SB 2508 — K-12 Education

providing that required plans must include certain elements;

requiring school districts to annually submit approved plans to the Commissioner of Education by a specified date;

requiring that entities that receive such allocations annually submit a final report on program outcomes and specific expenditures to the commissioner by a specified date;

creating the funding compression allocation;

providing the purpose of the allocation;

authorizing funding for the annual allocation for specified purposes;

providing the calculation for the allocation;

amending s.

1011.71, F.S.;

increasing the amount that a school district may expend from a specified millage levy for certain expenses;

amending s.

1012.731, F.S.;

deleting Florida Best and Brightest Teacher Scholarship Program scholarship awards authorized for specific school years;

amending s.

1012.732, F.S.;

specifying that a franchise model school principal is eligible to receive a Florida Best and Brightest Principal scholarship;

requiring specified awards for eligible principals;

amending s.

1013.62, F.S.;

revising the Department of Education’s calculation methodology for a school district’s distribution of discretionary millage to its eligible charter schools;

providing an effective date.

71 Be It Enacted by the Legislature of the State of Florida:

73 Section 1. Subsections (1) and (2), paragraph (a) of subsection (4), paragraphs (b), (g), and (i) of subsection (5), paragraph (a) of subsection (7), subsection (9), and paragraph (b) of subsection (10) of section 1002.333, Florida Statutes, are amended to read:

1002.333 Persistently low-performing schools.— (1) DEFINITIONS.—As used in this section, the term:

(a) “Hope operator” means an entity identified by the department pursuant to subsection (2).

(b) “Persistently low-performing school” means a school that has completed 2 school years of a district-managed turnaround plan required under s.

1008.33(4)(a) and has not improved its school grade to a “C” or higher, earned three consecutive grades lower than a “C,” pursuant to s.

1008.34, and a school that was closed pursuant to s.

1008.33(4) within 2 years after the submission of a notice of intent.

(c) “School of hope” means:

1. A charter school operated by a hope operator which serves students from one or more persistently low-performing schools;

is located in the attendance zone of a persistently low-performing school or within a 5-mile radius of such school, whichever is greater;

and is a Title I eligible school;

or 2. A school operated by a hope operator pursuant to s.

1008.33(4)(b)3.b.

s.

1008.33(4)(b)3.

(2) HOPE OPERATOR.—A hope operator is a nonprofit organization with tax exempt status under s.

501(c)(3) of the Internal Revenue Code which that operates three or more charter schools that serve students in grades K-12 in Florida or other states with a record of serving students from low-income families and is designated by the State Board of Education as a hope operator based on a determination that:

(a) The past performance of the hope operator meets or exceeds the following criteria:

1. The achievement of enrolled students exceeds the district and state averages of the states in which the operator’s schools operate;

2. The average college attendance rate at all schools currently operated by the operator exceeds 80 percent, if such data is available;

3. The percentage of students eligible for a free or reduced price lunch under the National School Lunch Act enrolled at all schools currently operated by the operator exceeds 70 percent;

4. The operator is in good standing with the authorizer in each state in which it operates;

5. The audited financial statements of the operator are free of material misstatements and going concern issues;

and 6. Other outcome measures as determined by the State Board of Education;

(b) The operator was awarded a United States Department of Education Charter School Program Grant for Replication and Expansion of High-Quality Charter Schools within the preceding 3 years before applying to be a hope operator;

(c) The operator receives funding through the National Fund of the Charter School Growth Fund to accelerate the growth of the nation’s best charter schools;

or (d) The operator is selected by a district school board in accordance with s.

1008.33.

132 An entity that meets the requirements of paragraph (b), paragraph (c), or paragraph (d) before the adoption by the state board of measurable criteria pursuant to paragraph (a) shall be designated as a hope operator.

After the adoption of the measurable criteria, an entity, including a governing board that operates a school established pursuant to s.

1008.33(4)(b)3.b.

s.

1008.33(4)(b)3., shall be designated as a hope operator if it meets the criteria of paragraph (a).

(4) ESTABLISHMENT OF SCHOOLS OF HOPE.—A hope operator seeking to open a school of hope must submit a notice of intent to the school district in which a persistently low-performing school has been identified by the State Board of Education pursuant to subsection (10).

(a) The notice of intent must include all of the following:

1. An academic focus and plan.

2. A financial plan.

3. Goals and objectives for increasing student achievement for the students from low-income families.

4. A completed or planned community outreach plan.

5. The organizational history of success in working with students with similar demographics.

6. The grade levels to be served and enrollment projections.

7. The specific proposed location or geographic area proposed for the school and its proximity to the persistently low-performing school or the plan to use the district-owned facilities of the persistently low-performing school.

