Bill Text: FL S0964 | 2017 | Regular Session | Introduced
Bill Title: Education Accountability
Spectrum: Bipartisan Bill
Status: (Failed) 2017-05-05 - Died in Education, companion bill(s) passed, see CS/HB 7069 (Ch. 2017-116) [S0964 Detail]
Download: Florida-2017-S0964-Introduced.html
Florida Senate - 2017 SB 964 By Senator Montford 3-00195C-17 2017964__ 1 A bill to be entitled 2 An act relating to education accountability; amending 3 s. 1002.33, F.S.; requiring an application and charter 4 for a high school charter school to require the 5 administration of a specified assessment for 6 graduation purposes; amending s. 1003.4156, F.S.; 7 revising the mathematics and social studies 8 requirements for student promotion to high school and 9 for certain high school credits; amending s. 10 1003.4282, F.S.; revising the requirements for a 11 standard high school diploma; deleting provisions 12 requiring a student or transfer student to take a 13 statewide, standardized Algebra II assessment or a 14 Geometry or United States History end-of-course (EOC) 15 assessment; amending s. 1003.4285, F.S.; revising the 16 standard high school diploma designation requirements 17 for mathematics and social studies; amending s. 18 1008.22, F.S.; revising the grades in which the 19 statewide, standardized Reading assessment must be 20 administered; revising the administration of the 21 statewide, standardized Mathematics and Science 22 assessments and the English Language Arts (ELA) 23 assessment; deleting requirements that a student take 24 an EOC assessment in Geometry, Algebra II, United 25 States History, or Civics; deleting a provision 26 authorizing the Commissioner of Education to establish 27 a schedule for the development and administration of 28 additional statewide, standardized EOC assessments; 29 authorizing the Department of Education to expand 30 languages in which statewide, standardized assessments 31 are administered; requiring that such assessments be 32 provided at no cost to the school districts; requiring 33 the commissioner to provide a nonelectronic option for 34 the administration of specified assessments; requiring 35 the commissioner to implement contracts for the 36 selection of nationally recognized alternate high 37 school assessments; requiring the department to 38 conduct a study regarding student performance on 39 assessments; requiring specified ELA and Mathematics 40 assessments to be held within a specified timeframe; 41 requiring a report to the State Board of Education, 42 the Governor, and the Legislature by a specified date; 43 requiring the commissioner to provide a specified 44 analysis to each school district regarding student 45 achievement levels and Learning Gains on each 46 statewide, standardized assessment; requiring the 47 department to include a summary of a specified 48 analysis in a report to the Governor and the 49 Legislature; creating s. 1008.223, F.S.; providing a 50 purpose; providing responsibilities of the 51 commissioner to select and approve a nationally 52 recognized high school assessment to administer in 53 lieu of the Florida Standards Assessment; authorizing 54 school districts to select the assessment; providing 55 requirements for the assessment; requiring the 56 commissioner to use an invitation to negotiate to 57 fulfill certain requirements; requiring the 58 commissioner to require certain entities to include 59 specified information; requiring the commissioner to 60 consult with, and receive recommendations for 61 alternate assessments from, specified entities; 62 providing that the nationally recognized high school 63 assessment satisfies the high school graduation 64 requirements; providing responsibilities of school 65 districts; amending s. 1008.25, F.S.; requiring each 66 district school board to include the results of a 67 specified analysis in its annual report to parents; 68 amending s. 1008.34, F.S.; redefining the term 69 “Learning Gains”; revising the calculation for school 70 grades; requiring that the commissioner develop models 71 for a specified purpose; deleting obsolete language; 72 amending s. 1008.345, F.S.; requiring the 73 commissioner’s report to the Legislature on education 74 accountability to include a specified analysis; 75 amending s. 1012.34, F.S.; deleting a provision 76 requiring the department to approve the evaluation 77 systems for instructional personnel and school 78 administrators; revising the performance evaluation 79 systems for instructional personnel and school 80 administrators; requiring the board to adopt rules for 81 the monitoring, rather than for the submission, 82 review, and approval, of such systems; deleting 83 provisions relating to the transition to statewide, 84 standardized assessments; amending ss. 1002.331, 85 1012.341, and 1012.562, F.S.; conforming cross 86 references; providing an effective date. 87 88 WHEREAS, Florida has led the country in establishing and 89 implementing a rigorous assessment and accountability system, 90 but the testing of Florida’s students, rather than actual 91 instruction, now dominates classroom time, and 92 WHEREAS, the introduction and requirement of end-of-course 93 assessments in middle and high school only serve to increase the 94 overall number of assessments on students while diminishing 95 instructional time, and 96 WHEREAS, Florida should reduce the overall number of 97 assessments, including the 9th grade Florida Standards 98 Assessment, and should eliminate all end-of-course assessments, 99 except for Algebra I and Biology I, to allow more instructional 100 time for students at all levels, and 101 WHEREAS, Florida should authorize an alternate, nationally 102 recognized assessment in high school that is also recognized by 103 colleges and universities, to increase opportunities for 104 students to be successful in college, and 105 WHEREAS, Florida has implemented numerous acceleration and 106 choice programs at the college level for students that 107 incorporate assessments as a measure of student performance, 108 including advanced placement, International Baccalaureate, 109 Advanced International Certificate of Education, dual 110 enrollment, and certificate programs, and 111 WHEREAS, Florida should increase the acceleration and 112 choice opportunities at the high school level by reducing 113 overall required assessments, and 114 WHEREAS, Florida should increase instructional time by 115 authorizing the use of paper and pencil assessments instead of 116 online assessments that disrupt instruction, especially in high 117 school, and 118 WHEREAS, assessments continue to drive the teacher and 119 administrator performance evaluation system, and Florida should 120 disentangle these evaluations from assessments in order to focus 121 on classroom instruction, and 122 WHEREAS, Florida should take advantage of the flexibility 123 afforded by the federal Every Student Succeeds Act, NOW, 124 THEREFORE, 125 126 Be It Enacted by the Legislature of the State of Florida: 127 128 Section 1. Paragraph (a) of subsection (6), paragraph (a) 129 of subsection (7), paragraph (e) of subsection (10), and 130 paragraphs (b) and (c) of subsection (15) of section 1002.33, 131 Florida Statutes, are amended to read: 132 1002.33 Charter schools.— 133 (6) APPLICATION PROCESS AND REVIEW.—Charter school 134 applications are subject to the following requirements: 135 (a) A person or entity seeking to open a charter school 136 shall prepare and submit an application on a model application 137 form prepared by the Department of Education which: 138 1. Demonstrates how the school will use the guiding 139 principles and meet the statutorily defined purpose of a charter 140 school. 141 2. Provides a detailed curriculum plan that illustrates how 142 students will be provided services to attain the Sunshine State 143 Standards. 144 3. Contains goals and objectives for improving student 145 learning and measuring that improvement. These goals and 146 objectives must indicate how much academic improvement students 147 are expected to show each year, how success will be evaluated, 148 and the specific results to be attained through instruction. For 149 a proposed high school charter school, the application must 150 indicate that the charter school will administer the same grade 151 10 English Language Arts assessment for high school graduation 152 purposes which is administered by the local school district. 153 4. Describes the reading curriculum and differentiated 154 strategies that will be used for students reading at grade level 155 or higher and a separate curriculum and strategies for students 156 who are reading below grade level. A sponsor shall deny an 157 application if the school does not propose a reading curriculum 158 that is consistent with effective teaching strategies that are 159 grounded in scientifically based reading research. 160 5. Contains an annual financial plan for each year 161 requested by the charter for operation of the school for up to 5 162 years. This plan must contain anticipated fund balances based on 163 revenue projections, a spending plan based on projected revenues 164 and expenses, and a description of controls that will safeguard 165 finances and projected enrollment trends. 166 6. Discloses the name of each applicant, governing board 167 member, and all proposed education services providers; the name 168 and sponsor of any charter school operated by each applicant, 169 each governing board member, and each proposed education 170 services provider that has closed and the reasons for the 171 closure; and the academic and financial history of such charter 172 schools, which the sponsor shall consider in deciding whether to 173 approve or deny the application. 174 7. Contains additional information a sponsor may require, 175 which shall be attached as an addendum to the charter school 176 application described in this paragraph. 177 8. For the establishment of a virtual charter school, 178 documents that the applicant has contracted with a provider of 179 virtual instruction services pursuant to s. 1002.45(1)(d). 180 (7) CHARTER.—The major issues involving the operation of a 181 charter school shall be considered in advance and written into 182 the charter. The charter shall be signed by the governing board 183 of the charter school and the sponsor, following a public 184 hearing to ensure community input. 185 (a) The charter shall address and criteria for approval of 186 the charter shall be based on: 187 1. The school’s mission, the students to be served, and the 188 ages and grades to be included. 189 2. The focus of the curriculum, the instructional methods 190 to be used, any distinctive instructional techniques to be 191 employed, and identification and acquisition of appropriate 192 technologies needed to improve educational and administrative 193 performance which include a means for promoting safe, ethical, 194 and appropriate uses of technology which comply with legal and 195 professional standards. 196 a. The charter shall ensure that reading is a primary focus 197 of the curriculum and that resources are provided to identify 198 and provide specialized instruction for students who are reading 199 below grade level. The curriculum and instructional strategies 200 for reading must be consistent with the Next Generation Sunshine 201 State Standards and grounded in scientifically based reading 202 research. 203 b. In order to provide students with access to diverse 204 instructional delivery models, to facilitate the integration of 205 technology within traditional classroom instruction, and to 206 provide students with the skills they need to compete in the 207 21st century economy, the Legislature encourages instructional 208 methods for blended learning courses consisting of both 209 traditional classroom and online instructional techniques. 210 Charter schools may implement blended learning courses which 211 combine traditional classroom instruction and virtual 212 instruction. Students in a blended learning course must be full 213 time students of the charter school and receive the online 214 instruction in a classroom setting at the charter school. 215 Instructional personnel certified pursuant to s. 1012.55 who 216 provide virtual instruction for blended learning courses may be 217 employees of the charter school or may be under contract to 218 provide instructional services to charter school students. At a 219 minimum, such instructional personnel must hold an active state 220 or school district adjunct certification under s. 1012.57 for 221 the subject area of the blended learning course. The funding and 222 performance accountability requirements for blended learning 223 courses are the same as those for traditional courses. 