Bill Text: FL S1424 | 2023 | Regular Session | Introduced
Bill Title: Student Outcomes
Spectrum: Partisan Bill (Republican 1-0)
Status: (Introduced - Dead) 2023-05-03 - Laid on Table, companion bill(s) passed, see CS/CS/HB 7039 (Ch. 2023-108) [S1424 Detail]
Download: Florida-2023-S1424-Introduced.html
Florida Senate - 2023 SB 1424 By Senator Calatayud 38-01797-23 20231424__ 1 A bill to be entitled 2 An act relating to student outcomes; amending s. 3 1001.215, F.S.; revising the responsibilities of the 4 Just Read, Florida! Office; revising the primary 5 instructional strategy for word reading; amending s. 6 1001.42, F.S.; revising the early warning system that 7 schools must implement for students with low academic 8 performance; amending s. 1002.33, F.S.; providing that 9 a charter school application must include certain 10 reading instructional strategies; providing that a 11 charter school charter must include certain reading 12 instructional strategies; amending s. 1002.59, F.S.; 13 revising the standards for emergent literacy and 14 performance standards training courses; amending s. 15 1002.67, F.S.; revising the performance standards of 16 emergent literacy skills; adding a requirement for 17 each prekindergarten provider’s curriculum; amending 18 s. 1003.485, F.S.; revising the definition of the term 19 “micro-credential”; revising administrator 20 responsibilities relating to the New Worlds Reading 21 Initiative; amending s. 1004.04, F.S.; revising the 22 rules for establishing uniform core curricula for 23 teacher preparation programs; amending s. 1004.85, 24 F.S.; providing that the certification program of a 25 postsecondary educator preparation institute must 26 include certain reading instructional strategies; 27 amending s. 1006.283, F.S.; providing that district 28 school board instructional materials must include 29 certain reading instructional strategies; amending s. 30 1006.31, F.S.; providing that instructional materials 31 relating to foundational reading skills which are 32 under review must include certain reading 33 instructional strategies; amending s. 1008.25, F.S.; 34 revising requirements for an individualized progress 35 monitoring plan; requiring a student who has dyslexia 36 to be provided with certain interventions to address 37 the deficiency; requiring the Department of Education 38 to provide a specified list of intervention programs; 39 requiring the department to provide specified daily 40 reading interventions to certain students; requiring a 41 school district to evaluate students for a reading 42 deficiency at the end of every grading period; 43 requiring students in kindergarten through grade 4 who 44 exhibit a substantial deficiency in mathematics or 45 dyscalculia to be provided with certain instruction; 46 providing methods for such instruction; requiring the 47 student’s performance to be monitored; requiring the 48 Department of Education to provide a list of approved 49 mathematics intervention programs, curricula, and 50 supplemental materials; providing that a Voluntary 51 Prekindergarten Education student may be eligible to 52 receive mathematics interventions from the local 53 school district; requiring the parent of a student who 54 has a deficiency in mathematics to be notified; 55 providing requirements for the notification; requiring 56 the school to keep the parent informed of the 57 student’s progress; requiring a school district to 58 evaluate the students at the end of each grading 59 period for a mathematics deficiency; requiring a 60 school to provide additional support to a student with 61 a mathematics deficiency; requiring the department to 62 collaborate with the Florida Center for Mathematics 63 and Science Education Research to compile resources 64 that each school district must incorporate into a 65 home-based plan for students with a mathematics 66 deficiency; providing requirements for the resources; 67 providing that the resources must be provided to a 68 parent in a hardcopy format, if requested; conforming 69 provisions to changes made by the act; revising 70 requirements for intensive interventions to address 71 student reading deficiencies; revising requirements 72 for a coordinated screening and progress monitoring 73 system; conforming cross-references; amending s. 74 1008.365, F.S.; conforming provisions to changes made 75 by the act; amending s. 1011.62, F.S.; including 76 specified mathematics interventions in a school 77 district’s use of funding for supplemental academic 78 instruction; conforming a cross-reference; providing 79 that supplemental materials must include certain 80 instructional strategies to be eligible for an 81 evidence-based reading instruction allocation; 82 revising requirements for a comprehensive reading plan 83 that each school district must submit to the 84 department; amending s. 1012.56, F.S.; revising 85 requirements for a competency-based professional 86 development certification and education competency 87 program; amending s. 1012.585, F.S.; revising the 88 requirements for the renewal of a professional 89 certificate; amending s. 1012.98, F.S.; revising 90 training requirements for reading coaches, classroom 91 teachers, and school administrators to include certain 92 instructional strategies; providing construction with 93 regard to district school boards contracting for 94 certain training; amending ss. 1002.37, 1002.45, 95 1002.53, 1002.68, 1008.2125, 1008.22, 1008.34, and 96 1008.345, F.S; conforming cross-references; providing 97 an effective date. 98 99 Be It Enacted by the Legislature of the State of Florida: 100 101 Section 1. Subsections (4) and (8) of section 1001.215, 102 Florida Statutes, are amended to read: 103 1001.215 Just Read, Florida! Office.—There is created in 104 the Department of Education the Just Read, Florida! Office. The 105 office is fully accountable to the Commissioner of Education and 106 shall: 107 (4) Develop and provide access to an online repository of 108 digital science of reading and science of reading instructional 109 resources, sequenced, content-rich curriculum programming, 110 instructional practices, and other resources that help 111 elementary schools use state-adopted instructional materials to 112 increase students’ background knowledge and literacy skills, 113 including student attainment of the state standardsNext114Generation Sunshine State Standardsfor social studies, science, 115 and the arts. The office shall, as part of the adoption cycle 116 for English Language Arts instructional materials, assist in 117 evaluating elementary grades instructional materials submitted 118 for adoption consideration in order to identify those materials 119 that are closely aligned to the content and evidence-based 120 strategies identified pursuant to subsection (8) and incorporate 121 professional development to implement such strategies. 122 (8) Work with the Florida Center for Reading Research to 123 identify scientifically researched and evidence-based reading 124 instructional and intervention programs grounded in the science 125 of reading that incorporate explicit, systematic, and sequential 126 approaches to teaching phonemic awareness, phonics, vocabulary, 127 fluency, and text comprehension and incorporate decodable or 128 phonetic text instructional strategies. Reading intervention 129 includes evidence-based strategies frequently used to remediate 130 reading deficiencies and includes, but is not limited to, 131 individual instruction, multisensory approaches, tutoring, 132 mentoring, or the use of technology that targets specific 133 reading skills and abilities. The primary instructional strategy 134 for teaching word reading is phonics instruction for decoding 135 and encoding. The identified reading instructional and 136 intervention programs for foundational skills may not include 137 those that employ the three-cueing system model of reading or 138 visual memory as a basis for teaching word reading. Programs may 139 include visual information and strategies which improve 140 background and experiential knowledge, add context, and increase 141 oral language and vocabulary to support comprehension, but 142 should not be used to teach word reading. 143 Section 2. Paragraph (b) of subsection (18) of section 144 1001.42, Florida Statutes, is amended to read: 145 1001.42 Powers and duties of district school board.—The 146 district school board, acting as a board, shall exercise all 147 powers and perform all duties listed below: 148 (18) IMPLEMENT SCHOOL IMPROVEMENT AND ACCOUNTABILITY. 149 Maintain a system of school improvement and education 150 accountability as provided by statute and State Board of 151 Education rule. This system of school improvement and education 152 accountability shall be consistent with, and implemented 153 through, the district’s continuing system of planning and 154 budgeting required by this section and ss. 1008.385, 1010.01, 155 and 1011.01. This system of school improvement and education 156 accountability shall comply with the provisions of ss. 1008.33, 157 1008.34, 1008.345, and 1008.385 and include the following: 158 (b) Early warning system.— 159 1. A school that serves any students in kindergarten 160 through grade 8 shall implement an early warning system to 161 identify students in such grades who need additional support to 162 improve academic performance and stay engaged in school. The 163 early warning system must include the following early warning 164 indicators: 165 a. Attendance below 90 percent, regardless of whether 166 absence is excused or a result of out-of-school suspension. 167 b. One or more suspensions, whether in school or out of 168 school. 169 c. Course failure in English Language Arts or mathematics 170 during any grading period. 171 d. A Level 1 score on the statewide, standardized 172 assessments in English Language Arts or mathematics or, for 173 students in kindergarten through grade 3, a substantial reading 174 deficiency under s. 1008.25(5)(a), and for students in 175 kindergarten through grade 4, a substantial mathematics 176 deficiency under s. 1008.25(6)(a). 177 178 A school district may identify additional early warning 179 indicators for use in a school’s early warning system. The 180 system must include data on the number of students identified by 181 the system as exhibiting two or more early warning indicators, 182 the number of students by grade level who exhibit each early 183 warning indicator, and a description of all intervention 184 strategies employed by the school to improve the academic 185 performance of students identified by the early warning system. 186 2. A school-based team responsible for implementing the 187 requirements of this paragraph shall monitor the data from the 188 early warning system. The team may include a school 189 psychologist. When a student exhibits two or more early warning 190 indicators, the team, in consultation with the student’s parent, 191 shall determine appropriate intervention strategies for the 192 student unless the student is already being served by an 193 intervention program at the direction of a school-based, 194 multidisciplinary team. Data and information relating to a 195 student’s early warning indicators must be used to inform any 196 intervention strategies provided to the student. 197 Section 3. Paragraph (a) of subsection (6) and paragraph 198 (a) of subsection (7) of section 1002.33, Florida Statutes, are 199 amended to read: 200 1002.33 Charter schools.— 201 (6) APPLICATION PROCESS AND REVIEW.—Charter school 202 applications are subject to the following requirements: 203 (a) A person or entity seeking to open a charter school 204 shall prepare and submit an application on the standard 205 application form prepared by the Department of Education which: 206 1. Demonstrates how the school will use the guiding 207 principles and meet the statutorily defined purpose of a charter 208 school. 209 2. Provides a detailed curriculum plan that illustrates how 210 students will be provided services to attain the Sunshine State 211 Standards. 212 3. Contains goals and objectives for improving student 213 learning and measuring that improvement. These goals and 214 objectives must indicate how much academic improvement students 215 are expected to show each year, how success will be evaluated, 216 and the specific results to be attained through instruction. 217 4. Describes the reading curriculum and differentiated 218 strategies that will be used for students reading at grade level 219 or higher and a separate curriculum and strategies for students 220 who are reading below grade level. Reading instructional 221 strategies for foundational skills shall include phonics 222 instruction for decoding and encoding as the primary 223 instructional strategy for word reading. Instructional 224 strategies may not include those that employ the three-cueing 225 system model of reading or visual memory as a basis for teaching 226 word reading. Programs may include visual information and 227 strategies which improve background and experiential knowledge, 228 add context, and increase oral language and vocabulary to 229 support comprehension, but should not be used to teach word 230 reading. A sponsor shall deny an application if the school does 231 not propose a reading curriculum that is consistent with 232 effective teaching strategies that are grounded in 233 scientifically based reading research. 234 5. Contains an annual financial plan for each year 235 requested by the charter for operation of the school for up to 5 236 years. This plan must contain anticipated fund balances based on 237 revenue projections, a spending plan based on projected revenues 238 and expenses, and a description of controls that will safeguard 239 finances and projected enrollment trends. 240 6. Discloses the name of each applicant, governing board 241 member, and all proposed education services providers; the name 242 and sponsor of any charter school operated by each applicant, 243 each governing board member, and each proposed education 244 services provider that has closed and the reasons for the 245 closure; and the academic and financial history of such charter 246 schools, which the sponsor shall consider in deciding whether to 247 approve or deny the application. 248 7. Contains additional information a sponsor may require, 249 which shall be attached as an addendum to the charter school 250 application described in this paragraph. 251 8. For the establishment of a virtual charter school, 252 documents that the applicant has contracted with a provider of 253 virtual instruction services pursuant to s. 1002.45(1)(d). 254 (7) CHARTER.—The terms and conditions for the operation of 255 a charter school, including a virtual charter school, shall be 256 set forth by the sponsor and the applicant in a written 257 contractual agreement, called a charter. The sponsor and the 258 governing board of the charter school or virtual charter school 259 shall use the standard charter contract or standard virtual 260 charter contract, respectively, pursuant to subsection (21), 261 which shall incorporate the approved application and any addenda 262 approved with the application. Any term or condition of a 263 proposed charter contract or proposed virtual charter contract 264 that differs from the standard charter or virtual charter 265 contract adopted by rule of the State Board of Education shall 266 be presumed a limitation on charter school flexibility. The 267 sponsor may not impose unreasonable rules or regulations that 268 violate the intent of giving charter schools greater flexibility 269 to meet educational goals. The charter shall be signed by the 270 governing board of the charter school and the sponsor, following 271 a public hearing to ensure community input. 272 (a) The charter shall address and criteria for approval of 273 the charter shall be based on: 274 1. The school’s mission, the types of students to be 275 served, and, for a virtual charter school, the types of students 276 the school intends to serve who reside outside of the sponsoring 277 school district, and the ages and grades to be included. 278 2. The focus of the curriculum, the instructional methods 279 to be used, any distinctive instructional techniques to be 280 employed, and identification and acquisition of appropriate 281 technologies needed to improve educational and administrative 282 performance which include a means for promoting safe, ethical, 283 and appropriate uses of technology which comply with legal and 284 professional standards. 