Bill Text: FL S0926 | 2017 | Regular Session | Comm Sub
NOTE: There are more recent revisions of this legislation. Read Latest Draft
Bill Title: Education
Spectrum: Slight Partisan Bill (Republican 5-2)
Status: (Introduced - Dead) 2017-05-04 - Laid on Table, companion bill(s) passed, see CS/HB 7069 (Ch. 2017-116) [S0926 Detail]
Download: Florida-2017-S0926-Comm_Sub.html
Bill Title: Education
Spectrum: Slight Partisan Bill (Republican 5-2)
Status: (Introduced - Dead) 2017-05-04 - Laid on Table, companion bill(s) passed, see CS/HB 7069 (Ch. 2017-116) [S0926 Detail]
Download: Florida-2017-S0926-Comm_Sub.html
Florida Senate - 2017 CS for SB 926 By the Committee on Education; and Senators Flores, Bradley, Perry, Baxley, and Stargel 581-03367-17 2017926c1 1 A bill to be entitled 2 An act relating to education; requiring the 3 Commissioner of Education to contract for an 4 independent study to determine whether a nationally 5 recognized high school assessment may be administered 6 in lieu of the Florida Standards Assessment and the 7 Algebra I end-of-course assessment; providing 8 requirements for the assessment; requiring the 9 commissioner and the contractor to consult with 10 specified stakeholders; requiring the commissioner to 11 submit a report to the Governor and the Legislature by 12 a specified date; creating s. 1001.4205, F.S.; 13 authorizing an individual district school board member 14 to visit any district school or charter school in his 15 or her school district; providing requirements and 16 restrictions; amending s. 1003.4156, F.S.; revising 17 the mathematics and social studies requirements for 18 student promotion to high school and for certain high 19 school credits; amending s. 1003.4282, F.S.; revising 20 the requirements for a standard high school diploma; 21 deleting provisions requiring a student or transfer 22 student to take a statewide, standardized Algebra II 23 assessment or a Geometry or United States History end 24 of-course (EOC) assessment; amending s. 1003.4285, 25 F.S.; revising the standard high school diploma 26 designation requirements for mathematics and social 27 studies; amending s. 1008.22, F.S.; providing an 28 exception to the requirement that ELA assessments be 29 administered online; deleting requirements that a 30 student take an EOC assessment in Geometry, Algebra 31 II, United States History, or Civics; deleting a 32 provision authorizing the commissioner to establish a 33 schedule for the development and administration of 34 additional statewide, standardized EOC assessments; 35 requiring that Mathematics assessments be administered 36 online; providing an exception; requiring the 37 commissioner to make an alternative, nonelectronic 38 assessment option available for statewide assessments; 39 requiring the Department of Education to conduct a 40 study regarding achievement levels for certain 41 statewide, standardized assessments; requiring a 42 report to the Governor, the Legislature, and the state 43 board by a specified date; providing requirements for 44 administration of the statewide, standardized English 45 Language Arts and mathematics assessments in specified 46 grades; requiring a district school superintendent to 47 provide the commissioner with certain notifications on 48 the use of a nonelectronic assessment option; 49 requiring the commissioner to provide such an option 50 to the school district; revising provisions relating 51 to reporting requirements for local assessments 52 required by school districts; providing reporting 53 requirements for certain student assessment results; 54 creating s. 1008.222, F.S.; exempting students in 55 certain articulated acceleration mechanisms from 56 taking certain statewide, standardized assessments; 57 requiring the commissioner to establish certain 58 concordant or comparative scores; providing that 59 certain scores are included in school grade 60 calculations; amending s. 1008.25, F.S.; revising the 61 type of reading instruction school districts must 62 provide for certain students; amending s. 1009.60, 63 F.S.; revising eligibility criteria for receipt of a 64 minority teacher education scholarship; amending s. 65 1009.605, F.S.; revising the scholar awards on which 66 the Florida Fund for Minority Teachers, Inc.’s budget 67 projection must be based; amending s. 1012.34, F.S.; 68 revising personnel evaluation procedures and criteria; 69 authorizing the commissioner to develop a formula for 70 measuring student learning growth on specified 71 statewide, standardized assessments, rather than 72 requiring the commissioner to approve such a formula; 73 authorizing, rather than requiring, a school district 74 to use certain formulas developed by the commissioner; 75 creating the Committee on Early Childhood Development 76 within the Department of Education; specifying 77 committee purpose; requiring the committee to develop 78 a proposal for specified purposes; providing proposal 79 requirements; providing for membership of the 80 committee; providing requirements for electing a 81 committee chair and vice chair; providing committee 82 meeting requirements; requiring the University of 83 Florida Lastinger Center for Learning to provide 84 necessary staff for the committee; requiring the 85 committee to submit a report by a specified date; 86 providing for the expiration of the committee; 87 providing an effective date. 88 89 Be It Enacted by the Legislature of the State of Florida: 90 91 Section 1. Study of a nationally recognized alternate high 92 school assessment.— 93 (1) INDEPENDENT STUDY.— 94 (a) The Commissioner of Education shall contract for an 95 independent study to determine whether a nationally recognized 96 high school assessment may be administered in lieu of the 97 Florida Standards Assessment and the Algebra I and end-of-course 98 assessment for high school students. 99 (b) In order to be considered a nationally recognized high 100 school assessment, the assessment must meet the following 101 requirements: 102 1. Be substantially aligned with the core curricular 103 content for high school level English Language Arts (ELA) and 104 mathematics established in the Next Generation Sunshine State 105 Standards pursuant to s. 1003.41, Florida Statutes; 106 2. Provide for learning gains from the grade 8 ELA and 107 mathematics Florida Standards Assessment to the nationally 108 recognized high school assessment; 109 3. Provide for differentiation and comparability between 110 schools and districts; 111 4. Provide the same or additional accommodations to 112 students with disabilities and other students which are provided 113 by the Florida Standards Assessment and other statewide, 114 standardized assessments; 115 5. Meet the applicable assessment security requirements 116 determined by the commissioner for the state and for school 117 districts; 118 6. Meet the reasonable technical specification requirements 119 determined by the commissioner which allow implementation by the 120 state and by school districts; and 121 7. Satisfy any threshold legal requirements, including, but 122 not limited to, the standard set forth in Debra P. v. 123 Turlington, 474 F. Supp. 244 (M.D. Fla. 1979). 124 (c) The commissioner and the contractor shall consult with, 125 and receive recommendations for alternate assessments from, 126 education stakeholders, including district school 127 superintendents, testing and measurement administrators, 128 curriculum directors, principals, teachers, and other educators 129 who have experience and expertise in the administration of high 130 school assessments. 131 (2) REPORT.—The commissioner shall submit a report on the 132 findings of the study and any recommendations to the Governor, 133 the President of the Senate, and the Speaker of the House of 134 Representatives by January 1, 2018. 135 Section 2. Section 1001.4205, Florida Statutes, is created 136 to read: 137 1001.4205 Visitation of schools by an individual school 138 board member.—An individual member of a district school board 139 may, on any day and at any time at his or her pleasure, visit 140 any district school or charter school in his or her school 141 district. The school board member must sign in and sign out at 142 the school’s main office and wear his or her school board 143 identification badge at all times while present on school 144 premises. The school board, the school, or any other person or 145 entity, including, but not limited to, the principal of the 146 school, the school superintendent, or any other school board 147 member, may not require the visiting school board member to 148 provide notice before visiting the school. The school may offer, 149 but may not require, an escort to accompany a visiting school 150 board member during the visit. Another school board member or a 151 district employee, including, but not limited to, the 152 superintendent, the school principal, or his or her designee, 153 may not limit the duration or scope of the visit or direct a 154 visiting school board member to leave the premises. A school 155 board, district, or school administrative policy or practice may 156 not prohibit or limit the authority granted to a school board 157 member under this section. 