HB 1483 — Education

Course failure in English Language Arts or mathematics during any grading period.

d.

A Level 1 score on the statewide, standardized assessments in English Language Arts or mathematics.

e.

For students in kindergarten through grade 8 3, a substantial reading deficiency under s.

1008.25(5)(a) or, for students in kindergarten through grade 4, a substantial mathematics deficiency under s.

1008.25(6)(a).

A school district may identify additional early warning indicators for use in a school's early warning system.

The system must include data on the number of students identified by the system as exhibiting two or more early warning indicators, the number of students by grade level who exhibit each early Page 3 of 26 CODING:

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hb1483-01-c1 F L O R I D A H O U S E O F R E P R E S E N T A T I V E S CS/HB 1483 2025 warning indicator, and a description of all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system.

2.

A school-based team responsible for implementing the requirements of this paragraph shall monitor the data from the early warning system.

The team may include a school psychologist.

When a student exhibits two or more early warning indicators, the team, in consultation with the student's parent, shall determine appropriate intervention strategies for the student unless the student is already being served by an intervention program at the direction of a school-based, multidisciplinary team.

Data and information relating to a student's early warning indicators must be used to inform any intervention strategies provided to the student.

Section 3.

Subsection (11) of section 1002.20, Florida Statutes, is amended to read:

1002.20 K-12 student and parent rights.—Parents of public school students must receive accurate and timely information regarding their child's academic progress and must be informed of ways they can help their child to succeed in school.

K-12 students and their parents are afforded numerous statutory rights including, but not limited to, the following:

(11) STUDENTS WITH READING AND MATHEMATICS DEFICIENCIES.— The parent of any K-8 K-3 student who exhibits a substantial reading deficiency, or the characteristics of dyslexia pursuant Page 4 of 26 CODING:

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hb1483-01-c1 F L O R I D A H O U S E O F R E P R E S E N T A T I V E S CS/HB 1483 2025 to s.

1008.25(5), or any K-4 student who exhibits a substantial deficiency in mathematics, or the characteristics of dyscalculia pursuant to s.

1008.25(6) shall be immediately notified of the student's deficiency and consulted in the development of a plan, as described in s.

1008.25(4)(b).

Section 4.

TheTo school'sincrease the transparency of student performance and assist in the transition to school grades and gradedistrict scalesgrades requiredcalculated Pagebased 1on ofthe 8grading CODING:scale in s.

1008.34(3)(c), each student's report card shall include the school's grade and the percentage of students at the school performing at or above grade level in English Language Arts and the percentage of students at the school performing at or above grade level in mathematics.

These report cards must clearly depict and grade:

(a) The student's academic performance in each class or course, which in grades 1 through 12 must be based upon examinations as well as written papers, class participation, and other academic performance criteria, and must include the student's performance or nonperformance at his or her grade Page 5 of 26 CODING:

hb1483-00hb1483-01-c1 F L O R I D A H O U S E O F R E P R E S E N T A T I V E S HBCS/HB 1483 2025 underlevel. s.

1008.34(3)(c) shall be included on each student's report card.

These report cards must clearly depict and grade:

(a) The student's academic performance in each class or course, which in grades 1 through 12 must be based upon examinations as well as written papers, class participation, and other academic performance criteria, and must include the student's performance or nonperformance at his or her grade level.

Section 3.5.

Paragraph (n) is added to subsection (4) of section 1003.485, Florida Statutes, to read:

1003.485 The New Worlds Reading Initiative.— (4) ADMINISTRATOR RESPONSIBILITIES.—The administrator shall:

(n) Develop a collection of low-cost, high-quality books encompassing diverse subjects and genres for each grade level to establish libraries in kindergarten through grade 5 classrooms, including:

1.

Developing a competitive grant program to provide classroom libraries in Title I schools that increase the percentage of eligible students participating in the initiative under subsection (6).

2.

Providing a process for teachers to purchase low-cost Page 6 of 26 CODING:

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hb1483-01-c1 F L O R I D A H O U S E O F R E P R E S E N T A T I V E S CS/HB 1483 2025 classroom library collections.

Section 6.

Paragraph (a) of subsection (2), paragraphs (a) and (b) of subsection (3), paragraphs (a) and (b) of subsection (5), paragraph (a) of subsection (6), and subsection (8) of section 1008.25, Florida Statutes, are amended to read:

1008.25 Public school student progression;

student support;

coordinated screening and progress monitoring;

reporting requirements.— (2) STUDENT PROGRESSION PLAN.—Each district school board shall establish a comprehensive plan for student progression which must provide for a student's progression from one grade to another based on the student's mastery of the standards in s.

