Meeting Packet — Postsecondary Education & Workforce Subcommittee (March 29, 2023)

Summary

Meeting packet of the Postsecondary Education & Workforce Subcommittee for Wednesday, March 29, 2023, with Lauren Melo as Chair. The meeting notice lists HB 515 by Silvers on the Office of Inspector General of the Board of Governors of the State University System and HB 1555 by Valdés on the Hunger-Free Campus Pilot Program, along with PCS for HB 39, PCS for HB 1401 and PCB PEW 23-01 on Education. The staff analysis of PCB PEW 23-01 states that the bill enhances and streamlines provisions to improve the implementation and expansion of workforce education programs. It also states that the bill has an effective date of July 1, 2023.

Summary drafted by a model from the document's text below and checked by script against that text before publication. It is a navigation aid, not a reading of what the document proves. Where AI is used

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“Meeting Packet — Postsecondary Education & Workforce Subcommittee (March 29, 2023).” Archived at Pandemic Darlings, https://pandemicdarlings.com/source-documents/2023-03-29-3247-postsecondary-education-workforce-subcommittee-meeting-ce24f7bdb8/, SHA-256 ae95e465222512da3407df3a6fd0f0dd6ce58b6cd1e85ee56467336a4449823c.

Full text

Postsecondary Education &
Workforce Subcommittee
March 29, 2023
11:30 AM
Morris Hall (17 HOB)

Meeting Packet

Paul Renner Lauren Melo
Speaker Chair
Committee Meeting Notice
HOUSE OF REPRESENTATIVES

Postsecondary Education & Workforce Subcommittee

Start Date and Time: Wednesday, March 29, 2023 11:30 am

End Date and Time: Wednesday, March 29, 2023 02:30 pm

Location: Morris Hall (17 HOB)
Duration: 3.00 hrs

Consideration of the following bill(s):

HB 515 Office of Inspector General of the Board of Governors of the State University System by Silvers
HB 1555 Hunger-Free Campus Pilot Program by Valdés

Consideration of the following proposed committee substitute(s):

PCS for HB 39 -- Emergency Opioid Antagonists
PCS for HB 1401 -- Articulation Agreements

Consideration of the following proposed committee bill(s):

PCB PEW 23-01 -- Education

NOTICE FINALIZED on 03/27/2023 4:25PM by Haney.Kendall

03/27/2023 04:25:16PM Leagis ® Page 1 of 1
PCB PEW 23-01
HOUSE OF REPRESENTATIVES STAFF ANALYSIS
BILL #: PCB PEW 23-01 Education
SPONSOR(S): Postsecondary Education & Workforce Subcommittee
TIED BILLS: IDEN./SIM. BILLS:

REFERENCE ACTION ANALYST STAFF DIRECTOR or
BUDGET/POLICY CHIEF

Orig. Comm.: Postsecondary Education & Dixon Kiner
Workforce Subcommittee

SUMMARY ANALYSIS
The bill enhances and streamlines provisions to improve the implementation and expansion of workforce education
programs. The bill also increases access to career and technical education in middle and high school, including
opportunities for work-based learning, such as apprenticeships. Among other things, the bill:
• Expands the Reimagining Education and Career Help (REACH) Office’s authority to include facilitation of
cooperation between the Department of Economic Opportunity (DEO), the Department of Education, and
CareerSource Florida, Inc., (CareerSource) to develop and expand apprenticeship, preapprenticeship, and other
work-based learning models.
• Expands and renames the internship tax credit program to include businesses that employ student apprentices
and preapprentices.
• Expands the Pathways to Career Opportunities Grant Program (PCOG) to facilitate more employers creating,
expanding, and operating apprenticeship programs.
• Revises the Workforce Development Capitalization Incentive Grant and the PCOG by removing the requirement
that the grants be administered on a competitive basis.
• Requires each district school board to ensure that each student enrolled in grades 9 through 12 has access to at
least one work-based learning opportunity.
• Requires each district school board to adopt policies and procedures that require each high school to host an
annual career fair during the school year for students in grades 11 and 12, as well as a process to provide such
students the opportunity to meet or interview potential employers during the career fair. The career fair must be
held on the campus of the high school, except that a group of high schools in the district may hold a joint career
fair at another location.
• Requires a middle school student who completes a career and technical education course or an industry
certification included in the CAPE Industry Certification Funding List be given the opportunity to continue a
sequential program in the same concentration via controlled open enrollment if a high school in the district offers
the program.
• Revises the Money-Back Guarantee Program to provide flexibility for institutions to determine the three programs
for which the institution offers a money-back guarantee, by removing the requirement that the programs be linked
to preparing students for in-demand, middle-level to high-level wage occupations identified by the Labor Market
Estimating Conference. The bill also removes the requirement that all programs offered to meet local workforce
demand include a money-back guarantee for employment.
• Authorizes state universities to create workforce education partnership programs that facilitate work and learn
opportunities for students and allow them to graduate without student loan debt.
• Shifts the administration of reimbursements for workers’ compensation insurance costs of work-based learners
from the Department of Education to the Department of Financial Services.
• Requires the ABLE Trust to research, identify, and report on the systems in the state that provide services to
persons with disabilities. The bill also delays the scheduled repeal of the ABLE Trust from October 1, 2023, to
October 1, 2027.

The bill may have a fiscal impact. See fiscal comments.

The bill has an effective date of July 1, 2023.

FULL ANALYSIS

This document does not reflect the intent or official position of the bill sponsor or House of Representatives.
STORAGE NAME: pcb01.PEW
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I. SUBSTANTIVE ANALYSIS

A. EFFECT OF PROPOSED CHANGES:
Florida’s Workforce Development System

Present Situation

The federal Workforce Investment Act of 1998 (WIA) was passed by Congress in an effort to improve
the quality of the nation’s workforce through implementation of a comprehensive workforce investment
system. 1 WIA required each state to establish an investment board at the state level and to also
establish workforce investment boards to represent local service areas. 2 WIA also called for the
delivery of workforce development services through a system of “one-stop” centers in local
communities. 3 Some key principles of WIA were to better integrate workforce services, empower
individuals, provide universal access to participants, increase accountability, and improve youth
programs. 4

In response to WIA, Florida established a workforce development system (WDS) under the Workforce
Investment Act of 2000. 5 The act aimed to better connect the state’s economic development strategies
with its WDS and to implement the principles of the federal WIA. 6

Federal Workforce Innovation and Opportunity Act of 2014

In 2014, Congress passed the Workforce Innovation and Opportunity Act (WIOA), which superseded
the Workforce Investment Act of 1998. 7 WIOA requires each state to develop a single, unified plan for
aligning workforce services through the identification and evaluation of core workforce programs. 8 In
general, WIOA maintains the one-stop framework of WIA, and encompasses provisions aimed at
streamlining services, easing reporting requirements, and reducing administrative barriers. 9 WIOA
officially became effective on July 1, 2015, the first full program year after enactment.

Regional Planning and Local Workforce Development Boards

WIOA requires states to identify regional planning areas for workforce development strategies. 10 Within
each area, a local workforce development board (LWBD) must be established. 11 Each LWDB is
required to coordinate planning and service delivery strategies within their area. 12 Formulated
strategies are then used by the LWDB to develop and submit a local plan for the delivery of workforce
services. 13

Strengthening Alignment between Industry and Learning to 60 Initiative

In 2019, the Legislature created the Strengthening Alignment between Industry and Learning (SAIL) to
60 Initiative to increase the percentage of working-age adults in Florida with a high-value
postsecondary certificate, degree, or training experience to 60 percent by 2030. 14

1
Workforce Investment Act of 1998, 29 U.S.C. § 2801 (1998), repealed by Workforce Innovation and Opportunity Act, Pub. L. No.
113-128, H.R. 803, 113th Cong. (July 22, 2014)(codified at 29 U.S.C. § 3101, et seq.).
2
See 29 U.S.C. s. 2821 and 29 U.S.C. s. 2832 (1998).
3
See 29 U.S.C. s. 2841 (1998).
4
See 29 U.S.C. s. 2811 (1998).
5
Ch. 2000-165, Laws of Fla.
6
See s. 445.003, F.S.
7
Workforce Innovation and Opportunity Act, 29 U.S.C. § 3101 et seq. (2014).
8
See 29 U.S.C. s. 3112(a).
9
See 29 U.S.C. s. 3111.
10
See 29 U.S.C. s. 3121.
11
Id.
12
See 29 U.S.C. s. 3122.
13
See 29 U.S.C. s. 3123.
14
Section 1004.013, F.S.
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Florida Talent Development Council

The Legislature, in 2019, reconstituted the Higher Education Coordinating Council to create the Florida
Talent Development Council for the purpose of developing a data-driven, statewide approach to
meeting Florida’s need for a 21st century workforce, which utilizes the in-state talent supply system. 15
The council, with support from the DEO, is tasked with developing a strategic plan to accomplish the
SAIL to 60 goal. 16 The strategic plan must: 17
• Identify Florida’s fastest-growing industry sectors and the postsecondary credentials required for
employment in those industries.
• Assess whether postsecondary degrees, certificates, and other credentials awarded by Florida’s
postsecondary institutions align with high-demand employment needs and job placement rates.
• Identify strategies to deepen and expand cross-sector collaborations to align higher education
programs with targeted industry needs.
• Establish targeted strategies to increase certification and degrees for all populations with attention
to closing equity gaps for underserved populations and incumbent workers requiring an upgrade of
skills.
• Assess the role of apprenticeship programs in meeting targeted workforce needs and identify any
barriers to program expansion.
• Identify common metrics and benchmarks to demonstrate progress toward the 60 percent goal and
how the SAIL to 60 Initiative can provide coordinated cross-sector support for the strategic plan.
• Recommend improvements to the consistency of data collected and reported by FCS institutions
and school districts, including the establishment of common elements and definitions for any data
that is used for state and federal funding and program accountability.
• Establish a timeline for regularly updating the strategic plan and the established goals.

Reimaging Education and Career Help Act (REACH Act)

In 2021, the Legislature passed several initiatives to enhance the SAIL to 60 Initiative and to ensure
that workforce education programs were tailored to Florida’s workforce needs. One initiative was the
Reimagining Education and Career Help Act (REACH Act). The REACH Act serves to address the
evolving needs of Florida’s economy by increasing the level of collaboration and cooperation among
state businesses and education communities while improving training and providing for equity and
access to a more integrated workforce and education system for Florida. 18

To facilitate alignment and coordination of entities responsible for Florida’s WDS, the Office of
Reimagining Education and Career Help (REACH Office) was created in the Executive Office of the
Governor. The Director of the REACH Office is appointed by, and serves at the pleasure of, the
Governor. 19

REACH Office Duties

The duties of the REACH Office are to: 20
• Serve as an advisor to the Governor on matters related to the state's WDS.
• Establish criteria and goals for workforce development and diversification in Florida’s WDS.
• Provide strategies to align and improve efficiency in Florida’s WDS and the delivery of workforce
related programs.
• Coordinate state and federal workforce related programs, plans, resources, and activities provided
by CareerSource, the DEO, and the DOE.

15
Section 1004.015(1), F.S.
16
Section 1004.015(4), F.S. See also, Florida Department of Economic Opportunity, Florida Talent Development Council,
https://floridajobs.org/TalentDevelopmentCouncil (last visited Mar. 5, 2023).
17
Section 1004.015(4)(a)-(h), F.S.
18
Section 1, ch. 2021-164, L.O.F. codified at s. 14.36, F.S.
19
Section 14.36(1), F.S.
20
Section 14.36(3)(a)-(j), F.S.
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• Oversee the workforce development information system designed by the DOE to verify the validity
of data collected and monitor compliance of workforce related programs and education and training
programs with applicable federal and state requirements as authorized by federal and state law.
• Serve on the Credentials Review Committee to identify non-degree and degree credentials of value
and facilitate the collection of data necessary to conduct committee work.
• Coordinate and facilitate a memorandum of understanding (MOU) for data sharing agreements of
the state's workforce performance data among state agencies and align, to the greatest extent
possible, adopted performance measures.
• Streamline the clinical placement process and increase clinical placement opportunities for
students, hospitals, and other clinical sites by administering, directly or through a contract, a web-
based centralized clinical placement system for use by all nursing education programs subject to
the requirements of nursing education program approval.
• Direct the objectives of the Talent Development Council.

The office is required to provide the public with access to available federal, state, and local services
and provide stakeholders with a systemwide, global view of workforce related program data across
various programs through actionable qualitative and quantitative information. 21

CareerSource Florida, Inc. (CareerSource)

Florida’s workforce system is led by the CareerSource state board. 22 The members on the state board
represent public and private sectors and consist of business, education, and government leaders. 23
The state board 24 conducts its work through a board of directors, two councils, and an Executive
Committee. The two councils are the Strategic Policy and Performance Council and the Finance
Council. 25

The purpose of the state board is to design and implement strategies that help Floridians enter, remain
in, and advance in the workplace, so that they may become more highly skilled and successful, which
benefits these Floridians, Florida businesses, and the entire state, and fosters the development of the
state’s business climate. 26

The state board appoints a Credentials Review Committee to identify nondegree credentials and
degree credentials of value for approval by the state board and inclusion on the Master Credentials
List. The credentials must include registered apprenticeship programs, industry certifications, licenses,
advanced technical certificates, college credit certificates, career certificates, applied technology
diplomas, associate degrees, baccalaureate degrees, and graduate degrees. The Credentials Review
Committee must include: 27
• The Chancellor of the Division of Public Schools.
• The Chancellor of the Division of Career and Adult Education.
• The Chancellor the Florida College System.
• The Chancellor of the State University System.
• The Director of the Office of Reimagining Education and Career Help.
• Four members from local workforce development boards, with equal representation from urban and
rural regions.
• Two members from nonpublic postsecondary institutions.

21
Section 14.36(5), F.S.
22
See s. 445.004(5), F.S. Workforce Innovation and Opportunity Act (WIOA), State of Florida Unified Plan July 1, 2020-June 30,
2024 (2020), at 58, available at https://careersourceflorida.com/wp-content/uploads/2020/09/2020-2024-WIOA-Unified-Plan.pdf.
23
See s. 445.004(3)(a)-(d), F.S. See also, CareerSource Florida, Boardroom, https://careersourceflorida.com/boardroom/ (last visited
Mar. 16, 2023).
24
Section 445.002, “State board” means the state workforce development board established pursuant to the Workforce Innovation and
Opportunity Act, Pub. L. No. 113-128, Title I, s. 101. The state board is the board of directors of CareerSource Florida, Inc., which
works at the direction of the state board in consultation with the department as required chapter 445 of Florida Statues.
25
WIOA, supra note 22 at 59.
26
Section 445.004(2), F.S.
27
Section 445.004(h)1.a.-k., F.S.
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• Two members from industry associations.
• Two members from Florida-based businesses.
• Two members from the Department of Economic Opportunity.
• One member from the Department of Agriculture and Consumer Services.

One of the responsibilities of the Credentials Review Committee is to establish a process for the
following: 28
• At a minimum, quarterly review and approval of credential applications. Approved credentials of
value shall be used by the committee to develop the Master Credentials List.
• Annually review the Master Credentials List.
• Phasing out credentials on the Master Credentials List that do not meet the framework of quality.
• Designating performance funding eligibility for school district workforce education programs and
Florida College System attainment of industry certifications, based upon the highest available
certification for postsecondary students.
• Beginning 2022-2023, submit the Master Credentials 29 List to the State Board of Education (SBE).

The Credentials Review Committee is also required to develop a returned-value funding formula that
rewards student job placements and wages for students earning industry certifications, with a focus on
increasing the economic mobility of underserved populations. The return-value funding formula
determines how school districts and the Florida College System are funded for industry certifications
earned by students. 30

The REACH Act requires the state board, beginning July 1, 2022, to assign and make public a letter
grade 31 for each LWDB using the criteria established by the REACH Office, based on local workforce
development board performance accountability measures and return on investment. 32

In addition, CareerSource, through the DEO, may use funds dedicated for incumbent worker training for
digital media industry. The training may be provided by public or private training providers for
broadband digital media jobs listed on the occupations list developed by the Labor Market Estimating
Conference. Programs that operate outside the normal semester time periods and coordinate the use
of industry and public resources should be given priority status for funding. 33

Florida’s Local Workforce Development Boards (LWDB) and Delivery System

Florida’s local workforce development boards (LWDB) 34 offer resources and programs to assist
individuals with job searches, career development and training. The DEO and CareerSource, in
consultation with the Board of Directors of CareerSource, implemented a training program for the local
workforce development boards to familiarize local board members with the state’s workforce
development goals and strategies. 35

The LWDBs deliver workforce development services through over 100 one-stop delivery systems. The
one-stop service providers give Floridians access to available workforce services, including job

28
Section 445.004(4)(h)7., F.S.
29
CareerSource, Florida, Master Credentials List, https://careersourceflorida.com/boardroom/florida-credentials-review-
committee/master-credentials-list/ (last visited Mar. 16, 2023).
30
Sections 445.004(4)(h)10., 1011.80(7)(b), and 1011.81(2)(b), F.S.
31
Section 14.36, F.S. REACH will develop the criteria for assigning a letter grade for each local workforce development board. The
criteria shall, in part, be based on local workforce development board performance accountability measures and return on investment.
The majority of the grade shall be based on the improvement by each local workforce development board in the long-term self-
sufficiency of participants through outcome measures such as reduction in long-term public assistance and the percentage of
participants whose wages were higher after program completion compared to wages before participation in a program.
32
Section 445.004(8), F.S.
33
Section 445.038, F.S.
34
There are 24 local workforce career centers in Florida. See https://careersourceflorida.com/career-services/your-local-team/ (last
visited Mar. 16, 2023).
35
Section 445.007(4)(d) and (5).
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placement, career counseling, and skills training. 36 Some LWDBs operate their own one-stop centers,
while others contract for these services.

The one-stop delivery system includes, among other features, an approved training program that
establishes a fair market purchase price to be paid through an individual training account. The DEO
periodically reviews the individual training account pricing schedules developed by local workforce
development boards and presents findings and recommendations for process improvement to the
President of the Senate and the Speaker of the House of Representatives. The training services
provided through the individual training accounts must be performance-based, with successful job
placement triggering final payment of at least 10 percent. 37

Labor Market Estimating Conference

The Florida Talent Development Council noted the importance of identifying high-demand employment
needs in its strategic plan. 38 In this regard, the Labor Market Estimating Conference is required to
develop official information with respect to real-time supply and demand in Florida’s statewide, regional,
and local labor markets as the conference determines is needed by the state planning and budgeting
system. Such information must include labor supply by education level, analyses of labor demand by
occupational groups and occupations compared to labor supply, a ranking of critical areas of concern,
and identification of in-demand, high-skill, middle-level to high-level wage occupations prioritized by
level of statewide or regional shortages. 39

All state agencies must provide the Office of Economic and Demographic Research with the necessary
data to accomplish the goals of the conference. State agencies are required to ensure that any related
work product regarding labor demand and supply is consistent with the official information developed
by the Labor Market Estimating Conference. 40 The labor market demand data informs the development
of a state Master Credentials List. State agencies and the judicial branch are required to use the official
information developed by each of the consensus estimating conferences in carrying out their duties
under the state planning and budgeting system. 41

Effect of Proposed Changes

Florida Talent Development Council

The bill requires the Florida Talent Development to identify barriers and best practices in the facilitation
of work-based learning opportunities for students in middle and high school. By December 1, 2023, the
Florida Talent Development Council is required to submit to the Governor, the President of the Senate,
and the Speaker of the House of Representatives recommendations on best practices for collaboration
between district school boards, local workforce development boards, local businesses and business
groups. The recommendations must include any necessary legislative actions to facilitate work-based
learning opportunities for students in middle and high school, including the identification of potential
targeted financial incentives that may help to facilitate work-based learning opportunities for students.

Reimagining Education and Career Help Act (REACH Act)

The bill expands the REACH Office authority to include facilitating coordination among the DEO, DOE,
and CareerSource Florida, Inc., to develop and expand apprenticeship, preapprenticeship, and other
work-based learning models and streamline efforts to recruit and onboard new apprentices,

36
Section 445.009, F.S., see also https://careersourceflorida.com/career-services/ (last visited March 5, 2023).
37
Sections 445.009(8)(b), (c) and (e), F.S.
38
Florida Talent Development Council, Strategic Plan: 2020-2030, at 6, available at https://www.floridajobs.org/docs/default-
source/communicationsfiles/florida-talent-development-council/ftdc-
plan.pdf?sfvrsn=4eae40b0_2#:~:text=GOAL%3A,training%20experience%20to%2060%20percent.&text=Identify%20the%20postsec
ondary%20degrees%2C%20certificates,awarded%20by%20Florida%27s%20postsecondary%20institutions.
39
Section 216.136(7), F.S.
40
Section 216.136(7)(a), F.S.
41
Section 216.135, F.S.
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preapprentices, students, and employers interested in work-based learning opportunities. The
coordination must include, but not be limited to, conducting outreach with business leaders, local
governments, and education providers.

The bill requires the REACH Office to develop criteria and display public information that will assist the
public in making informed decisions when deciding to access the local workforce board or one-stop
career center.

The bill also revises the statutory name of the opportunity portal by renaming it the consumer-first
workforce system.

Additionally, the bill requires the REACH Office to maximize the use of funds appropriated for the
development and initial operation of the consumer-first workforce system rather than maximize the use
of available federal and private funds as under current law.

Labor Market Estimating Conference & DEO’s Labor Market Statistics Center

The bill requires state agencies, including divisions, bureaus, and statutorily created entities, to ensure
that any related work product is consistent with the official information developed by the Economic
Estimating Conference, the Demographic Estimating Conference, and the Labor Market Estimating
Conference.

The bill shifts the focus of the Labor Market Estimating Conference to supply and demand in Florida’s
statewide and regional labor markets, rather than on real-time supply and demand in Florida’s
statewide, regional, and local labor markets. This shift is consistent with the bill’s changes allowing
workforce entities to consider data from the Department of Economic Opportunity’s Labor Market
Statistics Center with respect to local supply and demand. All state agencies are required to provide the
Office of Economic and Demographic Research with the necessary data to accomplish the goals of the
conference.

CareerSource Florida, Inc. (CareerSource)

The bill requires CareerSource, in consultation with the DEO, to assist the state board in developing
and administering streamlined and collaborative approaches to workforce development that results in
cost saving and efficiencies throughout the state.

The bill clarifies existing law that industry certifications for agricultural occupations are eligible for
inclusion on the Master Credentials List.

The bill requires the director of the REACH Office to serve as the chair of the Credentials Review
Committee.

The bill also requires the criteria to determine value for nondegree credentials require, among other
things, evidence that the credential meets labor market demand as identified by the Labor Market
Statistics Center within the DEO or the Labor Market Estimating Conference or meets local demand as
identified in the criteria adopted by the Credentials Review Committee. Evidence to be considered by
the Credentials Review Committee must include employer information on present credential use to
emerging opportunities.

As the Credentials Review Committee must establish the criteria to determine value for degree
programs, the bill requires the criteria to include evidence that the program meets statewide or regional
labor market demand as identified by the Labor Market Statistics Center within the DEO or Labor
Market Estimating Conference or meets local demand as determined by the Credentials Review
Committee.

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In addition, the bill requires a minimum phase-out period of at least one year once credentials have
been identified for removal from the Master Credential’s List. The bill also removes obsolete language
regarding the Master Credentials List for the 2021-2022 school year.

The bill also repeals the requirement the Credentials Review Committee develop a return-value funding
formula for colleges and career center performance funding.

The bill requires the state board, in consultation with the DEO, to:
• require administrative cost arrangements among planning regions;
• implement consistent contract and procurement policies and procedures;
• require the use of a state-established template for contracts or other method for ensuring all
contract mechanisms follow certain standards established by the board, and leveraged buying
power for fringe benefits, such as health insurance, life insurance, and retirement.

Additionally, the bill revises the annual date by which the state board is required to assign and make
public a letter grade for each local workforce development board to October 15, instead of July 1 as
under current law. By October 15 of each year, the public information must be made available and
easily accessible on state board’s website.

For job training for the digital media industry, the bill authorizes the training be provided by public or
private training providers for broadband digital media jobs listed on the occupations list developed by
the Labor Market Estimating conference, the Labor Market Statistics Center within the DEO, and on
other programs recommended and approved by the state board. In addition, the bill requires that
priority status for funding must be given to programs that operate outside the normal semester time
periods.

Florida’s Local Workforce Development Boards (LWDB) and Delivery System

The bill requires each LWDB to create a regional education and industry consortium and requires the
consortium to meet periodically and report to the LWDB. Each consortium must:
• Include representatives of educational entities and businesses in the designated service delivery
area appointed to serve two-year terms, beginning on January 1 of the year appointed. Any
vacancy must be filled for the remainder of the unexpired term. A member of a LWDB may not
serve as a member of the consortium.
• Must provide quarterly reports to the applicable LWDB which provide community-based information
related to educational programs and industry needs to assist the LWDB in making decisions on
programs, services, and partnerships in the service delivery area.

The LWDB, as required by the bill, must consider the information obtained from the consortium to
determine the most effective ways to grow, retain, and attract talent to the service delivery area. The
chair of each LWDB is required to appoint the consortium members.

The bill authorizes funds in an Individual Training Account to be expending on programs that prepare
people to enter occupations identified by the Labor Market Statistics Center with the DEO.

The bill maintains the requirement that training services provided through WIOA individual training
accounts be performance-based, but removes the specified final payment of at least 10 percent for job
placement.

Florida’s Workforce Education Programs

Present Situation

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Workforce education 42 programs in Florida assist individuals in attaining the skills necessary for
economic self-sufficiency and provide training to meet local and state workforce needs. These
programs include both adult general education and career education programs, and may be offered by
both school districts and Florida College System (FCS) institutions. 43 State agency oversight for
workforce education is provided by the Division of Career and Adult Education within Florida’s DOE. 44

Work-based Learning
A work-based learning opportunity is an interaction with industry or community professionals that
occurs in a workplace setting, to the extent possible, or a simulated environment at an educational
institution that allows firsthand experience with tasks required in a given career field, is aligned with
curriculum and instruction, and is provided in partnership with an educational institution. 45 Work-based
learning opportunities must meet all of the following criteria: 46
• Be developmentally appropriate.
• Identify learning objectives for the term of experience.
• Explore multiple aspects of an industry.
• Develop workplace skills and competencies.
• Assess performance.
• Provide opportunities for work-based reflections.
• Link to next steps in career planning and preparation in a student’s chosen career pathway.
• Be provided in an equal and fair manner.
• Be documented and reported in compliance with state and federal labor laws.

Diversified Education

Diversified education programs offer career guidance, occupational work experience and coursework in
employability skills utilizing cooperative partnerships between schools, businesses, and parents to
prepare students for future employment and careers. 47

Apprenticeship and Preapprenticeship Programs

Florida law provides that work-based learning opportunities should prioritize paid experiences, such as
apprenticeship and preapprenticeship 48 programs. 49

In Florida, the DOE is authorized to implement and oversee apprenticeship and preapprenticeship
programs. 50 Currently, Florida has 328 registered apprenticeship and preapprenticeship programs with
17,179 trained apprentices and preappprentices. 51

The DOE is charged with establishing uniform minimum standards and policies governing
apprenticeship programs and agreements. 52 The registered apprenticeship programs require five core

42
Section 1004.02(25), F.S. “Workforce education” means adult general education or career education and may consist of a
continuing workforce education course or a program of study leading to an occupational completion point, a career certificate, an
applied technology diploma, a career degree, or a registered apprenticeship certificate of completion.
43
Sections 1004.02(3) and (25), 1004.92(1), 1004.93, and 1011.80(1) and (2), F.S.
44
Section 20.15(3)(c), F.S.
45
Section 446.0915(1), F.S.
46
Section 446.0915(2), F.S.
47
See Florida Department of Education webpage on Diversified Education at https://www.fldoe.org/academics/career-adult-
edu/career-tech-edu/additional-cte-programs-courses/diversified-edu.stml.
48
To be eligible for an apprenticeship, an individual must be at least 16 years of age, see s. 446.021(2), F.S.
49
Id. (flush left provision at end of subsection).
50
Section 446.041, F.S.; See also Florida Department of Education, What is Registered Apprenticeship,
http://www.fldoe.org/academics/career-adult-edu/apprenticeship-programs/what-is-apprenticeship.stml (last visited Mar. 4, 2023).
51
Department of Education, GETTHERE, Presentation to the Committee on Education & Employment (Jan. 24, 2023), at 8, available
at
https://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?PublicationType=Committees&CommitteeId=3247&Session=20
23&DocumentType=Meeting+Packets&FileName=pew+1-24-23.pdf
52
Section 446.032(1), F.S.
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components: business involvement; structured on-the-job training; related technical instruction; rewards
for skill gains; and a national recognized credential upon completion. 53

Based on local demands and current resources, school districts and FCS institutions enter into local
agreements with apprenticeship program sponsors. 54 A local apprenticeship sponsor may be a
committee, a group of employers, an employer, or a group of employees, or any combination. 55

Workers’ Compensation for Students in Work-Based Learning Programs

In 2021, the Legislature created a reimbursement program for workers’ compensation insurance
premiums, subject to appropriation, to reimburse employers, including school districts and FCS
institutions, for the proportionate cost of workers’ compensation premiums for students in work-based
learning opportunities. 56 Workers’ compensation is a form of insurance designed to provide wage
replacement and medical benefits for employees who are injured in the course of employment, in
exchange for giving up the right to sue the employer for negligence. 57 In Florida, workers’
compensation is governed by ch. 440, F.S., the “Workers’ Compensation Law.” The law prescribes
coverage requirements, medical and indemnity benefits, the rights and responsibilities of employers,
injured employees, medical providers, and carriers, as well as procedures for dispute resolution.