158 Section 3. Paragraphs (b) and (c) of subsection (1) of 159 section 1003.4156, Florida Statutes, are amended to read: 160 1003.4156 General requirements for middle grades 161 promotion.— 162 (1) In order for a student to be promoted to high school 163 from a school that includes middle grades 6, 7, and 8, the 164 student must successfully complete the following courses: 165 (b) Three middle grades or higher courses in mathematics. 166 Each school that includes middle grades must offer at least one 167 high school level mathematics course for which students may earn 168 high school credit. Successful completion of a high school level 169 Algebra Ior Geometrycourse is not contingent upon the 170 student’s performance on the statewide, standardized Algebra I 171 end-of-course (EOC) assessment. To earn high school credit for 172 Algebra I, a middle grades student must take the statewide, 173 standardized Algebra I EOC assessment and pass the course, and, 174 in addition,beginning with the 2013-2014 school year and175thereafter,a student’s performance on the Algebra I EOC 176 assessment constitutes 30 percent of the student’s final course 177 grade.To earn high school credit for a Geometry course, a178middle grades student must take the statewide, standardized179Geometry EOC assessment, which constitutes 30 percent of the180student’s final course grade, and earn a passing grade in the181course.182 (c) Three middle grades or higher courses in social 183 studies.Beginning with students entering grade 6 in the 20121842013 school year,One of these courses must be at least a one 185 semester civics education course that includes the roles and 186 responsibilities of federal, state, and local governments; the 187 structures and functions of the legislative, executive, and 188 judicial branches of government; and the meaning and 189 significance of historic documents, such as the Articles of 190 Confederation, the Declaration of Independence, and the 191 Constitution of the United States.Beginning with the 2013-2014192school year, each student’s performance on the statewide,193standardized EOC assessment in civics education required under194s. 1008.22 constitutes 30 percent of the student’s final course195grade.A middle grades student who transfers into the state’s 196 public school system from out of country, out of state, a 197 private school, or a home education program after the beginning 198 of the second term of grade 8 is not required to meet the civics 199 education requirement for promotion from the middle grades if 200 the student’s transcript documents passage of three courses in 201 social studies or two year-long courses in social studies that 202 include coverage of civics education. 203 204 Each school must inform parents about the course curriculum and 205 activities. Each student shall complete a personal education 206 plan that must be signed by the student and the student’s 207 parent. The Department of Education shall develop course 208 frameworks and professional development materials for the career 209 and education planning course. The course may be implemented as 210 a stand-alone course or integrated into another course or 211 courses. The Commissioner of Education shall collect 212 longitudinal high school course enrollment data by student 213 ethnicity in order to analyze course-taking patterns. 214 Section 4. Paragraphs (b) and (d) of subsection (3) and 215 subsections (7) and (9) of section 1003.4282, Florida Statutes, 216 are amended to read: 217 1003.4282 Requirements for a standard high school diploma.— 218 (3) STANDARD HIGH SCHOOL DIPLOMA; COURSE AND ASSESSMENT 219 REQUIREMENTS.— 220 (b) Four credits in mathematics.—A student must earn one 221 credit in Algebra I and one credit in Geometry. A student’s 222 performance on the statewide, standardized Algebra I end-of 223 course (EOC) assessment constitutes 30 percent of the student’s 224 final course grade. A student must pass the statewide, 225 standardized Algebra I EOC assessment, or earn a comparative 226 score, in order to earn a standard high school diploma. A 227 student must take one statewide, standardized mathematics 228 assessment in high school which must be Algebra I, Geometry, or 229 Algebra II. A student’s performance on the statewide, 230 standardized assessmentGeometry EOC assessmentconstitutes 30 231 percent of the student’s final course grade.If the state232administers a statewide, standardized Algebra II assessment, a233student selecting Algebra II must take the assessment, and the234student’s performance on the assessment constitutes 30 percent235of the student’s final course grade.A student who earns an 236 industry certification for which there is a statewide college 237 credit articulation agreement approved by the State Board of 238 Education may substitute the certification for one mathematics 239 credit. Substitution may occur for up to two mathematics 240 credits, except for Algebra I and Geometry. 241 (d) Three credits in social studies.—A student must earn 242 one credit in United States History; one credit in World 243 History; one-half credit in economics, which must include 244 financial literacy; and one-half credit in United States 245 Government.The United States History EOC assessment constitutes24630 percent of the student’s final course grade.247 (7) UNIFORM TRANSFER OF HIGH SCHOOL CREDITS.—Beginning with248the 2012-2013 school year,If a student transfers to a Florida 249 public high school from out of country, out of state, a private 250 school, or a home education program and the student’s transcript 251 shows a credit in Algebra I, the student must pass the 252 statewide, standardized Algebra I EOC assessment in order to 253 earn a standard high school diploma unless the student earned a 254 comparative score, passed a statewide assessment in Algebra I 255 administered by the transferring entity, or passed the statewide 256 Mathematics assessment the transferring entity uses to satisfy 257 the requirements of the Elementary and Secondary Education Act, 258 20 U.S.C. s. 6301. If a student’s transcript shows a credit in 259 high school reading or English Language Arts II or III, in order 260 to earn a standard high school diploma, the student must take 261 and pass the statewide, standardized grade 10 Reading assessment 262 or, when implemented, the grade 10 ELA assessment, or earn a 263 concordant score. If a transfer student’s transcript shows a 264 final course grade and course credit in Algebra I or, Geometry,265 Biology I, or United States History, the transferring course 266 final grade and credit shall be honored without the student 267 taking the requisite statewide, standardized EOC assessment and 268 without the assessment resultresultsconstituting 30 percent of 269 the student’s final course grade. 270 (9) COHORT TRANSITION TO NEW GRADUATION REQUIREMENTS.—The 271 requirements of this section, in addition to applying to 272 students entering grade 9 in the 2013-2014 school year and 273 thereafter, shall also apply to students entering grade 9 before 274 the 2013-2014 school year, except as otherwise provided in this 275 subsection. 276 (a) A student entering grade 9 before the 2010-2011 school 277 year must earn: 278 1. Four credits in English/ELA. A student must pass the 279 statewide, standardized grade 10 Reading assessment, or earn a 280 concordant score, in order to graduate with a standard high 281 school diploma. 282 2. Four credits in mathematics, which must include Algebra 283 I. A student must pass grade 10 FCAT Mathematics, or earn a 284 concordant score, in order to graduate with a standard high 285 school diploma. A student who takes Algebra Ior Geometryafter 286 the 2010-2011 school year must take the statewide, standardized 287 EOC assessment for the course but is not required to pass the 288 assessment in order to earn course credit. A student’s 289 performance on the Algebra Ior GeometryEOC assessment is not 290 required to constitute 30 percent of the student’s final course 291 grade. A student who earns an industry certification for which 292 there is a statewide college credit articulation agreement 293 approved by the State Board of Education may substitute the 294 certification for one mathematics credit. Substitution may occur 295 for up to two mathematics credits, except for Algebra I. 296 3. Three credits in science, two of which must have a 297 laboratory component. A student who takes Biology I after the 298 2010-2011 school year must take the statewide, standardized 299 Biology I EOC assessment but is not required to pass the 300 assessment in order to earn course credit. A student’s 301 performance on the assessment is not required to constitute 30 302 percent of the student’s final course grade. A student who earns 303 an industry certification for which there is a statewide college 304 credit articulation agreement approved by the State Board of 305 Education may substitute the certification for one science 306 credit. 