224 3. The current incoming baseline standard of student 225 academic achievement, the outcomes to be achieved, and the 226 method of measurement that will be used. The criteria listed in 227 this subparagraph shall include a detailed description of: 228 a. How the baseline student academic achievement levels and 229 prior rates of academic progress will be established. 230 b. How these baseline rates will be compared to rates of 231 academic progress achieved by these same students while 232 attending the charter school. 233 c. To the extent possible, how these rates of progress will 234 be evaluated and compared with rates of progress of other 235 closely comparable student populations. 236 237 The district school board is required to provide academic 238 student performance data to charter schools for each of their 239 students coming from the district school system, as well as 240 rates of academic progress of comparable student populations in 241 the district school system. 242 4. The methods used to identify the educational strengths 243 and needs of students and how well educational goals and 244 performance standards are met by students attending the charter 245 school. The methods shall provide a means for the charter school 246 to ensure accountability to its constituents by analyzing 247 student performance data and by evaluating the effectiveness and 248 efficiency of its major educational programs. Students in 249 charter schools shall, at a minimum, participate in the 250 statewide assessment program created under s. 1008.22. 251 5. In secondary charter schools, a method for determining 252 that a student has satisfied the requirements for graduation in 253 s. 1002.3105(5), s. 1003.4281, or s. 1003.4282. 254 6. In high school charter schools, a provision in the 255 charter that specifies the charter school will administer the 256 same grade 10 English Language Arts assessment for high school 257 graduation purposes which is administered by the local school 258 district. 259 7.6.A method for resolving conflicts between the governing 260 board of the charter school and the sponsor. 261 8.7.The admissions procedures and dismissal procedures, 262 including the school’s code of student conduct. Admission or 263 dismissal must not be based on a student’s academic performance. 264 9.8.The ways by which the school will achieve a 265 racial/ethnic balance reflective of the community it serves or 266 within the racial/ethnic range of other public schools in the 267 same school district. 268 10.9.The financial and administrative management of the 269 school, including a reasonable demonstration of the professional 270 experience or competence of those individuals or organizations 271 applying to operate the charter school or those hired or 272 retained to perform such professional services and the 273 description of clearly delineated responsibilities and the 274 policies and practices needed to effectively manage the charter 275 school. A description of internal audit procedures and 276 establishment of controls to ensure that financial resources are 277 properly managed must be included. Both public sector and 278 private sector professional experience shall be equally valid in 279 such a consideration. 280 11.10.The asset and liability projections required in the 281 application which are incorporated into the charter and shall be 282 compared with information provided in the annual report of the 283 charter school. 284 12.11.A description of procedures that identify various 285 risks and provide for a comprehensive approach to reduce the 286 impact of losses; plans to ensure the safety and security of 287 students and staff; plans to identify, minimize, and protect 288 others from violent or disruptive student behavior; and the 289 manner in which the school will be insured, including whether or 290 not the school will be required to have liability insurance, 291 and, if so, the terms and conditions thereof and the amounts of 292 coverage. 293 13.12.The term of the charter which shall provide for 294 cancellation of the charter if insufficient progress has been 295 made in attaining the student achievement objectives of the 296 charter and if it is not likely that such objectives can be 297 achieved before expiration of the charter. The initial term of a 298 charter shall be for 4 or 5 years. In order to facilitate access 299 to long-term financial resources for charter school 300 construction, charter schools that are operated by a 301 municipality or other public entity as provided by law are 302 eligible for up to a 15-year charter, subject to approval by the 303 district school board. A charter lab school is eligible for a 304 charter for a term of up to 15 years. In addition, to facilitate 305 access to long-term financial resources for charter school 306 construction, charter schools that are operated by a private, 307 not-for-profit, s. 501(c)(3) status corporation are eligible for 308 up to a 15-year charter, subject to approval by the district 309 school board. Such long-term charters remain subject to annual 310 review and may be terminated during the term of the charter, but 311 only according to the provisions set forth in subsection (8). 312 14.13.The facilities to be used and their location. The 313 sponsor may not require a charter school to have a certificate 314 of occupancy or a temporary certificate of occupancy for such a 315 facility earlier than 15 calendar days before the first day of 316 school. 317 15.14.The qualifications to be required of the teachers 318 and the potential strategies used to recruit, hire, train, and 319 retain qualified staff to achieve best value. 320 16.15.The governance structure of the school, including 321 the status of the charter school as a public or private employer 322 as required in paragraph (12)(i). 323 17.16.A timetable for implementing the charter which 324 addresses the implementation of each element thereof and the 325 date by which the charter shall be awarded in order to meet this 326 timetable. 327 18.17.In the case of an existing public school that is 328 being converted to charter status, alternative arrangements for 329 current students who choose not to attend the charter school and 330 for current teachers who choose not to teach in the charter 331 school after conversion in accordance with the existing 332 collective bargaining agreement or district school board rule in 333 the absence of a collective bargaining agreement. However, 334 alternative arrangements shall not be required for current 335 teachers who choose not to teach in a charter lab school, except 336 as authorized by the employment policies of the state university 337 which grants the charter to the lab school. 338 19.18.Full disclosure of the identity of all relatives 339 employed by the charter school who are related to the charter 340 school owner, president, chairperson of the governing board of 341 directors, superintendent, governing board member, principal, 342 assistant principal, or any other person employed by the charter 343 school who has equivalent decisionmaking authority. For the 344 purpose of this subparagraph, the term “relative” means father, 345 mother, son, daughter, brother, sister, uncle, aunt, first 346 cousin, nephew, niece, husband, wife, father-in-law, mother-in 347 law, son-in-law, daughter-in-law, brother-in-law, sister-in-law, 348 stepfather, stepmother, stepson, stepdaughter, stepbrother, 349 stepsister, half brother, or half sister. 350 20.19.Implementation of the activities authorized under s. 351 1002.331 by the charter school when it satisfies the eligibility 352 requirements for a high-performing charter school. A high 353 performing charter school shall notify its sponsor in writing by 354 March 1 if it intends to increase enrollment or expand grade 355 levels the following school year. The written notice shall 356 specify the amount of the enrollment increase and the grade 357 levels that will be added, as applicable. 358 (10) ELIGIBLE STUDENTS.— 359 (e) A charter school may limit the enrollment process only 360 to target the following student populations: 361 1. Students within specific age groups or grade levels. 362 2. Students considered at risk of dropping out of school or 363 academic failure. Such students shall include exceptional 364 education students. 365 3. Students enrolling in a charter school-in-the-workplace 366 or charter school-in-a-municipality established pursuant to 367 subsection (15). 368 4. Students residing within a reasonable distance of the 369 charter school, as described in paragraph (20)(c). Such students 370 shall be subject to a random lottery and to the racial/ethnic 371 balance provisions described in subparagraph (7)(a)9.(7)(a)8.372 or any federal provisions that require a school to achieve a 373 racial/ethnic balance reflective of the community it serves or 374 within the racial/ethnic range of other public schools in the 375 same school district. 376 5. Students who meet reasonable academic, artistic, or 377 other eligibility standards established by the charter school 378 and included in the charter school application and charter or, 379 in the case of existing charter schools, standards that are 380 consistent with the school’s mission and purpose. Such standards 381 shall be in accordance with current state law and practice in 382 public schools and may not discriminate against otherwise 383 qualified individuals. 384 6. Students articulating from one charter school to another 385 pursuant to an articulation agreement between the charter 386 schools that has been approved by the sponsor. 387 7. Students living in a development in which a business 388 entity provides the school facility and related property having 389 an appraised value of at least $10 million to be used as a 390 charter school for the development. Students living in the 391 development shall be entitled to 50 percent of the student 392 stations in the charter school. The students who are eligible 393 for enrollment are subject to a random lottery, the 394 racial/ethnic balance provisions, or any federal provisions, as 395 described in subparagraph 4. The remainder of the student 396 stations shall be filled in accordance with subparagraph 4. 397 (15) CHARTER SCHOOLS-IN-THE-WORKPLACE; CHARTER SCHOOLS-IN 398 A-MUNICIPALITY.— 399 (b) A charter school-in-the-workplace may be established 400 when a business partner provides the school facility to be used; 401 enrolls students based upon a random lottery that involves all 402 of the children of employees of that business or corporation who 403 are seeking enrollment, as provided for in subsection (10); and 404 enrolls students according to the racial/ethnic balance 405 provisions described in subparagraph (7)(a)9.(7)(a)8.Any 406 portion of a facility used for a public charter school shall be 407 exempt from ad valorem taxes, as provided for in s. 1013.54, for 408 the duration of its use as a public school. 409 (c) A charter school-in-a-municipality designation may be 410 granted to a municipality that possesses a charter; enrolls 411 students based upon a random lottery that involves all of the 412 children of the residents of that municipality who are seeking 413 enrollment, as provided for in subsection (10); and enrolls 414 students according to the racial/ethnic balance provisions 415 described in subparagraph (7)(a)9.(7)(a)8.When a municipality 416 has submitted charter applications for the establishment of a 417 charter school feeder pattern, consisting of elementary, middle, 418 and senior high schools, and each individual charter application 419 is approved by the district school board, such schools shall 420 then be designated as one charter school for all purposes listed 421 pursuant to this section. Any portion of the land and facility 422 used for a public charter school shall be exempt from ad valorem 423 taxes, as provided for in s. 1013.54, for the duration of its 424 use as a public school. 425 Section 2. Paragraphs (b) and (c) of subsection (1) of 426 section 1003.4156, Florida Statutes, are amended to read: 427 1003.4156 General requirements for middle grades 428 promotion.— 429 (1) In order for a student to be promoted to high school 430 from a school that includes middle grades 6, 7, and 8, the 431 student must successfully complete the following courses: 432 (b) Three middle grades or higher courses in mathematics. 