285 a. The charter shall ensure that reading is a primary focus 286 of the curriculum and that resources are provided to identify 287 and provide specialized instruction for students who are reading 288 below grade level. The curriculum and instructional strategies 289 for reading must be consistent with the state’s academic 290 standardsNext Generation Sunshine State Standardsand grounded 291 in scientifically based reading research. Reading instructional 292 strategies for foundational skills shall include phonics 293 instruction for decoding and encoding as the primary 294 instructional strategy for word reading. Instructional 295 strategies may not include those that employ the three-cueing 296 system model of reading or visual memory as a basis for teaching 297 word reading. Programs may include visual information and 298 strategies which improve background and experiential knowledge, 299 add context, and increase oral language and vocabulary to 300 support comprehension, but should not be used to teach word 301 reading. 302 b. In order to provide students with access to diverse 303 instructional delivery models, to facilitate the integration of 304 technology within traditional classroom instruction, and to 305 provide students with the skills they need to compete in the 306 21st century economy, the Legislature encourages instructional 307 methods for blended learning courses consisting of both 308 traditional classroom and online instructional techniques. 309 Charter schools may implement blended learning courses which 310 combine traditional classroom instruction and virtual 311 instruction. Students in a blended learning course must be full 312 time students of the charter school pursuant to s. 313 1011.61(1)(a)1. Instructional personnel certified pursuant to s. 314 1012.55 who provide virtual instruction for blended learning 315 courses may be employees of the charter school or may be under 316 contract to provide instructional services to charter school 317 students. At a minimum, such instructional personnel must hold 318 an active state or school district adjunct certification under 319 s. 1012.57 for the subject area of the blended learning course. 320 The funding and performance accountability requirements for 321 blended learning courses are the same as those for traditional 322 courses. 323 3. The current incoming baseline standard of student 324 academic achievement, the outcomes to be achieved, and the 325 method of measurement that will be used. The criteria listed in 326 this subparagraph shall include a detailed description of: 327 a. How the baseline student academic achievement levels and 328 prior rates of academic progress will be established. 329 b. How these baseline rates will be compared to rates of 330 academic progress achieved by these same students while 331 attending the charter school. 332 c. To the extent possible, how these rates of progress will 333 be evaluated and compared with rates of progress of other 334 closely comparable student populations. 335 336 A district school board is required to provide academic student 337 performance data to charter schools for each of their students 338 coming from the district school system, as well as rates of 339 academic progress of comparable student populations in the 340 district school system. 341 4. The methods used to identify the educational strengths 342 and needs of students and how well educational goals and 343 performance standards are met by students attending the charter 344 school. The methods shall provide a means for the charter school 345 to ensure accountability to its constituents by analyzing 346 student performance data and by evaluating the effectiveness and 347 efficiency of its major educational programs. Students in 348 charter schools shall, at a minimum, participate in the 349 statewide assessment program created under s. 1008.22. 350 5. In secondary charter schools, a method for determining 351 that a student has satisfied the requirements for graduation in 352 s. 1002.3105(5), s. 1003.4281, or s. 1003.4282. 353 6. A method for resolving conflicts between the governing 354 board of the charter school and the sponsor. 355 7. The admissions procedures and dismissal procedures, 356 including the school’s code of student conduct. Admission or 357 dismissal must not be based on a student’s academic performance. 358 8. The ways by which the school will achieve a 359 racial/ethnic balance reflective of the community it serves or 360 within the racial/ethnic range of other nearby public schools or 361 school districts. 362 9. The financial and administrative management of the 363 school, including a reasonable demonstration of the professional 364 experience or competence of those individuals or organizations 365 applying to operate the charter school or those hired or 366 retained to perform such professional services and the 367 description of clearly delineated responsibilities and the 368 policies and practices needed to effectively manage the charter 369 school. A description of internal audit procedures and 370 establishment of controls to ensure that financial resources are 371 properly managed must be included. Both public sector and 372 private sector professional experience shall be equally valid in 373 such a consideration. 374 10. The asset and liability projections required in the 375 application which are incorporated into the charter and shall be 376 compared with information provided in the annual report of the 377 charter school. 378 11. A description of procedures that identify various risks 379 and provide for a comprehensive approach to reduce the impact of 380 losses; plans to ensure the safety and security of students and 381 staff; plans to identify, minimize, and protect others from 382 violent or disruptive student behavior; and the manner in which 383 the school will be insured, including whether or not the school 384 will be required to have liability insurance, and, if so, the 385 terms and conditions thereof and the amounts of coverage. 386 12. The term of the charter which shall provide for 387 cancellation of the charter if insufficient progress has been 388 made in attaining the student achievement objectives of the 389 charter and if it is not likely that such objectives can be 390 achieved before expiration of the charter. The initial term of a 391 charter shall be for 5 years, excluding 2 planning years. In 392 order to facilitate access to long-term financial resources for 393 charter school construction, charter schools that are operated 394 by a municipality or other public entity as provided by law are 395 eligible for up to a 15-year charter, subject to approval by the 396 sponsor. A charter lab school is eligible for a charter for a 397 term of up to 15 years. In addition, to facilitate access to 398 long-term financial resources for charter school construction, 399 charter schools that are operated by a private, not-for-profit, 400 s. 501(c)(3) status corporation are eligible for up to a 15-year 401 charter, subject to approval by the sponsor. Such long-term 402 charters remain subject to annual review and may be terminated 403 during the term of the charter, but only according to the 404 provisions set forth in subsection (8). 405 13. The facilities to be used and their location. The 406 sponsor may not require a charter school to have a certificate 407 of occupancy or a temporary certificate of occupancy for such a 408 facility earlier than 15 calendar days before the first day of 409 school. 410 14. The qualifications to be required of the teachers and 411 the potential strategies used to recruit, hire, train, and 412 retain qualified staff to achieve best value. 413 15. The governance structure of the school, including the 414 status of the charter school as a public or private employer as 415 required in paragraph (12)(i). 416 16. A timetable for implementing the charter which 417 addresses the implementation of each element thereof and the 418 date by which the charter shall be awarded in order to meet this 419 timetable. 420 17. In the case of an existing public school that is being 421 converted to charter status, alternative arrangements for 422 current students who choose not to attend the charter school and 423 for current teachers who choose not to teach in the charter 424 school after conversion in accordance with the existing 425 collective bargaining agreement or district school board rule in 426 the absence of a collective bargaining agreement. However, 427 alternative arrangements shall not be required for current 428 teachers who choose not to teach in a charter lab school, except 429 as authorized by the employment policies of the state university 430 which grants the charter to the lab school. 431 18. Full disclosure of the identity of all relatives 432 employed by the charter school who are related to the charter 433 school owner, president, chairperson of the governing board of 434 directors, superintendent, governing board member, principal, 435 assistant principal, or any other person employed by the charter 436 school who has equivalent decisionmaking authority. For the 437 purpose of this subparagraph, the term “relative” means father, 438 mother, son, daughter, brother, sister, uncle, aunt, first 439 cousin, nephew, niece, husband, wife, father-in-law, mother-in 440 law, son-in-law, daughter-in-law, brother-in-law, sister-in-law, 441 stepfather, stepmother, stepson, stepdaughter, stepbrother, 442 stepsister, half brother, or half sister. 443 19. Implementation of the activities authorized under s. 444 1002.331 by the charter school when it satisfies the eligibility 445 requirements for a high-performing charter school. A high 446 performing charter school shall notify its sponsor in writing by 447 March 1 if it intends to increase enrollment or expand grade 448 levels the following school year. The written notice shall 449 specify the amount of the enrollment increase and the grade 450 levels that will be added, as applicable. 451 Section 4. Subsection (1) of section 1002.59, Florida 452 Statutes, is amended to read: 453 1002.59 Emergent literacy and performance standards 454 training courses.— 455 (1) The department, in collaboration with the Just Read, 456 Florida! Office, shall adopt minimum standards for courses in 457 emergent literacy for prekindergarten instructors. Each course 458 must consist ofcomprise5 clock hours and provide instruction 459 in strategies and techniques to address the age-appropriate 460 progress of prekindergarten students in developing emergent 461 literacy skills, including oral communication, knowledge of 462 print and letters, phonological and phonemic awareness,and463 vocabulary and comprehension development, and foundational 464 background knowledge designed to correlate with the content that 465 students will encounter in grades K-12, consistent with the 466 evidence-based content and strategies grounded in the science of 467 reading identified pursuant to s. 1001.215(8). The course 468 standards must be reviewed as part of any review of subject 469 coverage or endorsement requirements in the elementary, reading, 470 and exceptional student educational areas conducted pursuant to 471 s. 1012.586. Each course must also provide resources containing 472 strategies that allow students with disabilities and other 473 special needs to derive maximum benefit from the Voluntary 474 Prekindergarten Education Program. Successful completion of an 475 emergent literacy training course approved under this section 476 satisfies requirements for approved training in early literacy 477 and language development under ss. 402.305(2)(e)5., 402.313(6), 478 and 402.3131(5). 479 Section 5. Paragraph (a) of subsection (1) and paragraph 480 (b) of subsection (2) of section 1002.67, Florida Statutes, are 481 amended to read: 482 1002.67 Performance standards and curricula.— 483 (1)(a) The department shall develop and adopt performance 484 standards for students in the Voluntary Prekindergarten 485 Education Program. The performance standards must address the 486 age-appropriate progress of students in the development of: 487 1. The capabilities, capacities, and skills required under 488 s. 1(b), Art. IX of the State Constitution; 489 2. Emergent literacy skills grounded in the science of 490 reading, including oral communication, knowledge of print and 491 letters, phonemic and phonological awareness, and vocabulary and 492 comprehension development, and foundational background knowledge 493 designed to correlate with the content that students will 494 encounter in grades K-12; and 495 3. Mathematical thinking and early math skills. 496 (2) 497 (b) Each private prekindergarten provider’s and public 498 school’s curriculum must be developmentally appropriate and 499 must: 500 1. Be designed to prepare a student for early literacy and 501 provide for instruction in early math skills; 502 2. Develop student’s background knowledge through a 503 content-rich and sequential knowledge-building early literacy 504 curriculum; 505 3. Enhance the age-appropriate progress of students in 506 attaining the performance standards adopted by the department 507 under subsection (1); and 508 4.3.Support student learning gains through differentiated 509 instruction that shall be measured by the coordinated screening 510 and progress monitoring program under s. 1008.25(9)s.5111008.25(8). 512 Section 6. Present paragraphs (g) through (l) of subsection 513 (4) of section 1003.485, Florida Statutes, are redesignated as 514 paragraphs (h) through (m), respectively, a new paragraph (g) is 515 added to that subsection, and paragraph (g) of subsection (1) 516 and present paragraph (g) of subsection (4) of that section are 517 amended, to read: 518 1003.485 The New Worlds Reading Initiative.— 519 (1) DEFINITIONS.—As used in this section, the term: 520 (g) “Micro-credential” means evidence-based professional 521 development activities grounded in the science of reading that 522 are competency-based, personalized, and on-demand. Educators 523 must demonstrate their competence via evidence submitted and 524 reviewed by trained evaluators. 525 (4) ADMINISTRATOR RESPONSIBILITIES.—The administrator 526 shall: 527 (g) Develop, in consultation with the Just Read, Florida! 528 Office under s. 1001.215, an online repository of digital 529 science of reading materials and science of reading 530 instructional resources that is accessible to public school 531 teachers, school leaders, parents, and educator preparation 532 programs and associated faculty. 533 (h)(g)Develop a micro-credential that requires teachers to 534 demonstrate competency to: 535 1. Diagnose literacy difficulties and determine the 536 appropriate range of literacy interventions based upon the age 537 and literacy deficiency of the student; 538 2. Use evidence-based instructional and intervention 539 practices grounded in the science of reading, including 540 strategies identified by the Just Read, Florida! Office pursuant 541 to s. 1001.215(8); and 542 3. Effectively use progress monitoring and intervention 543 materials. 544 Section 7. Paragraph (b) of subsection (2) of section 545 1004.04, Florida Statutes, is amended to read: 546 1004.04 Public accountability and state approval for 547 teacher preparation programs.— 548 (2) UNIFORM CORE CURRICULA AND CANDIDATE ASSESSMENT.— 549 (b) The rules to establish uniform core curricula for each 550 state-approved teacher preparation program must include, but are 551 not limited to, the following: 552 1. Candidate instruction and assessment in the Florida 553 Educator Accomplished Practices across content areas. 554 2. The use of state-adopted content standards to guide 555 curricula and instruction. 556 3. Scientifically researched and evidence-based reading 557 instructional strategies grounded in the science of reading that 558 improve reading performance for all students, including 559 explicit, systematic, and sequential approaches to teaching 560 phonemic awareness, phonics, vocabulary, fluency, and text 561 comprehension and multisensory intervention strategies. The 562 primary instructional strategy for teaching word reading is 563 phonics instruction for decoding and encoding. Instructional 564 strategies for foundational skills may not include those that 565 employ the three-cueing system model of reading or visual memory 566 as a basis for teaching word reading. Programs may include 567 visual information and strategies which improve background and 568 experiential knowledge, add context, and increase oral language 569 and vocabulary to support comprehension, but should not be used 570 to teach word reading. 