Florida Senate - 2007 CS for SB 1238
By the Committee on Education Pre-K - 12; and Senator Gaetz
581-2380-07
1 A bill to be entitled
2 An act relating to education; amending s.
3 1001.03, F.S.; requiring the State Board of
4 Education to review and replace the Sunshine
5 State Standards with World Class Education
6 Standards; establishing requirements for the
7 standards; requiring reports; providing
8 requirements for the adoption, review, and
9 revision of the standards; requiring the State
10 Board of Education to submit an annual report
11 to the Governor and the Legislature; amending
12 ss. 39.0016 and 445.049, F.S.; conforming
13 provisions; amending s. 1000.21, F.S.; revising
14 the systemwide definition of standards;
15 conforming provisions; amending s. 1001.02,
16 F.S.; revising provisions authorizing the State
17 Board of Education to adopt rules; amending s.
18 1001.215, F.S.; conforming provisions; amending
19 s. 1001.41, F.S.; requiring a school district
20 to emphasize certain items in social studies
21 education; amending s. 1001.42, F.S.;
22 conforming provisions; amending ss. 1002.33 and
23 1002.415, F.S.; conforming provisions; amending
24 s. 1003.41, F.S.; specifying requirements for
25 World Class Education Standards; creating s.
26 1003.451, F.S.; requiring the State Board of
27 Education to adopt standards for world-language
28 instruction and provide flexibility in
29 foreign-language teacher certification;
30 creating s. 1003.59, F.S.; requiring the State
31 Board of Education to adopt a model policy for
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1 accelerated learning opportunities for certain
2 students; requiring schools districts to
3 implement an accelerated learning policy;
4 requiring the Department of Education to
5 conduct studies; amending s. 1004.04, F.S.;
6 conforming provisions; amending s. 1007.35,
7 F.S.; conforming provisions; amending s.
8 1008.22, F.S.; requiring the Florida
9 Comprehensive Assessment Test to assess
10 students in social studies; requiring the
11 content knowledge and skills of the statewide
12 assessment program and Florida Comprehensive
13 Assessment Test to align to the World Class
14 Education Standards; providing for the
15 expedited revision of the Florida Comprehensive
16 Assessment Test; requiring the Commissioner of
17 Education to submit reports; creating s.
18 1008.222, F.S.; providing requirements for
19 end-of-course examinations and timelines for
20 implementation; amending s. 1008.25, F.S.;
21 conforming provisions; requiring remediation in
22 social studies; revising requirements for an
23 annual report; amending s. 1008.331, F.S.;
24 establishing local education service providers
25 and penalties for nonperformance of contracted
26 providers; amending s. 1008.385, F.S.;
27 conforming provisions; amending s. 1012.05,
28 F.S.; conforming provisions; amending ss.
29 1012.28 and 1012.52, F.S.; conforming
30 provisions; amending s. 1012.56, F.S.;
31 requiring the State Board of Education to align
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Florida Senate - 2007 CS for SB 1238
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1 subject area examinations to the World Class
2 Education Standards; conforming provisions;
3 amending s. 1012.585, F.S.; applying certain
4 inservice points toward renewal of an educator
5 professional certificate specialization area;
6 amending s. 1012.72, F.S.; conforming
7 provisions; amending s. 1012.98, F.S.;
8 requiring a school district's inservice
9 activities to support state standards;
10 directing districts to align inservice
11 activities to the World Class Education
12 Standards; requiring statewide standardized
13 delivery of certain inservice activities and
14 outcome measurement of such activities;
15 requiring the department to provide statewide
16 standardized professional development and
17 educators to participate therein; requiring the
18 Office of Program Policy Analysis and
19 Government Accountability to submit reports
20 relating to after-school programs; providing an
21 effective date.
22
23 Be It Enacted by the Legislature of the State of Florida:
24
25 Section 1. Subsection (1) of section 1001.03, Florida
26 Statutes, is amended to read:
27 1001.03 Specific powers of State Board of Education.--
28 (1) PUBLIC K-12 STUDENT PERFORMANCE STANDARDS.--
29 (a) The State Board of Education shall review and
30 systematically replace approve the student performance
31 standards known as the Sunshine State Standards by adopting
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1 World Class Education Standards that prepare Florida's
2 students to effectively engage, communicate, and compete
3 globally with students around the world. For purposes of this
4 act, World Class Education Standards are defined as curriculum
5 standards by subject area and grade level which integrate
6 critical thinking and problem-solving skills, creativity and
7 innovation skills, communication and information skills,
8 collaboration skills, contextual and applied-learning skills,
9 information and media-literacy skills, global-awareness
10 skills, and civic-engagement skills. The World Class Education
11 Standards shall, at a minimum:
12 1. Establish the essential content knowledge and
13 skills, by each in key academic subject areas and grade level,
14 that are necessary for student academic achievement; levels.
15 2. Identify the general content knowledge that a
16 student is expected to know for reading proficiency;
17 3. Identify the specific content knowledge and skills
18 that a student is expected to know and be able to demonstrate
19 for each subject area listed in s. 1003.41 by grade level;
20 4. Provide for the sequential development of a
21 student's content knowledge and skills grade by grade for each
22 subject area; and
23 5. Provide for alignment to curriculum that is
24 appropriate for high school graduates to enter the workforce
25 and compete in high-demand careers in Florida's global economy
26 and to succeed in postsecondary education.
27 (b) By January 31, 2008, the State Board of Education
28 shall establish an expedited a schedule for to facilitate the
29 adoption periodic review of the World Class Education
30 Standards, and for the periodic review and revision of the
31 standards, to ensure superior adequate rigor, relevance,
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1 logical student progression, and integration of reading,
2 writing, and mathematics across all subject areas. Each
3 recommendation for adoption, revision, or repeal of the
4 standards must include an estimate of the expenditures
5 required to implement the recommendation, including, but not
6 limited to, preservice teacher education, professional
7 development, acquisition of instructional programs, student
8 instruction, and valid instructional assessments aligned to
9 the new standards. Effective January 1, 2009, the state board
10 shall, by January 1 of each year, submit a report to the
11 Governor, the President of the Senate, and the Speaker of the
12 House of Representatives detailing the status of the adoption,
13 implementation, and any subsequent revisions of the World
14 Class Education Standards.
15 (c) The State Board of Education shall include Florida
16 educators in the development and review of the Standards. The
17 state board shall consider the recommendations of educators,
18 citizens, and members of the business community; consult
19 national or international curricular experts in each review by
20 subject area; and consider standards implemented by other
21 states or nations which are regarded as exceptionally rigorous
22 by the curricular experts. The state board shall also must
23 include the participation of curriculum leaders in other
24 content areas, including the arts, to ensure valid content
25 area integration and to address the instructional requirements
26 of different learning styles.
27 (d) The process for adoption and revision of the World
28 Class Education Standards review and proposed revisions must
29 include leadership and input from the state's classroom
30 teachers and selected, school administrators, postsecondary
31 institutions and community colleges and universities, and from
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1 representatives from business and industry representatives who
2 are identified by Enterprise Florida, Inc. local education
3 foundations. a report including proposed revisions must be
4 submitted to the Governor, the President of the Senate, and
5 the Speaker of the House of Representatives annually to
6 coincide with the established review schedule. The review
7 schedule and an annual status report must be submitted to the
8 Governor, the President of the Senate, and the Speaker of the
9 House of Representatives annually not later than January 1.
10 (e) Beginning with the 2008-2009 school year, the
11 State Board of Education shall submit an annual report on the
12 achievement results of Florida's students based on instruction
13 aligned to the World Class Education Standards. The report
14 shall be submitted to the Governor, the President of the
15 Senate, and the Speaker of the House of Representatives no
16 later than December 30, and shall include data to monitor
17 achievement gains and to provide academic comparisons of
18 Florida students who are achieving at or above grade level to
19 other students nationally and to students at commensurate
20 grade levels in other countries.
21 Section 2. Paragraph (b) of subsection (4) and
22 paragraph (d) of subsection (5) of section 39.0016, Florida
23 Statutes, are amended to read:
24 39.0016 Education of abused, neglected, and abandoned
25 children.--
26 (4) The department shall enter into agreements with
27 district school boards or other local educational entities
28 regarding education and related services for children known to
29 the department who are of school age and children known to the
30 department who are younger than school age but who would
31
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1 otherwise qualify for services from the district school board.
2 Such agreements shall include, but are not limited to:
3 (b) A requirement that the district school board
4 shall:
5 1. Provide the department with a general listing of
6 the services and information available from the district
7 school board, including, but not limited to, the World Class
8 Education current Sunshine State Standards, the Surrogate
9 Parent Training Manual, and other resources accessible through
10 the Department of Education or local school districts to
11 facilitate educational access for a child known to the
12 department.
13 2. Identify all educational and other services
14 provided by the school and school district which the school
15 district believes are reasonably necessary to meet the
16 educational needs of a child known to the department.
17 3. Determine whether transportation is available for a
18 child known to the department when such transportation will
19 avoid a change in school assignment due to a change in
20 residential placement. Recognizing that continued enrollment
21 in the same school throughout the time the child known to the
22 department is in out-of-home care is preferable unless
23 enrollment in the same school would be unsafe or otherwise
24 impractical, the department, the district school board, and
25 the Department of Education shall assess the availability of
26 federal, charitable, or grant funding for such transportation.
27 4. Provide individualized student intervention or an
28 individual educational plan when a determination has been made
29 through legally appropriate criteria that intervention
30 services are required. The intervention or individual
31 educational plan must include strategies to enable the child
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1 known to the department to maximize the attainment of
2 educational goals.
