florida Statutes, is amended to read: 311 1006.33 Bids or proposals; advertisement and its contents.— 312 (1)(a)1. Beginning on or before May 15 of any year in which 313 an instructional materials adoption is to be initiated, the 314 department shall advertise in the Florida Administrative 315 Register 4 weeks preceding the date on which the bids shall be 316 received, that at a certain designated time, not later than June 317 15, sealed bids or proposals to be deposited with the department 318 will be received from publishers or manufacturers for the 319 furnishing of instructional materials proposed to be adopted as 320 listed in the advertisement beginning April 1 following the 321 adoption. 322 2. Beginning with the 2026 instructional materials adoption 323 cycle, on or before October 15 of any year and 2 years before 324 any instructional materials adoption period, the department 325 shall advertise in the Florida Administrative Register 4 weeks 326 preceding the date on which the bids must be received that at a 327 certain designated time not later than November 15, sealed bids 328 or proposals to be deposited with the department will be 329 received from publishers or manufacturers for the furnishing of 330 instructional materials proposed to be adopted as listed in the 331 advertisement beginning April 1 following the adoption. The 332 department shall publish its specifications for each subject for 333 which instructional materials are to be adopted a minimum of 180 334 days before the date on which it will place such advertisement. 335 Section 22. Paragraph (a) of subsection (2) of section 336 1006.34, Florida Statutes, is amended to read: 337 1006.34 Powers and duties of the commissioner and the 338 department in selecting and adopting instructional materials.— 339 (2) SELECTION AND ADOPTION OF INSTRUCTIONAL MATERIALS.— 340 (a) The department shall notify all publishers and 341 manufacturers of instructional materials who have submitted bids 342 that within 3 weeks after the deadline for receiving bids, at a 343 designated time and place, it will open the bids submitted and 344 deposited with it. At the time and place designated, the bids 345 mustshallbe opened, read, and tabulated in the presence of the 346 bidders or their representatives. No one may revise his or her 347 bid after the bids have been filed. When all bids have been 348 carefully considered, the commissioner shall, from the list of 349 suitable, usable, and desirable instructional materials reported 350 by the state instructional materials reviewers, select and adopt 351 instructional materials for each grade and subject field in the 352 curriculum of public elementary, middle, and high schools in 353 which adoptions are made and in the subject areas designated in 354 the advertisement. Beginning with the 2026 instructional 355 materials adoption cycle, the commissioner shall publish the 356 list of adopted instructional materials not later than July 31 357 of the year preceding the beginning of the adoption period. The 358 adoption mustshallcontinue for the period specified in the 359 advertisement, beginning on the ensuing April 1. The adoption 360 mayshallnot prevent the extension of a contract as provided in 361 subsection (3). The commissioner shall always reserve the right 362 to reject any and all bids. The commissioner may ask for new 363 sealed bids from publishers or manufacturers whose instructional 364 materials were recommended by the state instructional materials 365 reviewers as suitable, usable, and desirable; specify the dates 366 for filing such bids and the date on which they mustshallbe 367 opened; and proceed in all matters regarding the opening of bids 368 and the awarding of contracts as required by this part. In all 369 cases, bids mustshallbe accompanied by a cash deposit or 370 certified check of from $500 to $2,500, as the department may 371 direct. The department shall, in adopting instructional 372 materials,shallgive due consideration both to the prices bid 373 for furnishing instructional materials and to the report and 374 recommendations of the state instructional materials reviewers. 375 When the commissioner has finished with the report of the state 376 instructional materials reviewers, the report mustshallbe 377 filed and preserved with the department and mustshallbe 378 available at all times for public inspection. 379 Section 23. Subsection (2) of section 1006.40, Florida 380 Statutes, is amended to read: 381 1006.40 Purchase of instructional materials.— 382 (2) Each district school board must purchase current 383 instructional materials to provide studentseachstudentin 384 kindergarten through grade 12 with a major tool of instruction 385 in core courses of the subject areas of mathematics, language 386 arts, science, social studies, reading, and literature. If 387 deemed appropriate by the district school board, it may approve 388 an exemption to such purchase for certain courses. Such purchase 389 must be made within the first 53years after the effective date 390 of the adoption cycle unless a district school board or a 391 consortium of school districts has implemented an instructional 392 materials program pursuant to s. 1006.283. 393 Section 24. Subsection (2) of section 1008.212, Florida 394 Statutes, is amended to read: 395 1008.212 Students with disabilities; extraordinary 396 exemption.— 397 (2) A student with a disability for whom the individual 398 education plan (IEP) team determines is prevented by a 399 circumstance or condition from physically demonstrating the 400 mastery of skills that have been acquired and are measured by 401 the statewide standardized assessment, a statewide standardized 402 end-of-course assessment, or an alternate assessment pursuant to 403 s. 1008.22(3)(d) shall be granted an extraordinary exemption 404 from the administration of the assessment. A learning, 405 emotional, behavioral, or significant cognitive disability, or 406 the receipt of services through the homebound or hospitalized 407 program in accordance with rule 6A-6.03020, Florida 408 Administrative Code, is not, in and of itself, an adequate 409 criterion for the granting of an extraordinary exemption. The 410 first two administrations of the coordinated screening and 411 progress monitoring system under s. 1008.25(9) or any alternate 412 assessments used in lieu of such administrations are not subject 413 to the requirements of this section. 414 Section 25. Paragraphs (a) and (d) of subsection (3), 415 paragraphs (b), (d), (e), (h) of subsection (7), and subsections 416 (9) and (10) of section 1008.22, Florida Statutes, are amended 417 to read: 418 1008.22 Student assessment program for public schools.— 419 (3) STATEWIDE, STANDARDIZED ASSESSMENT PROGRAM.