8. A staffing plan.

9. An operations plan specifying the operator’s intent to undertake the operations of the persistently low-performing school in its entirety or through limited components of the operations.

(5) PERFORMANCE-BASED AGREEMENT.—The following shall comprise the entirety of the performance-based agreement:

(b) The location or geographic area proposed for the school of hope and its proximity to the persistently low-performing school.

(f)(g) The grounds for termination, including failure to meet the requirements for student performance established pursuant to paragraph (d) (e), generally accepted standards of fiscal management, or material violation of terms of the agreement.

The nonrenewal or termination of a performance-based agreement must comply with the requirements of s.

1002.33(8).

(h)(i) A provision establishing the initial term as 5 years.

The agreement must shall be renewed, upon the request of the hope operator, unless the school fails to meet the requirements for student performance established pursuant to paragraph (d) (e) or generally accepted standards of fiscal management or the school of hope materially violates the law or the terms of the agreement.

(7) FACILITIES.— (a)1. A school of hope that meets the definition under subparagraph (1)(c)1.

shall use facilities that comply with the Florida Building Code, except for the State Requirements for Educational Facilities.

A school of hope that uses school district facilities must comply with the State Requirements for Educational Facilities only if the school district and the hope operator have entered into a mutual management plan for the reasonable maintenance of such facilities.

The mutual management plan shall contain a provision by which the district school board agrees to maintain the school facilities in the same manner as its other public schools within the district.

2. A school of hope that meets the definition under subparagraph (1)(c)2.

and that receives funds from the hope supplemental services allocation under s.

1011.62(16) shall use the district-owned facilities of the persistently low-performing school that the school of hope operates.

A school of hope that uses district-owned facilities must enter into a mutual management plan with the school district for the reasonable maintenance of the facilities.

The mutual management plan must contain a provision specifying that the district school board agrees to maintain the school facilities in the same manner as other public schools within the district.

206 The local governing authority shall not adopt or impose any local building requirements or site-development restrictions, such as parking and site-size criteria, student enrollment, and occupant load, that are addressed by and more stringent than those found in the State Requirements for Educational Facilities of the Florida Building Code.

A local governing authority must treat schools of hope equitably in comparison to similar requirements, restrictions, and site planning processes imposed upon public schools.

The agency having jurisdiction for inspection of a facility and issuance of a certificate of occupancy or use shall be the local municipality or, if in an unincorporated area, the county governing authority.

If an official or employee of the local governing authority refuses to comply with this paragraph, the aggrieved school or entity has an immediate right to bring an action in circuit court to enforce its rights by injunction.

An aggrieved party that receives injunctive relief may be awarded reasonable attorney fees and court costs.

(9) FUNDING.— (a) Schools of hope shall be funded in accordance with s.

1002.33(17).

(b) Schools of hope shall receive priority in the department’s Public Charter School Grant Program competitions.

(c) Schools of hope shall be considered charter schools for purposes of s.

1013.62, except charter capital outlay may not be used to purchase real property or for the construction of school facilities.

(d) Schools of hope that meet the definition under subparagraph (1)(c)1.

are eligible to receive funds from the Schools of Hope Program.

(e) Schools of hope that meet the definition under subparagraph (1)(c)2.

are eligible to receive funds from the hope supplemental services allocation established under s.

1011.62(16).

(10) SCHOOLS OF HOPE PROGRAM.—The Schools of Hope Program is created within the Department of Education.

(b) A traditional public school that is required to submit a plan for implementation pursuant to s.

1008.33(4) is eligible to receive funding for services authorized up to $2,000 per full-time equivalent student from the hope supplemental services allocation established under s.

1011.62(16) Schools of Hope Program based upon the strength of the school’s plan for implementation and its focus on evidence-based interventions that lead to student success by providing wrap-around services that leverage community assets, improve school and community collaboration, and develop family and community partnerships.

Wrap-around services include, but are not limited to, tutorial and after-school programs, student counseling, nutrition education, parental counseling, and adult education.

Plans for implementation may also include models that develop a culture of attending college, high academic expectations, character development, dress codes, and an extended school day and school year.

At a minimum, a plan for implementation must:

1. Establish wrap-around services that develop family and community partnerships.

2. Establish clearly defined and measurable high academic and character standards.

3. Increase parental involvement and engagement in the child’s education.

4. Describe how the school district will identify, recruit, retain, and reward instructional personnel.

The state board may waive the requirements of s.

1012.22(1)(c)5., and suspend the requirements of s.

1012.34, to facilitate implementation of the plan.

5. Identify a knowledge-rich curriculum that the school will use that focuses on developing a student’s background knowledge.