Generally, employers are required to provide medical and indemnity benefits to a worker who is injured
due to an accident arising out of and during the course of employment. 58 For such injuries, an employer
is responsible for providing medical treatment 59 and compensation in the event of employee disability 60
or death. 61 Specific employer coverage requirements are based on the type of industry, number of
employees, and entity organization. 62

Tax Credit for Internships

Internships give students the opportunity to gain valuable applied experience and make connections in
professional fields they are considering for career paths. More students are pursuing experiential
learning, particularly internships, and more colleges and universities are promoting student
engagement in experiential learning such as internships, and a greater number and variety of
employers are offering these experiences in the form of internships. 63

The Florida Internship Tax Credit Program provides a tax credit for up to five student interns per
taxable year, per corporation. The credit amount is $2,000 per student intern (maximum of $10,000 for
each taxable year). 64

Apprenticeships and preapprenticeships are other examples of experiential learning or work-based
learning experiences; however, a business that employs an apprentice or preapprentice is not currently

53
Florida Department of Education, Florida’s Annual Apprenticeship and Preaprenticeship Report (2021-2022), at 9-10, available at
https://www.fldoe.org/core/fileparse.php/9904/urlt/2122ApprenticeshipReport.pdf.
54
Id., at 40
55
Section 446.071(2), F.S.
56
Section 446.54, F.S. See also rule 6A-6.05732, F.A.C.; A student 18 years of age or younger who is in a paid work-based learning
opportunity shall be covered by the workers’ compensation insurance of his or her employer in accordance with chapter 440. For
purposes of chapter 440, a school district or Florida College System institution is considered the employer of a student 18 years of age
or younger who is providing unpaid services under a work-based learning opportunity provided by the school district or FCS
institution.
57
See Jones v. Martin Elecs., Inc., 932 So. 2d 1100, 1108 (Fla. 2006).
58
Section 440.09(1), F.S.
59
Section 440.13, F.S.
60
Section 440.15, F.S.
61
Section 440.16, F.S.
62
Florida Department of Financial Services, Division of Workers’ Compensation, Employer Coverage Requirements,
https://myfloridacfo.com/Division/WC/Employer/coverage.htm (last visited Mar. 4, 2023).
63
National Association of Colleges and Employers, Policy Statement: U.S. Internships (2018), https://www.naceweb.org/about-
us/advocacy/position-statements/position-statement-us-internships/ (last visited Mar. 4, 2023).
64
Section 220.198, F.S. See also https://floridarevenue.com/taxes/tips/documents/tip_22c01-01.pdf
STORAGE NAME: pcb01.PEW PAGE: 10
DATE: 3/27/2023
able to use the internship tax credit program to claim a tax credit for employing such apprentice or
preapprentice.

Effect of Proposed Changes

Work-based Learning & Diversified Education

The bill specifies that work-based learning opportunities should prioritize diversified education
programs to the currently prioritized apprenticeship and preapprenticeship programs. The bill also
requires each district school board to ensure that each student enrolled in grades 9 through 12 has
access to at least one work-based learning opportunity.

Apprenticeship and Preapprenticeship Programs

The bill allows education institutions, local workforce boards, community or faith-based organizations,
and associations to also be authorized as apprenticeship sponsors.

Workers’ Compensation for Students in Work-Based Learning Programs

The bill shifts reimbursement for worker’s compensation from the DOE to the Department of Financial
Services. The bill specifies that a student 18 years of age or younger, who is in a paid work-based
learning opportunity, must be covered by the workers’ compensation insurance for his or her employer
in accordance with chapter 440. The bill further states that subject to appropriation, employers,
including school districts and FCS institutions, may apply to the Department of Financial Services for
reimbursement of the proportionate cost of workers' compensation premiums paid during the fiscal year
for students participating in work-based learning opportunities in the previous state fiscal year. The
application for reimbursement must include:
• The number of students participating in work-based learning opportunities with the employer,
including the number of students who are participating in paid and unpaid work-based learning
opportunities with the employer.
• An attestation that:
o The students were 18 years of age or younger during the time when participating in the work-
based learning opportunity.
o For an employer who paid the students, the employer is seeking reimbursement for the
proportionate cost of workers' compensation premiums related to those students only or, for a
school district or FCS institution that is considered the employer, the employer is seeking
reimbursement for the proportionate cost of workers' compensation premiums related to those
students only.
• A description of the method used by the employer to determine the proportionate share of the cost
of workers' compensation premiums attributable to students.
• The total amount of reimbursement requested.
• The employer’s name, point of contact, and contact information.
• A statement by the employer agreeing to maintain documentation supporting the information in the
application for 5 years.
• Any other information requested by the department.
o Within 45 days after receipt of a complete application, the Department of Financial Services
must process the application and provide the applicant with notification of approval or denial of
the application. The Department of Financial Services shall coordinate with the educational
institution to verify the information on the application related to the employer and the students
participating in the work-based learning opportunity. Reimbursements must be made on a first-
come, first-served basis.
o The term "educational institution" means a school as defined in s. 1003.01(2) operated by a
district school board, a charter school formed under s. 1002.33, a career center operated by a
district school board under s. 1001.44, a charter technical career center under s. 1002.34, or a
Florida College System institution identified in s. 1000.21.

Tax Credit for Internships
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DATE: 3/27/2023
The bill expands and renames the ‘Internship Tax Credit Program’ the ‘Experimental Learning Credit
Program’. The bill also authorizes businesses to claim a tax credit for employing apprentices and
preapprentices. Consistent with the current program, the tax credit amount remains $2,000 per student
intern, apprentice, or preapprentice (maximum of $10,000/business, inclusive of subsidiaries, for each
taxable year). 65

To qualify, a business must employ an apprentice or preapprentice in Florida for at least 500 hours
during the year. Additionally, it must show that at least 20 percent of its full-time employees were
former apprentices or preapprentices. Small businesses (average of 10 or fewer full-time employees for
last three years) must currently employ a former apprentice, preapprentice, or student intern.

The bill specifies that the combined total amount of tax credits is $2.5 million in each of the state fiscal
years 2021-2022, 2022-2023, 2023-2024, and 2024-2025.

Florida’s Funding for Workforce Education

Present Situation

Operation of Workforce Education Programs

Under current law, upon approval by the SBE, both school districts and FCS institutions are authorized
to offer any type of workforce education program; however, only FCS institutions may award college
credit for an associate in applied science or an associate in science degree. 66 As a result, workforce
education programming varies throughout the state given that school districts and FCS institutions
determine how to organize program delivery at the local level.

The SBE establishes criteria, based on the framework of quality established by the Credentials Review
Committee, 67 for review and approval of new workforce education programs offered by school districts
and FCS institutions that are not included in the statewide curriculum framework. 68 A FCS institution or
school district offering a new workforce education program that is in the statewide curriculum
framework may not receive performance funding and additional full-time equivalent membership
funding until the workforce education program is reviewed, through an expedited review process, and
approved by the SBE. 69

Performance funding for industry certifications for school district workforce education programs is
contingent upon specific appropriation in the General Appropriates Act and determined as follows:
• Industry certification identified on the (Career and Professional Education) CAPE industry
Certification funding List approved by the SBE are eligible for performance funding. 70
• Each school district will be provided $1,000 for each industry certification earned by a workforce
education 71 student. If funds are insufficient to fully fund the calculated total award, such funds shall
be prorated. 72
• Beginning with the 2022-2023 fiscal year, the Credentials Review Committee, established by the
state board, is required to develop a returned-value funding formula to allocate school district
performance funds that rewards student job placements and wages for students earning industry
certifications, with a focus on increasing the economic mobility of underserved populations. One-
third of the performance funds must be allocated based on student job placements. The remaining

65
Section 220.198, F.S. See also https://floridarevenue.com/taxes/tips/documents/tip_22c01-01.pdf
66
Section 1011.80(2), F.S.
67
Section 445.004(4)(h), F.S.
68
Section 1011.80(2)(a), F.S.
69
Section 1011.80(2)(b), F.S.
70
Section 1008.44(1), F.S.
71
Section 1011.80(1)(a)-(e), F.S. Workforce education includes adult general education programs designed to improve employability
skills, career certificate programs, applied technology diploma programs, continuing workforce education courses, degree career
education programs, and apprenticeship and preapprenticeship programs.
72
Section 1011.80(7)(a)-(c), F.S.
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two-thirds must be allocated using a tiered weighted system based on aggregate student wages
that exceed minimum wage, with the highest weight applied to the highest wage tier, with additional
weight for underserved populations. Student wages above minimum wage are considered to be the
value added by the institution’s training. At a minimum, the formula must take into account variables
such as differences in population and wages across school districts.

Workforce Development Capitalization Incentive Grant Program

The Legislature created the Workforce Development Capitalization Incentive Grant Program to provide
grants to school districts and FCS institutions on a competitive basis to fund 73 some or all of the costs
associated with the creation or expansion of workforce development programs that serve specific
employment workforce needs. 74

The SBE accepts applications from school districts or FCS institutions for workforce development
capitalization incentive grants. The application from the school district or FCS institutions must contain
the projected enrollments and costs associated for the new or expanded workforce development
program. The SBE, in consultation with CareerSource, must review, rank, and submit to the Legislature
a list in priority order of applications recommended for a grant reward. 75

The SBE must give the highest priority to programs that train people to enter high-skill, high-wage
occupations identified by the Labor Market Estimating Conference and other programs approved by the
state board, programs that train people to enter occupations under the welfare transition program, or
programs that train for the workforce adults who are eligible for public assistance, economically
disadvantaged, disabled, not proficient in English, or dislocated workers. The SBE must consider the
statewide geographic dispersion of grant funds in ranking the applications and will give priority to
applications from education agencies that are making maximum use of their workforce development
funding by offering high-performing, high-demand programs. 76

Pathways to Career Opportunities Grant Program

The Florida Pathways to Career Opportunities Grant Program was established in 2019 77 for the DOE to
provide grants on a competitive basis to high schools, career centers, charter technical career centers,
FCS institutions, and other entities authorized to sponsor an apprenticeship or preapprenticeship
program to establish new apprenticeship or preapprenticeship programs and expand existing
apprenticeship or preapprenticeship programs. 78 Grant funds may be used for instructional equipment,
supplies, personnel, student services, and other expenses associated with the creation or expansion of
an apprenticeship program. Grant funds may not be used for recurring instructional costs or for indirect
costs. 79 Grant applications must include the projected enrollment and projected costs for the new or
expanded apprenticeship program. 80

The department must award grants for apprenticeship or preapprenticeship programs that address: 81
• A critical statewide or regional shortage as identified by the Labor Market Estimating
Conference and are industry sectors not adequately represented through the state, such as
health care.
• A critical statewide or regional shortage as identified by the Labor Market Estimating
Conference

73
Section 1011.801(1), F.S. Funds may be used ford instruction equipment, laboratory equipment, supplies, personnel, student
services, or other expenses associated with the creation or expansion of a workforce development program.
74
Section 1011.801, F.S.
75
Section 1011.801(2), F.S.
76
Section 1011.801(3), F.S.
77
Section 33, ch. 2019-119, L.O.F.
78
Section 1011.802
79
Section 1011.802(3)(b), F.S.
80
Section 1011.802(2), F.S.
81
Section 1011.802(3)1.-3., F.S.
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• Expand existing programs that exceed the median completion rate and employment rate one
year after completion of similar programs in the region, or the state if there are no similar
programs in the region.

The amount appropriated by the legislature since fiscal year 2019-2020 is shown in the table.

Opportunity Grant Allocations Fiscal Year
$10 million 82 2019-2020
$10 million 83 2020-2021
$10 million 84 2021-2022
$15 million 85 2022-2023

Money-Back Guarantee Program

The Money-Back Guarantee Program 86 was established to help individuals achieve self-sufficiency by
requiring each school district and FCS institution to refund the cost of tuition to students who are not
able to find a job within 6 months of successful completion of select workforce related programs. 87

Beginning in 2022-2023, each school district and FCS institution must establish a money-back
guarantee program to: 88
• Offer a money-back guarantee on at least three programs that prepare individuals to enter in-
demand, middle-level to high-level wage occupations identified by the Labor Market Estimating
Conference. The program requires school districts or FCS institutions to offer a money-back
guarantee on at least 50 percent of workforce education programs if the school district or FCS
institution offers six or fewer programs.
• Offer a money-back guarantee for all workforce education programs that are established to meet a
critical local economic industry need, but are not linked to the statewide needs list as identified by
the Labor Market Estimating Conference.

The following school districts and FCS institutions have already implemented or plan to implement
Money Back Guarantee for the 2022 school year: Broward College, Charlotte County Public Schools,
Collier County School Board, Eastern Florida State College, Miami Dade College, Palm Beach State
College, Sarasota County School Board, and Taylor County School Board.

Florida College System Program Fund

Performance funding for industry certifications for FCS institutions is contingent upon specific
appropriations and is determined as follows: 89
• Postsecondary industry certification identified on the CAPE Postsecondary Industry Certification
Funding List are eligible for performance funding.
• Each FCS institution will be provided $1,000 for each industry certification earned by a student. If
funds are insufficient to fully fund the calculated total award, such funds must be prorated.
• Beginning with the 2022-2023 fiscal year, the Credentials Review Committee is required to develop
a returned-value funding formula to allocate institution performance funds that rewards student job
placements and wages for students earning industry certifications, with a focus on increasing the
economic mobility of underserved populations. One-third of the performance funds shall be
allocated based on student job placements. The remaining two-thirds shall be allocated using a
tiered, weighted system based on aggregate student wages that exceed minimum wage, with the

82
Specific Appropriation 125A, s. 2, ch. 2019-115, L.O.F.
83
Specific Appropriation 127, s. 2. ch. 2020-111, L.O.F.
84
Specific Appropriation 123, s. 2. ch. 2021-36, L.O.F.
85
Specific Appropriation 119, s. 2, ch. 2022-156, L.O.F.
86
Section 1004.013(3)(c), F.S. See also s. 1011.803, F.S.
87
Id.
88
1011.803(2)(a) and (b), F.S.
89
1011.81(2)(a) and (b), F.S.
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highest weight applied to the highest wage tier, with additional weight for underserved populations.
Student wages above minimum wage are considered to be the value added by the institution’s
training. At a minimum, the formula must take into account variables such as differences in
population and wages across the state.

Effect of Proposed Changes

Operation of Workforce Education Programs

To be responsive to industry needs for skilled workforce, the bill allows for FCS institutions and school
districts to offer continuing workforce education courses or programs without prior SBE approval. Each
FCS institution and school district offering continuing workforce education courses or programs must
maintain adequate and accurate records of instructional activity. For the purpose of measuring program
performance and responsiveness to industry needs, institutions must report continuing workforce
education instructional activity in a format prescribed by the DOE and are ineligible for performance
funding.

The bill shifts the responsibility for approval of new workforce education programs that are in the
statewide curriculum framework from the SBE to the local college board of trustees or district school
board. Performance funding is not associated with approval. The approval will be based on, among
other requirements, an analysis of workforce demand and unmet need consistent with the information
provided by the Labor market Estimating Conference and the Labor Market Statistics Center within the
DEO.

The bill repeals the requirement to develop a returned-value funding formula. As such, each school
district must be provided $1,000 for each industry certificate earned by a workforce education student
and if funds are insufficient to fully fund the calculated total reward, then the funds must be prorated.

Workforce Development Capitalization Incentive Grant Program

The bill revises the grant program by removing the requirement that the grant be administered on a
competitive basis. In addition, the bill shifts the focus of the grant program by providing funding to
workforce development programs that serve secondary students in career and technical education
(CTE) programs, including dual enrollment programs and other programs that lead to industry
certifications included on the CAPE Industry Certification Funding List.

The bill removes priority populations for consideration of grant funds. However, the SBE is still required
to consider the statewide geographic dispersion of grant funds in ranking the application and is required
to give priority to application from education agencies that are making maximum use of their workforce
development funding by offering high-performing, high-demand programs.

The bill authorizes the SBE to adopt rules for the administration of the program.

Pathways to Career Opportunities Grant Program

The bill removes the requirement that the grant be awarded on a competitive basis. Instead, the bill
requires the DOE to administer the grant, identify projects, solicit proposals, and make funding
recommendations to the Commissioner of Education, who is authorized under the bill to approve grant
awards. This change may result in grant awards going to a wider variety of apprenticeship sponsors.
The bill prohibits an individual applicant from receiving more than 10 percent of the total amount
appropriated.

The bill authorizes grant funds to be used to address a critical or regional shortage with consideration
given to information provided by the Labor Market Statistic Center within the DEO and the Credentials
Review Committee, in addition to information provided under current law by the Labor Market
Estimating Conference; and address a critical statewide or regional shortage with consideration given
to the information provided by the Labor Market Statistics Center with the DEO and the Credentials
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DATE: 3/27/2023
Review Committee, in addition to the information provided by the Labor Market Estimating Conference
provided under current law.

The bill also authorizes grants to fund the cost of providing related technical instruction in addition to
costs authorized under current law, such as instructional equipment, supplies, instructional personnel,
student services, and other expenses. However, the bill explicitly prohibits funds from being used for
administrative costs.

In addition, the bill authorizes the department to grant bonuses in the award amount to applicants that
submit a joint application for shared resources.

Money-Back Guarantee Program

The bill revises the Money-Back Guarantee Program to provide flexibility for institutions to determine
the three programs for which the institution offers a money-back guarantee, by removing the
requirement that the programs be linked to preparing students for in-demand, middle-level to high-level
wage occupations identified by the Labor Market Estimating Conference. The bill also removes the
requirement that all programs offered to meet local workforce demand include a money-back guarantee
for employment.

Florida College System Program Fund

The bill removes the requirement for the Credentials Review Committee to develop a returned-value
performance funding formula for college and career performance funding. As such, each FCS
institution will be provided $1,000 for each industry certificate earned by an FCS institution student and
if funds are insufficient to fully fund the calculated total reward, then the funds must be prorated.

Florida’s Healthcare Workforce

Present Situation

Nursing

According to the Bureau of Labor Statistics, Florida ranks third among states to employ nurses. While
Florida ranks as one of the top states for employment of nurses, a report in June 2020, showed 35,000
or 16.3 percent of registered nurses (RN) and 3,700 or 13.4 percent of advanced practice registered
nurses (APRN) are over the age of 60 in Florida and may begin phasing into retirement during the next
5 to 10 years.

The U.S. is projected to experience a shortage of Registered Nurses (RNs) that is expected to intensify
as Baby Boomers age and the need for health care grows, according to the American Association of
Colleges of Nursing. Compounding the problem is the fact that nursing schools across the country are
struggling to expand capacity to meet the rising demand for care. 90

To address the issue of nursing shortage, Florida has established the Florida Center for Nursing (FCN).
The FCN addresses the issues of supply and demand for nursing, including issues of recruitment,
retention, and utilization of nurse workforce resources. The FCN will address these issues through
various goals. Among the goals are to collect analyze data on supply, demand, and retention for
nursing in Florida; increase nurse faculty and clinical preceptors; support nurse faculty development;
and promote advanced nurse education. Demand must align with the Labor Market Estimating
Conference. 91

Effect of Proposed Changes

90
American Association of College of Nursing, Nursing Shortage Fact Sheet, (Oct. 2022), available at
https://www.aacnnursing.org/Portals/42/News/Factsheets/Nursing-Shortage-Factsheet.pdf
91
Section 4.64.0195(1) – 2(a)3., F.S.
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The bill requires the FCN to convene various groups representative of nurses, other health care
providers, businesses and industries, consumers, lawmakers, and educators to:
• Review and comment on data analysis prepared for the center.
• Recommend systemic changes, including strategies for implementation of recommended changes.
• Evaluate and report the results of these efforts to the Legislature and others.

Additionally, the bill requires, no later than each January 10, the FCN to submit to the Governor, the
President of the Senate, and the Speaker of the House of Representatives providing details of its
activities during the preceding calendar year in pursuit of its goals, including a nursing education
program report.

When conducting a statistically valid biennial data-driven gap analysis of the supply and demand of the
health work, the bill repeals that the demand must be aligned with the Labor Market Estimating
Conference.

Career and Professional Education

Present Situation

Florida Career and Professional Education Act

The Florida Career and Professional Education (CAPE) Act was created to provide a statewide
partnership between business and education communities to expand and retain high-value industry,
and sustain a vibrant state economy. 92

The CAPE Act strategic 3-year plan developed jointly by the local school district, local workforce
development boards, economic development agencies, and state-approved postsecondary institutions
must be constructed and based on: 93
• Research conducted to objectively determine local and regional workforce needs for the ensuing 3
years, using labor projections as identified by the Labor Market Estimating Conference.
• Strategies to develop and implement career academies or career-themed courses based on
occupations identified by the Labor Market Estimating Conference.

CAPE Industry Certification Funding List

The Master Credentials List is submitted to the State Board of Education for the adoption of the CAPE
Industry Certification Funding List. The SBE is required to adopt, at least annually, based on
recommendations by the Commissioner of Education, the CAPE Industry Certification Funding List that
assigns additional full-time equivalent membership to certifications identified in the Master Credentials
List that meet a statewide, regional, or local demand, and courses that lead to such certifications.
Additional full-time equivalent membership funding for regional and local demand certifications and
courses that lead to such certifications may only be earned in those areas with regional or local
demand as identified by the Credentials Review Committee. 94

Industry certification is a process where students demonstrate knowledge, skills, and competencies and
earn a credential that is nationally recognized and is: 95
• Within an industry that addresses a critical local or statewide economic need;
• Linked to an occupation that is included in the workforce system’s targeted occupation list; or
• Linked to an occupation that is identified as emerging.

92
Section 1003.491, F.S.
93
Section 1003.491 (3)(a)-(b), F.S.
94
Section 1088.44, F.S.
95
Section 1003.492(2), F.S.
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The CAPE Industry Certification Funding List may include the following certificates, certifications, and
courses: 96
• CAPE industry certifications identified as credentials of value that meet the framework of quality.
The CAPE Industry Certification Funding List must incorporate by reference the industry
certifications on the career pathways list approved for the Florida Gold Seal CAPE Scholars award.
• CAPE Digital Tool certificates.
• CAPE ESE Digital Tool certificates, workplace industry certifications, and OSHA industry
certifications for students with disabilities.
• CAPE Innovation Courses that combine academic and career performance outcomes with
embedded industry certifications.
• CAPE Acceleration Industry Certifications that articulate for 15 or more college credit hours.

Certifications included on the CAPE Industry Certification Funding List: 97
• Require at least 150 hours of instruction and
• Can be earned in middle and high school.
• Usually require passage of a subject area examination and some combination of work experience,
educational attainment, or on-the-job training.

CAPE Digital Tools

Each district school board, in consultation with the district school superintendent, is required to have
available digital materials, Career and Professional Education (CAPE) Digital Tool certificates, and
CAPE industry certifications for students in prekindergarten through grade 12. This will enable students
to attain digital skills and these digital materials, CAPE Digital Tool certificates, and CAPE industry
certifications may be integrated into subject area curricula, offered as a separate course, made
available through open-access options, or deployed through online or digital computer applications. 98

Digital and instructional materials are available to prekindergarten through grade 12 students with
disabilities and these digital materials may include CAPE Digital Tool certificates. 99

To assist the school district in providing digital materials, CAPE Digital Tool certificates, and CAPE
industry certifications, partnerships can made between other school districts, private businesses,
postsecondary institutions, or consultants to offer classes and instruction to teachers and students.
Additional, third-party assessment providers and career and professional academy curricula providers
are encouraged to provide annual training to staff of the DOE, staff of school district offices,
instructional staff of public schools, including charter schools, and other appropriate administrative staff
through face-to-face training models; through online, videoconferencing training models; and through
state, regional, or conference presentations. 100

The following CAPE Innovation Courses have been daggered for deletion for the 2022-2023 school
year: 101

CAPE Innovation Course Required Industry Certification
Advanced Placement Microeconomics Innovation Microsoft Office Specialist Excel
(2102365)
Advance Placement English Language and Microsoft Office Specialist for Word
Composition Innovation (1001425)
Advance Placement Studio Art 2-D Design Adobe Certified Associate Visual Communication
Portfolio Innovation (0109355) using Adobe Photoshop

96
Section 1008.44(1), F.S.
97
Rule 6A-6.0576(5)-(6), F.S.
98
Section 1003.4203(1), F.S.
99
Section 1003.4203(2), F.S.
100
Section 1003.4203(8), F.S.
101
Florida Department of Education, Memo on Course Daggered for Deletion, (Dec. 10, 2021)
https://www.fldoe.org/core/fileparse.php/8904/urlt/CAPEInnoCourses.pdf
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Advance Placement Computer Science CIW JavaScript Specialist
Innovation (0200325)

Effect of Proposed Changes

CAPE Act

The bills specifies that the strategic 3-year plan must be constructed and based on:
• Research conducted to objectively determine local and regional workforce needs for the ensuing 3
years, using labor projections as identified by the Labor Market Statistics Center within the DEO
and the Labor Market Estimating Conference as factors in the criteria for the plan.
• Strategies to develop and implement career academies or career-themed courses based on
occupations identified by the Labor Market Statistics Center within the DEO and the Labor Market
Estimating Conference.

CAPE Industry Certification Funding List

The bill removes the requirement that courses that lead to certifications identified in the Master
Credentials List be included in the CAPE Industry Certification Funding List.

In addition, the bill requires the CAPE digital tools certificates be selected by the district school board.

The bill requires DOE to annually review available assessments that meet the requirement for inclusion
on the list.

The bill repeals the CAPE ESE Digital Tool certificates, workplace industry certifications, and OSHA
industry certifications for students with disabilities. Also removed are the CAPE Innovation Courses that
combine academic and career performance outcomes with embedded industry certifications.

The bill authorizes the commissioner to limit CAPE industry certifications and CAPE Digital Tool
certificates to students in certain grades without receiving formal recommendation by providers of
CAPE industry certifications and CAPE digital Tool certificates.

CAPE Digital Tools

The bill repeals the CAPE digital and instructional materials are available to prekindergarten through
grade 12 students with disabilities. The bill removes CAPE Innovation courses.

The bill requires that a provider of classes and instruction within the state for at least 5 years may apply
directly to Credentials Review Committee for the approval of CAPE industry certifications. The request
must be received by the Credentials Review Committee no later than March 15. The request must
include:
• The name of the certifying agency, contact information for the agency, and web link for the
certification on a site maintained by the certifying agency.
• Information on the requirements to earn the certification.
• Information on the test format and test administration policies and procedures.
• Information on the occupations demonstrating that the certification addresses a critical local or
statewide economic need.
• The bill provides that if an applicant fails to submit the required information to the Credential Review
Committee, the committee will provide a notice of deficiency to the applicant and the provider who
was identified as the point of contact provided on the application by the end of the next quarter after
receipt of the application.

Secondary Instructional Requirements

Present Situation

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Requirements for High School Graduation

Receipt of a standard high school diploma requires successful completion of 24 high school credits
requirements, an International Baccalaureate curriculum, or an Advanced International Certificate of
Education curriculum. 102

Of the 24 required credits, eight credits must be in electives. Such electives must include opportunities
for students to earn college credit, including industry-certified career education programs or a series of
career-themed courses that result in industry certification or articulate into the award of college credit,
or career education courses for which there is a statewide or local articulation agreement and which
lead to college credit. 103 One of the eight credits for an elective must be in fine or performing arts,
speech and debate, or practical arts. The practical arts course must incorporate artistic content and
techniques of creativity, interpretation, and imagination. 104 Eligible practical arts courses are identified
in the Course Code Directory. 105

Students are allowed to earn credit in both the career education course and courses required for high
school graduation. The SBE determines, biennially, if sufficient academic standards are covered to
warrant the award of academic credit, including satisfaction of assessment requirements for courses
that satisfy the credit requirement. 106

A student who earns credit upon completion of an apprenticeship or preapprenticeship program
registered with DOE may use such credit to satisfy the high school graduation credit requirements for
fine or performing arts, speech and debate or practical arts, or the high school graduation credit
requirements for electives. 107

Middle School Promotion Requirements

Before a middle grades student can successfully be promoted to high school, one of the required
courses a student must complete is a career and education planning course during grades 6, 7, or 8. 108
The course in career and education planning must be Internet-based, customizable to each student,
and include research-based assessments to assist students in determining educational and career
options and goals. In addition, the course must result in a completed personalized academic and career
plan for the student that may be revised as the student progresses through middle school and high
school. 109

Controlled Open Enrollment

The process to participate in open enrollment must be adopted by rule by each district school board
and be posted on its website. Among some of the requirements are adherence to federal desegregation
requirements, allowing parents to declare school preferences, provide a lottery procedure to determine

102
Section 1003.4282(1)(a), F.S.
103
Section 1003.4282(3)(a)-(g), F.S.
104
Section 1003.4282(3)(e), F.S.
105
Id., see Course Code Directory (2022), available at https://www.fldoe.org/core/fileparse.php/7746/urlt/2122PACourses.pdf.
106
Section 1003.4282(8)(a)1., F.S.
107
Section 1003.4282(8)(a)3., F.S.
108
Section 1003.4156(1)(e), F.S.
109
Id. The course in career and education planning and must emphasize the importance of entrepreneurship and employability skills;
and must include information from the Department of Economic Opportunity’s economic security report under s. 445.07, F.S. and
other state career planning resources. The required personalized academic and career plan must inform students of high school
graduation requirements, including a detailed explanation of the requirements for earning a high school diploma designation under s.
1003.4285, F.S. ; the requirements for each scholarship in the Florida Bright Futures Scholarship Program; state university and Florida
College System institution admission requirements; available opportunities to earn college credit in high school, including Advanced
Placement courses; the International Baccalaureate Program; the Advanced International Certificate of Education Program; dual
enrollment, including career dual enrollment; and career education courses, including career-themed courses, preapprenticeship and
apprenticeship programs, and course sequences that lead to industry certification pursuant to s. 1003.492, F.S. and s. 1008.44, F.S. The
course may be implemented as a stand-alone course or integrated into another course or courses.
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student assignment and establish an appeal process for hardship cases, and afford parents of students
in multiple session schools preferred access to controlled open enrollment. 110

Controlled open enrollment is only available if the desired school of attendance has capacity to receive
the student. A middle grades student who desires to continue a CTE pathway only offered in a high
school outside of the student’s zone is not included in the list of students that receive preferential
treatment for enrollment. 111

Effect of Proposed Changes

Requirements for High School Graduation

For receiving a standard high school diploma, the bill authorizes a practical arts course that
incorporates artistic content and techniques of creativity, interpretation, and imagination to satisfy the
one credit requirement in fine or performing arts, speech and debate, or CTE.