—The 420 Commissioner of Education shall design and implement a 421 statewide, standardized assessment program aligned to the core 422 curricular content established in the state academic standards. 423 The commissioner also must develop or select and implement a 424 common battery of assessment tools that will be used in all 425 juvenile justice education programs in the state. These tools 426 must accurately measure the core curricular content established 427 in the state academic standards. Participation in the assessment 428 program is mandatory for all school districts and all students 429 attending public schools, including adult students seeking a 430 standard high school diploma under s. 1003.4282 and students in 431 Department of Juvenile Justice education programs, except as 432 otherwise provided by law. If a student does not participate in 433 the assessment program, the school district must notify the 434 student’s parent and provide the parent with information 435 regarding the implications of such nonparticipation. The 436 statewide, standardized assessment program shall be designed and 437 implemented as follows: 438 (a) Statewide, standardized comprehensive assessments.— 439 1. The statewide, standardized English Language Arts (ELA) 440 assessments shall be administered to students in grades 3 441 through 10. Retake opportunities for the grade 10 ELA assessment 442 must be provided. Reading passages and writing prompts for ELA 443 assessments shall incorporate grade-level core curricula content 444 from social studies. The statewide, standardized Mathematics 445 assessments shall be administered annually in grades 3 through 446 8. The statewide, standardized Science assessment shall be 447 administered annually at least once at the elementary and middle 448 grades levels.In order to earn a standard high school diploma,449a student who has not earned a passing score on the grade 10 ELA450assessment must earn a passing score on the assessment retake or451earn a concordant score as authorized under subsection (9).452 2. Beginning with the 2022-2023 school year, the end-of 453 year comprehensive progress monitoring assessment administered 454 pursuant to s. 1008.25(9)(b)2. is the statewide, standardized 455 ELA assessment for students in grades 3 through 10 and the 456 statewide, standardized Mathematics assessment for students in 457 grades 3 through 8. 458 (d) Students with disabilities; Florida Alternate 459 Assessment.— 460 1. Each district school board must provide instruction to 461 prepare students with disabilities in the core content knowledge 462 and skills necessary for successful grade-to-grade progression 463 and high school graduation. 464 2. A student with a disability, as defined in s. 1007.02, 465 for whom the individual education plan (IEP) team determines 466 that the statewide, standardized assessments under this section 467 cannot accurately measure the student’s abilities, taking into 468 consideration all allowable accommodations, shall have 469 assessment results waived for the purpose of receiving a course 470 gradeand a standard high school diploma. Such waiver shall be 471 designated on the student’s transcript. The statement of waiver 472 shall be limited to a statement that performance on an 473 assessment was waived for the purpose of receiving a course 474 gradeor a standard high school diploma, as applicable. 475 3. The State Board of Education shall adopt rules, based 476 upon recommendations of the commissioner, for the provision of 477 assessment accommodations for students with disabilities and for 478 students who have limited English proficiency. 479 a. Accommodations that negate the validity of a statewide, 480 standardized assessment are not allowed during the 481 administration of the assessment. However, instructional 482 accommodations are allowed in the classroom if identified in a 483 student’s IEP. Students using instructional accommodations in 484 the classroom that are not allowed on a statewide, standardized 485 assessment may have assessment results waived if the IEP team 486 determines that the assessment cannot accurately measure the 487 student’s abilities. 488 b. If a student is provided with instructional 489 accommodations in the classroom that are not allowed as 490 accommodations for statewide, standardized assessments, the 491 district must inform the parent in writing and provide the 492 parent with information regarding the impact on the student’s 493 ability to meet expected performance levels. A parent must 494 provide signed consent for a student to receive classroom 495 instructional accommodations that would not be available or 496 permitted on a statewide, standardized assessment and 497 acknowledge in writing that he or she understands the 498 implications of such instructional accommodations. 499 c. If a student’s IEP states that online administration of 500 a statewide, standardized assessment will significantly impair 501 the student’s ability to perform, the assessment mustshallbe 502 administered in hard copy. 503 4. For students with significant cognitive disabilities, 504 the Department of Education shall provide for implementation of 505 the Florida Alternate Assessment to accurately measure the core 506 curricular content established in the state academic standards. 507 (7) ASSESSMENT SCHEDULES AND REPORTING OF RESULTS.— 508 (b) By January of each year, the commissioner shall publish 509 on the department’s website a uniform calendar that includes the 510 assessment and reporting schedules for, at a minimum, the next 2 511 school years.The uniform calendar must be provided to school512districts in an electronic format that allows each school513district and public school to populate the calendar with, at514minimum, the following information for reporting the district515assessment schedules under paragraph (d):5161. Whether the assessment is a district-required assessment517or a state-required assessment.5182. The specific date or dates that each assessment will be519administered, including administrations of the coordinated520screening and progress monitoring system under s. 1008.25(9)(b).5213. The time allotted to administer each assessment.5224. Whether the assessment is a computer-based assessment or523a paper-based assessment.5245. The grade level or subject area associated with the525assessment.5266. The date that the assessment results are expected to be527available to teachers and parents.5287. The type of assessment, the purpose of the assessment,529and the use of the assessment results.5308. A glossary of assessment terminology.5319. Estimates of average time for administering state532required and district-required assessments, by grade level.533 (d) Each school district shall, by November 1 of each year, 534 establish schedules for the administration of any statewide, 535 standardized assessments and district-required assessments and 536 approve the schedules as an agenda item at a district school 537 board meeting. Each school district shall publishthetesting 538 schedules on its website which specify whether an assessment is 539 a state-required or district-required assessment and the grade 540 bands or subject area associated with the assessmentsusing the541uniform calendar, including all information required under542paragraph (b), and submit the schedules to the Department of543Education by October 1 of each year. Each public school shall 544 publish schedules for statewide, standardized assessments and 545 district-required assessments on its websiteusing the uniform546calendar, including all information required under paragraph547(b). The school board-approved assessmentuniformcalendar must 548 be included in the parent guide required by s. 1002.23(5). 