1003.41, specifically English Language Arts, mathematics, science, and social studies standards.

The plan must:

(a) Include criteria that emphasize student reading proficiency in kindergarten through grade 12 3 and provide targeted instructional support for students with identified deficiencies in English Language Arts, mathematics, science, and social studies, including students who have been referred to the school district from the Voluntary Prekindergarten Education Program pursuant to paragraph (5)(b).

High schools shall use all available assessment results, including the results of statewide, standardized English Language Arts assessments and end-of-course assessments for Algebra I and Geometry, to advise students of any identified deficiencies and to provide Page 7 of 26 CODING:

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hb1483-01-c1 F L O R I D A H O U S E O F R E P R E S E N T A T I V E S CS/HB 1483 2025 appropriate postsecondary preparatory instruction before high school graduation.

The results of evaluations used to monitor a student's progress in grades K-12 must be provided to the student's teacher in a timely manner and as otherwise required by law.

Thereafter, evaluation results must be provided to the student's parent in a timely manner.

When available, instructional personnel must be provided with information on student achievement of standards and benchmarks in order to improve instruction.

(3) ALLOCATION OF RESOURCES.—District school boards shall allocate remedial and supplemental instruction resources to students in the following priority:

(a) Students in the Voluntary Prekindergarten Education Program who have a substantial deficiency in early literacy skills and students in kindergarten through grade 8 3 who have a substantial deficiency in reading or the characteristics of dyslexia as determined in paragraph (5)(a).

(b) Students in the Voluntary Prekindergarten Education Program who have a substantial deficiency in early mathematics skills and students in kindergarten through grade 8 4 who have a substantial deficiency in mathematics or the characteristics of dyscalculia as determined in paragraph (6)(a).

(5) READING DEFICIENCY AND PARENTAL NOTIFICATION.— (a) Any student in a Voluntary Prekindergarten Education Program provided by a public school who exhibits a substantial Page 8 of 26 CODING:

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hb1483-01-c1 F L O R I D A H O U S E O F R E P R E S E N T A T I V E S CS/HB 1483 2025 deficiency in early literacy skills and any student in kindergarten through grade 8 3 who exhibits a substantial deficiency in reading or the characteristics of dyslexia based upon screening, diagnostic, progress monitoring, or assessment data;

statewide assessments;

or teacher observations must be provided intensive, explicit, systematic, and multisensory reading interventions immediately following the identification of the reading deficiency or the characteristics of dyslexia to address his or her specific deficiency or dyslexia.

For the purposes of this subsection, a Voluntary Prekindergarten Education Program student is deemed to exhibit a substantial deficiency in early literacy skills based upon the results of the midyear or final administration of the coordinated screening and progress monitoring under subsection (9).

1.

The department shall provide a list of state examined and approved comprehensive reading and intervention programs.

The intervention programs shall be provided in addition to the comprehensive core reading instruction that is provided to all students in the general education classroom.

Dyslexia-specific interventions, as defined by rule of the State Board of Education, shall be provided to students who have the characteristics of dyslexia.

The reading intervention programs must do all of the following:

a.

Provide explicit, direct instruction that is systematic, sequential, and cumulative in language development, Page 9 of 26 CODING:

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hb1483-01-c1 F L O R I D A H O U S E O F R E P R E S E N T A T I V E S CS/HB 1483 2025 phonological awareness, phonics, fluency, vocabulary, and comprehension, as applicable.

b.

Provide daily targeted small group reading interventions based on student need in phonological awareness, phonics, including decoding and encoding, sight words, vocabulary, or comprehension.

c.

Be implemented during regular school hours.

2.

A school may not wait for a student to receive a failing grade at the end of a grading period or wait until a plan under paragraph (4)(b) is developed to identify the student as having a substantial reading deficiency and initiate intensive reading interventions.

In addition, a school may not wait until an evaluation conducted pursuant to s.

1003.57 is completed to provide appropriate, evidence-based interventions for a student whose parent submits documentation from a professional licensed under chapter 490 which demonstrates that the student has been diagnosed with dyslexia.

Such interventions must be initiated upon receipt of the documentation and based on the student's specific areas of difficulty as identified by the licensed professional.