As students are allowed to earn credit in both the career education course and courses required for
high school graduation, the bill requires the SBE to determine biennially if sufficient academic
standards are covered to warrant the award of academic credit, including satisfaction of graduation and
state university admissions requirements, in addition to the current satisfaction of assessment
requirement.

The bill requires the SBE to establish a process, by rule, that enables a student to receive work-based
learning or credit in electives for completing a threshold level of demonstrable participation in
extracurricular activities associated with career and technical student organizations. The bill prohibits
work-based learning or credit in electives for extracurricular activities or supervised agricultural
experiences to be limited by grade level.

The bill also requires the DOE to convene a workgroup to:
• Identify best practices in CTE pathways from middle school to high to aid middle school students in
career planning and facilitate their transition to high school programs. The career pathway must be
linked to postsecondary programs.
• Establish three mathematics pathways for students enrolled in secondary grades by aligning
mathematics courses to programs, postsecondary education, and careers. The workgroup is
required to collaborate to identify the three mathematics pathways and the mathematics course
sequence within each pathway which align to the mathematics skills needed for success in the
corresponding academic programs, postsecondary education, and careers.

The bill rebrands the merit designation on a standard high school diploma as the "Industry Scholar"
designation.

Middle School Promotion Requirements

The bill requires that the middle grades course in career and education planning must be revised at
least once before the student’s progression to high school and at least annually as the student
progresses through high school.

The bill further specifies that the required personalized academic and career plan that informs students
of high school graduation requirements, must also include a detailed explanation of the requirements
for a career and technical education pathway to earn a standard high school diploma as well as work-
based learning opportunities, including internships and preapprenticeships and apprenticeships
program.

Controlled Open Enrollment

110
Section 1002.31(3), F.S.
111
Section 1002.31(2)(c), F.S.
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The bill requires the controlled open enrollment process used by district school boards to enable a
student who, in middle school, completed a CTE course or an industry certification included in the
CAPE Industry Certification Funding List to continue a sequential program of CTE in the same
concentration, if a high school in the district offers the program.

Recognition of Academic & Career Achievement

Present Situation

The Legislature recognizes the importance of promoting student academic achievement, motivating
students to attain academic achievement, and providing positive acknowledgment for that achievement
and has encouraged district school boards to adopt policies and procedures to celebrate the academic
and workforce achievement of students by declaring an “Academic Scholarship Signing Day” and a
“College and Career Decision Day”. 112

An Academic Scholarship Signing Day is to recognize the outstanding academic achievement of high
school seniors who sign a letter of intent to accept an academic scholarship offered to the student by a
postsecondary education institution. 113

A College and Career Decision Day is to recognize high school seniors for their postsecondary
education plans to encourage early preparation for college, and to encourage students to pursue
advanced career pathways through the attainment of industry certifications for which there are
statewide college credit articulation agreements. 114

Additionally, district school board policies and procedures may include conducting assemblies or other
appropriate public events in which students sign actual or ceremonial documents accepting
scholarships or enrollment. The district school board may encourage holding such events in an
assembly or gathering of the entire student body as a means of making academic success and
recognition visible to all students. 115

Effect of Proposed Changes

Beginning in the 2023-2024 school year, the bill requires each district school board to adopt policies
and procedures to require each high school to host an annual career fair during the school year and
establish a process to provide students in grades 11 and 12 the opportunity to meet or interview with
potential employers during the career fair. The career fair must be held during the school day. The
career fair must also be held on the campus of the high school, unless the district holds a joint career
fair involving multiple high schools.

Parental Notification

Present Situation

Florida law requires each school district board, in consultation with parents, teachers, and
administrators, to develop and adopt a policy to promote parental involvement in the public school
system. The program will inform and allow for parents to participate in schools, such as parent-teacher
association, and to learn about activities, such as homework or clubs, involving their child. 116

In addition, district school boards are required, at the beginning of each school year, to notify parents of
students in or entering high school of the opportunity and benefits of advanced placement, International

112
Section 1001.43(14), F.S.
113
Section 1001.43(14)(b)1., F.S.
114
Section 1001.43(14)(b)2., F.S.
115
Section 1001.43(14)(b)2., F.S. (flush-left provision at the end of the subparagraph).
116
Section 1014.05, F.S.
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Baccalaureate, Advanced International Certificate of Education, dual enrollment, and Florida Virtual
School courses and options for early graduation. 117

Effect of Proposed Changes

The bill revises requirements with respect to the policy each school district board, in consultation with
parents, teachers, and administers, must develop and adopt to promote parental involvement in the
public school system to require each district school board to inform parents of apprenticeships,
diversified education, and CTE activities, such as serving as an advisor for a career and technical
student organization.

The bill requires district school boards, at the beginning of each year, to notify students in or entering
high school, as well as the parents of the students, in a language that is understandable to students
and parents, of the opportunity and benefits and benefits of advanced placement, International
Baccalaureate, Advanced International Certificate of Education, and dual enrollment courses; career
and professional academies; career-themed courses; the career and technical education pathway to
earn a standard high school diploma; work-based learning opportunities, including internships and
apprenticeship and preapprenticeship programs; Florida Virtual School courses; and options for early
graduation. The parents and students are to be provided with the contact information of a certified
school counselor who can advise students on these options.

Vocational Rehabilitation

Present Situation

The Florida Endowment Foundation for Vocational Rehabilitation (The ABLE Trust)

In 1990, the Legislature recognized the need to encourage public and private support to enhance
vocational rehabilitation and employment of Florida’s citizens who are disabled by establishing the
Florida Endowment Foundation for Vocational Rehabilitation, also known as The Able Trust, as a direct
support organization for the Division of Vocational Rehabilitation within the Department of Education.
The Able Trust is approved by the division to be operating for the benefits and best interest of the state
through a contract. 118 A board of directors, appointed by the Governor, oversees the operations of The
Able Trust and ensures that funds are provided for programs or initiatives which engage in the
research, promotion, or aid of job training and counseling for Florida’s disabled citizens, and to support
the work of the division. 119

Effect of Proposed Changes

The bill delays the October 1, 2023, scheduled repeal of the Florida Endowment Foundation for
Vocational Rehabilitation (The ABLE Trust) as a statutorily-created direct support organization until
October 1, 2027.

The bill requires the Florida Endowment Foundation for Vocational Rehabilitation to conduct research
and issue reports on the systems in Florida that provide services to individual with disabilities, including
autism and intellectual and developmental disabilities. The board is required to submit to the
Legislature a report by December 1, 2023. The report must:
• Identify the current systems for service delivery to persons with disabilities, including operations,
services, coordination activities, and structures.
• Identify barriers and obstacles in transportation for persons with disabilities living in the home or
receiving community-based services for jobs, medical appointments, and peer-to-peer groups.

117
Section 1003.02(1)(i), F.S.
118
Section 413.615(5)-(6), F.S.
119
Sections 413.615(4), (8), and (10), F.S.
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• Identify workforce issues related to direct support professionals, behavioral or mental health
specialists, health care practitioners, and other individuals who assist with the provision of services
to persons with disabilities.
• Examine the best practices for uniform and efficient service delivery and the coordination of and
transition among systems, including transitioning out of high school.
• Examine federal and state law and rules that impact or limit supports or services for persons with
disabilities.
• Identify systemwide incongruency and inefficiencies in service delivery.
• Identify opportunities for job coaching and community participation supports, including those
opportunities for individuals who cannot or choose not to go into the community because of
underlying issues.

Florida Workforce Education Financial Assistance Programs

Present Situation

Florida Work Experience Program

Created in 1993, the Florida Work Experience program (FWEP) provides need-based financial
assistance to students as they are employed in occupations complementary to their educational
endeavors and career goals. The 2007 Florida Legislature expanded the FWEP to serve students at
postsecondary institutions by providing additional on-campus employment opportunities, helping to
keep students in school and reducing students' school loans. Additionally, the program’s opportunities
for employment at a student’s school serve as a retention tool because students employed on campus
are more likely to complete their postsecondary education. 120

Eligibility for students to participate must include one of the following criteria: 121
• Enrolled at an eligible college or university as no less than a half-time undergraduate student in
good standing;
• Enrolled in an eligible postsecondary career certificate program 122 as no less than a half-time
student in good standing; or
• Being enrolled as no less than a half-time student in good standing at an eligible educator
preparation institution.

Currently, students pursuing an applied technology diploma are not eligible to participate in the
program. An applied technology diploma is a credential that signifies a student has successfully
completed a (clock hour or college credit) postsecondary education program and is ready for
employment in a field. Examples include medical coding/billing (1110 clock hours), paramedic (1100
clock hours), pharmacy technician (1050 clock hours), and dental assisting technology and
management (1230 clock hours).

Effect of Proposed Changes

Florida Work Experience Program

The bill expands the Florida Work Experience Program to include students who attend charter technical
career centers and students pursuing an applied technology diploma on at least a half-time basis.
Additionally, the bill encourages a participating postsecondary education institution to provide academic
credit to students who participate the program.

Florida Workforce Education Partnership Program

120
Section 1009.77(1), F.S.
121
Section 1009.77(8)(a), F.S.
122
Section 1009.77(8)(a)2. Eligible programs must be approved by the Department of Education and must consist of no less than 450
clock hours of instruction. Such programs Such programs must be offered by a career center operated by a district school board under
s. 1001.44 or by a Florida College System institution.
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The bill also authorizes a state university to establish a workforce education partnership program.
Pursuant to the bill, the purpose of a workforce education partnership program is to allow a student who
is enrolled at the state university, and employed by a private employer participating in the program, to
graduate from the state university without student loans. The bill requires the Board of Governors to
create a template, in consultation with state and local workforce and economic development agencies,
for a state university to establish the program. The template must include the following:
• The process for a private employer to participate in the program.
• Student eligibility criteria.
• The process for the eligible student to enroll in the program.
• Guidance and requirements for the state university and private employer to:
o Each designate a mentor to assist participating students.
o Create a process to make a housing stipend available to participating students
o Create a process to provide life management and professional skills training to participating
students.
• The requirement that a private employer establish an education assistance program pursuant to s.
127 of the Internal Revenue Code of 1986 and provide tuition assistance for a student enrolled at
the state university while such student works for the private employer up to the maximum amount
that the employer may exclude from the employer's gross income under that section.
• The requirement that the state university work with participating students to ensure that they have
applied for and are receiving the maximum amount of financial aid in the form of scholarships and
grants.
• The requirement that the state university and private employer seek out additional sources of
funding to pay for remaining costs for participating students.

The bill requires the Board of Governors to evaluate the effectiveness of the workforce education
partnership programs and determine if additional training and employment programs can use the
template developed.

The bill authorizes the Board of Governors to adopt regulations for the administration of the program.

Career and Technical Education (CTE) Teachers

Part-time and Full-time Nondegreed Teachers

Present Situation

Each district school board is required to establish the minimal qualifications for part-time and full-time
non-degreed teachers of career programs. The qualifications for such teachers must require the filing of
a complete set of fingerprints for background screening and documentation of: 123
• A high school diploma or the equivalent.
• Completion of 6 years of full-time successful occupational experience or the equivalent of part-time
experience in the teaching specialization area. The district school board may establish alternative
qualifications for teachers with an industry certification in the career area in which they teach.
• Completion of career education training conducted through the local school district inservice master
plan or through an educator preparation institute approved by the Department of Education
pursuant to s. 1004.85.
• For full-time teachers, completion of professional education training in teaching methods, course
construction, lesson planning and evaluation, and teaching special needs students. This training
may be completed through coursework from an accredited or approved institution or an approved
district teacher education program.
• Demonstration of successful teaching performance.
• Documentation of industry certification when state or national industry certifications are available
and applicable.

123
Section 1012.39(1)(c), F.S.
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District school boards are required to issue an adjunct teaching certificate to any applicant who meets
background screening requirements and who has expertise in the subject area to be taught as
evidenced by passage of a subject area test. 124

Effect of Proposed Changes

The bill modifies the requirement for school boards in hiring nondegree CTE teachers by requiring a
minimum of 3-years’ experience instead of 6-years. As an alternative to the requirement of passing a
subject area exam, the bill authorizes a person who holds an industry certification in a subject matter
area to serve as an adjunct teacher.

The bill removes the requirements for the completion of a career education training conducted through
the local school district inservice master plan or through an educator preparation institute approved by
the DOE. The bill also removes the criteria of the demonstration of successful teaching performance.

The bill adds the requirement that full-time teachers must complete professional education training in
teaching methods, course construction, lesson planning and evaluation, and teaching special needs
students. This training may be completed through coursework from an accredited or approved
institution, an approved district teacher education program, or the local school district inservice master
plan.

Renewal of Professional Certificates

Present Situation

Educators have continuing education requirements to renew their professional certificates. 125
Professional certificates, except a nonrenewable professional certificate, are renewable for successive
periods not to exceed five years after the date of submission of documentation of completion of the
specified requires. 126 One requirement for renewal includes the completion of a minimum of 6 college
credits or 120 inservice points 127 or a combination of college credits and inservice points. 128 In lieu of
college course credit or inservice points, the state offers many alternative options, such as the applicant
may renew a subject area specialization by passage of a state board approved Florida-developed
subject area examination or, if a Florida subject area examination has not been developed, a
standardized examination specified in state board rule. 129

Effect of Proposed Changes

The bill requires school districts to include in their inservice master plan the ability for teachers to
receive inservice points for supporting students in extracurricular CTE activities, such as career and
technical student organization activities outside of regular school hours and training related to
supervising students participating in career and technical student organization.

The Office of Program Policy Analysis and Government Accountability

Present Situation

124
Section 1012.57(1), F.S.
125
Section 1012.585, F.S.
126
Section 1012.585(2)(a), F.S.
127
Florida Department of Education, Florida Educator Certification Renewal Requirements,
https://www.fldoe.org/teaching/certification/renewal-requirements/ (last visited Mar. 6, 2023). Inservice points must be from an
approved Florida master inservice program.
128
Section 1012.585(3)(a), F.S.
129
Section 1012.585(3)(b), F.S.
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The Office of Program Policy Analysis and Government Accountability (OPPAGA) is a research arm of
the Florida Legislature. OPPAGA supports the Florida Legislature by providing data, evaluative
research and objective analysis that assist legislative budget and policy deliberations. 130

Effect of Proposed Changes

The bill requires OPPAGA to conduct a review of approved career statewide articulation agreements.
Such career articulation agreements include industry certification, career certification, and applied
technology diploma programs that articulate to associate in science or associate in applied science
degrees; early childhood education programs; and associate in science to baccalaureate degree
programs.

The review must include, at a minimum, the following:
• The number of CAPE industry certifications on the Master Credentials List, which are included in a
statewide articulation agreement.
• The number of career programs or degrees offered by career centers and Florida College System
institutions compared to the number of such certifications or programs included in a statewide
articulation agreement.
o The extent to which articulated programs included in a statewide articulation agreement are
offered in a region or service area.
o The number and percentage of students in an articulated career program who transfer to and
then complete the linked program specified in the statewide articulation agreement.
o Recommendations to strengthen the process of developing statewide articulation agreements,
and on the role of such agreements in a Florida stackable credential framework.

The bill requires OPPAGA to report its findings to the President of the Senate and the Speaker of the
House of Representatives by December 31, 2023.

B. SECTION DIRECTORY:
Section 1: Amends s. s. 14.36, F.S.; requiring the Office of Reimagining Education and Career Help
to work with other specified entities to provide certain information relating to workforce
development boards; revising duties of the Office of Reimagining Education and Career
Help.

Section 2: Amends s. 216.135, F.S.; requiring state agencies to ensure certain work product is
consistent with information produced by specified entities.

Section 3: Amends s. 216.136, F.S.; revising a requirement for the provision of certain data to the
Office of Economic and Demographic Research; deleting a provision relating to the
Labor Market Estimating Conference

Section 4: Amends s. 220.198, F.S.; renaming the Internship Tax Credit Program as the
"Experiential Learning Tax Credit Program"; providing and revising definitions; providing
that businesses that hire apprentices or preapprentices are eligible for the tax credit;
providing requirements for such eligibility.

Section 5: Amends s. 413.615, F.S.; revising the requirements for the use of funds by the board of
directors of the Florida Endowment Foundation for the Division of Vocational
Rehabilitation within the Department of Education; extending the scheduled date of
repeal of the Florida Endowment for Vocational Rehabilitation.

Section 6: Amends s 445.004, F.S.; revising the list of credentials that must be included on the
Master Credentials List; revising CareerSource Florida, Inc., responsibilities in providing
administrative support to the state board; requiring the director of the Office of

Office of Program Policy Analysis and Government Accountability, About OPPAGA, https://oppaga.fl.gov (last visited Mar. 6,
130

2023).
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Reimagining Education and Career Help to serve as the chair of the Credentials Review
Committee; requiring that credentials remain on the list for a specified time; deleting the
requirement that the Credentials Review Committee develop a returned-value funding
formula; revising responsibilities of the state board; conforming provisions to changes
made by the act.

Section 7: Amends s. 445.007, F.S.; requiring local workforce development boards to create
specified consortiums; providing requirements for such consortiums; providing for the
appointment and terms of consortium members and the filling of vacancies; prohibiting
local workforce development board members from serving as a consortium member.

Section 8: Amends s. 445.009, F.S.; revising the requirements for training services provided
through the one-stop delivery system.

Section 9: Amends s. 445.038, F.S.; providing requirements for certain jobs to be eligible for job
training.

Section 10: Amends s. 446.071, F.S.; revising the entities that may be a local apprenticeship
sponsor.

Section 11: Amends s. 446.0915, F.S.; requiring diversified education programs be prioritized as
certain paid work-based learning experiences; requiring district school boards to provide
at least one work-based learning opportunity to certain students.

Section 12: Amends s 446.54, F.S.; requiring specified employers to apply to the Department of
Financial Services for reimbursement of workers' compensation premiums paid for
students participating in work-based learning opportunities; providing requirements for
the application for reimbursement and verification of information provided on such
applications; requiring that reimbursements be made on a first-come, first-served basis;
defining the term "educational institution".

Section 13: Amends s. 464.0195, F.S.; revising the primary goals of the Florida Center for Nursing;
requiring the center to submit a specified annual report to the Governor and the
Legislature by a date certain.

Section 14: Amends s. 1001.43, F.S.; requiring school districts to adopt policies and procedures to
celebrate the academic and career achievements of students; beginning in a specified
school year, requiring each high school to host an annual career fair for certain students;
providing requirements for such career fairs.

Section 15: Amends s. 1002.31, F.S.; providing additional requirements for the controlled open
enrollment process used by district school boards relating to the completion of certain
courses or certifications.

Section 16: Amends s. 1003.02, F.S.; modifying requirements for parental notification of acceleration
options for students;

Section 17: Amends s. 1003.4156, F.S.; revising requirements for the revisions of certain
personalized academic and career plans.

Section 18: Amends s. 1003.4203, F.S.; deleting a requirement that each district school board
provide to schools certain digital tools and materials; deleting provisions relating to
CAPE innovation courses; providing for the approval of CAPE industry certifications by
CareerSource; requiring CareerSource to provide a letter of deficiency within a specified
timeframe to applicants who fail to meet certain standards.

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Section 19: Amends s. 1003.4282, F.S.; revising the credit requirements for a high school diploma;
authorizing certain practical arts courses to satisfy the one credit requirement in fine or
performing arts; speech and debate, or career and technical education; requiring the
State Board of Education to collaborate with certain entities to facilitate the award of
such credit; requiring the department to convene a workgroup to review and identify
certain education programs and pathways.

Section 20: Amends s. 1003.4285, F.S.; renaming the Merit designation for standard high school
diplomas as the "Industry Scholar" designation.

Section 21: Amends s. 1003.491, F.S.; revising the data used in creating the strategic 3-year plan
developed by the local school district and specified entities.

Section 22: Amends s. 1003.5716, F.S.; conforming provisions to changes made by the act.

Section 23: Amends s. 1004.013, F.S.; renaming the workforce opportunity portal as the "consumer-
first workforce system"; conforming provisions to changes made by the act.

Section 24: Amends s. 1004.015, F.S.; providing additional duties for the Florida Talent
Development Council; requiring the council to submit recommendations to the Governor
and the Legislature by a specified date.

Section 25: Amends s. 1008.41, F.S.; conforming a provision to changes made by this act.

Section 26: Amends s. 1008.44, F.S.; revising which courses must be included on the CAPE
Industry Certification Funding List; providing the Department of Education with authority
to select certain digital tool certificates; requiring the department to annually review
certain assessments; deleting criteria used by the Commissioner of Education in limiting
certain certifications and certificates; providing requirements for agriculture occupations
to be included on the CAPE Industry Certification Funding List; conforming cross-
references.

Section 27: Amends s. 1009.77, F.S.; revising student eligibility criteria for the Florida Work
Experience Program; providing requirements for participating institutions.

Section 28: Creates s. 1009.771, F.S.; authorizing a state university to establish a workforce
education partnership program for specified purposes; requiring the Board of Governors
to create a template for the establishment of such program; providing board and
template requirements; requiring the board adopt regulations.

Section 29: Amends s. 1011.62, F.S.; conforming cross-references.

Section 30: Reenact and Amends s. 1011.80, F.S.; authorizing certain entities to offer continuing
workforce education courses and programs without prior approval by the State Board of
Education; requiring certain Florida College System institutions and school districts to
maintain certain records and produce certain reports; deleting a requirement that a
workforce education program must be reviewed by the State Board of Education subject
to certain criteria for a Florida College System Institution or school district to receive
certain funding; providing that new workforce education programs must be approved by
the board of trustees of the institution or the district school board; requiring each district
school board to be provided funds for each industry certification earned by a student in
specified areas.

Section 31: Amends s. 1011.801, F.S.; requiring the Department of Education, rather than the State
Board of Education, to administer the Workforce Development Capitalization Incentive
Grant Program; revising the purpose of the program; authorizing the State Board of
Education to adopt rules governing program administration.
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Section 32: Amends s. 1011.802, F.S.; revising requirements for the Florida Pathways to Career
Opportunities Grant Program; limiting the potential grant award for each recipient;
providing duties for the Department of Education regarding the grant program;
authorizing the department to grant a bonus in the award amount to certain applicants.

Section 33: Amends s. 1011.803, F.S.; revising the purpose of and requirements for the Money-back
Guarantee Program.

Section 34: Amends s. 1011.81, F.S.; deleting a requirement for the development of a return-value
formula; deleting requirements for the allocation of specified funds.

Section 35: Amends s. 1012.39, F.S.; revising experience requirements for nondegreed teachers.

Section 36: Amending s. 1012.57, F.S.; revising requirements for the award of an adjunct teaching
certificate.

Section 37: Amends s. 1012.585, F.S.; revising the requirements for district school board inservice
master plans.

Section 38: Requiring the Office of Program Policy Analysis and Government Accountability to
conduct a review of career statewide articulation agreements; providing requirements for
the review; requiring the office to present a report to the Legislature by a specified date.

Section 39: Provides an effective date.

II. FISCAL ANALYSIS & ECONOMIC IMPACT STATEMENT

A. FISCAL IMPACT ON STATE GOVERNMENT:

1. Revenues:
See fiscal comments.

2. Expenditures:
See fiscal comments.

B. FISCAL IMPACT ON LOCAL GOVERNMENTS:

1. Revenues:
See fiscal comments.

2. Expenditures:
See fiscal comments.

C. DIRECT ECONOMIC IMPACT ON PRIVATE SECTOR:
See fiscal comments.

D. FISCAL COMMENTS:
Section 4 – Experiential Learning Tax Credit.—
The bill expands and renames the ‘Internship Tax Credit Program’ the ‘Experimental Learning Credit
Program’. The bill also authorizes businesses to claim a tax credit for employing apprentices and
preapprentices. Consistent with the current program, the tax credit amount remains $2,000 per student
intern, apprentice, or preapprentice (maximum of $10,000/business for each taxable year).

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The bill specifies that the combined total amount of tax credits is $2.5 million in each of the state fiscal
years 2021-2022, 2022-2023, 2023-2024, and 2024-2025.

Section 12 - Reimbursement for workers' compensation insurance premiums.—
The House Proposed General Appropriations Act for Fiscal Year (FY) 2023-2024 includes $2 million in
recurring general revenue funds provided to the Department of Education for reimbursement of
workers’ compensation insurance premiums. These funds would be available to be transferred to the
Department of Financial Services.

Section 26 - CAPE Industry Certification Funding List.—
The House Proposed General Appropriations Act for FY 2023-2024 includes $6.5 million for District
Workforce Education and $20 million for the Florida College System to provide $1,000 for each industry
certification earned by students on the CAPE Industry Certification Funding List.

Section 27 – Florida Work Experience Program.—
The bill adds applied technology diplomas as eligible programs for the FL Work Experience Program,
which provides funding, subject to appropriation, to postsecondary institutions to provide eligible
students with paid internships offered by employers in partnership with school districts, career technical
centers, public colleges and universities, and non-profit postsecondary institutions eligible to participate
in FSAG. The House Proposed General Appropriations Act for FY 2023-2024 includes $1.6 million for
the Florida Work Experience Program.

Section 28. Workforce education partnership programs.—
The bill provides a framework for a state university to establish a workforce education partnership
program that would help students to graduate without student loans. Institutions are not required to
establish these partnerships, but if they chose to do so, costs may be absorbed within existing
resources.

Section 31. Workforce Development Capitalization Incentive Grant Program.—
The bill adds additional criteria for which workforce development programs may be funded by the
Workforce Development Capitalization Incentive Grant Program. The House Proposed General
Appropriations Act for FY 2023-2024 does not include funding for this grant program.

Section 32. Florida Pathways to Career Opportunities Grant Program.—
Currently, allowable expenditures under the Pathways to Career Opportunities Grant Program are
limited to the creation or expansion of apprenticeship or preapprenticeship programs. The bill specifies
that grant funds may also be used to operate such programs and to fund the cost of providing related
technical instruction. The bill also authorizes the department to grant a bonus in the award amount to
applicants that submit a joint application for shared resources.

The House Proposed General Appropriations Act for FY 2023-2024 includes $15 million and reverts
and reappropriates the unexpended balance from FY 2022-2023 for the Pathways to Career
Opportunities Grant Program.

Section 33. Money-back Guarantee Program.—
Current law provides guidelines on which programs an institution may choose to offer a money-back
guarantee on. The bill provides additional flexibility by removing certain criteria and allowing institutions
to select any three programs of their choosing. This may save students completing such programs an
indeterminate, but significant amount of money.

III. COMMENTS

A. CONSTITUTIONAL ISSUES:

1. Applicability of Municipality/County Mandates Provision:
None.

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2. Other:
None.

B. RULE-MAKING AUTHORITY:
Section 4. Experiential Learning Tax Credit.—
The bill authorizes the Department of Revenue to adopt rules, including emergency rules, governing
the manner and form of applications for the tax credit and establishing qualification requirements for the
tax credit.

Section 14. Supplemental Powers and Duties of District School Boards.—
The bill requires each district school board to adopt policies and procedures requiring high schools to
hold annual career fairs and academic scholarship signing and college and career decision days.

Section 15. Controlled Open Enrollment.—
The bill requires each district school board to adopt a rule that enables a student who, in middle school,
completed a career and technical education course or an industry certification included in the CAPE
Industry Certification Funding List to continue a sequential program of career and technical education in
the same concentration, if a high school in the district offers the program.

Section 28. Workforce Education Partnership Programs.—
The bill requires the Board of Governors to adopt regulations for the workforce education partnership
program.

Section 31. Workforce Development Capitalization Incentive Grant Program.—
The bill authorizes the State Board of Education to adopt rules to facilitate the Department of
Education’s administration of the program.

C. DRAFTING ISSUES OR OTHER COMMENTS:
None.

IV. AMENDMENTS/COMMITTEE SUBSTITUTE CHANGES
Not applicable.

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1 A bill to be entitled
2 An act relating to education; amending s. 14.36, F.S.;
3 requiring the Office of Reimagining Education and
4 Career Help to work with other specified entities to
5 provide certain information relating to workforce
6 development boards; revising duties of the Office of
7 Reimagining Education and Career Help; amending s.
8 216.135, F.S.; requiring state agencies to ensure
9 certain work product is consistent with information
10 produced by specified entities; amending s. 216.136,
11 F.S.; revising a requirement for the provision of
12 certain data to the Office of Economic and Demographic
13 Research; deleting a provision relating to the Labor
14 Market Estimating Conference; amending s. 220.198,
15 F.S.; renaming the Internship Tax Credit Program as
16 the "Experiential Learning Tax Credit Program";
17 providing and revising definitions; providing that
18 businesses that hire apprentices or preapprentices are
19 eligible for the tax credit; providing requirements
20 for such eligibility; amending s. 413.615, F.S.;
21 revising the requirements for the use of funds by the
22 board of directors of the Florida Endowment Foundation
23 for the Division of Vocational Rehabilitation within
24 the Department of Education; extending the scheduled
25 date of repeal of the Florida Endowment for Vocational

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26 Rehabilitation; amending s. 445.004, F.S.; revising
27 the list of credentials that must be included on the
28 Master Credentials List; revising CareerSource
29 Florida, Inc., responsibilities in providing
30 administrative support to the state board; requiring
31 the director of the Office of Reimagining Education
32 and Career Help to serve as the chair of the
33 Credentials Review Committee; requiring that
34 credentials remain on the list for a specified time;
35 deleting the requirement that the Credentials Review
36 Committee develop a returned-value funding formula;
37 revising responsibilities of the state board;
38 conforming provisions to changes made by the act;
39 amending s. 445.007, F.S.; requiring local workforce
40 development boards to create specified consortiums;
41 providing requirements for such consortiums; providing
42 for the appointment and terms of consortium members
43 and the filling of vacancies; prohibiting local
44 workforce development board members from serving as a
45 consortium member; amending s. 445.009, F.S.; revising
46 the requirements for training services provided
47 through the one-stop delivery system; amending s.
48 445.038, F.S.; providing requirements for certain jobs
49 to be eligible for job training; amending s. 446.071,
50 F.S.; revising the entities that may be a local

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51 apprenticeship sponsor; amending s. 446.0915, F.S.;
52 requiring diversified education programs be
53 prioritized as certain paid work-based learning
54 experiences; requiring district school boards to
55 provide at least one work-based learning opportunity
56 to certain students; amending s. 446.54, F.S.;
57 requiring specified employers to apply to the
58 Department of Financial Services for reimbursement of
59 workers' compensation premiums paid for students
60 participating in work-based learning opportunities;
61 providing requirements for the application for
62 reimbursement and verification of information provided
63 on such applications; requiring that reimbursements be
64 made on a first-come, first-served basis; defining the
65 term "educational institution"; amending s. 464.0195,
66 F.S.; revising the primary goals of the Florida Center
67 for Nursing; requiring the center to submit a
68 specified annual report to the Governor and the
69 Legislature by a date certain; amending s. 1001.43,
70 F.S.; requiring school districts to adopt policies and
71 procedures to celebrate the academic and career
72 achievements of students; beginning in a specified
73 school year, requiring each high school to host an
74 annual career fair for certain students; providing
75 requirements for such career fairs; amending s.

