Bill Text: FL S1360 | 2016 | Regular Session | Comm Sub
Bill Title: Student Assessments
Spectrum: Bipartisan Bill
Status: (Introduced - Dead) 2016-03-11 - Died on Calendar, companion bill(s) passed, see CS/CS/HB 7029 (Ch. 2016-237) [S1360 Detail]
Download: Florida-2016-S1360-Comm_Sub.html
Florida Senate - 2016 CS for SB 1360 By the Committee on Education Pre-K - 12; and Senators Gaetz, Bradley, Detert, Ring, Negron, Montford, and Sobel 581-02674-16 20161360c1 1 A bill to be entitled 2 An act relating to student assessments; creating s. 3 1008.223, F.S.; providing purposes; authorizing a 4 district school board to choose to implement certain 5 rigorous alternative assessment options by a certain 6 school year; providing requirements for the rigorous 7 alternative assessment options; specifying the types 8 of exams that may be taken and the corresponding 9 substitutions or exemptions that may be earned by 10 certain students; requiring the Commissioner of 11 Education to collaborate with ACT, Inc.; requiring the 12 State Board of Education to adopt such scores in rule 13 by a specified school year; requiring a district 14 school board that chooses to implement rigorous 15 alternative assessment options to notify the 16 commissioner, students, and parents of the decision by 17 a specified date; requiring a parent to annually 18 notify the school district in writing by a certain 19 date if his or her child will take the statewide, 20 standardized assessments; requiring the state board to 21 adopt in rule adjustments to certain scores based on 22 certain recommendations; requiring rigorous 23 alternative assessment options to be available for 24 students in high school beginning in the 2016-2017 25 school year; specifying the types of industry 26 certifications and assessments that may be taken and 27 the corresponding exemptions and high school credit 28 that may be earned by a student in high school; 29 requiring the commissioner to adopt the schedule for 30 the administration of the rigorous alternative 31 assessment options; requiring student performance 32 results to be made available to district school 33 superintendents annually by a specified date; 34 providing requirements for high school credits; 35 providing proxy values to link student performance on 36 rigorous alternative assessments to certain 37 evaluations and grades; requiring the commissioner to 38 seek legislative approval for any adjustments to the 39 proxy values by a specified time; requiring the 40 commissioner to submit certain recommendations to the 41 Legislature by a specified date; requiring the 42 rigorous alternative assessment options and proxies to 43 be included in each district school board-approved 44 student progression plan and each district school 45 board-approved educator performance evaluation system 46 by a specified time; requiring the commissioner to 47 coordinate with school districts for the 48 administration of the rigorous alternative 49 assessments; requiring the Department of Education to 50 renegotiate the Florida Standards Assessment contract; 51 specifying that certain requirements do not apply to 52 the renegotiation; requiring the renegotiated contract 53 to be executed by a specified date; authorizing the 54 department to renegotiate other assessment contracts; 55 requiring the department to negotiate and contract 56 with certain entities in order to implement the 57 rigorous alternative assessments; prohibiting the 58 funding for the assessments from causing an increase 59 in a certain appropriation in the General 60 Appropriations Act; requiring each district school 61 board to publish notification of the rigorous 62 alternative assessment and student choice options on 63 its school district website; providing applicability; 64 providing for rulemaking; providing an implementation 65 schedule for the 2016-2017 school year; amending s. 66 1002.3105, F.S.; specifying that a student who attains 67 a passing score on a rigorous alternative assessment 68 may meet certain requirements; amending s. 1002.33, 69 F.S.; revising compliance requirements for charter 70 schools; amending s. 1003.4282, F.S.; requiring each 71 school district to annually notify students and 72 parents of standard high school diploma requirements 73 by a specified date; revising the online course 74 requirement; authorizing a district school board or a 75 charter school governing board to offer certain 76 additional options to meet the requirement; conforming 77 provisions to changes made by the act; amending ss. 78 1003.4285, 1003.4295, and 1003.436, F.S.; conforming 79 provisions to changes made by the act; amending s. 80 1006.28, F.S.; requiring instructional materials to be 81 consistent with the rigorous alternative assessment 82 option; requiring a district school board to make 83 certain certifications at a public meeting; amending 84 s. 1007.27, F.S.; requiring the department to identify 85 the minimum scores, maximum credit, and courses for 86 which credit is awarded for certain examinations; 87 amending ss. 1007.271 and 1011.61, F.S.; conforming 88 provisions to changes made by the act; amending s. 89 1011.62, F.S.; deleting certain bonus limits that may 90 be earned for instructing students who receive 91 specified grades on certain examinations; amending s. 92 1012.34, F.S.; requiring a classroom teacher’s 93 performance evaluation to be based on the performance 94 of certain students; amending s. 1001.42, F.S.; 95 revising the duties of a district school board; 96 requiring the commissioner to make certain requests 97 and submit certain documentation regarding the federal 98 Elementary and Secondary Education Act by a specified 99 date; requiring the commissioner to submit a report to 100 the Governor and the Legislature by a specified date; 101 providing an effective date. 102 103 Be It Enacted by the Legislature of the State of Florida: 104 105 Section 1. Section 1008.223, Florida Statutes, is created 106 to read: 107 1008.223 Rigorous alternative assessment options.— 108 (1) PURPOSE.—The purpose of this section is to enable 109 students to choose to take rigorous alternative assessments, in 110 lieu of the statewide, standardized assessments established 111 pursuant to s. 1008.22 to meet subject area, course, credit, and 112 assessment requirements for student progression and graduation. 113 It is the intent of the Legislature to preserve the statewide, 114 standardized assessments as the default common battery of 115 assessments for all students attending public schools. The 116 rigorous alternative assessments are intended to supplement the 117 statewide assessment program with valid, reliable, and respected 118 assessment options for students to demonstrate subject area and 119 grade level competency and college and career readiness. 120 Additionally, the purpose of this section is to: 121 (a) Expand the availability of rigorous alternative 122 assessment options that students take to meet requirements for 123 admission to postsecondary educational institutions or to 124 generate college credits, often at least three credit hours, so 125 that such credits also substitute for statewide, standardized 126 assessments. 127 (b) Maximize a performance-based approach that allows 128 students to generate credit based on attaining a concordant, 129 comparative, or passing score on a rigorous alternative 130 assessment without enrolling in the corresponding course to 131 demonstrate satisfactory performance in meeting the requirements 132 to earn a standard high school diploma. 133 (c) Link student performance on rigorous alternative 134 assessments to educator evaluation, school grade, school 135 improvement rating, and school district grade calculations. 136 (d) Leverage the Course Code Directory and the statewide 137 course numbering system to link assessments and courses to award 138 credit and assist the state and school districts with planning 139 and administering rigorous alternative assessments. 140 141 Nothing stated in this section shall be construed to require 142 students to take rigorous alternative assessments in addition to 143 the statewide, standardized assessments or as substitutes for 144 the Florida Alternate Assessment for students with disabilities 145 pursuant to s. 1008.22. 146 (2) DISTRICT OPTIONS FOR STUDENTS.— 147 (a) Beginning in the 2016-2017 school year, a district 148 school board may choose to implement one of the following 149 rigorous alternative assessment options or a combination of such 150 assessments as specified in this paragraph, in lieu of the 151 statewide, standardized assessments: 152 1. ACT Aspire for grades 3 through 8. If a district school 153 board chooses to administer the ACT Aspire assessments for 154 grades 3 through 8 districtwide, a student enrolled in a public 155 school within that school district must take the ACT Aspire 156 assessments to satisfy the statewide, standardized assessment 157 requirements and demonstrate subject area and grade level 158 competency in English Language Arts (ELA), mathematics, and 159 science, unless the student’s parent selects the statewide, 160 standardized assessments pursuant to s. 1008.22 for the student. 161 The commissioner must collaborate with ACT, Inc., to establish 162 ACT Aspire scores that demonstrate grade level and subject area 163 competency in ELA, mathematics, and science for grades 3 through 164 8. Before the beginning of the 2016-2017 school year, the state 165 board must adopt the scores in rule. 166 2. ACT Aspire and ACT for high school. If a district school 167 board chooses to administer the ACT Aspire assessments for 168 grades 9 and 10 and ACT districtwide, a student enrolled in a 169 public school in that school district must take the ACT Aspire 170 and ACT assessments to satisfy the statewide, standardized 171 assessment requirements and demonstrate subject area competency 172 and college and career readiness, unless the student’s parent 173 selects the statewide, standardized assessments pursuant to s. 174 1008.22 for the student. A student may take the ACT after taking 175 the ACT Aspire assessments for grades 9 and 10 or after 176 demonstrating his or her readiness to take the ACT, as 177 determined by the district school superintendent, through 178 coursework or scores on the ACT Aspire assessments. 