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_Floor_Amendment_573724.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_Floor_Amendment_573724.html
Florida Senate - 2024 SENATOR AMENDMENT Bill No. CS for SB 7004 Ì573724/Î573724 LEGISLATIVE ACTION Senate . House . . . . . ————————————————————————————————————————————————————————————————— ————————————————————————————————————————————————————————————————— Senator Simon moved the following: 1 Senate Amendment (with title amendment) 2 3 Delete lines 1004 - 1087 4 and insert: 5 Section 26. Paragraph (a) of subsection (2), paragraphs (a) 6 and (b) of subsection (3), paragraph (c) of subsection (4), 7 paragraphs (a), (b), and (d) of subsection (5), paragraphs (a), 8 (b), and (c) of subsection (6), paragraph (b) of subsection (7), 9 and subsection (9) of section 1008.25, Florida Statutes, are 10 amended, and paragraph (h) is added to subsection (2) of that 11 section, to read: 12 1008.25 Public school student progression; student support; 13 coordinated screening and progress monitoring; reporting 14 requirements.— 15 (2) STUDENT PROGRESSION PLAN.—Each district school board 16 shall establish a comprehensive plan for student progression 17 which must provide for a student’s progression from one grade to 18 another based on the student’s mastery of the standards in s. 19 1003.41, specifically English Language Arts, mathematics, 20 science, and social studies standards. The plan must: 21 (a) Include criteria that emphasize student reading 22 proficiency in kindergarten through grade 3 and provide targeted 23 instructional support for students with identified deficiencies 24 in English Language Arts, mathematics, science, and social 25 studies, including students who have been referred to the 26 district from the Voluntary Prekindergarten Education Program 27 consistent with paragraph (5)(b). High schools shall use all 28 available assessment results, including the results of 29 statewide, standardized English Language Arts assessments and 30 end-of-course assessments for Algebra I and Geometry, to advise 31 students of any identified deficiencies and to provide 32 appropriate postsecondary preparatory instruction before high 33 school graduation. The results of evaluations used to monitor a 34 student’s progress in grades K-12 must be provided to the 35 student’s teacher in a timely manner and as otherwise required 36 by law. Thereafter, evaluation results must be provided to the 37 student’s parent in a timely manner. When available, 38 instructional personnel must be provided with information on 39 student achievement of standards and benchmarks in order to 40 improve instruction. 41 (h) Specify retention requirements for students in 42 kindergarten through grade 2 based upon each student’s 43 performance in English Language Arts and mathematics. For 44 students who are retained in kindergarten through grade 2, the 45 plan must incorporate the parental notification requirements 46 provided in subsections (5) and (6), include an opportunity for 47 parental input on the retention decision, and include 48 information on the importance of students mastering early 49 literacy and communication skills in order to be reading at or 50 above grade level by the end of grade 3. 51 (3) ALLOCATION OF RESOURCES.—District school boards shall 52 allocate remedial and supplemental instruction resources to 53 students in the following priority: 54 (a) Students in the Voluntary Prekindergarten Education 55 Programkindergartenthrough grade 3 who have a substantial 56 deficiency in reading or the characteristics of dyslexia as 57 determined in paragraph (5)(a). 58 (b) Students in the Voluntary Prekindergarten Education 59 Programkindergartenthrough grade 4 who have a substantial 60 deficiency in mathematics or the characteristics of dyscalculia 61 as determined in paragraph (6)(a). 62 (4) ASSESSMENT AND SUPPORT.— 63 (c) A student who has a substantial reading deficiency as 64 determined in paragraph (5)(a) or a substantial mathematics 65 deficiency as determined in paragraph (6)(a) must be covered by 66 a federally required student plan, such as an individual 67 education plan or an individualized progress monitoring plan, or 68 both, as necessary. The individualized progress monitoring plan 69 must be developed within 30 days after the results of the 70 coordinated screening and progress monitoring system become 71 available. The plan mustshall include, at a minimum, include: 72 1. The student’s specific, identified reading or 73 mathematics skill deficiency. 74 2. Goals and benchmarks for student growth in reading or 75 mathematics. 76 3. A description of the specific measures that will be used 77 to evaluate and monitor the student’s reading or mathematics 78 progress. 79 4. For a substantial reading deficiency, the specific 80 evidence-based literacy instruction grounded in the science of 81 reading which the student will receive. 82 5. Strategies, resources, and materials that will be 83 provided to the student’s parent to support the student to make 84 reading or mathematics progress. 85 6. Any additional services the student’s teacher deems 86 available and appropriate to accelerate the student’s reading or 87 mathematics skill development. 88 (5) READING DEFICIENCY AND PARENTAL NOTIFICATION.