3 (5) The department shall incorporate an education
4 component into all training programs of the department
5 regarding children known to the department. Such training
6 shall be coordinated with the Department of Education and the
7 local school districts. The department shall offer
8 opportunities for education personnel to participate in such
9 training. Such coordination shall include, but not be limited
10 to, notice of training sessions, opportunities to purchase
11 training materials, proposals to avoid duplication of services
12 by offering joint training, and incorporation of materials
13 available from the Department of Education and local school
14 districts into the department training when appropriate. The
15 department training components shall include:
16 (d) Training of caseworkers regarding the services and
17 information available through the Department of Education and
18 local school districts, including, but not limited to, the
19 World Class Education current Sunshine State Standards, the
20 Surrogate Parent Training Manual, and other resources
21 accessible through the Department of Education or local school
22 districts to facilitate educational access for a child known
23 to the department.
24 Section 3. Paragraph (g) of subsection (7) of section
25 445.049, Florida Statutes, is amended to read:
26 445.049 Digital Divide Council.--
27 (7) PROGRAM OBJECTIVES AND GOALS.--The programs
28 authorized by this section shall have the following objectives
29 and goals:
30 (g) Using information technology to facilitate
31 achievement of the World Class Education Sunshine State
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1 Standards by all children enrolled in the state's K-12 school
2 system who are members of at-risk families.
3 Section 4. Subsection (7) of section 1000.21, Florida
4 Statutes, is amended to read:
5 1000.21 Systemwide definitions.--As used in the
6 Florida K-20 Education Code:
7 (7) "World Class Education Sunshine State Standards"
8 means the student content are standards, as described in ss.
9 1001.03(1) and 1003.41, which that identify what public school
10 students are expected to should know and be able to
11 demonstrate do. The term includes the Sunshine State Standards
12 for a subject area until the standards are replaced under s.
13 1001.03(1) by the World Class Education Standards for the
14 subject area. These standards delineate the academic
15 achievement of students for which the state will hold its
16 public schools accountable in grades K-2, 3-5, 6-8, and 9-12,
17 in the subjects of language arts, mathematics, science, social
18 studies, the arts, health and physical education, foreign
19 languages, reading, writing, history, government, geography,
20 economics, and computer literacy.
21 Section 5. Subsection (1) of section 1001.02, Florida
22 Statutes, is amended to read:
23 1001.02 General powers of State Board of Education.--
24 (1) The State Board of Education is the chief
25 implementing and coordinating body of public education in
26 Florida, and it shall focus on high-level policy decisions.
27 The state board It has authority to adopt rules under pursuant
28 to ss. 120.536(1) and 120.54 to implement the provisions of
29 law conferring duties upon the State Board of Education, the
30 Commissioner of Education, and the Department of Education it
31 for the improvement of the state system of K-20 public
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1 education. Except as otherwise provided by law herein, the
2 State Board of Education it may, as it finds appropriate,
3 delegate its general powers to the Commissioner of Education
4 or the directors of the divisions of the department.
5 Section 6. Subsection (8) of section 1001.215, Florida
6 Statutes, is amended to read:
7 1001.215 Just Read, Florida! Office.--There is created
8 in the Department of Education the Just Read, Florida! Office.
9 The office shall be fully accountable to the Commissioner of
10 Education and shall:
11 (8) Periodically review the World Class Education
12 Sunshine State Standards for reading at all grade levels.
13 Section 7. Subsection (3) of section 1001.41, Florida
14 Statutes, is amended to read:
15 1001.41 General powers of district school board.--The
16 district school board, after considering recommendations
17 submitted by the district school superintendent, shall
18 exercise the following general powers:
19 (3) Prescribe and adopt standards and policies to
20 provide each student the opportunity to receive a complete
21 education program, including language arts;, mathematics;,
22 science;, social studies, with an emphasis on history,
23 government, and civics; health;, physical education;, foreign
24 languages;, and the arts, as defined by the World Class
25 Education Sunshine State Standards. The standards and policies
26 must emphasize integration and reinforcement of reading,
27 writing, and mathematics skills across all subjects, including
28 career awareness, career exploration, and career and technical
29 education.
30 Section 8. Paragraph (a) of subsection (16) of section
31 1001.42, Florida Statutes, is amended to read:
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1 1001.42 Powers and duties of district school
2 board.--The district school board, acting as a board, shall
3 exercise all powers and perform all duties listed below:
4 (16) IMPLEMENT SCHOOL IMPROVEMENT AND
5 ACCOUNTABILITY.--Maintain a system of school improvement and
6 education accountability as provided by statute and State
7 Board of Education rule. This system of school improvement and
8 education accountability shall be consistent with, and
9 implemented through, the district's continuing system of
10 planning and budgeting required by this section and ss.
11 1008.385, 1010.01, and 1011.01. This system of school
12 improvement and education accountability shall include, but is
13 not limited to, the following:
14 (a) School improvement plans.--Annually approve and
15 require implementation of a new, amended, or continuation
16 school improvement plan for each school in the district. A
17 district school board may establish a district school
18 improvement plan that includes all schools in the district
19 operating for the purpose of providing educational services to
20 youth in Department of Juvenile Justice programs. The school
21 improvement plan shall be designed to achieve the state
22 education priorities pursuant to s. 1000.03(5) and student
23 proficiency on the World Class Education Sunshine State
24 Standards under pursuant to s. 1003.41. Each plan shall
25 address student achievement goals and strategies based on
26 state and school district proficiency standards. The plan may
27 also address issues relative to other academic-related
28 matters, as determined by district school board policy, and
29 shall include an accurate, data-based analysis of student
30 achievement and other school performance data. Beginning with
31 plans approved for implementation in the 2007-2008 school
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1 year, each secondary school plan must include a redesign
2 component based on the principles established in s. 1003.413.
3 For each school in the district that earns a school grade of
4 "C" or below, or is required to have a school improvement plan
5 under federal law, the school improvement plan shall, at a
6 minimum, also include:
7 1. Professional development that supports enhanced and
8 differentiated instructional strategies to improve teaching
9 and learning.
10 2. Continuous use of disaggregated student achievement
11 data to determine effectiveness of instructional strategies.
12 3. Ongoing informal and formal assessments to monitor
13 individual student progress, including progress toward mastery
14 of the World Class Education Sunshine State Standards, and to
15 redesign instruction if needed.
16 4. Alternative instructional delivery methods to
17 support remediation, acceleration, and enrichment strategies.
18 Section 9. Paragraph (a) of subsection (6) and
19 paragraph (a) of subsection (7) of section 1002.33, Florida
20 Statutes, are amended to read:
21 1002.33 Charter schools.--
22 (6) APPLICATION PROCESS AND REVIEW.--Charter school
23 applications are subject to the following requirements:
24 (a) A person or entity wishing to open a charter
25 school shall prepare an application that:
26 1. Demonstrates how the school will use the guiding
27 principles and meet the statutorily defined purpose of a
28 charter school.
29 2. Provides a detailed curriculum plan that
30 illustrates how students will be provided services to attain
31 the World Class Education Sunshine State Standards.
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1 3. Contains goals and objectives for improving student
2 learning and measuring that improvement. These goals and
3 objectives must indicate how much academic improvement
4 students are expected to show each year, how success will be
5 evaluated, and the specific results to be attained through
6 instruction.
7 4. Describes the reading curriculum and differentiated
8 strategies that will be used for students reading at grade
9 level or higher and a separate curriculum and strategies for
10 students who are reading below grade level. A sponsor shall
11 deny a charter if the school does not propose a reading
12 curriculum that is consistent with effective teaching
13 strategies that are grounded in scientifically based reading
14 research.
15 5. Contains an annual financial plan for each year
16 requested by the charter for operation of the school for up to
17 5 years. This plan must contain anticipated fund balances
18 based on revenue projections, a spending plan based on
19 projected revenues and expenses, and a description of controls
20 that will safeguard finances and projected enrollment trends.
21 (7) CHARTER.--The major issues involving the operation
22 of a charter school shall be considered in advance and written
23 into the charter. The charter shall be signed by the governing
24 body of the charter school and the sponsor, following a public
25 hearing to ensure community input.
26 (a) The charter shall address, and criteria for
27 approval of the charter shall be based on:
28 1. The school's mission, the students to be served,
29 and the ages and grades to be included.
30 2. The focus of the curriculum, the instructional
31 methods to be used, any distinctive instructional techniques
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1 to be employed, and identification and acquisition of
2 appropriate technologies needed to improve educational and
3 administrative performance which include a means for promoting
4 safe, ethical, and appropriate uses of technology which comply
5 with legal and professional standards. The charter shall
6 ensure that reading is a primary focus of the curriculum and
7 that resources are provided to identify and provide
8 specialized instruction for students who are reading below
9 grade level. The curriculum and instructional strategies for
10 reading must be consistent with the World Class Education
11 Sunshine State Standards and grounded in scientifically based
12 reading research.
13 3. The current incoming baseline standard of student
14 academic achievement, the outcomes to be achieved, and the
15 method of measurement that will be used. The criteria listed
16 in this subparagraph shall include a detailed description for
17 each of the following:
18 a. How the baseline student academic achievement
19 levels and prior rates of academic progress will be
20 established.
21 b. How these baseline rates will be compared to rates
22 of academic progress achieved by these same students while
23 attending the charter school.
24 c. To the extent possible, how these rates of progress
25 will be evaluated and compared with rates of progress of other
26 closely comparable student populations.