179 a. The ACT Aspire and ACT Performance-Based Student Outcome 180 Worksheet under this sub-subparagraph shall be used to authorize 181 ACT Aspire assessment and ACT substitutions for the grade 9 and 182 grade 10 ELA assessments and the Algebra I EOC assessment. The 183 scores specified in the worksheet demonstrate grade level and 184 subject area competency in ELA and mathematics. 185 186 ACT Aspire and ACT Performance-Based Student Outcome WorksheetStudent Performance 187 Test Score Substitution 188 ACT Aspire or ACT English and Reading components426 on ACT Aspire or 17 on ACT (English and Reading Average) = Grade 9 ELA assessment 189 ACT Aspire or ACT English and Reading components428 on ACT Aspire or 18 on ACT (English and Reading Average) = Grade 9 ELA and Grade 10 ELA assessments 190 ACT Aspire or ACT Mathematics428 on ACT Aspire or 18 on ACT = Algebra I EOC assessment 191 b. The ACT Aspire and ACT Performance-Based Student Outcome 192 Worksheet under this sub-subparagraph shall be used to authorize 193 ACT Aspire and ACT as rigorous alternative assessment options 194 for granting exemptions from taking the Geometry EOC, Algebra II 195 EOC, and Biology I EOC assessments. Additionally, the worksheet 196 shall be used to authorize ACT Aspire and ACT as rigorous 197 alternative assessment options for granting exemptions from all 198 assessment requirements in order to earn a standard high school 199 diploma. The scores specified in the worksheet shall serve as 200 the basis for granting the exemptions from taking the statewide, 201 standardized assessments. 202 203 ACT Aspire and ACT Performance-Based Student Outcome WorksheetStudent Performance 204 Test Score Exemption 205 ACT Aspire or ACT Mathematics432 on ACT Aspire or 20 on ACT = Geometry EOC assessment 206 ACT Aspire or ACT Mathematics435 on ACT Aspire or 22 on ACT = Geometry EOC and Algebra II EOC assessments 207 ACT Aspire or ACT Science430 on ACT Aspire or 20 on ACT = Biology I EOC assessment 208 ACT Aspire or ACT428 on ACT Aspire or 18 on ACT (English and Reading Average); 435 on ACT Aspire or 22 on ACT Mathematics; and 430 on ACT Aspire or 20 on ACT Science = Grade 9 ELA and Grade 10 ELA, Algebra I EOC, Geometry EOC, Algebra II EOC, Biology I EOC, and United States History EOC assessments 209 3. PSAT or NMSQT, and SAT for high school. If a district 210 school board chooses to administer the PSAT or NMSQT, and SAT 211 assessments districtwide, a student enrolled in a public school 212 in that school district must take the PSAT or NMSQT, as 213 applicable, and SAT assessments to satisfy the statewide, 214 standardized assessment requirements and demonstrate subject 215 area competency and college and career readiness, unless the 216 student’s parent selects the statewide, standardized assessments 217 pursuant to s. 1008.22 for the student. A student may take the 218 SAT after taking the PSAT or NMSQT assessments or after 219 demonstrating his or her readiness to take the SAT, as 220 determined by the district school superintendent, through 221 coursework or scores on the PSAT or NMSQT assessments. 222 a. The PSAT, NMSQT, and SAT Performance-Based Student 223 Outcome Worksheet under this sub-subparagraph shall be used to 224 authorize PSAT, NMSQT, and SAT substitutions for the grade 9 and 225 grade 10 ELA assessments and the Algebra I EOC assessment. The 226 scores specified in the worksheet demonstrate grade level and 227 subject area competency in ELA and mathematics. 228 229 PSAT, NMSQT, and SAT Performance-Based Student Outcome WorksheetStudent Performance 230 Test Score Substitution 231 PSAT, NMSQT, or SAT Critical Reading and Writing64 on PSAT or NMSQT, or 640 on SAT (Critical Reading and Writing Sum) = Grade 9 ELA assessment 232 PSAT, NMSQT, or SAT Critical Reading and Writing67 on PSAT or NMSQT, or 670 on SAT (Critical Reading and Writing Sum) = Grade 9 ELA and Grade 10 ELA assessments 233 PSAT, NMSQT, or SAT Mathematics42 on PSAT or NMSQT, or 420 on SAT = Algebra I EOC assessment 234 b. The PSAT, NMSQT, and SAT Performance-Based Student 235 Outcome Worksheet under this sub-subparagraph shall be used to 236 authorize PSAT, NMSQT, and SAT as rigorous alternative 237 assessment options for granting exemptions from taking the 238 Geometry EOC and Algebra II EOC assessments. Additionally, the 239 worksheet shall be used to authorize PSAT, NMSQT, and SAT for 240 exemption from all assessment requirements in order to earn a 241 standard high school diploma. The scores specified in the 242 worksheet shall serve as the basis for granting exemptions from 243 taking the statewide, standardized assessments. 244 245 PSAT, NMSQT, and SAT Performance-Based Student Outcome WorksheetStudent Performance 246 Test Score Exemption 247 PSAT, NMSQT, or SAT Mathematics45 on PSAT or NMSQT, or 450 on SAT = Geometry EOC assessment 248 PSAT, NMSQT, or SAT Mathematics50 on PSAT or NMSQT, or 500 on SAT = Geometry EOC and Algebra II EOC assessments 249 PSAT, NMSQT, or SAT120 on PSAT or NMSQT, or 1200 on SAT (Critical Reading, Writing, and Mathematics Sum) = Grade 9 ELA and Grade 10 ELA, Algebra I EOC, Geometry EOC, Algebra II EOC, Biology I EOC, and United States History EOC assessments 250 A district school board may, pursuant to this paragraph, choose 251 any one of the rigorous alternative assessment options specified 252 under subparagraphs 1., 2., and 3. or a combination of 253 assessment options specified under subparagraphs 1. and 2. or 254 subparagraphs 1. and 3. 255 (b) A student who does not attain the score specified under 256 this subsection for exemption from taking the Geometry EOC, 257 Algebra II EOC, Biology I EOC, or United States History EOC 258 assessments must take the applicable EOC assessment after 259 completing the relevant course during that school year to meet 260 the requirements of ss. 1003.4282 and 1008.22. A student’s 261 performance on the statewide, standardized EOC assessment 262 constitutes 30 percent of the student’s final course grade 263 pursuant to s. 1003.4282, and the student must pass the Geometry 264 EOC, Algebra II EOC, Biology I EOC, and United States History 265 EOC assessments to earn the Scholar designation on the standard 266 high school diploma pursuant to s. 1003.4285. 267 (c) By July 8, 2016, for the 2016-2017 school year pursuant 268 to subsection (12) and by August 1 of each school year 269 thereafter, a district school board that selects rigorous 270 alternative assessments must identify and approve such 271 assessments for districtwide use. Accordingly, the district 272 school superintendent shall notify the commissioner, inform the 273 students and parents of the rigorous alternative assessment 274 options, and coordinate with the commissioner to arrange for the 275 administration and facilitation of such assessments. 276 (d) Annually, by August 10 of each school year, a parent 277 must notify the applicable school district, in writing, if the 278 parent selects the statewide, standardized assessments for his 279 or her child. The parent’s selection shall apply to the required 280 statewide, standardized assessments pursuant to s. 1008.22 for 281 the relevant grade level and subject area which are administered 282 during that school year. A student may not be required to take 283 an assessment if the student has satisfied the subject area, 284 course, credit, or assessment requirements, as applicable, 285 through rigorous alternative assessment options for student 286 progression and graduation. 287 (e) The state board shall adopt in rule adjustments, as 288 necessary, to the scores specified under this subsection before 289 the beginning of the 2016-2017 school year based on 290 recommendations from the commissioner; ACT, Inc.; and the 291 College Board. 292 (3) OPTIONS FOR STUDENTS IN HIGH SCHOOL.—Beginning in the 293 2016-2017 school year, rigorous alternative assessment options, 294 adopted pursuant to this subsection, must be available to 295 students statewide. A student may choose to take rigorous 296 alternative assessments without enrolling in the corresponding 297 courses. However, the student must attain a passing score on the 298 rigorous alternative assessments to meet the subject area, 299 course, credit, and assessment requirements under ss. 1002.3105, 300 1003.4282, 1003.4285, 1003.4295(3), and 1008.22. At a minimum, 301 the rigorous alternative assessment options that a student may 302 choose to take must include: 303 (a) Passing scores on nationally recognized industry 304 certifications. A student who attains national industry 305 certifications by passing industry-approved examinations for 306 such certifications is exempt from the relevant statewide, 307 standardized assessment requirements to earn a standard high 308 school diploma, as specified under this section. The Industry 309 Certifications Performance-Based Student Outcome Worksheet under 310 this paragraph shall be used to exempt a student from the 311 relevant statewide, standardized assessment based on student 312 performance on the industry-approved examinations to earn 313 national industry certifications. Annually, the state board 314 shall adopt by rule additional industry certifications that, if 315 attained by a student, shall exempt the student from the 316 relevant statewide, standardized assessment requirements. 