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76 1002.31, F.S.; providing additional requirements for
77 the controlled open enrollment process used by
78 district school boards relating to the completion of
79 certain courses or certifications; amending s.
80 1003.02, F.S.; modifying requirements for parental
81 notification of acceleration options for students;
82 amending s. 1003.4156, F.S.; revising requirements for
83 the revisions of certain personalized academic and
84 career plans; amending s. 1003.4203, F.S.; deleting a
85 requirement that each district school board provide to
86 schools certain digital tools and materials; deleting
87 provisions relating to CAPE innovation courses;
88 providing for the approval of CAPE industry
89 certifications by CareerSource; requiring CareerSource
90 to provide a letter of deficiency within a specified
91 timeframe to applicants who fail to meet certain
92 standards; amending s. 1003.4282, F.S.; revising the
93 credit requirements for a high school diploma;
94 Authorizing certain practical arts courses to satisfy
95 the one credit requirement in fine or performing arts,
96 speech and debate, or career and technical education;
97 requiring the State Board of Education to collaborate
98 with certain entities to facilitate the award of such
99 credit; requiring the department to convene a
100 workgroup to review and identify certain education

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101 programs and pathways; amending s. 1003.4285, F.S.;
102 renaming the Merit designation for standard high
103 school diplomas as the "Industry Scholar" designation;
104 amending s. 1003.491, F.S.; revising the data used in
105 creating the strategic 3-year plan developed by the
106 local school district and specified entities; amending
107 s. 1003.5716, F.S.; conforming provisions to changes
108 made by the act; amending s. 1004.013, F.S.; renaming
109 the workforce opportunity portal as the "consumer-
110 first workforce system"; conforming provisions to
111 changes made by the act; amending s. 1004.015, F.S.;
112 providing additional duties for the Florida Talent
113 Development Council; requiring the council to submit
114 recommendations to the Governor and the Legislature by
115 a specified date; amending s. 1008.41, F.S.;
116 conforming a provision to changes made by the act;
117 amending s. 1008.44, F.S.; revising which courses must
118 be included on the CAPE Industry Certification Funding
119 List; providing the Department of Education with
120 authority to select certain digital tool certificates;
121 requiring the department to annually review certain
122 assessments; deleting criteria used by the
123 Commissioner of Education in limiting certain
124 certifications and certificates; amending s. 1009.77,
125 F.S.; revising student eligibility criteria for the

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126 Florida Work Experience Program; providing
127 requirements for participating institutions; creating
128 s. 1009.771, F.S.; authorizing a state university to
129 establish a workforce education partnership program
130 for specified purposes; requiring the Board of
131 Governors to create a template for the establishment
132 of such program; providing board and template
133 requirements; requiring the board adopt regulations;
134 amending s. 1011.62, F.S.; conforming cross-
135 references; reenacting and amending s. 1011.80, F.S.;
136 authorizing certain entities to offer continuing
137 workforce education courses and programs without prior
138 approval by the State Board of Education; requiring
139 certain Florida College System institutions and school
140 districts to maintain certain records and produce
141 certain reports; deleting a requirement that a
142 workforce education program must be reviewed by the
143 State Board of Education subject to certain criteria
144 for a Florida College System Institution or school
145 district to receive certain funding; providing that
146 new workforce education programs must be approved by
147 the board of trustees of the institution or the
148 district school board; requiring each district school
149 board to be provided funds for each industry
150 certification earned by a student in specified areas;

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151 amending s. 1011.801, F.S.; requiring the Department
152 of Education, rather than the State Board of
153 Education, to administer the Workforce Development
154 Capitalization Incentive Grant Program; revising the
155 purpose of the program; authorizing the State Board of
156 Education to adopt rules governing program
157 administration; amending s. 1011.802, F.S.; revising
158 requirements for the Florida Pathways to Career
159 Opportunities Grant Program; limiting the potential
160 grant award for each recipient; providing duties for
161 the Department of Education regarding the grant
162 program; authorizing the department to grant a bonus
163 in the award amount to certain applicants; amending s.
164 1011.803, F.S.; revising the purpose of and
165 requirements for the Money-back Guarantee Program;
166 amending s. 1011.81, F.S.; deleting a requirement for
167 the development of a return-value formula; deleting
168 requirements for the allocation of specified funds;
169 amending s. 1012.39, F.S.; revising experience
170 requirements for nondegreed teachers; amending s.
171 1012.57, F.S.; revising requirements for the award of
172 an adjunct teaching certificate; amending s. 1012.585,
173 F.S.; revising the requirements for district school
174 board inservice master plans; amending s. 1014.05,
175 F.S.; requiring school districts to include procedures

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176 to inform parents or guardians about certain
177 apprenticeships, programs, and certifications in a
178 specified policy; requiring the Office of Program
179 Policy Analysis and Government Accountability to
180 conduct a review of career statewide articulation
181 agreements; providing requirements for the review;
182 requiring the office to present a report to the
183 Legislature by a specified date; providing an
184 effective date.
185
186 Be It Enacted by the Legislature of the State of Florida:
187
188 Section 1. Paragraph (h) of subsection (3) and paragraphs
189 (a), (c), (d), and (e) of subsection (5) of section 14.36,
190 Florida Statutes, are amended, and paragraph (k) is added to
191 subsection (3) of that section, to read:
192 14.36 Reimagining Education and Career Help Act.—The
193 Reimagining Education and Career Help Act is created to address
194 the evolving needs of Florida's economy by increasing the level
195 of collaboration and cooperation among state businesses and
196 education communities while improving training within and equity
197 and access to a more integrated workforce and education system
198 for all Floridians.
199 (3) The duties of the office are to:
200 (h) Develop the criteria for assigning a letter grade for

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201 each local workforce development board under s. 445.004. The
202 criteria shall, in part, be based on local workforce development
203 board performance accountability measures and return on
204 investment. The majority of the grade shall be based on the
205 improvement by each local workforce development board in the
206 long-term self-sufficiency of participants through outcome
207 measures such as reduction in long-term public assistance and
208 the percentage of participants whose wages were higher after
209 program completion compared to wages before participation in a
210 program. The office shall also develop criteria and display
211 public information that will assist the public in making
212 informed decisions when deciding to access the local workforce
213 board or one-stop career center.
214 (k) Facilitate coordination among the Department of
215 Economic Opportunity, the Department of Education, and
216 CareerSource Florida, Inc., to develop and expand
217 apprenticeship, preapprenticeship, and other work-based learning
218 models and streamline efforts to recruit and onboard new
219 apprentices, preapprentices, students, and employers interested
220 in work-based learning opportunities. Such coordination shall
221 include, but not be limited to, conducting outreach with
222 business leaders, local governments, and education providers.
223 (5) The office shall provide the public with access to
224 available federal, state, and local services and provide
225 stakeholders with a systemwide, global view of workforce related

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226 program data across various programs through actionable
227 qualitative and quantitative information. The office shall:
228 (a) Minimize duplication and maximize the use of existing
229 resources by facilitating the adaptation and integration of
230 state information systems to improve usability and seamlessly
231 link to the consumer-first workforce system opportunity portal
232 and other compatible state information systems and applications
233 to help residents of the state:
234 1. Explore and identify career opportunities.
235 2. Identify in-demand jobs and associated earning
236 potential.
237 3. Identify the skills and credentials needed for specific
238 jobs.
239 4. Access a broad array of federal, state, and local
240 workforce related programs.
241 5. Determine the quality of workforce related programs
242 offered by public postsecondary educational institutions and
243 public and private training providers, based on employment,
244 wages, continued education, student loan debt, and receipt of
245 public assistance by graduates of workforce, certificate, or
246 degree programs. To gather this information, the office shall
247 review each workforce related program 1 year after the program's
248 first graduating class and every 5 years after the first review.
249 6. Identify opportunities and resources to support
250 individuals along their career pathway.

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251 7. Provide information to help individuals understand
252 their potential earnings through paid employment and cope with
253 the loss of public assistance as they progress through career
254 pathways toward self-sufficiency.
255 8. Map the timing and magnitude of the loss of public
256 assistance for in-demand occupations across the state to help
257 individuals visualize how their incomes will increase over time
258 as they move toward self-sufficiency.
259 (b) Provide access to labor market data consistent with
260 the official information developed by the Labor Market
261 Estimating Conference and the Labor Market Statistics Center
262 within the Department of Economic Opportunity and provide
263 guidance on how to analyze the data, the appropriate use of the
264 data, and any limitations of the data, including instances in
265 which such data may not be used.
266 (c) Maximize the use of the consumer-first workforce
267 system opportunity portal at locations within the workforce
268 development system.
269 (d) Maximize the use of available federal and private
270 funds appropriated for the development and initial operation of
271 the consumer-first workforce system opportunity portal. Any
272 incidental costs to state agencies must be derived from existing
273 resources.
274 (e) Annually, by December 1, 2022, and annually
275 thereafter, report to the Legislature on the implementation and

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276 outcomes of the consumer-first workforce system opportunity
277 portal, including the increase of economic self-sufficiency of
278 individuals.
279 Section 2. Section 216.135, Florida Statutes, is amended
280 to read:
281 216.135 Use of official information by state agencies and
282 the judicial branch.—Each state agency and the judicial branch
283 shall use the official information developed by the consensus
284 estimating conferences in carrying out their duties under the
285 state planning and budgeting system. State agencies, including
286 divisions, bureaus, and statutorily created entities thereof,
287 must ensure that any related work product is consistent with the
288 official information developed by the Economic Estimating
289 Conference, the Demographic Estimating Conference, and the Labor
290 Market Estimating Conference.
291 Section 3. Paragraph (a) of subsection (7) of section
292 216.136, Florida Statutes, is amended to read:
293 216.136 Consensus estimating conferences; duties and
294 principals.—
295 (7) LABOR MARKET ESTIMATING CONFERENCE.—
296 (a) The Labor Market Estimating Conference shall develop
297 such official information with respect to real-time supply and
298 demand in Florida's statewide and, regional, and local labor
299 markets as the conference determines is needed by the state's
300 near-term and long-term state planning and budgeting system.

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301 Such information must shall include labor supply by education
302 level, analyses of labor demand by occupational groups and
303 occupations compared to labor supply, and a ranking of critical
304 areas of concern, and identification of in-demand, high-skill,
305 middle-level to high-level wage occupations prioritized by level
306 of statewide or regional shortages. The Office of Economic and
307 Demographic Research is designated as the official lead for the
308 United States Census Bureau's State Data Center Program or its
309 successor. All state agencies shall must provide the Office of
310 Economic and Demographic Research with the necessary data to
311 accomplish the goals of the conference. In accordance with s.
312 216.135, state agencies must ensure that any related work
313 product regarding labor demand and supply is consistent with the
314 official information developed by the Labor Market Estimating
315 Conference created in s. 216.136.
316 Section 4. Section 220.198, Florida Statutes, is amended
317 to read:
318 220.198 Experiential learning Internship tax credit
319 program.—
320 (1) This section may be cited as the "Florida Experiential
321 Learning Internship Tax Credit Program."
322 (2) As used in this section, the term:
323 (a) "Apprentice" has the same meaning as in s. 446.021(2).
324 (b)(a) "Full time" means at least 30 hours per week.
325 (c) "Preapprentice" has the same meaning as in s.

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326 446.021(1).
327 (d)(b) "Qualified business" means a business that is in
328 existence and has been continuously operating for at least 3
329 years.
330 (e)(c) "Student intern" means a person who has completed
331 at least 60 credit hours at a state university or 15 credit
332 hours at a Florida College System institution, regardless of
333 whether the student intern receives course credit for the
334 internship; a person who is enrolled in a career center operated
335 by a school district under s. 1001.44 or a charter technical
336 career center; or any graduate student enrolled at a state
337 university.
338 (3) For taxable years beginning on or after January 1,
339 2022, a qualified business is eligible for a credit against the
340 tax imposed by this chapter in the amount of $2,000 per
341 apprentice, preapprentice, or student intern if all of the
342 following apply:
343 (a) The qualified business employed at least one
344 apprentice, preapprentice, or student intern in an
345 apprenticeship, preapprenticeship, or internship in which the
346 student intern worked full time in this state for at least 9
347 consecutive weeks, or the apprentice or preapprentice worked in
348 this state for at least 500 hours, and the qualified business
349 provides the department documentation evidencing each
350 apprenticeship, preapprenticeship, or internship claimed. The

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351 department may require the taxpayer to provide the taxpayer’s
352 Registered Apprenticeship Partners Information Data System
353 (RAPIDS) program identification number and other necessary
354 information, which the department may verify with the Department
355 of Education.
356 (b) The qualified business provides the department
357 documentation for the current taxable year showing that at least
358 20 percent of the business' full-time employees were previously
359 employed by that business as apprentices, preapprentices, or
360 student interns.
361 (c) At the start of an internship, Each apprentice,
362 preapprentice, or student intern provides the qualified business
363 with verification by the apprentice's, preapprentice's, or
364 student intern's state university, Florida College System
365 institution, career center operated by a school district under
366 s. 1001.44, or charter technical career center, or provider of
367 related technical instruction that the apprentice,
368 preapprentice, or student intern is enrolled and maintains a
369 minimum grade point average of 2.0 on a 4.0 scale, if
370 applicable. The qualified business may accept a letter from the
371 applicable educational institution or provider of related
372 technical instruction stating that the apprentice,
373 preapprentice, or student intern is enrolled as evidence that
374 the apprentice, preapprentice, or student intern meets these
375 requirements.

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376 (4) Notwithstanding paragraph (3)(b), a qualified business
377 that, on average for the 3 immediately preceding years, employed
378 10 or fewer full-time employees may receive the tax credit if it
379 provides documentation that it previously hired at least one
380 apprentice, preapprentice, or student intern and, for the
381 current taxable year, that it employs on a full-time basis at
382 least one employee who was previously employed by that qualified
383 business as an apprentice, preapprentice, or a student intern.
384 (5)(a) A qualified business, including all subsidiaries,
385 may not claim a tax credit of more than $10,000 in any one
386 taxable year.
387 (b) The combined total amount of tax credits which may be
388 granted to qualified businesses under this section is $2.5
389 million in each of state fiscal years 2021-2022, and 2022-2023,
390 2023-2024, and 2024-2025. The department must approve the tax
391 credit prior to the taxpayer taking the credit on a return. The
392 department must approve credits on a first-come, first-served
393 basis.
394 (6) The department may adopt rules, including emergency
395 rules pursuant to s. 120.54(4), governing the manner and form of
396 applications for the tax credit and establishing qualification
397 requirements for the tax credit. All conditions are deemed met
398 for the adoption of emergency rules pursuant to s. 120.54(4).
399 (7) A qualified business may carry forward any unused
400 portion of a tax credit under this section for up to 2 taxable

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401 years.
402 Section 5. Paragraph (a) of subsection (10) of section
403 413.615, Florida Statutes, is amended to read:
404 413.615 Florida Endowment for Vocational Rehabilitation.—
405 (10) DISTRIBUTION OF MONEYS.—The board shall use the
406 moneys in the operating account, by whatever means, to provide
407 for:
408 (a)1. Planning, research, and policy development for
409 issues related to the employment and training of disabled
410 citizens, and publication and dissemination of such information
411 as may serve the objectives of this section.
412 2. Research on the systems in the state that provide
413 services to persons with disabilities, including autism and
414 intellectual and developmental disabilities. The board shall
415 submit to the Legislature a report by December 1, 2023. The
416 report must:
417 a. Identify the current systems for service delivery to
418 persons with disabilities, including operations, services,
419 coordination activities, and structures.
420 b. Identify barriers and obstacles in transportation for
421 persons with disabilities living in the home or receiving
422 community-based services for jobs, medical appointments, and
423 peer-to-peer groups.
424 c. Identify workforce issues related to direct support
425 professionals, behavioral or mental health specialists, health

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426 care practitioners, and other individuals who assist with the
427 provision of services to persons with disabilities.
428 d. Examine the best practices for uniform and efficient
429 service delivery and the coordination of and transition among
430 systems, including transitioning out of high school.
431 e. Examine federal and state law and rules that impact or
432 limit supports or services for persons with disabilities.
433 f. Identify systemwide incongruency and inefficiencies in
434 service delivery.
435 g. Identify opportunities for job coaching and community
436 participation supports, including those opportunities for
437 individuals who cannot or choose not to go into the community
438 because of underlying issues.
439
440 Any allocation of funds for research, advertising, or consulting
441 shall be subject to a competitive solicitation process. State
442 funds may not be used to fund events for private sector donors
443 or potential donors or to honor supporters.
444 (14) REPEAL.—This section is repealed October 1, 2027
445 2023, unless reviewed and saved from repeal by the Legislature.
446 Section 6. Subsection (1), paragraph (h) of subsection
447 (4), and subsection (8) of section 445.004, Florida Statutes,
448 are amended, and paragraphs (f) through (i) are added to
449 subsection (6) of that section, to read:
450 445.004 CareerSource Florida, Inc., and the state board;

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451 creation; purpose; membership; duties and powers.—
452 (1) CareerSource Florida, Inc., is created as a not-for-
453 profit corporation, which shall be registered, incorporated,
454 organized, and operated in compliance with chapter 617 and shall
455 operate at the direction of the state board. CareerSource
456 Florida, Inc., is not a unit or entity of state government and
457 is exempt from chapters 120 and 287. CareerSource Florida, Inc.,
458 shall apply the procurement and expenditure procedures required
459 by federal law for the expenditure of federal funds. To the
460 extent permitted by state or federal law, CareerSource Florida,
461 Inc., in consultation with the department, shall assist the
462 state board in developing and administering streamlined and
463 collaborative approaches to workforce development that result in
464 cost savings and efficiencies throughout the state. CareerSource
465 Florida, Inc., shall be administratively housed within the
466 department and shall operate under agreement with the
467 department. The Legislature finds that public policy dictates
468 that CareerSource Florida, Inc., operate in the most open and
469 accessible manner consistent with its public purpose. To this
470 end, the Legislature specifically declares that CareerSource
471 Florida, Inc., its board, councils, and any advisory committees
472 or similar groups created by CareerSource Florida, Inc., are
473 subject to the provisions of chapter 119 relating to public
474 records, and those provisions of chapter 286 relating to public
475 meetings.

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476 (4)
477 (h)1. The state board shall appoint a Credentials Review
478 Committee to identify nondegree credentials and degree
479 credentials of value for approval by the state board and
480 inclusion in the Master Credentials List. Such credentials must
481 include registered apprenticeship programs, industry
482 certifications, including industry certifications for
483 agricultural occupations submitted pursuant to s. 570.07(43),
484 licenses, advanced technical certificates, college credit
485 certificates, career certificates, applied technology diplomas,
486 associate degrees, baccalaureate degrees, and graduate degrees.
487 The Credentials Review Committee must include:
488 a. The Chancellor of the Division of Public Schools.
489 b. The Chancellor of the Division of Career and Adult
490 Education.
491 c. The Chancellor of the Florida College System.
492 d. The Chancellor of the State University System.
493 e. The director of the Office of Reimagining Education and
494 Career Help, who must serve as chair of the committee.
495 f. Four members from local workforce development boards,
496 with equal representation from urban and rural regions.
497 g. Two members from nonpublic postsecondary institutions.
498 h. Two members from industry associations.
499 i. Two members from Florida-based businesses.
500 j. Two members from the Department of Economic

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501 Opportunity.
502 k. One member from the Department of Agriculture and
503 Consumer Services.
504 2. All information pertaining to the Credentials Review
505 Committee, the process for the approval of credentials of value,
506 and the Master Credentials List must be made available and be
507 easily accessible to the public on all relevant state agency
508 websites.
509 3. The Credentials Review Committee shall establish a
510 definition for credentials of value and create a framework of
511 quality. The framework must align with federally funded
512 workforce accountability requirements and undergo biennial
513 review.
514 4. The criteria to determine value for nondegree
515 credentials should, at a minimum, require:
516 a. Evidence that the credential meets labor market demand
517 as identified by the Labor Market Statistics Center within the
518 Department of Economic Opportunity or the Labor Market
519 Estimating Conference created in s. 216.136 or meets local
520 demand as identified in the criteria adopted by the Credentials
521 Review Committee. Evidence to be considered by the Credentials
522 Review Committee must include employer information on present
523 credential use or emerging opportunities.
524 b. Evidence that the competencies mastered upon completion
525 of the credential are aligned with labor market demand.

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526 c. Evidence of the employment and earnings outcomes for
527 individuals after obtaining the credential. Earnings outcomes
528 must provide middle-level to high-level wages with preference
529 given to credentials generating high-level wages. Credentials
530 that do not meet the earnings outcomes criteria must be part of
531 a sequence of credentials that are required for the next level
532 occupation that does meet the earnings outcomes criteria in
533 order to be identified as a credential of value. For new
534 credentials, this criteria may be met with conditional
535 eligibility until measurable labor market outcomes are obtained.
536 5. The Credentials Review Committee shall establish the
537 criteria to determine value for degree programs. This criteria
538 must shall include evidence that the program meets statewide or
539 regional the labor market demand as identified by the Labor
540 Market Statistics Center within the Department of Economic
541 Opportunity or Labor Market Estimating Conference created in s.
542 216.136 or meets local demand as determined by the committee.
543 Such criteria must be used to designate programs of emphasis
544 under s. 1001.706 and to guide the development of program
545 standards and benchmarks under s. 1004.92.
546 6. The Credentials Review Committee shall establish a
547 process for prioritizing nondegree credentials and degree
548 programs based on critical statewide or regional shortages.
549 7. The Credentials Review Committee shall establish a
550 process for:

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551 a. At a minimum, quarterly review and approval of
552 credential applications. Approved credentials of value shall be
553 used by the committee to develop the Master Credentials List.
554 b. Annual review of the Master Credentials List.
555 c. Phasing out credentials on the Master Credentials List
556 that no longer meet the framework of quality. Credentials must
557 remain on the list for at least 1 year after identification for
558 removal.
559 d. Designating performance funding eligibility under ss.
560 1011.80 and 1011.81, based upon the highest available
561 certification for postsecondary students.
562 e. Upon approval Beginning with the 2022-2023 school year,
563 the state board shall submit the Master Credentials List to the
564 State Board of Education. The list must, at a minimum, identify
565 nondegree credentials and degree programs determined to be of
566 value for purposes of the CAPE Industry Certification Funding
567 List adopted under ss. 1008.44 and 1011.62(1); if the credential
568 or degree program meets statewide, regional, or local level
569 demand; the type of certificate, credential, or degree; and the
570 primary standard occupation classification code. For the 2021-
571 2022 school year, the Master Credentials List shall be comprised
572 of the CAPE Industry Certification Funding List and the CAPE
573 Postsecondary Industry Certification Funding List under ss.
574 1008.44 and 1011.62(1) and adopted by the State Board of
575 Education before October 1, 2021.

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576 8. The Credentials Review Committee shall establish a
577 process for linking Classifications of Instructional Programs
578 (CIP) to Standard Occupational Classifications (SOC) for all new
579 credentials of value identified on the Master Credentials List.
580 The CIP code aligns instructional programs to occupations. A CIP
581 to SOC link indicates that programs classified in the CIP code
582 category prepare individuals for jobs classified in the SOC code
583 category. The state board shall submit approved CIP to SOC
584 linkages to the State Board of Education with each credential
585 that is added to the Master Credentials List.
586 9. The Credentials Review Committee shall identify all
587 data elements necessary to collect information on credentials by
588 the Florida Education and Training Placement Program automated
589 system under s. 1008.39.
590 10. The Credentials Review Committee shall develop a
591 returned-value funding formula as provided under ss.
592 1011.80(7)(b) and 1011.81(2)(b). When developing the formula,
593 the committee may not penalize Florida College System
594 institutions or school districts if students postpone employment
595 to continue their education.
596 (6) The state board, in consultation with the department,
597 shall achieve the purposes of this section by:
598 (f) Requiring administrative cost arrangements among
599 planning regions.
600 (g) Implementing consistent contract and procurement

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601 policies and procedures.
602 (h) Requiring the use of a state-established template for
603 contracts or other method for ensuring all contract mechanisms
604 follow certain standards established by the state board.
605 (i) Leveraging buying power for fringe benefits,
606 including, but not limited to, health insurance, life insurance,
607 and retirement.
608 (8) Each October 15 Annually, beginning July 1, 2022, the
609 state board shall assign and make the public information
610 available and easily accessible on its website a letter grade
611 for each local workforce development board using the criteria
612 established by the Office of Reimagining Education and Career
613 Help under s. 14.36, including the most recently assigned letter
614 grade.
615 Section 7. Subsection (15) is added to section 445.007,
616 Florida Statutes, to read:
617 445.007 Local workforce development boards.—
618 (15) Each local workforce development board shall create
619 an education and industry consortium composed of representatives
620 of educational entities and businesses in the designated service
621 delivery area. Each consortium shall provide quarterly reports
622 to the applicable local board which provide community-based
623 information related to educational programs and industry needs
624 to assist the local board in making decisions on programs,
625 services, and partnerships in the service delivery area. The

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626 local board shall consider the information obtained from the
627 consortium to determine the most effective ways to grow, retain,
628 and attract talent to the service delivery area. The chair of
629 each local workforce development board shall appoint the
630 consortium members. A member of a local workforce development
631 board may not serve as a member of the consortium. Consortium
632 members shall be appointed for 2-year terms beginning on January
633 1 of the year of appointment, and any vacancy on the consortium
634 must be filled for the remainder of the unexpired term in the
635 same manner as the original appointment.
636 Section 8. Paragraphs (a) and (e) of subsection (8) of
637 section 445.009, Florida Statutes, are amended to read:
638 445.009 One-stop delivery system.—
639 (8)
640 (a) Individual Training Accounts must be expended on
641 programs that prepare people to enter occupations identified by
642 the Labor Market Statistics Center within the Department of
643 Economic Opportunity and the Labor Market Estimating Conference
644 created by s. 216.136, and on other programs recommended and
645 approved by the state board following a review by the department
646 to determine the program's compliance with federal law.
647 (e) Training services provided through Individual Training
648 Accounts must be performance-based, with successful job
649 placement triggering final payment of at least 10 percent.
650 Section 9. Section 445.038, Florida Statutes, is amended

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651 to read:
652 445.038 Digital media; job training.—CareerSource Florida,
653 Inc., through the Department of Economic Opportunity, may use
654 funds dedicated for incumbent worker training for the digital
655 media industry. Training may be provided by public or private
656 training providers for broadband digital media jobs listed on
657 the occupations list developed by the Labor Market Estimating
658 Conference, the Labor Market Statistics Center within the
659 Department of Economic Opportunity, and on other programs
660 recommended and approved by the state board following a review
661 by the department to determine the program’s compliance with
662 federal law. Programs that operate outside the normal semester
663 time periods and coordinate the use of industry and public
664 resources must should be given priority status for funding.
665 Section 10. Subsection (2) of section 446.071, Florida
666 Statutes, is amended to read:
667 446.071 Apprenticeship sponsors.—
668 (2) A local apprenticeship sponsor may be a committee, a
669 group of employers, an employer, or a group of employees, an
670 educational institution, a local workforce board, a community or
671 faith-based organization, an association, or any combination
672 thereof.
673 Section 11. Subsection (3) of section 446.0915, Florida
674 Statutes, is renumbered as subsection (4), subsection (2) is
675 amended, and a new subsection (3) is added to that section, to

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676 read:
677 446.0915 Work-based learning opportunities.—
678 (2) A work-based learning opportunity must meet all of the
679 following criteria:
680 (a) Be developmentally appropriate.
681 (b) Identify learning objectives for the term of
682 experience.
683 (c) Explore multiple aspects of an industry.
684 (d) Develop workplace skills and competencies.
685 (e) Assess performance.
686 (f) Provide opportunities for work-based reflection.
687 (g) Link to next steps in career planning and preparation
688 in a student's chosen career pathway.
689 (h) Be provided in an equal and fair manner.
690 (i) Be documented and reported in compliance with state
691 and federal labor laws.
692
693 A work-based learning opportunity should prioritize paid
694 experiences, such as apprenticeship, and preapprenticeship, and
695 diversified education programs.
696 (3) Each district school board shall ensure that each
697 student enrolled in grades 9 through 12 has access to at least
698 one work-based learning opportunity.
699 Section 12. Section 446.54, Florida Statutes, is amended
700 to read:

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701 446.54 Reimbursement for workers' compensation insurance
702 premiums.—
703 (1) A student 18 years of age or younger who is in a paid
704 work-based learning opportunity must shall be covered by the
705 workers' compensation insurance of his or her employer in
706 accordance with chapter 440. For purposes of chapter 440, a
707 school district or Florida College System institution is
708 considered the employer of a student 18 years of age or younger
709 who is providing unpaid services under a work-based learning
710 opportunity provided by the school district or Florida College
711 System institution.
712 (2) Subject to appropriation, the Department of Education
713 may reimburse employers, including school districts and Florida
714 College System institutions, may apply to the Department of
715 Financial Services for reimbursement of the proportionate cost
716 of workers' compensation premiums paid during the fiscal year
717 for students participating in work-based learning opportunities
718 in the previous state fiscal year in accordance with department
719 rules.
720 (a) An application for reimbursement must include the
721 following information:
722 1. The number of students participating in work-based
723 learning opportunities with the employer, including the number
724 of students who are participating in paid and unpaid work-based
725 learning opportunities with the employer;

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726 2. An attestation that:
727 a. The students were 18 years of age or younger during the
728 time when participating in the work-based learning opportunity.
729 b. For an employer who paid the students, the employer is
730 seeking reimbursement for the proportionate cost of workers'
731 compensation premiums related to those students only or, for a
732 school district or Florida College System institution that is
733 considered the employer, the employer is seeking reimbursement
734 for the proportionate cost of workers' compensation premiums
735 related to those students only.
736 3. A description of the method used by the employer to
737 determine the proportionate share of the cost of workers'
738 compensation premiums attributable to students.
739 4. The total amount of reimbursement requested.
740 5. The employer's name, point of contact, and contact
741 information.
742 6. A statement by the employer agreeing to maintain
743 documentation supporting the information in the application for
744 5 years.
745 7. Any other information requested by the department.
746 (b) Within 45 days after receipt of a complete
747 application, the Department of Financial Services must process
748 the application and provide the applicant with notification of
749 approval or denial of the application. The Department of
750 Financial Services shall coordinate with the educational

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751 institution to verify the information on the application related
752 to the employer and the students participating in the work-based
753 learning opportunity. Reimbursements must be made on a first-
754 come, first-served basis.
755 (c) For purposes of this section, the term "educational
756 institution" means a school as defined in s. 1003.01(2) operated
757 by a district school board, a charter school formed under s.
758 1002.33, a career center operated by a district school board
759 under s. 1001.44, a charter technical career center under s.
760 1002.34, or a Florida College System institution listed in s.
761 1000.21(3).
762 Section 13. Paragraph (a) of subsection (2) is amended,
763 and paragraph (c) of (2) is amended, and subsection (5) is added
764 to section 464.0195, Florida Statutes, to read:
765 464.0195 Florida Center for Nursing; goals.—
766 (2) The primary goals for the center shall be to:
767 (a) Develop a strategic statewide plan for nursing
768 manpower in this state by:
769 1. Conducting a statistically valid biennial data-driven
770 gap analysis of the supply and demand of the health care
771 workforce. Demand must align with the Labor Market Estimating
772 Conference created in s. 216.136. The center shall:
773 a. Establish and maintain a database on nursing supply and
774 demand in the state, to include current supply and demand.
775 b. Analyze the current and future supply and demand in the

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776 state and the impact of this state's participation in the Nurse
777 Licensure Compact under s. 464.0095.
778 2. Developing recommendations to increase nurse faculty
779 and clinical preceptors, support nurse faculty development, and
780 promote advanced nurse education.
781 3. Developing best practices in the academic preparation
782 and continuing education needs of qualified nurse educators,
783 nurse faculty, and clinical preceptors.
784 4. Collecting data on nurse faculty, employment,
785 distribution, and retention.
786 5. Piloting innovative projects to support the
787 recruitment, development, and retention of qualified nurse
788 faculty and clinical preceptors.
789 6. Encouraging and coordinating the development of
790 academic-practice partnerships to support nurse faculty
791 employment and advancement.
792 7. Developing distance learning infrastructure for nursing
793 education and advancing faculty competencies in the pedagogy of
794 teaching and the evidence-based use of technology, simulation,
795 and distance learning techniques.
796 (c) Convene various groups representative of nurses, other
797 health care providers, businesses and industries, consumers,
798 lawmakers, and educators to:
799 1. Review and comment on data analysis prepared for the
800 center.