549 (e) A school district may not schedule more than 5 percent 550 of a student’s total school hours in a school year to administer 551 statewide, standardized assessments; the coordinated screening 552 and progress monitoring system under s. 1008.25(9)(b)2.; and 553 district-required local assessments. The district shallmust554 secure written consent from a student’s parent before 555 administering district-required local assessments that, after 556 applicable statewide, standardized assessments and coordinated 557 screening and progress monitoring are scheduled, exceed the 5 558 percent test administration limit for that student under this 559 paragraph. The 5 percent test administration limit for a student 560 under this paragraph may be exceeded as needed to provide test 561 accommodations that are required by an IEP or are appropriate 562 for an English language learner who is currently receiving 563 services in a program operated in accordance with an approved 564 English language learner district plan pursuant to s. 1003.56. 565 Notwithstanding this paragraph, a student may choose within a 566 school year to take an examination or assessment adopted by 567 State Board of Education rule pursuant to this section and ss. 568 1007.27, 1008.30, and 1008.44. 569 (h) The results of statewide, standardized assessment in 570 ELA and mathematics, science, and social studies, including 571 assessment retakes, mustshallbe reported in an easy-to-read 572 and understandable format and delivered in time to provide 573 useful, actionable information to students, parents, and each 574 student’s current teacher of record and teacher of record for 575 the subsequent school year; however, in any case, the district 576 shall provide the results pursuant to this paragraph within 1 577 week after receiving the results from the department. A report 578 of student assessment results must, at a minimum, contain: 579 1. A clear explanation of the student’s performance on the 580 applicable statewide, standardized assessments. 581 2. Information identifying the student’s areas of strength 582 and areas in need of improvement. 583 3. Specific actions that may be taken, and the available 584 resources that may be used, by the student’s parent to assist 585 his or her child based on the student’s areas of strength and 586 areas in need of improvement. 587 4. Longitudinal information, if available, on the student’s 588 progress in each subject area based on previous statewide, 589 standardized assessment data. 590 5. Comparative information showing the student’s score 591 compared to other students in the school district, in the state, 592 or, if available, in other states. 593 6. Predictive information, if available, showing the 594 linkage between the scores attained by the student on the 595 statewide, standardized assessments and the scores he or she may 596 potentially attain on nationally recognized college entrance 597 examinations. 598 599 The information included under this paragraph relating to 600 results from the statewide, standardized ELA assessments for 601 grades 3 through 10 and Mathematics assessments for grades 3 602 through 8 must be included in individual student reports under 603 s. 1008.25(9)(c). 604(9)CONCORDANT SCORES.—The Commissioner of Education must605identify scores on the SAT and ACT that if achieved satisfy the606graduation requirement that a student pass the grade 10 ELA607assessment. The commissioner may identify concordant scores on608assessments other than the SAT and ACT. If the content or609scoring procedures change for the grade 10 ELA assessment, new610concordant scores must be determined. If new concordant scores611are not timely adopted, the last-adopted concordant scores612remain in effect until such time as new scores are adopted. The613state board shall adopt concordant scores in rule.614(10) COMPARATIVE SCORES FOR END-OF-COURSE (EOC)615ASSESSMENT.—The Commissioner of Education must identify one or616more comparative scores for the Algebra I EOC assessment. If the617content or scoring procedures change for the EOC assessment, new618comparative scores must be determined. If new comparative scores619are not timely adopted, the last-adopted comparative scores620remain in effect until such time as new scores are adopted. The621state board shall adopt comparative scores in rule.622 Section 26. Effective upon becoming a law, paragraph (c) of 623 subsection (5), paragraphs (b) and (c) of subsections (7), and 624 subsection (9) of section 1008.25, Florida Statutes, are 625 amended, to read: 626 1008.25 Public school student progression; student support; 627 coordinated screening and progress monitoring; reporting 628 requirements.— 629 (5) READING DEFICIENCY AND PARENTAL NOTIFICATION.— 630 (c) To be promoted to grade 4, a student must score a Level 631 2 or higher on the statewide, standardized English Language Arts 632 assessment required under s. 1008.22 for grade 3. If a student’s 633 reading deficiency is not remedied by the end of grade 3, as 634 demonstrated by scoring Level 2 or higher on the statewide, 635 standardized assessment required under s. 1008.22 for grade 3, 636 the student must be retained unless the parent determines 637 retention is not in the best interest of the student and 638 approves a good cause exemption pursuant to paragraph (7)(b). 639 (7) ELIMINATION OF SOCIAL PROMOTION.