317 318 Industry Certifications Performance-Based Student Outcome WorksheetStudent Performance 319 Industry Certification = Exemption 320 Associate Level Certified Electronic Technician = Algebra I EOC and Geometry EOC assessments 321 Autodesk Certified Professional - AutoCAD, AutoCAD Civil 3D, Inventor, Revit Architecture = Geometry EOC assessment 322 Biotechnician Assistant = Biology I EOC assessment 323 Certified Apprentice Drafter - Architectural = Geometry EOC assessment 324 Chief Architect Certified Apprentice = Geometry EOC assessment 325 Certified Dental Assistant = Biology I EOC assessment 326 Cisco Certified Network Professional = Algebra I EOC and Geometry EOC assessments 327 ComTIA A+ = Algebra I EOC and Geometry EOC assessments 328 Emergency Medical Technician = Biology I EOC assessment 329 FAA Aviation Mechanic Technician - Airframe = Algebra I EOC, Geometry EOC, and Algebra II EOC assessments 330 FAA Aviation Maintenance Technician - Powerplant = Algebra I EOC, Geometry EOC, and Algebra II EOC assessments 331 FAA Ground School = Algebra I EOC, Geometry EOC, and Algebra II EOC assessments 332 Global Logistics Associate = Algebra I EOC, Geometry EOC, and Algebra II EOC assessments 333 MSSC Certified Production Technician = Algebra I EOC, Geometry EOC, and Algebra II EOC assessments 334 Oracle Certified Associate: Database = Algebra I EOC, Geometry EOC, and Algebra II EOC assessments 335 (b) Passing scores on assessments such as: 336 1. The SAT Subject Test. The SAT Subject Test Performance 337 Based Student Outcome Worksheet under this subparagraph shall be 338 used to satisfy high school subject area, course, credit, and 339 assessment requirements, based on student performance on the SAT 340 Subject Test, as adopted in rule by the state board. 341 342 SAT Subject Test Performance-Based Student Outcome WorksheetStudent Performance 343 Test Score Exemption 344 SAT Biology-Ecological, Biology-Molecular, U.S. History, World History, Chemistry, or Physics Subject TestsPassing score on the respective SAT Subject Test = Enrolling in and completing the corresponding course and taking the corresponding EOC assessment, if applicable, to earn high school credit 345 2. College-Level Examination Program (CLEP), DSST 346 examination, or another rigorous alternative assessment. The 347 CLEP and DSST Performance-Based Student Outcome Worksheet under 348 this subparagraph shall be used to satisfy high school subject 349 area, course, credit, and assessment requirements, based on 350 student performance on the CLEP or DSST, as specified. 351 352 CLEP and DSST Performance-Based Student Outcome WorksheetStudent Performance 353 Examination Score Exemption High School Credit Award 354 CLEP College Algebra or DSST Fundamentals of College AlgebraPassing score on CLEP or DSST = Enrolling in and completing the corresponding course and taking the Algebra I EOC assessment1 Algebra I credit for any examination 355 CLEP College Algebra-TrigonometryPassing score = Enrolling in and completing the corresponding course and taking the Algebra II EOC assessment1 Algebra II credit 356 3. Advanced Placement (AP) Examination. The AP Exam 357 Performance-Based Student Outcome Worksheet under this 358 subparagraph shall be used to satisfy high school subject area, 359 course, credit, and assessment requirements, based on student 360 performance on the AP examinations, as specified. A student who 361 attains a passing score on the specified examinations must be 362 awarded one high school credit each toward the corresponding 363 courses if the student takes the examinations without enrolling 364 in the corresponding courses. 365 366 AP Exam Performance-Based Student Outcome WorksheetStudent Performance 367 Examination Score = Exemption High School Credit Award 368 AP Calculus AB, Calculus BC, or Statistics3 = Enrolling in and completing the corresponding course1 Mathematics credit for each examination 369 AP Biology 3 = Enrolling in and completing the corresponding course and taking the Biology I EOC assessment1 Biology I credit 370 AP Physics 1 or 2, or Chemistry3 = Enrolling in and completing the corresponding course1 Science credit for each examination 371 AP United States History3 = Enrolling in and completing the corresponding course and taking the United States History EOC assessment1 United States History credit 372 AP World History3 = Enrolling in and completing the corresponding course1 World History credit 373 AP United States Government and Politics3 = Enrolling in and completing the corresponding course0.5 United States Government credit 374 AP Macro Economics or AP Micro Economics3 = Enrolling in and completing the corresponding course0.5 Economics credit 375 4. Dual enrollment course and corresponding assessment. The 376 Dual Enrollment Performance-Based Student Outcome Worksheet 377 under this subparagraph shall be used to satisfy high school 378 subject area, course, credit, and assessment requirements, based 379 on student performance on the statewide, standardized EOC 380 assessment or CLEP examination corresponding to the dual 381 enrollment course, as specified. 382 383 Dual Enrollment Performance-Based Student Outcome WorksheetStudent Performance 384 Course Test Exemption High School Credit Award 385 Sequence of college-credit dual enrollment courses in Life Sciences and Biological Sciences or college-credit courses in General BiologyTake Biology I EOC assessment or CLEP General Biology = EOC assessment performance does not constitute 30 percent of the final course grade1 Biology I credit 386 Sequence of college-credit dual enrollment courses in Introductory Survey to 1877 and Introductory Survey Since 1877Take United States History EOC or CLEP History of the United States I and CLEP History of the United States II = EOC assessment performance does not constitute 30 percent of the final course grade1 United States History credit 387 If a student attains a passing score on a rigorous alternative 388 assessment under this subsection, the score must be applied 389 toward the credit requirements for electives unless the passing 390 score is applied first to meet the assessment and credit 391 requirements for ELA, mathematics, science, or social studies 392 pursuant to this paragraph. 393 (4) ASSESSMENT SCHEDULE AND REPORTING OF RESULTS.—The 394 commissioner must adopt within the assessment schedule pursuant 395 to s. 1008.22 the assessment schedule for the administration of 396 rigorous alternative assessment options. To the extent possible, 397 the commissioner shall consider the semester calendars of public 398 colleges and universities in the state to accommodate and 399 maximize the availability of assessment options for dual 400 enrollment students. Student performance on rigorous alternative 401 assessments must be made available to the district school 402 superintendents by August 1 of each year. 403 (5) CREDIT REQUIREMENTS.—The following authorizations apply 404 to credit earned through rigorous alternative assessment options 405 pursuant to this section: 406 (a) The credit earned by a student passing a rigorous 407 alternative assessment is exempt from the minimum instructional 408 hour requirements under s. 1003.436. 409 (b) A school district must award one credit, or as 410 otherwise authorized under this section, for each rigorous 411 alternative assessment or statewide, standardized assessment 412 that a student passes, without requiring the student to enroll 413 in or complete the corresponding coursework, as authorized under 414 the Credit Acceleration Program pursuant to s. 1003.4295(3). 415 (6) PROXIES.—Before the beginning of the 2016-2017 school 416 year, the commissioner shall collaborate with ACT, Inc., and the 417 College Board to establish proxy values for linking student 418 performance on rigorous alternative assessments to educator 419 performance evaluation, school grade, school improvement rating, 420 and school district grade calculations. Such proxy values for 421 applicability statewide must be approved by the state board. The 422 commissioner must seek the Legislature’s approval for the state 423 board-approved proxy values under this subsection during the 424 2017 regular session. Additionally, by December 31, 2016, the 425 commissioner shall submit to the President of the Senate and the 426 Speaker of the House of Representatives statutory 427 recommendations for improving the implementation of this 428 section. 429 (7) AVAILABILITY.— 430 (a) Rigorous alternative assessment options specifically 431 outlined under this section and other options must be adopted by 432 the state board in rule. Beginning no later than the 2016-2017 433 school year, a school district must clearly identify the 434 available rigorous alternative assessment options pursuant to 435 this section in each district school board-approved student 436 progression plan, and the proxies established pursuant to 437 subsection (6) must be included in each district school board 438 approved educator performance evaluation system. 439 (b) Pursuant to s. 1008.22, the commissioner shall 440 coordinate with the school districts to provide for the 441 administration of rigorous alternative assessments by school 442 districts or through contracts with private vendors, public 443 vendors, public agencies, or postsecondary educational 444 institutions. 445 (8) STATEWIDE ASSESSMENT CONTRACTS.— 446 (a) The Department of Education shall immediately 447 renegotiate the Florida Standards Assessment contract with 448 American Institutes for Research, Contract Number 14-652, to 449 implement this section, including, but not limited to, reducing 450 the contract amount to fund the contracts executed pursuant to 451 paragraph (c). The competitive procurement requirements in s. 452 287.057 do not apply to contract renegotiations pursuant to this 453 paragraph. 454 1. The department shall ensure the renegotiated contract 455 fully implements s. 1008.22 and this section. The department’s 456 priority, for any reductions to the scope of work which are 457 demanded by American Institutes for Research to implement this 458 section, is to minimize student disruption. 459 2. The renegotiated contract shall be executed by May 27, 460 2016. 461 3. The renegotiated contract should not result in an 462 increase in price per assessment or any other price increases. 463 4. The department may not use any funds to restore the loss 464 of funds pursuant to this subsection to Contract Number 14-652. 465 (b) The department may also renegotiate other existing 466 assessment contracts, such as the Florida Comprehensive 467 Assessment Test retake contract; the Florida Assessments for 468 Instruction in Reading assessment contract; the statewide end 469 of-course assessment contracts; and grants to school districts 470 for test development, so that funds shall be available for the 471 administration of the rigorous alternative assessments. 