27
28 The district school board is required to provide academic
29 student performance data to charter schools for each of their
30 students coming from the district school system, as well as
31
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1 rates of academic progress of comparable student populations
2 in the district school system.
3 4. The methods used to identify the educational
4 strengths and needs of students and how well educational goals
5 and performance standards are met by students attending the
6 charter school. Included in the methods is a means for the
7 charter school to ensure accountability to its constituents by
8 analyzing student performance data and by evaluating the
9 effectiveness and efficiency of its major educational
10 programs. Students in charter schools shall, at a minimum,
11 participate in the statewide assessment program created under
12 s. 1008.22.
13 5. In secondary charter schools, a method for
14 determining that a student has satisfied the requirements for
15 graduation in s. 1003.43.
16 6. A method for resolving conflicts between the
17 governing body of the charter school and the sponsor.
18 7. The admissions procedures and dismissal procedures,
19 including the school's code of student conduct.
20 8. The ways by which the school will achieve a
21 racial/ethnic balance reflective of the community it serves or
22 within the racial/ethnic range of other public schools in the
23 same school district.
24 9. The financial and administrative management of the
25 school, including a reasonable demonstration of the
26 professional experience or competence of those individuals or
27 organizations applying to operate the charter school or those
28 hired or retained to perform such professional services and
29 the description of clearly delineated responsibilities and the
30 policies and practices needed to effectively manage the
31 charter school. A description of internal audit procedures and
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1 establishment of controls to ensure that financial resources
2 are properly managed must be included. Both public sector and
3 private sector professional experience shall be equally valid
4 in such a consideration.
5 10. The asset and liability projections required in
6 the application which are incorporated into the charter and
7 which shall be compared with information provided in the
8 annual report of the charter school. The charter shall ensure
9 that, if a charter school internal audit or annual financial
10 audit reveals a state of financial emergency as defined in s.
11 218.503 or deficit financial position, the auditors are
12 required to notify the charter school governing board, the
13 sponsor, and the Department of Education. The internal auditor
14 shall report such findings in the form of an exit interview to
15 the principal or the principal administrator of the charter
16 school and the chair of the governing board within 7 working
17 days after finding the state of financial emergency or deficit
18 position. A final report shall be provided to the entire
19 governing board, the sponsor, and the Department of Education
20 within 14 working days after the exit interview. When a
21 charter school is in a state of financial emergency, the
22 charter school shall file a detailed financial recovery plan
23 with the sponsor. The department, with the involvement of both
24 sponsors and charter schools, shall establish guidelines for
25 developing such plans.
26 11. A description of procedures that identify various
27 risks and provide for a comprehensive approach to reduce the
28 impact of losses; plans to ensure the safety and security of
29 students and staff; plans to identify, minimize, and protect
30 others from violent or disruptive student behavior; and the
31 manner in which the school will be insured, including whether
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1 or not the school will be required to have liability
2 insurance, and, if so, the terms and conditions thereof and
3 the amounts of coverage.
4 12. The term of the charter which shall provide for
5 cancellation of the charter if insufficient progress has been
6 made in attaining the student achievement objectives of the
7 charter and if it is not likely that such objectives can be
8 achieved before expiration of the charter. The initial term of
9 a charter shall be for 4 or 5 years. In order to facilitate
10 access to long-term financial resources for charter school
11 construction, charter schools that are operated by a
12 municipality or other public entity as provided by law are
13 eligible for up to a 15-year charter, subject to approval by
14 the district school board. A charter lab school is eligible
15 for a charter for a term of up to 15 years. In addition, to
16 facilitate access to long-term financial resources for charter
17 school construction, charter schools that are operated by a
18 private, not-for-profit, s. 501(c)(3) status corporation are
19 eligible for up to a 15-year charter, subject to approval by
20 the district school board. Such long-term charters remain
21 subject to annual review and may be terminated during the term
22 of the charter, but only according to the provisions set forth
23 in subsection (8).
24 13. The facilities to be used and their location.
25 14. The qualifications to be required of the teachers
26 and the potential strategies used to recruit, hire, train, and
27 retain qualified staff to achieve best value.
28 15. The governance structure of the school, including
29 the status of the charter school as a public or private
30 employer as required in paragraph (12)(i).
31
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1 16. A timetable for implementing the charter which
2 addresses the implementation of each element thereof and the
3 date by which the charter shall be awarded in order to meet
4 this timetable.
5 17. In the case of an existing public school being
6 converted to charter status, alternative arrangements for
7 current students who choose not to attend the charter school
8 and for current teachers who choose not to teach in the
9 charter school after conversion in accordance with the
10 existing collective bargaining agreement or district school
11 board rule in the absence of a collective bargaining
12 agreement. However, alternative arrangements shall not be
13 required for current teachers who choose not to teach in a
14 charter lab school, except as authorized by the employment
15 policies of the state university which grants the charter to
16 the lab school.
17 Section 10. Paragraph (b) of subsection (2) of section
18 1002.415, Florida Statutes, is amended to read:
19 1002.415 K-8 Virtual School Program.--Subject to
20 annual legislative appropriation, a kindergarten through grade
21 8 virtual school program is established within the Department
22 of Education for the purpose of making academic instruction
23 available to full-time students in kindergarten through grade
24 8 using on-line and distance learning technology. The
25 department shall use an application process to select schools
26 to deliver program instruction.
27 (2) APPLICATION.--
28 (b) In addition to a completed application form, each
29 applicant must provide the department with:
30
31
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1 1. A detailed plan describing how the school
2 curriculum and course content will conform to the World Class
3 Education Sunshine State Standards; and
4 2. An annual financial plan for each year of operation
5 of the school for a minimum of 3 years. The plan must contain
6 anticipated fund balances based on revenue projections, a
7 spending plan based on projected revenues and expenses, and a
8 description of controls that will safeguard finances and
9 projected enrollment trends.
10 Section 11. Section 1003.41, Florida Statutes, is
11 amended to read:
12 1003.41 World Class Education Sunshine State
13 Standards.--Public K-12 educational instruction in Florida is
14 based on the World Class Education "Sunshine State Standards
15 as defined in s. 1001.03(1)." The These standards are have
16 been adopted by the State Board of Education and delineate the
17 academic achievement of students, for which the state holds
18 will hold schools accountable, in each K-12 grade level grades
19 K-2, 3-5, 6-8, and 9-12 in, at a minimum, the subject areas
20 subjects of language arts, reading, and writing;,
21 mathematics;, science;, social studies, including geography
22 and economics, with an emphasis on history, government, and
23 civics; visual and performing the arts;, health and physical
24 education;, and foreign languages; and computer literacy. The
25 World Class Education Standards must be content oriented and
26 knowledge based and must They include problem-solving and
27 higher-order skills as defined in s. 1001.03(1) standards in
28 reading, writing, history, government, geography, economics,
29 and computer literacy.
30 Section 12. Section 1003.451, Florida Statutes, is
31 created to read:
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1 1003.451 World-language curricula.--
2 (1) It is the intent of the Legislature that the state
3 shall move toward the goal of establishing world-language
4 curricula that begins in elementary school and continues
5 through the middle and high school grades.
6 (2) The State Board of Education shall:
7 (a) Encourage school districts to expand
8 foreign-language course offerings to include world languages
9 commonly spoken in nations actively engaged in international
10 commerce in order to prepare Florida's students to compete in
11 a global economy;
12 (b) Establish content standards for world languages as
13 part of the World Class Education Standards for foreign
14 languages;
15 (c) Encourage school districts to offer world-language
16 instruction to students in elementary school; and
17 (d) Provide flexibility in foreign-language teacher
18 certification so that Florida schools may benefit from
19 instructional opportunities of available Floridians who are
20 fluent in native languages from around the world.
21 Section 13. Section 1003.59, Florida Statutes, is
22 created to read:
23 1003.59 Accelerated learning opportunities for
24 academically talented students.--
25 (1) By June 30, 2008, the State Board of Education
26 shall adopt a model policy for the accelerated learning of
27 academically talented students in grades K-12, regardless of
28 whether the students are classified as gifted. The model
29 policy shall address, but not be limited to, whole grade
30 acceleration, continuous progress exceeding chronological-age
31 peers, subject-matter acceleration, virtual-education
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1 acceleration, and early postsecondary enrollment. The model
2 policy shall include a plan for:
3 (a) Providing teachers and guidance counselors with
4 professional training that addresses effective implementation
5 of the policy, strategies for identifying gifted and
6 academically talented students in the elementary grades, and
7 methods for placing the students in accelerated programming
8 that allows them to work at suitably challenging academic
9 levels; and
10 (b) Assisting school district interactions with
11 students and parents to help guide them in making the most
12 appropriate choice for each student.
13 (2) Each district school board shall implement an
14 academically talented student acceleration policy beginning
15 with the 2008-2009 school year. The school board shall widely
16 publicize and disseminate the policy so that teachers,
17 students, and parents are aware of the opportunities. The
18 school board shall also publish the policy on the school
19 district's Internet website.
20 (3) The Department of Education shall conduct a review
21 and evaluation of gifted programs in each school district to
22 determine the effect of gifted courses on increased student
23 achievement and shall report the results of the evaluation to
24 the Governor, the President of the Senate, and the Speaker of
25 the House of Representatives by December 30, 2008.
26 (4) The Department of Education shall report annually
27 no later than December 30 on academically talented student
28 acceleration and gifted programs in each school district and
29 include information concerning district implementation
30 strategies and student achievement gains and provide a
31 comparison of district performance.