571 4. Content literacy and mathematics practices. 572 5. Strategies appropriate for the instruction of English 573 language learners. 574 6. Strategies appropriate for the instruction of students 575 with disabilities. 576 7. Strategies to differentiate instruction based on student 577 needs. 578 8. Strategies and practices to support evidence-based 579 content aligned to state standards and grading practices. 580 9. Strategies appropriate for the early identification of a 581 student in crisis or experiencing a mental health challenge and 582 the referral of such student to a mental health professional for 583 support. 584 10. Strategies to support the use of technology in 585 education and distance learning. 586 Section 8. Paragraph (a) of subsection (3) of section 587 1004.85, Florida Statutes, is amended to read: 588 1004.85 Postsecondary educator preparation institutes.— 589 (3) Educator preparation institutes approved pursuant to 590 this section may offer competency-based certification programs 591 specifically designed for noneducation major baccalaureate 592 degree holders to enable program participants to meet the 593 educator certification requirements of s. 1012.56. An educator 594 preparation institute choosing to offer a competency-based 595 certification program pursuant to the provisions of this section 596 must implement a program previously approved by the Department 597 of Education for this purpose or a program developed by the 598 institute and approved by the department for this purpose. 599 Approved programs shall be available for use by other approved 600 educator preparation institutes. 601 (a) Within 90 days after receipt of a request for approval, 602 the Department of Education shall approve a preparation program 603 pursuant to the requirements of this subsection or issue a 604 statement of the deficiencies in the request for approval. The 605 department shall approve a certification program if the 606 institute provides evidence of the institute’s capacity to 607 implement a competency-based program that includes each of the 608 following: 609 1.a. Participant instruction and assessment in the Florida 610 Educator Accomplished Practices across content areas. 611 b. The use of state-adopted student content standards to 612 guide curriculum and instruction. 613 c. Scientifically researched and evidence-based reading 614 instructional strategies grounded in the science of reading that 615 improve reading performance for all students, including 616 explicit, systematic, and sequential approaches to teaching 617 phonemic awareness, phonics, vocabulary, fluency, and text 618 comprehension and multisensory intervention strategies. The 619 primary instructional strategy for teaching word reading is 620 phonics instruction for decoding and encoding. Instructional 621 strategies for foundational skills may not include those that 622 employ the three-cueing system model of reading or visual memory 623 as a basis for teaching word reading. Programs may include 624 visual information and strategies which improve background and 625 experiential knowledge, add context, and increase oral language 626 and vocabulary to support comprehension, but should not be used 627 to teach word reading. 628 d. Content literacy and mathematical practices. 629 e. Strategies appropriate for instruction of English 630 language learners. 631 f. Strategies appropriate for instruction of students with 632 disabilities. 633 g. Strategies to differentiate instruction based on student 634 needs. 635 h. Strategies and practices to support evidence-based 636 content aligned to state standards and grading practices. 637 i. Strategies appropriate for the early identification of a 638 student in crisis or experiencing a mental health challenge and 639 the referral of such student to a mental health professional for 640 support. 641 j. Strategies to support the use of technology in education 642 and distance learning. 643 2. An educational plan for each participant to meet 644 certification requirements and demonstrate his or her ability to 645 teach the subject area for which the participant is seeking 646 certification, which is based on an assessment of his or her 647 competency in the areas listed in subparagraph 1. 648 3. Field experiences appropriate to the certification 649 subject area specified in the educational plan with a diverse 650 population of students in a variety of challenging environments, 651 including, but not limited to, high-poverty schools, urban 652 schools, and rural schools, under the supervision of qualified 653 educators. The state board shall determine in rule the amount of 654 field experience necessary to serve as the teacher of record, 655 beginning with candidates entering a program in the 2023-2024 656 school year. 657 4. A certification ombudsman to facilitate the process and 658 procedures required for participants who complete the program to 659 meet any requirements related to the background screening 660 pursuant to s. 1012.32 and educator professional or temporary 661 certification pursuant to s. 1012.56. 662 Section 9. Subsection (4) of section 1006.283, Florida 663 Statutes, is amended to read: 664 1006.283 District school board instructional materials 665 review process.— 666 (4) Instructional materials that have been reviewed by the 667 district instructional materials reviewers and approved must 668 have been determined to align with all applicable state 669 standards pursuant to s. 1003.41,andthe requirements in s. 670 1006.31, and instructional materials for foundational reading 671 skills shall be based on the science of reading and include 672 phonics instruction for decoding and encoding as the primary 673 instructional strategy for word reading. Instructional 674 strategies may not include those that employ the three-cueing 675 system model of reading or visual memory as a basis for teaching 676 word reading. Programs may include visual information and 677 strategies which improve background and experiential knowledge, 678 add context, and increase oral language and vocabulary to 679 support comprehension, but should not be used to teach word 680 reading. The district school superintendent shall annually 681 certify to the department that all instructional materials for 682 core courses used by the district are aligned with all 683 applicable state standards and have been reviewed, selected, and 684 adopted by the district school board in accordance with the 685 school board hearing and public meeting requirements of this 686 section. 687 Section 10. Subsection (2) of section 1006.31, Florida 688 Statutes, is amended to read: 689 1006.31 Duties of the Department of Education and school 690 district instructional materials reviewer.—The duties of the 691 instructional materials reviewer are: 692 (2) EVALUATION OF INSTRUCTIONAL MATERIALS.—To use the 693 selection criteria listed in s. 1006.34(2)(b) and recommend for 694 adoption only those instructional materials aligned with the 695 Next Generation Sunshine State Standards provided for in s. 696 1003.41. Instructional materials for foundational reading skills 697 shall be based on the science of reading and include phonics 698 instruction for decoding and encoding as the primary 699 instructional strategy for word reading. Instructional 700 strategies may not include those that employ the three-cueing 701 system model of reading or visual memory as a basis for teaching 702 word reading. Programs may include visual information and 703 strategies which improve background and experiential knowledge, 704 add context, and increase oral language and vocabulary to 705 support comprehension, but should not be used to teach word 706 reading. Instructional materials recommended by each reviewer 707 shall be, to the satisfaction of each reviewer, accurate, 708 objective, balanced, noninflammatory, current, free of 709 pornography and material prohibited under s. 847.012, and suited 710 to student needs and their ability to comprehend the material 711 presented. Reviewers shall consider for recommendation materials 712 developed for academically talented students, such as students 713 enrolled in advanced placement courses. When recommending 714 instructional materials, each reviewer shall: 715 (a) Include only instructional materials that accurately 716 portray the ethnic, socioeconomic, cultural, religious, 717 physical, and racial diversity of our society, including men and 718 women in professional, career, and executive roles, and the role 719 and contributions of the entrepreneur and labor in the total 720 development of this state and the United States. 721 (b) Include only materials that accurately portray, 722 whenever appropriate, humankind’s place in ecological systems, 723 including the necessity for the protection of our environment 724 and conservation of our natural resources and the effects on the 725 human system of the use of tobacco, alcohol, controlled 726 substances, and other dangerous substances. 727 (c) Include materials that encourage thrift, fire 728 prevention, and humane treatment of people and animals. 729 (d) Require, when appropriate to the comprehension of 730 students, that materials for social science, history, or civics 731 classes contain the Declaration of Independence and the 732 Constitution of the United States. A reviewer may not recommend 733 any instructional materials that contain any matter reflecting 734 unfairly upon persons because of their race, color, creed, 735 national origin, ancestry, gender, religion, disability, 736 socioeconomic status, or occupation or otherwise contradict the 737 principles enumerated under s. 1003.42(3). 738 Section 11. Present subsections (6) through (10) of section 739 1008.25, Florida Statutes, are redesignated as subsections (7) 740 through (11), respectively, a new subsection (6) is added to 741 that section, and subsections (4) and (5), present subsection 742 (7), paragraphs (a) and (d) of present subsection (8), and 743 present subsection (9) of that section, are amended, to read: 744 1008.25 Public school student progression; student support; 745 coordinated screening and progress monitoring; reporting 746 requirements.— 747 (4) ASSESSMENT AND SUPPORT.— 748 (a) Each student must participate in the statewide, 749 standardized assessment program required under s. 1008.22 and 750 the coordinated screening and progress monitoring system 751 required under subsection (9)(8). Each student who does not 752 achieve a Level 3 or above on the statewide, standardized 753 English Language Arts assessment; the statewide, standardized 754 Mathematics assessment; or the Algebra I EOC assessment must be 755 evaluated to determine the nature of the student’s difficulty, 756 the areas of academic need, and strategies for providing 757 academic supports to improve the student’s performance. 758 (b) A student who is not meeting the school district or 759 state requirements for satisfactory performance in English 760 Language Arts and mathematics must be covered by one of the 761 following plans: 762 1. A federally required student plan such as an individual 763 education plan; 764 2. A schoolwide system of progress monitoring for all 765 students, except a student who scores Level 4 or above on the 766 English Language Arts and Mathematics assessments may be 767 exempted from participation by the principal; or 768 3. An individualized progress monitoring plan. 769 (c) A student who has a substantial reading deficiency as 770 determined in paragraph (5)(a) or a substantial mathematics 771 deficiency as determined in paragraph (6)(a) must be covered by 772 a federally required student plan, such as an individual 773 education plan or an individualized progress monitoring plan, or 774 both, as necessary. The individualized progress monitoring plan 775 shall include, at a minimum: 776 1. The student’s specific, diagnosed reading or mathematics 777 skill deficiencies. 778 2. Goals and benchmarks for student growth in reading or 779 mathematics. 780 3. A description of the specific measures that will be used 781 to evaluate and monitor the student’s reading or mathematics 782 progress. 783 4. For a substantial reading deficiency, the specific 784 evidence-based literacy instruction grounded in the science of 785 reading which the student will receive. 786 5. Strategies, resources, and materials that will be 787 provided to the student’s parent to support the student to make 788 reading or mathematics progress. 789 6. Any additional services the teacher deems available and 790 appropriate to accelerate the student’s reading or mathematics 791 skill development. 792 (5) READING DEFICIENCY AND PARENTAL NOTIFICATION.— 793 (a) Any student in kindergarten through grade 3 who 794 exhibits a substantial deficiency in reading or the 795 characteristics of dyslexia based upon screening, diagnostic, 796 progress monitoring, or assessment data; statewide assessments; 797 or teacher observations must be provided intensive, explicit, 798 systematic, and multisensory reading interventions immediately 799 following the identification of the reading deficiency to 800 address his or her specific deficiencies. 801 1. The department shall provide a list of state vetted and 802 approved comprehensive reading and intervention programs. The 803 intervention programs shall be provided in addition to the 804 comprehensive core reading instruction that is provided to all 805 students in the general education classroom. Dyslexia-specific 806 intervention, as defined by rule of the State Board of 807 Education, shall be provided to students who have the 808 characteristics of dyslexia and all struggling readers. The 809 reading intervention program must do all of the following: 810 a. Provide explicit, direct instruction that is systematic, 811 sequential, and cumulative in language development, phonological 812 awareness, phonics, fluency, vocabulary, and comprehension, as 813 applicable. 814 b. Provide daily targeted small group reading interventions 815 based on student need in phonological awareness, phonics 816 including decoding and encoding, sight words, vocabulary, or 817 comprehension. 818 c. Be implemented during regular school hours. 819 2. A school may not wait for a student to receive a failing 820 grade at the end of a grading period to identify the student as 821 having a substantial reading deficiency and initiate intensive 822 reading interventions. In addition, a school may not wait until 823 an evaluation conducted pursuant to s. 1003.57 is completed to 824 provide appropriate, evidence-based interventions for a student 825 whose parent submits documentation from a professional licensed 826 under chapter 490 which demonstrates that the student has been 827 diagnosed with dyslexia. Such interventions must be initiated 828 upon receipt of the documentation and based on the student’s 829 specific areas of difficulty as identified by the licensed 830 professional. 831 3. A student’s reading proficiency must be monitored and 832 the intensive interventions must continue until the student 833 demonstrates grade level proficiency in a manner determined by 834 the district, which may include achieving a Level 3 on the 835 statewide, standardized English Language Arts assessment. The 836 State Board of Education shall identify by rule guidelines for 837 determining whether a student in kindergarten through grade 3 838 has a substantial deficiency in reading. 839 (b) A Voluntary Prekindergarten Education Program student 840 who exhibits a substantial deficiency in early literacy skills 841 in accordance with the standards under s. 1002.67(1)(a) and 842 based upon the results of the administration of the final 843 coordinated screening and progress monitoring under subsection 844 (9)(8)shall be referred to the local school district and may 845 be eligible to receive intensive reading interventions before 846 participating in kindergarten. Such intensive reading 847 interventions shall be paid for using funds from the district’s 848 evidence-based reading instruction allocation in accordance with 849 s. 1011.62(8). 850 (c) To be promoted to grade 4, a student must score a Level 851 2 or higher on the statewide, standardized English Language Arts 852 assessment required under s. 1008.22 for grade 3. If a student’s 853 reading deficiency is not remedied by the end of grade 3, as 854 demonstrated by scoring Level 2 or higher on the statewide, 855 standardized assessment required under s. 1008.22 for grade 3, 856 the student must be retained. 