433 Each school that includes middle grades must offer at least one 434 high school level mathematics course for which students may earn 435 high school credit. Successful completion of a high school level 436 Algebra Ior Geometrycourse is not contingent upon the 437 student’s performance on the statewide, standardized Algebra I 438 end-of-course (EOC) assessment. To earn high school credit for 439 Algebra I, a middle grades student must take the statewide, 440 standardized Algebra I EOC assessment and pass the course, and, 441 in addition,beginning with the 2013-2014 school year and442thereafter,a student’s performance on the Algebra I EOC 443 assessment constitutes 30 percent of the student’s final course 444 grade.To earn high school credit for a Geometry course, a445middle grades student must take the statewide, standardized446Geometry EOC assessment, which constitutes 30 percent of the447student’s final course grade, and earn a passing grade in the448course.449 (c) Three middle grades or higher courses in social 450 studies.Beginning with students entering grade 6 in the 20124512013 school year,One of these courses must be at least a one 452 semester civics education course that includes the roles and 453 responsibilities of federal, state, and local governments; the 454 structures and functions of the legislative, executive, and 455 judicial branches of government; and the meaning and 456 significance of historic documents, such as the Articles of 457 Confederation, the Declaration of Independence, and the 458 Constitution of the United States.Beginning with the 2013-2014459school year, each student’s performance on the statewide,460standardized EOC assessment in civics education required under461s. 1008.22 constitutes 30 percent of the student’s final course462grade. A middle grades student who transfers into the state’s463public school system from out of country, out of state, a464private school, or a home education program after the beginning465of the second term of grade 8 is not required to meet the civics466education requirement for promotion from the middle grades if467the student’s transcript documents passage of three courses in468social studies or two year-long courses in social studies that469include coverage of civics education.470 471 Each school must inform parents about the course curriculum and 472 activities. Each student shall complete a personal education 473 plan that must be signed by the student and the student’s 474 parent. The Department of Education shall develop course 475 frameworks and professional development materials for the career 476 and education planning course. The course may be implemented as 477 a stand-alone course or integrated into another course or 478 courses. The Commissioner of Education shall collect 479 longitudinal high school course enrollment data by student 480 ethnicity in order to analyze course-taking patterns. 481 Section 3. Paragraphs (b) and (d) of subsection (3) and 482 subsections (7) and (9) of section 1003.4282, Florida Statutes, 483 are amended to read: 484 1003.4282 Requirements for a standard high school diploma.— 485 (3) STANDARD HIGH SCHOOL DIPLOMA; COURSE AND ASSESSMENT 486 REQUIREMENTS.— 487 (b) Four credits in mathematics.—A student must earn one 488 credit in Algebra I and one credit in Geometry. A student’s 489 performance on the statewide, standardized Algebra I end-of 490 course (EOC) assessment constitutes 30 percent of the student’s 491 final course grade. A student must pass the statewide, 492 standardized Algebra I EOC assessment, or earn a comparative 493 score, in order to earn a standard high school diploma.A494student’s performance on the statewide, standardized Geometry495EOC assessment constitutes 30 percent of the student’s final496course grade.If the state administers a statewide, standardized497Algebra II assessment, a student selecting Algebra II must take498the assessment, and the student’s performance on the assessment499constitutes 30 percent of the student’s final course grade.A 500 student who earns an industry certification for which there is a 501 statewide college credit articulation agreement approved by the 502 State Board of Education may substitute the certification for 503 one mathematics credit. Substitution may occur for up to two 504 mathematics credits, except for Algebra I and Geometry. 505 (d) Three credits in social studies.—A student must earn 506 one credit in United States History; one credit in World 507 History; one-half credit in economics, which must include 508 financial literacy; and one-half credit in United States 509 Government.The United States History EOC assessment constitutes51030 percent of the student’s final course grade.511 (7) UNIFORM TRANSFER OF HIGH SCHOOL CREDITS.—Beginning with512the 2012-2013 school year,If a student transfers to a Florida 513 public high school from out of country, out of state, a private 514 school, or a home education program and the student’s transcript 515 shows a credit in Algebra I, the student must pass the 516 statewide, standardized Algebra I EOC assessment in order to 517 earn a standard high school diploma unless the student earned a 518 comparative score, passed a statewide assessment in Algebra I 519 administered by the transferring entity, or passed the statewide 520 Mathematics assessment the transferring entity uses to satisfy 521 the requirements of the Elementary and Secondary Education Act, 522 20 U.S.C. s. 6301. If a student’s transcript shows a credit in 523 high school reading or English Language Arts II or III, in order 524 to earn a standard high school diploma, the student must take 525 and pass the statewide, standardized grade 10 Reading assessment 526 or, when implemented, the grade 10 ELA assessment, or earn a 527 concordant score. If a transfer student’s transcript shows a 528 final course grade and course credit in Algebra I or, Geometry,529 Biology I, or United States History, the transferring course 530 final grade and credit shall be honored without the student 531 taking the requisite statewide, standardized EOC assessment and 532 without the assessment resultresultsconstituting 30 percent of 533 the student’s final course grade. 534 (9) COHORT TRANSITION TO NEW GRADUATION REQUIREMENTS.—The 535 requirements of this section, in addition to applying to 536 students entering grade 9 in the 2013-2014 school year and 537 thereafter, shall also apply to students entering grade 9 before 538 the 2013-2014 school year, except as otherwise provided in this 539 subsection. 540 (a) A student entering grade 9 before the 2010-2011 school 541 year must earn: 542 1. Four credits in English/ELA. A student must pass the 543 statewide, standardized grade 10 Reading assessment, or earn a 544 concordant score, in order to graduate with a standard high 545 school diploma. 546 2. Four credits in mathematics, which must include Algebra 547 I. A student must pass grade 10 FCAT Mathematics, or earn a 548 concordant score, in order to graduate with a standard high 549 school diploma. A student who takes Algebra Ior Geometryafter 550 the 2010-2011 school year must take the statewide, standardized 551 EOC assessment for the course but is not required to pass the 552 assessment in order to earn course credit. A student’s 553 performance on the Algebra Ior GeometryEOC assessment is not 554 required to constitute 30 percent of the student’s final course 555 grade. A student who earns an industry certification for which 556 there is a statewide college credit articulation agreement 557 approved by the State Board of Education may substitute the 558 certification for one mathematics credit. Substitution may occur 559 for up to two mathematics credits, except for Algebra I. 560 3. Three credits in science, two of which must have a 561 laboratory component. A student who takes Biology I after the 562 2010-2011 school year must take the statewide, standardized 563 Biology I EOC assessment but is not required to pass the 564 assessment in order to earn course credit. A student’s 565 performance on the assessment is not required to constitute 30 566 percent of the student’s final course grade. A student who earns 567 an industry certification for which there is a statewide college 568 credit articulation agreement approved by the State Board of 569 Education may substitute the certification for one science 570 credit. 571 4. Three credits in social studies of which one credit in 572 World History, one credit in United States History, one-half 573 credit in United States Government, and one-half credit in 574 economics are required.A student who takes United States575History after the 2011-2012 school year must take the statewide,576standardized United States History EOC assessment, but the577student’s performance on the assessment is not required to578constitute 30 percent of the student’s final course grade.579 5. One credit in fine or performing arts, speech and 580 debate, or practical arts as provided in paragraph (3)(e). 581 6. One credit in physical education as provided in 582 paragraph (3)(f). 583 7. Eight credits in electives. 584 (b) A student entering grade 9 in the 2010-2011 school year 585 must earn: 586 1. Four credits in English/ELA. A student must pass the 587 statewide, standardized grade 10 Reading assessment, or earn a 588 concordant score, in order to graduate with a standard high 589 school diploma. 590 2. Four credits in mathematics, which must include Algebra 591 I and Geometry. The statewide, standardized Algebra I EOC 592 assessment constitutes 30 percent of the student’s final course 593 grade. A student who takes Algebra Ior Geometryafter the 2010 594 2011 school year must take the statewide, standardized EOC 595 assessment for the course but is not required to pass the 596 assessment in order to earn course credit.A student’s597performance on the Geometry EOC assessment is not required to598constitute 30 percent of the student’s final course grade.A 599 student who earns an industry certification for which there is a 600 statewide college credit articulation agreement approved by the 601 State Board of Education may substitute the certification for 602 one mathematics credit. Substitution may occur for up to two 603 mathematics credits, except for Algebra I and Geometry. 604 3. Three credits in science, two of which must have a 605 laboratory component. A student who takes Biology I after the 606 2010-2011 school year must take the statewide, standardized 607 Biology I EOC assessment but is not required to pass the 608 assessment in order to earn course credit. A student’s 609 performance on the assessment is not required to constitute 30 610 percent of the student’s final course grade. A student who earns 611 an industry certification for which there is a statewide college 612 credit articulation agreement approved by the State Board of 613 Education may substitute the certification for one science 614 credit, except for Biology I. 615 4. Three credits in social studies of which one credit in 616 World History, one credit in United States History, one-half 617 credit in United States Government, and one-half credit in 618 economics are required.A student who takes United States619History after the 2011-2012 school year must take the statewide,620standardized United States History EOC assessment, but the621student’s performance on the assessment is not required to622constitute 30 percent of the student’s final course grade.623 5. One credit in fine or performing arts, speech and 624 debate, or practical arts as provided in paragraph (3)(e). 625 6. One credit in physical education as provided in 626 paragraph (3)(f). 627 7. Eight credits in electives. 628 (c) A student entering grade 9 in the 2011-2012 school year 629 must earn: 630 1. Four credits in English/ELA. A student must pass the 631 statewide, standardized grade 10 Reading assessment, or earn a 632 concordant score, in order to graduate with a standard high 633 school diploma. 634 2. Four credits in mathematics, which must include Algebra 635 I and Geometry. A student who takes Algebra I after the 2010 636 2011 school year must pass the statewide, standardized Algebra I 637 EOC assessment, or earn a comparative score, in order to earn a 638 standard high school diploma. A student who takes Algebra Ior639Geometryafter the 2010-2011 school year must take the 640 statewide, standardized EOC assessment but is not required to 641 pass the Algebra Ior GeometryEOC assessment in order to earn 642 course credit. A student’s performance on the Algebra Ior643GeometryEOC assessment is not required to constitute 30 percent 644 of the student’s final course grade. A student who earns an 645 industry certification for which there is a statewide college 646 credit articulation agreement approved by the State Board of 647 Education may substitute the certification for one mathematics 648 credit. Substitution may occur for up to two mathematics 649 credits, except for Algebra I and Geometry. 