6. Provide professional development that focuses on academic rigor, direct instruction, and creating high academic and character standards.

Section 2. Section 1002.334, Florida Statutes, is created to read:

1002.334 Franchise model schools.— (1) As used in this section, the term “franchise model school” means a persistently low-performing school, as defined in s.

1002.333(1)(b), which is led by a highly effective principal in addition to the principal’s currently assigned school.

If a franchise model school achieves a grade of “C” or higher, the school may retain its status as a franchise model school at the discretion of the school district.

(2) A school district that has one or more persistently low-performing schools may use a franchise model school as a school turnaround option pursuant to s.

1008.33(4)(b)4.

(3) A franchise model school principal:

(a) Must be rated as highly effective pursuant to s.

1012.34;

(b) May lead two or more schools, including a persistently low-performing school or a school that was considered a persistently low-performing school before becoming a franchise model school;

(c) May allocate resources and personnel between the schools under his or her administration;

however, he or she must expend hope supplemental services allocation funds, authorized under s.

1011.62(16), at the franchise model school;

and (d) Is eligible to receive a Best and Brightest Principal award under s.

1012.732.

Section 3. Section 1007.273, Florida Statutes, is amended to read:

1007.273 Structured high school acceleration programs Collegiate high school program.— (1) Each Florida College System institution shall work with each district school board in its designated service area to establish one or more structured programs, including, but not limited to, collegiate high school programs.

As used in this section, the term “structured program” means a structured high school acceleration program.

(1)(2) PURPOSE.—At a minimum, structured collegiate high school programs must include an option for public school students in grade 11 or grade 12 participating in the structured program, for at least 1 full school year, to earn CAPE industry certifications pursuant to s.

1008.44, and to successfully complete at least 30 credit hours through the dual enrollment program under s.

1007.271.

The structured program must prioritize dual enrollment courses that are applicable toward general education core courses or common prerequisite course requirements under s.

1007.25 over dual enrollment courses applicable as electives toward at least the first year of college for an associate degree or baccalaureate degree while enrolled in the structured program.

A district school board may not limit the number of eligible public school students who may enroll in such structured programs.

(2)(3) REQUIRED STRUCTURED PROGRAM CONTRACTS.— (a) Each district school board and its local Florida College System institution shall execute a contract to establish one or more structured collegiate high school programs at a mutually agreed upon location or locations.

Beginning with the 2015-2016 school year, If the local Florida College System institution does not establish a structured program with a district school board in its designated service area, another Florida College System institution may execute a contract with that district school board to establish the structured program.

The contract must be executed by January 1 of each school year for implementation of the structured program during the next school year.

By August 1, 2018, a contract entered into before January 1, 2018, for the 2018-2019 school year must be modified to include the provisions of paragraph (b).

(b) The contract must:

1.(a) Identify the grade levels to be included in the structured collegiate high school program;

which must, at a minimum, include grade 12.

2.(b) Describe the structured collegiate high school program, including a list of the meta-major academic pathways approved pursuant to s.

1008.30(4), which are available to participating students through the partner Florida College System institution or other eligible partner postsecondary institutions;

the delineation of courses that must, at a minimum, include general education core courses and common prerequisite course requirements pursuant to s.

1007.25;

and industry certifications offered, including online course availability;

the high school and college credits earned for each postsecondary course completed and industry certification earned;

student eligibility criteria;

and the enrollment process and relevant deadlines;.

3.(c) Describe the methods, medium, and process by which students and their parents are annually informed about the availability of the structured collegiate high school program, the return on investment associated with participation in the structured program, and the information described in subparagraphs 1.

and 2.;

paragraphs (a) and (b).

4.(d) Identify the delivery methods for instruction and the instructors for all courses;.

5.(e) Identify student advising services and progress monitoring mechanisms;.

6.(f) Establish a program review and reporting mechanism regarding student performance outcomes;

and.

7.(g) Describe the terms of funding arrangements to implement the structured collegiate high school program pursuant to paragraph (5)(a).

(3) STUDENT PERFORMANCE CONTRACT AND NOTIFICATION.— (a)(4) Each student participating in a structured collegiate high school program must enter into a student performance contract which must be signed by the student, the parent, and a representative of the school district and the applicable Florida College System institution, state university, or other institution participating pursuant to subsection (4) (5).

The performance contract must, at a minimum, specify include the schedule of courses, by semester, and industry certifications to be taken by the student, if any;

student attendance requirements;, and course grade requirements;

and the applicability of such courses to an associate degree or a baccalaureate degree.