— 640 (b) The district school board may only exempt students from 641 mandatory retention, as provided in paragraph (5)(c), for good 642 cause. A student who is promoted to grade 4 with a good cause 643 exemption shall be provided intensive reading instruction and 644 intervention that include specialized diagnostic information and 645 specific reading strategies to meet the needs of each student so 646 promoted. The school district shall assist schools and teachers 647 with the implementation of explicit, systematic, and 648 multisensory reading instruction and intervention strategies for 649 students promoted with a good cause exemption which research has 650 shown to be successful in improving reading among students who 651 have reading difficulties. Good cause exemptions are limited to 652 the following: 653 1. Limited English proficient students who have had less 654 than 2 years of instruction in an English for Speakers of Other 655 Languages program based on the initial date of entry into a 656 school in the United States. 657 2. Students with disabilities whose individual education 658 plan indicates that participation in the statewide assessment 659 program is not appropriate, consistent with the requirements of 660 s. 1008.212. 661 3. Students who demonstrate an acceptable level of 662 performance on an alternative standardized reading or English 663 Language Arts assessment approved by the State Board of 664 Education. 665 4. A student who demonstrates through a student portfolio 666 that he or she is performing at least at Level 2 on the 667 statewide, standardized English Language Arts assessment. 668 5. Students with disabilities who take the statewide, 669 standardized English Language Arts assessment and who have an 670 individual education plan or a Section 504 plan that reflects 671 that the student has received intensive instruction in reading 672 or English Language Arts for more than 2 years but still 673 demonstrates a deficiency and was previously retained in 674 prekindergarten, kindergarten, grade 1, grade 2, or grade 3. 675 6. Students who have received intensive reading 676 intervention for 2 or more years but still demonstrate a 677 deficiency in reading and who were previously retained in 678 kindergarten, grade 1, grade 2, or grade 3 for a total of 2 679 years. A student may not be retained more than once in grade 3. 680 7. A student must be promoted to grade 4 if the parent 681 determines promotion is in the best interest of the student. The 682 parent and the school must develop a student intervention plan. 683 The intervention plan must be approved by the parent and may 684 include, but is not limited to, interventions and supports under 685 paragraph (5)(e) and subsection (8). 686 (c) Requests for good cause exemptions for students from 687 the mandatory retention requirement as described in 688 subparagraphs (b)3. and 4. shall be made consistent with the 689 following: 690 1. Documentation shall be submitted from the student’s 691 teacher to the school principal that indicates that the 692 promotion of the student is appropriate and is based upon the 693 student’s academic record. In order to minimize paperwork 694 requirements, such documentation shall consist only of the 695 existing progress monitoring plan, individual educational plan, 696 if applicable, report card, or student portfolio. 697 2. The school principal shall review and discuss such 698 recommendation with the teacher and make the determination as to 699 whether the student should be promoted or retained, subject to a 700 parent’s permission pursuant to subparagraph (b)7. If the school 701 principal determines that the student should be promoted, the 702 school principal shall make such recommendation in writing to 703 the district school superintendent. The district school 704 superintendent shall accept or reject the school principal’s 705 recommendation in writing. 706 (9) COORDINATED SCREENING AND PROGRESS MONITORING SYSTEM.— 707 (a) The Department of Education, in collaboration with the 708 Office of Early Learning, shall procure and require the use of a 709 statewide, standardized coordinated screening and progress 710 monitoring system for the Voluntary Prekindergarten Education 711 Program and public schools. The system must: 712 1. Measure student progress in meeting the appropriate 713 expectations in early literacy and mathematics skills and in 714 English Language Arts and mathematics standards as required by 715 ss. 1002.67(1)(a) and 1003.41 and identify the educational 716 strengths and needs of students. 717 2. For students in the Voluntary Prekindergarten Education 718 Program through grade 3, measure student performance in oral 719 language development, phonological and phonemic awareness, 720 knowledge of print and letters, decoding, fluency, vocabulary, 721 and comprehension, as applicable by grade level, and, at a 722 minimum, provide interval level and norm-referenced data that 723 measures equivalent levels of growth. 724 3. Be a valid, reliable, and developmentally appropriate 725 computer-based direct instrument that provides screening and 726 diagnostic capabilities for monitoring student progress; 727 identifies students who have a substantial deficiency in reading 728 or mathematics, including identifying students with 729 characteristics of dyslexia, dyscalculia, and other learning 730 disorders; and informs instruction. Any student identified by 731 the system as having characteristics of dyslexia or dyscalculia 732 shall undergo further screening. Beginning with the 2023-2024 733 school year, the coordinated screening and progress monitoring 734 system must be computer-adaptive. 735 4. Provide data for Voluntary Prekindergarten Education 736 Program accountability as required under s. 1002.68. 737 5. Provide Voluntary Prekindergarten Education Program 738 providers, school districts, schools, teachers, and parents with 739 data and resources that enhance differentiated instruction and 740 parent communication. 741 6. Provide baseline data to the department of each 742 student’s readiness for kindergarten. The determination of 743 kindergarten readiness must be based on the results of each 744 student’s initial progress monitoring assessment in 745 kindergarten. The methodology for determining a student’s 746 readiness for kindergarten must be developed by the department 747 and aligned to the methodology adopted pursuant to s. 748 1002.68(4). 749 7. Assess how well educational goals and curricular 750 standards are met at the provider, school, district, and state 751 levels and provide information to the department to aid in the 752 development of educational programs, policies, and supports for 753 providers, districts, and schools. 754 (b) Beginning with the 2022-2023 school year, private 755 Voluntary Prekindergarten Education Program providers and public 756 schools must participate in the coordinated screening and 757 progress monitoring system pursuant to this paragraph. 