857 (d) The parent of any student who exhibits a substantial 858 deficiency in reading, as described in paragraph (a), must be 859 notified in writing of the following: 860 1. That his or her child has been identified as having a 861 substantial deficiency in reading, including a description and 862 explanation, in terms understandable to the parent, of the exact 863 nature of the student’s difficulty in learning and lack of 864 achievement in reading. 865 2. A description of the current services that are provided 866 to the child. 867 3. A description of the proposed intensive interventions 868 and supports that will be provided to the child that are 869 designed to remediate the identified area of reading deficiency. 870 4. That if the child’s reading deficiency is not remediated 871 by the end of grade 3, the child must be retained unless he or 872 she is exempt from mandatory retention for good cause. 873 5. Strategies, including multisensory strategies and 874 programming, through a read-at-home plan the parent can use in 875 helping his or her child succeed in reading. The read-at-home 876 plan must provide access to the resources identified in 877 paragraph (e). 878 6. That the statewide, standardized English Language Arts 879 assessment is not the sole determiner of promotion and that 880 additional evaluations, portfolio reviews, and assessments are 881 available to the child to assist parents and the school district 882 in knowing when a child is reading at or above grade level and 883 ready for grade promotion. 884 7. The district’s specific criteria and policies for a 885 portfolio as provided in subparagraph (7)(b)(4)(6)(b)4. and the 886 evidence required for a student to demonstrate mastery of 887 Florida’s academic standards for English Language Arts. A school 888 must immediately begin collecting evidence for a portfolio when 889 a student in grade 3 is identified as being at risk of retention 890 or upon the request of the parent, whichever occurs first. 891 8. The district’s specific criteria and policies for 892 midyear promotion. Midyear promotion means promotion of a 893 retained student at any time during the year of retention once 894 the student has demonstrated ability to read at grade level. 895 9. Information about the student’s eligibility for the New 896 Worlds Reading Initiative under s. 1003.485 and information on 897 parent training modules and other reading engagement resources 898 available through the initiative. 899 900 After initial notification, the school shall apprise the parent 901 at least monthly of the student’s progress in response to the 902 intensive interventions and supports. Such communications must 903 be in writing and must explain any additional interventions or 904 supports that will be implemented to accelerate the student’s 905 progress if the interventions and supports already being 906 implemented have not resulted in improvement. 907 (e) A school district must evaluate a student, at a 908 minimum, at the end of every grading period to determine if the 909 student exhibits a reading deficiency. A school must provide 910 additional reading support to a student with a reading 911 deficiency, and may not wait to provide support until a student 912 is identified with a substantial reading deficiency as 913 determined in paragraph (5)(a). 914 (f) The Department of Education shall compile resources 915 that each school district must incorporate into a read-at-home 916 plan provided to the parent of a student who is identified as 917 having a substantial reading deficiency pursuant to paragraph 918 (d). The resources must be made available in an electronic 919 format that is accessible online and must include the following: 920 1. Developmentally appropriate, evidence-based strategies 921 and programming, including links to video training modules and 922 opportunities to sign up for at-home reading tips delivered 923 periodically via text and e-mail, which a parent can use to help 924 improve his or her child’s literacy skills. 925 2. An overview of the types of assessments used to identify 926 reading deficiencies and what those assessments measure or do 927 not measure, the frequency with which the assessments are 928 administered, and the requirements for interventions and 929 supports that districts must provide to students who do not make 930 adequate academic progress. 931 3. An overview of the process for initiating and conducting 932 evaluations for exceptional education eligibility. The overview 933 must include an explanation that a diagnosis of a medical 934 condition alone is not sufficient to establish exceptional 935 education eligibility but may be used to document how that 936 condition relates to the student’s eligibility determination and 937 may be disclosed in an eligible student’s individual education 938 plan when necessary to inform school personnel responsible for 939 implementing the plan. 940 4. Characteristics of conditions associated with learning 941 disorders, including dyslexia, dysgraphia, dyscalculia, and 942 developmental aphasia. 943 5. A list of resources that support informed parent 944 involvement in decisionmaking processes for students who have 945 difficulty in learning. 946 947 Upon the request of a parent, resources meeting the requirements 948 of this paragraph must be provided to the parent in a hardcopy 949 format. 950 (6) MATHEMATICS DEFICIENCY AND PARENTAL NOTIFICATION.— 951 (a) Any student in kindergarten through grade 4 who 952 exhibits a substantial deficiency in mathematics or the 953 characteristics of dyscalculia based upon screening, diagnostic, 954 progress monitoring, or assessment data; statewide assessments; 955 or teacher observations must: 956 1. Immediately, following the identification of the 957 mathematics deficiency, be provided systematic and explicit 958 mathematics instruction to address his or her specific 959 deficiencies through either: 960 a. Daily targeted small group mathematics intervention 961 based on student need; or 962 b. Supplemental, evidence-based mathematics interventions 963 before or after school, or both, delivered by a highly qualified 964 teacher of mathematics or a trained tutor. 965 2. The performance of a student receiving mathematics 966 instruction under subparagraph 1. must be monitored and 967 instruction must be adjusted based on the student’s need. 968 3. The department shall provide a list of state vetted and 969 approved mathematics intervention programs, curricula, and high 970 quality supplemental materials which may be used to improve a 971 student’s mathematics deficiencies. In addition, the department 972 shall work, at a minimum, with the Florida Center for 973 Mathematics and Science Education Research established in s. 974 1004.86 to disseminate information to school districts and 975 teachers on effective evidence-based explicit mathematics 976 instructional practices, strategies, and interventions. 977 4. A school may not wait for a student to receive a failing 978 grade at the end of a grading period to identify the student as 979 having a substantial mathematics deficiency and initiate 980 intensive mathematics interventions. In addition, a school may 981 not wait until an evaluation conducted pursuant to s. 1003.57 is 982 completed to provide appropriate, evidence-based interventions 983 for a student whose parent submits documentation from a 984 professional licensed under chapter 490 which demonstrates that 985 the student has been diagnosed with dyscalculia. Such 986 interventions must be initiated upon receipt of the 987 documentation and based on the student’s specific areas of 988 difficulty as identified by the licensed professional. 989 5. A student’s mathematics proficiency must be monitored 990 and the intensive interventions must continue until the student 991 demonstrates grade level proficiency in a manner determined by 992 the district, which may include achieving a Level 3 on the 993 statewide, standardized Mathematics assessment. The State Board 994 of Education shall identify by rule guidelines for determining 995 whether a student in kindergarten through grade 4 has a 996 substantial deficiency in mathematics. 997 (b) A Voluntary Prekindergarten Education Program student 998 who exhibits a substantial deficiency in early mathematics 999 skills in accordance with the standards under s. 1002.67(1)(a) 1000 and based upon the results of the administration of the final 1001 coordinated screening and progress monitoring under subsection 1002 (8) shall be referred to the local school district and may be 1003 eligible to receive intensive mathematics interventions before 1004 participating in kindergarten. 1005 (c) The parent of any student who exhibits a substantial 1006 deficiency in mathematics, as described in paragraph (a), must 1007 be notified in writing of the following: 1008 1. That his or her child has been identified as having a 1009 substantial deficiency in mathematics, including a description 1010 and explanation, in terms understandable to the parent, of the 1011 exact nature of the student’s difficulty in learning and lack of 1012 achievement in mathematics. 1013 2. A description of the current services that are provided 1014 to the child. 1015 3. A description of the proposed intensive interventions 1016 and supports that will be provided to the child which are 1017 designed to remediate the identified area of mathematics 1018 deficiency. 1019 4. Strategies, including multisensory strategies and 1020 programming, through a home-based plan the parent can use in 1021 helping his or her child succeed in mathematics. The home-based 1022 plan must provide access to the resources identified in 1023 paragraph (e). 1024 1025 After initial notification, the school shall apprise the parent 1026 at least monthly of the student’s progress in response to the 1027 intensive interventions and supports. Such communications must 1028 be in writing and must explain any additional interventions or 1029 supports that will be implemented to accelerate the student’s 1030 progress if the interventions and supports already being 1031 implemented have not resulted in improvement. 1032 (d) A school district must evaluate a student, at a 1033 minimum, at the end of every grading period to determine if the 1034 student exhibits a mathematics deficiency. A school must provide 1035 additional mathematics support to a student with a mathematics 1036 deficiency, and may not wait to provide support until a student 1037 is identified with a substantial mathematics deficiency as 1038 determined in paragraph (a). 1039 (e) The Department of Education, in collaboration with the 1040 Florida Center for Mathematics and Science Education Research 1041 established in s. 1004.86, shall compile resources that each 1042 school district must incorporate into a home-based plan provided 1043 to the parent of a student who is identified as having a 1044 substantial mathematics deficiency pursuant to paragraph (c). 1045 The resources must be made available in an electronic format 1046 that is accessible online and must include the following: 1047 1. Developmentally appropriate, evidence-based strategies 1048 and programming, including links to video training modules and 1049 opportunities to sign up for family-guided home mathematics 1050 activities delivered periodically via text and e-mail, which a 1051 parent can use to help improve his or her child’s mathematics 1052 skills. 1053 2. An overview of the types of assessments used to identify 1054 mathematics deficiencies and what those assessments measure or 1055 do not measure, the frequency with which the assessments are 1056 administered, and the requirements for interventions and 1057 supports that districts must provide to students who do not make 1058 adequate academic progress. 1059 3. An overview of the process for initiating and conducting 1060 evaluations for exceptional education eligibility. The overview 1061 must include an explanation that a diagnosis of a medical 1062 condition alone is not sufficient to establish exceptional 1063 education eligibility but may be used to document how that 1064 condition relates to the student’s eligibility determination and 1065 may be disclosed in an eligible student’s individual education 1066 plan when necessary to inform school personnel responsible for 1067 implementing the plan. 1068 4. Characteristics of conditions associated with learning 1069 disorders, including dyslexia, dysgraphia, dyscalculia, and 1070 developmental aphasia. 1071 5. A list of resources that support informed parent 1072 involvement in decisionmaking processes for students who have 1073 difficulty in learning. 1074 1075 Upon the request of a parent, resources meeting the requirements 1076 of this paragraph must be provided to the parent in a hardcopy 1077 format. 1078 (8)(7)SUCCESSFUL PROGRESSION FOR RETAINED THIRD GRADE 1079 STUDENTS.— 1080 (a) Students retained under paragraph (5)(c) must be 1081 provided intensive interventions in reading to ameliorate the 1082 student’s specific reading deficiency and prepare the student 1083 for promotion to the next grade. These interventions must 1084 include: 1085 1. Evidence-based, explicit, systematic, and multisensory 1086 reading instruction grounded in the science of reading, in 1087 phonemic awareness, phonics, fluency, vocabulary, and 1088 comprehension and other strategies prescribed by the school 1089 district. 1090 2. Participation in the school district’s summer reading 1091 camp, which must incorporate the instructional and intervention 1092 strategies under subparagraph 1. which place rigor and grade 1093 level learning at the forefront. 1094 3. A minimum of 90 minutes of daily, uninterrupted reading 1095 instruction incorporating the instructional and intervention 1096 strategies under subparagraph 1. This instruction may include: 1097 a. Coordinated integration of content-rich texts in science 1098 and civic literacy within the 90-minute block. 1099 b. Targeted small group instruction. 1100 c. Explicit and systematic instruction with more detailed 1101 explanations, more extensive opportunities for guided practice, 1102 and more opportunities for error correction and feedback. 1103 d. Reduced teacher-student ratios. 1104 e.d.More frequent progress monitoring. 1105 f.e.Tutoring or mentoring. 1106 g.f.Transition classes containing 3rd and 4th grade 1107 students. 1108 h.g.Extended school day, week, or year. 1109 i. Before school or after school, or both, supplemental 1110 evidence-based reading interventions grounded in the science of 1111 reading, delivered by a teacher who is certified or endorsed in 1112 reading and is rated highly effective as determined by the 1113 teacher’s performance evaluation under s. 1012.34. 1114 1115 The primary instructional strategy for teaching word reading is 1116 phonics instruction for decoding and encoding. Instructional 1117 strategies may not include those that employ the three-cueing 1118 system model of reading or visual memory as a basis for teaching 1119 word reading. Programs may include visual information and 1120 strategies which improve background and experiential knowledge, 1121 add context, and increase oral language and vocabulary to 1122 support comprehension, but should not be used to teach word 1123 reading. 1124 (b) Each school district shall: 1125 1. Provide written notification to the parent of a student 1126 who is retained under paragraph (5)(c) that his or her child has 1127 not met the achievement level required for promotion and the 1128 reasons the child is not eligible for a good cause exemption as 1129 provided in paragraph (7)(b)(6)(b). The notification must 1130 comply with paragraph (5)(d) and must include a description of 1131 proposed interventions and supports that will be provided to the 1132 child to remediate the identified areas of reading deficiency. 1133 2. Implement a policy for the midyear promotion of a 1134 student retained under paragraph (5)(c) who can demonstrate that 1135 he or she is a successful and independent reader and performing 1136 at or above grade level in reading or, upon implementation of 1137 English Language Arts assessments, performing at or above grade 1138 level in English Language Arts. Tools that school districts may 1139 use in reevaluating a student retained may include subsequent 1140 assessments, alternative assessments, and portfolio reviews, in 1141 accordance with rules of the State Board of Education. Students 1142 promoted during the school year after November 1 must 1143 demonstrate achievement levels in reading equivalent to the 1144 level necessary for the beginning of grade 4. The rules adopted 1145 by the State Board of Education must include standards that 1146 provide a reasonable expectation that the student’s progress is 1147 sufficient to master appropriate grade 4 level reading skills. 