307 4. Three credits in social studies of which one credit in 308 World History, one credit in United States History, one-half 309 credit in United States Government, and one-half credit in 310 economics are required.A student who takes United States311History after the 2011-2012 school year must take the statewide,312standardized United States History EOC assessment, but the313student’s performance on the assessment is not required to314constitute 30 percent of the student’s final course grade.315 5. One credit in fine or performing arts, speech and 316 debate, or practical arts as provided in paragraph (3)(e). 317 6. One credit in physical education as provided in 318 paragraph (3)(f). 319 7. Eight credits in electives. 320 (b) A student entering grade 9 in the 2010-2011 school year 321 must earn: 322 1. Four credits in English/ELA. A student must pass the 323 statewide, standardized grade 10 Reading assessment, or earn a 324 concordant score, in order to graduate with a standard high 325 school diploma. 326 2. Four credits in mathematics, which must include Algebra 327 I and Geometry. The statewide, standardized Algebra I EOC 328 assessment constitutes 30 percent of the student’s final course 329 grade. A student who takes Algebra Ior Geometryafter the 2010 330 2011 school year must take the statewide, standardized EOC 331 assessment for the course but is not required to pass the 332 assessment in order to earn course credit.A student’s333performance on the Geometry EOC assessment is not required to334constitute 30 percent of the student’s final course grade.A 335 student who earns an industry certification for which there is a 336 statewide college credit articulation agreement approved by the 337 State Board of Education may substitute the certification for 338 one mathematics credit. Substitution may occur for up to two 339 mathematics credits, except for Algebra I and Geometry. 340 3. Three credits in science, two of which must have a 341 laboratory component. A student who takes Biology I after the 342 2010-2011 school year must take the statewide, standardized 343 Biology I EOC assessment but is not required to pass the 344 assessment in order to earn course credit. A student’s 345 performance on the assessment is not required to constitute 30 346 percent of the student’s final course grade. A student who earns 347 an industry certification for which there is a statewide college 348 credit articulation agreement approved by the State Board of 349 Education may substitute the certification for one science 350 credit, except for Biology I. 351 4. Three credits in social studies of which one credit in 352 World History, one credit in United States History, one-half 353 credit in United States Government, and one-half credit in 354 economics are required.A student who takes United States355History after the 2011-2012 school year must take the statewide,356standardized United States History EOC assessment, but the357student’s performance on the assessment is not required to358constitute 30 percent of the student’s final course grade.359 5. One credit in fine or performing arts, speech and 360 debate, or practical arts as provided in paragraph (3)(e). 361 6. One credit in physical education as provided in 362 paragraph (3)(f). 363 7. Eight credits in electives. 364 (c) A student entering grade 9 in the 2011-2012 school year 365 must earn: 366 1. Four credits in English/ELA. A student must pass the 367 statewide, standardized grade 10 Reading assessment, or earn a 368 concordant score, in order to graduate with a standard high 369 school diploma. 370 2. Four credits in mathematics, which must include Algebra 371 I and Geometry. A student who takes Algebra I after the 2010 372 2011 school year must pass the statewide, standardized Algebra I 373 EOC assessment, or earn a comparative score, in order to earn a 374 standard high school diploma. A student who takes Algebra Ior375Geometryafter the 2010-2011 school year must take the 376 statewide, standardized EOC assessment but is not required to 377 pass the Algebra Ior GeometryEOC assessment in order to earn 378 course credit. A student’s performance on the Algebra Ior379GeometryEOC assessment is not required to constitute 30 percent 380 of the student’s final course grade. A student who earns an 381 industry certification for which there is a statewide college 382 credit articulation agreement approved by the State Board of 383 Education may substitute the certification for one mathematics 384 credit. Substitution may occur for up to two mathematics 385 credits, except for Algebra I and Geometry. 386 3. Three credits in science, two of which must have a 387 laboratory component. One of the science credits must be Biology 388 I. A student who takes Biology I after the 2010-2011 school year 389 must take the statewide, standardized Biology I EOC assessment 390 but is not required to pass the assessment in order to earn 391 course credit. A student’s performance on the assessment is not 392 required to constitute 30 percent of the student’s final course 393 grade. A student who earns an industry certification for which 394 there is a statewide college credit articulation agreement 395 approved by the State Board of Education may substitute the 396 certification for one science credit, except for Biology I. 397 4. Three credits in social studies of which one credit in 398 World History, one credit in United States History, one-half 399 credit in United States Government, and one-half credit in 400 economics are required.A student who takes United States401History after the 2011-2012 school year must take the statewide,402standardized United States History EOC assessment, but the403student’s performance on the assessment is not required to404constitute 30 percent of the student’s final course grade.405 5. One credit in fine or performing arts, speech and 406 debate, or practical arts as provided in paragraph (3)(e). 407 6. One credit in physical education as provided in 408 paragraph (3)(f). 409 7. Eight credits in electives. 410 8. One online course as provided in subsection (4). 411 (d) A student entering grade 9 in the 2012-2013 school year 412 must earn: 413 1. Four credits in English/ELA. A student must pass the 414 statewide, standardized grade 10 Reading assessment, or earn a 415 concordant score, in order to graduate with a standard high 416 school diploma. 417 2. Four credits in mathematics, which must include Algebra 418 I and Geometry. A student who takes Algebra I after the 2010 419 2011 school year must pass the statewide, standardized Algebra I 420 EOC assessment, or earn a comparative score, in order to earn a 421 standard high school diploma.A student who takes Geometry after422the 2010-2011 school year must take the statewide, standardized423Geometry EOC assessment.A student is not required to pass the 424 statewide, standardized EOC assessment in Algebra Ior Geometry425 in order to earn course credit. A student’s performance on the 426 Algebra Ior GeometryEOC assessment is not required to 427 constitute 30 percent of the student’s final course grade. A 428 student who earns an industry certification for which there is a 429 statewide college credit articulation agreement approved by the 430 State Board of Education may substitute the certification for 431 one mathematics credit. Substitution may occur for up to two 432 mathematics credits, except for Algebra I and Geometry. 433 3. Three credits in science, two of which must have a 434 laboratory component. One of the science credits must be Biology 435 I. A student who takes Biology I after the 2010-2011 school year 436 must take the statewide, standardized Biology I EOC assessment 437 but is not required to pass the assessment to earn course 438 credit. A student’s performance on the assessment is not 439 required to constitute 30 percent of the student’s final course 440 grade. A student who earns an industry certification for which 441 there is a statewide college credit articulation agreement 442 approved by the State Board of Education may substitute the 443 certification for one science credit, except for Biology I. 444 4. Three credits in social studies of which one credit in 445 World History, one credit in United States History, one-half 446 credit in United States Government, and one-half credit in 447 economics are required.The statewide, standardized United448States History EOC assessment constitutes 30 percent of the449student’s final course grade.450 5. One credit in fine or performing arts, speech and 451 debate, or practical arts as provided in paragraph (3)(e). 452 6. One credit in physical education as provided in 453 paragraph (3)(f). 454 7. Eight credits in electives. 455 8. One online course as provided in subsection (4). 456 (e) Policy adopted in rule by the district school board may 457 require for any cohort of students that performance on a 458 statewide, standardized EOC assessment constitute 30 percent of 459 a student’s final course grade. 460 (f) This subsection is repealed July 1, 2020. 461 Section 5. Paragraph (a) of subsection (1) of section 462 1003.4285, Florida Statutes, is amended to read: 463 1003.4285 Standard high school diploma designations.— 464 (1) Each standard high school diploma shall include, as 465 applicable, the following designations if the student meets the 466 criteria set forth for the designation: 467 (a) Scholar designation.