758 1. For students in the Voluntary Prekindergarten Education 759 Program through grade 2, the coordinated screening and progress 760 monitoring system must be administered at least three times 761 within aprogram year orschool year, as applicable, with the 762 first administration occurring no later than the first 30 763 instructional days after a student’s enrollment or the start of 764 theprogram year orschool year, the second administration 765 occurring midyear, and the third administration occurring within 766 the last 30 days of theprogram orschool year pursuant to state 767 board rule. The state board may adopt alternate timeframes to 768 address nontraditional school year calendars or summer programs 769 to ensure the coordinated screening and progress monitoring 770 program is administered a minimum of three times within a year 771 or program. 772 2. For students in the summer prekindergarten program, the 773 coordinated screening and progress monitoring system must be 774 administered two times, with the first administration occurring 775 no later than the first 10 instructional days after a student’s 776 enrollment or the start of the summer prekindergarten program, 777 and the second administration occurring within the last 10 days 778 of the summer prekindergarten program pursuant to state board 779 rule. 780 3. For grades 3 through 10 English Language Arts and grades 781 3 through 8 Mathematics, the coordinated screening and progress 782 monitoring system must be administered at the beginning, middle, 783 and end of the school year pursuant to state board rule. The 784 end-of-year administration of the coordinated screening and 785 progress monitoring system must be a comprehensive progress 786 monitoring assessment administered in accordance with the 787 scheduling requirements under s. 1008.22(7)s. 1008.22(7)(c). 788 (c) To facilitate timely interventions and supports 789 pursuant to subsection (4), the system must provide results from 790 the first two administrations of the progress monitoring to a 791 student’s teacher within 1 week and to the student’s parent 792 within 2 weeks of the administration of the progress monitoring. 793 Delivery of results from the comprehensive, end-of-year progress 794 monitoring ELA assessment for grades 3 through 10 and 795 Mathematics assessment for grades 3 through 8 must be in 796 accordance with s. 1008.22(7)s. 1008.22(7)(h). 797 1. A student’s results from the coordinated screening and 798 progress monitoring system must be recorded in a written, easy 799 to-comprehend individual student report. Each school district 800 shall provide a parent secure access to his or her child’s 801 individual student reports through a web-based portal as part of 802 its student information system. Each early learning coalition 803 shall provide parents the individual student report in a format 804 determined by state board rule. 805 2. In addition to the information under subparagraph (a)5., 806 the report must also include parent resources that explain the 807 purpose of progress monitoring, assist the parent in 808 interpreting progress monitoring results, and support informed 809 parent involvement. Parent resources may include personalized 810 video formats. 811 3. The department shall annually update school districts 812 and early learning coalitions on new system features and 813 functionality and collaboratively identify with school districts 814 and early learning coalitions strategies for meaningfully 815 reporting to parents results from the coordinated screening and 816 progress monitoring system. The department shall develop ways to 817 increase the utilization, by instructional staff and parents, of 818 student assessment data and resources. 819 4. An individual student report must be provided in a 820 printed format upon a parent’s request. 821 (d) Screening and progress monitoring system results, 822 including the number of students who demonstrate characteristics 823 of dyslexia and dyscalculia, shall be reported to the department 824 pursuant to state board rule and maintained in the department’s 825 Education Data Warehouse. Results must be provided to a 826 student’s teacher and parent in a timely manner as required in 827 s. 1008.22(7)(g). 828 (e) The department, in collaboration with the Office of 829 Early Learning, shall provide training and support for effective 830 implementation of the screening and progress monitoring system. 831 Section 27. Paragraph (c) of subsection (3) and subsection 832 (4) of section 1008.33, Florida Statutes, are amended to read: 833 1008.33 Authority to enforce public school improvement.— 834 (3) 835 (c) The state board shall adopt by rule a differentiated 836 matrix of intervention and support strategies for assisting 837 traditional public schools identified under this section and 838 rules for implementing s. 1002.33(9)(n), relating to charter 839 schools. The intervention and support strategies must address 840 student performance and may include improvement planning; 841 leadership quality improvement; educator quality improvement; 842 professional development; curriculum review, pacing, and 843 alignment across grade levels to improve background knowledge in 844 social studies, science, and the arts; and the use of continuous 845 improvement and monitoring plans and processes. In addition, the 846 state board may prescribe reporting requirements to review and 847 monitor the progress of the schools. The rule must define the 848 intervention and support strategies for school improvement for 849 schools earning a grade of “D” or “F” and the roles for the 850 district and department. A school may not be required to use the 851 measure of student learning growth in s. 1012.34(7) as the sole 852 determinant to recruit instructional personnel. The rule must 853 create a timeline for a school district’s school improvement 854 plan or district-managed turnaround plan to be approved and for 855 the school improvement funds under Title I to be released to the 856 school district. The timeline established in rule for the 857 release of school improvement funding under Title I may not 858 exceed 20 calendar days after the approval of the school 859 improvement plan or district-managed turnaround plan. 860 (4)(a) The state board shall apply intensive intervention 861 and support strategies tailored to the needs of schools earning 862 two consecutive grades of “D” or a grade of “F.” In the first 863 full school year after a school initially earns a grade of “D,” 864 the school district must immediately implement intervention and 865 support strategies prescribed in rule under paragraph (3)(c). 