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1 Section 14. Paragraph (b) of subsection (2), paragraph
2 (b) of subsection (3), paragraph (e) of subsection (5), and
3 paragraph (c) of subsection (6) of section 1004.04, Florida
4 Statutes, are amended to read:
5 1004.04 Public accountability and state approval for
6 teacher preparation programs.--
7 (2) UNIFORM CORE CURRICULA.--
8 (b) The rules to establish uniform core curricula for
9 each state-approved teacher preparation program must include,
10 but are not limited to, a State Board of Education identified
11 foundation in scientifically researched, knowledge-based
12 reading literacy and computational skills acquisition;
13 classroom management; school safety; professional ethics;
14 educational law; human development and learning; and
15 understanding of the World Class Education Sunshine State
16 Standards content measured by state achievement tests, reading
17 and interpretation of data, and use of data to improve student
18 achievement.
19 (3) DEVELOPMENT OF TEACHER PREPARATION PROGRAMS.--A
20 system developed by the Department of Education in
21 collaboration with postsecondary educational institutions
22 shall assist departments and colleges of education in the
23 restructuring of their programs in accordance with this
24 section to meet the need for producing quality teachers now
25 and in the future.
26 (b) Departments and colleges of education shall
27 emphasize the state system of school improvement and education
28 accountability concepts and standards, including the World
29 Class Education Sunshine State Standards.
30 (5) CONTINUED PROGRAM APPROVAL.--Notwithstanding
31 subsection (4), failure by a public or nonpublic teacher
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1 preparation program to meet the criteria for continued program
2 approval shall result in loss of program approval. The
3 Department of Education, in collaboration with the departments
4 and colleges of education, shall develop procedures for
5 continued program approval that document the continuous
6 improvement of program processes and graduates' performance.
7 (e) Continued approval of teacher preparation programs
8 is contingent upon compliance with the student admission
9 requirements of subsection (4) and upon the receipt of at
10 least a satisfactory rating from public schools and private
11 schools that employ graduates of the program. Each teacher
12 preparation program shall guarantee the high quality of its
13 graduates during the first 2 years immediately following
14 graduation from the program or following initial
15 certification, whichever occurs first. Any educator in a
16 Florida school who fails to demonstrate the essential skills
17 specified in subparagraphs 1.-5. shall be provided additional
18 training by the teacher preparation program at no expense to
19 the educator or the employer. Such training must consist of an
20 individualized plan agreed upon by the school district and the
21 postsecondary educational institution that includes specific
22 learning outcomes. The postsecondary educational institution
23 assumes no responsibility for the educator's employment
24 contract with the employer. Employer satisfaction shall be
25 determined by an annually administered survey instrument
26 approved by the Department of Education that, at a minimum,
27 must include employer satisfaction of the graduates' ability
28 to do the following:
29 1. Write and speak in a logical and understandable
30 style with appropriate grammar.
31
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1 2. Recognize signs of students' difficulty with the
2 reading and computational process and apply appropriate
3 measures to improve students' reading and computational
4 performance.
5 3. Use and integrate appropriate technology in
6 teaching and learning processes.
7 4. Demonstrate knowledge and understanding of the
8 World Class Education Sunshine State Standards.
9 5. Maintain an orderly and disciplined classroom
10 conducive to student learning.
11 (6) PRESERVICE FIELD EXPERIENCE.--All postsecondary
12 instructors, school district personnel and instructional
13 personnel, and school sites preparing instructional personnel
14 through preservice field experience courses and internships
15 shall meet special requirements. District school boards are
16 authorized to pay student teachers during their internships.
17 (c) Preservice field experience programs must provide
18 specific guidance and demonstration of effective classroom
19 management strategies, strategies for incorporating technology
20 into classroom instruction, strategies for incorporating
21 scientifically researched, knowledge-based reading literacy
22 and computational skills acquisition into classroom
23 instruction, and ways to link instructional plans to the World
24 Class Education Sunshine State Standards, as appropriate. The
25 length of structured field experiences may be extended to
26 ensure that candidates achieve the competencies needed to meet
27 certification requirements.
28 Section 15. Paragraph (c) of subsection (6) of section
29 1007.35, Florida Statutes, is amended to read:
30 1007.35 Florida Partnership for Minority and
31 Underrepresented Student Achievement.--
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1 (6) The partnership shall:
2 (c) Provide teacher training and materials that are
3 aligned with the World Class Education Sunshine State
4 Standards and are consistent with best theory and practice
5 regarding multiple learning styles and research on learning,
6 instructional strategies, instructional design, and classroom
7 assessment. Curriculum materials must be based on current,
8 accepted, and essential academic knowledge. Materials for
9 prerequisite courses should, at a minimum, address the skills
10 assessed on the Florida Comprehensive Assessment Test (FCAT).
11 Section 16. Paragraph (a) of subsection (1) and
12 paragraphs (a), (c), and (g) of subsection (3) of section
13 1008.22, Florida Statutes, are amended to read:
14 1008.22 Student assessment program for public
15 schools.--
16 (1) PURPOSE.--The primary purposes of the student
17 assessment program are to provide information needed to
18 improve the public schools by enhancing the learning gains of
19 all students and to inform parents of the educational progress
20 of their public school children. The program must be designed
21 to:
22 (a) Assess the annual learning gains of each student
23 toward achieving the World Class Education Sunshine State
24 Standards appropriate for the student's grade level.
25 (3) STATEWIDE ASSESSMENT PROGRAM.--The commissioner
26 shall design and implement a statewide program of educational
27 assessment that provides information for the improvement of
28 the operation and management of the public schools, including
29 schools operating for the purpose of providing educational
30 services to youth in Department of Juvenile Justice programs.
31 The commissioner may enter into contracts for the continued
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1 administration of the assessment, testing, and evaluation
2 programs authorized and funded by the Legislature. Contracts
3 may be initiated in 1 fiscal year and continue into the next
4 and may be paid from the appropriations of either or both
5 fiscal years. The commissioner is authorized to negotiate for
6 the sale or lease of tests, scoring protocols, test scoring
7 services, and related materials developed pursuant to law.
8 Pursuant to the statewide assessment program, the commissioner
9 shall:
10 (a) Submit to the State Board of Education for
11 approval the content knowledge and a list that specifies
12 student skills expected of a student by and competencies to
13 which the goals for education specified in the state plan
14 apply, including, but not limited to, reading, writing,
15 science, and mathematics. The skills and competencies must
16 include problem-solving and higher-order skills as appropriate
17 and shall be known as the World Class Education Sunshine State
18 Standards as defined in s. 1000.21. The commissioner shall
19 select such skills and competencies after receiving
20 recommendations from educators, citizens, and members of the
21 business community. The commissioner shall submit to the State
22 Board of Education revisions to the list of student skills and
23 competencies in order to maintain continuous progress toward
24 improvements in student proficiency.
25 (c) Develop and implement a student achievement
26 testing program known as the Florida Comprehensive Assessment
27 Test (FCAT) as part of the statewide assessment program to
28 measure reading;, writing;, science; social studies, with an
29 emphasis on history, government, and civics;, and mathematics.
30 Other content areas may be included as directed by the
31 commissioner. The assessment of reading and mathematics shall
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1 be administered annually in grades 3 through 10. The
2 assessment of writing, and science, and social studies shall
3 be administered at least once at the elementary, middle, and
4 high school levels. The content knowledge and skills assessed
5 by the FCAT must be aligned to the content knowledge and
6 skills expected of a student by the World Class Education
7 Standards. As the Sunshine State Standards are replaced by the
8 World Class Education Standards under s. 1001.03(1), the
9 commissioner, to the maximum extent practicable, shall
10 expedite revision of the FCAT for alignment to the standards.
11 The commissioner shall report any barriers to expedited
12 alignment to the State Board of Education, the Governor, the
13 President of the Senate, and the Speaker of the House of
14 Representatives. The state board shall consider the use of
15 other validated assessments, including, but not limited to,
16 assessments administered by other states, to expedite
17 alignment of the FCAT to the World Class Education Standards.
18 The commissioner must document the procedures used to ensure
19 that the versions of the FCAT which are taken by students
20 retaking the grade 10 FCAT are equally as challenging and
21 difficult as the tests taken by students in grade 10 which
22 contain performance tasks. The testing program must be
23 designed so that:
24 1. The tests measure student content knowledge and
25 skills and competencies adopted by the State Board of
26 Education as specified in paragraph (a). The tests must
27 measure and report student proficiency levels of all students
28 assessed in reading;, writing;, mathematics;, and science; and
29 social studies, with an emphasis on history, government, and
30 civics. The commissioner shall provide for the tests to be
31 developed or obtained, as appropriate, through contracts and
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1 project agreements with private vendors, public vendors,
2 public agencies, postsecondary educational institutions, or
3 school districts. The commissioner shall obtain input for with
4 respect to the design and implementation of the testing
5 program from state educators, assistive technology experts,
6 and the public.
7 2. The testing program will include a combination of
8 norm-referenced and criterion-referenced tests and include, to
9 the extent determined by the commissioner, questions that
10 require the student to produce information or perform tasks in
11 such a manner in which the content knowledge and way that the
12 skills used by the student and competencies he or she uses can
13 be measured.
14 3. Each testing program, whether at the elementary,
15 middle, or high school level, includes a test of writing in
16 which students are required to produce writings that are then
17 scored by appropriate and timely methods.
18 4. A score is designated for each subject area tested,
19 below which score a student's performance is deemed
20 inadequate. The school districts shall provide appropriate
21 remedial instruction to students who score below these levels.
22 5. Except as provided in s. 1003.428(8)(b) or s.