3.

A student's reading proficiency must be monitored and the intensive interventions must continue until the student demonstrates grade level proficiency in a manner determined by the district, which may include achieving a Level 3 on the statewide, standardized English Language Arts assessment.

The Page 10 of 26 CODING:

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hb1483-01-c1 F L O R I D A H O U S E O F R E P R E S E N T A T I V E S CS/HB 1483 2025 State Board of Education shall identify by rule guidelines for determining whether a student in a Voluntary Prekindergarten Education Program has a deficiency in early literacy skills or a student in kindergarten through grade 8 3 has a substantial deficiency in reading, which shall include students who have been retained and students who scored a Level 1 on the end-of- year administration of the coordinated screening and progress monitoring system.

(b) A Voluntary Prekindergarten Education Program student who exhibits a substantial deficiency in early literacy skills based upon the results of the administration of the midyear or final coordinated screening and progress monitoring under subsection (9) shall be referred to the local school district and may be eligible to receive instruction in early literacy skills before participating in kindergarten.

A Voluntary Prekindergarten Education Program student who scores below the 10th percentile on the final administration of the coordinated screening and progress monitoring under subsection (9) shall be referred to the local school district and is eligible to receive early literacy skill instructional support through a summer bridge program the summer before participating in kindergarten.

The summer bridge program must meet requirements adopted by the department and shall consist of 4 hours of instruction per day for a minimum of 100 total hours.

A student with an individual education plan who has been retained pursuant to paragraph Page 11 of 26 CODING:

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hb1483-01-c1 F L O R I D A H O U S E O F R E P R E S E N T A T I V E S CS/HB 1483 2025 (2)(g) and has demonstrated a substantial deficiency in early literacy skills must receive instruction in early literacy skills.

(6) MATHEMATICS DEFICIENCY AND PARENTAL NOTIFICATION.— (a) Any student in a Voluntary Prekindergarten Education Program provided by a public school who exhibits a substantial deficiency in early mathematics skills and any student in kindergarten through grade 8 4 who exhibits a substantial deficiency in mathematics or the characteristics of dyscalculia based upon screening, diagnostic, progress monitoring, or assessment data;

statewide assessments;

or teacher observations must:

1.

Immediately following the identification of the mathematics deficiency, be provided systematic and explicit mathematics instruction to address his or her specific deficiencies through either:

a.

Daily targeted small group mathematics intervention based on student need;

or b.

Supplemental, evidence-based mathematics interventions before or after school, or both, delivered by a highly qualified teacher of mathematics or a trained tutor.

2.

The performance of a student receiving mathematics instruction under subparagraph 1.

must be monitored, and instruction must be adjusted based on the student's need.

3.

The department shall provide a list of state examined Page 12 of 26 CODING:

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hb1483-01-c1 F L O R I D A H O U S E O F R E P R E S E N T A T I V E S CS/HB 1483 2025 and approved mathematics intervention programs, curricula, and high-quality supplemental materials that may be used to improve a student's mathematics deficiencies.

In addition, the department shall work, at a minimum, with the Florida Center for Mathematics and Science Education Research established in s.

1004.86 to disseminate information to school districts and teachers on effective evidence-based explicit mathematics instructional practices, strategies, and interventions.

4.

A school may not wait for a student to receive a failing grade at the end of a grading period or wait until a plan under paragraph (4)(b) is developed to identify the student as having a substantial mathematics deficiency and initiate intensive mathematics interventions.

In addition, a school may not wait until an evaluation conducted pursuant to s.

1003.57 is completed to provide appropriate, evidence-based interventions for a student whose parent submits documentation from a professional licensed under chapter 490 which demonstrates that the student has been diagnosed with dyscalculia.

Such interventions must be initiated upon receipt of the documentation and based on the student's specific areas of difficulty as identified by the licensed professional.

5.

The mathematics proficiency of a student receiving additional mathematics supports must be monitored and the intensive interventions must continue until the student demonstrates grade level proficiency in a manner determined by Page 13 of 26 CODING:

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hb1483-01-c1 F L O R I D A H O U S E O F R E P R E S E N T A T I V E S CS/HB 1483 2025 the district, which may include achieving a Level 3 on the statewide, standardized Mathematics assessment.