(b) By September 1 of each school year, each district school board must notify each student enrolled in grades 9, 10, 11, and 12 in a public school within the school district about the structured program, including, but not limited to:

1. The method for earning college credit through participation in the structured program.

The notification must include website links to the dual enrollment course equivalency list approved by the State Board of Education;

the common degree program prerequisite requirements published by the Articulation Coordinating Committee pursuant to s.

1007.01(3)(f);

the industry certification articulation agreements adopted by the State Board of Education in rule;

and the approved meta-major academic pathways of the partner Florida College System institution and other eligible partner postsecondary institutions participating pursuant to subsection (4);

and 2. The estimated cost savings to students and their families resulting from students successfully completing 30 credit hours applicable toward general education core courses or common prerequisite course requirements before graduating from high school versus the cost of earning such credit hours after graduating from high school.

(4)(5) AUTHORIZED STRUCTURED PROGRAM CONTRACTS.—In addition to executing a contract with the local Florida College System institution under this section, a district school board may execute a contract to establish a structured collegiate high school program with a state university or an institution that is eligible to participate in the William L.

Boyd, IV, Florida Resident Access Grant Program, that is a nonprofit independent college or university located and chartered in this state, and that is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools to grant baccalaureate degrees.

Such university or institution must meet the requirements specified under subsections (2) (3) and (3) (4).

A charter school may execute a contract directly with the local Florida College System institution or another institution as authorized under this section to establish a structured program at a mutually agreed upon location.

(5) FUNDING.— (a)(6) The structured collegiate high school program shall be funded pursuant to ss.

1007.271 and 1011.62.

The State Board of Education shall enforce compliance with this section by withholding the transfer of funds for the school districts and the Florida College System institutions in accordance with s.

1008.32.

Annually, by December 31, the State Board of Education shall enforce compliance with this section by withholding the transfer of funds for the Florida College System institutions in accordance with s.

1001.602.

(b) A student who enrolls in the structured program and successfully completes at least 30 college credit hours during a school year through the dual enrollment program under s.

1007.271 generates a 0.5 full-time equivalent (FTE) bonus.

A student who enrolls in the structured program and successfully completes an additional 30 college credit hours during a school year, resulting in at least 60 college credit hours through the dual enrollment program under s.

1007.271 applicable toward fulfilling the requirements for an associate in arts degree or an associate in science degree or a baccalaureate degree pursuant to the student performance contract under subsection (3), before graduating from high school, generates an additional 0.5 FTE bonus.

Each district school board that is a contractual partner with a Florida College System institution or other eligible postsecondary institution shall report to the commissioner the total FTE bonus for each structured program for the students from that school district.

The total FTE bonus shall be added to each school district’s total weighted FTE for funding in the subsequent fiscal year.

(c) For any industry certification a student attains under this section, the FTE bonus shall be calculated and awarded in accordance with s.

1011.62(1)(o).

(6) REPORTING REQUIREMENTS.— (a) By September 1 of each school year, each district school superintendent shall report to the commissioner, at a minimum, the following information on each structured program administered during the prior school year:

1. The number of students in public schools within the school district who enrolled in the structured program, and the partnering postsecondary institutions pursuant to subsections (2) and (4);

2. The total and average number of dual enrollment courses completed, high school and college credits earned, standard high school diplomas and associate and baccalaureate degrees awarded, and the number of industry certifications attained, if any, by the students who enrolled in the structured program;

3. The projected student enrollment in the structured program during the next school year;

and 4. Any barriers to executing contracts to establish one or more structured programs.

(b) By November 30 of each school year, the commissioner must report to the Governor, the President of the Senate, and the Speaker of the House of Representatives the status of structured programs, including, at a minimum, a summary of student enrollment and completion information pursuant to this subsection;

barriers, if any, to establishing such programs;

and recommendations for expanding access to such programs statewide.

Section 4. Paragraph (c) of subsection (3) and subsection (4) of section 1008.33, Florida Statutes, are amended to read:

1008.33 Authority to enforce public school improvement.— (3) (c) The state board shall adopt by rule a differentiated matrix of intervention and support strategies for assisting traditional public schools identified under this section and rules for implementing s.

1002.33(9)(n), relating to charter schools.

1. The intervention and support strategies must address efforts to improve student performance through one or more of the following strategies:

and may include a. Improvement planning;

b. Leadership quality improvement;

c. Educator quality improvement;

d. Professional development;

e. Curriculum review, pacing, and alignment across grade levels to improve background knowledge in social studies, science, and the arts;

and f. The use of continuous improvement and monitoring plans and processes.

2. In addition, The state board may prescribe reporting requirements to review and monitor the progress of the schools.

The rule must define the intervention and support strategies for school improvement for schools earning a grade of “D” or “F” and the roles for the district and department.