23 1003.43(11)(b), students must earn a passing score on the
24 grade 10 assessment test described in this paragraph or attain
25 concordant scores as described in subsection (9) in reading,
26 writing, and mathematics to qualify for a standard high school
27 diploma. The State Board of Education shall designate a
28 passing score for each part of the grade 10 assessment test.
29 In establishing passing scores, the state board shall consider
30 any possible negative impact of the test on minority students.
31 The State Board of Education shall adopt rules which specify
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1 the passing scores for the grade 10 FCAT. Any such rules,
2 which have the effect of raising the required passing scores,
3 shall only apply to students taking the grade 10 FCAT for the
4 first time after such rules are adopted by the State Board of
5 Education.
6 6. Participation in the testing program is mandatory
7 for all students attending public school, including students
8 served in Department of Juvenile Justice programs, except as
9 otherwise prescribed by the commissioner. If a student does
10 not participate in the statewide assessment, the district must
11 notify the student's parent and provide the parent with
12 information regarding the implications of such
13 nonparticipation. A parent must provide signed consent for a
14 student to receive classroom instructional accommodations that
15 would not be available or permitted on the statewide
16 assessments and must acknowledge in writing that he or she
17 understands the implications of such instructional
18 accommodations. The State Board of Education shall adopt
19 rules, based upon recommendations of the commissioner, for the
20 provision of test accommodations for students in exceptional
21 education programs and for students who have limited English
22 proficiency. Accommodations that negate the validity of a
23 statewide assessment are not allowable in the administration
24 of the FCAT. However, instructional accommodations are
25 allowable in the classroom if included in a student's
26 individual education plan. Students using instructional
27 accommodations in the classroom that are not allowable as
28 accommodations on the FCAT may have the FCAT requirement
29 waived under pursuant to the requirements of s. 1003.428(8)(b)
30 or s. 1003.43(11)(b).
31
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1 7. A student seeking an adult high school diploma must
2 meet the same testing requirements that a regular high school
3 student must meet.
4 8. District school boards must provide instruction to
5 prepare students to demonstrate proficiency in the content
6 knowledge and skills and competencies necessary for successful
7 grade-to-grade progression and high school graduation. If a
8 student is provided with instructional accommodations in the
9 classroom that are not allowable as accommodations in the
10 statewide assessment program, as described in the test
11 manuals, the district must inform the parent in writing and
12 must provide the parent with information regarding the impact
13 on the student's ability to meet expected proficiency levels
14 in reading, writing, and math. The commissioner shall conduct
15 studies as necessary to verify that the required content
16 knowledge and skills and competencies are part of the district
17 instructional programs.
18 9. District school boards must provide opportunities
19 for students to demonstrate an acceptable level of performance
20 on an alternative standardized assessment approved by the
21 State Board of Education following enrollment in summer
22 academies.
23 10. The Department of Education must develop, or
24 select, and implement a common battery of assessment tools
25 that will be used in all juvenile justice programs in the
26 state. These tools must accurately measure the content
27 knowledge and skills and competencies established in the World
28 Class Education Sunshine State Standards.
29 11. For students seeking a special diploma under
30 pursuant to s. 1003.438, the Department of Education must
31 develop or select and implement an alternate assessment tool
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1 that accurately measures the content knowledge and skills and
2 competencies established in the World Class Education Sunshine
3 State Standards for students with disabilities under s.
4 1003.438.
5 12. The commissioner shall establish a testing
6 schedule that provides for administration of the FCAT as close
7 to the end of the school year as practicable while ensuring
8 that test scores are reported before the end of the school
9 year. The commissioner shall consider computer-based testing
10 and other strategies for reducing the time for reporting test
11 results. Beginning with the 2009-2010 school year, the FCAT
12 Writing assessment may not be administered before March 1 and
13 the other FCAT assessments may not be administered before
14 April 15.
15
16 The commissioner may, based on collaboration and input from
17 school districts, design and implement student testing
18 programs, for any grade level and subject area, necessary to
19 effectively monitor educational achievement in the state,
20 including the measurement of educational achievement of the
21 World Class Education Sunshine State Standards for students
22 with disabilities. Development and refinement of assessments
23 shall include universal design principles and accessibility
24 standards that will prevent any unintended obstacles for
25 students with disabilities while ensuring the validity and
26 reliability of the test. These principles should be applicable
27 to all technology platforms and assistive devices available
28 for the assessments. The field testing process and
29 psychometric analyses for the statewide assessment program
30 must include an appropriate percentage of students with
31
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1 disabilities and an evaluation or determination of the effect
2 of test items on such students.
3 Section 17. Section 1008.222, Florida Statutes, is
4 created to read:
5 1008.222 End-of-course examinations.--
6 (1) It is the intent of the Legislature that effective
7 assessment measures be developed and implemented for subject
8 areas that are not included within the statewide assessment
9 system pursuant to s. 1008.22 or included as acceptable
10 examinations as provided in s. 2 of chapter 2007-3, Laws of
11 Florida.
12 (2) For purposes of this section, end-of-course
13 examinations are defined as locally developed,
14 state-developed, or nationally developed comprehensive
15 examinations based on the instructional content of a complete
16 semester or year-long course. Comprehensive end-of-course
17 examinations must be aligned to the most currently adopted
18 state standards and must account for at least 15 percent of a
19 student's grade. Comprehensive end-of-course examinations must
20 provide for at least 50 percent of the student assessment to
21 be based on extended written responses, application or
22 performance of content skills, and measures of critical
23 thinking.
24 (3) The Department of Education shall disseminate to
25 all school districts information regarding the most effective
26 practices in the development and administration of locally,
27 state, and nationally developed comprehensive end-of-course
28 examinations as described in subsection (1). This information
29 must be provided to school districts in an electronic format
30 no later than July 1, 2008, and must be updated a minimum of
31 twice annually.
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1 (4) Beginning with the 2008-2009 school year, school
2 districts that administer end-of-course examinations for merit
3 award programs pursuant to chapter 2007-3, Laws of Florida,
4 must comply with this section.
5 Section 18. Subsection (1), paragraph (b) of
6 subsection (2), paragraphs (a) and (c) of subsection (4),
7 paragraph (b) of subsection (6), paragraph (b) of subsection
8 (7), and paragraph (a) of subsection (8) of section 1008.25,
9 Florida Statutes, are amended to read:
10 1008.25 Public school student progression; remedial
11 instruction; reporting requirements.--
12 (1) INTENT.--It is the intent of the Legislature that
13 each student's progression from one grade to another be
14 determined, in part, upon proficiency in reading, writing,
15 science, social studies, and mathematics; that district school
16 board policies facilitate such proficiency; and that each
17 student and his or her parent be informed of that student's
18 academic progress.
19 (2) COMPREHENSIVE PROGRAM.--Each district school board
20 shall establish a comprehensive program for student
21 progression which must include:
22 (b) Specific levels of performance in reading,
23 writing, science, social studies, and mathematics for each
24 grade level, including the levels of performance on statewide
25 assessments as defined by the commissioner, below which a
26 student must receive remediation, or be retained within an
27 intensive program that is different from the previous year's
28 program and that takes into account the student's learning
29 style.
30 (4) ASSESSMENT AND REMEDIATION.--
31
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1 (a) Each student must participate in the statewide
2 assessment tests required by s. 1008.22. Each student who does
3 not meet specific levels of performance as determined by the
4 district school board in reading, writing, science, social
5 studies, and mathematics for each grade level, or who scores
6 below Level 3 in reading or math, must be provided with
7 additional diagnostic assessments to determine the nature of
8 the student's difficulty, the areas of academic need, and
9 strategies for appropriate intervention and instruction as
10 described in paragraph (b).
11 (c) Upon subsequent evaluation, if the documented
12 deficiency has not been remediated, the student may be
13 retained. Each student who does not meet the minimum
14 performance expectations defined by the Commissioner of
15 Education for the statewide assessment tests in reading,
16 writing, science, social studies, and mathematics must
17 continue to be provided with remedial or supplemental
18 instruction until the expectations are met or the student
19 graduates from high school or is not subject to compulsory
20 school attendance.
21 (6) ELIMINATION OF SOCIAL PROMOTION.--
22 (b) The district school board may only exempt students
23 from mandatory retention, as provided in paragraph (5)(b), for
24 good cause. Good cause exemptions shall be limited to the
25 following:
26 1. Limited English proficient students who have had
27 less than 2 years of instruction in an English for Speakers of
28 Other Languages program.
29 2. Students with disabilities whose individual
30 education plan indicates that participation in the statewide
31
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1 assessment program is not appropriate, consistent with the
2 requirements of State Board of Education rule.
3 3. Students who demonstrate an acceptable level of
4 performance on an alternative standardized reading assessment
5 approved by the State Board of Education.
6 4. Students who demonstrate, through a student
7 portfolio, that the student is reading on grade level as
8 evidenced by demonstration of mastery of the World Class
9 Education Sunshine State Standards in reading equal to at
10 least a Level 2 performance on the FCAT.
11 5. Students with disabilities who participate in the
12 FCAT and who have an individual education plan or a Section
13 504 plan that reflects that the student has received intensive
14 remediation in reading for more than 2 years but still
15 demonstrates a deficiency in reading and was previously
16 retained in kindergarten, grade 1, grade 2, or grade 3.
17 6. Students who have received intensive remediation in
18 reading for 2 or more years but still demonstrate a deficiency
19 in reading and who were previously retained in kindergarten,
20 grade 1, grade 2, or grade 3 for a total of 2 years. Intensive
21 reading instruction for students so promoted must include an
22 altered instructional day that includes specialized diagnostic
23 information and specific reading strategies for each student.