—In addition to the requirements of 468 s. 1003.4282, in order to earn the Scholar designation, a 469 student must satisfy the following requirements: 470 1. Mathematics.—Earn one credit in Algebra II and one 471 credit in statistics or an equally rigorous course.Beginning472with students entering grade 9 in the 2014-2015 school year,473pass the Algebra II and Geometry statewide, standardized474assessments.475 2. Science.—Pass the statewide, standardized Biology I EOC 476 assessment and earn one credit in chemistry or physics and one 477 credit in a course equally rigorous to chemistry or physics. 478 However, a student enrolled in an Advanced Placement (AP), 479 International Baccalaureate (IB), or Advanced International 480 Certificate of Education (AICE) Biology course who takes the 481 respective AP, IB, or AICE Biology assessment and earns the 482 minimum score necessary to earn college credit as identified 483 pursuant to s. 1007.27(2) meets the requirement of this 484 subparagraph without having to take the statewide, standardized 485 Biology I EOC assessment. 486 3. Social studies.—Pass the statewide, standardized United487States History EOC assessment. However,A student enrolled in an 488 AP, IB, or AICE course that includes United States History 489 topics who takes the respective AP, IB, or AICE assessment and 490 earns the minimum score necessary to earn college credit as 491 identified pursuant to s. 1007.27(2) meets the requirement of 492 this subparagraphwithout having to take the statewide,493standardized United States History EOC assessment. 494 4. Foreign language.—Earn two credits in the same foreign 495 language. 496 5. Electives.—Earn at least one credit in an Advanced 497 Placement, an International Baccalaureate, an Advanced 498 International Certificate of Education, or a dual enrollment 499 course. 500 Section 6. Subsections (3) and (4) and paragraphs (a) and 501 (b) of subsection (7) of section 1008.22, Florida Statutes, are 502 amended, present paragraphs (c) through (f) and present 503 paragraph (g) of that subsection are redesignated as paragraphs 504 (e) through (h) and paragraph (j), respectively, present 505 paragraphs (e) and (f) of that subsection are amended, and new 506 paragraphs (c), (d), and (i) are added to subsection (7) of that 507 section, to read: 508 1008.22 Student assessment program for public schools.— 509 (3) STATEWIDE, STANDARDIZED ASSESSMENT PROGRAM.—The 510 Commissioner of Education shall design and implement a 511 statewide, standardized assessment program aligned to the core 512 curricular content established in the Next Generation Sunshine 513 State Standards. The commissioner also must develop or select 514 and implement a common battery of assessment tools that will be 515 used in all juvenile justice education programs in the state. 516 These tools must accurately measure the core curricular content 517 established in the Next Generation Sunshine State Standards. 518 Participation in the assessment program is mandatory for all 519 school districts and all students attending public schools, 520 including adult students seeking a standard high school diploma 521 under s. 1003.4282 and students in Department of Juvenile 522 Justice education programs, except as otherwise provided by law. 523 If a student does not participate in the assessment program, the 524 school district must notify the student’s parent and provide the 525 parent with information regarding the implications of such 526 nonparticipation. The statewide, standardized assessment program 527 shall be designed and implemented as follows: 528 (a) Statewide, standardized comprehensive assessments.—The 529 statewide, standardized Reading assessment shall be administered 530 annually in grades 3 through 10. The statewide, standardized 531 Writing assessment shall be administered annually at least once 532 at the elementary, middle, and high school levels. When the 533 Reading and Writing assessments are replaced by English Language 534 Arts (ELA) assessments, ELA assessments shall be administered to 535 students in grades 3 through 10. Retake opportunities for the 536 grade 10 Reading assessment or, upon implementation, the grade 537 10 ELA assessment must be provided. Students taking the ELA 538 assessments mayshallnot take the statewide, standardized 539 assessments in Reading or Writing. ELA assessments shall be 540 administered online unless the provisions of paragraph (d) are 541 implemented. The statewide, standardized Mathematics assessments 542 shall be administered annually in grades 3 through 8, and shall 543 be administered online unless the provisions of paragraph (d) 544 are implemented. Students taking a revised Mathematics 545 assessment mayshallnot take the discontinued assessment. The 546 statewide, standardized Science assessment shall be administered 547 annually at least once at the elementary and middle grades 548 levels. In order to earn a standard high school diploma, a 549 student who has not earned a passing score on the grade 10 550 Reading assessment or, upon implementation, the grade 10 ELA 551 assessment must earn a passing score on the assessment retake or 552 earn a concordant score as authorized under subsection (8). 553 (b) Algebra I and Biology I End-of-course (EOC) 554 assessments.—The Algebra I and Biology I EOC assessments must be 555 statewide, standardized, and developed or approved by the 556 Department of Education.as follows:557 1. EOC assessments for Algebra I and,Geometry, Algebra II,558 Biology I, United States History, and Civicsshall be 559 administered to students enrolled in such courses as specified 560 in the course code directory. 561 2. Students enrolled in Algebra I and Biology Ia course,562as specified in the course code directory, with an associated563statewide, standardized EOC assessmentmust take the EOC 564 assessment for such course and may not take the corresponding 565 subject or grade-level statewide, standardized assessment 566 pursuant to paragraph (a). Sections 1003.4156 and 1003.4282 567 govern the use of statewide, standardized EOC assessment results 568 for students. 569 3. The commissioner may select one or more nationally 570 developed comprehensive examinations, which may include 571 examinations for a College Board Advanced Placement course, 572 International Baccalaureate course, or Advanced International 573 Certificate of Education course, or industry-approved 574 examinations to earn national industry certifications identified 575 in the CAPE Industry Certification Funding List, for use as the 576 Algebra I and Biology I EOC assessments under this paragraph if 577 the commissioner determines that the content knowledge and 578 skills assessed by the examinations meet or exceed the grade 579 level expectations for the core curricular content established 580 for Algebra I and Biology Ithe coursein the Next Generation 581 Sunshine State Standards. Use of any such examination as an EOC 582 assessment must be approved by the state board in rule. 5834. Contingent upon funding provided in the General584Appropriations Act, including the appropriation of funds585received through federal grants, the commissioner may establish586an implementation schedule for the development and587administration of additional statewide, standardized EOC588assessments that must be approved by the state board in rule. If589approved by the state board, student performance on such590assessments constitutes 30 percent of a student’s final course591grade.592 4.5.The Algebra I and Biology IAll statewide,593standardizedEOC assessments must be administered online except 594 as otherwise provided in paragraph (c). 595 (c) Students with disabilities; Florida Alternate 596 Assessment.— 597 1. Each district school board must provide instruction to 598 prepare students with disabilities in the core content knowledge 599 and skills necessary for successful grade-to-grade progression 600 and high school graduation. 601 2. A student with a disability, as defined in s. 1007.02, 602 for whom the individual education plan (IEP) team determines 603 that the statewide, standardized assessments under this section 604 cannot accurately measure the student’s abilities, taking into 605 consideration all allowable accommodations, shall have 606 assessment results waived for the purpose of receiving a course 607 grade and a standard high school diploma. Such waiver shall be 608 designated on the student’s transcript. The statement of waiver 609 shall be limited to a statement that performance on an 610 assessment was waived for the purpose of receiving a course 611 grade or a standard high school diploma, as applicable. 612 3. The State Board of Education shall adopt rules, based 613 upon recommendations of the commissioner, for the provision of 614 assessment accommodations for students with disabilities and for 615 students who have limited English proficiency. 616 a. Accommodations that negate the validity of a statewide, 617 standardized assessment are not allowed during the 618 administration of the assessment. However, instructional 619 accommodations are allowed in the classroom if identified in a 620 student’s IEP. Students using instructional accommodations in 621 the classroom that are not allowed on a statewide, standardized 622 assessment may have assessment results waived if the IEP team 623 determines that the assessment cannot accurately measure the 624 student’s abilities. 