472 (c) The department shall negotiate and contract with 473 entities such as ACT, Inc., and the College Board to implement 474 this section. The competitive procurement requirements in s. 475 287.057 do not apply to contracts executed pursuant to this 476 paragraph. The department shall ensure that: 477 1. The contracts are executed in sufficient time for this 478 section to be fully implemented in the 2016-2017 school year. 479 2. All contracts pursuant to this paragraph fully implement 480 this section. 481 3. It obtains the lowest possible total contract price and 482 price per assessment. In obtaining the lowest possible price, 483 the department shall use the lowest pricing offered by the 484 vendor in this state and in other states that reasonably matches 485 the contract’s scope of work. 486 (d) For 2016-2017, funding for the rigorous alternative 487 assessments may not cause an increase in the Assessment and 488 Evaluation appropriation in the General Appropriations Act. 489 Funds made available as a result of renegotiated statewide, 490 standardized assessment and other assessment contracts in 491 paragraphs (a) and (b) shall be used to provide funding for the 492 alternative assessment contracts in paragraph (c). 493 (9) NOTIFICATION.—By September 1 of each year, as a 494 component of notification requirements pursuant to s. 1003.4282, 495 each district school board must notify students and parents, in 496 writing, after a properly noticed public meeting, of the 497 rigorous assessment options that students may select to meet the 498 subject area, course, credit, and assessment requirements, as 499 applicable, for student progression and graduation. Each 500 district school board must publish the notification regarding 501 rigorous alternative assessment and student choice options 502 prominently on the home page of the school district’s website. 503 (10) APPLICABILITY.—The duties assigned to a district 504 school board pursuant to subsection (2) apply to a charter 505 school governing board, and the duties assigned to the school 506 district, superintendent, or district employee apply to a 507 charter school principal. 508 (11) RULES.—The State Board of Education shall 509 expeditiously adopt rules to implement this section. The rules 510 adopted by the board must clearly identify all options for 511 awarding credit corresponding to the subject area, course, and 512 assessment, as applicable. The options must be clearly reflected 513 in the Course Code Directory, statewide course numbering system, 514 credit-by-examination equivalency list adopted by the state 515 board in rule, and the list of equivalency of dual enrollment 516 courses to high school subject areas which is approved by the 517 department. 518 (12) IMPLEMENTATION SCHEDULE FOR THE 2016-2017 SCHOOL 519 YEAR.—Notwithstanding the provisions of this section, the 520 following actions related to districtwide use of rigorous 521 alternative assessment options must occur by the following 522 specified dates: 523 (a) A district school board must file with the department a 524 nonbinding notice of interest to indicate if the school district 525 intends to administer a rigorous alternative assessment option 526 specified in subsection (2) and identify the chosen assessment 527 option by April 1, 2016. 528 (b) The department shall execute the contracts required 529 pursuant to subsection (8) by May 27, 2016. 530 (c) The department shall notify the school districts of the 531 rigorous alternative assessment option pursuant to subsection 532 (2) by June 1, 2016. 533 (d) Each district school board that chooses to administer a 534 rigorous alternative assessment option pursuant to subsection 535 (2) must make the decision by July 1, 2016, and must notify the 536 commissioner and the student’s parents of the board’s decision 537 by July 8, 2016. 538 (e) The parent of a student in a school district that 539 chooses to administer a rigorous alternative assessment option 540 pursuant to subsection (2) must notify the district by August 541 10, 2016, in writing, if he or she selects for his or her child 542 to take the statewide, standardized assessments pursuant to s. 543 1008.22 for the relevant grade level and subject area which are 544 administered during that school year. 545 Section 2. Subsection (5) of section 1002.3105, Florida 546 Statutes, is amended to read: 547 1002.3105 Academically Challenging Curriculum to Enhance 548 Learning (ACCEL) options.— 549 (5) AWARD OF A STANDARD HIGH SCHOOL DIPLOMA.—A student who 550 meets the applicable grade 9 cohort graduation requirements of 551 s. 1003.4282(3)(a)-(e) or s. 1003.4282(10)(a)1.-5., (b)1.-5., 552 (c)1.-5., or (d)1.-5., earns three credits in electives, and 553 earns a cumulative grade point average (GPA) of 2.0 on a 4.0 554 scale shall be awarded a standard high school diploma in a form 555 prescribed by the State Board of Education. A student may meet 556 the requirements specified under this subsection by attaining a 557 passing score on a rigorous alternative assessment pursuant to 558 s. 1008.223. 559 Section 3. Paragraph (a) of subsection (16) of section 560 1002.33, Florida Statutes, is amended to read: 561 1002.33 Charter schools.— 562 (16) EXEMPTION FROM STATUTES.— 563 (a) A charter school shall operate in accordance with its 564 charter and shall be exempt from all statutes in chapters 1000 565 1013. However, a charter school shall be in compliance with the 566 following statutes in chapters 1000-1013: 567 1. Those statutes specifically applying to charter schools, 568 including this section. 569 2. Those statutes pertaining to the student assessment 570 program and school grading system, including, but not limited 571 to, the ability to choose a rigorous alternative assessment 572 option pursuant to s. 1008.223(2) regardless of its sponsor’s 573 decision. 574 3. Those statutes pertaining to the provision of services 575 to students with disabilities. 576 4. Those statutes pertaining to civil rights, including s. 577 1000.05, relating to discrimination. 578 5. Those statutes pertaining to student health, safety, and 579 welfare. 580 Section 4. Subsections (2), (3), and (4) of section 581 1003.4282, Florida Statutes, are amended to read: 582 1003.4282 Requirements for a standard high school diploma.— 583 (2) NOTIFICATION REQUIREMENTS.—By July 8, 2016, for the 584 2016-2017 school year and by August 1 of each school year 585 thereafter, the school district must notify students and 586 parents, in writing, of the requirements for a standard high 587 school diploma, rigorous alternative assessments pursuant to s. 588 1008.223 which may be taken in lieu of the statewide, 589 standardized assessments, available designations, and the 590 eligibility requirements for state scholarship programs and 591 postsecondary admissions. The Department of Education shall 592 directly and through the school districts notify registered 593 private schools of public high school course credit and 594 assessment requirements. Each private school must make this 595 information available to students and their parents so they are 596 aware of public high school graduation requirements. 597 (3) STANDARD HIGH SCHOOL DIPLOMA; COURSE AND ASSESSMENT 598 REQUIREMENTS.—Unless otherwise specified under s. 1002.3105, s. 599 1003.4295(3), or s. 1008.223, a student must meet the following 600 requirements to earn a standard high school diploma: 601 (a) Four credits in English Language Arts (ELA).—The four 602 credits must be in ELA I, II, III, and IV. A student must pass 603 the statewide, standardized grade 10 Reading assessment or, when 604 implemented, the grade 10 ELA assessment, or earn a concordant 605 score, in order to earn a standard high school diploma. 606 (b) Four credits in mathematics.—A student must earn one 607 credit in Algebra I and one credit in Geometry. A student’s 608 performance on the statewide, standardized Algebra I end-of 609 course (EOC) assessment constitutes 30 percent of the student’s 610 final course grade. A student must pass the statewide, 611 standardized Algebra I EOC assessment, or earn a comparative 612 score, in order to earn a standard high school diploma. A 613 student’s performance on the statewide, standardized Geometry 614 EOC assessment constitutes 30 percent of the student’s final 615 course grade. If the state administers a statewide, standardized 616 Algebra II assessment, a student selecting Algebra II must take 617 the assessment, and the student’s performance on the assessment 618 constitutes 30 percent of the student’s final course grade. AnA619student who earns anindustry certification attained by a 620 student for which there is a statewide college credit 621 articulation agreement approved by the State Board of Education 622 shallmaysubstitute the certification for one mathematics 623 credit.Substitution may occur for up to two mathematics624credits, except for Algebra I and Geometry.625 (c) Three credits in science.—Two of the three required 626 credits must have a laboratory component. A student must earn 627 one credit in Biology I and two credits in equally rigorous 628 courses. The statewide, standardized Biology I EOC assessment 629 constitutes 30 percent of the student’s final course grade. AnA630student who earns anindustry certification attained by a 631 student for which there is a statewide college credit 632 articulation agreement approved by the State Board of Education 633 shallmaysubstitute the certification for one science credit,634except for Biology I. 635 (d) Three credits in social studies.—A student must earn 636 one credit in United States History; one credit in World 637 History; one-half credit in economics, which must include 638 financial literacy; and one-half credit in United States 639 Government. The United States History EOC assessment constitutes 640 30 percent of the student’s final course grade. 641 (e) One credit in fine or performing arts, speech and 642 debate, or practical arts.