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801 2. Recommend systemic changes, including strategies for
802 implementation of recommended changes.
803 3. Evaluate and report the results of these efforts to the
804 Legislature and others.
805 (5) No later than each January 10, the center shall submit
806 to the Governor, the President of the Senate, and the Speaker of
807 the House of Representatives providing details of its activities
808 during the preceding calendar year in pursuit of its goals and
809 in the execution of its duties under subsection (2), including a
810 nursing education program report.
811 Section 14. Subsection (14) of section 1001.43, Florida
812 Statutes, is amended to read:
813 1001.43 Supplemental powers and duties of district school
814 board.—The district school board may exercise the following
815 supplemental powers and duties as authorized by this code or
816 State Board of Education rule.
817 (14) RECOGNITION OF ACADEMIC AND CAREER ACHIEVEMENT.—
818 (a) The Legislature recognizes the importance of promoting
819 student academic and career achievement, motivating students to
820 attain academic and career achievement, and providing positive
821 acknowledgment for that achievement. It is the intent of the
822 Legislature that school districts bestow the same level of
823 recognition to the state's academic and career scholars as to
824 its athletic scholars.
825 (b) The district school board is required encouraged to

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826 adopt policies and procedures to celebrate the academic and
827 career workforce achievement of students by:
828 1. Declaring an "Academic Scholarship Signing Day" to
829 recognize the outstanding academic achievement of high school
830 seniors who sign a letter of intent to accept an academic
831 scholarship offered to the student by a postsecondary
832 educational institution.
833 2. Declaring a "College and Career Decision Day" to
834 recognize high school seniors for their postsecondary education
835 plans, to encourage early preparation for college, and to
836 encourage students to pursue advanced career pathways through
837 the attainment of industry certifications for which there are
838 statewide college credit articulation agreements.
839 3. Beginning with the 2023-2024 school year, requiring
840 each high school to host an annual career fair during the school
841 year and establish a process to provide students in grades 11
842 and 12 the opportunity to meet or interview with potential
843 employers during the career fair. The career fair must be held
844 on the campus of the high school, except that a group of high
845 schools in the district may hold a joint career fair to satisfy
846 the requirement in this subparagraph. The career fair must be
847 held during the school day.
848
849 District school board policies and procedures may include
850 conducting assemblies or other appropriate public events in

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851 which students sign actual or ceremonial documents accepting
852 scholarships or enrollment. The district school board may
853 encourage holding such events in an assembly or gathering of the
854 entire student body as a means of making academic and career
855 success and recognition visible to all students.
856 Section 15. Paragraph (l) is added to subsection (3) of
857 section 1002.31, Florida Statutes, to read:
858 1002.31 Controlled open enrollment; public school parental
859 choice.—
860 (3) Each district school board shall adopt by rule and
861 post on its website the process required to participate in
862 controlled open enrollment. The process must:
863 (l) Enable a student who, in middle school, completed a
864 career and technical education course or an industry
865 certification included in the CAPE Industry Certification
866 Funding List to continue a sequential program of career and
867 technical education in the same concentration, if a high school
868 in the district offers the program.
869 Section 16. Paragraph (i) of subsection (1) of section
870 1003.02, Florida Statutes, is amended to read:
871 1003.02 District school board operation and control of
872 public K-12 education within the school district.—As provided in
873 part II of chapter 1001, district school boards are
874 constitutionally and statutorily charged with the operation and
875 control of public K-12 education within their school districts.

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876 The district school boards must establish, organize, and operate
877 their public K-12 schools and educational programs, employees,
878 and facilities. Their responsibilities include staff
879 development, public K-12 school student education including
880 education for exceptional students and students in juvenile
881 justice programs, special programs, adult education programs,
882 and career education programs. Additionally, district school
883 boards must:
884 (1) Provide for the proper accounting for all students of
885 school age, for the attendance and control of students at
886 school, and for proper attention to health, safety, and other
887 matters relating to the welfare of students in the following
888 areas:
889 (i) Parental Notification of acceleration, academic, and
890 career planning options.—At the beginning of each school year,
891 notify parents of students in or entering high school and the
892 students' parents, in a language that is understandable to
893 students and parents, of the opportunity and benefits of
894 advanced placement, International Baccalaureate, Advanced
895 International Certificate of Education, and dual enrollment
896 courses; career and professional academies; career-themed
897 courses; the career and technical education pathway to earn a
898 standard high school diploma under s. 1003.4282(10); work-based
899 learning opportunities, including internships and apprenticeship
900 and preapprenticeship programs;, and Florida Virtual School

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901 courses; and options for early graduation under s. 1003.4281;
902 and provide those students and parents with the contact
903 information of a certified school counselor who can advise
904 students on these options.
905 Section 17. Paragraph (e) of subsection (1) of section
906 1003.4156, Florida Statutes, is amended to read:
907 1003.4156 General requirements for middle grades
908 promotion.—
909 (1) In order for a student to be promoted to high school
910 from a school that includes middle grades 6, 7, and 8, the
911 student must successfully complete the following courses:
912 (e) One course in career and education planning to be
913 completed in grades 6, 7, or 8, which may be taught by any
914 member of the instructional staff. The course must be Internet-
915 based, customizable to each student, and include research-based
916 assessments to assist students in determining educational and
917 career options and goals. In addition, the course must result in
918 a completed personalized academic and career plan for the
919 student which must that may be revised at least once before the
920 student's progression to high school and at least annually as
921 the student progresses through middle school and high school;
922 must emphasize the importance of entrepreneurship and
923 employability skills; and must include information from the
924 Department of Economic Opportunity's economic security report
925 under s. 445.07 and other state career planning resources. The

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926 required personalized academic and career plan must inform
927 students of high school graduation requirements, including a
928 detailed explanation of the requirements for earning a high
929 school diploma designation under s. 1003.4285 and the career and
930 technical education pathway to earn a standard high school
931 diploma under s. 1003.4282(10); the requirements for each
932 scholarship in the Florida Bright Futures Scholarship Program;
933 state university and Florida College System institution
934 admission requirements; available opportunities to earn college
935 credit in high school, including Advanced Placement courses; the
936 International Baccalaureate Program; the Advanced International
937 Certificate of Education Program; dual enrollment, including
938 career dual enrollment; work-based learning opportunities,
939 including internships and preapprenticeship and apprenticeship
940 programs; and career education courses, including career-themed
941 courses, preapprenticeship and apprenticeship programs, and
942 course sequences that lead to industry certification pursuant to
943 s. 1003.492 or s. 1008.44. The course may be implemented as a
944 stand-alone course or integrated into another course or courses.
945 Section 18. Subsections (3) through (9) of section
946 1003.4203, Florida Statutes, are renumbered as subsections (2)
947 through (8), respectively, subsection (2) and present subsection
948 (5) are amended, and paragraph (c) is added to subsection (8) of
949 that section, to read:
950 1003.4203 Digital materials, CAPE Digital Tool

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951 certificates, and technical assistance.—
952 (2) CAPE ESE DIGITAL TOOLS.—Each district school board, in
953 consultation with the district school superintendent, shall make
954 available digital and instructional materials, including
955 software applications, to students with disabilities who are in
956 prekindergarten through grade 12. Beginning with the 2015-2016
957 school year:
958 (a) Digital materials may include CAPE Digital Tool
959 certificates, workplace industry certifications, and OSHA
960 industry certifications identified pursuant to s. 1008.44 for
961 students with disabilities; and
962 (b) Each student's individual educational plan for
963 students with disabilities developed pursuant to this chapter
964 must identify the CAPE Digital Tool certificates and CAPE
965 industry certifications the student seeks to attain before high
966 school graduation.
967 (4)(5) CAPE INNOVATION AND CAPE ACCELERATION.—
968 (a) CAPE Innovation.—Courses, identified in the CAPE
969 Industry Certification Funding List, that combine academic and
970 career content, and performance outcome expectations that, if
971 achieved by a student, shall articulate for college credit and
972 be eligible for additional full-time equivalent membership under
973 s. 1011.62(1)(o)1.c. Such approved courses must incorporate at
974 least two third-party assessments that, if successfully
975 completed by a student, shall articulate for college credit. At

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976 least one of the two third-party assessments must be associated
977 with an industry certification that is identified on the CAPE
978 Industry Certification Funding List. Each course that is
979 approved by the commissioner must be specifically identified in
980 the Course Code Directory as a CAPE Innovation Course.
981 (b) CAPE Acceleration.—Industry certifications that
982 articulate for 15 or more college credit hours and, if
983 successfully completed, are eligible for additional full-time
984 equivalent membership under s. 1011.62(1)(o)1.d. Each approved
985 industry certification must be specifically identified in the
986 CAPE Industry Certification Funding List as a CAPE Acceleration
987 Industry Certification.
988 (8) PARTNERSHIPS.—
989 (c) A provider of classes and instruction referenced in
990 paragraph (a) that has provided such classes and instruction
991 within the state for at least 5 years may apply directly to
992 Credentials Review Committee for the approval of CAPE industry
993 certifications according to all of the following requirements:
994 1. The request must be received by the Credentials Review
995 Committee no later than March 15.
996 2. The request must include all of the following:
997 a. The name of the certifying agency, contact information
998 for the agency, and web link for the certification on a site
999 maintained by the certifying agency.
1000 b. Information on the requirements to earn the

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1001 certification, including required written and performance tests,
1002 work experience, and any other components of earning the
1003 certification.
1004 c. Information on the test format and test administration
1005 policies and procedures, including documentation that that the
1006 written tests are third-party developed, scored by the
1007 certifying agency, and given in a proctored testing environment.
1008 d. Information on the occupations demonstrating that the
1009 certification addresses a critical local or statewide economic
1010 need.
1011 (d) If an application submitted to the Credentials Review
1012 Committee does not meet the required standards, the Credentials
1013 Review Committee shall provide a notice of deficiency to the
1014 applicant and the provider who was identified as the point of
1015 contact provided on the application by the end of the next
1016 quarter after receipt of the application.
1017 Section 19. Subsection (11) of section 1003.4282, Florida
1018 Statutes, is renumbered as subsection (12), paragraph (e) of
1019 subsection (3) and paragraph (a) of subsection (8) are amended,
1020 and a new subsection (11) is added to that section, to read:
1021 1003.4282 Requirements for a standard high school
1022 diploma.—
1023 (3) STANDARD HIGH SCHOOL DIPLOMA; COURSE AND ASSESSMENT
1024 REQUIREMENTS.—
1025 (e) One credit in fine or performing arts, speech and

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1026 debate, or career and technical education, or practical arts.—
1027 The A practical arts course that incorporates must incorporate
1028 artistic content and techniques of creativity, interpretation,
1029 and imagination satisfies the one credit requirement in fine or
1030 performing arts, speech and debate, or career and technical
1031 education. Eligible practical arts courses are identified in the
1032 Course Code Directory.
1033 (8) CAREER EDUCATION COURSES THAT SATISFY HIGH SCHOOL
1034 CREDIT REQUIREMENTS.—
1035 (a) Participation in career education courses engages
1036 students in their high school education, increases academic
1037 achievement, enhances employability, and increases postsecondary
1038 success. The department shall develop, for approval by the State
1039 Board of Education, multiple, additional career education
1040 courses or a series of courses that meet the requirements set
1041 forth in s. 1003.493(2), (4), and (5) and this subsection and
1042 allow students to earn credit in both the career education
1043 course and courses required for high school graduation under
1044 this section and s. 1003.4281.
1045 1. The state board must determine at least biennially if
1046 sufficient academic standards are covered to warrant the award
1047 of academic credit, including satisfaction of graduation,
1048 assessment, and state university admissions requirements under
1049 this section.
1050 2. Career education courses must:

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1051 a. Include workforce and digital literacy skills.
1052 b. Integrate required course content with practical
1053 applications and designated rigorous coursework that results in
1054 one or more industry certifications or clearly articulated
1055 credit or advanced standing in a 2-year or 4-year certificate or
1056 degree program, which may include high school junior and senior
1057 year work-related internships or apprenticeships. The department
1058 shall negotiate state licenses for material and testing for
1059 industry certifications.
1060
1061 The instructional methodology used in these courses must
1062 comprise authentic projects, problems, and activities for
1063 contextual academic learning and emphasize workplace skills
1064 identified under s. 445.06.
1065 3. A student who earns credit upon completion of an
1066 apprenticeship or preapprenticeship program registered with the
1067 Department of Education under chapter 446 may use such credit to
1068 satisfy the high school graduation credit requirements in
1069 paragraph (3)(e) or paragraph (3)(g). The state board shall
1070 approve and identify in the Course Code Directory the
1071 apprenticeship and preapprenticeship programs from which earned
1072 credit may be used pursuant to this subparagraph.
1073 4. The State Board of Education shall, by rule, establish
1074 a process that enables a student to receive work-based learning
1075 or credit in electives for completing a threshold level of

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1076 demonstrable participation in extracurricular activities
1077 associated with career and technical student organizations.
1078 Work-based learning or credit in electives for extracurricular
1079 activities or supervised agricultural experiences shall not be
1080 limited by grade level.
1081 (11) CAREER AND TECHNICAL EDUCATION CREDIT.—The Department
1082 of Education shall convene a workgroup to:
1083 (a) Identify best practices in career and technical
1084 education pathways from middle school to high school to aid
1085 middle school students in career planning and facilitate their
1086 transition to high school programs. The career pathway must be
1087 linked to postsecondary programs.
1088 (b) Establish three mathematics pathways for students
1089 enrolled in secondary grades by aligning mathematics courses to
1090 programs, postsecondary education, and careers. The workgroup
1091 shall collaborate to identify the three mathematics pathways and
1092 the mathematics course sequence within each pathway which align
1093 to the mathematics skills needed for success in the
1094 corresponding academic programs, postsecondary education, and
1095 careers.
1096 Section 20. Paragraph (b) of subsection (1) of section
1097 1003.4285, Florida Statutes, is amended to read:
1098 1003.4285 Standard high school diploma designations.—
1099 (1) Each standard high school diploma shall include, as
1100 applicable, the following designations if the student meets the

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1101 criteria set forth for the designation:
1102 (b) Industry Scholar Merit designation.—In addition to the
1103 requirements of s. 1003.4282, in order to earn the Industry
1104 Scholar Merit designation, a student must attain one or more
1105 industry certifications from the list established under s.
1106 1003.492.
1107 Section 21. Paragraphs (a), (b), (c), (d), and (e) of
1108 subsection (3) of section 1003.491, Florida Statutes, are
1109 amended to read:
1110 1003.491 Florida Career and Professional Education Act.—
1111 The Florida Career and Professional Education Act is created to
1112 provide a statewide planning partnership between the business
1113 and education communities in order to attract, expand, and
1114 retain targeted, high-value industry and to sustain a strong,
1115 knowledge-based economy.
1116 (3) The strategic 3-year plan developed jointly by the
1117 local school district, local workforce development boards,
1118 economic development agencies, and state-approved postsecondary
1119 institutions must shall be constructed and based on:
1120 (a) Research conducted to objectively determine local and
1121 regional workforce needs for the ensuing 3 years, using labor
1122 projections as identified by the Labor Market Statistics Center
1123 within the Department of Economic Opportunity and the Labor
1124 Market Estimating Conference as factors in the criteria for the
1125 plan created in s. 216.136;

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1126 (b) Strategies to develop and implement career academies
1127 or career-themed courses based on occupations identified by the
1128 Labor Market Statistics Center within the Department of Economic
1129 Opportunity and the Labor Market Estimating Conference created
1130 in s. 216.136;
1131 (c) Strategies to provide shared, maximum use of private
1132 sector facilities and personnel;
1133 (d) Strategies to that ensure instruction by industry-
1134 certified faculty and standards and strategies to maintain
1135 current industry credentials and for recruiting and retaining
1136 faculty to meet those standards;
1137 Section 22. Paragraph (b) of subsection (1) and paragraph
1138 (a) of subsection (2) of section 1003.5716, Florida Statutes,
1139 are amended to read:
1140 1003.5716 Transition to postsecondary education and career
1141 opportunities.—All students with disabilities who are 3 years of
1142 age to 21 years of age have the right to a free, appropriate
1143 public education. As used in this section, the term "IEP" means
1144 individual education plan.
1145 (1) To ensure quality planning for a successful transition
1146 of a student with a disability to postsecondary education and
1147 career opportunities, during the student's seventh grade year or
1148 when the student attains the age of 12, whichever occurs first,
1149 an IEP team shall begin the process of, and develop an IEP for,
1150 identifying the need for transition services before the student

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1151 with a disability enters high school or attains the age of 14
1152 years, whichever occurs first, in order for his or her
1153 postsecondary goals and career goals to be identified. The plan
1154 must be operational and in place to begin implementation on the
1155 first day of the student's first year in high school. This
1156 process must include, but is not limited to:
1157 (b) Preparation for the student to graduate from high
1158 school with a standard high school diploma pursuant to s.
1159 1003.4282 with a Scholar designation unless the parent chooses
1160 an Industry Scholar a Merit designation; and
1161 (2) Beginning not later than the first IEP to be in effect
1162 when the student enters high school, attains the age of 14, or
1163 when determined appropriate by the parent and the IEP team,
1164 whichever occurs first, the IEP must include the following
1165 statements that must be updated annually:
1166 (a) A statement of intent to pursue a standard high school
1167 diploma and a Scholar or an Industry Scholar Merit designation,
1168 pursuant to s. 1003.4285, as determined by the parent.
1169 1. The statement must document discussion of the process
1170 for a student with a disability who meets the requirements for a
1171 standard high school diploma to defer the receipt of such
1172 diploma pursuant to s. 1003.4282(9)(c).
1173 2. For the IEP in effect at the beginning of the school
1174 year the student is expected to graduate, the statement must
1175 include a signed statement by the parent, the guardian, or the

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1176 student, if the student has reached the age of majority and
1177 rights have transferred to the student, that he or she
1178 understands the process for deferment and identifying if the
1179 student will defer the receipt of his or her standard high
1180 school diploma.
1181 Section 23. Paragraphs (a) and (b) of subsection (3) of
1182 section 1004.013, Florida Statutes, are amended to read:
1183 1004.013 SAIL to 60 Initiative.—
1184 (3) There is created within the SAIL to 60 Initiative the
1185 Strategic Efforts to Achieve Self-Sufficiency (SEAS) which
1186 consists of:
1187 (a) The consumer-first workforce system opportunity portal
1188 under s. 14.36, which provides the public with more effective
1189 access to available federal, state, and local services and a
1190 systemwide, global view of workforce related program data across
1191 various programs through actionable qualitative and quantitative
1192 information.
1193 Section 24. Subsection (7) is added to section 1004.015,
1194 Florida Statutes, to read:
1195 1004.015 Florida Talent Development Council.—
1196 (7) The council shall identify barriers and best practices
1197 in the facilitation of work-based learning opportunities for
1198 students in middle and high school. By December 1, 2023, the
1199 council shall submit to the Governor, the President of the
1200 Senate, and the Speaker of the House of Representatives

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1201 recommendations on best practices for collaboration between
1202 district school boards, local workforce development boards, and
1203 local businesses and business groups. The recommendations must
1204 include any necessary legislative action to facilitate work-
1205 based learning opportunities for students in middle and high
1206 school, including the identification of potential targeted
1207 financial incentives that may help to facilitate work-based
1208 learning opportunities for students.
1209 Section 25. Paragraph (f) of subsection (3) of section
1210 1008.41, Florida Statutes, is redesignated as paragraph (g), and
1211 paragraph (f) is added to that subsection, to read:
1212 1008.41 Workforce education; management information
1213 system.—
1214 (3) Planning and evaluation of job-preparatory programs
1215 shall be based on standard sources of data and use standard
1216 occupational definitions and coding structures, including, but
1217 not limited to:
1218 (e) The Labor Market Estimating Conference created in s.
1219 216.136.
1220 (f) The Labor Market Statistics Center within the
1221 Department of Economic Opportunity.
1222 Section 26. Subsections (1) and (4) of section 1008.44,
1223 Florida Statutes, are amended, and subsection (5) is added to
1224 that section, to read:
1225 1008.44 CAPE Industry Certification Funding List.—

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1226 (1) The State Board of Education shall adopt, at least
1227 annually, based upon recommendations by the Commissioner of
1228 Education, the CAPE Industry Certification Funding List that
1229 assigns additional full-time equivalent membership to
1230 certifications identified in the Master Credentials List under
1231 s. 445.004(4) that meets a statewide, regional, or local demand,
1232 and courses that lead to such certifications, in accordance with
1233 s. 1011.62(1)(o). Additional full-time equivalent membership
1234 funding for regional and local demand certifications and courses
1235 that lead to such certifications may only be earned in those
1236 areas with regional or local demand as identified by the
1237 Credentials Review Committee. The CAPE Industry Certification
1238 Funding List may include the following certificates and,
1239 certifications, and courses:
1240 (a) CAPE industry certifications identified as credentials
1241 of value that meet the framework of quality under s. 445.004(4),
1242 that must be applied in the distribution of funding to school
1243 districts under s. 1011.62(1)(o). The CAPE Industry
1244 Certification Funding List shall incorporate by reference the
1245 industry certifications on the career pathways list approved for
1246 the Florida Gold Seal CAPE Scholars award.
1247 (b) CAPE Digital Tool certificates selected by the
1248 department under s. 1003.4203(2) s. 1003.4203(3) that do not
1249 articulate for college credit. The certificates must shall be
1250 made available to students in elementary school and middle

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1251 school grades and, if earned by a student, must shall be
1252 eligible for additional full-time equivalent membership under s.
1253 1011.62(1)(o)1. The department shall annually review available
1254 assessments that meet the requirements for inclusion on the
1255 list.
1256 (c) CAPE ESE Digital Tool certificates, workplace industry
1257 certifications, and OSHA industry certifications for students
1258 with disabilities under s. 1003.4203(2). Such certificates and
1259 certifications shall, if earned by a student, be eligible for
1260 additional full-time equivalent membership under s.
1261 1011.62(1)(o)1.
1262 (d) CAPE Innovation Courses that combine academic and
1263 career performance outcomes with embedded industry
1264 certifications under s. 1003.4203(5)(a). Such courses shall, if
1265 completed by a student, be eligible for additional full-time
1266 equivalent membership under s. 1011.62(1)(o)1.
1267 (c)(e) CAPE Acceleration Industry Certifications that
1268 articulate for 15 or more college credit hours under s.
1269 1003.4203(4) s. 1003.4203(5)(b). Such certifications must shall,
1270 if successfully completed, be eligible for additional full-time
1271 equivalent membership under s. 1011.62(1)(o)1.
1272 (d)(f) The Commissioner of Education shall conduct a
1273 review of the methodology used to determine additional full-time
1274 equivalent membership weights assigned in s. 1011.62(1)(o) and,
1275 if necessary, recommend revised weights. The weights must factor

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1276 in the prioritization of critical shortages of labor market
1277 demand and middle-level to high-level wage earning outcomes as
1278 identified by the Credentials Review Committee under s. 445.004.
1279 The results of the review and the commissioner's recommendations
1280 must be submitted to the Governor, the President of the Senate,
1281 and the Speaker of the House of Representatives no later than
1282 December 1, 2023 2021.
1283 (4)(a) CAPE industry certifications and CAPE Digital Tool
1284 certificates placed on the CAPE Industry Certification Funding
1285 List must include the version of the certifications and
1286 certificates available at the time of the adoption and, without
1287 further review and approval, include the subsequent updates to
1288 the certifications and certificates on the approved list, unless
1289 the certifications and certificates are specifically removed
1290 from the CAPE Industry Certification Funding List by the
1291 Commissioner of Education.
1292 (b) The Commissioner of Education may limit CAPE industry
1293 certifications and CAPE Digital Tool certificates to students in
1294 certain grades based on formal recommendations by providers of
1295 CAPE industry certifications and CAPE Digital Tool certificates.
1296 (c) The Articulation Coordinating Committee shall review
1297 statewide articulation agreement proposals for industry
1298 certifications and make recommendations to the State Board of
1299 Education for approval. After an industry certification is
1300 approved by CareerSource Florida, Inc., under s. 445.004(4), the

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1301 Chancellor of Career and Adult Education, within 90 days, must
1302 provide to the Articulation Coordinating Committee
1303 recommendations for articulation of postsecondary credit for
1304 related degrees for the approved certifications.
1305 Section 27. Subsections (9) through (11) of section
1306 1009.77, Florida Statutes, are renumbered as subsections (10)
1307 through (12), respectively, paragraph (c) of subsection (1),
1308 paragraph (a) of subsection (8), and present subsection (9) are
1309 amended, and a new subsection (9) is added to that section, to
1310 read:
1311 1009.77 Florida Work Experience Program.—
1312 (1) There is established the Florida Work Experience
1313 Program to be administered by the Department of Education. The
1314 purpose of the program is to introduce eligible students to work
1315 experience that will complement and reinforce their educational
1316 program and career goals and provide a self-help student aid
1317 program that reduces student loan indebtedness. Additionally,
1318 the program's opportunities for employment at a student's school
1319 will serve as a retention tool because students employed on
1320 campus are more likely to complete their postsecondary
1321 education. The program shall be available to:
1322 (c) Any postsecondary student attending a career center
1323 operated by a district school board under s. 1001.44 or a
1324 charter technical career center under s. 1002.34; or
1325 (8) A student is eligible to participate in the Florida

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1326 Work Experience Program if the student:
1327 (a) Is enrolled:
1328 1. At an eligible college or university as no less than a
1329 half-time undergraduate student in good standing;
1330 2. In an eligible postsecondary career certificate or
1331 applied technology diploma program as no less than a half-time
1332 student in good standing. Eligible programs must be approved by
1333 the Department of Education and must consist of no less than 450
1334 clock hours of instruction. Such programs must be offered by a
1335 career center operated by a district school board under s.
1336 1001.44, a charter technical career center under s. 1002.34, or
1337 by a Florida College System institution; or
1338 3. At an educator preparation institute established under
1339 s. 1004.85 as no less than a half-time student in good standing.
1340
1341 However, a student may be employed during the break between two
1342 consecutive terms or employed, although not enrolled, during a
1343 term if the student was enrolled at least half time during the
1344 preceding term and preregisters as no less than a half-time
1345 student for the subsequent academic term. A student who attends
1346 an institution that does not provide preregistration shall
1347 provide documentation of intent to enroll as no less than a
1348 half-time student for the subsequent academic term.
1349 (9) A participating postsecondary education institution is
1350 encouraged to provide academic credit to students who

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1351 participate in the program, subject to State Board of Education
1352 rule.
1353 (10)(9) The State Board of Education shall adopt rules for
1354 the program as are necessary for its administration, for the
1355 determination of eligibility and selection of institutions to
1356 receive funds for students, to ensure the proper expenditure of
1357 funds, and to provide an equitable distribution of funds between
1358 students at public and independent colleges and universities,
1359 and career centers operated by district school boards under s.
1360 1001.44, and charter technical career centers under s. 1002.34.
1361 Section 28. Section 1009.771, Florida Statutes, is created
1362 to read:
1363 1009.771 Workforce education partnership programs.—
1364 (1) A state university may establish a workforce education
1365 partnership program to provide assistance to a student who is
1366 enrolled at the state university and employed by a private
1367 employer participating in the program to allow the student to
1368 graduate from the state university without student loans. The
1369 Board of Governors shall create a template for a state
1370 university to establish such a program. The Board of Governors
1371 shall consult with state and local workforce and economic
1372 development agencies to develop the template. The template must
1373 include all of the following:
1374 (a) The process for a private employer to participate in
1375 the program.