650 3. Three credits in science, two of which must have a 651 laboratory component. One of the science credits must be Biology 652 I. A student who takes Biology I after the 2010-2011 school year 653 must take the statewide, standardized Biology I EOC assessment 654 but is not required to pass the assessment in order to earn 655 course credit. A student’s performance on the assessment is not 656 required to constitute 30 percent of the student’s final course 657 grade. A student who earns an industry certification for which 658 there is a statewide college credit articulation agreement 659 approved by the State Board of Education may substitute the 660 certification for one science credit, except for Biology I. 661 4. Three credits in social studies of which one credit in 662 World History, one credit in United States History, one-half 663 credit in United States Government, and one-half credit in 664 economics are required.A student who takes United States665History after the 2011-2012 school year must take the statewide,666standardized United States History EOC assessment, but the667student’s performance on the assessment is not required to668constitute 30 percent of the student’s final course grade.669 5. One credit in fine or performing arts, speech and 670 debate, or practical arts as provided in paragraph (3)(e). 671 6. One credit in physical education as provided in 672 paragraph (3)(f). 673 7. Eight credits in electives. 674 8. One online course as provided in subsection (4). 675 (d) A student entering grade 9 in the 2012-2013 school year 676 must earn: 677 1. Four credits in English/ELA. A student must pass the 678 statewide, standardized grade 10 Reading assessment, or earn a 679 concordant score, in order to graduate with a standard high 680 school diploma. 681 2. Four credits in mathematics, which must include Algebra 682 I and Geometry. A student who takes Algebra I after the 2010 683 2011 school year must pass the statewide, standardized Algebra I 684 EOC assessment, or earn a comparative score, in order to earn a 685 standard high school diploma.A student who takes Geometry after686the 2010-2011 school year must take the statewide, standardized687Geometry EOC assessment.A student is not required to pass the 688 statewide, standardized EOC assessment in Algebra Ior Geometry689 in order to earn course credit. A student’s performance on the 690 Algebra Ior GeometryEOC assessment is not required to 691 constitute 30 percent of the student’s final course grade. A 692 student who earns an industry certification for which there is a 693 statewide college credit articulation agreement approved by the 694 State Board of Education may substitute the certification for 695 one mathematics credit. Substitution may occur for up to two 696 mathematics credits, except for Algebra I and Geometry. 697 3. Three credits in science, two of which must have a 698 laboratory component. One of the science credits must be Biology 699 I. A student who takes Biology I after the 2010-2011 school year 700 must take the statewide, standardized Biology I EOC assessment 701 but is not required to pass the assessment to earn course 702 credit. A student’s performance on the assessment is not 703 required to constitute 30 percent of the student’s final course 704 grade. A student who earns an industry certification for which 705 there is a statewide college credit articulation agreement 706 approved by the State Board of Education may substitute the 707 certification for one science credit, except for Biology I. 708 4. Three credits in social studies of which one credit in 709 World History, one credit in United States History, one-half 710 credit in United States Government, and one-half credit in 711 economics are required.The statewide, standardized United712States History EOC assessment constitutes 30 percent of the713student’s final course grade.714 5. One credit in fine or performing arts, speech and 715 debate, or practical arts as provided in paragraph (3)(e). 716 6. One credit in physical education as provided in 717 paragraph (3)(f). 718 7. Eight credits in electives. 719 8. One online course as provided in subsection (4). 720 (e) Policy adopted in rule by the district school board may 721 require for any cohort of students that performance on a 722 statewide, standardized EOC assessment constitute 30 percent of 723 a student’s final course grade. 724 (f) This subsection is repealed July 1, 2020. 725 Section 4. Paragraph (a) of subsection (1) of section 726 1003.4285, Florida Statutes, is amended to read: 727 1003.4285 Standard high school diploma designations.— 728 (1) Each standard high school diploma shall include, as 729 applicable, the following designations if the student meets the 730 criteria set forth for the designation: 731 (a) Scholar designation.—In addition to the requirements of 732 s. 1003.4282, in order to earn the Scholar designation, a 733 student must satisfy the following requirements: 734 1. Mathematics.—Earn one credit in Algebra II and one 735 credit in statistics or an equally rigorous course.Beginning736with students entering grade 9 in the 2014-2015 school year,737pass the Algebra II and Geometry statewide, standardized738assessments.739 2. Science.—Pass the statewide, standardized Biology I EOC 740 assessment and earn one credit in chemistry or physics and one 741 credit in a course equally rigorous to chemistry or physics. 742 However, a student enrolled in an Advanced Placement (AP), 743 International Baccalaureate (IB), or Advanced International 744 Certificate of Education (AICE) Biology course who takes the 745 respective AP, IB, or AICE Biology assessment and earns the 746 minimum score necessary to earn college credit as identified 747 pursuant to s. 1007.27(2) meets the requirement of this 748 subparagraph without having to take the statewide, standardized 749 Biology I EOC assessment. 750 3. Social studies.—Pass the statewide, standardized United751States History EOC assessment. However,A student enrolled in an 752 AP, IB, or AICE course that includes United States History 753 topics who takes the respective AP, IB, or AICE assessment and 754 earns the minimum score necessary to earn college credit as 755 identified pursuant to s. 1007.27(2) meets the requirement of 756 this subparagraphwithout having to take the statewide,757standardized United States History EOC assessment. 758 4. Foreign language.—Earn two credits in the same foreign 759 language. 760 5. Electives.—Earn at least one credit in an Advanced 761 Placement, an International Baccalaureate, an Advanced 762 International Certificate of Education, or a dual enrollment 763 course. 764 Section 5. Subsections (3), (4), and (5) and paragraphs (a) 765 and (e) of subsection (7) of section 1008.22, Florida Statutes, 766 are amended, and paragraph (g) is added to subsection (11), to 767 read: 768 1008.22 Student assessment program for public schools.— 769 (3) STATEWIDE, STANDARDIZED ASSESSMENT PROGRAM.—The 770 Commissioner of Education shall design and implement a 771 statewide, standardized assessment program aligned to the core 772 curricular content established in the Next Generation Sunshine 773 State Standards. The commissioner also must develop or select 774 and implement a common battery of assessment tools that will be 775 used in all juvenile justice education programs in the state. 776 These tools must accurately measure the core curricular content 777 established in the Next Generation Sunshine State Standards. 778 Participation in the assessment program is mandatory for all 779 school districts and all students attending public schools, 780 including adult students seeking a standard high school diploma 781 under s. 1003.4282 and students in Department of Juvenile 782 Justice education programs, except as otherwise provided by law. 783 If a student does not participate in the assessment program, the 784 school district must notify the student’s parent and provide the 785 parent with information regarding the implications of such 786 nonparticipation. The statewide, standardized assessment program 787 shall be designed and implemented as follows: 788 (a) Statewide, standardized comprehensive assessments.—The 789 statewide, standardized Reading assessment shall be administered 790 annually in grades 3 through 8 and grade 10. The statewide, 791 standardized Writing assessment shall be administered annually 792 at least once at the elementary, middle, and high school levels. 793 When the Reading and Writing assessments are replaced by English 794 Language Arts (ELA) assessments, ELA assessments shall be 795 administered to students in grades 3 through 8 and annually in 796 grade 10. Retake opportunities for the grade 10 Reading 797 assessmentor, upon implementation, the grade 10 ELA assessment798 must be provided. Students taking the ELA assessments mayshall799 not take the statewide, standardized assessments in Reading or 800 Writing. ELA assessments shall be administered online unless the 801 provisions of paragraph (d) are implemented. The statewide, 802 standardized Mathematics assessments shall be administered 803 annually in grades 3 through 8, and shall be administered online 804 unless the provisions of paragraph (d) are implemented. Students 805 taking a revised Mathematics assessment mayshallnot take the 806 discontinued assessment. The statewide, standardized Science 807 assessment shall be administered annually at least once at the 808 elementary and middle grades levels, and shall be administered 809 online unless the provisions of paragraph (d) are implemented. 810 In order to earn a standard high school diploma, a student who 811 has not earned a passing score on the grade 10 Reading 812 assessment or, upon implementation, the grade 10 ELA assessment 813 or, upon implementation, a grade 10 nationally recognized high 814 school assessment selected by a school district must earn a 815 passing score on the assessment retake or earn a concordant 816 score as authorized under subsection (8). 817 (b) Algebra I and Biology I End-of-course (EOC) 818 assessments.—The Algebra I and Biology I EOC assessments must be 819 statewide, standardized, and developed or approved by the 820 Department of Education.as follows:821 1. EOC assessments for Algebra I and,Geometry, Algebra II,822 Biology I, United States History, and Civicsshall be 823 administered to students enrolled in such courses as specified 824 in the course code directory. 825 2. Students enrolled in Algebra I and Biology Ia course,826as specified in the course code directory, with an associated827statewide, standardized EOC assessmentmust take the EOC 828 assessment for such course and may not take the corresponding 829 subject or grade-level statewide, standardized assessment 830 pursuant to paragraph (a). Sections 1003.4156 and 1003.4282 831 govern the use of statewide, standardized EOC assessment results 832 for students. 833 3. The commissioner may select one or more nationally 834 developed comprehensive examinations, which may include 835 examinations for a College Board Advanced Placement course, 836 International Baccalaureate course, or Advanced International 837 Certificate of Education course, or industry-approved 838 examinations to earn national industry certifications identified 839 in the CAPE Industry Certification Funding List, for use as the 840 Algebra I and Biology I EOC assessments under this paragraph if 841 the commissioner determines that the content knowledge and 842 skills assessed by the examinations meet or exceed the grade 843 level expectations for Algebra I and Biology Ithe core844curricular content established for the course in the Next845Generation Sunshine State Standards. Use of any such examination 846 as an EOC assessment must be approved by the state board in 847 rule. 8484. Contingent upon funding provided in the General849Appropriations Act, including the appropriation of funds850received through federal grants, the commissioner may establish851an implementation schedule for the development and852administration of additional statewide, standardized EOC853assessments that must be approved by the state board in rule. If854approved by the state board, student performance on such855assessments constitutes 30 percent of a student’s final course856grade.857 4.5.The Algebra I and Biology IAll statewide,858standardizedEOC assessments must be administered online except 859 as otherwise provided in paragraphsparagraph(c) and (d). 860 (c) Students with disabilities; Florida Alternate 861 Assessment.