—The practical arts course must 643 incorporate artistic content and techniques of creativity, 644 interpretation, and imagination. Eligible practical arts courses 645 are identified in the Course Code Directory. 646 (f) One credit in physical education.—Physical education 647 must include the integration of health. Participation in an 648 interscholastic sport at the junior varsity or varsity level for 649 two full seasons shall satisfy the one-credit requirement in 650 physical education if the student passes a competency test on 651 personal fitness with a score of “C” or better. The competency 652 test on personal fitness developed by the Department of 653 Education must be used. A district school board may not require 654 that the one credit in physical education be taken during the 655 9th grade year. Completion of one semester with a grade of “C” 656 or better in a marching band class, in a physical activity class 657 that requires participation in marching band activities as an 658 extracurricular activity, or in a dance class shall satisfy one 659 half credit in physical education or one-half credit in 660 performing arts. This credit may not be used to satisfy the 661 personal fitness requirement or the requirement for adaptive 662 physical education under an individual education plan (IEP) or 663 504 plan. Completion of 2 years in a Reserve Officer Training 664 Corps (R.O.T.C.) class, a significant component of which is 665 drills, shall satisfy the one-credit requirement in physical 666 education and the one-credit requirement in performing arts. 667 This credit may not be used to satisfy the personal fitness 668 requirement or the requirement for adaptive physical education 669 under an IEP or 504 plan. 670 (g) Eight credits in electives.—School districts must 671 develop and offer coordinated electives so that a student may 672 develop knowledge and skills in his or her area of interest, 673 such as electives with a STEM or liberal arts focus. Such 674 electives must include opportunities for students to earn 675 college credit, including industry-certified career education 676 programs or series of career-themed courses that result in 677 industry certification or articulate into the award of college 678 credit, or career education courses for which there is a 679 statewide or local articulation agreement and which lead to 680 college credit. 681 682 Unless otherwise authorized under s. 1008.223, a student must 683 take the statewide, standardized assessments and pass the grade 684 10 ELA and Algebra I EOC assessments as specified under this 685 subsection to earn a standard high school diploma. 686 (4) ONLINE COURSE REQUIREMENT.—At least one course within 687 the 24 credits required under this section must be completed 688 through online learning.A school district may not require a689student to take the online course outside the school day or in690addition to a student’s courses for a given semester.691 (a) An online course taken in grade 6, grade 7, or grade 8 692 fulfills thethisrequirement in this subsection. TheThis693 requirement is met through an online course offered by the 694 Florida Virtual School, a virtual education provider approved by 695 the State Board of Education, a high school, or an online dual 696 enrollment course. A student who is enrolled in a full-time or 697 part-time virtual instruction program under s. 1002.45 meets the 698thisrequirement. 699 (b) A district school board or a charter school governing 700 board, as applicable, may offer students the following options 701 to satisfy the online course requirement in this subsection: 702 1. Completion of a course in which a student earns a 703 nationally recognized industry certification in information 704 technology that is identified on the CAPE Industry Certification 705 Funding List pursuant to s. 1008.44 or passage of the 706 information technology certification examination without 707 enrollment in or completion of the corresponding course or 708 courses, as applicable. 709 2. Passage of an online content assessment, without 710 enrollment in or completion of the corresponding course or 711 courses, as applicable, by which the student demonstrates skills 712 and competency in locating information and applying technology 713 for instructional purposes. 714 715 For purposes of this subsection, a school district may not 716 require a student to take the online course outside the school 717 day or in addition to a student’s courses for a given semester. 718 This subsectionrequirementdoes not apply to a student who has 719 an individual education plan under s. 1003.57 which indicates 720 that an online course would be inappropriate or to an out-of 721 state transfer student who is enrolled in a Florida high school 722 and has 1 academic year or less remaining in high school. 723 Section 5. Subsection (1) of section 1003.4285, Florida 724 Statutes, is amended to read: 725 1003.4285 Standard high school diploma designations.— 726 (1) Each standard high school diploma shall include, as 727 applicable, the following designations if the student meets the 728 criteria set forth for the designation: 729 (a) Scholar designation.—In addition to the requirements of 730 s. 1003.4282, in order to earn the Scholar designation, a 731 student must satisfy the following requirements through 732 statewide, standardized assessments or rigorous alternative 733 assessments as authorized under s. 1008.223: 734 1. Mathematics.—Earn one credit in Algebra II and one 735 credit in statistics or an equally rigorous course. Beginning 736 with students entering grade 9 in the 2014-2015 school year, 737 pass the Algebra II and Geometry statewide, standardized 738 assessments. 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 United 751 States 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 subparagraph without having to take the statewide, 757 standardized 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 (b) Merit designation.—In addition to the requirements of 765 s. 1003.4282, in order to earn the Merit designation, a student 766 must attain one or more industry certifications from the list 767 established under s. 1003.492. 768 Section 6. Subsection (3) of section 1003.4295, Florida 769 Statutes, is amended to read: 770 1003.4295 Acceleration options.— 771 (3) The Credit Acceleration Program (CAP) is created for 772 the purpose of allowing a student to earn high school credit in 773 Algebra I, Algebra II, geometry, United States history, or 774 biology if the student passes the statewide, standardized 775 assessment administered under s. 1008.22. Notwithstanding s. 776 1003.436, a school district shall award course credit to a 777 student who is not enrolled in the course, or who has not 778 completed the course, if the student attains a passing score on 779 the corresponding statewide, standardized assessment, an 780 examination identified under s. 1007.27(2), or a rigorous 781 alternative assessment under s. 1008.223. The school district 782 shall permit a student who is not enrolled in the course, or who 783 has not completed the course, to take the assessment during the 784 regular administration of the assessment. 785 Section 7. Paragraph (a) of subsection (1) of section 786 1003.436, Florida Statutes, is amended to read: 787 1003.436 Definition of “credit.”— 788 (1)(a) For the purposes of requirements for high school 789 graduation, one full credit means a minimum of 135 hours of bona 790 fide instruction in a designated course of study that contains 791 student performance standards, except as otherwise provided 792 through the Credit Acceleration Program (CAP) under s. 793 1003.4295(3). One full credit means a minimum of 120 hours of 794 bona fide instruction in a designated course of study that 795 contains student performance standards for purposes of meeting 796 high school graduation requirements in a district school that 797 has been authorized to implement block scheduling by the 798 district school board. The State Board of Education shall 799 determine the number of postsecondary credit hours earned 800 through dual enrollment pursuant to s. 1007.271 that satisfy the 801 requirements of a dual enrollment articulation agreement 802 according to s. 1007.271(21) and that equal one full credit of 803 the equivalent high school course identified pursuant to s. 804 1007.271(9). Notwithstanding this paragraph, if a student 805 attains a passing score on an examination or assessment 806 identified under s 1007.27(2) or s. 1008.223, the score must be 807 considered equal to one full credit of an equivalent or equally 808 rigorous high school course, or as authorized under s. 1008.223, 809 and shall apply toward the subject area, course, credit, and 810 assessment requirements for student progression and graduation. 811 Section 8. Paragraph (b) of subsection (1) of section 812 1006.28, Florida Statutes, is amended to read: 813 1006.28 Duties of district school board, district school 814 superintendent; and school principal regarding K-12 815 instructional materials.— 816 (1) DISTRICT SCHOOL BOARD.—The district school board has 817 the constitutional duty and responsibility to select and provide 818 adequate instructional materials for all students in accordance 819 with the requirements of this part. The term “adequate 820 instructional materials” means a sufficient number of student or 821 site licenses or sets of materials that are available in bound, 822 unbound, kit, or package form and may consist of hardbacked or 823 softbacked textbooks, electronic content, consumables, learning 824 laboratories, manipulatives, electronic media, and computer 825 courseware or software that serve as the basis for instruction 826 for each student in the core subject areas of mathematics, 827 language arts, social studies, science, reading, and literature. 828 The district school board has the following specific duties and 829 responsibilities: 830 (b) Instructional materials.