— 89 (a) Any student in a Voluntary Prekindergarten Education 90 Program provided by a public schoolkindergartenthrough grade 3 91 who exhibits a substantial deficiency in reading or the 92 characteristics of dyslexia based upon screening, diagnostic, 93 progress monitoring, or assessment data; statewide assessments; 94 or teacher observations must be provided intensive, explicit, 95 systematic, and multisensory reading interventions immediately 96 following the identification of the reading deficiency or the 97 characteristics of dyslexia to address his or her specific 98 deficiency or dyslexia. For the purposes of this subsection, a 99 Voluntary Prekindergarten Education Program student is deemed to 100 exhibit a substantial deficiency in early literacy skills based 101 upon the results of the midyear or final administration of the 102 coordinated screening and progress monitoring under subsection 103 (9). 104 1. The department shall provide a list of state examined 105 and approved comprehensive reading and intervention programs. 106 The intervention programs shall be provided in addition to the 107 comprehensive core reading instruction that is provided to all 108 students in the general education classroom. Dyslexia-specific 109 interventions, as defined by rule of the State Board of 110 Education, shall be provided to students who have the 111 characteristics of dyslexia. The reading intervention programs 112 must do all of the following: 113 a. Provide explicit, direct instruction that is systematic, 114 sequential, and cumulative in language development, phonological 115 awareness, phonics, fluency, vocabulary, and comprehension, as 116 applicable. 117 b. Provide daily targeted small group reading interventions 118 based on student need in phonological awareness, phonics, 119 including decoding and encoding, sight words, vocabulary, or 120 comprehension. 121 c. Be implemented during regular school hours. 122 2. A school may not wait for a student to receive a failing 123 grade at the end of a grading period or wait until a plan under 124 paragraph (4)(b) is developed to identify the student as having 125 a substantial reading deficiency and initiate intensive reading 126 interventions. In addition, a school may not wait until an 127 evaluation conducted pursuant to s. 1003.57 is completed to 128 provide appropriate, evidence-based interventions for a student 129 whose parent submits documentation from a professional licensed 130 under chapter 490 which demonstrates that the student has been 131 diagnosed with dyslexia. Such interventions must be initiated 132 upon receipt of the documentation and based on the student’s 133 specific areas of difficulty as identified by the licensed 134 professional. 135 3. A student’s reading proficiency must be monitored and 136 the intensive interventions must continue until the student 137 demonstrates grade level proficiency in a manner determined by 138 the district, which may include achieving a Level 3 on the 139 statewide, standardized English Language Arts assessment. The 140 State Board of Education shall identify by rule guidelines for 141 determining whether a student in a Voluntary Prekindergarten 142 Education Program provided by a public schoolkindergarten143 through grade 3 has a substantial deficiency in reading. 144 (b) A Voluntary Prekindergarten Education Program student 145 who exhibits a substantial deficiency in early literacy skills 146 based upon the results of the administration of the mid-year or 147 final coordinated screening and progress monitoring under 148 subsection (9) shall be referred to the local school district 149 and may be eligible to receive instruction in early literacy 150 skills before participating in kindergarten. A student with an 151 individual education plan who has been retained pursuant to 152 paragraph (2)(g) and has demonstrated a substantial deficiency 153 in early literacy skills must receive instruction in early 154 literacy skills. 155 (d) The parent of any student who exhibits a substantial 156 deficiency in reading, as described in paragraph (a), must be 157 notified in writing, in a timely manner, of the following: 158 1. That his or her child has been identified as having a 159 substantial deficiency in reading, including a description and 160 explanation, in terms understandable to the parent, of the exact 161 nature of the student’s difficulty in learning and lack of 162 achievement in reading. 163 2. A description of the current services that are provided 164 to the child. 165 3. A description of the proposed intensive interventions 166 and supports that will be provided to the child that are 167 designed to remediate the identified area of reading deficiency. 168 4. The student progression requirements under paragraph 169 (2)(h) and that if the child’s reading deficiency is not 170 remediated by the end of grade 3, the child must be retained 171 unless he or she is exempt from mandatory retention for good 172 cause. 173 5. Strategies, including multisensory strategies and 174 programming, through a read-at-home plan the parent can use in 175 helping his or her child succeed in reading. The read-at-home 176 plan must provide access to the resources identified in 177 paragraph (f). 178 6. That the statewide, standardized English Language Arts 179 assessment is not the sole determiner of promotion and that 180 additional evaluations, portfolio reviews, and assessments are 181 available to the child to assist parents and the school district 182 in knowing when a child is reading at or above grade level and 183 ready for grade promotion. 184 7. The district’s specific criteria and policies for a 185 portfolio as provided in subparagraph (7)(b)4. and the evidence 186 required for a student to demonstrate mastery of Florida’s 187 academic standards for English Language Arts. A school must 188 immediately begin collecting evidence for a portfolio when a 189 student in grade 3 is identified as being at risk of retention 190 or upon the request of the parent, whichever occurs first. 