(4)(a) The state board shall apply intensive intervention and support strategies tailored to the needs of schools earning two consecutive grades of “D” or a grade of “F.” In the first full school year after a school initially earns two consecutive grades of “D” or a grade of “F,” the school district must immediately implement intervention and support strategies prescribed in rule under paragraph (3)(c) and, by September 1, provide the department with the memorandum of understanding negotiated pursuant to s.

1001.42(21) and, by October 1, a district-managed turnaround plan for approval by the state board.

The district-managed turnaround plan may include a proposal for the district to implement an extended school day, a summer program, or a combination of an extended school day and summer program.

Upon approval by the state board, the school district must implement the plan for the remainder of the school year and continue the plan for 1 full school year.

The state board may allow a school an additional year of implementation before the school must implement a turnaround option required under paragraph (b) if it determines that the school is likely to improve to a grade of “C” or higher after the first full school year of implementation.

(b) Unless an additional year of implementation is provided pursuant to paragraph (a), a school that has completed 2 school years of a district-managed turnaround plan required under paragraph (a) and has not improved its school grade to a “C” or higher, pursuant to s.

1008.34, earns three consecutive grades below a “C” must implement one of the following options:

1. Reassign students to another school and monitor the progress of each reassigned student.;

2. Close the school and reopen the school as one or more charter schools, each with a governing board that has a demonstrated record of effectiveness.

Such charter schools are eligible for funding from the hope supplemental services allocation established under s.

1011.62(16).;

or 3. Contract with an outside entity that has a demonstrated record of effectiveness to operate the school.

An outside entity may include:

a. A district-managed charter school in which all instructional personnel are not employees of the school district, but are employees of an independent governing board composed of members who did not participate in the review or approval of the charter.

A district-managed charter school is eligible for funding from the hope supplemental services allocation established in s.

1011.62(16);

or b. A hope operator that submits to a school district a notice of intent of a performance-based agreement pursuant to s.

1002.333.

A school of hope established pursuant to this sub subparagraph is eligible for funding from the hope supplemental services allocation for up to 5 years, beginning in the school year in which the school of hope is established, if the school of hope:

(I) Is established at the district-owned facilities of the persistently low-performing school;

(II) Gives priority enrollment to students who are enrolled in, or are eligible to attend and are living in the attendance area of, the persistently low-performing school that the school of hope operates, consistent with the enrollment lottery exemption provided under s.

1002.333(5)(c);

and (III) Meets the requirements of its performance-based agreement pursuant to s.

1002.333.

4. Implement a franchise model school in which a highly effective principal, pursuant to s.

1012.34, leads the persistently low-performing school in addition to the principal’s currently assigned school.

The franchise model school principal may allocate resources and personnel between the schools he or she leads.

The persistently low-performing school is eligible for funding from the hope supplemental services allocation established under s.

1011.62(16).

(c) Implementation of the turnaround option is no longer required if the school improves to a grade of “C” or higher.

(d) If a school earning two consecutive grades of “D” or a grade of “F” does not improve to a grade of “C” or higher after 2 full school years of implementing the turnaround option selected by the school district under paragraph (b), the school district must implement another turnaround option.

Implementation of the turnaround option must begin the school year following the implementation period of the existing turnaround option, unless the state board determines that the school is likely to improve to a grade of “C” or higher if additional time is provided to implement the existing turnaround option.

Section 5. Present subsections (16) and (17) of section 1011.62, Florida Statutes, are redesignated as subsections (19) and (20), respectively, new subsections (16) and (17) and subsection (18) are added to that section, and paragraph (a) of subsection (4) and subsection (14) of that section are amended, to read:

1011.62 Funds for operation of schools.—If the annual allocation from the Florida Education Finance Program to each district for operation of schools is not determined in the annual appropriations act or the substantive bill implementing the annual appropriations act, it shall be determined as follows:

(4) COMPUTATION OF DISTRICT REQUIRED LOCAL EFFORT.—The Legislature shall prescribe the aggregate required local effort for all school districts collectively as an item in the General Appropriations Act for each fiscal year.

The amount that each district shall provide annually toward the cost of the Florida Education Finance Program for kindergarten through grade 12 programs shall be calculated as follows:

(a) Estimated taxable value calculations.— 1.a. Not later than 2 working days before July 19, the Department of Revenue shall certify to the Commissioner of Education its most recent estimate of the taxable value for school purposes in each school district and the total for all school districts in the state for the current calendar year based on the latest available data obtained from the local property appraisers.

The value certified shall be the taxable value for school purposes for that year, and no further adjustments shall be made, except those made pursuant to paragraphs (c) and (d), or an assessment roll change required by final judicial decisions as specified in paragraph (19)(b) (16)(b).