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1376 (b) Student eligibility criteria, including that a student
1377 be enrolled in a degree-granting program at a state university
1378 on at least a half-time basis and be a paid employee of a
1379 private employer participating in the program.
1380 (c) The process for an eligible student to enroll in the
1381 program.
1382 (d) Guidance and requirements for the state university and
1383 private employer to:
1384 1. Each designate a mentor to assist participating
1385 students.
1386 2. Create a process to make a housing stipend available to
1387 participating students.
1388 3. Create a process to provide life management and
1389 professional skills training to participating students.
1390 (e) The requirement that a private employer establish an
1391 educational assistance program pursuant to s. 127 of the
1392 Internal Revenue Code of 1986 and provide tuition assistance for
1393 a student enrolled at the state university while such student
1394 works for the private employer up to the maximum amount that the
1395 employer may exclude from the employer's gross income under that
1396 section.
1397 (f) The requirement that the state university work with
1398 participating students to ensure that they have applied for and
1399 are receiving the maximum amount of financial aid in the form of
1400 scholarships and grants.

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1401 (g) The requirement that the state university and private
1402 employer seek out additional sources of funding to pay for
1403 remaining costs for participating students.
1404 (2) The Board of Governors shall evaluate the
1405 effectiveness of workforce education partnership programs
1406 established pursuant to this section to determine whether
1407 additional training and employment programs may use the template
1408 created pursuant to subsection (1) to establish a workforce
1409 education partnership program.
1410 (3) The Board of Governors shall adopt regulations to
1411 administer this section.
1412 Section 29. Paragraph (o) of subsection (1) of section
1413 1011.62, Florida Statutes, is amended to read:
1414 1011.62 Funds for operation of schools.—If the annual
1415 allocation from the Florida Education Finance Program to each
1416 district for operation of schools is not determined in the
1417 annual appropriations act or the substantive bill implementing
1418 the annual appropriations act, it shall be determined as
1419 follows:
1420 (1) COMPUTATION OF THE BASIC AMOUNT TO BE INCLUDED FOR
1421 OPERATION.—The following procedure shall be followed in
1422 determining the annual allocation to each district for
1423 operation:
1424 (o) Calculation of additional full-time equivalent
1425 membership based on successful completion of a career-themed

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1426 course pursuant to ss. 1003.491, 1003.492, and 1003.493, or
1427 courses with embedded CAPE industry certifications or CAPE
1428 Digital Tool certificates, and issuance of industry
1429 certification identified on the CAPE Industry Certification
1430 Funding List pursuant to rules adopted by the State Board of
1431 Education or CAPE Digital Tool certificates pursuant to s.
1432 1003.4203.—
1433 1.a. A value of 0.025 full-time equivalent student
1434 membership shall be calculated for CAPE Digital Tool
1435 certificates earned by students in elementary and middle school
1436 grades.
1437 b. A value of 0.1 or 0.2 full-time equivalent student
1438 membership shall be calculated for each student who completes a
1439 course as defined in s. 1003.493(1)(b) or courses with embedded
1440 CAPE industry certifications and who is issued an industry
1441 certification identified annually on the CAPE Industry
1442 Certification Funding List approved under rules adopted by the
1443 State Board of Education. A value of 0.2 full-time equivalent
1444 membership shall be calculated for each student who is issued a
1445 CAPE industry certification that has a statewide articulation
1446 agreement for college credit approved by the State Board of
1447 Education. For CAPE industry certifications that do not
1448 articulate for college credit, the Department of Education shall
1449 assign a full-time equivalent value of 0.1 for each
1450 certification. Middle grades students who earn additional FTE

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1451 membership for a CAPE Digital Tool certificate pursuant to sub-
1452 subparagraph a. may not use the previously funded examination to
1453 satisfy the requirements for earning an industry certification
1454 under this sub-subparagraph. Additional FTE membership for an
1455 elementary or middle grades student may not exceed 0.1 for
1456 certificates or certifications earned within the same fiscal
1457 year. The State Board of Education shall include the assigned
1458 values on the CAPE Industry Certification Funding List under
1459 rules adopted by the state board. Such value shall be added to
1460 the total full-time equivalent student membership for grades 6
1461 through 12 in the subsequent year. CAPE industry certifications
1462 earned through dual enrollment must be reported and funded
1463 pursuant to s. 1011.80. However, if a student earns a
1464 certification through a dual enrollment course and the
1465 certification is not a fundable certification on the
1466 postsecondary certification funding list, or the dual enrollment
1467 certification is earned as a result of an agreement between a
1468 school district and a nonpublic postsecondary institution, the
1469 bonus value shall be funded in the same manner as other nondual
1470 enrollment course industry certifications. In such cases, the
1471 school district may provide for an agreement between the high
1472 school and the technical center, or the school district and the
1473 postsecondary institution may enter into an agreement for
1474 equitable distribution of the bonus funds.
1475 c. A value of 0.3 full-time equivalent student membership

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1476 shall be calculated for student completion of the courses and
1477 the embedded certifications identified on the CAPE Industry
1478 Certification Funding List and approved by the commissioner
1479 pursuant to ss. 1003.4203(5)(a) and 1008.44.
1480 d. A value of 0.5 full-time equivalent student membership
1481 shall be calculated for CAPE Acceleration Industry
1482 Certifications that articulate for 15 to 29 college credit
1483 hours, and 1.0 full-time equivalent student membership shall be
1484 calculated for CAPE Acceleration Industry Certifications that
1485 articulate for 30 or more college credit hours pursuant to CAPE
1486 Acceleration Industry Certifications approved by the
1487 commissioner pursuant to ss. 1003.4203 and 1008.44 ss.
1488 1003.4203(5)(b) and 1008.44.
1489 2. Each district must allocate at least 80 percent of the
1490 funds provided for CAPE industry certification, in accordance
1491 with this paragraph, to the program that generated the funds.
1492 This allocation may not be used to supplant funds provided for
1493 basic operation of the program.
1494 3. For CAPE industry certifications earned in the 2013-
1495 2014 school year and in subsequent years, the school district
1496 shall distribute to each classroom teacher who provided direct
1497 instruction toward the attainment of a CAPE industry
1498 certification that qualified for additional full-time equivalent
1499 membership under subparagraph 1.:
1500 a. A bonus of $25 for each student taught by a teacher who

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1501 provided instruction in a course that led to the attainment of a
1502 CAPE industry certification on the CAPE Industry Certification
1503 Funding List with a weight of 0.1.
1504 b. A bonus of $50 for each student taught by a teacher who
1505 provided instruction in a course that led to the attainment of a
1506 CAPE industry certification on the CAPE Industry Certification
1507 Funding List with a weight of 0.2.
1508 c. A bonus of $75 for each student taught by a teacher who
1509 provided instruction in a course that led to the attainment of a
1510 CAPE industry certification on the CAPE Industry Certification
1511 Funding List with a weight of 0.3.
1512 d. A bonus of $100 for each student taught by a teacher
1513 who provided instruction in a course that led to the attainment
1514 of a CAPE industry certification on the CAPE Industry
1515 Certification Funding List with a weight of 0.5 or 1.0.
1516
1517 Bonuses awarded pursuant to this paragraph shall be provided to
1518 teachers who are employed by the district in the year in which
1519 the additional FTE membership calculation is included in the
1520 calculation. Bonuses shall be calculated based upon the
1521 associated weight of a CAPE industry certification on the CAPE
1522 Industry Certification Funding List for the year in which the
1523 certification is earned by the student. Any bonus awarded to a
1524 teacher pursuant to this paragraph is in addition to any regular
1525 wage or other bonus the teacher received or is scheduled to

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1526 receive. A bonus may not be awarded to a teacher who fails to
1527 maintain the security of any CAPE industry certification
1528 examination or who otherwise violates the security or
1529 administration protocol of any assessment instrument that may
1530 result in a bonus being awarded to the teacher under this
1531 paragraph.
1532 Section 30. Subsection (2) and paragraph (b) of subsection
1533 (7) of section 1011.80, Florida Statutes, are amended, and
1534 notwithstanding the expiration date in section 32 of chapter
1535 2022-157, Laws of Florida, paragraph (b) of subsection (8) of
1536 that section is reenacted, to read:
1537 1011.80 Funds for operation of workforce education
1538 programs.—
1539 (2) Upon approval by the State Board of Education, Any
1540 workforce education program may be conducted by a Florida
1541 College System institution or a school district as described in
1542 this subsection, except that college credit in an associate in
1543 applied science or an associate in science degree may be awarded
1544 only by a Florida College System institution. However, if an
1545 associate in applied science or an associate in science degree
1546 program contains within it an occupational completion point that
1547 confers a certificate or an applied technology diploma, that
1548 portion of the program may be conducted by a school district
1549 career center. Any instruction designed to articulate to a
1550 degree program is subject to guidelines and standards adopted by

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1551 the State Board of Education under s. 1007.25.
1552 (a) To be responsive to industry needs for a skilled
1553 workforce, Florida College System institutions and school
1554 districts may offer continuing workforce education courses or
1555 programs without prior State Board of Education approval. Each
1556 Florida College System institution and school district offering
1557 continuing workforce education courses or programs must maintain
1558 adequate and accurate records of instructional activity. For
1559 purposes of measuring program performance and responsiveness to
1560 industry needs, institutions must report continuing workforce
1561 education instructional activity in a format prescribed by the
1562 Department of Education. Continuing workforce education courses
1563 and programs are exempt from the requirements in paragraphs (b)
1564 and (c) and are ineligible for performance funding.
1565 (b)(a) The State Board of Education shall establish
1566 criteria, based on the framework of quality established by the
1567 Credentials Review Committee under s. 445.004(4), for review and
1568 approval of new workforce education programs by a Florida
1569 College System institution or a school district that are not
1570 included in the statewide curriculum framework.
1571 (c)(b) A Florida College System institution or school
1572 district offering a new workforce education program that is in
1573 the statewide curriculum framework must be may not receive
1574 performance funding and additional full-time equivalent
1575 membership funding until the workforce education program is

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1576 reviewed, through an expedited review process, and approved by
1577 the board of trustees of the Florida College System institution
1578 or the district school board State Board of Education based on
1579 criteria that must include, but are is not limited to, the
1580 following:
1581 1. A description of the new workforce education program
1582 that includes all of the following:
1583 a. An analysis of workforce demand and unmet need
1584 consistent with the information provided by the Labor Market
1585 Estimating Conference and the Labor Market Statistics Center
1586 within the Department of Economic Opportunity for graduates of
1587 the program on a district, regional, or statewide basis, as
1588 appropriate, including evidence from entities independent of the
1589 technical center or institution.
1590 b. The geographic region to be served.
1591 2. Documentation of collaboration among technical centers
1592 and institutions serving the same students in a geographical or
1593 service area that enhances program offerings and prevents
1594 program duplication that exceeds workforce need. Unnecessary
1595 duplication of programs offered by public and private
1596 institutions must be avoided.
1597 3. Alignment Beginning with the 2022-2023 academic year,
1598 alignment of program offerings with credentials or degree
1599 programs identified on the Master Credentials List under s.
1600 445.004(4).

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1601 4. Articulation agreements between technical centers and
1602 Florida College System institutions for the enrollment of
1603 graduates in related workforce education programs.
1604 5. Documentation of alignment between the exit
1605 requirements of a technical center and the admissions
1606 requirements of a Florida College System institution into which
1607 students typically transfer.
1608 6. Performance and compliance indicators that will be used
1609 in determining the program's success.
1610 (7)
1611 (b) Performance funding for industry certifications for
1612 school district workforce education programs is contingent upon
1613 specific appropriation in the General Appropriations Act and
1614 must shall be determined as follows:
1615 1. Postsecondary industry certifications identified on the
1616 CAPE Industry Certification Funding List approved by the State
1617 Board of Education under s. 1008.44 are eligible for performance
1618 funding.
1619 2. Each school district shall be provided $1,000 for each
1620 industry certification earned by a workforce education student.
1621 If funds are insufficient to fully fund the calculated total
1622 award, such funds must shall be prorated. Beginning with the
1623 2022-2023 fiscal year, the Credentials Review Committee
1624 established in s. 445.004 shall develop a returned-value funding
1625 formula to allocate school district performance funds that

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1626 rewards student job placements and wages for students earning
1627 industry certifications, with a focus on increasing the economic
1628 mobility of underserved populations. One-third of the
1629 performance funds shall be allocated based on student job
1630 placements. The remaining two-thirds shall be allocated using a
1631 tiered weighted system based on aggregate student wages that
1632 exceed minimum wage, with the highest weight applied to the
1633 highest wage tier, with additional weight for underserved
1634 populations. Student wages above minimum wage are considered to
1635 be the value added by the institution's training. At a minimum,
1636 the formula must take into account variables such as differences
1637 in population and wages across school districts.
1638 (8)
1639 (b) Notwithstanding s. 1011.81(4), state funds provided
1640 for the operation of postsecondary workforce programs may be
1641 expended for the education of state inmates with 24 months or
1642 less of time remaining to serve on their sentences.
1643 Section 31. Section 1011.801, Florida Statutes, is amended
1644 to read:
1645 1011.801 Workforce Development Capitalization Incentive
1646 Grant Program.—The Legislature recognizes that the need for
1647 school districts and Florida College System institutions to be
1648 able to respond to emerging local or statewide economic
1649 development needs is critical to the workforce development
1650 system. The Workforce Development Capitalization Incentive Grant

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1651 Program is created to provide grants to school districts and
1652 Florida College System institutions on a competitive basis to
1653 fund some or all of the costs associated with the creation or
1654 expansion of workforce development programs that serve secondary
1655 students in career and technical education programs, including
1656 dual enrollment programs and other programs that lead to
1657 industry certifications included on the CAPE Industry
1658 Certification Funding List specific employment workforce needs.
1659 (1) Funds awarded for a workforce development
1660 capitalization incentive grant may be used for instructional
1661 equipment, laboratory equipment, supplies, personnel, student
1662 services, or other expenses associated with the creation or
1663 expansion of a workforce development program that serves
1664 secondary students. Expansion of a program may include either
1665 the expansion of enrollments in a program or expansion into new
1666 areas of specialization within a program. No grant funds may be
1667 used for recurring instructional costs or for institutions'
1668 indirect costs.
1669 (2) The Department of Education shall administer the State
1670 Board of Education shall accept applications from school
1671 districts or Florida College System institutions for workforce
1672 development capitalization incentive grants. Applications from
1673 school districts or Florida College System institutions shall
1674 contain projected enrollments and projected costs for the new or
1675 expanded workforce development program. The State Board of

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1676 Education may adopt rules for program administration, in
1677 consultation with CareerSource Florida, Inc., shall review and
1678 rank each application for a grant according to subsection (3)
1679 and shall submit to the Legislature a list in priority order of
1680 applications recommended for a grant award.
1681 (3) The State Board of Education shall give highest
1682 priority to programs that train people to enter high-skill,
1683 high-wage occupations identified by the Labor Market Estimating
1684 Conference and other programs approved by the state board as
1685 defined in s. 445.002, programs that train people to enter
1686 occupations under the welfare transition program, or programs
1687 that train for the workforce adults who are eligible for public
1688 assistance, economically disadvantaged, disabled, not proficient
1689 in English, or dislocated workers. The State Board of Education
1690 shall consider the statewide geographic dispersion of grant
1691 funds in ranking the applications and shall give priority to
1692 applications from education agencies that are making maximum use
1693 of their workforce development funding by offering high-
1694 performing, high-demand programs.
1695 Section 32. Section 1011.802, Florida Statutes, is amended
1696 to read:
1697 1011.802 Florida Pathways to Career Opportunities Grant
1698 Program.—
1699 (1) Subject to appropriations provided in the General
1700 Appropriations Act, the Florida Pathways to Career Opportunities

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1701 Grant Program is created to provide grants to high schools,
1702 career centers, charter technical career centers, Florida
1703 College System institutions, and other entities authorized to
1704 sponsor an apprenticeship or preapprenticeship program, as
1705 defined in s. 446.021(6) and (5), respectively, s. 446.021, on a
1706 competitive basis to establish, new apprenticeship or
1707 preapprenticeship programs and expand, and operate new and
1708 existing apprenticeship or preapprenticeship programs. An
1709 individual applicant may not receive more than 10 percent of the
1710 total amount appropriated The Department of Education shall
1711 administer the grant program.
1712 (2) The department shall administer the grant, identify
1713 projects, solicit proposals, and make funding recommendations to
1714 the Commissioner of Education, who is authorized to approve
1715 grant awards Applications must contain projected enrollment and
1716 projected costs for the new or expanded apprenticeship program.
1717 (3)(a) The department shall award grants for
1718 preapprenticeship or apprenticeship programs with demonstrated
1719 statewide or regional demand that:
1720 (a)1. Address a critical statewide or regional shortage,
1721 with consideration given to the information provided as
1722 identified by the Labor Market Statistics Center within the
1723 Department of Economic Opportunity, the Labor Market Estimating
1724 Conference, and the Credentials Review Committee, created in s.
1725 216.136 and are in industry sectors not adequately represented

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1726 throughout the state, such as health care;
1727 (b)2. Address a critical statewide or regional shortage,
1728 with consideration given to the information provided as
1729 identified by the Labor Market Statistics Center within the
1730 Department of Economic Opportunity, the Labor Market Estimating
1731 Conference, and the Credentials Review Committee created in s.
1732 216.136; or
1733 (c)3. Expand existing programs that exceed the median
1734 completion rate and employment rate 1 year after completion of
1735 similar programs in the region, or the state if there are no
1736 similar programs in the region.
1737 (3)(b) Grant funds may be used to fund the cost of
1738 providing related technical instruction, for instructional
1739 equipment, supplies, instructional personnel, student services,
1740 and other expenses associated with the creation, or expansion,
1741 or operation of an apprenticeship program. Grant funds may not
1742 be used for administrative or indirect costs. Grant recipients
1743 must submit quarterly reports in a format prescribed by the
1744 department.
1745 (4) The department may grant a bonus in the award amount
1746 to applicants that submit a joint application for shared
1747 resources.
1748 (5)(4) The department shall annually report on its
1749 website:
1750 (a) The number of programs funded and represented

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1751 throughout the state under this section.
1752 (b) Retention, completion, and employment rates,
1753 categorized by program and provider.
1754 (c) Starting and ending salaries, as categorized by
1755 program and provider, for participants who complete the program.
1756 (6)(5) The department may use up to $200,000 of the total
1757 amount allocated to administer the grant program.
1758 (7)(6) The State Board of Education shall adopt rules to
1759 administer this section.
1760 Section 33. Subsection (2) of section 1011.803, Florida
1761 Statutes, is amended to read:
1762 1011.803 Money-back Guarantee Program.—
1763 (2) Beginning in the 2022-2023 academic year, Each school
1764 district and Florida College System institution shall establish
1765 a money-back guarantee program to:
1766 (a) Offer a money-back guarantee on at least three
1767 programs that prepare individuals to enter in-demand, middle-
1768 level to high-level wage occupations identified by the Labor
1769 Market Estimating Conference created in s. 216.136. School
1770 districts or Florida College System institutions must offer a
1771 money-back guarantee on at least 50 percent of workforce
1772 education programs if they offer six or fewer programs.
1773 (b) Offer a money-back guarantee for all workforce
1774 education programs that are established to meet a critical local
1775 economic industry need, but are not linked to the statewide

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1776 needs list as identified by the Labor Market Estimating
1777 Conference created in s. 216.136.
1778 (b)(c) Establish student eligibility criteria for the
1779 money-back guarantee program that includes:
1780 1. Student attendance.
1781 2. Student program performance.
1782 3. Career Service or Career Day attendance.
1783 4. Participation in internship or work-study programs.
1784 5. Job search documentation.
1785 6. Development of a student career plan with the
1786 institution's career services department.
1787 Section 34. Paragraph (b) of subsection (2) of section
1788 1011.81, Florida Statutes, is amended to read:
1789 1011.81 Florida College System Program Fund.—
1790 (2) Performance funding for industry certifications for
1791 Florida College System institutions is contingent upon specific
1792 appropriation in the General Appropriations Act and shall be
1793 determined as follows:
1794 (b) Each Florida College System institution shall be
1795 provided $1,000 for each industry certification earned by a
1796 student under paragraph (a). If funds are insufficient to fully
1797 fund the calculated total award, such funds must shall be
1798 prorated. Beginning with the 2022-2023 fiscal year, the
1799 Credentials Review Committee established in s. 445.004 shall
1800 develop a returned-value funding formula to allocate institution

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1801 performance funds that rewards student job placements and wages
1802 for students earning industry certifications, with a focus on
1803 increasing the economic mobility of underserved populations.
1804 One-third of the performance funds shall be allocated based on
1805 student job placements. The remaining two-thirds shall be
1806 allocated using a tiered, weighted system based on aggregate
1807 student wages that exceed minimum wage, with the highest weight
1808 applied to the highest wage tier, with additional weight for
1809 underserved populations. Student wages above minimum wage are
1810 considered to be the value added by the institution's training.
1811 At a minimum, the formula must take into account variables such
1812 as differences in population and wages across the state.
1813 Section 35. Paragraph (c) of subsection (1) of section
1814 1012.39, Florida Statutes, is amended to read:
1815 1012.39 Employment of substitute teachers, teachers of
1816 adult education, nondegreed teachers of career education, and
1817 career specialists; students performing clinical field
1818 experience.—
1819 (1) Notwithstanding ss. 1012.32, 1012.55, 1012.56, and
1820 1012.57, or any other provision of law or rule to the contrary,
1821 each district school board shall establish the minimal
1822 qualifications for:
1823 (c) Part-time and full-time nondegreed teachers of career
1824 programs. Qualifications must shall be established for
1825 nondegreed teachers of career and technical education courses

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1826 for program clusters that are recognized in the state and are
1827 based primarily on successful occupational experience rather
1828 than academic training. The qualifications for such teachers
1829 must shall require:
1830 1. The filing of a complete set of fingerprints in the
1831 same manner as required by s. 1012.32. Faculty employed solely
1832 to conduct postsecondary instruction may be exempted from this
1833 requirement.
1834 2. Documentation of education and successful occupational
1835 experience including documentation of:
1836 a. A high school diploma or the equivalent.
1837 b. Completion of 3 6 years of full-time successful
1838 occupational experience or the equivalent of part-time
1839 experience in the teaching specialization area. The district
1840 school board may establish alternative qualifications for
1841 teachers with an industry certification in the career area in
1842 which they teach.
1843 c. Completion of career education training conducted
1844 through the local school district inservice master plan or
1845 through an educator preparation institute approved by the
1846 Department of Education pursuant to s. 1004.85.
1847 d. For full-time teachers, completion of professional
1848 education training in teaching methods, course construction,
1849 lesson planning and evaluation, and teaching special needs
1850 students. This training may be completed through coursework from

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1851 an accredited or approved institution, or an approved district
1852 teacher education program, or the local school district
1853 inservice master plan.
1854 e. Demonstration of successful teaching performance.
1855 f. Documentation of industry certification when state or
1856 national industry certifications are available and applicable.
1857 Section 36. Subsection (1) of section 1012.57, Florida
1858 Statutes, is amended to read:
1859 1012.57 Certification of adjunct educators.—
1860 (1) Notwithstanding the provisions of ss. 1012.32,
1861 1012.55, and 1012.56, or any other provision of law or rule to
1862 the contrary, district school boards shall adopt rules to allow
1863 for the issuance of an adjunct teaching certificate to any
1864 applicant who fulfills the requirements of s. 1012.56(2)(a)-(f)
1865 and (10) and who has expertise in the subject area to be taught.
1866 An applicant is shall be considered to have expertise in the
1867 subject area to be taught if the applicant demonstrates
1868 sufficient subject area mastery through passage of a subject
1869 area test or has achieved an industry certification in the
1870 subject area to be taught.
1871 Section 37. Paragraph (a) of subsection (3) of section
1872 1012.585, Florida Statutes, is amended to read:
1873 1012.585 Process for renewal of professional
1874 certificates.—
1875 (3) For the renewal of a professional certificate, the

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1876 following requirements must be met:
1877 (a) The applicant must earn a minimum of 6 college credits
1878 or 120 inservice points or a combination thereof. For each area
1879 of specialization to be retained on a certificate, the applicant
1880 must earn at least 3 of the required credit hours or equivalent
1881 inservice points in the specialization area. Education in
1882 "clinical educator" training pursuant to s. 1004.04(5)(b);
1883 participation in mentorship and induction activities, including
1884 as a mentor, pursuant to s. 1012.56(8)(a); and credits or points
1885 that provide training in the area of scientifically researched,
1886 knowledge-based reading literacy, including explicit,
1887 systematic, and sequential approaches to reading instruction,
1888 developing phonemic awareness, and implementing multisensory
1889 intervention strategies, and computational skills acquisition,
1890 exceptional student education, normal child development, and the
1891 disorders of development may be applied toward any
1892 specialization area. Credits or points that provide training in
1893 the areas of drug abuse, child abuse and neglect, strategies in
1894 teaching students having limited proficiency in English, or
1895 dropout prevention, or training in areas identified in the
1896 educational goals and performance standards adopted pursuant to
1897 ss. 1000.03(5) and 1008.345 may be applied toward any
1898 specialization area, except specialization areas identified by
1899 State Board of Education rule that include reading instruction
1900 or intervention for any students in kindergarten through grade

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1901 6. Each district school board shall include in its inservice
1902 master plan the ability for teachers to receive inservice points
1903 for supporting students in extracurricular career and technical
1904 education activities, such as career and technical student
1905 organization activities outside of regular school hours and
1906 training related to supervising students participating in a
1907 career and technical student organization. Credits or points
1908 earned through approved summer institutes may be applied toward
1909 the fulfillment of these requirements. Inservice points may also
1910 be earned by participation in professional growth components
1911 approved by the State Board of Education and specified pursuant
1912 to s. 1012.98 in the district's approved master plan for
1913 inservice educational training; however, such points may not be
1914 used to satisfy the specialization requirements of this
1915 paragraph.
1916 Section 38. The Office of Program Policy Analysis and
1917 Government Accountability shall conduct a review of approved
1918 career statewide articulation agreements. Such career
1919 articulation agreements include industry certification, career
1920 certificate, and applied technology diploma programs that
1921 articulate to associate in science or associate in applied
1922 science degrees; early childhood education programs; and
1923 associate in science to baccalaureate degree programs.
1924 (1) The review must include, but is not limited to:
1925 (a) The number of CAPE industry certifications on the

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1926 Master Credentials List under s. 445.004 which are included in a
1927 statewide articulation agreement.
1928 (b) The number of career programs or degrees offered by
1929 career centers and Florida College System institutions compared
1930 to the number of such certifications or programs included in a
1931 statewide articulation agreement.
1932 (c) The extent to which articulated programs included in a
1933 statewide articulation agreement are offered in a region or
1934 service area.
1935 (d) The number and percentage of students in an
1936 articulated career program who transfer to and then complete the
1937 linked program specified in the statewide articulation
1938 agreement.
1939 (e) Recommendations to strengthen the process of
1940 developing statewide articulation agreements, and on the role of
1941 such agreements in a Florida stackable credential framework.
1942 (2) The office shall report its findings to the President
1943 of the Senate and the Speaker of the House of Representatives by
1944 December 31, 2023.
1945 Section 39. This act shall take effect July 1, 2023.

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PCS for HB 39
HOUSE OF REPRESENTATIVES STAFF ANALYSIS
BILL #: PCS for HB 39 Emergency Opioid Antagonists
SPONSOR(S): Postsecondary Education & Workforce Subcommittee
TIED BILLS: IDEN./SIM. BILLS: SB 542

REFERENCE ACTION ANALYST STAFF DIRECTOR or
BUDGET/POLICY CHIEF

Orig. Comm.: Postsecondary Education & Suppiah Kiner
Workforce Subcommittee

SUMMARY ANALYSIS
The bill requires each Florida College System institution and state university to have a supply of emergency
opioid antagonists in clearly marked locations within certain residence halls or dormitory residences.

The bill also requires such emergency opioid antagonists to be easily accessible to campus law enforcement
officers who are trained in the administration of emergency opioid antagonists. The bill provides civil and
criminal immunity to any campus law enforcement officer trained in the administration of emergency opioid
antagonists, who administers or attempts to administer an emergency opioid antagonist as authorized under
laws related to emergency treatment for suspected opioid overdose and the Good Samaritan Act. The
institution that employs the officer who acts in accordance with the provisions of the bill is also granted civil and
criminal immunity.

The bill encourages public and private partnerships to cover the costs of emergency opioid antagonists at
Florida College System institutions and state universities.

The bill requires the State Board of Education and the Board of Governors to adopt rules and regulations,
respectively, to administer the bill’s requirements.