866 For a school that initially earns a grade of “F” or a second 867 consecutive grade of “D,” the school district must either 868 continue implementing or immediately begin implementing 869 intervention and support strategies prescribed in rule under 870 paragraph (3)(c) and provide the department, by September 151, 871 with the memorandum of understanding negotiated pursuant to s. 872 1001.42(21) and, by October 1, a district-managed turnaround 873 plan for approval by the state board. The district-managed 874 turnaround plan may include a proposal for the district to 875 implement an extended school day, a summer program, a 876 combination of an extended school day and a summer program, or 877 any other option authorized under paragraph (b) for state board 878 approval. A school district is not required to wait until a 879 school earns a second consecutive grade of “D” to submit a 880 turnaround plan for approval by the state board under this 881 paragraph. Upon approval by the state board, the school district 882 must implement the plan for the remainder of the school year and 883 continue the plan for 41full school yearsyear. The state 884 board may allow a school an additional year of implementation 885 before the school must implement a turnaround option required 886 under paragraph (b) if the school earns a first grade of “C” or 887 higher after the fourthit determines that the school is likely888to improve to a grade of “C” or higher after the first full889schoolyear of implementation. 890 (b)Unless an additional year of implementation is provided891pursuant to paragraph (a),A school that, during thecompletes a892 plan cycle under paragraph (a),anddoes not improve to a grade 893 of “B” or higher or does not improve and maintaintoa grade of 894 “C” for 2 consecutive yearsor highermust implement one of the 895 following: 896 1. Reassign students to another school and monitor the 897 progress of each reassigned student; 898 2. Close the school and reopen the school as one or more 899 charter schools, each with a governing board that has a 900 demonstrated record of effectiveness; or 901 3. Contract with an outside entity that has a demonstrated 902 record of effectiveness to provide turnaround services 903 identified in state board rule, which may include school 904 leadership, educational modalities, teacher and leadership 905 professional development, curriculum, operation and management 906 services, school-based administrative staffing, budgeting, 907 scheduling, other educational service provider functions, or any 908 combination thereof. Selection of an outside entity may include 909 one or a combination of the following: 910 a. An external operator, which may be a district-managed 911 charter school or a high-performing charter school network in 912 which all instructional personnel are not employees of the 913 school district, but are employees of an independent governing 914 board composed of members who did not participate in the review 915 or approval of the charter. 916 b. A contractual agreement that allows for a charter school 917 network or any of its affiliated subsidiaries to provide 918 individualized consultancy services tailored to address the 919 identified needs of one or more schools under this section. 920 4. Implementation of a community school model as defined in 921 s. 1003.64(2)(c). 922 a. A school district that intends to implement a community 923 school model must apply for a planning grant under s. 1003.64(3) 924 by the application deadline established by the center during the 925 second year of implementing the district-managed turnaround 926 plan. A school district that is not awarded a grant may reapply 927 by the application deadline during the third year of 928 implementing the district-managed turnaround plan but may not 929 receive an extension to implement the community school model. 930 b. Notwithstanding paragraph (c), a school district that 931 receives a grant under s. 1003.64(3) must continue planning to 932 implement the community school model regardless of whether the 933 school successfully exits the district-managed turnaround plan 934 under paragraph (a). 935 c. A school district must implement the community school 936 model no later than the school year following the fourth year of 937 the district managed turnaround plan. 938 d. For a school that does not meet the requirements to exit 939 turnaround under paragraph (a) and fails to implement a 940 community school model, the school district must select another 941 turnaround option under paragraph (b). 942 943 A school district and outside entity underthissubparagraph 3. 944 mustenter, at minimum, enter a 2-year, performance-based 945 contract. The contract must include school performance and 946 growth metrics the outside entity must meet on an annual basis. 947 The state board may require the school district to modify or 948 cancel the contract. 949 (c) Implementation of a turnaround option is not required 950 if the school improved and maintained a grade of “C” or higher 951 for 2 consecutive years, under paragraph (a). Implementation of 952 the turnaround option is notno longerrequired if the school 953 improves to a grade of “C” or higher, under paragraph (b). 954 (d) If a school earning two consecutive grades of “D” or a 955 grade of “F” does not improve to a grade of “C” or higher after 956 2 school years of implementing the turnaround option selected by 957 the school district under paragraph (b), the school district 958 must implement another turnaround option. Implementation of the 959 turnaround option must begin the school year following the 960 implementation period of the existing turnaround option, unless 961 the state board determines that the school is likely to improve 962 to a grade of “C” or higher if additional time is provided to 963 implement the existing turnaround option. 964 Section 28. Section 1008.332, Florida Statutes, is amended 965 to read: 966 1008.332 Committee of practitioners pursuant to federal 967 Every Student SucceedsNo Child Left BehindAct.—The Department 968 of Education shall establish a committee of practitioners 969 pursuant to federal requirements of the Every Student Succeeds 970No Child Left BehindAct of 20152001. The committee members 971 shall be appointed by the Commissioner of Educationand shall972annually report to the Governor, the President of the Senate,973and the Speaker of the House of Representatives by January 1. 974 The committee shall meet regularly and is authorized to review 975 potential rules and policies that will be considered by the 976 State Board of Education. 977 Section 29. Paragraph (c) of subsection (3) and subsection 978 (5) of section 1008.34, Florida Statutes, are amended to read: 979 1008.34 School grading system; school report cards; 980 district grade.— 981 (3) DESIGNATION OF SCHOOL GRADES.