1148 3. Provide students who are retained under paragraph 1149 (5)(c), including students participating in the school 1150 district’s summer reading camp under subparagraph (a)2., with a 1151 teacher who is certified or endorsed in reading and is rated 1152 highly effective as determined by the teacher’s performance 1153 evaluation under s. 1012.34. 1154 4. Establish at each school, when applicable, an intensive 1155 reading acceleration course for any student retained in grade 3 1156 who was previously retained in kindergarten, grade 1, or grade 1157 2. The intensive reading acceleration course must provide the 1158 following: 1159 a. Uninterrupted reading instruction grounded in the 1160 science of reading for the majority of student contact time each 1161 day and opportunities to master the grade 4 state academic 1162 standards in other core subject areas through content-rich 1163 texts. 1164 b. Explicit and systematic instruction with more detailed 1165 explanations, more extensive opportunities for guided practice, 1166 and more opportunities for error correction and feedback. 1167 c. Targeted small group instruction. 1168 d.c.Reduced teacher-student ratios. 1169 e.d.The use of explicit, systematic, and multisensory 1170 reading interventions grounded in the science of reading, 1171 including intensive language, phonics, and vocabulary 1172 instruction, and use of a speech-language therapist if 1173 necessary, that have proven results in accelerating student 1174 reading achievement within the same school year. 1175 f.e.A read-at-home plan. 1176 (9)(8)COORDINATED SCREENING AND PROGRESS MONITORING 1177 SYSTEM.— 1178 (a) The Department of Education, in collaboration with the 1179 Office of Early Learning, shall procure and require the use of a 1180 statewide, standardized coordinated screening and progress 1181 monitoring system for the Voluntary Prekindergarten Education 1182 Program and public schools. The system must: 1183 1. Measure student progress in meeting the appropriate 1184 expectations in early literacy and mathematics skills and in 1185 English Language Arts and mathematics standards as required by 1186 ss. 1002.67(1)(a) and 1003.41 and identify the educational 1187 strengths and needs of students. 1188 2. For students in the Voluntary Prekindergarten Education 1189 Program through grade 3, measure student performance in oral 1190 language development, phonological and phonemic awareness, 1191 knowledge of print and letters, decoding, fluency, vocabulary, 1192 and comprehension, as applicable by grade level, and, at a 1193 minimum, provide interval level and norm-referenced data that 1194 measures equivalent levels of growth. 1195 3. Be a valid, reliable, and developmentally appropriate 1196 computer-based direct instrument that provides screening and 1197 diagnostic capabilities for monitoring student progress; 1198 identifies students who have a substantial deficiency in reading 1199 and mathematics, including identifying students with 1200 characteristics of dyslexia, dyscalculia, and other learning 1201 disorders; and informs instruction. Any student identified by 1202 the system as having characteristics of dyslexia or dyscalculia 1203 shall undergo further screening. Beginning with the 2023-2024 1204 school year, the coordinated screening and progress monitoring 1205 system must be computer-adaptive. 1206 4. Provide data for Voluntary Prekindergarten Education 1207 Program accountability as required under s. 1002.68. 1208 5. Provide Voluntary Prekindergarten Education Program 1209 providers, school districts, schools, teachers, and parents with 1210 data and resources that enhance differentiated instruction and 1211 parent communication. 1212 6. Provide baseline data to the department of each 1213 student’s readiness for kindergarten. The determination of 1214 kindergarten readiness must be based on the results of each 1215 student’s initial progress monitoring assessment in 1216 kindergarten. The methodology for determining a student’s 1217 readiness for kindergarten must be developed by the department 1218 and aligned to the methodology adopted pursuant to s. 1219 1002.68(4). 1220 7. Assess how well educational goals and curricular 1221 standards are met at the provider, school, district, and state 1222 levels and provide information to the department to aid in the 1223 development of educational programs, policies, and supports for 1224 providers, districts, and schools. 1225 (d) Screening and progress monitoring system results, 1226 including the number of students who demonstrate characteristics 1227 of dyslexia and dyscalculia, shall be reported to the department 1228 pursuant to state board rule and maintained in the department’s 1229 Education Data Warehouse. Results must be provided to a 1230 student’s teacher and parent in a timely manner as required in 1231 s. 1008.22(7)(g). 1232 (10)(9)ANNUAL REPORT.— 1233 (a) In addition to the requirements in paragraph (5)(c), 1234 each district school board must annually report to the parent of 1235 each student the progress of the student toward achieving state 1236 and district expectations for proficiency in English Language 1237 Arts, science, social studies, and mathematics. The district 1238 school board must report to the parent the student’s results on 1239 each statewide, standardized assessment and the coordinated 1240 screening and progress monitoring system under subsection (9) 1241(8). The evaluation of each student’s progress must be based 1242 upon the student’s classroom work, observations, tests, district 1243 and state assessments, response to intensive interventions 1244 provided under paragraph (5)(a), and other relevant information. 1245 Progress reporting must be provided to the parent in writing in 1246 a format adopted by the district school board and must be 1247 accessible through secure, web-based options. 1248 (b) Each district school board must annually publish on the 1249 district website the following information on the prior school 1250 year: 1251 1. The provisions of this section relating to public school 1252 student progression and the district school board’s policies and 1253 procedures on student retention and promotion. 1254 2. By grade, the number and percentage of all students in 1255 grades 3 through 10 performing at Levels 1 and 2 on the 1256 statewide, standardized English Language Arts assessment. 1257 3. By grade, the number and percentage of all students 1258 retained in kindergarten through grade 10. 1259 4. Information on the total number of students who were 1260 promoted for good cause, by each category of good cause as 1261 specified in paragraph (7)(b)(6)(b). 1262 5. Any revisions to the district school board’s policies 1263 and procedures on student retention and promotion from the prior 1264 year. 1265 Section 12. Subsections (3), (4), and (8) of section 1266 1008.365, Florida Statutes, are amended to read: 1267 1008.365 Reading Achievement Initiative for Scholastic 1268 Excellence Act.— 1269 (3) The department shall establish at least 20 literacy 1270 support regions and regional support teams, at the direction of 1271 a regional literacy support director appointed by the 1272 Commissioner of Education, to assist schools with improving low 1273 reading scores as provided in this section. 1274 (a) A regional literacy support director must successfully 1275 demonstrate competence on the evidence-based strategies 1276 identified pursuant to s. 1001.215(8) and have the experience 1277 and credentials necessary, as determined by the department, to: 1278 1. Effectively monitor student reading growth and 1279 achievement data; 1280 2. Oversee districtwide and schoolwide professional 1281 development and planning to establish evidence-based practices 1282 grounded in the science of reading among school administrators 1283 and instructional personnel; 1284 3. Evaluate implementation of evidence-based practices 1285 grounded in the science of reading; and 1286 4. Manage a regional support team. 1287 (b) A regional support team shall report to its regional 1288 literacy support director and must consist of individuals who: 1289 1. Successfully demonstrate competence on the evidence 1290 based strategies identified pursuant to s. 1001.215(8); 1291 2. Have substantial experience in literacy coaching and 1292 monitoring student progress data in reading; and 1293 3. Have received training necessary to assist with the 1294 delivery of professional development and site-based supports, 1295 including modeling evidence-based practices grounded in the 1296 science of reading and providing feedback to instructional 1297 personnel. 1298 (4) The department may establish criteria to identify 1299 schools that must receive supports from a regional support team. 1300 However, regardless of its school grade designated pursuant to 1301 s. 1008.34, a school serving students in kindergarten through 1302 grade 5 must be identified for supports if 50 percent of its 1303 students who take the statewide, standardized English Language 1304 Arts assessment score below a Level 3 for any grade level, or, 1305 for students in kindergarten through grade 3, progress 1306 monitoring data collected pursuant to s. 1008.25(9)s.13071008.25(8)shows that 50 percent or more of the students are not 1308 on track to pass the statewide, standardized grade 3 English 1309 Language Arts assessment. A school identified for supports under 1310 this section must implement a school improvement plan pursuant 1311 to s. 1001.42(18), or, if the school is already implementing a 1312 school improvement plan, the plan must be amended to explicitly 1313 address strategies for improving reading performance consistent 1314 with this section. 1315 (8) As part of the RAISE Program, the department shall 1316 establish a tutoring program and develop training in effective 1317 reading tutoring practices and content, based on evidence-based 1318 practices grounded in the science of reading and aligned to the 1319 English Language Arts standards under s. 1003.41, which prepares 1320 eligible high school students to tutor students in kindergarten 1321 through grade 3 in schools identified under this section, 1322 instilling in those students a love of reading and improving 1323 their literacy skills. 1324 (a) To be eligible to participate in the tutoring program, 1325 a high school student must be a rising junior or senior who has 1326 a cumulative grade point average of 3.0 or higher, has no 1327 history of out-of-school suspensions or expulsions, is on track 1328 to complete all core course requirements to graduate, and has 1329 written recommendations from at least two of his or her present 1330 or former high school teachers of record or extracurricular 1331 activity sponsors. 1332 (b) School districts that wish to participate in the 1333 tutoring program must recruit, train, and deploy eligible high 1334 school students using the materials developed under this 1335 section. Tutoring must occur during the school day on school 1336 district property in the presence and under the supervision of 1337 instructional personnel who are school district employees. A 1338 parent must give written permission for his or her child to 1339 receive tutoring through the program. 1340 (c) Tutoring may be part of a service-learning course 1341 adopted pursuant to s. 1003.497. Students may earn up to three 1342 elective credits for high school graduation based on the 1343 verified number of hours the student spends tutoring under the 1344 program. The hours of volunteer service must be documented in 1345 writing, and the document must be signed by the student, the 1346 student’s parent or guardian, and an administrator or designee 1347 of the school in which the tutoring occurred. The hours that a 1348 high school student devotes to tutoring may be counted toward 1349 meeting community service requirements for high school 1350 graduation and community service requirements for participation 1351 in the Florida Bright Futures Scholarship Program as provided in 1352 s. 1003.497(3)(b). The department shall designate a high school 1353 student who provides at least 75 verified hours of tutoring 1354 under the program as a New Worlds Scholar and award the student 1355 with a pin indicating such designation. 1356 Section 13. Paragraph (f) of subsection (1) and paragraphs 1357 (d) and (e) of subsection (8) of section 1011.62, Florida 1358 Statutes, are amended to read: 1359 1011.62 Funds for operation of schools.—If the annual 1360 allocation from the Florida Education Finance Program to each 1361 district for operation of schools is not determined in the 1362 annual appropriations act or the substantive bill implementing 1363 the annual appropriations act, it shall be determined as 1364 follows: 1365 (1) COMPUTATION OF THE BASIC AMOUNT TO BE INCLUDED FOR 1366 OPERATION.—The following procedure shall be followed in 1367 determining the annual allocation to each district for 1368 operation: 1369 (f) Supplemental academic instruction allocation.— 1370 1. There is created the supplemental academic instruction 1371 allocation to provide supplemental academic instruction to 1372 students in kindergarten through grade 12. 1373 2. The supplemental academic instruction allocation shall 1374 be provided annually in the Florida Education Finance Program as 1375 specified in the General Appropriations Act. These funds are in 1376 addition to the funds appropriated on the basis of FTE student 1377 membership in the Florida Education Finance Program and shall be 1378 included in the total potential funds of each district. 1379 Beginning with the 2018-2019 fiscal year, each school district 1380 that has a school earning a grade of “D” or “F” pursuant to s. 1381 1008.34 must use that school’s portion of the supplemental 1382 academic instruction allocation to implement intervention and 1383 support strategies for school improvement pursuant to s. 1008.33 1384 and for salary incentives pursuant to s. 1012.2315(3) or salary 1385 supplements pursuant to s. 1012.22(1)(c)5.c. that are provided 1386 through a memorandum of understanding between the collective 1387 bargaining agent and the school board that addresses the 1388 selection, placement, and expectations of instructional 1389 personnel and school administrators. For all other schools, the 1390 school district’s use of the supplemental academic instruction 1391 allocation may include, but is not limited to, the use of a 1392 modified curriculum; reading instruction; after-school 1393 instruction; tutoring; mentoring; evidence-based mathematics 1394 interventions extending beyond the school day; a reduction in 1395 class size; extended school year; intensive skills development 1396 in summer school which places rigor and grade-level learning at 1397 the forefront; dropout prevention programs as defined in ss. 1398 1003.52 and 1003.53(1)(a), (b), and (c); and other methods of 1399 improving student achievement. Supplemental academic instruction 1400 may be provided to a student in any manner and at any time 1401 during or beyond the regular 180-day term identified by the 1402 school as being the most effective and efficient way to best 1403 help that student progress from grade to grade and to graduate. 1404 3. The supplemental academic instruction allocation shall 1405 consist of a base amount that has a workload adjustment based on 1406 changes in unweighted FTE. The supplemental academic instruction 1407 allocation shall be recalculated during the fiscal year. Upon 1408 recalculation of funding for the supplemental academic 1409 instruction allocation, if the total allocation is greater than 1410 the amount provided in the General Appropriations Act, the 1411 allocation shall be prorated to the level provided to support 1412 the appropriation, based on each district’s share of the total. 