— 862 1. Each district school board must provide instruction to 863 prepare students with disabilities in the core content knowledge 864 and skills necessary for successful grade-to-grade progression 865 and high school graduation. 866 2. A student with a disability, as defined in s. 1007.02, 867 for whom the individual education plan (IEP) team determines 868 that the statewide, standardized assessments under this section 869 cannot accurately measure the student’s abilities, taking into 870 consideration all allowable accommodations, shall have 871 assessment results waived for the purpose of receiving a course 872 grade and a standard high school diploma. Such waiver shall be 873 designated on the student’s transcript. The statement of waiver 874 shall be limited to a statement that performance on an 875 assessment was waived for the purpose of receiving a course 876 grade or a standard high school diploma, as applicable. 877 3. The State Board of Education shall adopt rules, based 878 upon recommendations of the commissioner, for the provision of 879 assessment accommodations for students with disabilities and for 880 students who have limited English proficiency. 881 a. Accommodations that negate the validity of a statewide, 882 standardized assessment are not allowed during the 883 administration of the assessment. However, instructional 884 accommodations are allowed in the classroom if identified in a 885 student’s IEP. Students using instructional accommodations in 886 the classroom that are not allowed on a statewide, standardized 887 assessment may have assessment results waived if the IEP team 888 determines that the assessment cannot accurately measure the 889 student’s abilities. 890 b. If a student is provided with instructional 891 accommodations in the classroom that are not allowed as 892 accommodations for statewide, standardized assessments, the 893 district must inform the parent in writing and provide the 894 parent with information regarding the impact on the student’s 895 ability to meet expected performance levels. A parent must 896 provide signed consent for a student to receive classroom 897 instructional accommodations that would not be available or 898 permitted on a statewide, standardized assessment and 899 acknowledge in writing that he or she understands the 900 implications of such instructional accommodations. 901 c. If a student’s IEP states that online administration of 902 a statewide, standardized assessment will significantly impair 903 the student’s ability to perform, the assessment shall be 904 administered in hard copy. 905 4. For students with significant cognitive disabilities, 906 the Department of Education shall provide for implementation of 907 the Florida Alternate Assessment to accurately measure the core 908 curricular content established in the Next Generation Sunshine 909 State Standards. 910 5. The Department of Education may expand the languages in 911 which statewide, standardized assessments are administered. A 912 school district shall be provided such assessments at no cost. 913 (d) Nonelectronic option.—The commissioner shall provide an 914 alternative, nonelectronic option for the administration of the 915 ELA statewide, standardized assessment, including Writing; the 916 nationally recognized assessment approved pursuant to s. 917 1008.223; the Mathematics statewide, standardized assessment; 918 and the Algebra I and Biology I EOC assessments. The 919 commissioner shall provide the nonelectronic option to reduce 920 the time spent on assessments; increase instructional time for 921 students; and ensure that students demonstrate more successfully 922 a mastery of the standards being measured, that students have 923 the time to develop the word processing and computer skills 924 necessary to take any statewide, standardized assessment, and 925 that school districts have the capacity on both the school and 926 district levels to administer the assessments online. 927 (e)(d)Implementation schedule.— 928 1. The Commissioner of Education shall establish and 929 publish on the department’s website an implementation schedule 930 to transition from the statewide, standardized Reading and 931 Writing assessments to the ELA assessments and to the revised 932 Mathematics assessments, including the Algebra Iand Geometry933 EOC assessmentassessments. The schedule must take into 934 consideration funding, sufficient field and baseline data, 935 access to assessments, instructional alignment, and school 936 district readiness to administer the assessments online. All 937 such assessments must be delivered through computer-based 938 testing, however, the following assessments must be delivered in 939 a computer-based format, as follows: the grade 3 ELA assessment, 940 beginning in the 2017-2018 school year; the grade 3 Mathematics 941 assessment beginning in the 2016-2017 school year; the grade 4 942 ELA assessment, beginning in the 2015-2016 school year; and the 943 grade 4 Mathematics assessment, beginning in the 2016-2017 944 school year. 945 2. The Department of Education shall publish minimum and 946 recommended technology requirements that include specifications 947 for hardware, software, networking, security, and broadband 948 capacity to facilitate school district compliance with the 949 requirement that assessments be administered online. 950 (f)(e)Assessment scores and achievement levels.— 951 1. TheAllstatewide, standardized Algebra I EOC assessment 952assessmentsand ELA, Mathematics, and Science assessments shall 953 use scaled scores and achievement levels. Achievement levels 954 shall range from 1 through 5, with level 1 being the lowest 955 achievement level, level 5 being the highest achievement level, 956 and level 3 indicating satisfactory performance on an 957 assessment. 958 2. The state board shall designate by rule a passing score 959 for each statewide, standardized assessment. 960 3. If the commissioner seeks to revise a statewide, 961 standardized assessment and the revisions require the state 962 board to modify performance level scores, including the passing 963 score, the commissioner shall provide a copy of the proposed 964 scores and implementation plan to the President of the Senate 965 and the Speaker of the House of Representatives at least 90 days 966 before submission to the state board for review. Until the state 967 board adopts the modifications by rule, the commissioner shall 968 use calculations for scoring the assessment that adjust student 969 scores on the revised assessment for statistical equivalence to 970 student scores on the former assessment. The state board shall 971 adopt by rule the passing score for the revised assessment that 972 is statistically equivalent to the passing score on the 973 discontinued assessment for a student who is required to attain 974 a passing score on the discontinued assessment. The commissioner 975 may, with approval of the state board, discontinue 976 administration of the former assessment upon the graduation, 977 based on normal student progression, of students participating 978 in the final regular administration of the former assessment. If 979 the commissioner revises a statewide, standardized assessment 980 and the revisions require the state board to modify the passing 981 score, only students taking the assessment for the first time 982 after the rule is adopted are affected. 983 (g)(f)Prohibited activities.—A district school board shall 984 prohibit each public school from suspending a regular program of 985 curricula for purposes of administering practice assessments or 986 engaging in other assessment-preparation activities for a 987 statewide, standardized assessment. However, a district school 988 board may authorize a public school to engage in the following 989 assessment-preparation activities: 990 1. Distributing to students sample assessment books and 991 answer keys published by the Department of Education. 992 2. Providing individualized instruction in assessment 993 taking strategies, without suspending the school’s regular 994 program of curricula, for a student who scores Level 1 or Level 995 2 on a prior administration of an assessment. 996 3. Providing individualized instruction in the content 997 knowledge and skills assessed, without suspending the school’s 998 regular program of curricula, for a student who scores Level 1 999 or Level 2 on a prior administration of an assessment or a 1000 student who, through a diagnostic assessment administered by the 1001 school district, is identified as having a deficiency in the 1002 content knowledge and skills assessed. 1003 4. Administering a practice assessment or engaging in other 1004 assessment-preparation activities that are determined necessary 1005 to familiarize students with the organization of the assessment, 1006 the format of assessment items, and the assessment directions or 1007 that are otherwise necessary for the valid and reliable 1008 administration of the assessment, as set forth in rules adopted 1009 by the State Board of Education with specific reference to this 1010 paragraph. 1011 (h)(g)Contracts for assessments.— 1012 1. The commissioner shall provide for the assessments to be 1013 developed or obtained, as appropriate, through contracts and 1014 project agreements with private vendors, public vendors, public 1015 agencies, postsecondary educational institutions, or school 1016 districts. 1017 2. The commissioner shall implement s. 1008.223, relating 1018 to the selection by school districts of a nationally recognized 1019 high school assessment as an alternate assessment for high 1020 school. 1021 3. The commissioner may enter into contracts for the 1022 continued administration of the assessments authorized and 1023 funded by the Legislature. Contracts may be initiated in 1 1024 fiscal year and continue into the next fiscal year and may be 1025 paid from the appropriations of either or both fiscal years. The 1026 commissioner may negotiate for the sale or lease of tests, 1027 scoring protocols, test scoring services, and related materials 1028 developed pursuant to law. 1029 4.2.A student’s performance results on statewide, 1030 standardized assessments, Algebra I and Biology I EOC 1031 assessments, and Florida Alternative Assessments administered 1032 pursuant to this subsection must be provided to the student’s 1033 teachers and parents within 30 days or by the end of the school 1034 year, whichever occurs earlier, unless the commissioner 1035 determines that extenuating circumstances exist and reports the 1036 extenuating circumstances to the State Board of Education and to 1037 school districts. This subparagraph does not apply to existing 1038 contracts for such assessments, but appliesshall applyto new 1039 contracts and any renewal of existing contracts for such 1040 assessments. The Department of Education shall conduct a study 1041 to identify barriers to and make recommendations for improving 1042 student performance results within 72 hours after completion of 1043 all statewide, standardized assessments, the Algebra I and 1044 Biology I EOC assessments, and any nationally recognized high 1045 school assessment selected by a school district as an alternate 1046 assessment pursuant to s. 1008.223. Recommendations may include 1047 modification of assessment administration for students with 1048 disabilities. A report of the study shall be submitted to the 1049 State Board of Education, the Governor, the President of the 1050 Senate, and the Speaker of the House of Representatives no later 1051 than January 31, 2018. 1052 5. The administration of the statewide, standardized ELA 1053 and Mathematics assessments in grades 3 through 8 may not occur 1054 earlier than the last 4 weeks of school. 1055 6.3.If liquidated damages are applicable, the department 1056 shall collect liquidated damages that are due in response to the 1057 administration of the spring 2015 computer-based assessments of 1058 the department’s Florida Standards Assessment contract with 1059 American Institutes for Research, and expend the funds to 1060 reimburse parties that incurred damages. 1061 (4) SCHOOL PARTICIPATION IN THE STATEWIDE, STANDARDIZED 1062 ASSESSMENT PROGRAM.