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Statutes & Constitution :View Statutes : Online Sunshine

The list of industry certifications approved by Workforce Florida, Inc. The data collection and analyses shall examine the performance of participating students over time. Performance factors shall include, but not be limited to, graduation rates, retention rates, Florida Bright Futures Scholarship awards, additional educational attainment, employment records, earnings, industry certification, and employer satisfaction. The results of this study shall be submitted to the President of the Senate and the Speaker of the House of Representatives annually by December Career and professional academies shall be offered by public schools and school districts.

The Florida Virtual School is encouraged to develop and offer rigorous career and professional courses as appropriate. Students completing career and professional academy programs must receive a standard high school diploma, the highest available industry certification, and opportunities to earn postsecondary credit if the academy partners with a postsecondary institution approved to operate in the state.

Daily Digest

Career-themed courses have industry-specific curriculum aligned directly to priority workforce needs established by the regional workforce board or the Department of Economic Opportunity. School districts shall offer at least two career-themed courses, and each secondary school is encouraged to offer at least one career-themed course. The Florida Virtual School is encouraged to develop and offer rigorous career-themed courses as appropriate.

Students completing a career-themed course must be provided opportunities to earn postsecondary credit if the credit for the career-themed course can be articulated to a postsecondary institution approved to operate in the state. A career and professional academy may be offered as one of the following small learning communities: 1. A school-within-a-school career academy, as part of an existing high school, that provides courses in one or more occupational clusters.

Students who attend the school are not required to attend the academy. A total school configuration that provides courses in one or more occupational clusters. Every student who attends the school also attends the academy. Such partnerships with postsecondary institutions shall be delineated in articulation agreements and include any career and professional academy courses or career-themed courses that earn postsecondary credit. Such agreements may include articulation between the secondary school and public or private 2-year and 4-year postsecondary institutions and technical centers.

The Department of Education, in consultation with the Board of Governors, shall establish a mechanism to ensure articulation and transfer of credits to postsecondary institutions in this state. Such partnerships must provide opportunities for: 1. Instruction from highly skilled professionals who possess industry-certification credentials for courses they are teaching. Internships, externships, and on-the-job training. A postsecondary degree, diploma, or certificate.

The highest available level of industry certification.

Maximum articulation of credits pursuant to s. If the passage rate on an industry certification examination that is associated with the career and professional academy or a career-themed course falls below 50 percent, the 3-year strategic plan must be amended to include specific strategies to improve the passage rate of the academy or career-themed course.

The strategic plan must provide students the opportunity to transfer from a middle school career and professional academy or a career-themed course to a high school career and professional academy or a career-themed course currently operating within the school district.


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Students who complete a middle school career and professional academy or a career-themed course must have the opportunity to earn an industry certificate and high school credit and participate in career planning, job shadowing, and business leadership development activities. The virtual instruction courses must be aligned to state curriculum standards for middle grades career and professional academy courses or career-themed courses, with priority given to students who have required course deficits;.

Service learning refers to a student-centered, research-based teaching and learning strategy that engages students in meaningful service activities in their schools or communities. Service-learning activities are directly tied to academic curricula, standards, and course, district, or state assessments.

Service-learning activities foster academic achievement, character development, civic engagement, and career exploration and enable students to apply curriculum content, skills, and behaviors taught in the classroom. School districts are encouraged to include kindergarten through grade 12 service-learning programs and activities in proposals they submit to the department under federal entitlement grants and competitive state and federal grants administered through the department. School districts are encouraged to provide support for the use of service learning at any grade level as an instructional strategy to address appropriate areas of state education standards for student knowledge and performance.

School districts are encouraged to include service learning as part of any course or activity required for high school graduation and to include and accept service-learning activities and hours in requirements for academic awards, especially those awards that currently include community service as a criterion or selection factor. Students in a blended learning course must be full-time students of the school and receive the online instruction in a classroom setting at the school.

The funding, performance, and accountability requirements for blended learning courses are the same as those for traditional courses.

To facilitate the delivery and coding of blended learning courses, the department shall provide identifiers for 1 existing courses to designate that they are being used for blended learning courses for the purpose of ensuring the efficient reporting of such courses. A district may report full-time equivalent student membership for credit earned by a student who is enrolled in a virtual education course provided by the district which is completed after the end of the regular school year if the FTE is reported no later than the deadline for amending the final student membership report for that year.

These courses must be identified in the course code directory. Students who meet the eligibility requirements of s. Any eligible student who is enrolled in a school district may register and enroll in an online course offered by any other school district in the state. VI , and the home school district shall not report the student for funding for that course. The full-time equivalent student membership calculated under this subsection is subject to the requirements in s.

The Department of Education shall establish procedures to enable interdistrict coordination for the delivery and funding of this online option. The amendment by s.

Spotlights

The Legislature intends that state and local rules, policies, and administrative decisions are flexible in interpreting and implementing the requirements in this section in order to encourage creative, innovative, resourceful, and forward-thinking practices that can be modeled throughout this state and the country. Such courses and instruction may be provided using a blended learning model that shall include components such as differentiated instruction, flexible scheduling, differentiated teaching, and self-paced learning.