1413 4. Funding on the basis of FTE membership beyond the 180 1414 day regular term shall be provided in the FEFP only for students 1415 enrolled in juvenile justice education programs or in education 1416 programs for juveniles placed in secure facilities or programs 1417 under s. 985.19. Funding for instruction beyond the regular 180 1418 day school year for all other K-12 students shall be provided 1419 through the supplemental academic instruction allocation and 1420 other state, federal, and local fund sources with ample 1421 flexibility for schools to provide supplemental instruction to 1422 assist students in progressing from grade to grade and 1423 graduating. 1424 (8) EVIDENCE-BASED READING INSTRUCTION ALLOCATION.— 1425 (d) Funds allocated under this subsection must be used to 1426 provide a system of comprehensive reading instruction to 1427 students enrolled in the prekindergarten-12 programs and certain 1428 students who exhibit a substantial deficiency in early literacy, 1429 which may include the following: 1430 1. Additional time per day of evidence-based intensive 1431 reading instruction to students, which may be delivered during 1432 or outside of the regular school day. 1433 2. Kindergarten through grade 12 evidence-based intensive 1434 reading interventions. 1435 3. Highly qualified reading coaches, who must be endorsed 1436 in reading, to specifically support teachers in making 1437 instructional decisions based on student data, and improve 1438 teacher delivery of effective reading instruction, intervention, 1439 and reading in the content areas based on student need. 1440 4. Professional development to help instructional personnel 1441 and certified prekindergarten teachers funded in the Florida 1442 Education Finance Program earn a certification, a credential, an 1443 endorsement, or an advanced degree in scientifically researched 1444 and evidence-based reading instruction. 1445 5. Summer reading camps, using only teachers or other 1446 district personnel who possess a micro-credential as specified 1447 in s. 1003.485 or are certified or endorsed in reading 1448 consistent with s. 1008.25(8)(b)3. s.1008.25(7)(b)3., for all 1449 students in kindergarten through grade 5 who demonstrate a 1450 reading deficiency as determined by district and state 1451 assessments. 1452 6. Scientifically researched and evidence-based 1453 supplemental instructional materials as identified by the Just 1454 Read, Florida! Office pursuant to s. 1001.215(8). Such 1455 instructional materials for foundational reading skills shall be 1456 based on the science of reading and include phonics instruction 1457 for decoding and encoding as the primary instructional strategy 1458 for word reading. Instructional strategies may not include those 1459 that employ the three-cueing system model of reading or visual 1460 memory as a basis for teaching word reading. Programs may 1461 include visual information and strategies which improve 1462 background and experiential knowledge, add context, and increase 1463 oral language and vocabulary to support comprehension, but 1464 should not be used to teach word reading. 1465 7. Incentives for instructional personnel and certified 1466 prekindergarten teachers funded in the Florida Education Finance 1467 Program who possess a reading certification or endorsement or 1468 micro-credential as specified in s. 1003.485 and provide 1469 educational support to improve student literacy. 1470 8. Tutoring in reading. 1471 (e)1. Annually, by a date determined by the Department of 1472 Education, each school district shall submit a comprehensive 1473 reading plan approved by the applicable district school board, 1474 charter school governing board, or lab school board of trustees, 1475 for the specific use of the evidence-based reading instruction 1476 allocation, based upon a root-cause analysis. The plan shall 1477 also describe how the district prioritizes the assignment of 1478 highly effective teachers, as defined in s. 1012.34(2)(e), to 1479 kindergarten through grade 2 and how reading coaches are 1480 assigned to individual schools. These two provisions shall be 1481 approved by the Just Read, Florida! Office. The State Regional 1482 Literacy Director may assist in the development of the plan. The 1483 department shall provide a plan format. A district school board 1484 may use the format developed by the department or a format 1485 developed by the district school board. 1486 2. Intensive reading interventions must be delivered by 1487 instructional personnel who possess the micro-credential as 1488 provided in s. 1003.485 or are certified or endorsed in reading 1489 and must incorporate evidence-based strategies identified by the 1490 Just Read, Florida! Office pursuant to s. 1001.215(8). 1491 Instructional personnel who possess a micro-credential as 1492 specified in s. 1003.485 and are delivering intensive reading 1493 interventions must be supervised by an individual certified or 1494 endorsed in reading. For the purposes of this subsection, the 1495 term “supervision” means the ability to communicate by way of 1496 telecommunication with or physical presence of the certified or 1497 endorsed personnel for consultation and direction of the actions 1498 of the personnel with the micro-credential. 1499 3. By July 1 of each year, the department shall release to 1500 each school district its allocation of appropriated funds. The 1501 department shall evaluate the implementation of each district 1502 plan, including conducting site visits and collecting specific 1503 data on expenditures and reading improvement results. By 1504 February 1 of each year, the department shall report its 1505 findings to the Legislature and the State Board of Education, 1506 including any recommendations for improving implementation of 1507 evidence-based reading and intervention strategies in 1508 classrooms. 1509 1510 For purposes of this subsection, the term “evidence-based” means 1511 demonstrating a statistically significant effect on improving 1512 student outcomes or other relevant outcomes as provided in 20 1513 U.S.C. s. 8101(21)(A)(i). 1514 Section 14. Paragraphs (a) and (b) of subsection (8) of 1515 section 1012.56, Florida Statutes, are amended to read: 1516 1012.56 Educator certification requirements.— 1517 (8) PROFESSIONAL DEVELOPMENT CERTIFICATION AND EDUCATION 1518 COMPETENCY PROGRAM.— 1519 (a) The Department of Education shall develop and each 1520 school district, charter school, and charter management 1521 organization may provide a cohesive competency-based 1522 professional development certification and education competency 1523 program by which instructional staff may satisfy the mastery of 1524 professional preparation and education competence requirements 1525 specified in subsection (6) and rules of the State Board of 1526 Education. Participants must hold a state-issued temporary 1527 certificate. A school district, charter school, or charter 1528 management organization that implements the program shall 1529 provide a competency-based certification program developed by 1530 the Department of Education or developed by the district, 1531 charter school, or charter management organization and approved 1532 by the Department of Education. The program shall include the 1533 following: 1534 1. A minimum period of initial preparation before assuming 1535 duties as the teacher of record. 1536 2. An option for collaboration with other supporting 1537 agencies or educational entities for implementation. 1538 3. A teacher mentorship and induction component. 1539 a. Each individual selected by the district as a mentor: 1540 (I) Must hold a valid professional certificate issued 1541 pursuant to this section; 1542 (II) Must have earned at least 3 years of teaching 1543 experience in prekindergarten through grade 12; 1544 (III) Must have completed specialized training in clinical 1545 supervision and participate in ongoing mentor training provided 1546 through the coordinated system of professional development under 1547 s. 1012.98(3)(e); 1548 (IV) Must have earned an effective or highly effective 1549 rating on the prior year’s performance evaluation under s. 1550 1012.34; and 1551 (V) May be a peer evaluator under the district’s evaluation 1552 system approved under s. 1012.34. 1553 b. The teacher mentorship and induction component must, at 1554 a minimum, provide weekly opportunities for mentoring and 1555 induction activities, including common planning time, ongoing 1556 professional development targeted to a teacher’s needs, 1557 opportunities for a teacher to observe other teachers, co 1558 teaching experiences, and reflection and follow-upfollowup1559 discussions. Mentorship and induction activities must be 1560 provided for an applicant’s first year in the program and may be 1561 provided until the applicant attains his or her professional 1562 certificate in accordance with this section. A principal who is 1563 rated highly effective as determined by his or her performance 1564 evaluation under s. 1012.34 must be provided flexibility in 1565 selecting professional development activities under this 1566 paragraph; however, the activities must be approved by the 1567 department as part of the district’s, charter school’s, or 1568 charter management organization’s program. 1569 4. An assessment of teaching performance aligned to the 1570 district’s system for personnel evaluation under s. 1012.34 1571 which provides for: 1572 a. An initial evaluation of each educator’s competencies to 1573 determine an appropriate individualized professional development 1574 plan. 1575 b. A summative evaluation to assure successful completion 1576 of the program. 1577 5. Professional education preparation content knowledge, 1578 which must be included in the mentoring and induction activities 1579 under subparagraph 3., that includes, but is not limited to, the 1580 following: 1581 a. The state standards provided under s. 1003.41, including 1582 scientifically researched and evidence-basedbasedreading 1583instructioninstructional strategies grounded in the science of 1584 reading, content literacy, and mathematical practices, for each 1585 subject identified on the temporary certificate. Reading 1586 instructional strategies for foundational skills shall include 1587 phonics instruction for decoding and encoding as the primary 1588 instructional strategy for word reading. Instructional 1589 strategies may not include those that employ the three-cueing 1590 system model of reading or visual memory as a basis for teaching 1591 word reading. Programs may include visual information and 1592 strategies which improve background and experiential knowledge, 1593 add context, and increase oral language and vocabulary to 1594 support comprehension, but should not be used to teach word 1595 reading. 1596 b. The educator-accomplished practices approved by the 1597 state board. 1598 c. A variety of data indicators for monitoring student 1599 progress. 1600 d. Methodologies for teaching students with disabilities. 1601 e. Methodologies for teaching students of limited English 1602 proficiency appropriate for each subject area identified on the 1603 temporary certificate. 1604 f. Techniques and strategies for operationalizing the role 1605 of the teacher in assuring a safe learning environment for 1606 students. 1607 6. Required achievement of passing scores on the subject 1608 area and professional education competency examination required 1609 by State Board of Education rule. Mastery of general knowledge 1610 must be demonstrated as described in subsection (3). 1611 7. Beginning with candidates entering a program in the 1612 2022-2023 school year, a candidate for certification in a 1613 coverage area identified pursuant to s. 1012.585(3)(f) must 1614 successfully complete all competencies for a reading 1615 endorsement, including completion of the endorsement practicum 1616 through the candidate’s demonstration of mastery of professional 1617 preparation and education competence under paragraph (b). 1618 (b)1. Each school district must and a private school or 1619 state-supported public school, including a charter school, may 1620 develop and maintain a system by which members of the 1621 instructional staff may demonstrate mastery of professional 1622 preparation and education competence as required by law. Each 1623 program must be based on classroom application of the Florida 1624 Educator Accomplished Practices and instructional performance 1625 and, for public schools, must be aligned with the district’s or 1626 state-supported public school’s evaluation system established 1627 under s. 1012.34, as applicable. The program shall include 1628 scientifically researched and evidence-based reading 1629 instructional strategies grounded in the science of reading 1630 which improve reading performance for all students, including 1631 explicit, systematic, and sequential approaches to teaching 1632 phonemic awareness, phonics, vocabulary, fluency, text 1633 comprehension, and multisensory intervention strategies. 1634 2. The Commissioner of Education shall determine the 1635 continued approval of programs implemented under this paragraph, 1636 based upon the department’s review of performance data. The 1637 department shall review the performance data as a part of the 1638 periodic review of each school district’s professional 1639 development system required under s. 1012.98. 1640 Section 15. Paragraphs (a) and (f) of subsection (3) of 1641 section 1012.585, Florida Statutes, are amended to read: 1642 1012.585 Process for renewal of professional certificates.— 1643 (3) For the renewal of a professional certificate, the 1644 following requirements must be met: 1645 (a) The applicant must earn a minimum of 6 college credits 1646 or 120 inservice points or a combination thereof. For each area 1647 of specialization to be retained on a certificate, the applicant 1648 must earn at least 3 of the required credit hours or equivalent 1649 inservice points in the specialization area. Education in 1650 “clinical educator” training pursuant to s. 1004.04(5)(b); 1651 participation in mentorship and induction activities, including 1652 as a mentor, pursuant to s. 1012.56(8)(a); and credits or points 1653 that provide training in the area of scientifically researched, 1654 knowledge-based reading literacy grounded in the science of 1655 reading, including explicit, systematic, and sequential 1656 approaches to reading instruction, developing phonemic 1657 awareness, and implementing multisensory intervention 1658 strategies, and computational skills acquisition, exceptional 1659 student education, normal child development, and the disorders 1660 of development may be applied toward any specialization area. 1661 Credits or points that provide training in the areas of drug 1662 abuse, child abuse and neglect, strategies in teaching students 1663 having limited proficiency in English, or dropout prevention, or 1664 training in areas identified in the educational goals and 1665 performance standards adopted pursuant to ss. 1000.03(5) and 1666 1008.345 may be applied toward any specialization area, except 1667 specialization areas identified by State Board of Education rule 1668 that include reading instruction or intervention for any 1669 students in kindergarten through grade 6. Credits or points 1670 earned through approved summer institutes may be applied toward 1671 the fulfillment of these requirements. Inservice points may also 1672 be earned by participation in professional growth components 1673 approved by the State Board of Education and specified pursuant 1674 to s. 1012.98 in the district’s approved master plan for 1675 inservice educational training; however, such points may not be 1676 used to satisfy the specialization requirements of this 1677 paragraph. 1678 (f) An applicant for renewal of a professional certificate 1679 in any area of certification identified by State Board of 1680 Education rule that includes reading instruction or intervention 1681 for any students in kindergarten through grade 6, with a 1682 beginning validity date of July 1, 2020, or thereafter, must 1683 earn a minimum of 2 college credits or the equivalent inservice 1684 points in evidence-based instruction and interventions grounded 1685 in the science of reading specifically designed for students 1686 with characteristics of dyslexia, including the use of explicit, 1687 systematic, and sequential approaches to reading instruction, 1688 developing phonological and phonemic awareness, decoding, and 1689 implementing multisensory intervention strategies. Such training 1690 must be provided by teacher preparation programs under s. 1691 1004.04 or s. 1004.85 or approved school district professional 1692 development systems under s. 1012.98. The requirements in this 1693 paragraph may not add to the total hours required by the 1694 department for continuing education or inservice training. 