— 982 (c)1. The calculation of a school grade shall be based on 983 the percentage of points earned from the components listed in 984 subparagraph (b)1. and, if applicable, subparagraph (b)2. The 985 State Board of Education shall adopt in rule a school grading 986 scale that sets the percentage of points needed to earn each of 987 the school grades listed in subsection (2). There shall be at 988 least five percentage points separating the percentage 989 thresholds needed to earn each of the school grades. The state 990 board shall annually review the percentage of school grades of 991 “A” and “B” for the school year to determine whether to adjust 992 the school grading scale upward for the following school year’s 993 school grades. The first adjustment would occur no earlier than 994 the 2023-2024 school year. An adjustment must be made if the 995 percentage of schools earning a grade of “A” or “B” in the 996 current year represents 75 percent or more of all graded schools 997 within a particular school type, which consists of elementary, 998 middle, high, and combination. The adjustment must reset the 999 minimum required percentage of points for each grade of “A,” 1000 “B,” “C,” or “D” at the next highest percentage ending in the 1001 numeral 5 or 0, whichever is closest to the current percentage. 1002 Annual reviews of the percentage of schools earning a grade of 1003 “A” or “B” and adjustments to the required points must be 1004 suspended when the following grading scale for a specific school 1005 type is achieved: 1006 a. Ninety percent or more of the points for a grade of “A.” 1007 b. Eighty to eighty-nine percent of the points for a grade 1008 of “B.” 1009 c. Seventy to seventy-nine percent of the points for a 1010 grade of “C.” 1011 d. Sixty to sixty-nine percent of the points for a grade of 1012 “D.” 1013 1014 When the state board adjusts the grading scale upward, the state 1015 board must inform the public of the degree of the adjustment and 1016 its anticipated impact on school grades. Any changes made by the 1017 state board to components in the school grades model or to the 1018 school grading scale shall go into effect, at the earliest, in 1019 the following school year. 1020 2. The calculation of school grades may not include any 1021 provision that would raise or lower the school’s grade beyond 1022 the percentage of points earned. Extra weight may not be added 1023 in the calculation of any components. 1024 (5) DISTRICT GRADE.—Beginning with the 2014-2015 school 1025 year, a school district’s grade shall include a district-level 1026 calculation of the components under paragraph (3)(b). This 1027 calculation methodology captures each eligible student in the 1028 district who may have transferred among schools within the 1029 district or is enrolled in a school that does not receive a 1030 grade. The department shall develop a district report card that 1031 includes the district grade; the information required under s. 1032 1008.345(3)s. 1008.345(5); measures of the district’s progress 1033 in closing the achievement gap between higher-performing student 1034 subgroups and lower-performing student subgroups; measures of 1035 the district’s progress in demonstrating Learning Gains of its 1036 highest-performing students; measures of the district’s success 1037 in improving student attendance; the district’s grade-level 1038 promotion of students scoring achievement levels 1 and 2 on 1039 statewide, standardized English Language Arts and Mathematics 1040 assessments; and measures of the district’s performance in 1041 preparing students for the transition from elementary to middle 1042 school, middle to high school, and high school to postsecondary 1043 institutions and careers. 1044 Section 30. Subsections (3), (4), and (5) of section 1045 1008.345, Florida Statutes, are amended to read: 1046 1008.345 Implementation of state system of school 1047 improvement and education accountability.— 1048(3) The annual feedback report shall be developed by the1049Department of Education.1050(4) The commissioner shall review each district school1051board’s feedback report and submit findings to the State Board1052of Education. If adequate progress is not being made toward1053implementing and maintaining a system of school improvement and1054education accountability, the State Board of Education shall1055direct the commissioner to prepare and implement a corrective1056action plan. The commissioner and State Board of Education shall1057monitor the development and implementation of the corrective1058action plan.1059 (3)(5)The commissioner shall annually report to the State 1060 Board of Education and the Legislature and recommend changes in 1061 state policy necessary to foster school improvement and 1062 education accountability. The report mustshallinclude:1063(a)for each school district: 1064 (a)1.The percentage of students, by school and grade 1065 level, demonstrating learning growth in English Language Arts 1066 and mathematics. 1067 (b)2.The percentage of students, by school and grade 1068 level, in both the highest and lowest quartiles demonstrating 1069 learning growth in English Language Arts and mathematics. 1070 (c)3.The information contained in the school district’s 1071 annual report required pursuant to s. 1008.25(10). 1072(b) Intervention and support strategies used by school1073districts whose students in both the highest and lowest1074quartiles exceed the statewide average learning growth for1075students in those quartiles.1076(c) Intervention and support strategies used by school1077districts whose schools provide educational services to youth in1078Department of Juvenile Justice programs that demonstrate1079learning growth in English Language Arts and mathematics that1080exceeds the statewide average learning growth for students in1081those subjects.1082(d) Based upon a review of each school district’s reading1083instruction plan submitted pursuant to s. 1003.4201,1084intervention and support strategies used by school districts1085that were effective in improving the reading performance of1086students, as indicated by student performance data, who are1087identified as having a substantial reading deficiency pursuant1088to s. 1008.25(5)(a).1089 1090 School reports mustshallbe distributed pursuant to this 1091 subsection and s. 1001.42(18)(c) and according to rules adopted 1092 by the State Board of Education. 1093 Section 31. Paragraph (d) of subsection (2) of section 1094 1000.05, Florida Statutes, is amended to read: 1095 1000.05 Discrimination against students and employees in 1096 the Florida K-20 public education system prohibited; equality of 1097 access required.— 1098 (2) 1099 (d) Students may be separated by sex for a single-gender 1100 programas provided under s. 1002.311,for any portion of a 1101 class that deals with human reproduction, or during 1102 participation in bodily contact sports. For the purpose of this 1103 section, bodily contact sports include wrestling, boxing, rugby, 1104 ice hockey, football, basketball, and other sports in which the 1105 purpose or major activity involves bodily contact. 