Not later than July 19, the Commissioner of Education shall compute a millage rate, rounded to the next highest one one-thousandth of a mill, which, when applied to 96 percent of the estimated state total taxable value for school purposes, would generate the prescribed aggregate required local effort for that year for all districts.

The Commissioner of Education shall certify to each district school board the millage rate, computed as prescribed in this subparagraph, as the minimum millage rate necessary to provide the district required local effort for that year.

b. The General Appropriations Act shall direct the computation of the statewide adjusted aggregate amount for required local effort for all school districts collectively from ad valorem taxes to ensure that no school district’s revenue from required local effort millage will produce more than 90 percent of the district’s total Florida Education Finance Program calculation as calculated and adopted by the Legislature, and the adjustment of the required local effort millage rate of each district that produces more than 90 percent of its total Florida Education Finance Program entitlement to a level that will produce only 90 percent of its total Florida Education Finance Program entitlement in the July calculation.

2. On the same date as the certification in sub subparagraph 1.a., the Department of Revenue shall certify to the Commissioner of Education for each district:

a. Each year for which the property appraiser has certified the taxable value pursuant to s.

193.122(2) or (3), if applicable, since the prior certification under sub-subparagraph 1.a.

b. For each year identified in sub-subparagraph a., the taxable value certified by the appraiser pursuant to s.

193.122(2) or (3), if applicable, since the prior certification under sub-subparagraph 1.a.

This is the certification that reflects all final administrative actions of the value adjustment board.

(14) QUALITY ASSURANCE GUARANTEE.—The Legislature may annually in the General Appropriations Act determine a percentage increase in funds per K-12 unweighted FTE as a minimum guarantee to each school district.

The guarantee shall be calculated from prior year base funding per unweighted FTE student which shall include the adjusted FTE dollars as provided in subsection (19) (16), quality guarantee funds, and actual nonvoted discretionary local effort from taxes.

From the base funding per unweighted FTE, the increase shall be calculated for the current year.

The current year funds from which the guarantee shall be determined shall include the adjusted FTE dollars as provided in subsection (19) (16) and potential nonvoted discretionary local effort from taxes.

A comparison of current year funds per unweighted FTE to prior year funds per unweighted FTE shall be computed.

For those school districts which have less than the legislatively assigned percentage increase, funds shall be provided to guarantee the assigned percentage increase in funds per unweighted FTE student.

Should appropriated funds be less than the sum of this calculated amount for all districts, the commissioner shall prorate each district’s allocation.

This provision shall be implemented to the extent specifically funded.

(16) HOPE SUPPLEMENTAL SERVICES ALLOCATION.-The hope supplemental services allocation is created to provide district managed turnaround schools, as required under s.

1008.33(4)(a), charter schools authorized under s.

1008.33(4)(b)2., district managed charter schools authorized under s.

1008.33(4)(b)3.a., schools of hope authorized under s.

1008.33(4)(b)3.b., and franchise model schools as authorized under s.

1008.33(4)(b)4., with funds to offer services designed to improve the overall academic and community welfare of the schools’ students and their families.

(a) Services funded by the allocation may include, but are not limited to, tutorial and after-school programs, student counseling, nutrition education, and parental counseling.

In addition, services may also include models that develop a culture that encourages students to complete high school and to attend college or career training, set high academic expectations, inspire character development, and include an extended school day and school year.

(b) Prior to distribution of the allocation, a school district, for a district turnaround school and persistently low performing schools that use a franchise model;

a hope operator, for a school of hope;

or the charter school governing board for a charter school, as applicable, shall develop and submit a plan for implementation to its respective governing body for approval no later than August 1 of the fiscal year.

(c) At a minimum, the plans required under paragraph (b) must:

1. Establish comprehensive support services that develop family and community partnerships;

2. Establish clearly defined and measurable high academic and character standards;

3. Increase parental involvement and engagement in the child’s education;

4. Describe how instructional personnel will be identified, recruited, retained, and rewarded;

5. Provide professional development that focuses on academic rigor, direct instruction, and creating high academic and character standards;

and 6. Provide focused instruction to improve student academic proficiency, which may include additional instruction time beyond the normal school day or school year.

(d) Each school district and hope operator shall submit approved plans to the commissioner by September 1 of each fiscal year.

(e) For the 2018-2019 fiscal year, a school that is selected to receive funding in the 2017-2018 fiscal year pursuant to s.

1002.333(10)(c) shall receive $2,000 per FTE.

A district-managed turnaround school required under s.

1008.33(4)(a), charter school authorized under s.

1008.33(4)(b)2., district-managed charter school authorized under s.

1008.33(4)(b)3.a., school of hope authorized under s.