625 b. If a student is provided with instructional 626 accommodations in the classroom that are not allowed as 627 accommodations for statewide, standardized assessments, the 628 district must inform the parent in writing and provide the 629 parent with information regarding the impact on the student’s 630 ability to meet expected performance levels. A parent must 631 provide signed consent for a student to receive classroom 632 instructional accommodations that would not be available or 633 permitted on a statewide, standardized assessment and 634 acknowledge in writing that he or she understands the 635 implications of such instructional accommodations. 636 c. If a student’s IEP states that online administration of 637 a statewide, standardized assessment will significantly impair 638 the student’s ability to perform, the assessment shall be 639 administered in hard copy. 640 4. For students with significant cognitive disabilities, 641 the Department of Education shall provide for implementation of 642 the Florida Alternate Assessment to accurately measure the core 643 curricular content established in the Next Generation Sunshine 644 State Standards. 645 (d) Nonelectronic option.—The commissioner shall make 646 available an alternative, nonelectronic option for all statewide 647 assessments, including the statewide, standardized ELA 648 assessment, including the Writing assessment; the statewide, 649 standardized Mathematics assessment; the statewide, standardized 650 Science assessment; and the statewide, standardized EOC 651 assessments. The nonelectronic option shall be made available to 652 reduce the time spent on assessments; increase instructional 653 time for students; and ensure that students demonstrate more 654 successfully a mastery of the standards being measured, that 655 students have the time to develop the word processing and 656 computer skills necessary to take any statewide, standardized 657 assessment, and that school districts have the capacity at both 658 the school and district levels to administer the assessments 659 online. 660 (e)(d)Implementation schedule.— 661 1. The Commissioner of Education shall establish and 662 publish on the department’s website an implementation schedule 663 to transition from the statewide, standardized Reading and 664 Writing assessments to the ELA assessments and to the revised 665 Mathematics assessments, including the Algebra Iand Geometry666 EOC assessmentassessments. The schedule must take into 667 consideration funding, sufficient field and baseline data, 668 access to assessments, instructional alignment, and school 669 district readiness to administer the assessments online. All 670 such assessments must be delivered through computer-based 671 testing, however, the following assessments must be delivered in 672 a computer-based format, as follows: the grade 3 ELA assessment, 673 beginning in the 2017-2018 school year; the grade 3 Mathematics 674 assessment beginning in the 2016-2017 school year; the grade 4 675 ELA assessment, beginning in the 2015-2016 school year; and the 676 grade 4 Mathematics assessment, beginning in the 2016-2017 677 school year. 678 2. The Department of Education shall publish minimum and 679 recommended technology requirements that include specifications 680 for hardware, software, networking, security, and broadband 681 capacity to facilitate school district compliance with the 682 requirement that assessments be administered online. 683 (f)(e)Assessment scores and achievement levels.— 684 1. TheAllstatewide, standardized Algebra I EOC assessment 685assessmentsand ELA, mathematics, and Science assessments shall 686 use scaled scores and achievement levels. Achievement levels 687 shall range from 1 through 5, with level 1 being the lowest 688 achievement level, level 5 being the highest achievement level, 689 and level 3 indicating satisfactory performance on an 690 assessment. The department shall study each of the achievement 691 levels used for the statewide, standardized assessments and more 692 specifically define the achievement levels in order to 693 communicate the meaning of such levels to students, parents and 694 teachers. As part of the study, the department shall review 695 existing assessment reports and recommend changes that better 696 communicate the meaning of the achievement levels and their 697 relationship to student performance and success. The department 698 shall submit the report with its recommendations to the 699 Governor, the President of the Senate, the Speaker of the House 700 of Representatives, and the state board by July 1, 2018. 701 2. The state board shall designate by rule a passing score 702 for each statewide, standardized assessment. 703 3. If the commissioner seeks to revise a statewide, 704 standardized assessment and the revisions require the state 705 board to modify performance level scores, including the passing 706 score, the commissioner shall provide a copy of the proposed 707 scores and implementation plan to the President of the Senate 708 and the Speaker of the House of Representatives at least 90 days 709 before submission to the state board for review. Until the state 710 board adopts the modifications by rule, the commissioner shall 711 use calculations for scoring the assessment that adjust student 712 scores on the revised assessment for statistical equivalence to 713 student scores on the former assessment. The state board shall 714 adopt by rule the passing score for the revised assessment that 715 is statistically equivalent to the passing score on the 716 discontinued assessment for a student who is required to attain 717 a passing score on the discontinued assessment. The commissioner 718 may, with approval of the state board, discontinue 719 administration of the former assessment upon the graduation, 720 based on normal student progression, of students participating 721 in the final regular administration of the former assessment. If 722 the commissioner revises a statewide, standardized assessment 723 and the revisions require the state board to modify the passing 724 score, only students taking the assessment for the first time 725 after the rule is adopted are affected. 726 (g)(f)Prohibited activities.—A district school board shall 727 prohibit each public school from suspending a regular program of 728 curricula for purposes of administering practice assessments or 729 engaging in other assessment-preparation activities for a 730 statewide, standardized assessment. However, a district school 731 board may authorize a public school to engage in the following 732 assessment-preparation activities: 733 1. Distributing to students sample assessment books and 734 answer keys published by the Department of Education. 735 2. Providing individualized instruction in assessment 736 taking strategies, without suspending the school’s regular 737 program of curricula, for a student who scores Level 1 or Level 738 2 on a prior administration of an assessment. 739 3. Providing individualized instruction in the content 740 knowledge and skills assessed, without suspending the school’s 741 regular program of curricula, for a student who scores Level 1 742 or Level 2 on a prior administration of an assessment or a 743 student who, through a diagnostic assessment administered by the 744 school district, is identified as having a deficiency in the 745 content knowledge and skills assessed. 746 4. Administering a practice assessment or engaging in other 747 assessment-preparation activities that are determined necessary 748 to familiarize students with the organization of the assessment, 749 the format of assessment items, and the assessment directions or 750 that are otherwise necessary for the valid and reliable 751 administration of the assessment, as set forth in rules adopted 752 by the State Board of Education with specific reference to this 753 paragraph. 754 (h)(g)Contracts for assessments.— 755 1. The commissioner shall provide for the assessments to be 756 developed or obtained, as appropriate, through contracts and 757 project agreements with private vendors, public vendors, public 758 agencies, postsecondary educational institutions, or school 759 districts. 760 2. The commissioner may enter into contracts for the 761 continued administration of the assessments authorized and 762 funded by the Legislature. Contracts may be initiated in 1 763 fiscal year and continue into the next fiscal year and may be 764 paid from the appropriations of either or both fiscal years. The 765 commissioner may negotiate for the sale or lease of tests, 766 scoring protocols, test scoring services, and related materials 767 developed pursuant to law. 768 3.2.A student’s performance results on statewide, 769 standardized assessments, Algebra I and Biology I EOC 770 assessments, and Florida Alternative Assessments administered 771 pursuant to this subsection must be provided to the student’s 772 teachers and parents by the end of the school year, unless the 773 commissioner determines that extenuating circumstances exist and 774 reports the extenuating circumstances to the State Board of 775 Education and to school districts. This subparagraph does not 776 apply to existing contracts for such assessments, but applies 777shall applyto new contracts and any renewal of existing 778 contracts for such assessments. 