—Each public school shall participate in the 1063 statewide, standardized assessment program in accordance with 1064 the assessment and reporting schedules and the minimum and 1065 recommended technology requirements published by the 1066 Commissioner of Education. A district school superintendent 1067 shall notify the commissioner of the schools that will use a 1068 nonelectronic option, and the commissioner shall provide an 1069 alternative, nonelectronic option to the school district for the 1070 successful and timely administration of the statewide, 1071 standardized assessments and the reporting of assessment results 1072 to the Department of Education, as specified in paragraph 1073 (3)(d). District school boards mayshallnot establish school 1074 calendars that conflict with or jeopardize implementation of the 1075 assessment program. All district school boards shall report 1076 assessment results using the state management information 1077 system. Performance data shall be analyzed and reported to 1078 parents, the community, and the state. Student performance data 1079 shall be used by districts in developing objectives for the 1080 school improvement plan, evaluating instructional personnel and 1081 administrative personnel, assigning staff, allocating resources, 1082 acquiring instructional materials and technology, implementing 1083 performance-based budgeting, and promoting and assigning 1084 students to educational programs. The analysis of student 1085 performance data must also identify strengths and needs in the 1086 educational program and trends over time. The analysis must be 1087 used in conjunction with the budgetary planning processes 1088 developed pursuant to s. 1008.385 and the development of 1089 remediation programs. 1090 (5) REQUIRED ANALYSES.—The commissioner shall provide, at a 1091 minimum, statewide, standardized assessment data analysis 1092 showing student achievement levels and Learning Gains by 1093 teacher, school, and school district. As part of the analysis, 1094 the commissioner shall provide all of the following information 1095 to school districts for student achievement levels and Learning 1096 Gains on each statewide, standardized assessment: 1097 (a) The percent of correct items by cognitive complexity. 1098 (b) The percent of correct items for each measured 1099 standard. 1100 (c) The identification of each standard measured on the 1101 assessment. 1102 (d) At item analysis of the standard measured on each 1103 assessment. 1104 (e) The reading level at which each reading assessment is 1105 administered. 1106 (7) ASSESSMENT SCHEDULES AND REPORTING OF RESULTS.— 1107 (a) The Commissioner of Education shall establish schedules 1108 for the administration of statewide, standardized assessments 1109 and the reporting of student assessment results. The 1110 commissioner shall consider the observance of religious and 1111 school holidays when developing the schedules. The assessment 1112 and reporting schedules must provide the earliest possible 1113 reporting of student assessment results to the school districts, 1114 consistent with the requirements of paragraph (3)(h)(3)(g). 1115 Assessment results for the statewide, standardized ELA and 1116 Mathematics assessments and theallstatewide, standardized 1117 Algebra I and Biology I EOC assessments must be made available 1118 no later than the week of June 8, except for results of 1119 assessments administered in the 2014-2015 school year. School 1120 districts shall administer statewide, standardized assessments 1121 in accordance with the schedule established by the commissioner. 1122 (e) The Algebra I and Biology IA statewide, standardized1123 EOC assessmentsassessmentmust be used as the final cumulative 1124 examination for its associated course. No additional final 1125 assessment may be administered in an Algebra I or Biology Ia1126 coursewith a statewide, standardized EOC assessment. A 1127 district-required local assessment may be used as the final 1128 cumulative examination for its associated course in accordance 1129 with the school district’s policy. 1130 (11) REPORTS.—The Department of Education shall annually 1131 provide a report to the Governor, the President of the Senate, 1132 and the Speaker of the House of Representatives which shall 1133 include the following: 1134 (g) A summary of the analysis required under subsection 1135 (5). 1136 Section 6. Section 1008.223, Florida Statutes, is created 1137 to read: 1138 1008.223 Selection of a nationally recognized alternate 1139 high school assessment.— 1140 (1) PURPOSE.— 1141 (a) This section provides a school district the option of 1142 selecting a nationally recognized high school assessment in lieu 1143 of administering the Florida Standards Assessment to students in 1144 grade 10, and is in compliance with the federal Every Student 1145 Succeeds Act provisions authorizing the selection by a school 1146 district of a nationally recognized high school assessment to 1147 administer as an alternate assessment in high school. 1148 (b) The student assessment program in high school must be 1149 implemented in a way that does not substantially disrupt 1150 instruction to students or displace students from using a 1151 classroom computer that is needed for instruction. The 1152 assessment results must be returned within 30 days after 1153 administration of the assessment or by the end of the school 1154 year, whichever occurs earlier, to allow a student and parent to 1155 know whether the student is achieving at grade level and to 1156 allow the school district to make more timely decisions 1157 regarding promotion, retention, summer school placement, and 1158 scheduling for the next school year. A nationally recognized 1159 high school assessment that is substantially aligned with the 1160 applicable state standards will allow a parent to know how a 1161 student compares nationally and even internationally. 1162 (2) RESPONSIBILITIES OF THE COMMISSIONER OF EDUCATION.—In 1163 addition to the requirements of s. 1008.22, the commissioner 1164 shall provide an approved list of nationally recognized high 1165 school assessments from which a school district may select as an 1166 alternate assessment to administer to students in grade 10 for 1167 English Language Arts in lieu of the Florida Standards 1168 Assessment. 1169 (a) The nationally recognized high school assessment must 1170 meet all of the following requirements: 1171 1. Be available to school districts no later than the 2018 1172 2019 school year; 1173 2. Be substantially aligned with the Next Generation 1174 Sunshine State Standards; 1175 3. Provide for differentiation and comparability between 1176 schools and districts; 1177 4. Provide the same or additional accommodations to 1178 students with disabilities and other students which are provided 1179 for the Florida Standards Assessment and other statewide, 1180 standardized assessments; 1181 5. Meet applicable assessment security requirements 1182 determined by the commissioner for the state and for school 1183 districts; 1184 6. Meet reasonable technical specification requirements 1185 determined by the commissioner which allow for implementation by 1186 the state and by school districts; and 1187 7. Satisfy any threshold legal requirement, including, but 1188 not limited to, the standard set forth in Debra P. v. 1189 Turlington, 474 F. Supp. 244 (M.D. Fla. 1979). 1190 (b) The commissioner must use an invitation to negotiate, 1191 as defined in s. 287.012, to fulfill the requirements of this 1192 section. The commissioner must require each entity that responds 1193 to an invitation to negotiate to include information 1194 demonstrating compliance with paragraph (a). 1195 (c) The commissioner shall consult with and receive 1196 recommendations for alternate assessments from education 1197 stakeholders, including district school superintendents, testing 1198 and measurement administrators, curriculum directors, 1199 principals, teachers, and other educators who have experience 1200 and expertise in the administration of high school assessments. 1201 (d) The nationally recognized high school assessment, if 1202 administered, satisfies the high school graduation requirements 1203 contained in s. 1003.4282. 1204 (3) RESPONSIBILITIES OF SCHOOL DISTRICTS.—A district school 1205 superintendent may recommend, and the school board may approve, 1206 the administration of the state-approved nationally recognized 1207 high school assessment to be administered in lieu of the Florida 1208 Standards Assessment in grade 10. Administrators, teachers, and 1209 parents of high school students must be notified at the 1210 beginning of each school year that an assessment other than the 1211 Florida Standards Assessment will be administered in grade 10. 1212 Section 7. Paragraph (a) of subsection (8) of section 1213 1008.25, Florida Statutes, is amended to read: 1214 1008.25 Public school student progression; student support; 1215 reporting requirements.— 1216 (8) ANNUAL REPORT.— 1217 (a) In addition to the requirements in paragraph (5)(b), 1218 each district school board must annually report to the parent of 1219 each student the progress of the student toward achieving state 1220 and district expectations for proficiency in English Language 1221 Arts, science, social studies, and mathematics. The district 1222 school board must report to the parent the student’s results on 1223 each statewide, standardized assessment. The report must include 1224 the results of the analysis required under s. 1008.22(5). The 1225 evaluation of each student’s progress must be based upon the 1226 student’s classroom work, observations, tests, district and 1227 state assessments, and other relevant information. Progress 1228 reporting must be provided to the parent in writing in a format 1229 adopted by the district school board. 1230 Section 8. Paragraph (b) of subsection (1), paragraphs (a) 1231 and (b) of subsection (3), and subsections (4), (6), and (7) of 1232 section 1008.34, Florida Statutes, are amended to read: 1233 1008.34 School grading system; school report cards; 1234 district grade.— 1235 (1) DEFINITIONS.—For purposes of the statewide, 1236 standardized assessment program and school grading system, the 1237 following terms are defined: 1238 (b) “Learning Gains,” “annual learning gains,” or “student 1239 learning gains” means the degree of student learning growth 1240 occurring from one school year to the next as required by state 1241 board rule for purposes of calculating school grades under this 1242 section. For the purpose of school grades, maintaining 1243 achievement level 3, level 4, or level 5 or increasing such 1244 achievement level constitutes Learning Gains. 1245 (3) DESIGNATION OF SCHOOL GRADES.— 1246 (a) Each school must assess at least 95 percent of its 1247 eligible students, except as provided under s. 1008.341 for 1248 alternative schools. Each school shall receive a school grade 1249 based on theschool’sperformance on the components listed in 1250 subparagraphs (b)1. and 2. If a school does not have at least 10 1251 students with complete data for one or more of the components 1252 listed in subparagraphs (b)1. and 2., those components may not 1253 be used in calculating the school’s grade. In addition to 1254 statewide, standardized assessments, a school grade shall be 1255 based on any nationally recognized high school assessment used 1256 pursuant to s. 1008.223, an assessment used for concordant 1257 scores pursuant to s. 1008.22(8), and any comparative score for 1258 an end-of-course assessment used pursuant to s. 1008.22(9). The 1259 grades for acceleration courses taken in middle school must also 1260 be reflected in the school grade for the high school to which 1261 the student will transfer. 1262 1. An alternative school may choose to receive a school 1263 grade under this section or a school improvement rating under s. 1264 1008.341. For charter schools that meet the definition of an 1265 alternative school pursuant to State Board of Education rule, 1266 the decision to receive a school grade is the decision of the 1267 charter school governing board. 1268 2. A school that serves any combination of students in 1269 kindergarten through grade 3 and that does not receive a school 1270 grade because its students are not tested and included in the 1271 school grading system shall receive the school grade designation 1272 of a K-3 feeder pattern school identified by the Department of 1273 Education and verified by the school district. A school feeder 1274 pattern exists if at least 60 percent of the students in the 1275 school serving a combination of students in kindergarten through 1276 grade 3 are scheduled to be assigned to the graded school. 