The bill may have an indeterminate fiscal impact on state and local governments.

The bill provides an effective date of July 1, 2023.

This document does not reflect the intent or official position of the bill sponsor or House of Representatives.
STORAGE NAME: pcs0039.PEW
DATE: 3/27/2023
FULL ANALYSIS

I. SUBSTANTIVE ANALYSIS

A. EFFECT OF PROPOSED CHANGES:
Background

Opioids are a class of drugs that can be created synthetically by laboratory scientists or derived
naturally from the opium poppy plant. 1 Opioids, which include, but are not limited to, fentanyl,
oxycodone, hydrocodone, codeine, and morphine, are prescribed by doctors to relieve pain. 2 Using
opioids as prescribed or misusing opioids can lead to substance use disorder or addiction. 3

Opioid Overdoses and the Use of Naloxone

Opioid misuse and opioid addiction can lead to overdose and death. Since 1999, over half a million
Americans have died from opioid and opioid-involved overdoses. 4 Naloxone is an opioid antagonist that
is used to reverse an opioid overdose when it takes place. 5 Naloxone, which is commonly known as
NARCAN®, is usually administered to persons who show signs of an opioid overdose. 6 A single
dosage of naloxone, which can be administered via injection or nasal spray, is effective for 30 to 90
minutes, but the effects of an opioid overdose can be felt after the naloxone wears off. 7 Some opioids,
like fentanyl, are more potent than others and require multiple doses of naloxone. 8 For these reasons,
even when emergency naloxone is administered, people experiencing an overdose need immediate
medical attention. 9

NARCAN® Nasal Spray comes in a small, portable device for carrying or storing in a purse or pocket or
at home and does not require specialized training to administer. 10 Each package contains 2 ready-to-
use, single-dose nasal spray devices. 11

Opioid Misuse in Adolescents & Young Adults

Data surrounding opioid misuse in adolescents and young adults is sparser and less consistent than
data that is available for adults. 12 But there is evidence that the prevalence of opioid misuse is
increasing within this population. 13 According to the 2016 National Survey on Drug Use and Health
(NSDUH), 3.8 percent of adolescents (ages 12 to 17) and 7.8 percent of young adults (ages 18 to 25)
engaged in opioid misuse or reported having an opioid use disorder. 14 In 2016, opioid exposures
accounted for over 12 percent of all deaths among 15- to 24-year-olds. 15

1
National Opioids Crisis: Help and Resources, U.S. Department of Health & Human Services, Prevent Opioid Abuse and Addiction,
https://www.hhs.gov/opioids/prevention/index.html (last visited January 23, 2023)
2
Id.
3
Id.
4
Centers for Disease Control and Prevention, National Center for Injury Prevention and Control, Opioid Data Analysis and
Resources, https://www.cdc.gov/opioids/data/analysis-resources.html#anchor_trends_in_deaths_rates (last visited January 23, 2023)
5
National Institute on Drug Abuse, National Institutes of Health, Naloxone DrugFacts,
https://nida.nih.gov/publications/drugfacts/naloxone (last visited January 23, 2023)
6
Id.
7
Id.
8
Id.
9
Id.
10
NARCAN® Nasal Spray, Caregiver Brochure, available at https://www.narcan.com/wp-
content/uploads/2021/12/Caregiver_Brochure.pdf
11
Id.
12
Hudgins JD, Porter JJ, Monuteaux MC, Bourgeois FT (2019) Prescription opioid use and misuse among adolescents and young
adults in the United States: A national survey study. PLoS Med 16(11): e1002922. https://doi.org/10.1371/journal. pmed.1002922
13
Id.
14
Id.
15
Id.
STORAGE NAME: pcs0039.PEW PAGE: 2
DATE: 3/27/2023
On college campuses, the use of opiates has risen over the past 20 years. 16 Between 1993 and 2005,
the use of prescription opioids increased by 343 percent and 1 in 4 universities had an annual
prescription opioid use prevalence of 10 percent or higher. 17

Emergency Opioid Antagonists in Florida Law

Under Florida law, an “emergency opioid antagonist” refers to naloxone hydrochloride or any similarly
acting drug that blocks the effects of opioids administered from outside the body and that is approved
by the United States Food and Drug Administration for the treatment of an opioid overdose. 18

Pharmacists may dispense an emergency opioid antagonist pursuant to a prescription by an authorized
health care practitioner, pharmacist’s order, or nonpatient-specific standing order. 19 Currently, the
following persons are authorized to possess, store, and administer emergency opioid antagonists as
clinically indicated and are immune from any civil or criminal liability resulting from the administration of
an emergency opioid antagonist:
• Emergency responders (including law enforcement officers, paramedics, and emergency
medical technicians).
• Crime laboratory personnel (including analysts, evidence intake personnel, and crime
laboratory supervisors).
• Law enforcement agency or other agency personnel (including correctional probation officers
and child protective investigators).
• Authorized health care practitioners, dispensing health care practitioner, and pharmacists. 20

Patients (persons at risk of experiencing an opioid overdose) are authorized to store and possess
approved emergency opioid antagonists, and in an emergency situation when a physician is not
immediately available, administer the emergency opioid antagonist to a person believed in good faith to
be experiencing an opioid overdose, regardless of whether that person has a prescription for an
emergency opioid antagonist. 21

Cost of Naloxone

The cost of naloxone varies widely from less than a dollar per unit for a simple ampoule or vial, to
several thousand dollars for certain intramuscular auto-injectors. 22 On average, naloxone costs
approximately $30 per dose kit. 23 The Florida Department of Children and Families, as part of its
overdose prevention program, purchases Narcan at $75 per kit with two doses in each kit. 24 Emergent
Biosolutions has produced an FDA- approved naloxone nasal spray called Narcan. 25 Emergent
Biosolutions offers up to four free cartons of Narcan to degree-granting postsecondary institutions. 26

The Good Samaritan Act

16
Opioid Resource Center, Healio, Opioid abuse in college students requires increased efforts,
https://www.healio.com/news/psychiatry/20171030/opioid-abuse-in-college-students-requires-increased-efforts (last visited January
23, 2023)
17
Id.
18
Section 381.887(1)(d), F.S.
19
Section 381.887(3)(b), F.S.
20
Section 381.887(4)-(5), F.S.
21
Section 381.887(3)(c), F.S.
22
John Strang et al., Take-Home Naloxone for the Emergency Interim Management of Opioid Overdose: The Public Health
Application of an Emergency Medicine, 79(13) Drugs 1395-1418 (2019), available at
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6728289/.
23
Florida Department of Education, HB 39 2023 Agency Legislative Bill Analysis (Feb. 9, 2023) (on file with the Senate Committee
on Judiciary).
24
Email, Florida Department of Children and Families (Mar. 6, 2023) (on file with the Senate Committee on Judiciary).
25
Id. Emergent Biosolutions bought Adapt Pharma, who originally produced Narcan.
26
Emergent Biosolutions, Free Narcan Nasal Spray to Eligible Schools, available at https://californiamat.org/wp-
content/uploads/2022/01/Schools.PP-NAR4-US-00483-Professional-Educator-One-Pager-2021-Update.pdf.
STORAGE NAME: pcs0039.PEW PAGE: 3
DATE: 3/27/2023
The Good Samaritan Act provides immunity from civil liability for people who act in an emergency
situation to render aid when certain factors are present. The act states, in part, that any person,
including those licensed to practice medicine, who gratuitously and in good faith renders emergency
care or treatment either in direct response to emergency situations at the scene of an emergency
outside of a hospital, doctor's office, or other place having proper medical equipment, without objection
from the injured victim or victims are immune from liability for any civil damages as a result of that care
or treatment or as a result of any act or failure to act in providing or arranging further medical treatment
where the person acts as an ordinary reasonably prudent person would have acted under the same or
similar circumstances. 27

Effect of Proposed Changes

The bill requires each Florida College System institution and state university to have a supply of
emergency opioid antagonists in clearly marked locations within certain residence halls or dormitory
residences.

All 12 state universities in the State University System of Florida own or operate a residence hall or
dormitory available to students. In the 28 state colleges in the Florida College System, there are 12
residence halls or dormitories available to students. However, only three of these residence halls or
dormitories are owned or operated by a state college. They are located at Chipola College, College of
the Florida Keys, and Florida Gateway College.

The bill provides civil and criminal immunity to any campus law enforcement officer trained in the
administration of emergency opioid antagonists, who administers or attempts to administer an
emergency opioid antagonist as authorized under laws related to emergency treatment for suspected
opioid overdose and the Good Samaritan Act. The institution that employs the officer who acts in
accordance with the provisions of the bill is also granted civil and criminal immunity.

The bill encourages public and private partnerships to cover the costs of emergency opioid antagonists
at Florida College System institutions.

The bill requires the State Board of Education and the Board of Governors to adopt rules and
regulations, respectively, to administer the bill’s requirements.

The bill provides an effective date of July 1, 2023.

B. SECTION DIRECTORY:
Section 1: Creating s. 1004.0971, F.S., requiring Florida College System institutions and state
universities to have a supply of emergency opioid antagonists in clearly marked locations within certain
residence halls or dormitory residences.

Section 2: Provides an effective date of July 1, 2023.

II. FISCAL ANALYSIS & ECONOMIC IMPACT STATEMENT

A. FISCAL IMPACT ON STATE GOVERNMENT:

1. Revenues:
None.

27 Section 768.13(2)(a), F.S.
STORAGE NAME: pcs0039.PEW PAGE: 4
DATE: 3/27/2023
2. Expenditures:
See Fiscal Comments.

B. FISCAL IMPACT ON LOCAL GOVERNMENTS:

1. Revenues:
None.

2. Expenditures:
See Fiscal Comments.

C. DIRECT ECONOMIC IMPACT ON PRIVATE SECTOR:
None.

D. FISCAL COMMENTS:
FCS institutions and state universities may incur expenses for the purchase and storage of emergency
opioid antagonists in residence halls and dormitory residences, unless such emergency opioid
antagonists are provided free of charge or some other entity covers the cost. The cost of naloxone
varies widely from less than a dollar per unit for a simple ampoule or vial, to several thousand dollars
for certain intramuscular auto-injectors. 28 On average, naloxone costs approximately $30 per dose kit. 29
The Florida Department of Children and Families, as part of its overdose prevention program,
purchases Narcan at $75 per kit with two doses in each kit. 30 Emergent Biosolutions has produced an
FDA- approved naloxone nasal spray called Narcan. 31 Emergent Biosolutions offers up to four free
cartons of Narcan to degree-granting postsecondary institutions. 32

Opioid antagonists like naloxone have a shelf life of approximately 18 to 24 months from the date of
manufacture and need to be replaced accordingly. 33

III. COMMENTS

A. CONSTITUTIONAL ISSUES:

1. Applicability of Municipality/County Mandates Provision:
None.

2. Other:
None.

B. RULE-MAKING AUTHORITY:
The bill requires the State Board of Education and the Board of Governors to adopt rules and
regulations, respectively, to administer the bill’s requirements.

28
John Strang et al., Take-Home Naloxone for the Emergency Interim Management of Opioid Overdose: The Public Health
Application of an Emergency Medicine, 79(13) Drugs 1395-1418 (2019), available at
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6728289/.
29
Florida Department of Education, HB 39 2023 Agency Legislative Bill Analysis (Feb. 9, 2023) (on file with the Senate Committee
on Judiciary).
30
Email, Florida Department of Children and Families (Mar. 6, 2023) (on file with the Senate Committee on Judiciary).
31
Id. Emergent Biosolutions bought Adapt Pharma, who originally produced Narcan.
32
Emergent Biosolutions, Free Narcan Nasal Spray to Eligible Schools, available at https://californiamat.org/wp-
content/uploads/2022/01/Schools.PP-NAR4-US-00483-Professional-Educator-One-Pager-2021-Update.pdf.
33
Addictions, Drug & Alcohol Institute, University of Washington, Research Suggests Naloxone May Be Good Past Its Expiration
Date, https://adai.uw.edu/research-suggests-naloxone-may-be-good-past-its-expiration-
date/#:~:text=Naloxone%20products%20typically%20have%20an,and%20safety%20of%20a%20drug. (last visited January 23, 2023)
STORAGE NAME: pcs0039.PEW PAGE: 5
DATE: 3/27/2023
C. DRAFTING ISSUES OR OTHER COMMENTS:
None.

IV. AMENDMENTS/COMMITTEE SUBSTITUTE CHANGES
Not applicable.

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DATE: 3/27/2023
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

PCS for HB 39 2023

1 A bill to be entitled
2 An act relating to emergency opioid antagonists;
3 creating s. 1004.0971, F.S.; providing definitions;
4 requiring each Florida College System institution and
5 state university to have a supply of emergency opioid
6 antagonists in certain residence halls or dormitory
7 residences for use by campus law enforcement;
8 providing requirements for the placement and
9 accessibility of emergency opioid antagonists;
10 encouraging public and private partnerships to cover
11 the costs of such emergency opioid antagonists;
12 providing specified campus law enforcement and Florida
13 College System institutions and state universities
14 immunity from liability for the administration or
15 attempted administration of emergency opioid
16 antagonists under certain circumstances; requiring the
17 State Board of Education and the Board of Governors to
18 adopt rules and regulations, respectively, in
19 cooperation with the Department of Health; providing
20 an effective date.
21
22 Be It Enacted by the Legislature of the State of Florida:
23
24 Section 1. Section 1004.0971, Florida Statutes, is created
25 to read:

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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

PCS for HB 39 2023

26 1004.0971 Emergency opioid antagonists in Florida College
27 System institution and state university housing.—
28 (1) As used in this section, the term:
29 (a) "Administer" or "administration" means to introduce an
30 emergency opioid antagonist into the body of a person.
31 (b) "Emergency opioid antagonist" means naloxone
32 hydrochloride or any similarly acting drug that blocks the
33 effects of opioids administered from outside the body and that
34 is approved by the United States Food and Drug Administration
35 for the treatment of an opioid overdose.
36 (c) "Institution" means a Florida College System
37 institution or state university.
38 (2) Each institution must have a supply of emergency
39 opioid antagonists with an autoinjection or intranasal
40 application delivery system in each residence hall or dormitory
41 residence owned or operated by the institution for the
42 administration of emergency opioid antagonists to a person
43 believed to be experiencing an opioid overdose.
44 (3) Each institution must place the emergency opioid
45 antagonist in a clearly marked location within each residence
46 hall or dormitory residence. The emergency opioid antagonist
47 must be easily accessible to campus law enforcement officers who
48 are trained in the administration of emergency opioid
49 antagonists.
50 (4) Public and private partnerships are encouraged to

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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

PCS for HB 39 2023

51 cover the cost associated with the purchase and placement of
52 such emergency opioid antagonists.
53 (5) Notwithstanding any other provision of law to the
54 contrary, any campus law enforcement officer trained in the
55 administration of emergency opioid antagonists who administers
56 or attempts to administer an emergency opioid antagonist in
57 compliance with ss. 381.887 and 768.13, and the institution that
58 employs such officer, are immune from civil or criminal
59 liability as a result of such administration or attempted
60 administration of an emergency opioid antagonist.
61 (6) The State Board of Education and the Board of
62 Governors shall adopt rules and regulations, respectively, to
63 administer this section in cooperation with the Department of
64 Health.
65 Section 2. This act shall take effect July 1, 2023.

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hb0039-00
HB 515
HOUSE OF REPRESENTATIVES STAFF ANALYSIS
BILL #: HB 515 Office of Inspector General of the Board of Governors of the State University System
SPONSOR(S): Silvers
TIED BILLS: IDEN./SIM. BILLS:

REFERENCE ACTION ANALYST STAFF DIRECTOR or
BUDGET/POLICY CHIEF

1) Postsecondary Education & Workforce Dixon Kiner
Subcommittee

2) Constitutional Rights, Rule of Law &
Government Operations Subcommittee

3) Education & Employment Committee

SUMMARY ANALYSIS
The Board of Governors (BOG) is responsible for operating, regulating, controlling, and being fully responsible
for the management of the State University System. Pursuant to Florida’s Constitution, the BOG’s
management is subject to the powers of the Legislature to appropriate for the expenditure of funds. Like other
state agencies, the BOG has an Office of Inspector General charged with promoting accountability, financial
integrity and efficiency as required by law. The BOG IG is also charged with detecting fraud and abuse within
state universities.

While the Governor’s Chief Inspector General may exercise subpoena power on behalf of state agencies under
the Governor’s control, the BOG Inspector General does not have the authority to exercise subpoena power on
behalf of a state university. In 2019, the Florida House of Representatives conducted an investigation into the
unauthorized use of appropriated funds for fixed capital outlay projects at the University of Central Florida.
Among the investigatory findings was the BOG’s Office of Inspector General lacks resources to exercise the
robust investigative role intended by the inspector general statutes and that such resources are essential to
holding universities accountable to the BOG. To address the finding, the investigatory report recommended the
BOG Inspector General investigate significant complaints or reports of possible waste, fraud and
mismanagement and submit investigative findings to the Board of Governors, the Speaker of the House and
Senate President. The investigatory report further recommended, if requested by the BOG, consideration be
given to authorize the BOG Inspector General to exercise subpoena power on behalf of a state university.

The bill authorizes the BOG Inspector General, or designee, to issue and serve subpoenas duces tecum on
behalf of the BOG or a state university to compel the attendance of witnesses and the production of
documents, reports, answers, records, accounts, and other data in any medium.

In the event of noncompliance with a subpoena issued, the bill authorizes the BOG Inspector General to
petition the circuit court of the county in which the person subpoenaed resides or has his or her principal place
of business for an order requiring the subpoenaed person to appear and testify and to produce documents,
reports, answers, records, accounts, or other data as specified in the subpoena.

The bill also provides for the BOG Inspector General to require or allow a person to file a statement, in writing,
under oath, as to all the facts and circumstances concerning the matter that is to be audited, examined, or
investigated.

The bill does not appear to have a fiscal impact on state government.

The bill has an effective date of July 1, 2023.

This document does not reflect the intent or official position of the bill sponsor or House of Representatives.
STORAGE NAME: h0515.PEW
DATE: 3/9/2023
FULL ANALYSIS

I. SUBSTANTIVE ANALYSIS

A. EFFECT OF PROPOSED CHANGES:
Present Situation

Governor’s Chief Inspector General

The Office of Chief Inspector General (CIG) is responsible for promoting accountability, integrity, and
efficiency in agencies under the Governor’s jurisdiction. 1 The CIG monitors the activities of the agency
inspectors general under the Governor’s jurisdiction and is required, among other things, to do the
following:
• Initiate, supervise, and coordinate investigations and carry out other activities designed to deter,
detect, prevent, and eradicate fraud, waste, abuse, mismanagement, and misconduct in
government;
• Investigate, upon receipt of a complaint or for cause, any administrative action of any agency,
the administration of which is under the direct supervision of the Governor;
• Examine the records and reports of any agency the administration of which is under the direct
supervision of the Governor;
• Coordinate complaint-handling activities with agencies;
• Coordinate the activities of the Whistle-blower’s Act and maintain the whistle-blower’s hotline to
receive complaints and information concerning the possible violation of law or administrative
rules, mismanagement, fraud, waste, abuse of authority, malfeasance, or a substantial or
specific danger to the health, welfare, or safety of the public;
• Report expeditiously to and cooperate fully with the Department of Law Enforcement, the
Department of Legal Affairs, and other law enforcement agencies when there are recognizable
grounds to believe that there has been a violation of criminal law or that a civil action should be
initiated;
• Act as liaison and monitor the activities of the inspectors general in the agencies under the
Governor’s jurisdiction; and
• Conduct special investigations and management reviews at the request of the Governor. 2

In exercising the authority of the office, the Governor’s Chief Inspector General, may, among other
things, issue and serve subpoenas and subpoenas duces tecum, for agencies under the jurisdiction of
the Governor, to compel the attendance of witnesses and the production of documents, reports,
answers, records, accounts, and other data in any medium. 3

Agency Inspectors General

An Office of Inspector General (OIG) is established in each state agency 4 to provide a central point for
the coordination of and responsibility for activities that promote accountability, integrity, and efficiency
in government. 5 Each agency OIG is, among other things, responsible for the following:
• Supervising and coordinating audits, investigations, and management reviews relating to the
programs and operations of the agency;

1
S. 14.32(1), F.S.
2
S. 14.32(2), F.S.
3
S. 14.32(5)(b), F.S.
4
S. 20.055(1)(d), F.S. defines the term “state agency” as each department created pursuant to ch. 20, F.S., and the Executive Office of
the Governor, the Department of Military Affairs, the Fish and Wildlife Conservation Commission, the Office of Insurance Regulation
of the Financial Services Commission, the Office of Financial Regulation of the Financial Services Commission, the Public Service
Commission, the Board of Governors of the State University System, the Florida Housing Finance Corporation, the Florida Gaming
Control Commission, and the state courts system.
5
S. 20.055(2), F.S.
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• Conducting, supervising, or coordinating other activities carried out or financed by the agency
for the purpose of promoting economy and efficiency in the administration of, or preventing and
detecting fraud and abuse in, its programs and operations;
• Keeping the agency head, 6 or the CIG for agencies under the jurisdiction of the Governor,
informed concerning fraud, abuses, and deficiencies relating to programs and operations
administered or financed by the agency; recommending corrective action concerning fraud,
abuses, and deficiencies; and reporting on the progress made in implementing corrective
action;
• Ensuring effective coordination and cooperation between the Auditor General, federal auditors,
and other governmental bodies to avoid duplication; and
• Ensuring that an appropriate balance is maintained between audit, investigative, and other
accountability activities.

With respect to investigations, each OIG must initiate, conduct, supervise, and coordinate
investigations designed to detect, deter, prevent, and eradicate fraud, waste, mismanagement,
misconduct, and other abuses in state government. 7 For these purposes, each inspector general must
do the following:
• Receive complaints and coordinate all activities of the agency as required by the Whistle-
blower’s Act;
• Receive and consider the complaints that do not meet the criteria for an investigation under the
Whistle-blower’s Act and conduct, supervise, or coordinate such inquiries, investigations, or
reviews as the inspector general deems appropriate;
• Report expeditiously to the Department of Law Enforcement or other law enforcement agencies,
as appropriate, when the inspector general has reasonable grounds to believe there has been a
violation of criminal law;
• Conduct investigations and other inquiries free of actual or perceived impairment to the
independence of the inspector general or the inspector general’s office, including freedom from
any interference with investigations and timely access to records and other sources of
information;
• Submit to entities contracting with the state or an individual substantially affected the findings of
investigations involving such entities or individual, who must be advised that they may submit a
written response to the findings, and whose written response, if any, must be included in the
final report along with the inspector general’s rebuttal, if any; and
• Submit timely final reports on investigations to the agency head, except for whistle-blower’s
investigations, which must be conducted and reported pursuant to the Florida Whistle-blower’s
Act. 8

Board of Governors Inspector General

The Board of Governors (BOG) is responsible for operating, regulating, controlling, and being fully
responsible for the management of the State University System. Pursuant to Florida’s Constitution, the
BOG’s management is subject to the powers of the Legislature to appropriate for the expenditure of
funds. Like other state agencies, the BOG has an Office of Inspector General charged with promoting
accountability, financial integrity and efficiency as required by law. The BOG IG is also charged with
detecting fraud and abuse within state universities.

If the BOG determines that the board of trustees of a state university is unwilling or unable to address
substantiated allegations of waste, fraud, or financial mismanagement within a state university, the

6
S. 20.055(1)(a), F.S., defines the term “agency head” as the Governor, a Cabinet officer, a secretary as defined in s. 20.03(5), F.S., or
an executive director as defined in s. 20.03(6), F.S., the chair of the Public Service Commission, the Director of the Office of
Insurance Regulation of the Financial Services Commission, the Director of the Office of Financial Regulation of the Financial
Services Commission, the board of directors of the Florida Housing Finance Corporation, the chair of the Florida Gaming Control
Commission, and the Chief Justice of the State Supreme Court.
7
S. 20.055(7), F.S.
8
Id.
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BOG Inspector General must conduct, coordinate, or an request investigation into the substantiated
allegations. 9

The BOG Inspector General, when performing its duties, must have access to all information and
personnel necessary to perform its duties and will have all of its current powers, duties and
responsibilities as authorized in s. 20.055, F.S. 10

In 2019, the Florida House of Representatives conducted an investigation into the unauthorized use of
appropriated funds for fixed capital outlay projects at the University of Central Florida. Among the
investigatory findings was the BOG’s Office of Inspector General lacks resources to exercise the robust
investigative role intended by the inspector general statutes and that such resources are essential to
holding universities accountable to the BOG. To address the finding, the investigatory report
recommended the BOG Inspector General investigate significant complaints or reports of possible
waste, fraud and mismanagement and submit investigative findings to the Board of Governors, the
Speaker of the House and Senate President. The investigatory report further recommended, if
requested by the BOG, consideration be given to authorize the BOG Inspector General to exercise
subpoena power on behalf of a state university.

Effect of Proposed Changes

The bill authorizes the BOG Inspector General, or designee, to issue and serve subpoenas duces
tecum on behalf of the BOG or a state university to compel the attendance of witnesses and the
production of documents, reports, answers, records, accounts, and other data in any medium.

In the event of noncompliance with a subpoena issued, the bill authorizes the BOG Inspector General
to petition the circuit court of the county in which the person subpoenaed resides or has his or her
principal place of business for an order requiring the subpoenaed person to appear and testify and to
produce documents, reports, answers, records, accounts, or other data as specified in the subpoena.

The bill also provides for the BOG Inspector General to require or allow a person to file a statement, in
writing, under oath, as to all the facts and circumstances concerning the matter that is to be audited,
examined, or investigated.

B. SECTION DIRECTORY:
Section 1: Amends s. 20.155, F.S.; authorizing the Office of Inspector General to issue and serve
subpoenas duces tecum for specified purposes and require or allow certain persons to file specified
statements; authorizing the office to petition certain courts for specified purposes.

Section 2: Provides an effective date.

II. FISCAL ANALYSIS & ECONOMIC IMPACT STATEMENT

A. FISCAL IMPACT ON STATE GOVERNMENT:

1. Revenues:
None.

2. Expenditures:
None.

B. FISCAL IMPACT ON LOCAL GOVERNMENTS:

1. Revenues:

9
S. 20.155(5), F.S.
10
Id.
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DATE: 3/9/2023
None.

2. Expenditures:
None.

C. DIRECT ECONOMIC IMPACT ON PRIVATE SECTOR:
See Fiscal Comments.

D. FISCAL COMMENTS:
This bill does not appear to have a fiscal impact on state or local government.

III. COMMENTS

A. CONSTITUTIONAL ISSUES:

1. Applicability of Municipality/County Mandates Provision:
None.

2. Other:
None.
B. RULE-MAKING AUTHORITY:
None.

C. DRAFTING ISSUES OR OTHER COMMENTS:
If the intent of the bill is to mirror s. 14.32(5)(b), F.S., which authorizes the Governor’s Chief Inspector
General to exercise subpoena power on behalf of a state agency under the Governor’s control, the
sponsor may wish to amend the bill to authorize the BOG Inspector General to issue ‘subpoenas’ in
addition to ‘subpoenas duces tecum.’

IV. AMENDMENTS/COMMITTEE SUBSTITUTE CHANGES

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DATE: 3/9/2023
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 515 2023

1 A bill to be entitled
2 An act relating to the Office of Inspector General of
3 the Board of Governors of the State University System;
4 amending s. 20.155, F.S.; authorizing the Office of
5 Inspector General to issue and serve subpoenas duces
6 tecum for specified purposes and require or allow
7 certain persons to file specified statements;
8 authorizing the office to petition certain courts for
9 specified purposes; providing an effective date.
10
11 Be It Enacted by the Legislature of the State of Florida:
12
13 Section 1. Subsection (5) of section 20.155, Florida
14 Statutes, is amended to read:
15 20.155 Board of Governors of the State University System. —
16 (5)(a) OFFICE OF INSPECTOR GENERAL.—An Office of Inspector
17 General shall be organized using existing resources and funds to
18 promote accountability, efficiency, and effectiveness and to
19 detect fraud and abuse within state universities. If the Board
20 of Governors determines that a state university board of
21 trustees is unwilling or unable to address substantiated
22 allegations made by any person relating to waste, fraud, or
23 financial mismanagement, the office shall conduct, coordinate,
24 or request investigations into substantiated allegations made by
25 any person relating to waste, fraud, or financial mismanagement

Page 1 of 2

CODING: Words stricken are deletions; words underlined are additions.
hb0515-00
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 515 2023

26 within a state university. The office shall have access to all
27 information and personnel necessary to perform its duties and
28 shall have all of its current powers, duties, and
29 responsibilities authorized in s. 20.055.
30 (b)1. In exercising authority under this subsection, the
31 Office of Inspector General or his or her designee may:
32 a. Issue and serve subpoenas duces tecum for the Board of
33 Governors or the state universities in the State University
34 System to compel the attendance of witnesses and the production
35 of documents, reports, answers, records, accounts, and other
36 data in any medium.
37 b. Require or allow a person to file a statement in
38 writing, under oath or otherwise, as to all the facts and
39 circumstances concerning the matter to be audited, examined, or
40 investigated.
41 2. In the event of noncompliance with a subpoena issued
42 under this paragraph, the Inspector General may petition the
43 circuit court of the county in which the person subpoenaed
44 resides or has his or her principal place of business for an
45 order requiring the subpoenaed person to appear and testify and
46 to produce documents, reports, answers, records, accounts, or
47 other data as specified in the subpoena.
48 Section 2. This act shall take effect July 1, 2023.