The State Board of Education shall identify by rule guidelines for determining whether a student in a Voluntary Prekindergarten Education Program has a deficiency in early mathematics skills or a student in kindergarten through grade 8 4 has a substantial deficiency in mathematics, which shall include students who have been retained and students who scored a Level 1 on the end-of- year administration of the coordinated screening and progress monitoring system.

For the purposes of this subsection, a Voluntary Prekindergarten Education Program student is deemed to exhibit a substantial deficiency in mathematics skills based upon the results of the midyear or final administration of the coordinated screening and progress monitoring under subsection (9).

(8) SUCCESSFUL PROGRESSION FOR RETAINED THIRD GRADE STUDENTS.— (a) Students who are retained due to a substantial reading deficiency under paragraph (5)(c) must be provided intensive interventions in reading to ameliorate the student's specific reading deficiency and prepare the student for promotion to the next grade.

These interventions must include:

1.

Evidence-based, explicit, systematic, and multisensory reading instruction grounded in the science of reading, in Page 14 of 26 CODING:

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hb1483-01-c1 F L O R I D A H O U S E O F R E P R E S E N T A T I V E S CS/HB 1483 2025 phonemic awareness, phonics, fluency, vocabulary, and comprehension and other strategies prescribed by the school district.

2.

Participation in the school district's summer reading camp, which must incorporate the instructional and intervention strategies under subparagraph 1.

that place rigor and grade- level learning at the forefront.

3.

A minimum of 90 minutes of daily, uninterrupted reading instruction incorporating the instructional and intervention strategies under subparagraph 1.

This instruction may include:

a.

Coordinated integration of content-rich texts in science and civic literacy within the 90-minute block.

b.

Targeted small group instruction.

c.

Explicit and systematic instruction with more detailed explanations, more extensive opportunities for guided practice, and more opportunities for error correction and feedback.

d.

Reduced teacher-student ratios.

e.

More frequent progress monitoring of the reading skills of each student throughout the school year and the adjustment of instruction according to student need.

f.

Tutoring or mentoring.

g.

Transition classes containing 3rd and 4th grade students.

h.

Extended school day, week, or year.

i.

Before school or after school, or both, supplemental Page 15 of 26 CODING:

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hb1483-01-c1 F L O R I D A H O U S E O F R E P R E S E N T A T I V E S CS/HB 1483 2025 evidence-based reading interventions grounded in the science of reading delivered by a teacher who is certified or endorsed in reading and is rated highly effective as determined by the teacher's performance evaluation under s.

1012.34.

The primary instructional strategy for teaching word reading is phonics instruction for decoding and encoding.

Instructional strategies may not employ the three-cueing system model of reading or visual memory as a basis for teaching word reading.

Such instruction may include visual information and strategies which improve background and experiential knowledge, add context, and increase oral language and vocabulary to support comprehension, but may not be used to teach word reading.

(b) Each school district shall:

1.

Provide written notification to the parent of a student who is retained under paragraph (5)(c) that his or her child has not met the achievement level required for promotion and the reasons the child is not eligible for a good cause exemption as provided in paragraph (7)(b).

The notification must comply with paragraph (5)(d) and must include a description of proposed interventions and supports that will be provided to the child to remediate the identified areas of reading deficiency.

2.

Implement a policy for the midyear promotion of a student retained under paragraph (5)(c) who can demonstrate that he or she is a successful and independent reader and performing Page 16 of 26 CODING:

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hb1483-01-c1 F L O R I D A H O U S E O F R E P R E S E N T A T I V E S CS/HB 1483 2025 at or above grade level in reading or, upon implementation of English Language Arts assessments, performing at or above grade level in English Language Arts.

Tools that school districts may use in reevaluating a student retained may include subsequent assessments, alternative assessments, and portfolio reviews, in accordance with rules of the State Board of Education.

Students promoted during the school year after November 1 must demonstrate achievement levels in reading equivalent to the level necessary for the beginning of grade 4.

The rules adopted by the State Board of Education must include standards that provide a reasonable expectation that the student's progress is sufficient to master appropriate grade 4 level reading skills.

3.

Provide students who are retained under paragraph (5)(c), including students participating in the school district's summer reading camp under subparagraph (a)2., with a teacher who is certified or endorsed in reading and is rated highly effective as determined by the teacher's performance evaluation under s.

1012.34.

4.

Establish at each school, when applicable, an intensive reading acceleration course for any student retained in grade 3 who was previously retained in kindergarten, grade 1, or grade 2.

The intensive reading acceleration course must provide the following:

a.