779 4.3.If liquidated damages are applicable, the department 780 shall collect liquidated damages that are due in response to the 781 administration of the spring 2015 computer-based assessments of 782 the department’s Florida Standards Assessment contract with 783 American Institutes for Research, and expend the funds to 784 reimburse parties that incurred damages. 785 (4) SCHOOL PARTICIPATION IN THE STATEWIDE, STANDARDIZED 786 ASSESSMENT PROGRAM.—Each public school shall participate in the 787 statewide, standardized assessment program in accordance with 788 the assessment and reporting schedules and the minimum and 789 recommended technology requirements published by the 790 Commissioner of Education. A district school superintendent must 791 notify the commissioner that the district will use a 792 nonelectronic option for the entire district or for specific 793 grade levels throughout the district by the beginning of the 794 school year in which the nonelectronic option is used. The 795 district school superintendent shall provide the commissioner 796 with the reasons for implementing the nonelectronic option, 797 which may include, but need not be limited to, reducing time 798 spent on assessments; increasing instructional time for 799 students; or needing additional time for students to master the 800 computer skills necessary to be successful on the statewide, 801 standardized assessments. The commissioner shall provide the 802 alternative, nonelectronic option to the school district for the 803 successful and timely administration of the statewide, 804 standardized assessments and end-of-course exams and for the 805 reporting of assessment and exam results to the Department of 806 Education, as specified in paragraph (3)(d). District school 807 boards mayshallnot establish school calendars that conflict 808 with or jeopardize implementation of the assessment program. All 809 district school boards shall report assessment results using the 810 state management information system. Performance data shall be 811 analyzed and reported to parents, the community, and the state. 812 Student performance data shall be used by districts in 813 developing objectives for the school improvement plan, 814 evaluating instructional personnel and administrative personnel, 815 assigning staff, allocating resources, acquiring instructional 816 materials and technology, implementing performance-based 817 budgeting, and promoting and assigning students to educational 818 programs. The analysis of student performance data must also 819 identify strengths and needs in the educational program and 820 trends over time. The analysis must be used in conjunction with 821 the budgetary planning processes developed pursuant to s. 822 1008.385 and the development of remediation programs. 823 (7) ASSESSMENT SCHEDULES AND REPORTING OF RESULTS.— 824 (a) The Commissioner of Education shall establish schedules 825 for the administration of statewide, standardized assessments 826 and the reporting of student assessment results. The 827 commissioner shall consider the observance of religious and 828 school holidays when developing the schedules. The assessment 829 and reporting schedules must provide the earliest possible 830 reporting of student assessment results to the school districts, 831 consistent with the requirements of paragraph (3)(h)(3)(g). 832 Assessment results for the statewide, standardized ELA and 833 Mathematics assessments and theallstatewide, standardized 834 Algebra I and Biology I EOC assessments must be made available 835 no later than the week of June 8, except for results of 836 assessments administered in the 2014-2015 school year. School 837 districts shall administer statewide, standardized assessments 838 in accordance with the schedule established by the commissioner. 839 (b) By August of each year, beginning in 2016, the 840 commissioner shall publish on the department’s website a uniform 841 calendar that includes the assessment and reporting schedules 842 for, at a minimum, the next 2 school years. The uniform calendar 843 must be provided to school districts in an electronic format 844 that allows each school district and public school to populate 845 the calendar with, at minimum, the following information for 846 reporting the district assessment schedules under paragraph (e) 847(c): 848 1. Whether the assessment is a district-required assessment 849 or a state-required assessment. 850 2. The specific date or dates that each assessment will be 851 administered. 852 3. The time allotted to administer each assessment. 853 4. Whether the assessment is a computer-based assessment or 854 a paper-based assessment. 855 5. The grade level or subject area associated with the 856 assessment. 857 6. The date that the assessment results are expected to be 858 available to teachers and parents. 859 7. The type of assessment, the purpose of the assessment, 860 and the use of the assessment results. 861 8. A glossary of assessment terminology. 862 9. Estimates of average time for administering state 863 required and district-required assessments, by grade level. 864 (c) Beginning with the 2017-2018 school year, the ELA 865 assessment in grades 3 through 10 and the mathematics assessment 866 in grades 3 through 8 shall be administered: 867 1. With the exception of the grade 3 Reading assessment, no 868 earlier than during the last 3 weeks of the school year as 869 determined by a district school board’s policy pursuant to s. 870 1001.42(4)(f). 871 2. Within a testing window not to exceed 3 weeks. 872 (d) Beginning with any new contract for the ELA assessment 873 in grades 3 through 10 and the mathematics assessment in grades 874 3 through 8 entered into after July 1, 2017, each new assessment 875 shall be made available once per quarter for students who the 876 school district has identified through competency-based 877 education as having mastered the content and who are prepared to 878 take the applicable assessment. 879 (g)(e)The Algebra I and Biology IA statewide,880standardizedEOC assessmentsassessmentmust be used as the 881 final cumulative examination for its associated course. No 882 additional final assessment may be administered in an Algebra I 883 or Biology Iacoursewith a statewide, standardized EOC884assessment. A district-required local assessment may be used as 885 the final cumulative examination for its associated course in 886 accordance with the school district’s policy. 887 (h)(f)A school district must provide a student’s 888 performance results on district-required local assessments to 889 the student’s teachers within 1 week and to the student’s 890 parents no later than 30 days after administering such 891 assessments, unless the superintendent determines in writing 892 that extenuating circumstances exist and reports the extenuating 893 circumstances to the district school board. 894 (i) A school district must provide a student’s performance 895 results on statewide, standardized ELA and mathematics 896 assessments in an easy-to-read and understandable format to each 897 student’s parent, current teacher of record, and teacher of 898 record for the subsequent school year before the start of that 899 school year. A report of student assessment results, prepared by 900 the Department of Education, must, at a minimum, contain: 901 1. A clear explanation of the student’s performance on the 902 applicable statewide, standardized assessments. 903 2. Information identifying the student’s areas of strength 904 and areas in need of improvement. 905 3. Specific actions that may be taken, and the available 906 resources that may be used, by the student’s parent to assist 907 his or her child based on the student’s areas of strength and 908 areas in need of improvement. 909 4. Longitudinal information, if available, on the student’s 910 progress in each subject area based on previous statewide, 911 standardized assessment data. 912 5. Comparative information showing the student’s score 913 compared to other students in the school district, in the state, 914 or, if available, in other states. 915 6. Predictive information, if available, showing the 916 linkage between the scores attained by the student on the 917 statewide, standardized assessments and the scores he or she may 918 potentially attain on nationally recognized college entrance 919 examinations. 920 Section 7. Section 1008.222, Florida Statutes, is created 921 to read: 922 1008.222 Student assessments for students of articulated 923 acceleration mechanisms.— 924 (1) Notwithstanding any other provision of law, a student 925 who takes and passes an advanced placement, International 926 Baccalaureate, Advanced International Certificate of Education, 927 or national industry certification examination; takes and passes 928 any other articulated acceleration mechanism authorized under s. 929 1007.27; or achieves the required concordant scores on the ACT 930 or SAT examinations pursuant to s. 1008.22(8), is exempt from 931 taking the statewide, standardized assessments in the subject 932 areas covered by those examinations. 