24 The district school board shall assist schools and teachers to
25 implement reading strategies that research has shown to be
26 successful in improving reading among low-performing readers.
27 (7) SUCCESSFUL PROGRESSION FOR RETAINED READERS.--
28 (b) Beginning with the 2004-2005 school year, each
29 school district shall:
30 1. Conduct a review of student progress monitoring
31 plans for all students who did not score above Level 1 on the
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1 reading portion of the FCAT and did not meet the criteria for
2 one of the good cause exemptions in paragraph (6)(b). The
3 review shall address additional supports and services, as
4 described in this subsection, needed to remediate the
5 identified areas of reading deficiency. The school district
6 shall require a student portfolio to be completed for each
7 such student.
8 2. Provide students who are retained under the
9 provisions of paragraph (5)(b) with intensive instructional
10 services and supports to remediate the identified areas of
11 reading deficiency, including a minimum of 90 minutes of
12 daily, uninterrupted, scientifically research-based reading
13 instruction and other strategies prescribed by the school
14 district, which may include, but are not limited to:
15 a. Small group instruction.
16 b. Reduced teacher-student ratios.
17 c. More frequent progress monitoring.
18 d. Tutoring or mentoring.
19 e. Transition classes containing 3rd and 4th grade
20 students.
21 f. Extended school day, week, or year.
22 g. Summer reading camps.
23 3. Provide written notification to the parent of any
24 student who is retained under the provisions of paragraph
25 (5)(b) that his or her child has not met the proficiency level
26 required for promotion and the reasons the child is not
27 eligible for a good cause exemption as provided in paragraph
28 (6)(b). The notification must comply with the provisions of s.
29 1002.20(15) and must include a description of proposed
30 interventions and supports that will be provided to the child
31 to remediate the identified areas of reading deficiency.
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1 4. Implement a policy for the midyear promotion of any
2 student retained under the provisions of paragraph (5)(b) who
3 can demonstrate that he or she is a successful and independent
4 reader, reading at or above grade level, and ready to be
5 promoted to grade 4. Tools that school districts may use in
6 reevaluating any student retained may include subsequent
7 assessments, alternative assessments, and portfolio reviews,
8 in accordance with rules of the State Board of Education.
9 Students promoted during the school year after November 1 must
10 demonstrate proficiency above that required to score at Level
11 2 on the grade 3 FCAT, as determined by the State Board of
12 Education. The State Board of Education shall adopt standards
13 that provide a reasonable expectation that the student's
14 progress is sufficient to master appropriate 4th grade level
15 reading skills.
16 5. Provide students who are retained under the
17 provisions of paragraph (5)(b) with a high-performing teacher
18 as determined by student performance data and
19 above-satisfactory performance appraisals.
20 6. In addition to required reading enhancement and
21 acceleration strategies, provide parents of students to be
22 retained with at least one of the following instructional
23 options:
24 a. Supplemental tutoring in scientifically
25 research-based reading services in addition to the regular
26 reading block, including tutoring before and/or after school.
27 b. A "Read at Home" plan outlined in a parental
28 contract, including participation in "Families Building Better
29 Readers Workshops" and regular parent-guided home reading.
30 c. A mentor or tutor with specialized reading
31 training.
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1 7. Establish a Reading Enhancement and Acceleration
2 Development (READ) Initiative. The focus of the READ
3 Initiative shall be to prevent the retention of grade 3
4 students and to offer intensive accelerated reading
5 instruction to grade 3 students who failed to meet standards
6 for promotion to grade 4 and to each K-3 student who is
7 assessed as exhibiting a reading deficiency. The READ
8 Initiative shall:
9 a. Be provided to all K-3 students at risk of
10 retention as identified by the statewide assessment system
11 used in Reading First schools. The assessment must measure
12 phonemic awareness, phonics, fluency, vocabulary, and
13 comprehension.
14 b. Be provided during regular school hours in addition
15 to the regular reading instruction.
16 c. Provide a state-identified reading curriculum that
17 has been reviewed by the Florida Center for Reading Research
18 at Florida State University and meets, at a minimum, the
19 following specifications:
20 (I) Assists students assessed as exhibiting a reading
21 deficiency in developing the ability to read at grade level.
22 (II) Provides skill development in phonemic awareness,
23 phonics, fluency, vocabulary, and comprehension.
24 (III) Provides scientifically based and reliable
25 assessment.
26 (IV) Provides initial and ongoing analysis of each
27 student's reading progress.
28 (V) Is implemented during regular school hours.
29 (VI) Provides a curriculum in core academic subjects
30 to assist the student in maintaining or meeting proficiency
31 levels for the appropriate grade in all academic subjects.
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1 8. Establish at each school, where applicable, an
2 Intensive Acceleration Class for retained grade 3 students who
3 subsequently score at Level 1 on the reading portion of the
4 FCAT. The focus of the Intensive Acceleration Class shall be
5 to increase a child's reading level at least two grade levels
6 in 1 school year. The Intensive Acceleration Class shall:
7 a. Be provided to any student in grade 3 who scores at
8 Level 1 on the reading portion of the FCAT and who was
9 retained in grade 3 the prior year because of scoring at Level
10 1 on the reading portion of the FCAT.
11 b. Have a reduced teacher-student ratio.
12 c. Provide uninterrupted reading instruction for the
13 majority of student contact time each day and incorporate
14 opportunities to master the World Class Education Standards
15 for grade 4 Sunshine State Standards in other core subject
16 areas.
17 d. Use a reading program that is scientifically
18 research-based and has proven results in accelerating student
19 reading achievement within the same school year.
20 e. Provide intensive language and vocabulary
21 instruction using a scientifically research-based program,
22 including use of a speech-language therapist.
23 f. Include weekly progress monitoring measures to
24 ensure progress is being made.
25 g. Report to the Department of Education, in the
26 manner described by the department, the progress of students
27 in the class at the end of the first semester.
28 9. Report to the State Board of Education, as
29 requested, on the specific intensive reading interventions and
30 supports implemented at the school district level. The
31
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1 Commissioner of Education shall annually prescribe the
2 required components of requested reports.
3 10. Provide a student who has been retained in grade 3
4 and has received intensive instructional services but is still
5 not ready for grade promotion, as determined by the school
6 district, the option of being placed in a transitional
7 instructional setting. Such setting shall specifically be
8 designed to produce learning gains sufficient to meet grade 4
9 performance standards while continuing to remediate the areas
10 of reading deficiency.
11 (8) ANNUAL REPORT.--
12 (a) In addition to the requirements in paragraph
13 (5)(b), each district school board must annually report to the
14 parent of each student the progress of the student toward
15 achieving state and district expectations for proficiency in
16 reading, writing, science, social studies, and mathematics.
17 The district school board must report to the parent the
18 student's results on each statewide assessment test. The
19 evaluation of each student's progress must be based upon the
20 student's classroom work, observations, tests, district and
21 state assessments, and other relevant information. Progress
22 reporting must be provided to the parent in writing in a
23 format adopted by the district school board.
24 Section 19. Section 1008.331, Florida Statutes, is
25 amended to read:
26 1008.331 Supplemental educational services in Title I
27 schools; school district and provider responsibilities.--
28 (1) INCENTIVES.--A provider or school district may not
29 provide incentives to entice a student or a student's parent
30 to choose a provider. After a provider has been chosen, the
31 student may be awarded incentives for performance or
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1 attendance, the total value of which may not exceed $50 per
2 student per year.
3 (2) A district school board may establish and adopt an
4 intradistrict agreement allowing a local school that is deemed
5 to be in compliance with all accountability requirements of
6 the No Child Left Behind Act and designated with a grade of A
7 pursuant to s. 1008.34 to serve as a supplemental education
8 provider for district Title I schools. A local school that
9 serves as a supplemental education services provider under the
10 school board intradistrict agreement must operate a school
11 that has a student population similar to that of the Title I
12 school in need of improvement for which services are provided.
13 (3)(2) RESPONSIBILITIES OF SCHOOL DISTRICT AND
14 PROVIDER.--
15 (a) School districts must create a streamlined parent
16 enrollment and provider selection process for supplemental
17 educational services and ensure that the process enables
18 eligible students to begin receiving supplemental educational
19 services no later than September October 15 of each school
20 year.
21 (b) Supplemental educational services enrollment forms
22 must be made freely available to the parents of eligible
23 students and providers both prior to and after the start of
24 the school year.
25 (c) School districts must provide notification to
26 parents of students eligible to receive supplemental
27 educational services prior to and after the start of the
28 school year. Notification shall include contact information
29 for district and state-approved providers, including those
30 providers eligible under subsection (2), as well as the
31
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1 enrollment form, clear instructions, and timeline for the
2 selection of providers and commencement of services.
3 (d) State-approved supplemental educational services
4 providers must be able to provide services to eligible
5 students no later than September October 15 of each school
6 year contingent upon their receipt of their district-approved
7 student enrollment lists at least 20 days prior to the start
8 date.
9 (e) In the event that the contract with a district or
10 state-approved provider is signed less than 20 days prior to
11 September October 15, the provider shall be afforded no less
12 than 20 days from the date the contract was executed to begin
13 delivering services.
14 (f) A school district must hold open student
15 enrollment for supplemental educational services unless or
16 until it has obtained a written election to receive or reject
17 services from parents in accordance with paragraph (4)(a)
18 (3)(a).
19 (g) School districts, using the same policies applied
20 to other organizations that have access to school sites, shall
21 provide access to school facilities to providers that wish to
22 use these sites for supplemental educational services.