1277 3. If a collocated school does not earn a school grade or 1278 school improvement rating for the performance of its students, 1279 the student performance data of all schools operating at the 1280 same facility must be aggregated to develop a school grade that 1281 will be assigned to all schools at that location. A collocated 1282 school is a school that has its own unique master school 1283 identification number, provides for the education of each of its 1284 enrolled students, and operates at the same facility as another 1285 school that has its own unique master school identification 1286 number and provides for the education of each of its enrolled 1287 students. 1288 (b)1. Beginning with the 2014-2015 school year, a school’s 1289 grade shall be based on the following components, each worth 100 1290 points: 1291 a. The percentage of eligible students passing statewide, 1292 standardized assessments in English Language Arts under s. 1293 1008.22(3). 1294 b. The percentage of eligible students passing statewide, 1295 standardized assessments in mathematics under s. 1008.22(3). 1296 c. The percentage of eligible students passing statewide, 1297 standardized assessments in science under s. 1008.22(3). 1298d. The percentage of eligible students passing statewide,1299standardized assessments in social studies under s. 1008.22(3).1300 d.e.The percentage of eligible students who make Learning 1301 Gains in English Language Arts as measured by statewide, 1302 standardized assessments administered under s. 1008.22(3). 1303 e.f.The percentage of eligible students who make Learning 1304 Gains in mathematics as measured by statewide, standardized 1305 assessments administered under s. 1008.22(3). 1306 f.g.The percentage of eligible students in the lowest 25 1307 percent in English Language Arts, as identified by prior year 1308 performance on statewide, standardized assessments, who make 1309 Learning Gains as measured by statewide, standardized English 1310 Language Arts assessments administered under s. 1008.22(3). 1311 g.h.The percentage of eligible students in the lowest 25 1312 percent in mathematics, as identified by prior year performance 1313 on statewide, standardized assessments, who make Learning Gains 1314 as measured by statewide, standardized Mathematics assessments 1315 administered under s. 1008.22(3). 1316 h.i.For schools consistingcomprisedof middle grades 6 1317 through 8 or grades 7 and 8, the percentage of eligible students 1318 passing high school level statewide, standardized end-of-course 1319 assessments or attaining national industry certifications 1320 identified in the CAPE Industry Certification Funding List 1321 pursuant to rules adopted by the State Board of Education. 1322 1323 In calculating Learning Gains for the components listed in sub 1324 subparagraphs d.-g.e.-h., the State Board of Education shall 1325 require that learning growth toward achievement levels 3, 4, and 1326 5 is demonstrated by students who scored below or remained at 1327 achievement level 3, level 4, or level 5each of those levelsin 1328 the prior year. In calculating the components in sub 1329 subparagraphs a.-c.a.-d., the state board shall include the 1330 performance of English language learners only if they have been 1331 enrolled in a school in the United States for more than 2 years. 1332 2. For a school consistingcomprisedof grades 9, 10, 11, 1333 and 12, or grades 10, 11, and 12, the school’s grade shall also 1334 be based on the following components, each worth 100 points: 1335 a. The 4-year high school graduation rate of the school as 1336 defined by state board rule. 1337 b. The percentage of students who were eligible to earn 1338 college and career credit through College Board Advanced 1339 Placement examinations, International Baccalaureate 1340 examinations, dual enrollment courses, or Advanced International 1341 Certificate of Education examinations; or who, at any time 1342 during high school, earned national industry certification 1343 identified in the CAPE Industry Certification Funding List, 1344 pursuant to rules adopted by the state board. 1345 (4) SCHOOL REPORT CARD.—The Department of Education shall 1346 annually develop, in collaboration with the school districts, a 1347 school report card to be provided by the school district to 1348 parents within the district. The report card shall include the 1349 school’s grade; student performance in English Language Arts, 1350 mathematics and,science, and social studies; information 1351 regarding school improvement; an explanation of school 1352 performance as evaluated by the federal Elementary and Secondary 1353 Education Act (ESEA), 20 U.S.C. ss. 6301 et seq.; and indicators 1354 of return on investment. The report card must incorporate the 1355 summary results of the analysis required in s. 1008.22(5). Each 1356 school’s report card shall be published annually by the 1357 department on its website based upon the most recent data 1358 available. 1359 (6) 2018-2019 SCHOOL GRADE CALCULATION.— 1360 (a) Beginning with the 2018-2019 school year, the school’s 1361 grade shall also be based on the following components: 1362 1. The extended-year adjusted cohort graduation rate for 1363 schools consisting of grades 9, 10, 11, and 12, or grades 10, 1364 11, and 12. 1365 2. At least one indicator of school quality or student 1366 access which is measurable and may include, but is not limited 1367 to, student engagement; educator engagement; student access to 1368 and completion of advanced coursework, postsecondary readiness, 1369 school climate and safety; student attendance; or student 1370 persistence, for at least 10 percent of the school grade. 1371 (b) Learning Gains shall be calculated in English Language 1372 Arts for students who take the statewide, standardized 1373 assessment or the approved nationally recognized high school 1374 assessment. The Learning Gains shall be calculated based on the 1375 performance on the English Language Arts assessments 1376 administered in grade 8 under s. 1008.22(3). 1377 (c) The commissioner shall develop models that may be used 1378 for differentiation and comparability between schools and 1379 districts that use an approved nationally recognized high school 1380 assessment pursuant to s. 1008.223. 1381 (7) RULES.—The State Board of Education shall adopt rules 1382 under ss. 120.536(1) and 120.54 to administer this section. 1383(7) TRANSITION.—School grades pursuant to this section and1384school improvement ratings pursuant to s. 1008.341 for the 201313852014 school year shall be calculated based on statutes and rules1386in effect on June 30, 2014. To assist in the transition to 201413872015 school grades and school improvement ratings, calculated1388based on new statewide, standardized assessments administered1389pursuant to s. 1008.22, the 2014-2015 school grades and school1390improvement ratings shall serve as an informational baseline for1391schools to work toward improved performance in future years.1392Accordingly, notwithstanding any other provision of law:1393(a) A school may not be required to select and implement a1394turnaround option pursuant to s. 1008.33 in the 2015-2016 school1395year based on the school’s 2014-2015 grade or school improvement1396rating under s. 1008.341, as applicable. The benefits of s.13971008.33(4)(c), relating to a school being released from1398implementation of the turnaround option, and s. 1008.33(4)(d),1399relating to a school implementing strategies identified in its1400school improvement plan, apply to a school using turnaround1401options pursuant to s. 1008.33 which improves at least one1402letter grade during the 2014-2015 school year.1403(b)1. A school or approved provider under s. 1002.45 which1404receives the same or a lower school grade or school improvement1405rating for the 2014-2015 school year compared to the 2013-20141406school year is not subject to sanctions or penalties that would1407otherwise occur as a result of the 2014-2015 school grade or1408rating. A charter school system or a school district designated1409as high performing may not lose the designation based on the14102014-2015 school grades of any of the schools within the charter1411school system or school district, as applicable.14122. The Florida School Recognition Program established under1413s. 1008.36 shall continue to be implemented as otherwise1414provided in the General Appropriations Act.1415(c) Until such time as an independent verification of the1416psychometric validity of the statewide, standardized assessments1417first implemented in 2014-2015 is provided, for purposes of1418grade 3 English Language Arts student performance and high1419school graduation requirements pursuant to s. 1003.4282, student1420performance on the 2014-2015 statewide, standardized assessments1421shall be linked to 2013-2014 student performance expectations.1422Students who score in the bottom quintile on the 2014-2015 grade14233 English Language Arts assessment shall be identified as1424students at risk of retention. School districts must notify1425parents of such students, provide evidence as outlined in s.14261008.25(6)(b), and provide the appropriate intervention and1427support services for student success in grade 4.1428 1429This subsection is repealed July 1, 2017.1430 Section 9. Paragraph (d) is added to subsection (5) of 1431 section 1008.345, Florida Statutes, to read: 1432 1008.345 Implementation of state system of school 1433 improvement and education accountability.— 1434 (5) The commissioner shall report to the Legislature and 1435 recommend changes in state policy necessary to foster school 1436 improvement and education accountability. The report shall 1437 include: 1438 (d) The results of the analysis required under s. 1439 1008.22(5). 1440 1441 School reports shall be distributed pursuant to this subsection 1442 and s. 1001.42(18)(c) and according to rules adopted by the 1443 State Board of Education. 1444 Section 10. Paragraphs (b) and (c) of subsection (1), 1445 paragraph (a) of subsection (3), and subsections (6) through (9) 1446 of section 1012.34, Florida Statutes, are amended to read: 1447 1012.34 Personnel evaluation procedures and criteria.— 1448 (1) EVALUATION SYSTEM APPROVAL AND REPORTING.— 1449 (b)The department must approve each school district’s1450instructional personnel and school administrator evaluation1451systems.The department shall monitor each district’s 1452 implementation of its instructional personnel and school 1453 administrator evaluation systems for compliance with the 1454 requirements of this section. 1455 (c) Annually, by February 1, the Commissioner of Education 1456 shall publish on the department’s website the status of each 1457 school district’s instructional personnel and school 1458 administrator evaluation systems. This information must include:14591.performance evaluation results for the prior school year 1460 for instructional personnel and school administrators using the 1461 four levels of performance specified in paragraph (2)(e). The 1462 performance evaluation results for instructional personnel shall 1463 be disaggregated by classroom teachers, as defined in s. 1464 1012.01(2)(a), excluding substitute teachers, and all other 1465 instructional personnel, as defined in s. 1012.01(2)(b)-(d). 14662. An analysis that compares performance evaluation results1467calculated by each school district to indicators of performance1468calculated by the department using the standards for performance1469levels adopted by the state board under subsection (8).14703. Data reported under s. 1012.341.1471 (3) EVALUATION PROCEDURES AND CRITERIA.—Instructional 1472 personnel and school administrator performance evaluations must 1473 be based upon the performance of students assigned to their 1474 classrooms or schools, as provided in this section. Pursuant to 1475 this section, a school district’s performance evaluation system 1476 is not limited to basing unsatisfactory performance of 1477 instructional personnel and school administrators solely upon 1478 student performance, but may include other criteria to evaluate 1479 instructional personnel and school administrators’ performance, 1480 or any combination of student performance and other criteria. 1481 Evaluation procedures and criteria must comply with, but are not 1482 limited to, the following: 1483 (a) A performance evaluation must be conducted for each 1484 employee at least once a year, except that a classroom teacher, 1485 as defined in s. 1012.01(2)(a), excluding substitute teachers, 1486 who is newly hired by the district school board must be observed 1487 and evaluated at least twice in the first year of teaching in 1488 the school district. The performance evaluation must be based 1489 upon sound educational principles and contemporary research in 1490 effective educational practices. The evaluation criteria must 1491 include: 1492 1. Performance of students.