—Provide for proper 831 requisitioning, distribution, accounting, storage, care, and use 832 of all instructional materials and furnish such other 833 instructional materials as may be needed. Instructional 834 materials used must be consistent with the district goals and 835 objectives and the course descriptions established in rule of 836 the State Board of Education, as well as with the applicable 837 Next Generation Sunshine State Standards provided for in s. 838 1003.41 or a rigorous alternative assessment option pursuant to 839 s. 1008.223(2) for students to demonstrate college and career 840 readiness. A district school board that uses a rigorous 841 alternative assessment option pursuant to s. 1008.223(2) may 842 continue to use any of the processes in ss. 1006.28-1006.42 to 843 obtain instructional materials; however, the district school 844 board must certify at a public meeting that such instructional 845 materials are appropriate for students who take the rigorous 846 alternative assessments in the relevant grades and subject 847 areas. 848 Section 9. Subsections (2), (3), and (6) of section 849 1007.27, Florida Statutes, are amended to read: 850 1007.27 Articulated acceleration mechanisms.— 851 (2) The Department of Education shall annually identify and 852 publish the minimum scores, maximum credit, and course or 853 courses for which credit is to be awarded for each College Level 854 Examination Program (CLEP) subject examination, College Board 855 Advanced Placement Program examination, Advanced International 856 Certificate of Education examination,andInternational 857 Baccalaureate examination, DSST examination, Excelsior College 858 Examinations, and UExcel examination. The department shall use 859 student performance data in subsequent postsecondary courses to 860 determine the appropriate examination scores and courses for 861 which credit is to be granted. Minimum scores may vary by 862 subject area based on available performance data. In addition, 863 the department shall identify such courses in the general 864 education core curriculum of each state university and Florida 865 College System institution. 866 (3) Each district school board, Florida College System 867 institution, and state university must award credit for specific 868 courses for which competency has been demonstrated by successful 869 passage of one of the examinations in subsection (2) unless the 870 award of credit duplicates credit already awarded. District 871 school boards, Florida College System institutions, and state 872 universities may not exempt students from courses without the 873 award of credit if competencies have been so demonstrated. 874 (6) Credit by examination shall be the program through 875 which secondary and postsecondary students generate high school 876 and postsecondary credit based on the receipt of a specified 877 minimum score on nationally standardized general or subject-area 878 examinations. For the purpose of statewide application, such 879 examinations and the corresponding minimum scores required for 880 an award of high school and postsecondary credit shall be 881 delineated by the State Board of Education orandthe Board of 882 Governors, as applicable, in the statewide articulation 883 agreement required by s. 1007.23(1) and the credit-by 884 examination equivalency list adopted by the state board in rule 885 pursuant to s. 1007.27. The maximum credit generated by a 886 student pursuant to this subsection shall be mitigated by any 887 related postsecondary credit earned by the student beforeprior888tothe administration of the examination. This subsection does 889shallnot preclude Florida College System institutions and 890 universities from awarding postsecondary credit by examination 891 based on student performance on examinations developed within 892 and recognized by the individual postsecondary institutions. 893 Section 10. Paragraph (a) of subsection (6) and subsection 894 (18) of section 1007.271, Florida Statutes, are amended to read: 895 1007.271 Dual enrollment programs.— 896 (6) The following curriculum standards apply to college 897 credit dual enrollment: 898 (a) Dual enrollment courses taught on the high school 899 campus must meet the same competencies required for courses 900 taught on the postsecondary institution campus. To ensure 901 equivalent rigor with courses taught on the postsecondary 902 institution campus, the secondary school or the postsecondary 903 institution that provides the dual enrollment course instruction 904offering the courseis responsible for providing in a timely 905 manner a comprehensive, cumulative end-of-course assessment, a 906 rigorous alternative assessment pursuant to s. 1008.223, or a 907 series of assessments of all expected learning outcomes to the 908 faculty member teaching the course. Completed, scored 909 assessments must be returned to the postsecondary institution 910 and held for 1 year. 911 (18) School districts and Florida College System 912 institutions must weigh dual enrollment courses the same as 913 advanced placement, International Baccalaureate, and Advanced 914 International Certificate of Education courses when grade point 915 averages are calculated. Unless otherwise specified in s. 916 1008.223, alternative grade calculation systems, alternative 917 grade weighting systems, and information regarding student 918 education options that discriminate against dual enrollment 919 courses are prohibited. 920 Section 11. Paragraph (c) of subsection (1) of section 921 1011.61, Florida Statutes, is amended to read: 922 1011.61 Definitions.—Notwithstanding the provisions of s. 923 1000.21, the following terms are defined as follows for the 924 purposes of the Florida Education Finance Program: 925 (1) A “full-time equivalent student” in each program of the 926 district is defined in terms of full-time students and part-time 927 students as follows: 928 (c)1. A “full-time equivalent student” is: 929 a. A full-time student in any one of the programs listed in 930 s. 1011.62(1)(c); or 931 b. A combination of full-time or part-time students in any 932 one of the programs listed in s. 1011.62(1)(c) which is the 933 equivalent of one full-time student based on the following 934 calculations: 935 (I) A full-time student in a combination of programs listed 936 in s. 1011.62(1)(c) shall be a fraction of a full-time 937 equivalent membership in each special program equal to the 938 number of net hours per school year for which he or she is a 939 member, divided by the appropriate number of hours set forth in 940 subparagraph (a)1. or subparagraph (a)2. The difference between 941 that fraction or sum of fractions and the maximum value as set 942 forth in subsection (4) for each full-time student is presumed 943 to be the balance of the student’s time not spent in a special 944 program and shall be recorded as time in the appropriate basic 945 program. 946 (II) A prekindergarten student with a disability shall meet 947 the requirements specified for kindergarten students. 948 (III) A full-time equivalent student for students in 949 kindergarten through grade 12 in a full-time virtual instruction 950 program under s. 1002.45 or a virtual charter school under s. 951 1002.33 shall consist of six full-credit completions or the 952 prescribed level of content that counts toward promotion to the 953 next grade in programs listed in s. 1011.62(1)(c). Credit 954 completions may be a combination of full-credit courses or half 955 credit courses. Beginning in the 2016-2017 fiscal year, the 956 reported full-time equivalent students and associated funding of 957 students enrolled in courses requiring passage of an end-of 958 course assessment under s. 1003.4282 to earn a standard high 959 school diploma shall be adjusted if the student does not pass 960 the end-of-course assessment. However, no adjustment shall be 961 made for a student who enrolls in a segmented remedial course 962 delivered online. 963 (IV) A full-time equivalent student for students in 964 kindergarten through grade 12 in a part-time virtual instruction 965 program under s. 1002.45 shall consist of six full-credit 966 completions in programs listed in s. 1011.62(1)(c)1. and 3. 967 Credit completions may be a combination of full-credit courses 968 or half-credit courses. Beginning in the 2016-2017 fiscal year, 969 the reported full-time equivalent students and associated 970 funding of students enrolled in courses requiring passage of an 971 end-of-course assessment under s. 1003.4282 to earn a standard 972 high school diploma shall be adjusted if the student does not 973 pass the end-of-course assessment. However, no adjustment shall 974 be made for a student who enrolls in a segmented remedial course 975 delivered online. 976 (V) A Florida Virtual School full-time equivalent student 977 shall consist of six full-credit completions or the prescribed 978 level of content that counts toward promotion to the next grade 979 in the programs listed in s. 1011.62(1)(c)1. and 3. for students 980 participating in kindergarten through grade 12 part-time virtual 981 instruction and the programs listed in s. 1011.62(1)(c) for 982 students participating in kindergarten through grade 12 full 983 time virtual instruction. Credit completions may be a 984 combination of full-credit courses or half-credit courses. 985 Beginning in the 2016-2017 fiscal year, the reported full-time 986 equivalent students and associated funding of students enrolled 987 in courses requiring passage of an end-of-course assessment 988 under s. 1003.4282 to earn a standard high school diploma shall 989 be adjusted if the student does not pass the end-of-course 990 assessment. However, no adjustment shall be made for a student 991 who enrolls in a segmented remedial course delivered online. 992 (VI) Each successfully completed full-credit course earned 993 through an online course delivered by a district other than the 994 one in which the student resides shall be calculated as 1/6 FTE. 995 (VII) A full-time equivalent student for courses requiring 996 passage of a statewide, standardized end-of-course assessment 997 under s. 1003.4282 to earn a standard high school diploma shall 998 be defined and reported based on the number of instructional 999 hours as provided in this subsection until the 2016-2017 fiscal 1000 year. Beginning in the 2016-2017 fiscal year, the FTE for the 1001 course shall be assessment-based and shall be equal to 1/6 FTE. 1002 The reported FTE shall be adjusted if the student does not pass 1003 the end-of-course assessment. However, no adjustment shall be 1004 made for a student who enrolls in a segmented remedial course 1005 delivered online. 