1008.33(4)(b)3.b., and franchise model school authorized under s.

1008.33(4)(b)4.

are eligible for the remaining funds based on the school’s unweighted FTE, up to $2,000 per FTE or as provided in the General Appropriations Act.

(f) For the 2019-2020 fiscal year and thereafter, each school district’s allocation shall be based on the unweighted FTE student enrollment at the eligible schools and a per-FTE funding amount of up to $2,000 per FTE or as provided in the General Appropriations Act.

If the calculated funds for unweighted FTE student enrollment at the eligible schools exceed the per-FTE funds appropriated, the allocation of funds to each school district must be prorated based on each school district’s share of the total unweighted FTE student enrollment for the eligible schools.

(17) MENTAL HEALTH ASSISTANCE ALLOCATION.—The mental health assistance allocation is created to provide supplemental funding to assist school districts in establishing or expanding comprehensive school-based mental health programs that increase awareness of mental health issues among children and school-age youth;

train educators and other school staff in detecting and responding to mental health issues;

and connect children, youth, and families who may experience behavioral health issues with appropriate services.

These funds may be allocated annually in the General Appropriations Act to each eligible school district and developmental research school based on each entity’s proportionate share of Florida Education Finance Program base funding.

The district funding allocation must include a minimum amount as specified in the General Appropriations Act.

Upon submission and approval of a plan that includes the elements specified in paragraph (b), charter schools are also entitled to a proportionate share of district funding for this program.

The allocated funds may not supplant funds that are provided for this purpose from other operating funds and may not be used to increase salaries or provide bonuses.

(a) Prior to the distribution of the allocation:

1. The district must annually develop and submit a detailed plan outlining the local program and planned expenditures to the district school board for approval.

2. A charter school must annually develop and submit a detailed plan outlining the local program and planned expenditures of the funds in the plan to its governing body for approval.

After the plan is approved by the governing body, it must be provided to its school district for submission to the commissioner.

(b) The plans required under paragraph (a) must include, at a minimum, all of the following elements:

1. A collaborative effort or partnership between the school district and at least one local community program or agency involved in mental health to provide or to improve prevention, diagnosis, and treatment services for students;

2. Programs to assist students in dealing with bullying, trauma, and violence;

3. Strategies or programs to reduce the likelihood of at risk students developing social, emotional, or behavioral health problems or substance use disorders;

4. Strategies to improve the early identification of social, emotional, or behavioral problems or substance use disorders and to improve the provision of early intervention services;

5. Strategies to enhance the availability of school-based crisis intervention services and appropriate referrals for students in need of mental health services;

and 6. Training opportunities for school personnel in the techniques and supports needed to identify students who have trauma histories and who have or are at risk of having a mental illness, and in the use of referral mechanisms that effectively link such students to appropriate treatment and intervention services in the school and in the community.

(c) The districts shall submit approved plans to the commissioner by August 1 of each fiscal year.

(d) Beginning September 30, 2019, and by each September 30 thereafter, each entity that receives an allocation under this subsection shall submit to the commissioner, in a format prescribed by the department, a final report on its program outcomes and its expenditures for each element of the program.

(18) FUNDING COMPRESSION ALLOCATION.—The Legislature may provide an annual funding compression allocation in the General Appropriations Act.

The allocation is created to provide additional funding to school districts and developmental research schools whose total funds per FTE in the prior year were less than the statewide average.

Using the most recent prior year FEFP calculation for each eligible school district, the total funds per FTE shall be subtracted from the state average funds per FTE, not including any adjustments made pursuant to paragraph (19)(b).

The resulting funds per FTE difference, or a portion thereof, as designated in the General Appropriations Act, shall then be multiplied by the school district’s total unweighted FTE to provide the allocation.

If the calculated funds are greater than the amount included in the General Appropriations Act, they must be prorated to the appropriation amount based on each participating school district’s share.

Section 6. Subsection (5) of section 1011.71, Florida Statutes, is amended to read:

1011.71 District school tax.— (5) Effective July 1, 2008, A school district may expend, subject to the provisions of s.

200.065, up to $150 $100 per unweighted full-time equivalent student from the revenue generated by the millage levy authorized by subsection (2) to fund, in addition to expenditures authorized in paragraphs (2)(a)-(j), expenses for the following:

(a) The purchase, lease-purchase, or lease of driver’s education vehicles;

motor vehicles used for the maintenance or operation of plants and equipment;

security vehicles;

or vehicles used in storing or distributing materials and equipment.

(b) Payment of the cost of premiums, as defined in s.

627.403, for property and casualty insurance necessary to insure school district educational and ancillary plants.