933 (2) By the first day of the 2017-2018 school year, the 934 Commissioner of Education shall identify concordant scores or 935 comparative scores, as appropriate, so that those scores satisfy 936 the high school graduation requirements under s. 1003.4282 for 937 an examination or assessment identified in subsection (1). 938 (3) The scores of students who pass the examinations or 939 assessments identified in subsection (1) shall be incorporated 940 into the school grade calculations under s. 1008.34. 941 Section 8. Paragraph (b) of subsection (7) of section 942 1008.25, Florida Statutes, is amended to read: 943 1008.25 Public school student progression; student support; 944 reporting requirements.— 945 (7) SUCCESSFUL PROGRESSION FOR RETAINED THIRD GRADE 946 STUDENTS.— 947 (b) Each school district shall: 948 1. Provide third grade students who are retained under the 949 provisions of paragraph (5)(b) with intensive instructional 950 services and supports to remediate the identified areas of 951 reading deficiency, including participation in the school 952 district’s summer reading camp as required under paragraph (a) 953 and a minimum of 90 minutes of daily,uninterrupted,954 scientifically research-based reading instruction which includes 955 phonemic awareness, phonics, fluency, vocabulary, and 956 comprehension and other strategies prescribed by the school 957 district, which may include, but are not limited to: 958 a. Integration of science and social studies content within 959 the 90-minute block. 960 b. Small group instruction. 961 c. Reduced teacher-student ratios. 962 d. More frequent progress monitoring. 963 e. Tutoring or mentoring. 964 f. Transition classes containing 3rd and 4th grade 965 students. 966 g. Extended school day, week, or year. 967 2. Provide written notification to the parent of a student 968 who is retained under the provisions of paragraph (5)(b) that 969 his or her child has not met the proficiency level required for 970 promotion and the reasons the child is not eligible for a good 971 cause exemption as provided in paragraph (6)(b). The 972 notification must comply with the provisions of s. 1002.20(15) 973 and must include a description of proposed interventions and 974 supports that will be provided to the child to remediate the 975 identified areas of reading deficiency. 976 3. Implement a policy for the midyear promotion of a 977 student retained under the provisions of paragraph (5)(b) who 978 can demonstrate that he or she is a successful and independent 979 reader and performing at or above grade level in reading or, 980 upon implementation of English Language Arts assessments, 981 performing at or above grade level in English Language Arts. 982 Tools that school districts may use in reevaluating a student 983 retained may include subsequent assessments, alternative 984 assessments, and portfolio reviews, in accordance with rules of 985 the State Board of Education. Students promoted during the 986 school year after November 1 must demonstrate proficiency levels 987 in reading equivalent to the level necessary for the beginning 988 of grade 4. The rules adopted by the State Board of Education 989 must include standards that provide a reasonable expectation 990 that the student’s progress is sufficient to master appropriate 991 grade 4 level reading skills. 992 4. Provide students who are retained under the provisions 993 of paragraph (5)(b) with a highly effective teacher as 994 determined by the teacher’s performance evaluation under s. 995 1012.34. 996 5. Establish at each school, when applicable, an Intensive 997 Acceleration Class for retained grade 3 students who 998 subsequently score Level 1 on the required statewide, 999 standardized assessment identified in s. 1008.22. The focus of 1000 the Intensive Acceleration Class shall be to increase a child’s 1001 reading and English Language Arts skill level at least two grade 1002 levels in 1 school year. The Intensive Acceleration Class shall: 1003 a. Be provided to a student in grade 3 who scores Level 1 1004 on the statewide, standardized English Language Arts assessment 1005 and who was retained in grade 3 the prior year because of 1006 scoring Level 1. 1007 b. Have a reduced teacher-student ratio. 1008 c. Provide uninterrupted reading instruction for the 1009 majority of student contact time each day and incorporate 1010 opportunities to master the grade 4 Next Generation Sunshine 1011 State Standards in other core subject areas. 1012 d. Use a reading program that is scientifically research 1013 based and has proven results in accelerating student reading 1014 achievement within the same school year. 1015 e. Provide intensive language and vocabulary instruction 1016 using a scientifically research-based program, including use of 1017 a speech-language therapist. 1018 Section 9. Subsections (1) and (4) of section 1009.60, 1019 Florida Statutes, are amended to read: 1020 1009.60 Minority teacher education scholars program.—There 1021 is created the minority teacher education scholars program, 1022 which is a collaborative performance-based scholarship program 1023 for African-American, Hispanic-American, Asian-American, and 1024 Native American students. The participants in the program 1025 include Florida’s Florida College System institutions and its 1026 public and private universities that have teacher education 1027 programs. 1028 (1) The minority teacher education scholars program shall 1029 provide an annual scholarship in an amount that shall be 1030 prorated based on available appropriations and may not exceed 1031 $4,000 for each approved minority teacher education scholar who 1032 is enrolled in one of Florida’s public or private colleges or 1033 universities,in the junior year andis admitted into a teacher 1034 education program, and has not earned more than 18 credit hours 1035 of upper-division-level courses in education. 1036 (4) A student may receive a scholarship from the program 1037 for 3 consecutive years if the student remains enrolled full 1038 time in the program and makes satisfactory progress toward a 1039 baccalaureate degree with a major in education or a graduate 1040 degree with a major in education, leading to initial 1041 certification. 1042 Section 10. Paragraph (a) of subsection (2) of section 1043 1009.605, Florida Statutes, is amended to read: 1044 1009.605 Florida Fund for Minority Teachers, Inc.— 1045 (2)(a) The corporation shall submit an annual budget 1046 projection to the Department of Education to be included in the 1047 annual legislative budget request. The projection must be based 1048 on the cost to award up to 350 scholarships to new scholarsin1049the junior yearand up to 350 renewal scholarshipsto the 3501050rising seniors. 1051 Section 11. Paragraph (c) of subsection (1), paragraph (a) 1052 of subsection (3), and subsections (7), (8), and (9) of section 1053 1012.34, Florida Statutes, are amended to read: 1054 1012.34 Personnel evaluation procedures and criteria.— 1055 (1) EVALUATION SYSTEM APPROVAL AND REPORTING.— 1056 (c) Annually, by February 1, the Commissioner of Education 1057 shall publish on the department’s website the status of each 1058 school district’s instructional personnel and school 1059 administrator evaluation systems. This information must include:10601.performance evaluation results for the prior school year 1061 for instructional personnel and school administrators using the 1062 four levels of performance specified in paragraph (2)(e). The 1063 performance evaluation results for instructional personnel shall 1064 be disaggregated by classroom teachers, as defined in s. 1065 1012.01(2)(a), excluding substitute teachers, and all other 1066 instructional personnel, as defined in s. 1012.01(2)(b)-(d). 10672. An analysis that compares performance evaluation results1068calculated by each school district to indicators of performance1069calculated by the department using the standards for performance1070levels adopted by the state board under subsection (8).10713. Data reported under s. 1012.341.1072 (3) EVALUATION PROCEDURES AND CRITERIA.—Instructional 1073 personnel and school administrator performance evaluations must 1074 be based upon the performance of students assigned to their 1075 classrooms or schools, as provided in this section. Pursuant to 1076 this section, a school district’s performance evaluation system 1077 is not limited to basing unsatisfactory performance of 1078 instructional personnel and school administrators solely upon 1079 student performance, but may include other criteria to evaluate 1080 instructional personnel and school administrators’ performance, 1081 or any combination of student performance and other criteria. 