191 8. The district’s specific criteria and policies for 192 midyear promotion. Midyear promotion means promotion of a 193 retained student at any time during the year of retention once 194 the student has demonstrated ability to read at grade level. 195 9. Information about the student’s eligibility for the New 196 Worlds Reading Initiative under s. 1003.485 and the New Worlds 197 Scholarship Accounts under s. 1002.411 and information on parent 198 training modules and other reading engagement resources 199 available through the initiative. 200 201 After initial notification, the school shall apprise the parent 202 at least monthly of the student’s progress in response to the 203 intensive interventions and supports. Such communications must 204 be in writing and must explain any additional interventions or 205 supports that will be implemented to accelerate the student’s 206 progress if the interventions and supports already being 207 implemented have not resulted in improvement. After receiving 208 the initial notification, a parent may request additional 209 meetings with the teacher or the school’s reading coach to 210 discuss the student’s progress and may request additional 211 services currently provided by the school district. The 212 additional services must include, but are not limited to, the 213 interventions in paragraph (8)(a). 214 (6) MATHEMATICS DEFICIENCY AND PARENTAL NOTIFICATION.— 215 (a) Any student in a Voluntary Prekindergarten Education 216 Program provided by a public schoolkindergartenthrough grade 4 217 who exhibits a substantial deficiency in mathematics or the 218 characteristics of dyscalculia based upon screening, diagnostic, 219 progress monitoring, or assessment data; statewide assessments; 220 or teacher observations must: 221 1. Immediately following the identification of the 222 mathematics deficiency, be provided systematic and explicit 223 mathematics instruction to address his or her specific 224 deficiencies through either: 225 a. Daily targeted small group mathematics intervention 226 based on student need; or 227 b. Supplemental, evidence-based mathematics interventions 228 before or after school, or both, delivered by a highly qualified 229 teacher of mathematics or a trained tutor. 230 2. The performance of a student receiving mathematics 231 instruction under subparagraph 1. must be monitored, and 232 instruction must be adjusted based on the student’s need. 233 3. The department shall provide a list of state examined 234 and approved mathematics intervention programs, curricula, and 235 high-quality supplemental materials that may be used to improve 236 a student’s mathematics deficiencies. In addition, the 237 department shall work, at a minimum, with the Florida Center for 238 Mathematics and Science Education Research established in s. 239 1004.86 to disseminate information to school districts and 240 teachers on effective evidence-based explicit mathematics 241 instructional practices, strategies, and interventions. 242 4. A school may not wait for a student to receive a failing 243 grade at the end of a grading period or wait until a plan under 244 paragraph (4)(b) is developed to identify the student as having 245 a substantial mathematics deficiency and initiate intensive 246 mathematics interventions. In addition, a school may not wait 247 until an evaluation conducted pursuant to s. 1003.57 is 248 completed to provide appropriate, evidence-based interventions 249 for a student whose parent submits documentation from a 250 professional licensed under chapter 490 which demonstrates that 251 the student has been diagnosed with dyscalculia. Such 252 interventions must be initiated upon receipt of the 253 documentation and based on the student’s specific areas of 254 difficulty as identified by the licensed professional. 255 5. The mathematics proficiency of a student receiving 256 additional mathematics supports must be monitored and the 257 intensive interventions must continue until the student 258 demonstrates grade level proficiency in a manner determined by 259 the district, which may include achieving a Level 3 on the 260 statewide, standardized Mathematics assessment. The State Board 261 of Education shall identify by rule guidelines for determining 262 whether a student in a Voluntary Prekindergarten Education 263 Program provided by a public schoolkindergartenthrough grade 4 264 has a substantial deficiency in mathematics. 265 266 For the purposes of this paragraph, a Voluntary Prekindergarten 267 Education Program student is deemed to exhibit a substantial 268 deficiency in mathematics skills based upon the results of the 269 mid-year or final administration of the coordinated screening 270 and progress monitoring under subsection (9). 271 (b) A Voluntary Prekindergarten Education Program student 272 who exhibits a substantial deficiency in early math skills based 273 upon the results of the administration of the mid-year or final 274 coordinated screening and progress monitoring under subsection 275 (8) shall be referred to the local school district and may be 276 eligible to receive intensive mathematics interventions before 277 participating in kindergarten. 278 (c) The parent of a student who exhibits a substantial 279 deficiency in mathematics, as described in paragraph (a), must 280 be notified in writing of the following: 281 1. That his or her child has been identified as having a 282 substantial deficiency in mathematics, including a description 283 and explanation, in terms understandable to the parent, of the 284 exact nature of the student’s difficulty in learning and lack of 285 achievement in mathematics. 