Instruction through the blended learning model may be provided using online instructional videos, online class forums, and online homework assignments and projects, coupled with one-on-one direct instructional support to students. Massive open online courses may be authorized in the following subject areas: Algebra I, biology, geometry, and civics. Courses may be applied toward requirements for promotion or graduation in whole, in subparts, or in a combination of whole and subparts. A student may not be required to repeat subparts that are satisfactorily completed. The Commissioner of Education shall approve each Florida approved course for application in K public schools in accordance with rules of the State Board of Education.

Is nonsectarian regarding courses, enrollment policies, employment practices, and operations. Complies with the antidiscrimination provisions of s. Requires all instructional staff to be Florida-certified teachers under chapter or certified as adjunct educators under s. Provides to parents and students specific information posted and accessible online which includes, but is not limited to, the following teacher-parent and teacher-student contact information for each course: a.

How to contact the instructor via telephone, e-mail, or online messaging tools.

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How to contact technical support via telephone, e-mail, or online messaging tools. How to contact the administration office or an individual offering online courses, including, but not limited to, massive open online courses, via telephone, e-mail, or online messaging tools. Any requirement for regular contact with the instructor for the course and clear expectations for meeting the requirement. Possesses prior, successful experience offering online courses to elementary, middle, or high school students as demonstrated by quantified student learning gains or student growth in each subject area and grade level provided for consideration as an instructional program option.

However, for a provider without sufficient prior, successful experience offering online courses, the department may conditionally approve the provider to offer courses measured by the statewide assessment program pursuant to s. Conditional approval is valid for 1 year. Renewal of provider approval is contingent on sufficient performance data available demonstrating success in accordance with this section and State Board of Education rule.

Ensures instructional and curricular quality through a detailed curriculum and student performance accountability plan that addresses every subject and grade level that the provider intends to provide through contract with the school district, including all of the following: a. Instructional content and services that align with, and measure student attainment of, student proficiency in the Next Generation Sunshine State Standards.

Mechanisms that determine and ensure that a student has satisfied requirements for grade level promotion and high school graduation with a standard diploma, as appropriate. Publishes for the general public, in accordance with disclosure requirements adopted in rule by the State Board of Education, as part of the application as a provider and in all contracts negotiated pursuant to this section all of the following information: a. Certification status and physical location of all administrative and instructional personnel.

Hours and times of availability of instructional personnel. Student-teacher ratios. Student completion and promotion rates. Student, educator, and school performance accountability outcomes. The State Board of Education shall, at the request of the Department of Children and Family Services and the Department of Juvenile Justice, advise as to standards and requirements relating to education to be met in all state schools or institutions under their control which provide educational programs. The Department of Education shall provide supervisory services for the educational programs of all such schools or institutions.


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  7. The direct control of any of these services provided as part of the district program of education shall rest with the district school board. These services shall be supported out of state, district, federal, or other lawful funds, depending on the requirements of the services being supported. Include appropriate academic and career assessments administered at program entry and exit that are selected by the Department of Education in partnership with representatives from the Department of Juvenile Justice, district school boards, and providers.

    Require district school boards to be responsible for ensuring the completion of the assessment process. One hundred percent of the formula-based categorical funds generated by students in Department of Juvenile Justice programs must be spent on appropriate categoricals such as instructional materials and public school technology for those students.

    These sanctions shall include the option of requiring a district school board to contract with a provider or another district school board if the educational program at the Department of Juvenile Justice facility has failed a quality assurance review and, after 6 months, is still performing below minimum standards. The model contracts shall reflect the policy and standards included in subsection 2. The Department of Education shall ensure that appropriate district school board personnel are trained and held accountable for the management and monitoring of contracts for education programs for youth in juvenile justice residential and nonresidential facilities.

    These procedures shall reflect the policy and standards adopted pursuant to subsection 2. These requirements shall reflect the policy and standards adopted pursuant to subsection 2 and shall include, but not be limited to, the following: 1. Data on student performance on assessments taken according to s.

    District school boards shall respond to requests for student education records received from another district school board or a juvenile justice facility within 5 working days after receiving the request. District school boards or Florida College System institutions, or both, shall waive GED testing fees for youth in Department of Juvenile Justice residential programs and shall, upon request, designate schools operating for the purpose of providing educational services to youth in Department of Juvenile Justice programs as GED testing centers, subject to GED testing center requirements.

    The Florida Senate

    The administrative fees for the General Educational Development test required by the Department of Education are the responsibility of district school boards and may be required of providers by contractual agreement. It is the goal of the Legislature that youth in the juvenile justice system continue to be allowed the opportunity to obtain a high quality education. The Department of Education shall serve as the lead agency for juvenile justice education programs, curriculum, support services, and resources.

    These students shall be eligible for services afforded to students enrolled in programs pursuant to s. Students served in Department of Juvenile Justice programs shall have access to the appropriate courses and instruction to prepare them for the GED test.