Uninterrupted reading instruction grounded in the science of reading for the majority of student contact time each Page 17 of 26 CODING:

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hb1483-01-c1 F L O R I D A H O U S E O F R E P R E S E N T A T I V E S CS/HB 1483 2025 day and opportunities to master the grade 4 state academic standards in other core subject areas through content-rich texts.

b.

Explicit and systematic instruction with more detailed explanations, more extensive opportunities for guided practice, and more opportunities for error correction and feedback.

c.

Targeted small group instruction.

d.

Reduced teacher-student ratios.

e.

The use of explicit, systematic, and multisensory reading interventions grounded in the science of reading, including intensive language, phonics, and vocabulary instruction, and use of a speech-language therapist if necessary, that have proven results in accelerating student reading achievement within the same school year.

f.

A read-at-home plan.

Section 7.

The calculation of a school grade shall be based on Pagethe 2percentage of 8points CODING:earned from the components listed in subparagraph (b)1.

and, if applicable, subparagraph (b)2.

The State Board of Education shall adopt in rule a school grading Page 18 of 26 CODING:

hb1483-00hb1483-01-c1 F L O R I D A H O U S E O F R E P R E S E N T A T I V E S HBCS/HB 1483 2025 scale that sets the percentage of points earnedneeded fromto earn each of the componentsschool grades listed in subparagraphsubsection (b)1.(2).

and, if applicable, subparagraph (b)2.

The State Board of Education shall adopt in rule a school grading scale that sets the percentage of points needed to earn each of the school grades listed in subsection (2).

Annual reviews of the percentage of schools earning a grade of "A" or "B" and adjustments to the required points must be suspended when 1.

School grades for the 2026-2027 school year shall use Annual reviews of the percentage of schools earning a grade of "A" or "B" and adjustments to the required points must be suspended when the following grading scale for all school types for a specific school type is achieved:

Pagea. 3 of 8 CODING:

Sixty-five Ninety percent or more of the points for a grade of "A." b.

Fifty-five Eighty to sixty-four eighty-nine percent of the points for a grade of "B." Page 19 of 26 CODING:

hb1483-00hb1483-01-c1 F L O R I D A H O U S E O F R E P R E S E N T A T I V E S HBCS/HB 1483 2025 a.c.

Forty-five Seventy Ninetyto percentfifty-four orseventy-nine morepercent of the points for a grade of "A.""C." b.d.

Thirty-five Sixty Eighty to forty-four sixty-nine eighty-nine percent of the points for a grade of "B.""D." c.2.

Fifty Seventy to fifty-nine seventy-nine percent of the points for a grade of "C." d.

Forty Sixty to forty-nine sixty-nine percent of the points for a grade of "D." 2.

EightySixty-eight percent or more of the points for a grade of "A." b.

SeventyFifty-eight to seventy-ninesixty-seven percent of the points for a grade of "B." c.

SixtyForty-eight to sixty-ninefifty-seven percent of the points for a grade of "C." d.

FiftyThirty-eight to fifty-nineforty-seven percent of the points for a grade of "D." 3.

School grades for the 2028-2029 school year and thereafter shall use the following grading scale for all school types:

NinetySeventy-one percent or more of the points for a grade of "A." b.

EightySixty-one to eighty-nineseventy percent of the points for a grade of "B." Pagec. 4 of 8 CODING:

Fifty-one to sixty percent of the points for a grade of "C." d.

Forty-one to fifty percent of the points for a grade of "D." 4.

School grades for the 2029-2030 school year shall use Page 20 of 26 CODING:

hb1483-00hb1483-01-c1 F L O R I D A H O U S E O F R E P R E S E N T A T I V E S HBCS/HB 1483 2025 c.the following grading scale for all school types:

a.

Seventy-four percent or more of the points for a grade of "A." b.

Sixty-four to seventy-three percent of the points for a grade of "B." c.

Fifty-four to sixty-three percent of the points for a grade of "C." d.

Forty-four to fifty-three percent of the points for a grade of "D." 5.

School grades for the 2030-2031 school year shall use the following grading scale for all school types:

a.

Seventy-eight percent or more of the points for a grade of "A." b.

Sixty-eight to seventy-seven percent of the points for a grade of "B." c.

Fifty-eight to sixty-seven percent of the points for a grade of "C." d.

Forty-eight to fifty-seven percent of the points for a grade of "D." 6.