1695 Section 16. Paragraph (b) of subsection (4) and subsection 1696 (9) of section 1012.98, Florida Statutes, are amended to read: 1697 1012.98 School Community Professional Development Act.— 1698 (4) The Department of Education, school districts, schools, 1699 Florida College System institutions, and state universities 1700 share the responsibilities described in this section. These 1701 responsibilities include the following: 1702 (b) Each school district shall develop a professional 1703 development system as specified in subsection (3). The system 1704 shall be developed in consultation with teachers, teacher 1705 educators of Florida College System institutions and state 1706 universities, business and community representatives, and local 1707 education foundations, consortia, and professional 1708 organizations. The professional development system must: 1709 1. Be reviewed and approved by the department for 1710 compliance with s. 1003.42(3) and this section. All substantial 1711 revisions to the system shall be submitted to the department for 1712 review for continued approval. 1713 2. Be based on analyses of student achievement data and 1714 instructional strategies and methods that support rigorous, 1715 relevant, and challenging curricula for all students. Schools 1716 and districts, in developing and refining the professional 1717 development system, shall also review and monitor school 1718 discipline data; school environment surveys; assessments of 1719 parental satisfaction; performance appraisal data of teachers, 1720 managers, and administrative personnel; and other performance 1721 indicators to identify school and student needs that can be met 1722 by improved professional performance. 1723 3. Provide inservice activities coupled with follow-up 1724followupsupport appropriate to accomplish district-level and 1725 school-level improvement goals and standards. The inservice 1726 activities for instructional personnel shall focus on analysis 1727 of student achievement data, ongoing formal and informal 1728 assessments of student achievement, identification and use of 1729 enhanced and differentiated instructional strategies that 1730 emphasize rigor, relevance, and reading in the content areas, 1731 enhancement of subject content expertise, integrated use of 1732 classroom technology that enhances teaching and learning, 1733 classroom management, parent involvement, and school safety. 1734 4. Provide inservice activities and support targeted to the 1735 individual needs of new teachers participating in the 1736 professional development certification and education competency 1737 program under s. 1012.56(8)(a). 1738 5. Include a master plan for inservice activities, pursuant 1739 to rules of the State Board of Education, for all district 1740 employees from all fund sources. The master plan shall be 1741 updated annually by September 1, must be based on input from 1742 teachers and district and school instructional leaders, and must 1743 use the latest available student achievement data and research 1744 to enhance rigor and relevance in the classroom. Each district 1745 inservice plan must be aligned to and support the school-based 1746 inservice plans and school improvement plans pursuant to s. 1747 1001.42(18). Each district inservice plan must provide a 1748 description of the training that middle grades instructional 1749 personnel and school administrators receive on the district’s 1750 code of student conduct adopted pursuant to s. 1006.07; 1751 integrated digital instruction and competency-based instruction 1752 and CAPE Digital Tool certificates and CAPE industry 1753 certifications; classroom management; student behavior and 1754 interaction; extended learning opportunities for students; and 1755 instructional leadership. District plans must be approved by the 1756 district school board annually in order to ensure compliance 1757 with subsection (1) and to allow for dissemination of research 1758 based best practices to other districts. District school boards 1759 must submit verification of their approval to the Commissioner 1760 of Education no later than October 1, annually. Each school 1761 principal may establish and maintain an individual professional 1762 development plan for each instructional employee assigned to the 1763 school as a seamless component to the school improvement plans 1764 developed pursuant to s. 1001.42(18). An individual professional 1765 development plan must be related to specific performance data 1766 for the students to whom the teacher is assigned, define the 1767 inservice objectives and specific measurable improvements 1768 expected in student performance as a result of the inservice 1769 activity, and include an evaluation component that determines 1770 the effectiveness of the professional development plan. 1771 6. Include inservice activities for school administrative 1772 personnel that address updated skills necessary for 1773 instructional leadership and effective school management 1774 pursuant to s. 1012.986. 1775 7. Provide for systematic consultation with regional and 1776 state personnel designated to provide technical assistance and 1777 evaluation of local professional development programs. 1778 8. Provide for delivery of professional development by 1779 distance learning and other technology-based delivery systems to 1780 reach more educators at lower costs. 1781 9. Provide for the continuous evaluation of the quality and 1782 effectiveness of professional development programs in order to 1783 eliminate ineffective programs and strategies and to expand 1784 effective ones. Evaluations must consider the impact of such 1785 activities on the performance of participating educators and 1786 their students’ achievement and behavior. 1787 10. For middle grades, emphasize: 1788 a. Interdisciplinary planning, collaboration, and 1789 instruction. 1790 b. Alignment of curriculum and instructional materials to 1791 the state academic standards adopted pursuant to s. 1003.41. 1792 c. Use of small learning communities; problem-solving, 1793 inquiry-driven research and analytical approaches for students; 1794 strategies and tools based on student needs; competency-based 1795 instruction; integrated digital instruction; and project-based 1796 instruction. 1797 1798 Each school that includes any of grades 6, 7, or 8 must include 1799 in its school improvement plan, required under s. 1001.42(18), a 1800 description of the specific strategies used by the school to 1801 implement each item listed in this subparagraph. 1802 11. Provide training to reading coaches, classroom 1803 teachers, and school administrators in effective methods of 1804 identifying characteristics of conditions such as dyslexia and 1805 other causes of diminished phonological processing skills; 1806 incorporating instructional techniques into the general 1807 education setting which are proven to improve reading 1808 performance for all students; and using predictive and other 1809 data to make instructional decisions based on individual student 1810 needs. The training must help teachers integrate phonemic 1811 awareness; phonics, word study, and spelling; reading fluency; 1812 vocabulary, including academic vocabulary; and text 1813 comprehension strategies into an explicit, systematic, and 1814 sequential approach to reading instruction, including 1815 multisensory intervention strategies. Such training for teaching 1816 foundational skills shall be based on the science of reading and 1817 include phonics instruction for decoding and encoding as the 1818 primary instructional strategy for word reading. Instructional 1819 strategies may not include those that employ the three-cueing 1820 system model of reading or visual memory as a basis for teaching 1821 word reading. Programs may include visual information and 1822 strategies which improve background and experiential knowledge, 1823 add context, and increase oral language and vocabulary to 1824 support comprehension, but should not be used to teach word 1825 reading. Each district must provide all elementary grades 1826 instructional personnel access to training sufficient to meet 1827 the requirements of s. 1012.585(3)(f). 1828 (9) This section does not limit or discourage a district 1829 school board from contracting with independent entities for 1830 professional development services and inservice education if the 1831 district school board can demonstrate to the Commissioner of 1832 Education that, through such a contract, a better product can be 1833 acquired or its goals for education improvement can be better 1834 met. Contracted training for teaching foundational skills shall 1835 be based on the science of reading and include phonics 1836 instruction for decoding and encoding as the primary 1837 instructional strategy for word reading. Instructional 1838 strategies may not include those that employ the three-cueing 1839 system model of reading or visual memory as a basis for teaching 1840 word reading. Programs may include visual information and 1841 strategies which improve background and experiential knowledge, 1842 add context, and increase oral language and vocabulary to 1843 support comprehension, but should not be used to teach word 1844 reading. 1845 Section 17. Paragraphs (a) and (d) of subsection (10) of 1846 section 1002.37, Florida Statutes, are amended to read: 1847 1002.37 The Florida Virtual School.— 1848 (10)(a) Public school students receiving full-time 1849 instruction in kindergarten through grade 12 by the Florida 1850 Virtual School must take all statewide assessments required 1851 pursuant to s. 1008.22 and participate in the coordinated 1852 screening and progress monitoring system under s. 1008.25(9)s.18531008.25(8). 1854 (d) Unless an alternative testing site is mutually agreed 1855 to by the Florida Virtual School and the school district or as 1856 contracted under s. 1008.24, all industry certification 1857 examinations, national assessments, progress monitoring under s. 1858 1008.25(9)s. 1008.25(8), and statewide assessments must be 1859 taken at the school to which the student would be assigned 1860 according to district school board attendance areas. A school 1861 district must provide the student with access to the school’s 1862 testing facilities and the date and time of the administration 1863 of progress monitoring and each examination or assessment. 1864 Section 18. Paragraph (b) of subsection (5) of section 1865 1002.45, Florida Statutes, is amended to read: 1866 1002.45 Virtual instruction programs.— 1867 (5) STUDENT PARTICIPATION REQUIREMENTS.—Each student 1868 enrolled in the school district’s virtual instruction program 1869 authorized pursuant to paragraph (1)(c) must: 1870 (b) Take statewide assessments pursuant to s. 1008.22 and 1871 participate in the coordinated screening and progress monitoring 1872 system under s. 1008.25(9)s. 1008.25(8). Statewide assessments 1873 and progress monitoring may be administered within the school 1874 district in which such student resides, or as specified in the 1875 contract in accordance with s. 1008.24(3). If requested by the 1876 approved virtual instruction program provider or virtual charter 1877 school, the district of residence must provide the student with 1878 access to the district’s testing facilities. 1879 Section 19. Paragraph (d) of subsection (6) of section 1880 1002.53, Florida Statutes, is amended to read: 1881 1002.53 Voluntary Prekindergarten Education Program; 1882 eligibility and enrollment.— 1883 (6) 1884 (d) Each parent who enrolls his or her child in the 1885 Voluntary Prekindergarten Education Program must allow his or 1886 her child to participate in the coordinated screening and 1887 progress monitoring program under s. 1008.25(9)s. 1008.25(8). 1888 Section 20. Paragraphs (a) and (b) of subsection (1), 1889 paragraph (b) of subsection (4), and paragraph (c) of subsection 1890 (6) of section 1002.68, Florida Statutes, are amended to read: 1891 1002.68 Voluntary Prekindergarten Education Program 1892 accountability.— 1893 (1)(a) Beginning with the 2022-2023 program year, each 1894 private prekindergarten provider and public school participating 1895 in the Voluntary Prekindergarten Education Program must 1896 participate in the coordinated screening and progress monitoring 1897 program in accordance with s. 1008.25(9)s. 1008.25(8). The 1898 coordinated screening and progress monitoring program results 1899 shall be used by the department to identify student learning 1900 gains, index development learning outcomes upon program 1901 completion relative to the performance standards established 1902 under s. 1002.67 and representative norms, and inform a private 1903 prekindergarten provider’s and public school’s performance 1904 metric. 1905 (b) At a minimum, the initial and final progress monitoring 1906 or screening must be administered by individuals meeting 1907 requirements adopted by the department under s. 1008.25(9)s.19081008.25(8). 1909 (4) 1910 (b) The methodology for calculating a provider’s 1911 performance metric may not include students who are not 1912 administered the coordinated screening and progress monitoring 1913 program under s. 1008.25(9)s. 1008.25(8). 1914 (6) 1915 (c) The department shall adopt criteria for granting good 1916 cause exemptions. Such criteria must include, but are not 1917 limited to, all of the following: 1918 1. Child demographic data that evidences a private 1919 prekindergarten provider or public school serves a statistically 1920 significant population of children with special needs who have 1921 individual education plans and can demonstrate progress toward 1922 meeting the goals outlined in the students’ individual education 1923 plans. 1924 2. Learning gains of children served in the Voluntary 1925 Prekindergarten Education Program by the private prekindergarten 1926 provider or public school on an alternative measure that has 1927 comparable validity and reliability of the coordinated screening 1928 and progress monitoring program in accordance with s. 1008.25(9) 1929s. 1008.25(8). 1930 3. Program assessment data under subsection (2) which 1931 demonstrates effective teaching practices as recognized by the 1932 tool developer. 1933 4. Verification that local and state health and safety 1934 requirements are met. 1935 Section 21. Subsection (1) of section 1008.2125, Florida 1936 Statutes, is amended to read: 1937 1008.2125 The Council for Early Grade Success.— 1938 (1) The Council for Early Grade Success, a council as 1939 defined in s. 20.03(7), is created within the Department of 1940 Education to oversee the coordinated screening and progress 1941 monitoring program under s. 1008.25(9)s. 1008.25(8)for 1942 students in the Voluntary Prekindergarten Education Program 1943 through grade 3 and, except as otherwise provided in this 1944 section, shall operate consistent with s. 20.052. 1945 (a) The council shall be responsible for reviewing the 1946 implementation of, training for, and outcomes from the 1947 coordinated screening and progress monitoring program to provide 1948 recommendations to the department that support grade 3 students 1949 reading at or above grade level. The council, at a minimum, 1950 shall: 1951 1. Provide recommendations on the implementation of the 1952 coordinated screening and progress monitoring program, including 1953 reviewing any procurement solicitation documents and criteria 1954 before being published. 1955 2. Develop training plans and timelines for such training. 1956 3. Identify appropriate personnel, processes, and 1957 procedures required for the administration of the coordinated 1958 screening and progress monitoring program. 1959 4. Provide input on the methodology for calculating a 1960 provider’s or school’s performance metric and designations under 1961 s. 1002.68(4). 1962 5. Work with the department to review the methodology for 1963 determining a child’s kindergarten readiness. 1964 6. Review data on age-appropriate learning gains by grade 1965 level that a student would need to attain in order to 1966 demonstrate proficiency in reading by grade 3. 1967 7. Continually review anonymized data from the results of 1968 the coordinated screening and progress monitoring program for 1969 students in the Voluntary Prekindergarten Education Program 1970 through grade 3 to help inform recommendations to the department 1971 that support practices that will enable grade 3 students to read 1972 at or above grade level. 