1106 Section 32. Except as otherwise expressly provided in this 1107 act and except for this section, which shall take effect upon 1108 this act becoming a law, this act shall take effect July 1, 1109 2024. 1110 1111 ================= T I T L E A M E N D M E N T ================ 1112 And the title is amended as follows: 1113 Delete lines 43 - 156 1114 and insert: 1115 high school to take specified assessments; revising 1116 the courses for which the transferring course final 1117 grade must be honored for a transfer student under 1118 certain conditions; amending s. 1003.433, F.S.; 1119 deleting requirements that must be met by students who 1120 transfer to a public school for 11th or 12th grade; 1121 amending s. 1003.435, F.S.; deleting an exception for 1122 the high school equivalency diploma program; requiring 1123 school districts to adopt a policy that allows 1124 specified students to take the high school equivalency 1125 examination; amending s. 1003.4935, F.S.; deleting a 1126 requirement that the Department of Education collect 1127 and report certain data relating to a middle school 1128 career and professional academy or career-themed 1129 course; repealing s. 1003.4995, F.S., relating to the 1130 fine arts report prepared by the Commissioner of 1131 Education; repealing s. 1003.4996, F.S., relating to 1132 the Competency-Based Education Pilot Program; amending 1133 s. 1003.49965, F.S.; authorizing, rather than 1134 requiring, a school district to hold an Art in the 1135 Capitol Competition; amending s. 1003.51, F.S.; 1136 deleting a requirement regarding assessment procedures 1137 for Department of Juvenile Justice education programs; 1138 revising requirements for which assessment results 1139 must be included in a student’s discharge packet; 1140 revising requirements for when a district school board 1141 must face sanctions for unsatisfactory performance in 1142 its Department of Juvenile Justice programs; amending 1143 s. 1003.621, F.S.; deleting a requirement for 1144 academically high-performing school districts to 1145 submit an annual report to the State Board of 1146 Education; amending s. 1006.28, F.S.; revising the 1147 definition of the term “adequate instructional 1148 materials”; deleting a timeframe requirement for each 1149 district school superintendent to notify the 1150 department about instructional materials; deleting a 1151 requirement for such notification; authorizing, rather 1152 than requiring, a school principal to collect the 1153 purchase price of instructional materials lost, 1154 destroyed, or damaged by a student; amending s. 1155 1006.283, F.S.; deleting a timeframe requirement for a 1156 district school superintendent to certify to the 1157 Department of Education that instructional materials 1158 meet state standards; amending s. 1006.33, F.S.; 1159 requiring the Department of Education to advertise 1160 bids or proposals for instructional materials within a 1161 specified timeframe beginning in a specified 1162 instructional materials adoption cycle; requiring the 1163 department to publish specifications for subject areas 1164 within a specified timeframe; amending s. 1006.34, 1165 F.S.; requiring the commissioner to publish a list of 1166 adopted instructional materials within a specified 1167 timeframe beginning in a specified instructional 1168 materials adoption cycle; amending s. 1006.40, F.S.; 1169 authorizing district school boards to approve an 1170 exemption to the purchase of certain instructional 1171 materials; revising the timeframe between purchases of 1172 instructional materials; amending s. 1008.212, F.S.; 1173 providing that certain assessments are not subject to 1174 specified requirements; amending s. 1008.22, F.S.; 1175 deleting a requirement that a student pass a certain 1176 assessment to earn a high school diploma; deleting 1177 requirements relating to a uniform calendar that must 1178 be published by the commissioner each year; revising a 1179 time requirement for each school district to establish 1180 schedules for the administration of statewide, 1181 standardized assessments; revising the information 1182 that must be included with the schedules; conforming 1183 provisions to changes made by the act; deleting a 1184 requirement for the commissioner to identify which SAT 1185 and ACT scores would satisfy graduation requirements; 1186 deleting a requirement for the commissioner to 1187 identify comparative scores for the Algebra I end-of 1188 course assessment; amending s. 1008.25, F.S.; 1189 providing conditions under which a student must be 1190 promoted to grade 4; requiring two administrations of 1191 the coordinated screening and progress monitoring 1192 system for students in a summer prekindergarten 1193 program; conforming a cross-reference; amending s. 1194 1008.33, F.S.; prohibiting a school from being 1195 required to use a certain parameter as the sole 1196 determining factor to recruit instructional personnel; 1197 providing requirements for a rule adopted by the State 1198 Board of Education; revising the date by which a 1199 school district must submit a memorandum of 1200 understanding to the Department of Education; 1201 increasing the length of time for which certain school 1202 districts must continue a turnaround plan; revising an 1203 authorization for the state board to allow a school 1204 additional time before implementing a turnaround 1205 option; revising requirements for schools that 1206 complete a plan cycle; providing additional options 1207 for a school that completes a plan cycle but does meet 1208 certain requirements; providing that implementation of 1209 a turnaround option is not required under certain 1210 conditions; amending s. 1008.332, F.S.; revising a 1211 provision relating to the No Child Left Behind Act to 1212 relate to the Every Student Succeeds Act; deleting a 1213 requirement for committee members to annually report 1214 to specified entities; amending s. 1008.34, F.S.; 1215 requiring that certain changes made by the state board 1216 to the school grades model or school grading scale go 1217 into effect in the following school year or later; 1218 conforming cross-references; amending s. 1008.345, 1219 F.S.; deleting a requirement for the Department of 1220 Education to develop an annual feedback report; 1221 deleting a requirement for the Commissioner of 1222 Education to review specified feedback reports and 1223 submit findings to the State Board of Education; 1224 deleting certain requirements for a report the 1225 commissioner produces annually for the state board; 1226 conforming a cross reference; amending s. 1000.05, 1227 F.S.; conforming cross-references; providing effective 1228 dates.