School grades for the 2031-2032 school year shall use the following grading scale for all school types:

a.

Eighty-two percent or more of the points for a grade of "A." b.

Seventy-two to eighty-one percent of the points for a grade of "B." Page 21 of 26 CODING:

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hb1483-01-c1 F L O R I D A H O U S E O F R E P R E S E N T A T I V E S CS/HB 1483 2025 c.

Sixty-two to seventy-one percent of the points for a grade of "C." d.

Fifty-two to sixty-one percent of the points for a grade of "D." 7.

School grades for the 2032-2033 school year shall use the following grading scale for all school types:

a.

Eighty-six percent or more of the points for a grade of "A." b.

Seventy-six to eighty-five percent of the points for a grade of "B." c.

Sixty-six to seventy-five percent of the points for a grade of "C." d.

Fifty-six to sixty-five percent of the points for a grade of "D." 8.

School grades for the 2033-2034 school year and thereafter shall use the following grading scale for all school types:

a.

Ninety percent or more of the points for a grade of "A." b.

Eighty to eighty-nine percent of the points for a grade of "B." c.

Sixty to sixty-nine percent of the points for a grade of "D." WhenPage the22 state board adjusts the grading scale upward, the state board must inform the public of the26 degreeCODING: of the adjustment and its anticipated impact on school grades.

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hb1483-01-c1 F L O R I D A H O U S E O F R E P R E S E N T A T I V E S CS/HB 1483 2025 When the state board adjusts the grading scale upward, the state board must inform the public of the degree of the adjustment and its anticipated impact on school grades.

4.2.9.2.

The report card shall include the school's grades grade;

the percentage of students at the school performing at or above grade level in English Language Arts;

percentage of students at the school performing at or above grade level in mathematics;

and indicators Page 5 of 8return CODING:on investment.

The report card shall also Page 23 of 26 CODING:

hb1483-00hb1483-01-c1 F L O R I D A H O U S E O F R E P R E S E N T A T I V E S HBCS/HB 1483 2025 disclose whether the school is in need of returnintervention onand investment.support pursuant to s.

The report card shall also disclose whether the school is in need of intervention and support pursuant to s.

(7) TRANSITION.—TRANSITION.—To (a) To increase the transparency of student performance and assist in the transition to 2022-2023 school grades and district grades calculated based on the grading scale in subparagraph (3)(c)3., the state board shall publish, in addition to school grades and district grades calculated pursuant to subparagraph (3)(c)3., comprehensive, end-of-year progress monitoring assessment under s.

1008.25(9), the 2022-2022-2023 2023 school grades and district grades basedshall onserve theas gradingan scaleinformational inbaseline paragraphfor (3)(c),schools inand effectdistricts forto thework 2024-2025toward throughimproved 2027-2028performance schoolin future years.

Grades calculated pursuant to subparagraph (3)(c)3.

shall serve solely as an informational baseline for schools and districts to work toward improved performance in future years.

(a) Due to the absence of learning gains data in the 2022- 2023 school year, the initial school grading scale for the 2022- 2023 informational baseline grades shall be set so that the percentage of schools that earn an "A," "B," "C," "D," and "F" Pageis 6statistically ofequivalent 8to CODING:the 2021-2022 school grades results.

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hb1483-00 F L O R I D A H O U S E O F R E P R E S E N T A T I V E S HB 1483 2025 is statistically equivalent to the 2021-2022 school grades results.

1008.33(4)(c),Page relating24 to a school being released from implementation of the26 turnaroundCODING: option, and s.

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hb1483-01-c1 F L O R I D A H O U S E O F R E P R E S E N T A T I V E S CS/HB 1483 2025 1008.33(4)(c), relating to a school being released from implementation of the turnaround option, and s.

Page1003.4282, 7student ofperformance 8on CODING:the 2022-2023 comprehensive, end-of-year progress monitoring assessment under s.

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hb1483-00 F L O R I D A H O U S E O F R E P R E S E N T A T I V E S HB 1483 2025 1003.4282, student performance on the 2022-2023 comprehensive, end-of-year progress monitoring assessment under s.

(b)Page This25 subsectionof is26 repealedCODING: July 1, 2029 2025.

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hb1483-01-c1 F L O R I D A H O U S E O F R E P R E S E N T A T I V E S CS/HB 1483 2025 This subsection is repealed July 1, 2025.

Section 8.

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hb1483-00hb1483-01-c1