1973 (b) The council shall be composed of 17 members who are 1974 residents of this state and appointed as follows: 1975 1. Three members appointed by the Governor, as follows: 1976 a. One representative from the Department of Education. 1977 b. One parent of a child who is 4 to 9 years of age. 1978 c. One representative that is an elementary school 1979 administrator. 1980 2. Seven members appointed by the President of the Senate, 1981 as follows: 1982 a. One senator who serves at the pleasure of the President 1983 of the Senate. 1984 b. One representative of an urban school district. 1985 c. One representative of a rural early learning coalition. 1986 d. One representative of a faith-based early learning 1987 provider who offers the Voluntary Prekindergarten Education 1988 Program. 1989 e. One representative who is a second grade teacher who has 1990 at least 5 years of teaching experience. 1991 f. Two representatives with subject matter expertise in 1992 early learning, early grade success, or child assessments. 1993 3. Seven members appointed by the Speaker of the House of 1994 Representatives, as follows: 1995 a. One member of the House of Representatives who serves at 1996 the pleasure of the Speaker of the House. 1997 b. One representative of a rural school district. 1998 c. One representative of an urban early learning coalition. 1999 d. One representative of an early learning provider who 2000 offers the Voluntary Prekindergarten Education Program. 2001 e. One member who is a kindergarten teacher who has at 2002 least 5 years of teaching experience. 2003 f. Two representatives with subject matter expertise in 2004 early learning, early grade success, or child assessment. 2005 4. The four representatives with subject matter expertise 2006 in sub-subparagraphs 2.f. and 3.f. may not be direct 2007 stakeholders within the early learning or public school systems. 2008 Section 22. Paragraph (a) of subsection (3), subsections 2009 (6) and (13), and paragraphs (b), (e), and (h) of subsection (7) 2010 of section 1008.22, Florida Statutes, are amended to read: 2011 1008.22 Student assessment program for public schools.— 2012 (3) STATEWIDE, STANDARDIZED ASSESSMENT PROGRAM.—The 2013 Commissioner of Education shall design and implement a 2014 statewide, standardized assessment program aligned to the core 2015 curricular content established in the state academic standards. 2016 The commissioner also must develop or select and implement a 2017 common battery of assessment tools that will be used in all 2018 juvenile justice education programs in the state. These tools 2019 must accurately measure the core curricular content established 2020 in the state academic standards. Participation in the assessment 2021 program is mandatory for all school districts and all students 2022 attending public schools, including adult students seeking a 2023 standard high school diploma under s. 1003.4282 and students in 2024 Department of Juvenile Justice education programs, except as 2025 otherwise provided by law. If a student does not participate in 2026 the assessment program, the school district must notify the 2027 student’s parent and provide the parent with information 2028 regarding the implications of such nonparticipation. The 2029 statewide, standardized assessment program shall be designed and 2030 implemented as follows: 2031 (a) Statewide, standardized comprehensive assessments.— 2032 1. The statewide, standardized English Language Arts (ELA) 2033 assessments shall be administered to students in grades 3 2034 through 10. Retake opportunities for the grade 10 ELA assessment 2035 must be provided. Reading passages and writing prompts for ELA 2036 assessments shall incorporate grade-level core curricula content 2037 from social studies. The statewide, standardized Mathematics 2038 assessments shall be administered annually in grades 3 through 2039 8. The statewide, standardized Science assessment shall be 2040 administered annually at least once at the elementary and middle 2041 grades levels. In order to earn a standard high school diploma, 2042 a student who has not earned a passing score on the grade 10 ELA 2043 assessment must earn a passing score on the assessment retake or 2044 earn a concordant score as authorized under subsection (9). 2045 2. Beginning with the 2022-2023 school year, the end-of 2046 year comprehensive progress monitoring assessment administered 2047 pursuant to s. 1008.25(9)(b)2.s. 1008.25(8)(b)2.is the 2048 statewide, standardized ELA assessment for students in grades 3 2049 through 10 and the statewide, standardized Mathematics 2050 assessment for students in grades 3 through 8. 2051 (6) LOCAL ASSESSMENT OF STUDENT PERFORMANCE ON STATE 2052 STANDARDS.—Measurement of student performance is the 2053 responsibility of school districts except in those subjects and 2054 grade levels measured under the statewide, standardized 2055 assessment program described in this section and the coordinated 2056 screening and progress monitoring system under s. 1008.25(9)s.20571008.25(8). When available, instructional personnel must be 2058 provided with information on student achievement of standards 2059 and benchmarks in order to improve instruction. 2060 (7) ASSESSMENT SCHEDULES AND REPORTING OF RESULTS.— 2061 (b) By January of each year, the commissioner shall publish 2062 on the department’s website a uniform calendar that includes the 2063 assessment and reporting schedules for, at a minimum, the next 2 2064 school years. The uniform calendar must be provided to school 2065 districts in an electronic format that allows each school 2066 district and public school to populate the calendar with, at 2067 minimum, the following information for reporting the district 2068 assessment schedules under paragraph (d): 2069 1. Whether the assessment is a district-required assessment 2070 or a state-required assessment. 2071 2. The specific date or dates that each assessment will be 2072 administered, including administrations of the coordinated 2073 screening and progress monitoring system under s. 1008.25(9)(b) 2074s. 1008.25(8)(b). 2075 3. The time allotted to administer each assessment. 2076 4. Whether the assessment is a computer-based assessment or 2077 a paper-based assessment. 2078 5. The grade level or subject area associated with the 2079 assessment. 2080 6. The date that the assessment results are expected to be 2081 available to teachers and parents. 2082 7. The type of assessment, the purpose of the assessment, 2083 and the use of the assessment results. 2084 8. A glossary of assessment terminology. 2085 9. Estimates of average time for administering state 2086 required and district-required assessments, by grade level. 2087 (e) A school district may not schedule more than 5 percent 2088 of a student’s total school hours in a school year to administer 2089 statewide, standardized assessments; the coordinated screening 2090 and progress monitoring system under s. 1008.25(9)(b)2.s.20911008.25(8)(b)2.; and district-required local assessments. The 2092 district must secure written consent from a student’s parent 2093 before administering district-required local assessments that, 2094 after applicable statewide, standardized assessments and 2095 coordinated screening and progress monitoring are scheduled, 2096 exceed the 5 percent test administration limit for that student 2097 under this paragraph. The 5 percent test administration limit 2098 for a student under this paragraph may be exceeded as needed to 2099 provide test accommodations that are required by an IEP or are 2100 appropriate for an English language learner who is currently 2101 receiving services in a program operated in accordance with an 2102 approved English language learner district plan pursuant to s. 2103 1003.56. Notwithstanding this paragraph, a student may choose 2104 within a school year to take an examination or assessment 2105 adopted by State Board of Education rule pursuant to this 2106 section and ss. 1007.27, 1008.30, and 1008.44. 2107 (h) The results of statewide, standardized assessment in 2108 ELA and mathematics, science, and social studies, including 2109 assessment retakes, shall be reported in an easy-to-read and 2110 understandable format and delivered in time to provide useful, 2111 actionable information to students, parents, and each student’s 2112 current teacher of record and teacher of record for the 2113 subsequent school year; however, in any case, the district shall 2114 provide the results pursuant to this paragraph within 1 week 2115 after receiving the results from the department. A report of 2116 student assessment results must, at a minimum, contain: 2117 1. A clear explanation of the student’s performance on the 2118 applicable statewide, standardized assessments. 2119 2. Information identifying the student’s areas of strength 2120 and areas in need of improvement. 2121 3. Specific actions that may be taken, and the available 2122 resources that may be used, by the student’s parent to assist 2123 his or her child based on the student’s areas of strength and 2124 areas in need of improvement. 2125 4. Longitudinal information, if available, on the student’s 2126 progress in each subject area based on previous statewide, 2127 standardized assessment data. 2128 5. Comparative information showing the student’s score 2129 compared to other students in the school district, in the state, 2130 or, if available, in other states. 2131 6. Predictive information, if available, showing the 2132 linkage between the scores attained by the student on the 2133 statewide, standardized assessments and the scores he or she may 2134 potentially attain on nationally recognized college entrance 2135 examinations. 2136 2137 The information included under this paragraph relating to 2138 results from the statewide, standardized ELA assessments for 2139 grades 3 through 10 and Mathematics assessments for grades 3 2140 through 8 must be included in individual student reports under 2141 s. 1008.25(9)(c)s. 1008.25(8)(c). 2142 (13) INDEPENDENT REVIEW.—By January 31, 2025, the 2143 Commissioner of Education shall provide recommendations to the 2144 Governor, the President of the Senate, and the Speaker of the 2145 House of Representatives based on an independent review of the 2146 coordinated screening and progress monitoring system under s. 2147 1008.25(9)s. 1008.25(8). At a minimum, the review and 2148 recommendations must address: 2149 (a) The feasibility and validity of using results from 2150 either the first or second administration of progress 2151 monitoring, or both, in lieu of using the comprehensive, end-of 2152 year progress monitoring assessment for purposes of 2153 demonstrating a passing score, promotion to grade 4, meeting 2154 graduation requirements, and calculating school grades in 2155 accordance with s. 1008.34. 2156 (b) Options for further reducing the statewide, 2157 standardized assessment footprint while maintaining valid and 2158 reliable data for purposes of school accountability and 2159 providing school and student supports, including the use of 2160 computer-adaptive assessments, consistent with the requirements 2161 of the federal Elementary and Secondary Education Act, 20 U.S.C. 2162 ss. 6301 et seq. and its implementing regulations. 2163 (c) The feasibility and validity of remotely administering 2164 statewide, standardized assessments and the coordinated 2165 screening and progress monitoring system. 2166 (d) Accelerating student progression based on results from 2167 the coordinated screening and progress monitoring system, as 2168 academically and developmentally appropriate. 2169 (e) The incorporation of content from ELA instructional 2170 materials adopted by the Commissioner of Education pursuant to 2171 s. 1006.34 in test items within the coordinated screening and 2172 progress monitoring system under s. 1008.25(9)s. 1008.25(8). 2173 (f) The impact of the coordinated screening and progress 2174 monitoring system on student learning growth data as measured by 2175 the formula approved under s. 1012.34(7). 2176 2177 This subsection is repealed July 1, 2025. 2178 Section 23. Subsection (7) of section 1008.34, Florida 2179 Statutes, is amended to read: 2180 1008.34 School grading system; school report cards; 2181 district grade.— 2182 (7) TRANSITION.—To assist in the transition to 2022-2023 2183 school grades and district grades calculated based on the 2184 comprehensive, end-of-year progress monitoring assessment under 2185 s. 1008.25(9)s. 1008.25(8), the 2022-2023 school grades and 2186 district grades shall serve as an informational baseline for 2187 schools and districts to work toward improved performance in 2188 future years. Accordingly, notwithstanding any other provision 2189 of law: 2190 (a) Due to the absence of learning gains data in the 2022 2191 2023 school year, the initial school grading scale for the 2022 2192 2023 informational baseline grades shall be set so that the 2193 percentage of schools that earn an “A,” “B,” “C,” “D,” and “F” 2194 is statistically equivalent to the 2021-2022 school grades 2195 results. When learning gains data becomes available in the 2023 2196 2024 school year, the State Board of Education shall review the 2197 school grading scale and determine if the scale should be 2198 adjusted. 2199 (b) A school may not be required to select and implement a 2200 turnaround option pursuant to s. 1008.33 in the 2023-2024 school 2201 year based on the school’s 2022-2023 grade. The benefits of s. 2202 1008.33(4)(c), relating to a school being released from 2203 implementation of the turnaround option, and s. 1008.33(4)(d), 2204 relating to a school implementing strategies identified in its 2205 school improvement plan, apply to a school using turnaround 2206 options pursuant to s. 1008.33 which improves to a grade of “C” 2207 or higher during the 2022-2023 school year. 2208 (c) A school or approved provider under s. 1002.45 which 2209 receives the same or lower school grade for the 2022-2023 school 2210 year compared to the 2021-2022 school year is not subject to 2211 sanctions or penalties that would otherwise occur as a result of 2212 the 2022-2023 school grade or rating. A charter school system or 2213 school district designated as high performing may not lose the 2214 designation based on the 2022-2023 school grades of any of the 2215 schools within the charter school system or school district or 2216 based on the 2022-2023 district grade, as applicable. 2217 (d) For purposes of determining grade 3 retention pursuant 2218 to s. 1008.25(5) and high school graduation pursuant to s. 2219 1003.4282, student performance on the 2022-2023 comprehensive, 2220 end-of-year progress monitoring assessment under s. 1008.25(9) 2221s. 1008.25(8)shall be linked to 2021-2022 student performance 2222 expectations. In addition to the good cause exemptions under s. 2223 1008.25(7)s. 1008.25(6), a student may be promoted to grade 4 2224 for the 2023-2024 school year if the student demonstrates an 2225 acceptable level of performance through means reasonably 2226 calculated by the school district to provide reliable evidence 2227 of the student’s performance. 2228 2229 This subsection is repealed July 1, 2025. 2230 Section 24. Paragraph (a) of subsection (5) of section 2231 1008.345, Florida Statutes, is amended to read: 2232 1008.345 Implementation of state system of school 2233 improvement and education accountability.— 2234 (5) The commissioner shall annually report to the State 2235 Board of Education and the Legislature and recommend changes in 2236 state policy necessary to foster school improvement and 2237 education accountability. The report shall include: 2238 (a) For each school district: 2239 1. The percentage of students, by school and grade level, 2240 demonstrating learning growth in English Language Arts and 2241 mathematics. 2242 2. The percentage of students, by school and grade level, 2243 in both the highest and lowest quartiles demonstrating learning 2244 growth in English Language Arts and mathematics. 2245 3. The information contained in the school district’s 2246 annual report required pursuant to s. 1008.25(10)s. 1008.25(9). 2247 2248 School reports shall be distributed pursuant to this subsection 2249 and s. 1001.42(18)(c) and according to rules adopted by the 2250 State Board of Education. 2251 Section 25. This act shall take effect July 1, 2023.