286 2. A description of the current services that are provided 287 to the child. 288 3. A description of the proposed intensive interventions 289 and supports that will be provided to the child that are 290 designed to remediate the identified area of mathematics 291 deficiency. 292 4. Strategies, including multisensory strategies and 293 programming, through a home-based plan the parent can use in 294 helping his or her child succeed in mathematics. The home-based 295 plan must provide access to the resources identified in 296 paragraph (e). 297 298 After the initial notification, the school shall apprise the 299 parent at least monthly of the student’s progress in response to 300 the intensive interventions and supports. Such communications 301 must be in writing and must explain any additional interventions 302 or supports that will be implemented to accelerate the student’s 303 progress if the interventions and supports already being 304 implemented have not resulted in improvement. After receiving 305 the initial notification, a parent may request additional 306 meetings with the teacher or school’s math coach to discuss the 307 student’s progress and may request additional services that are 308 currently provided by the school district. 309 (7) ELIMINATION OF SOCIAL PROMOTION.— 310 (b) The district school board may only exempt students from 311 mandatory retention, as provided in paragraph (5)(c), for good 312 cause. A studentwho ispromoted to grade 4 with a good cause 313 exemption shall be provided intensive reading instruction and 314 intervention that include specialized diagnostic information and 315 specific reading strategies to meet the needs of each student so 316 promoted. The school district shall assist schools and teachers 317 with the implementation of explicit, systematic, and 318 multisensory reading instruction and intervention strategies for 319 students promoted with a good cause exemption which research has 320 shown to be successful in improving reading among students who 321 have reading difficulties. A parent may request additional 322 interventions that are currently provided by the school district 323 and can include, but are not limited, to the interventions 324 identified in paragraph (8)(a). Good cause exemptions are 325 limited to the following: 326 1. Limited English proficient students who have had less 327 than 2 years of instruction in an English for Speakers of Other 328 Languages program based on the initial date of entry into a 329 school in the United States. 330 2. Students with disabilities whose individual education 331 plan indicates that participation in the statewide assessment 332 program is not appropriate, consistent with the requirements of 333 s. 1008.212. 334 3. Students who demonstrate an acceptable level of 335 performance on the beginning or mid-year administration of the 336 English Language Arts coordinated screening and progress 337 monitoring system under subsection (9), or an alternative 338 standardized reading or English Language Arts assessment, 339 approved by the State Board of Education. 340 4. A student who demonstrates through a student portfolio 341 that he or she is performing at least at Level 2 on the 342 statewide, standardized English Language Arts assessment. 343 5. Students with disabilities who take the statewide, 344 standardized English Language Arts assessment and who have an 345 individual education plan or a Section 504 plan that reflects 346 that the student has received intensive instruction in reading 347 or English Language Arts for more than 2 years but still 348 demonstrates a deficiency and was previously retained in 349 prekindergarten, kindergarten, grade 1, grade 2, or grade 3. 350 6. Students who have received intensive reading 351 intervention for 2 or more years but still demonstrate a 352 deficiency in reading and who were previously retained in 353 kindergarten, grade 1, grade 2, or grade 3 for a total of 2 354 years. A student may not be retained more than once in grade 3. 355 356 ================= T I T L E A M E N D M E N T ================ 357 And the title is amended as follows: 358 Delete lines 117 - 122 359 and insert: 360 course assessment; amending s. 1008.25, F.S.; revising 361 the criteria for the student progression plan to 362 include instructional support for students referred 363 from a specified program; requiring school districts 364 to specify retention requirements for students in 365 kindergarten through grade 2; requiring that the plan 366 incorporate specified parental notification 367 requirements, include an opportunity for parental 368 input on the retention decision, and include certain 369 information; requiring district school boards to 370 include the Voluntary Prekindergarten Education 371 Program in a certain allocation of resources; 372 requiring that the individualized progress monitoring 373 plan for specified students be developed within a 374 specified timeframe; providing conditions for parents 375 to request supports for students identified as having 376 a substantial deficiency in reading or mathematics; 377 requiring the department to adopt additional 378 alternative assessments for good cause promotion; 379 requiring two administrations of the coordinated 380 screening and progress monitoring system for students 381 in a summer prekindergarten program; conforming cross 382 references; amending s.