1082 Evaluation procedures and criteria must comply with, but are not 1083 limited to, the following: 1084 (a) A performance evaluation must be conducted for each 1085 employee at least once a year, except that a classroom teacher, 1086 as defined in s. 1012.01(2)(a), excluding substitute teachers, 1087 who is newly hired by the district school board must be observed 1088 and evaluated at least twice in the first year of teaching in 1089 the school district. The performance evaluation must be based 1090 upon sound educational principles and contemporary research in 1091 effective educational practices. The evaluation criteria must 1092 include: 1093 1. Performance of students.—At least one-third of a 1094 performance evaluation must be based upon data and indicators of 1095 student performance, as determined by each school districtin1096accordance with subsection (7). This portion of the evaluation 1097 must include growth or achievement data of the teacher’s 1098 students or, for a school administrator, the students attending 1099 the school over the course of at least 3 years. If less than 3 1100 years of data are available, the years for which data are 1101 available must be used. The proportion of growth or achievement 1102 data may be determined by instructional assignment. 1103 2. Instructional practice.—For instructional personnel, at 1104 least one-third of the performance evaluation must be based upon 1105 instructional practice. Evaluation criteria used when annually 1106 observing classroom teachers, as defined in s. 1012.01(2)(a), 1107 excluding substitute teachers, must include indicators based 1108 upon each of the Florida Educator Accomplished Practices adopted 1109 by the State Board of Education. For instructional personnel who 1110 are not classroom teachers, evaluation criteria must be based 1111 upon indicators of the Florida Educator Accomplished Practices 1112 and may include specific job expectations related to student 1113 support. 1114 3. Instructional leadership.—For school administrators, at 1115 least one-third of the performance evaluation must be based on 1116 instructional leadership. Evaluation criteria for instructional 1117 leadership must include indicators based upon each of the 1118 leadership standards adopted by the State Board of Education 1119 under s. 1012.986, including performance measures related to the 1120 effectiveness of classroom teachers in the school, the 1121 administrator’s appropriate use of evaluation criteria and 1122 procedures, recruitment and retention of effective and highly 1123 effective classroom teachers, improvement in the percentage of 1124 instructional personnel evaluated at the highly effective or 1125 effective level, and other leadership practices that result in 1126 student learning growth. The system may include a means to give 1127 parents and instructional personnel an opportunity to provide 1128 input into the administrator’s performance evaluation. 1129 4. Other indicators of performance.—For instructional 1130 personnel and school administrators, the remainder of a 1131 performance evaluation may include, but is not limited to, 1132 professional and job responsibilities as recommended by the 1133 State Board of Education or identified by the district school 1134 board and, for instructional personnel, peer reviews, 1135 objectively reliable survey information from students and 1136 parents based on teaching practices that are consistently 1137 associated with higher student achievement, and other valid and 1138 reliable measures of instructional practice. 1139 (7) MEASUREMENT OF STUDENT PERFORMANCE.— 1140 (a) The Commissioner of Education may developshall approve1141 a formula to measure individual student learning growth on the 1142 statewide, standardized assessments in English Language Arts and 1143 mathematics administered under s. 1008.22. The formula must take 1144 into consideration each student’s prior academic performance. 1145 The formula must not set different expectations for student 1146 learning growth based upon a student’s gender, race, ethnicity, 1147 or socioeconomic status. In the development of the formula, the 1148 commissioner shall consider other factors such as a student’s 1149 attendance record, disability status, or status as an English 1150 language learner. The commissioner may select additional 1151 formulas to measure student performance as appropriate for the 1152 remainder of the statewide, standardized assessments included 1153 under s. 1008.22 and continue to select formulas as new 1154 assessments are implemented in the state system.After the1155commissioner approves the formula to measure individual student1156learning growth, the State Board of Education shall adopt these1157formulas in rule.1158 (b) Each school district may, but is not required to,shall1159 measure student learning growth using the formulas developed 1160approvedby the commissioner under paragraph (a)and the1161standards for performance levels adopted by the state board1162under subsection (8) for courses associated with the statewide,1163standardized assessments administered under s. 1008.22 no later1164than the school year immediately following the year the formula1165is approved by the commissioner.For grades and subjects not1166assessed by statewide, standardized assessments, each school1167district shall measure student performance using a methodology1168determined by the district.1169 (8) RULEMAKING.—No later than August 1, 2015,The State 1170 Board of Education shall adopt rules pursuant to ss. 120.536(1) 1171 and 120.54 which establish uniform procedures and format for the 1172 submission, review, and approval of district evaluation systems 1173 and reporting requirements for the annual evaluation of 1174 instructional personnel and school administrators; specific,1175discrete standards for each performance level required under1176subsection (2), based on student learning growth models approved1177by the commissioner, to ensure clear and sufficient1178differentiation in the performance levels and to provide1179consistency in meaning across school districts; the measurement1180of student learning growth and associated implementation1181procedures required under subsection (7); and a process for1182monitoring school district implementation of evaluation systems1183in accordance with this section. 1184(9) TRANSITION TO NEW STATEWIDE, STANDARDIZED ASSESSMENTS.1185Standards for each performance level required under subsection1186(2) shall be established by the State Board of Education1187beginning with the 2015-2016 school year.1188 Section 12. Committee on Early Childhood Development.—The 1189 Committee on Early Childhood Development, a committee as defined 1190 in s. 20.03, Florida Statutes, is created within the Department 1191 of Education to develop a proposal for establishing and 1192 implementing a coordinated system focused on developmental 1193 milestones and outcomes for the school readiness program, the 1194 Voluntary Prekindergarten Education Program, and the Florida 1195 Kindergarten Readiness Screener and, except as otherwise 1196 provided in this section, shall operate consistent with s. 1197 20.052, Florida Statutes. 1198 (1) The committee’s proposal must include legislative 1199 recommendations for the design and implementation of a 1200 coordinated system for tracking children’s development, 1201 including: 1202 (a) The purpose of tracking children’s development, with a 1203 focus on developmentally appropriate learning gains. 1204 (b) Attributes for tool selection that provide guidance on 1205 procurement policies. 1206 (c) An implementation schedule and protocols, including the 1207 frequency of data collection and a timeline for training to 1208 ensure reliability of the system. 1209 (d) The methodology for collecting and analyzing data that 1210 defines reporting requirements. 1211 (e) A budget for the system, including cost analyses for 1212 purchasing materials and necessary technology, training to 1213 ensure reliability, and data system management. 1214 (f) Considerations for student privacy and tracking child 1215 development over time. 1216 (2) The committee is composed of 14 members, with 7 members 1217 appointed by the President of the Senate and 7 members appointed 1218 by the Speaker of the House of Representatives. The members must 1219 be residents of this state. Seven of the members must be 1220 representatives from or subject matter experts for early 1221 learning and seven members must be representatives from or 1222 subject matter experts for kindergarten through grade 3. 1223 (3) The committee shall elect a chair and vice chair. 1224 Members of the committee shall serve without compensation but 1225 are entitled to reimbursement for per diem and travel expenses 1226 pursuant to s. 112.061, Florida Statutes. 1227 (4) The committee must meet at least three times and shall 1228 meet by teleconference or other electronic means, if possible, 1229 to reduce costs. 1230 (5) A majority of the members constitutes a quorum. 1231 (6) The University of Florida Lastinger Center for Learning 1232 shall provide the committee with staff necessary to assist the 1233 committee in the performance of its duties. 1234 (7) The committee shall submit a report of its findings and 1235 recommendations to the Governor, the President of the Senate, 1236 and the Speaker of the House of Representatives by December 1, 1237 2017. Upon submission of the report, the committee shall expire. 1238 Section 13. This act shall take effect July 1, 2017.