1006 (VIII) For students enrolled in a school district as a 1007 full-time student, the district may report 1/6 FTE for each 1008 student who passes a statewide, standardized end-of-course 1009 assessment or a rigorous alternative assessment pursuant to s. 1010 1008.223 without being enrolled in the corresponding course. 1011 2. A student in membership in a program scheduled for more 1012 or less than 180 school days or the equivalent on an hourly 1013 basis as specified by rules of the State Board of Education is a 1014 fraction of a full-time equivalent membership equal to the 1015 number of instructional hours in membership divided by the 1016 appropriate number of hours set forth in subparagraph (a)1.; 1017 however, for the purposes of this subparagraph, membership in 1018 programs scheduled for more than 180 days is limited to students 1019 enrolled in: 1020 a. Juvenile justice education programs. 1021 b. The Florida Virtual School. 1022 c. Virtual instruction programs and virtual charter schools 1023 for the purpose of course completion and credit recovery 1024 pursuant to ss. 1002.45 and 1003.498. Course completion applies 1025 only to a student who is reported during the second or third 1026 membership surveys and who does not complete a virtual education 1027 course by the end of the regular school year. The course must be 1028 completed no later than the deadline for amending the final 1029 student enrollment survey for that year. Credit recovery applies 1030 only to a student who has unsuccessfully completed a traditional 1031 or virtual education course during the regular school year and 1032 must re-take the course in order to be eligible to graduate with 1033 the student’s class. 1034 1035 The full-time equivalent student enrollment calculated under 1036 this subsection is subject to the requirements in subsection 1037 (4). 1038 1039 The department shall determine and implement an equitable method 1040 of equivalent funding for experimental schools and for schools 1041 operating under emergency conditions, which schools have been 1042 approved by the department to operate for less than the minimum 1043 school day. 1044 Section 12. Paragraphs (l) through (o) of subsection (1) of 1045 section 1011.62, Florida Statutes, are amended to read: 1046 1011.62 Funds for operation of schools.—If the annual 1047 allocation from the Florida Education Finance Program to each 1048 district for operation of schools is not determined in the 1049 annual appropriations act or the substantive bill implementing 1050 the annual appropriations act, it shall be determined as 1051 follows: 1052 (1) COMPUTATION OF THE BASIC AMOUNT TO BE INCLUDED FOR 1053 OPERATION.—The following procedure shall be followed in 1054 determining the annual allocation to each district for 1055 operation: 1056 (l) Calculation of additional full-time equivalent 1057 membership based on International Baccalaureate examination 1058 scores of students.—A value of 0.16 full-time equivalent student 1059 membership shall be calculated for each student enrolled in an 1060 International Baccalaureate course who receives a score of 4 or 1061 higher on a subject examination. A value of 0.3 full-time 1062 equivalent student membership shall be calculated for each 1063 student who receives an International Baccalaureate diploma. 1064 Such value shall be added to the total full-time equivalent 1065 student membership in basic programs for grades 9 through 12 in 1066 the subsequent fiscal year. Each school district shall allocate 1067 80 percent of the funds received from International 1068 Baccalaureate bonus FTE funding to the school program whose 1069 students generate the funds and to school programs that prepare 1070 prospective students to enroll in International Baccalaureate 1071 courses. Funds shall be expended solely for the payment of 1072 allowable costs associated with the International Baccalaureate 1073 program. Allowable costs include International Baccalaureate 1074 annual school fees; International Baccalaureate examination 1075 fees; salary, benefits, and bonuses for teachers and program 1076 coordinators for the International Baccalaureate program and 1077 teachers and coordinators who prepare prospective students for 1078 the International Baccalaureate program; supplemental books; 1079 instructional supplies; instructional equipment or instructional 1080 materials for International Baccalaureate courses; other 1081 activities that identify prospective International Baccalaureate 1082 students or prepare prospective students to enroll in 1083 International Baccalaureate courses; and training or 1084 professional development for International Baccalaureate 1085 teachers. School districts shall allocate the remaining 20 1086 percent of the funds received from International Baccalaureate 1087 bonus FTE funding for programs that assist academically 1088 disadvantaged students to prepare for more rigorous courses. The 1089 school district shall distribute to each classroom teacher who 1090 provided International Baccalaureate instruction: 1091 1. A bonus in the amount of $50 for each student taught by 1092 the International Baccalaureate teacher in each International 1093 Baccalaureate course who receives a score of 4 or higher on the 1094 International Baccalaureate examination. 1095 2. An additional bonus of $500 to each International 1096 Baccalaureate teacher in a school designated with a grade of “D” 1097 or “F” who has at least one student scoring 4 or higher on the 1098 International Baccalaureate examination, regardless of the 1099 number of classes taught or of the number of students scoring a 1100 4 or higher on the International Baccalaureate examination. 1101 1102Bonuses awarded to a teacher according to this paragraph may not1103exceed $2,000 in any given school year. However, the maximum1104bonus shall be $3,000 if at least 50 percent of the students1105enrolled in a teacher’s course earn a score of 4 or higher on1106the examination in a school designated with a grade of “A,” “B,”1107or “C”; or if at least 25 percent of the students enrolled in a1108teacher’s course earn a score of 4 or higher on the examination1109in a school designated with a grade of “D” or “F.”Bonuses 1110 awarded under this paragraph shall be in addition to any regular 1111 wage or other bonus the teacher received or is scheduled to 1112 receive. For such courses, the teacher shall earn an additional 1113 bonus of $50 for each student who has a qualifying scoreup to1114the maximum of $3,000in any given school year. 1115 (m) Calculation of additional full-time equivalent 1116 membership based on Advanced International Certificate of 1117 Education examination scores of students.—A value of 0.16 full 1118 time equivalent student membership shall be calculated for each 1119 student enrolled in a full-credit Advanced International 1120 Certificate of Education course who receives a score of E or 1121 higher on a subject examination. A value of 0.08 full-time 1122 equivalent student membership shall be calculated for each 1123 student enrolled in a half-credit Advanced International 1124 Certificate of Education course who receives a score of E or 1125 higher on a subject examination. A value of 0.3 full-time 1126 equivalent student membership shall be calculated for each 1127 student who receives an Advanced International Certificate of 1128 Education diploma. Such value shall be added to the total full 1129 time equivalent student membership in basic programs for grades 1130 9 through 12 in the subsequent fiscal year. The school district 1131 shall distribute to each classroom teacher who provided Advanced 1132 International Certificate of Education instruction: 1133 1. A bonus in the amount of $50 for each student taught by 1134 the Advanced International Certificate of Education teacher in 1135 each full-credit Advanced International Certificate of Education 1136 course who receives a score of E or higher on the Advanced 1137 International Certificate of Education examination. A bonus in 1138 the amount of $25 for each student taught by the Advanced 1139 International Certificate of Education teacher in each half 1140 credit Advanced International Certificate of Education course 1141 who receives a score of E or higher on the Advanced 1142 International Certificate of Education examination. 1143 2. An additional bonus of $500 to each Advanced 1144 International Certificate of Education teacher in a school 1145 designated with a grade of “D” or “F” who has at least one 1146 student scoring E or higher on the full-credit Advanced 1147 International Certificate of Education examination, regardless 1148 of the number of classes taught or of the number of students 1149 scoring an E or higher on the full-credit Advanced International 1150 Certificate of Education examination. 1151 3. Additional bonuses of $250 each to teachers of half 1152 credit Advanced International Certificate of Education classes 1153 in a school designated with a grade of “D” or “F” which has at 1154 least one student scoring an E or higher on the half-credit 1155 Advanced International Certificate of Education examination in 1156 that class. The maximum additional bonus for a teacher awarded 1157 in accordance with this subparagraph mayshallnot exceed $500 1158 in any given school year. Teachers receiving an award under 1159 subparagraph 2. are not eligible for a bonus under this 1160 subparagraph. 1161 1162 Bonuses awarded to a teacher according to this paragraphshall1163not exceed $2,000 in any given school year andshall be in 1164 addition to any regular wage or other bonus the teacher received 1165 or is scheduled to receive. 1166 (n) Calculation of additional full-time equivalent 1167 membership based on college board advanced placement scores of 1168 students.