23 (4)(3) COMPLIANCE; PENALTIES FOR NONCOMPLIANCE.--
24 (a) Compliance is met when the school district has
25 obtained evidence of reception or rejection of services from
26 the parents of at least a majority of the students receiving
27 free or reduced-price lunch in Title I schools that are
28 eligible for parental choice of transportation or supplemental
29 educational services unless a waiver is granted by the State
30 Board of Education. A waiver shall only be granted if there is
31 clear and convincing evidence of the district's efforts to
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1 secure evidence of the parent's decision. Requirements for
2 parental election to receive supplemental educational services
3 shall not exceed the election requirements for the free and
4 reduced-price lunch program.
5 (b) A provider must be able to deliver supplemental
6 educational services to school districts in which the provider
7 is approved by the state, including those providers eligible
8 under subsection (2). If a state-approved provider fails to
9 offer withdraws from offering services to students in a school
10 district in which it is approved and in which it has signed
11 either a contract to provide services or a letter of intent
12 and the minimums per site set by the provider have not been
13 met, the school district must report the provider to the
14 department. The provider shall be immediately removed from the
15 state-approved list and for the current school year for that
16 school district. Upon the second such withdrawal in any school
17 district, the provider shall be ineligible to provide services
18 in the state the following year. The school district must
19 select another approved provider that is acceptable to the
20 parents, and supplemental education services must resume
21 within 10 calendar days.
22 (5)(4) REALLOCATION OF FUNDS.--If a school district
23 has not spent the required supplemental educational services
24 set-aside funding, the district may apply to the Department of
25 Education after January 1 for authorization to reallocate the
26 funds. If the Commissioner of Education does not approve the
27 reallocation of funds, the district may appeal to the State
28 Board of Education. The State Board of Education must consider
29 the appeal within 60 days of its receipt, and the decision of
30 the state board shall be final.
31
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1 (6)(5) RULES.--The State Board of Education may adopt
2 rules pursuant to ss. 120.536(1) and 120.54 to implement the
3 provisions of this section and may enforce the provisions of
4 this section pursuant to s. 1008.32.
5 Section 20. Paragraph (b) of subsection (1) of section
6 1008.385, Florida Statutes, is amended to read:
7 1008.385 Educational planning and information
8 systems.--
9 (1) EDUCATIONAL PLANNING.--
10 (b) Each district school board shall maintain a
11 continuing system of planning and budgeting designed to aid in
12 identifying and meeting the educational needs of students and
13 the public. Provision shall be made for coordination between
14 district school boards and community college boards of
15 trustees concerning the planning for career education and
16 adult educational programs. The major emphasis of the system
17 shall be upon locally determined goals and objectives, the
18 state plan for education, and the World Class Education
19 Sunshine State Standards developed by the Department of
20 Education and adopted by the State Board of Education. The
21 district planning and budgeting system must include
22 consideration of student achievement data obtained pursuant to
23 ss. 1008.22 and 1008.34. The system shall be structured to
24 meet the specific management needs of the district and to
25 align the budget adopted by the district school board with the
26 plan the board has also adopted. Each district school board
27 shall utilize its system of planning and budgeting to
28 emphasize a system of school-based management in which
29 individual school centers become the principal planning units
30 and to integrate planning and budgeting at the school level.
31
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1 Section 21. Paragraph (o) of subsection (2) of section
2 1012.05, Florida Statutes, is amended to read:
3 1012.05 Teacher recruitment and retention.--
4 (2) The Department of Education shall:
5 (o) Develop and implement an online Teacher Toolkit
6 that contains a menu of resources, based on the World Class
7 Education Sunshine State Standards, that all teachers can use
8 to enhance classroom instruction and increase teacher
9 effectiveness, thus resulting in improved student achievement.
10 Section 22. Subsection (5) of section 1012.28, Florida
11 Statutes, is amended to read:
12 1012.28 Public school personnel; duties of school
13 principals.--
14 (5) Each school principal shall perform such duties as
15 may be assigned by the district school superintendent,
16 pursuant to the rules of the district school board. Such rules
17 shall include, but are not limited to, rules relating to
18 administrative responsibility, instructional leadership in
19 implementing the World Class Education Sunshine State
20 Standards and the overall educational program of the school to
21 which the school principal is assigned, submission of
22 personnel recommendations to the district school
23 superintendent, administrative responsibility for records and
24 reports, administration of corporal punishment, and student
25 suspension.
26 Section 23. Subsection (1) of section 1012.52, Florida
27 Statutes, is amended to read:
28 1012.52 Teacher quality; legislative findings.--
29 (1) The Legislature intends to implement a
30 comprehensive approach to increase students' academic
31 achievement and improve teaching quality. The Legislature
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1 recognizes that professional educators play an important role
2 in shaping the future of this state and the nation by
3 developing the knowledge and skills of our future workforce
4 and laying the foundation for good citizenship and full
5 participation in community and civic life. The Legislature
6 also recognizes its role in meeting the state's educational
7 priorities so as to provide opportunity for all students to
8 achieve at the levels set by the World Class Education
9 Sunshine State Standards.
10 Section 24. Subsection (4) and paragraph (a) of
11 subsection (7) of section 1012.56, Florida Statutes, are
12 amended to read:
13 1012.56 Educator certification requirements.--
14 (4) MASTERY OF SUBJECT AREA KNOWLEDGE.--Acceptable
15 means of demonstrating mastery of subject area knowledge are:
16 (a) Achievement of passing scores on subject area
17 examinations required by state board rule;
18 (b) Completion of the subject area specialization
19 requirements specified in state board rule and verification of
20 the attainment of the essential subject matter competencies by
21 the district school superintendent of the employing school
22 district or chief administrative officer of the employing
23 state-supported or private school for a subject area for which
24 a subject area examination has not been developed and required
25 by state board rule;
26 (c) Completion of the subject area specialization
27 requirements specified in state board rule for a subject
28 coverage requiring a master's or higher degree and achievement
29 of a passing score on the subject area examination specified
30 in state board rule;
31
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1 (d) A valid professional standard teaching certificate
2 issued by another state; or
3 (e) A valid certificate issued by the National Board
4 for Professional Teaching Standards or a national educator
5 credentialing board approved by the State Board of Education.
6
7 School districts are encouraged to provide mechanisms for
8 those middle school teachers holding only a K-6 teaching
9 certificate to obtain a subject area coverage for middle
10 grades through postsecondary coursework or district add-on
11 certification. As the Sunshine State Standards are replaced by
12 the World Class Education Standards under s. 1001.03(1), the
13 State Board of Education shall ensure that the subject area
14 examinations are aligned to the World Class Education
15 Standards.
16 (7) PROFESSIONAL PREPARATION ALTERNATIVE CERTIFICATION
17 AND EDUCATION COMPETENCY PROGRAM.--
18 (a) The Department of Education shall develop and each
19 school district must provide a cohesive competency-based
20 professional preparation alternative certification program by
21 which members of a school district's instructional staff may
22 satisfy the mastery of professional preparation and education
23 competence requirements specified in this subsection and rules
24 of the State Board of Education. Participants must hold a
25 state-issued temporary certificate. A school district shall
26 provide a competency-based alternative certification
27 preparation program developed by the Department of Education
28 or developed by the district and approved by the Department of
29 Education. The program shall include the following components:
30 1. A minimum period of initial preparation prior to
31 assuming duties as the teacher of record.
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1 2. An option for collaboration between school
2 districts and other supporting agencies for implementation.
3 3. Experienced peer mentors.
4 4. An assessment that provides for:
5 a. An initial evaluation of each educator's
6 competencies to determine an appropriate individualized
7 professional development plan.
8 b. A postevaluation to assure successful completion of
9 the program.
10 5. Professional education preparation content
11 knowledge that includes, but is not limited to, the following:
12 a. Requirements specified in state board rule for
13 professional preparation.
14 b. The educator-accomplished practices approved by the
15 state board.
16 c. A variety of data indicators for student progress.
17 d. Methodologies, including technology-based
18 methodologies, for teaching subject content that supports the
19 World Class Education Sunshine State Standards for students.
20 e. Techniques for effective classroom management.
21 f. Techniques and strategies for operationalizing the
22 role of the teacher in assuring a safe learning environment
23 for students.
24 g. Methodologies for assuring the ability of all
25 students to read, write, and compute.
26 6. Required achievement of passing scores on the
27 professional education competency examination required by
28 state board rule.
29 Section 25. Paragraph (a) of subsection (3) of section
30 1012.585, Florida Statutes, is amended to read:
31
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1 1012.585 Process for renewal of professional
2 certificates.--
3 (3) For the renewal of a professional certificate, the
4 following requirements must be met:
5 (a) The applicant must earn a minimum of 6 college
6 credits or 120 inservice points or a combination thereof. For
7 each area of specialization to be retained on a certificate,
8 the applicant must earn at least 3 of the required credit
9 hours or equivalent inservice points in the specialization
10 area. Education in "clinical educator" training under pursuant
11 to s. 1004.04(6)(b) and credits or points that provide
12 training in the area of scientifically researched,
13 knowledge-based reading literacy and computational skills
14 acquisition, exceptional student education, normal child
15 development, and the disorders of development may be applied
16 toward any specialization area. Credits or points that provide
17 training in the areas of drug abuse, child abuse and neglect,
18 strategies in teaching students having limited proficiency in
19 English, or dropout prevention, or training in areas
20 identified in the educational goals and performance standards
21 adopted under pursuant to ss. 1000.03(5) and 1008.345 may be
22 applied toward any specialization area. Credits or points
23 earned through approved summer institutes may be applied
24 toward the fulfillment of these requirements. Inservice points
25 earned for inservice activities on the content and instruction
26 of the World Class Education Standards may be applied toward
27 any specialization area. Inservice points may also be earned
28 by participation in professional growth components approved by
29 the State Board of Education and specified under pursuant to
30 s. 1012.98 in the district's approved master plan for
31 inservice educational training, including, but not limited to,
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1 serving as a trainer in an approved teacher training activity,
2 serving on an instructional materials committee or a state
3 board or commission that deals with educational issues, or
4 serving on an advisory council created under pursuant to s.