—At least one-third of a 1493 performance evaluation must be based upon data and indicators of 1494 student performancein accordance with subsection (7).This1495portion of the evaluation must include growth or achievement1496data of the teacher’s students or, for a school administrator,1497the students attending the school over the course of at least 31498years. If less than 3 years of data are available, the years for1499which data are available must be used. The proportion of growth1500or achievement data may be determined by instructional1501assignment.1502 2. Instructional practice.—For instructional personnel, the 1503 remainderat least one-thirdof the performance evaluation must 1504 be based upon instructional practice and other indicators of 1505 performance. The performance evaluation must include, but is not 1506 limited to, practices and indicators that relate to the 1507 following: 1508 a. Comprehensive knowledge of the subject taught; 1509 b. Instruction in the applicable Next Generation Sunshine 1510 State Standards with rigor and fidelity; 1511 c. The planning and delivery of instruction using 1512 technology in the classroom; 1513 d. The application of data from assessments and measures to 1514 diagnose learning needs and to use applicable instructional 1515 strategies; 1516 e. The ability to maintain appropriate classroom 1517 discipline; 1518 f. The ability to establish and maintain a positive 1519 collaborative relationship with students’ families to increase 1520 student achievement; 1521 g. Adherence to the Code of Ethics and the Principles of 1522 Professional Conduct for the Education Profession in Florida; 1523 and 1524 h. Adherence to the Florida Educator Accomplished Practices 1525 and other professional competencies, responsibilities, and 1526 requirements as established by rules of the State Board of 1527 Education and policies of the district school board. 1528 1529 Evaluation criteria used when annually observing classroom 1530 teachers, as defined in s. 1012.01(2)(a), excluding substitute 1531 teachers, must include indicators based upon each of the Florida 1532 Educator Accomplished Practices adopted by the State Board of 1533 Education. For instructional personnel who are not classroom 1534 teachers, evaluation criteria must be based upon indicators of 1535 the Florida Educator Accomplished Practices and may include 1536 specific job expectations related to student support. 1537 3. Instructional leadership.—For school administrators, the 1538 remainderat least one-thirdof the performance evaluation must 1539 be based on the Florida Principal Leadership Standards and other 1540 indicators of performanceinstructional leadership. Evaluation 1541 criteria for instructional leadership must include indicators 1542 based upon each of the leadership standards adopted by the State 1543 Board of Education under s. 1012.986, including performance 1544 measures related to the effectiveness of classroom teachers in 1545 the school, the administrator’s appropriate use of evaluation 1546 criteria and procedures, recruitment and retention of effective 1547 and highly effective classroom teachers, improvement in the 1548 percentage of instructional personnel evaluated at the highly 1549 effective or effective level, and other leadership practices 1550 that result in student learning growth. The system may include a 1551 means to give parents and instructional personnel an opportunity 1552 to provide input into the administrator’s performance 1553 evaluation. 15544. Other indicators of performance.—For instructional1555personnel and school administrators, the remainder of a1556performance evaluation may include, but is not limited to,1557professional and job responsibilities as recommended by the1558State Board of Education or identified by the district school1559board and, for instructional personnel, peer reviews,1560objectively reliable survey information from students and1561parents based on teaching practices that are consistently1562associated with higher student achievement, and other valid and1563reliable measures of instructional practice.1564 (6) ANNUAL REVIEW OF AND REVISIONS TO THE SCHOOL DISTRICT 1565 EVALUATION SYSTEMS.—The district school board shall establish a 1566 procedure for annually reviewing instructional personnel and 1567 school administrator evaluation systems to determine compliance 1568 with this section. All substantial revisions to thean approved1569 system must be reviewed and approved by the district school 1570 board before being used to evaluate instructional personnel or 1571 school administrators. Upon request by a school district, the 1572 department shall provide assistance in developing, improving, or 1573 reviewing an evaluation system. 1574(7) MEASUREMENT OF STUDENT PERFORMANCE.—1575(a) The Commissioner of Education shall approve a formula1576to measure individual student learning growth on the statewide,1577standardized assessments in English Language Arts and1578mathematics administered under s. 1008.22. The formula must take1579into consideration each student’s prior academic performance.1580The formula must not set different expectations for student1581learning growth based upon a student’s gender, race, ethnicity,1582or socioeconomic status. In the development of the formula, the1583commissioner shall consider other factors such as a student’s1584attendance record, disability status, or status as an English1585language learner. The commissioner may select additional1586formulas to measure student performance as appropriate for the1587remainder of the statewide, standardized assessments included1588under s. 1008.22 and continue to select formulas as new1589assessments are implemented in the state system. After the1590commissioner approves the formula to measure individual student1591learning growth, the State Board of Education shall adopt these1592formulas in rule.1593(b) Each school district shall measure student learning1594growth using the formulas approved by the commissioner under1595paragraph (a) and the standards for performance levels adopted1596by the state board under subsection (8) for courses associated1597with the statewide, standardized assessments administered under1598s. 1008.22 no later than the school year immediately following1599the year the formula is approved by the commissioner. For grades1600and subjects not assessed by statewide, standardized1601assessments, each school district shall measure student1602performance using a methodology determined by the district.1603 (7)(8)RULEMAKING.—No later than August 1, 2015,The State 1604 Board of Education shall adopt rules pursuant to ss. 120.536(1) 1605 and 120.54 which establish uniform procedures and format for the 1606 monitoringsubmission, review, and approvalof district 1607 evaluation systems and reporting requirements for the annual 1608 evaluation of instructional personnel and school administrators;1609specific, discrete standards for each performance level required1610under subsection (2), based on student learning growth models1611approved by the commissioner, to ensure clear and sufficient1612differentiation in the performance levels and to provide1613consistency in meaning across school districts; the measurement1614of student learning growth and associated implementation1615procedures required under subsection (7); and a process for1616monitoring school district implementation of evaluation systems1617in accordance with this section. 1618(9)TRANSITION TO NEW STATEWIDE, STANDARDIZED ASSESSMENTS.1619Standards for each performance level required under subsection1620(2) shall be established by the State Board of Education1621beginning with the 2015-2016 school year.1622 Section 11. Paragraph (e) of subsection (2) of section 1623 1002.331, Florida Statutes, is amended to read: 1624 1002.331 High-performing charter schools.— 1625 (2) A high-performing charter school is authorized to: 1626 (e) Receive a modification of its charter to a term of 15 1627 years or a 15-year charter renewal. The charter may be modified 1628 or renewed for a shorter term at the option of the high 1629 performing charter school. The charter must be consistent with 1630 s. 1002.33(7)(a)20.s. 1002.33(7)(a)19.and (10)(h) and (i), is 1631 subject to annual review by the sponsor, and may be terminated 1632 during its term pursuant to s. 1002.33(8). 1633 1634 A high-performing charter school shall notify its sponsor in 1635 writing by March 1 if it intends to increase enrollment or 1636 expand grade levels the following school year. The written 1637 notice shall specify the amount of the enrollment increase and 1638 the grade levels that will be added, as applicable. If a charter 1639 school notifies the sponsor of its intent to expand, the sponsor 1640 shall modify the charter within 90 days to include the new 1641 enrollment maximum and may not make any other changes. The 1642 sponsor may deny a request to increase the enrollment of a high 1643 performing charter school if the commissioner has declassified 1644 the charter school as high-performing. If a high-performing 1645 charter school requests to consolidate multiple charters, the 1646 sponsor shall have 40 days after receipt of that request to 1647 provide an initial draft charter to the charter school. The 1648 sponsor and charter school shall have 50 days thereafter to 1649 negotiate and notice the charter contract for final approval by 1650 the sponsor. 1651 Section 12. Paragraph (b) of subsection (2) of section 1652 1012.341, Florida Statutes, is amended to read: 1653 1012.341 Exemption from performance evaluation system and 1654 compensation and salary schedule requirements.— 1655 (2) By October 1 annually, the superintendent of 1656 Hillsborough County School District shall attest, in writing, to 1657 the Commissioner of Education that: 1658 (b) The instructional personnel and school administrator 1659 evaluation systems adopt theCommissioner of Education’sstudent 1660 learning growth formula for statewide assessments as provided 1661 under s. 1012.34s. 1012.34(7). 1662 1663 This section is repealed August 1, 2017, unless reviewed and 1664 reenacted by the Legislature. 1665 Section 13. Paragraph (b) of subsection (2) of section 1666 1012.562, Florida Statutes, is amended to read: 1667 1012.562 Public accountability and state approval of school 1668 leader preparation programs.—The Department of Education shall 1669 establish a process for the approval of Level I and Level II 1670 school leader preparation programs that will enable aspiring 1671 school leaders to obtain their certificate in educational 1672 leadership under s. 1012.56. School leader preparation programs 1673 must be competency-based, aligned to the principal leadership 1674 standards adopted by the state board, and open to individuals 1675 employed by public schools, including charter schools and 1676 virtual schools. Level I programs may be offered by school 1677 districts or postsecondary institutions and lead to initial 1678 certification in educational leadership for the purpose of 1679 preparing individuals to serve as school administrators. Level 1680 II programs may be offered by school districts, build upon Level 1681 I training, and lead to renewal certification as a school 1682 principal. 1683 (2) LEVEL I PROGRAMS.— 1684 (b) Renewal of a Level I program’s approval shall be for a 1685 period of 5 years and shall be based upon evidence of the 1686 program’s continued ability to meet the requirements of 1687 paragraph (a). A postsecondary institution or school district 1688 must submit an institutional program evaluation plan in a format 1689 prescribed by the department for a Level I program to be 1690 considered for renewal. The plan must include: 1691 1. The percentage of personnel who complete the program and 1692 are placed in school leadership positions in public schools 1693 within the state. 1694 2. Results from the personnel evaluations required under s. 1695 1012.34 for personnel who complete the program. 1696 3. The passage rate of personnel who complete the program 1697 on the Florida Education Leadership Examination. 1698 4. The impact personnel who complete the program have on 1699 student learning as measured by the formulas developedby the1700commissionerpursuant to s. 1012.34s. 1012.34(7). 1701 5. Strategies for continuous improvement of the program. 1702 6. Strategies for involving personnel who complete the 1703 program, other school personnel, community agencies, business 1704 representatives, and other stakeholders in the program 1705 evaluation process. 1706 7. Additional data included at the discretion of the 1707 postsecondary institution or school district. 1708 Section 14. This act shall take effect July 1, 2017.