—A value of 0.16 full-time equivalent student 1169 membership shall be calculated for each student in each advanced 1170 placement course who receives a score of 3 or higher on the 1171 College Board Advanced Placement Examination for the prior year 1172 and added to the total full-time equivalent student membership 1173 in basic programs for grades 9 through 12 in the subsequent 1174 fiscal year. Each district must allocate at least 80 percent of 1175 the funds provided to the district for advanced placement 1176 instruction, in accordance with this paragraph, to the high 1177 school that generates the funds. The school district shall 1178 distribute to each classroom teacher who provided advanced 1179 placement instruction: 1180 1. A bonus in the amount of $50 for each student taught by 1181 the Advanced Placement teacher in each advanced placement course 1182 who receives a score of 3 or higher on the College Board 1183 Advanced Placement Examination. 1184 2. An additional bonus of $500 to each Advanced Placement 1185 teacher in a school designated with a grade of “D” or “F” who 1186 has at least one student scoring 3 or higher on the College 1187 Board Advanced Placement Examination, regardless of the number 1188 of classes taught or of the number of students scoring a 3 or 1189 higher on the College Board Advanced Placement Examination. 1190 1191Bonuses awarded to a teacher according to this paragraph shall1192not exceed $2,000 in any given school year. However, the maximum1193bonus shall be $3,000 if at least 50 percent of the students1194enrolled in a teacher’s course earn a score of 3 or higher on1195the examination in a school with a grade of “A,” “B,” or “C” or1196if at least 25 percent of the students enrolled in a teacher’s1197course earn a score of 3 or higher on the examination in a1198school with a grade of “D” or “F.”Bonuses awarded under this 1199 paragraph shall be in addition to any regular wage or other 1200 bonus the teacher received or is scheduled to receive.For such1201courses, the teacher shall earn an additional bonus of $50 for1202each student who has a qualifying score up to the maximum of1203$3,000 in any given school year.1204 (o) Calculation of additional full-time equivalent 1205 membership based on successful completion of a career-themed 1206 course pursuant to ss. 1003.491, 1003.492, and 1003.493, or 1207 courses with embedded CAPE industry certifications or CAPE 1208 Digital Tool certificates, and issuance of industry 1209 certification identified on the CAPE Industry Certification 1210 Funding List pursuant to rules adopted by the State Board of 1211 Education or CAPE Digital Tool certificates pursuant to s. 1212 1003.4203.— 1213 1.a. A value of 0.025 full-time equivalent student 1214 membership shall be calculated for CAPE Digital Tool 1215 certificates earned by students in elementary and middle school 1216 grades. 1217 b. A value of 0.1 or 0.2 full-time equivalent student 1218 membership shall be calculated for each student who completes a 1219 course as defined in s. 1003.493(1)(b) or courses with embedded 1220 CAPE industry certifications and who is issued an industry 1221 certification identified annually on the CAPE Industry 1222 Certification Funding List approved under rules adopted by the 1223 State Board of Education. A value of 0.2 full-time equivalent 1224 membership shall be calculated for each student who is issued a 1225 CAPE industry certification that has a statewide articulation 1226 agreement for college credit approved by the State Board of 1227 Education. For CAPE industry certifications that do not 1228 articulate for college credit, the Department of Education shall 1229 assign a full-time equivalent value of 0.1 for each 1230 certification. Middle grades students who earn additional FTE 1231 membership for a CAPE Digital Tool certificate pursuant to sub 1232 subparagraph a. may not use the previously funded examination to 1233 satisfy the requirements for earning an industry certification 1234 under this sub-subparagraph. Additional FTE membership for an 1235 elementary or middle grades student mayshallnot exceed 0.1 for 1236 certificates or certifications earned within the same fiscal 1237 year. The State Board of Education shall include the assigned 1238 values on the CAPE Industry Certification Funding List under 1239 rules adopted by the state board. Such value shall be added to 1240 the total full-time equivalent student membership for grades 6 1241 through 12 in the subsequent year for courses that were not 1242 provided through dual enrollment. CAPE industry certifications 1243 earned through dual enrollment must be reported and funded 1244 pursuant to s. 1011.80. 1245 c. A value of 0.3 full-time equivalent student membership 1246 shall be calculated for student completion of the courses and 1247 the embedded certifications identified on the CAPE Industry 1248 Certification Funding List and approved by the commissioner 1249 pursuant to ss. 1003.4203(5)(a) and 1008.44. 1250 d. A value of 0.5 full-time equivalent student membership 1251 shall be calculated for CAPE Acceleration Industry 1252 Certifications that articulate for 15 to 29 college credit 1253 hours, and 1.0 full-time equivalent student membership shall be 1254 calculated for CAPE Acceleration Industry Certifications that 1255 articulate for 30 or more college credit hours pursuant to CAPE 1256 Acceleration Industry Certifications approved by the 1257 commissioner pursuant to ss. 1003.4203(5)(b) and 1008.44. 1258 2. Each district must allocate at least 80 percent of the 1259 funds provided for CAPE industry certification, in accordance 1260 with this paragraph, to the program that generated the funds. 1261 This allocation may not be used to supplant funds provided for 1262 basic operation of the program. 1263 3. For CAPE industry certifications earned in the 2013-2014 1264 school year and in subsequent years, the school district shall 1265 distribute to each classroom teacher who provided direct 1266 instruction toward the attainment of a CAPE industry 1267 certification that qualified for additional full-time equivalent 1268 membership under subparagraph 1.: 1269 a. A bonus in the amount of $25 for each student taught by 1270 a teacher who provided instruction in a course that led to the 1271 attainment of a CAPE industry certification on the CAPE Industry 1272 Certification Funding List with a weight of 0.1. 1273 b. A bonus in the amount of $50 for each student taught by 1274 a teacher who provided instruction in a course that led to the 1275 attainment of a CAPE industry certification on the CAPE Industry 1276 Certification Funding List with a weight of 0.2, 0.3, 0.5, and 1277 1.0. 1278 1279 Bonuses awarded pursuant to this paragraph shall be provided to 1280 teachers who are employed by the district in the year in which 1281 the additional FTE membership calculation is included in the 1282 calculation. Bonuses shall be calculated based upon the 1283 associated weight of a CAPE industry certification on the CAPE 1284 Industry Certification Funding List for the year in which the 1285 certification is earned by the student. Any bonus awarded to a 1286 teacher under this paragraphmay not exceed $2,000 in any given1287school year andis in addition to any regular wage or other 1288 bonus the teacher received or is scheduled to receive. 1289 Section 13. Paragraph (e) is added to subsection (3) of 1290 section 1012.34, Florida Statutes, to read: 1291 1012.34 Personnel evaluation procedures and criteria.— 1292 (3) EVALUATION PROCEDURES AND CRITERIA.—Instructional 1293 personnel and school administrator performance evaluations must 1294 be based upon the performance of students assigned to their 1295 classrooms or schools, as provided in this section. Pursuant to 1296 this section, a school district’s performance evaluation system 1297 is not limited to basing unsatisfactory performance of 1298 instructional personnel and school administrators solely upon 1299 student performance, but may include other criteria to evaluate 1300 instructional personnel and school administrators’ performance, 1301 or any combination of student performance and other criteria. 1302 Evaluation procedures and criteria must comply with, but are not 1303 limited to, the following: 1304 (e) A classroom teacher’s performance evaluation must be 1305 based on the performance of students with fewer than 25 absences 1306 within the school year, or for schools with block scheduling, 1307 fewer than 10 absences within the school year, assigned to their 1308 classrooms, as provided in this section. 1309 Section 14. Present subsection (27) of section 1001.42, 1310 Florida Statutes, is redesignated as subsection (28), and a new 1311 subsection (27) is added to that section, to read: 1312 1001.42 Powers and duties of district school board.—The 1313 district school board, acting as a board, shall exercise all 1314 powers and perform all duties listed below: 1315 (27) VISITATION OF SCHOOLS.—Visit the schools, observe the 1316 management and instruction, give suggestions for improvement, 1317 and advise citizens with the view of promoting interest in 1318 education and improving the school. 1319 Section 15. By July 1, 2016, the Commissioner of Education 1320 shall amend Florida’s request for renewal of flexibility under 1321 the Elementary and Secondary Education Act of 1965 (ESEA), 20 1322 U.S.C. ss. 6301 et seq., as necessary to implement s. 1008.223, 1323 Florida Statutes, and submit any additional documentation to the 1324 United States Department of Education which may be required to 1325 maintain compliance with Florida’s ESEA flexibility waiver 1326 approved by the United States Secretary of Education. The 1327 commissioner shall faithfully and timely execute all other 1328 duties required of him or her under s. 1008.223, Florida 1329 Statutes, and the federal ESEA. By August 1, 2016, the 1330 commissioner shall submit to the Governor, the President of the 1331 Senate, and the Speaker of the House of Representatives a report 1332 on the status of implementation of s. 1008.223, Florida 1333 Statutes, and compliance with the ESEA. 1334 Section 16. This act shall take effect upon becoming a law.