5 1001.452.
6 Section 26. Subsection (1) of section 1012.72, Florida
7 Statutes, is amended to read:
8 1012.72 Dale Hickam Excellent Teaching Program.--
9 (1) The Legislature recognizes that teachers play a
10 critical role in preparing students to achieve the high levels
11 of academic performance expected by the World Class Education
12 Sunshine State Standards. The Legislature further recognizes
13 the importance of identifying and rewarding teaching
14 excellence and of encouraging good teachers to become
15 excellent teachers. The Legislature finds that the National
16 Board of Professional Teaching Standards (NBPTS) has
17 established high and rigorous standards for accomplished
18 teaching and has developed a national voluntary system for
19 assessing and certifying teachers who demonstrate teaching
20 excellence by meeting those standards. It is therefore the
21 Legislature's intent to provide incentives for teachers to
22 seek NBPTS certification and to reward teachers who
23 demonstrate teaching excellence by attaining NBPTS
24 certification and sharing their expertise with other teachers.
25 Section 27. Subsection (1) and paragraph (b) of
26 subsection (4) of section 1012.98, Florida Statutes, are
27 amended, and subsections (12) and (13) are added to that
28 section, to read:
29 1012.98 School Community Professional Development
30 Act.--
31
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1 (1) The Department of Education, public postsecondary
2 educational institutions, public school districts, public
3 schools, state education foundations, consortia, and
4 professional organizations in this state shall work
5 collaboratively to establish a coordinated system of
6 professional development. The purpose of the professional
7 development system is to increase student achievement, enhance
8 classroom instructional strategies that promote rigor and
9 relevance throughout the curriculum, and prepare students for
10 continuing education and the workforce. The system of
11 professional development must align to the World Class
12 Education Standards adopted by the state and support the
13 framework for standards adopted by the National Staff
14 Development Council.
15 (4) The Department of Education, school districts,
16 schools, community colleges, and state universities share the
17 responsibilities described in this section. These
18 responsibilities include the following:
19 (b) Each school district shall develop a professional
20 development system as specified in subsection (3). The system
21 shall be developed in consultation with teachers,
22 teacher-educators of community colleges and state
23 universities, business and community representatives, and
24 local education foundations, consortia, and professional
25 organizations. The professional development system must:
26 1. Be approved by the department. All substantial
27 revisions to the system must shall be submitted to the
28 department for review for continued approval.
29 2. Be based on analyses of student achievement data
30 and instructional strategies and methods that support
31 rigorous, relevant, and challenging curricula for all
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1 students. Schools and districts, in developing and refining
2 the professional development system, shall also review and
3 monitor school discipline data; school environment surveys;
4 assessments of parental satisfaction; performance appraisal
5 data of teachers, managers, and administrative personnel; and
6 other performance indicators to identify school and student
7 needs that can be met by improved professional performance.
8 3. Provide inservice activities coupled with followup
9 support appropriate to accomplish state, district,
10 district-level and school school-level improvement goals and
11 standards. The inservice activities for instructional
12 personnel shall focus on analysis of student achievement data,
13 ongoing formal and informal assessments of student
14 achievement, identification and use of enhanced and
15 differentiated instructional strategies that emphasize rigor,
16 relevance, and reading in the content areas, enhancement of
17 subject content expertise, integrated use of classroom
18 technology that enhances teaching and learning, classroom
19 management, parent involvement, and school safety. As the
20 Sunshine State Standards are replaced by the World Class
21 Education Standards under s. 1001.03(1), a school district
22 must align its inservice activities to the World Class
23 Education Standards.
24 4. Include a master plan for inservice activities, in
25 accordance with pursuant to rules of the State Board of
26 Education, for all district employees from all fund sources.
27 The master plan shall be updated annually by September 1, must
28 be based on input from teachers and district and school
29 instructional leaders, and must use the latest available
30 student achievement data and research to enhance rigor and
31 relevance in the classroom. Each district inservice plan must
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1 be aligned to and support the school-based inservice plans and
2 school improvement plans under pursuant to s. 1001.42(16).
3 District plans must be approved by the district school board
4 annually in order to ensure compliance with subsection (1) and
5 to allow for dissemination of research-based best practices to
6 other districts. District school boards must submit
7 verification of their approval to the Commissioner of
8 Education by no later than October 1 of each year, annually.
9 5. Require each school principal to establish and
10 maintain an individual professional development plan for each
11 instructional employee assigned to the school as a seamless
12 component to the school improvement plans developed under
13 pursuant to s. 1001.42(16). The individual professional
14 development plan must:
15 a. Be related to specific performance data for the
16 students to whom the teacher is assigned.
17 b. Define the inservice objectives and specific
18 measurable improvements expected in student performance as a
19 result of the inservice activity.
20 c. Include an evaluation component that determines the
21 effectiveness of the professional development plan.
22 6. Include inservice activities for school
23 administrative personnel that address updated skills necessary
24 for instructional leadership and effective school management
25 under pursuant to s. 1012.986.
26 7. Provide for systematic consultation with regional
27 and state personnel designated to provide technical assistance
28 and evaluation of local professional development programs.
29 8. Provide for delivery of professional development by
30 distance learning and other technology-based delivery systems
31 to reach more educators at lower costs.
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1 9. Provide for the continuous evaluation of the
2 quality and effectiveness of professional development programs
3 in order to eliminate ineffective programs and strategies and
4 to expand effective ones. Evaluations must consider the impact
5 of such activities on the performance of participating
6 educators and their students' achievement and behavior.
7 (12) The State Board of Education shall ensure the
8 statewide standardized delivery of inservice activities for
9 Florida educators on the content and instruction of the World
10 Class Education Standards. The effectiveness of the inservice
11 activities shall be evaluated using performance outcomes of
12 both the educator and the educator's students.
13 (13) The Department of Education shall provide
14 statewide standardized professional development for educators
15 on the Florida Comprehensive Assessment Test, and all Florida
16 educators must participate in the professional development as
17 a condition of employment. The professional development shall
18 include, at a minimum, how the Florida Comprehensive
19 Assessment Test is developed and scored, what information is
20 available to parents and students about the test, the ethical
21 and professional standards of instruction aligned to
22 state-adopted standards and the importance of not teaching to
23 the test, and the process used in grading schools for the
24 state's accountability system.
25 Section 28. After-school programs.--
26 (1) The Office of Program Policy Analysis and
27 Government Accountability, by January 1, 2008, shall submit a
28 report to the Governor, the President of the Senate, and the
29 Speaker of the House of Representatives on after-school
30 programs. The report shall:
31
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1 (a) Review different types of public and private
2 after-school programs available for families;
3 (b) Identify strong accountability measures, including
4 outcomes, which could be used to measure the success of
5 after-school programs;
6 (c) Review existing research that analyzes the types
7 of after-school programs which provide important educational
8 benefits for students and families;
9 (d) Provide options for providing incentives to create
10 public-private partnerships to expand after-school programs;
11 (e) Review how Florida could maximize federal funding
12 of after-school programs, including, but not limited to, an
13 examination of current methods for obtaining funding from the
14 Federal Government, including grants, and other methods to
15 obtain federal funding; and
16 (f) Options for correcting the state's deficiencies in
17 obtaining federal funding for after-school programs, if the
18 report finds any deficiencies, and the projected cost of
19 implementing the options.
20 (2) The Office of Program Policy Analysis and
21 Government Accountability, in conducting research for the
22 report, shall consult with the Department of Education, the
23 Department of Children and Family Services, and other
24 interested entities that may offer unique experiences and
25 perspectives on after-school programs.
26 Section 29. This act shall take effect July 1, 2007.
27
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1 STATEMENT OF SUBSTANTIAL CHANGES CONTAINED IN
COMMITTEE SUBSTITUTE FOR
2 Senate Bill 1238
3
4 The committee substitute:
5 Provides for a systematic review and replacement of the
Sunshine State Standards with new World Class Education
6 Standards aligned to the knowledge demands students will face
in a global economy;
7
Provides for specific content within subject areas including a
8 focus on government and civics education and both performing
and visual arts within the arts standards;
9
Aligns the FCAT to the new standards and requires professional
10 development on the importance of effective standards-based
instruction rather than teaching to the test;
11
Adds social studies to the subject areas assessed under the
12 FCAT and requires the Commissioner of Education to administer
FCAT testing as close to the end of the school year as
13 practicable;
14 Requires the development of standards in foreign languages
deemed most critical to a global economy and encourages school
15 districts to offer these foreign languages beginning in the
elementary grades;
16
Requires school districts to provide for accelerated learning
17 opportunities for academically talented students;
18 Authorizes qualified public schools to serve as a supplemental
education services provider and prohibits a Supplemental
19 Education Services provider from providing services if it
fails to deliver services to eligible students by September 15
20 of each year;
21 Defines comprehensive end-of-course examinations for the
purposes of the merit award program; and
22
Directs OPPAGA to conduct a study on after-school programs to
23 identify methods to maximize effectiveness and efficiency and
to secure additional federal funding.
24
25
26
27
28
29
30
31
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