As used in this paragraph, casualty insurance has the same meaning as in s.

624.605(1)(d), (f), (g), (h), and (m).

Operating revenues that are made available through the payment of property and casualty insurance premiums from revenues generated under this subsection may be expended only for nonrecurring operational expenditures of the school district.

Section 7. Paragraph (c) of subsection (3) of section 1012.731, Florida Statutes, is amended to read:

1012.731 The Florida Best and Brightest Teacher Scholarship Program.— (3) (c) Notwithstanding the requirements of this subsection, for the 2017-2018, 2018-2019, and 2019-2020 school years, any classroom teacher who:

1. Was evaluated as highly effective pursuant to s.

1012.34 in the school year immediately preceding the year in which the scholarship will be awarded shall receive a scholarship of $1200, including a classroom teacher who received an award pursuant to paragraph (a).

2. Was evaluated as effective pursuant to s.

1012.34 in the school year immediately preceding the year in which the scholarship will be awarded a scholarship of up to $800.

If the number of eligible classroom teachers under this subparagraph exceeds the total allocation, the department shall prorate the per-teacher scholarship amount.

862 This paragraph expires July 1, 2020.

Section 8. Subsections (2), (3), and (4) of section 1012.732, Florida Statutes, are amended to read:

1012.732 The Florida Best and Brightest Principal Scholarship Program.— (2) There is created the Florida Best and Brightest Principal Scholarship Program to be administered by the Department of Education.

The program shall provide categorical funding for scholarships to be awarded to school principals, as defined in s.

1012.01(3)(c)1., who are serving as a franchise model school principal or who have recruited and retained a high percentage of best and brightest teachers.

(3)(a) A school principal identified pursuant to s.

1012.731(4)(c) is eligible to receive a scholarship under this section if he or she has served as school principal at his or her school for at least 2 consecutive school years including the current school year and his or her school has a ratio of best and brightest teachers to other classroom teachers that is at the 80th percentile or higher for schools within the same grade group, statewide, including elementary schools, middle schools, high schools, and schools with a combination of grade levels.

(b) A principal of a franchise model school, as defined in s.

1002.334, is eligible to receive a scholarship under this section.

(4) Annually, by February 1, the department shall identify eligible school principals and disburse funds to each school district for each eligible school principal to receive a scholarship.

(a) A scholarship of $10,000 $5,000 must be awarded to each franchise model school principal who is every eligible under paragraph (3)(b).

(b) A scholarship of $5,000 must be awarded to each school principal assigned to a Title I school and a scholarship of $4,000 to each every eligible school principal who is not assigned to a Title I school and who is eligible under paragraph (3)(a).

Section 9. Subsection (3) of section 1013.62, Florida Statutes, is amended to read:

1013.62 Charter schools capital outlay funding.— (3) If the school board levies the discretionary millage authorized in s.

1011.71(2), the department shall use the following calculation methodology to determine the amount of revenue that a school district must distribute to each eligible charter school:

(a) Reduce the total discretionary millage revenue by the school district’s annual debt service obligation incurred as of March 1, 2017, and any amount of participation requirement pursuant to s.

1013.64(2)(a)8.

that is being satisfied by revenues raised by the discretionary millage.

(b) Divide the school district’s adjusted discretionary millage revenue by the district’s total capital outlay full-time equivalent membership and the total number of unweighted full time equivalent students of each eligible charter school to determine a capital outlay allocation per full-time equivalent student.

(c) Multiply the capital outlay allocation per full-time equivalent student by the total number of full-time equivalent students for all of each eligible charter schools within the district school to determine the total charter school capital outlay allocation for each district charter school.

(d) If applicable, reduce the capital outlay allocation identified in paragraph (c) by the total amount of state funds allocated pursuant to subsection (2) to all each eligible charter schools within a district school in subsection (2) to determine the net total maximum calculated capital outlay allocation from local funds.

If state funds are not allocated pursuant to subsection (2), the amount determined in paragraph (c) is equal to the net total calculated capital outlay allocation from local funds for each district.

(e) For each charter school within each district, the net capital outlay amount from local funds shall be calculated in the same manner as the state funds in paragraphs (2)(a)-(d), except that the base charter school per weighted FTE allocation amount shall be determined by dividing the net total capital outlay amount from local funds by the total weighted FTE for all eligible charter schools within the district.

The per weighted FTE allocation amount from local funds shall be multiplied by the weighted FTE for each charter school to determine each charter school’s capital outlay allocation from local funds.

(f)(e) School districts shall distribute capital outlay funds to charter schools no later than February 1 of each year, beginning on February 1, 2018, for the 2017-2018 fiscal year.

Section 10. This act shall take effect July 1, 2018.