Page 2 of 2

CODING: Words stricken are deletions; words underlined are additions.
hb0515-00
COMMITTEE/SUBCOMMITTEE AMENDMENT
Bill No. HB 515 (2023)
Amendment No. 1

COMMITTEE/SUBCOMMITTEE ACTION
ADOPTED (Y/N)
ADOPTED AS AMENDED (Y/N)
ADOPTED W/O OBJECTION (Y/N)
FAILED TO ADOPT (Y/N)
WITHDRAWN (Y/N)
OTHER

1 Committee/Subcommittee hearing bill: Postsecondary Education &
2 Workforce Subcommittee
3 Representative Silvers offered the following:
4
5 Amendment (with title amendment)
6 Remove lines 16-42 and insert:
7 (5) OFFICE OF INSPECTOR GENERAL.—An Office of Inspector
8 General shall be organized using existing resources and funds to
9 promote accountability, efficiency, and effectiveness and to
10 detect fraud and abuse within state universities.
11 (a) If the Board of Governors determines that a state
12 university board of trustees is unwilling or unable to address
13 substantiated allegations made by any person relating to waste,
14 fraud, or financial mismanagement, the office must shall
15 conduct, coordinate, or request investigations into
16 substantiated allegations made by any person relating to waste,
010853 - HB 515 - Amendment (Silvers), line 16.docx
Published On: 3/10/2023 6:32:01 PM
Page 1 of 3
COMMITTEE/SUBCOMMITTEE AMENDMENT
Bill No. HB 515 (2023)
Amendment No. 1

17 fraud, or financial mismanagement within a state university. The
18 office shall have access to all information and personnel
19 necessary to perform its duties and shall have all of its
20 current powers, duties, and responsibilities authorized in s.
21 20.055.
22 (b) In exercising its authority under this section, the
23 office may do any of the following:
24 1. Issue and serve subpoenas and subpoenas duces tecum,
25 for the Board of Governors or universities under the
26 jurisdiction of the State University System, to compel the
27 appearance of witnesses and the production of documents,
28 reports, answers, records, accounts, and other data in any
29 medium.
30 2. Require or authorize a person to file a written
31 statement, under oath if required, as to all the facts and
32 circumstances concerning the matter to be audited, examined, or
33 investigated.
34 (c) In the event of noncompliance with a subpoena issued
35 under paragraph (b), the office may petition the
36
37 -----------------------------------------------------
38 T I T L E A M E N D M E N T
39 Remove lines 4-9 and insert:
40 amending s. 20.155, F.S.; granting the Office of the
41 Inspector General of the Board of Governors additional
010853 - HB 515 - Amendment (Silvers), line 16.docx
Published On: 3/10/2023 6:32:01 PM
Page 2 of 3
COMMITTEE/SUBCOMMITTEE AMENDMENT
Bill No. HB 515 (2023)
Amendment No. 1

42 authority to take certain actions in carrying out its
43 duties; providing an effective date.

010853 - HB 515 - Amendment (Silvers), line 16.docx
Published On: 3/10/2023 6:32:01 PM
Page 3 of 3
PCS for HB 1401
HOUSE OF REPRESENTATIVES STAFF ANALYSIS
BILL #: PCS for HB 1401 Articulation Agreements
SPONSOR(S): Postsecondary Education & Workforce Subcommittee
TIED BILLS: None. IDEN./SIM. BILLS: SB 750

REFERENCE ACTION ANALYST STAFF DIRECTOR or
BUDGET/POLICY CHIEF

Orig. Comm.: Postsecondary Education & Wolff Kiner
Workforce Subcommittee

SUMMARY ANALYSIS
To improve access to baccalaureate degrees for Florida’s postsecondary students as well as to simplify and
streamline existing articulation agreements, the bill provides for the review and modification, as needed, of
statewide articulation agreements, the statewide course numbering system, transfer credit processes, and the
Common Prerequisite Manual.

The bill requires the Articulation Coordinating Committee (ACC) to convene a workgroup to develop statewide
“2+2” Associate in Science (AS) degree to baccalaureate degree articulation agreements in high-demand
fields. State universities must establish at least one local “2+2” AS degree to baccalaureate degree articulation
agreement with one or more Florida College System (FCS) institutions. Additionally, the bill requires the ACC
to convene a workgroup to strengthen educator preparation programs in the state and provide seamless
pathways to continued educational opportunities.

The bill requires institutions to award transfer credit toward institutional and program-specified requirements
before it is applied as elective credit. To provide for consistent application of this requirement, the bill requires
the State Board of Education (SBE) to adopt rules for the collection and review of course information. The SBE
and the Board of Governors (BOG) of the State University System must provide recommendations on a
process to review and approve the existing statewide course numbering system.

The DOE and BOG must collaborate on a review of the Common Prerequisite Manual as well as a
redevelopment of the Common Prerequisite database. Once this database is updated, the bill requires that
state universities and FCS institutions provide access to the database to students through their admissions and
program websites.

The bill creates an Associate in Arts specialized transfer degree to allow students to complete required lower-
level coursework at an FCS institution in preparation for transfer to a baccalaureate degree program, and
requires the SBE to establish criteria for the review and approval of new specialized transfer degrees.

The bill does not appear to have a fiscal impact.

The bill has an effective date of July 1, 2023.

This document does not reflect the intent or official position of the bill sponsor or House of Representatives.
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DATE: 3/27/2023
FULL ANALYSIS

I. SUBSTANTIVE ANALYSIS

A. EFFECT OF PROPOSED CHANGES:
Present Situation

Associate in Arts Degree

The Associate in Arts degree (AA) is designed for students who plan to transfer from a Florida College
System (FCS) institution to a baccalaureate degree program, either at an FCS or state university
system (SUS) institution. 1

The AA degree requirements consist of 60 total credit hours and include 36 credit hours of general
education and 24 credit hours of electives. Students should choose elective courses required for
admission to their intended program of study or major at the desired college or university. The Common
Prerequisites Manual 2 is a catalog of lower-level courses that are prerequisites for entrance into
baccalaureate programs offered by FCS and SUS institutions. Students are encouraged to discuss
their intended program of study with an academic advisor at their college to ensure they are meeting all
requirements to transfer upon completing their AA degree. 3

A baccalaureate degree must be no more than 120 semester hours of college credit, unless prior
approval has been granted by the Board of Governors (BOG) or the State Board of Education (SBE),
as applicable, and include 36 semester hours of general education coursework. 4

Associate in Science Degree

The Associate in Science (AS) degree is offered by each FCS institution. The AS degree is intended to
provide programs of career and technical instruction consisting of lower division college credit courses
to prepare for entry into employment. The AS degree is also a transfer degree and a basis for
admission to a related bachelor’s degree. The AS degree is awarded upon satisfactory completion of a
planned program of instruction comprised of the standard credit hour length established, after
demonstration of the attainment of predetermined and specified performance requirements. The
standard credit hour length of all associate in science degree programs is defined in SBE rule, 5 and
must include a minimum of 15 college credits of general education coursework. 6 Courses taken as a
part of the AS degree to meet the 36-hour general education requirement will transfer and apply to the
baccalaureate degree. 7

General Education Core Courses

Students initially entering an FCS or SUS institution in 2015-2016 and thereafter, are required to
complete at least one identified general education core course in each of the subject areas of
communication, mathematics, social sciences, humanities, and natural sciences. All public
postsecondary educational institutions are required to accept these courses as meeting general
education core course requirements. 8 Beginning in 2022-2023, the general education core course

1
Florida Department of Education, Florida College System, Academics, https://www.fldoe.org/schools/higher-ed/fl-college-
system/academics/ (last visited March 20, 2023).
2
Florida Shines, Common Prerequisites Manual, https://cpm.flvc.org/advance-search (last visited March 20, 2023).
3
Florida Department of Education, Florida College System, Academics, https://www.fldoe.org/schools/higher-ed/fl-college-
system/academics/ (last visited March 20, 2023).
4
Section 1007.25(10), F.S. and Board of Governors Regulation 6.017
5
Rule 6A-6.0571, F.A.C.
6
Rule 6A-14.030(4), F.A.C.
7
Rule 6A-10.024(6), F.A.C.
8
Section 1007.25, F.S.
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requirement is extended to students in an associate in applied science (AAS) and associate in science
(AS) degree program. 9

General education core course options consist of a maximum of five courses in each identified subject
area, but may exceed that limit with the approval of the SBE or the BOG. The general education core
courses are established in SBE rule 10 and BOG regulation. 11

Transfer of General Education Courses

Each public postsecondary institution must accept transfer general education core courses taken at
another institution. After completing the general education core course requirements, the remaining
courses and credits that fulfill the total 36-hour general education requirement for an associate in arts
or baccalaureate degree are at the discretion of the FCS or SUS institution. 12

General education programs in Florida, while consistent at the general education core requirements
and the total of 36 hours for completion, vary in the selection of institutionally-required courses.
Students who transfer with an AA or AS degree, or who have completed their block of 36 general
education hours do not have to meet the receiving institution’s general education program
requirements. If a student does not complete the total 36-hour general education curriculum prior to
transfer, each course, outside of courses taken as general education courses, will be reviewed
individually to determine if it meets the general education requirements of the new institution. 13

Statewide Articulation Agreements

Each state university board of trustees, FCS board of trustees, and district school board must plan and
adopt policies and procedures to provide articulated programs so that students can proceed toward
their educational objectives as rapidly as their circumstances permit. 14

Statewide articulation agreements help facilitate the seamless transition of students across and among
Florida’s educational entities. This supports the DOE’s focus to expand opportunities for postsecondary
degrees and certificates. These agreements are intended to be a minimum guarantee of articulated
credit and do not preclude institutions from granting additional credit based on local agreements. 15

2+2 Articulation in Florida

The SBE and the BOG are required to enter into a statewide articulation agreement which the SBE
must adopt by rule. The agreement must preserve Florida’s “2+2” system of articulation and facilitate
the seamless articulation of student credit across and among Florida’s educational entities. 16

The Florida Statewide Articulation Agreement 17 is the most comprehensive articulation agreement in
the nation. Critical components of the statewide articulation agreement include: 18
• Defining the AA degree as the transfer degree.
• Establishing requirements for awarding degrees and degree definitions.

9
Id.
10
Rule 6A-14.0303, F.A.C.
11
Board of Governors Regulation 8.005.
12
Id. and Rule 6A -14.0303(5), F.A.C.
13
Florida Department of Education, Statewide Postsecondary Articulation Manual (Jan. 2021), at 15, available at
https://www.fldoe.org/core/fileparse.php/5421/urlt/Statewide-Articulation-Manual.pdf. See also Rule 6A-10.024(2)(c), F.A.C.
14
Rule 6A-10.024(1), F.A.C.
15
Florida Department of Education, Career & Adult Education, Statewide Articulation Agreements,
https://www.fldoe.org/academics/career-adult-edu/career-technical-edu-agreements/ (last visited March 20, 2023).
16
Section 1007.23(1), F.S.
17
Section 1007.23, F.S., Rule 6A-10.024, F.A.C, and Board of Governors, Articulation Resolution, available at
https://www.flbog.edu/wp-content/uploads/ArticulationRegulation.pdf.
18
Florida Department of Education, Statewide Postsecondary Articulation Manual (Jan. 2021), at 14, available at
https://www.fldoe.org/core/fileparse.php/5421/urlt/Statewide-Articulation-Manual.pdf.
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• Guaranteeing transfer of the general education block of credit.
• Creating the ACC, its purpose, role, and membership.
• Guaranteeing transfer of credit via the SCNS.
• Establishing a process for determining credit-by-examination equivalencies.
• Providing for AS degree articulation.
• Establishing a common college transcript.

Students who graduate from an institution within the FCS with an AA degree are guaranteed the
following rights under the Statewide Articulation Agreement: 19
• Admission to an upper-division program at a SUS or FCS institution if it offers baccalaureate
degree programs, except for limited-access programs. 20
• Acceptance of at least 60 semester hours by the SUS and FCS baccalaureate degree-granting
institutions.
• Adherence to the university or college requirements and policies, based on the catalog in effect
at the time the student first enters the FCS institution, provided the student maintains
continuous enrollment.
• Transfer of equivalent courses under the SCNS.
• Acceptance by the SUS and baccalaureate degree-granting FCS institutions of credits earned in
accelerated programs (e.g. Dual Enrollment, CLEP, Advanced Placement, International
Baccalaureate, and Advanced International Certificate of Education).
• No additional general education core or general education institutional requirements.
• Advance knowledge of selection criteria for limited access programs.
• Equal opportunity for native university students to enter limited-access programs.

A student who completes an AA degree may continue to earn additional credits at an FCS institution if
courses to be completed are listed in the university catalog as required for the degree or as prerequisite
to a course required for the degree. 21 However, in order to be eligible for federal financial aid, a student
must be enrolled or accepted for enrollment as a regular student in an eligible degree or certificate
program. 22 Therefore, a student who completes an AA but needs additional courses for university
requirements may not be eligible for additional federal student aid.

Targeted 2+2 Pathway Articulation Agreements

To strengthen Florida’s “2+2” system of articulation and improve student retention and on-time
graduation, each FCS institution was required to, by the 2019-2020 academic year, execute at least
one “2+2” targeted pathway articulation agreement with one or more state universities, and each state
university was required to execute at least one such agreement with one or more FCS institutions to
establish “2+2” targeted pathway programs. The agreements were established to provide students who
graduate with an associate in arts degree and who meet specified requirements guaranteed access to
the state university and a degree program at that university, in accordance with the terms of the “2+2”
targeted pathway articulation agreement. To participate in a “2+2” targeted pathway program, a student
must: 23
• Enroll in the program before completing 30 credit hours, including, but not limited to, college
credits earned through articulated acceleration mechanisms. 24
• Complete an AA degree.
• Meet the university’s transfer requirements.

19
Id.
20
Board of Governors Regulation 8.013. Limited-access programs are degree programs may include additional admission
requirements (e.g., higher grade point average and/or higher test scores, additional courses or prerequisites, or auditions and/or
portfolios).
21
Section 1007.25(12), F.S.
22
Federal Student Aid, Eligibility Requirements, https://studentaid.gov/understand-aid/eligibility/requirements (last visited Mar. 20,
2023).
23
Section 1007.23(8), F.S.
24
Section 1007.27, F.S.
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State universities were required to, as a part of the “2+2” targeted pathway articulation agreement: 25
• Establish a 4-year, on-time graduation plan for a baccalaureate degree program, including, but
not limited to, a plan for students to complete an associate in arts degree programs, general
education courses, common prerequisite courses, and elective courses.
• Advise students enrolled in the program about the university’s transfer and degree program
requirements.
• Provide students who meet the requirements under this paragraph with access to academic
advisors and campus events and with guaranteed admittance to the state university and a
degree program of the state university, in accordance with the terms of the agreement.

Some examples of the “2+2” targeted pathway agreements are DirectConnect to UCF 26, FUSE at the
University of South Florida 27, and Connect4Success at Florida International University. 28

Statewide Career Pathways Articulation Agreements

Statewide career pathways articulation agreements help to facilitate the seamless transition of students
across and among Florida’s educational entities. These agreements are intended to be a minimum
guarantee of articulated credit and do not preclude institutions from granting additional credit based on
local agreements. 29

Associate in Science to Bachelor of Science Degree Articulation Agreements

The SBE and the BOG authorize several provisions for statewide articulation from an AS to a
baccalaureate degree. The Department of Education (DOE), in consultation with institutions,
periodically review, as necessary, the provisions of the state articulation agreements and the
prescribed curricula to ensure the continued effectiveness of the articulation between the AS and
baccalaureate degree programs. In addition, the AS degree is considered fully transferable within the
FCS, and many FCS baccalaureate degree programs are directly aligned with related AS degrees. 30

There are currently nine approved statewide AS degree to baccalaureate degree articulation
agreements. 31

Early Childhood Education Articulation Agreements

The Early Childhood Education articulation agreement guarantees the award of course credits toward a
postsecondary degree in early childhood education programs approved by the SBE and BOG which
award a child development associate credential issued by the National Credentialing Program of the
Council for Professional Recognition or award an approved credential 32 as being equivalent to the child
development associate credential, and include training in emergent literacy which meets or exceeds the
minimum standards 33 for training courses for prekindergarten instructors of the Voluntary
Prekindergarten Education Program.

25
Section 1007.23(8), F.S.
26
University of Central Florida, DirectConnect to UCF, https://directconnect.ucf.edu/ (last visited March 20, 2023).
27
University of South Florida, FUSE, https://www.usf.edu/undergrad/transfer-student-success/fuse/ (last visited March 20, 2023).
28
Florida International University, Connect4Success, Overview, https://admissions.fiu.edu/how-to-apply/connect4success/index.html
(last visited March 20, 2023).
29
Section 1007.23, F.S. Florida Department of Education, Career & Adult Education, Statewide Articulation Agreements,
https://www.fldoe.org/academics/career-adult-edu/career-technical-edu-agreements/ (last visited March 21, 2023).
30
Florida Department of Education, Statewide Postsecondary Articulation Manual (Jan. 2021), at 20, available at
https://www.fldoe.org/core/fileparse.php/5421/urlt/Statewide-Articulation-Manual.pdf. Florida Department of Education, Office of
Articulation, Career Ladder Agreements, available at
https://www.fldoe.org/core/fileparse.php/7525/urlt/astobaccalaureate_agreemnts.pdf.
31
Florida Department of Education, Career Ladder Agreements, available at
https://www.fldoe.org/core/fileparse.php/7525/urlt/astobaccalaureate_agreemnts.pdf.
32
Section 1002.55(3)(c)1.b., F.S., or s. 402.305(3)(c), F.S.
33
Section 1002.59, F.S.
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Career Articulation Agreements

Florida has additional statewide articulation agreements that allow students to transfer clock hours,
credits, or industry certifications to college credit degree programs. These include:
• Applied Technology Diploma to AS/AAS Articulation Agreements, consisting of a course of
study that is part of an AS or an AAS degree, is less than 60 credit hours, and leads to
employment in a specific occupation. 34
• Career Certificate to Associate Degree Articulation, formerly known as the Postsecondary Adult
Vocational (PSAV) certificate, is a course of study consisting of clock hours designed to prepare
students for employment. These programs are of varying lengths. Students who complete
designated programs can articulate credits into related AS/AAS degree programs. 35
• Gold Standard Career Pathways Articulation Agreements, annually adopted by the SBE, and
guaranteeing the award of an identified number of college credits to students who have earned
a specified industry certification and are enrolled in a designated AS or AAS degree program at
an FCS institution. 36

Statewide Course Numbering System

The Florida statewide course numbering system (SCNS) is a taxonomy of courses offered by
participating postsecondary institutions in order to improve program planning and communication
among all delivery systems, and facilitate student acceleration and the transfer of students and credits
between public school districts, public postsecondary educational institutions, and participating
nonpublic educational institutions.

Any student who transfers among participating postsecondary educational institutions must be awarded
credit by the receiving institution for equivalent courses satisfactorily completed at the previous
institution. Courses are considered equivalent if they are judged by the appropriate SCNS faculty
committees to be academically equivalent, and are then assigned an equivalent course number.
Credits awarded for equivalent courses must satisfy institutional requirements on the same basis as
credits awarded to native students. 37

Additionally, participating postsecondary institutions receiving transfer course credit must accept and
apply general education courses and credit, including credit earned through dual enrollment, course
equivalencies, and other acceleration mechanisms, as first satisfying general education core course
credit requirements and other general education subject area course credit requirements before
applying the course credit as elective credit. 38

All 12 of Florida’s state universities, 28 FCS institutions, 40 participating nonpublic postsecondary
institutions, and 44 career education centers participate in the SCNS. 39

Articulation Coordinating Committee

The Commissioner of Education, in consultation with the Chancellor of the SUS, establishes the
Articulation Coordinating Committee (ACC), whose primary role is to recommend statewide articulation
policies. 40 Specifically, the ACC must monitor articulation between education systems, propose
guidelines for articulation agreements, publish lists of general education and common prerequisite
courses, establish dual enrollment course equivalencies to high school credit, and annually review the

34
Florida Department of Education, Career & Technical Education, ATD to AS/AAS Statewide Articulation Agreements,
https://www.fldoe.org/academics/career-adult-edu/career-tech-edu/atd-as.stml (last visited March 20, 2023).
35
Florida Department of Education, Statewide Postsecondary Articulation Manual (Jan. 2021), at 21, available at
https://www.fldoe.org/core/fileparse.php/5421/urlt/Statewide-Articulation-Manual.pdf.
36
Id.
37
Section 1007.24(7), F.S. See also Rule 6A-10.024(2)(c), F.A.C.
38 Section 1007.24(8), F.S.
39
Florida Department of Education, Statewide Postsecondary Articulation Manual (Jan. 2021), at 3, available at
https://www.fldoe.org/core/fileparse.php/5421/urlt/Statewide-Articulation-Manual.pdf.
40
Section 1007.01(3), F.S.
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Statewide Articulation Agreement. 41 The Office of K-20 Articulation within the DOE provides
administrative support to the ACC. 42

Effect of Proposed Changes

Articulation Agreements

Associate in Science to Baccalaureate Articulation Agreements

The bill requires the ACC to, by September 1, 2024, convene a workgroup composed of faculty of state
universities, FCS institutions, and district career centers to facilitate the seamless transfer of the AS
degree and reduce time to credential completion.

The bill requires the workgroup to develop a minimum of four statewide “2+2” AS degree to
baccalaureate degree articulation agreements in high-demand fields. The agreements must be
developed for programs widely offered at FCS and a majority of SUS institutions and must guarantee
the transfer, acceptance, and credit application of the full AS degree toward the baccalaureate degree
program requirements. The workgroup must also develop recommendations for the inclusion of up to
24 credit hours of general education courses in the "2+2" associate in science degree, the
demonstration of competency in a foreign language, and the acceptance of general education and
program-specific courses as transfer course credits.

The bill requires the workgroup to provide its proposed articulation agreements to the ACC by March 1,
2025. If the proposed articulation agreements are approved by the ACC, the SBE and the BOG, state
universities and FCS institutions must accept and apply articulated credit as stipulated in the final
articulation agreements.

Institution 2+2 Articulation Agreements

The bill requires each state university, by the start of the 2025-2026 academic year, to adopt a
minimum of one “2+2” AS degree program to baccalaureate degree agreement with one or more FCS
institutions. The agreements must guarantee transfer, acceptance, and credit application of the full AS
degree program of study toward the baccalaureate program requirements. The bill requires each state
university to, by August 1, 2025, submit the local “2+2” AS degree to baccalaureate degree articulation
agreement to the Department of Education.

Educator Preparation Articulation Agreements

The bill further requires the ACC to convene a workgroup composed of faculty of state universities,
FCS institutions, and district career centers to, by September 1, 2023, develop recommendations for
the seamless transfer from one educational level to the next in teacher preparation programs for
education paraprofessionals and individuals who have earned the child development associate
credential. The bill requires the workgroup to also develop recommendations for the seamless transfer
of teacher apprentices for the completion of their baccalaureate degree.

The bill requires the workgroup to review existing statewide, regional, and interinstitutional agreements
to identify seamless pathways and course sequences through the attainment of a baccalaureate
degree and develop a statewide articulation agreement that includes articulated postsecondary credit
for the child development associate credential and college-level training, experience, and education
acquired while serving as an education paraprofessional and a teacher apprentice to include the award
of credit toward a baccalaureate degree for experience acquired in the teacher apprenticeship program.

The bill requires the workgroup to provide its recommendation and proposed articulation agreement to
the ACC by March 1, 2024. If the proposed articulation agreement is approved by the ACC, the SBE

41
Section 1007.01(3)(a) and (b), F.S.
42
Section 1007.01(3), F.S.; s. 20.15(3)(h), F.S.
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and the BOG, state universities and FCS institutions must accept and apply articulated credit as
stipulated in the final articulation agreement.

Statewide Course Numbering System

The bill clarifies that existing requirements related to applying transfer course credits to general
education core course credit requirements and other general education subject areas apply only as set
forth in current law. Additionally, the bill requires transfer course credit that is not applied to satisfy
general education requirements to be applied as satisfying institution and program-specific
requirements before being applied as elected credit.

Finally, the bill requires the DOE, following consultation with the BOG, to provide recommendations on
a process to review and improve the SCNS, which must specifically address:
• identification of institutional usage of and compliance with the existing statewide course
numbering system;
• an analysis of the extent to which courses have similar learning outcomes as other courses;
• the involvement of discipline committees to modify or eliminate duplicative courses;
• a communication process to regularly inform institutions of changes; and
• a cyclic review process.

The DOE recommendations must be submitted to the Commissioner of Education and the Chancellor
of the BOG by July 1, 2024.

Common Prerequisite Manual

The bill requires the DOE and the BOG to review the Common Perquisite Manual and propose
changes through the ACC to reduce duplication, improve students’ access to baccalaureate degrees,
and simplify admissions requirements. The Florida Virtual Campus must provide the DOE and BOG
data on all existing approved common prerequisites by July 20, 2023. The review must examine the
extent to which:
• courses identified as prerequisites for program admission also have course-level prerequisites
that require additional coursework;
• common prerequisite courses and their alternatives are widely available at Florida College
System institutions and state universities; and
• all prerequisites listed for a given degree program, including those that are exceptions or
additions, are necessary for admission into the baccalaureate degree program, in partnership
with Classification of Instructional Programs (CIP) discipline committees.

Following this initial review, the bill requires the DOE and the BOG to establish a cyclical review
process for the Common Prerequisite Manual, which must involve the CIP discipline committees.

To modernize and simplify the Common Prerequisite Manual database, the Commissioner of Education
and Chancellor of the BOG must designate an entity to redesign the Common Prerequisite Manual
database with an interactive, student-friendly interface and an administrative portal. Once the database
has been updated, the bill requires FCS institutions and state universities to link to the database on
their admissions and program websites.

Associate in Arts Specialized Transfer Degree

The bill creates an AA specialized transfer degree to include 36 semester hours of general education
coursework and 60 semester hours or more of college credit.

The bill specifies that transfer degrees are designed for FCS institution students who need to
supplement lower-level coursework in preparation for transfer to the upper level. The bill requires the
SBE to establish criteria for the review and approval of new specialized transfer degrees. The approval
process must require:

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• Each FCS institution to submit a notice of its intent to propose a new AA specialized degree
program to the Division of Florida Colleges. The notice of intent:
o Must include the recommended credit hours, rationale for the specialization, the demand
for students entering the field, and the coursework being proposed to be included
beyond the 60 semester hours or general transfer degree.
o May be submitted by an FCS institution at any time.
• The Division of Florida Colleges to forward the notice of intent within 10 business days after
receipt to the Chancellor of the SUS and all FCS institutions. State universities and FCS
institutions have 60 days after receipt of the notice to submit comments.
• After submission of comments, the requesting FCS institution must submit a proposal that
includes:
o Evidence that the coursework for the AA specialized transfer degree includes
demonstration of competency in foreign language and demonstration of civic literacy
competency as provided in law.
o Demonstration that all required coursework will count toward the AA degree or the
baccalaureate degree.
o An analysis of demand and unmet need for students entering the specialized field of
study at the baccalaureate level.
o Justification for the program length if it exceeds 60 credit hours, including references to
the common prerequisite manual or other requirements for the baccalaureate degree.
Including documentation of alignment between the exit requirements of an FCS
institution and the admissions requirements of a baccalaureate degree program at a
State University to which students would typically transfer.
o Articulation agreements for graduates of the associate in arts specialized transfer
degree.
o Responses to comments received.

The bill requires the Division of Florida Colleges to review the proposal within 30 days of receipt,
provide written notification to the FCS institution of any deficiencies, and provide it with an opportunity
for correction. The Commissioner of Education must recommend approval or disapproval of the new
specialized transfer degree to the SBE within 45 days following receipt of the completed proposal by
the Division of Florida Colleges, and the SBE must consider the recommendation at its next meeting.

The bill authorizes the FCS to offer the AA specialized transfer degree once the SBE approves, and
must report data on student and program performance as prescribed by the DOE. The bill requires the
SBE to adopt rules to prescribe format and content requirements and submission procedures for
notices of intent, proposals, and compliance reviews

B. SECTION DIRECTORY:
Section 1: Amends s. 1007.23, F.S.; requiring the Articulation Coordinating Committee to convene
a workgroup by a specified date to develop specified articulation agreements; providing
requirements for the workgroups; requiring state universities and Florida College System
institutions to adopt specified articulation agreements by a specified date.

Section 2: Amends s. 1007.24, F.S.; requiring Florida College System institutions to award transfer
credit for certain courses; revising the application of transfer course credit; requiring the
Department of Education and the Board of Governors to make recommendations to
improve the statewide course numbering system.

Section 3: Amends s. 1007.25, F.S.; requiring a review of the Common Prerequisite Manual;
providing for the scope and deadlines for such review; requiring the redevelopment of
the Common Prerequisite Manual database; requiring state universities and Florida
College System institutions to provide access to such database; providing requirements
for an associate in arts specialized transfer degree; requiring the State Board of
Education to establish criteria for the review and approval of new specialized transfer
degrees; requiring the Division of Florida Colleges to review proposals and, in the event
of deficiencies, to provide certain written notice to the Florida College System institution;
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providing requirements for the approval process; providing that, upon approval of a new
associate in arts specialized transfer degree, Florida College System institutions may
offer the degree and shall report certain data; requiring the State Board of Education to
adopt rules; conforming a provision to changes made by the act.

Section 4: Provides and effective date.

II. FISCAL ANALYSIS & ECONOMIC IMPACT STATEMENT

A. FISCAL IMPACT ON STATE GOVERNMENT:

1. Revenues:
None.

2. Expenditures:
None.

B. FISCAL IMPACT ON LOCAL GOVERNMENTS:

1. Revenues:
None.

2. Expenditures:
None.

C. DIRECT ECONOMIC IMPACT ON PRIVATE SECTOR:
None.

D. FISCAL COMMENTS:
None.

III. COMMENTS

A. CONSTITUTIONAL ISSUES:

1. Applicability of Municipality/County Mandates Provision:
None.

2. Other:
None.

B. RULE-MAKING AUTHORITY:
The bill requires the State Board of Education to adopt rules to prescribe format and content
requirements and submission procedures for notices of intent, proposals, and compliance reviews with
respect to AA specialized transfer degrees.

C. DRAFTING ISSUES OR OTHER COMMENTS:
None.

IV. AMENDMENTS/COMMITTEE SUBSTITUTE CHANGES
Not applicable.
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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

PCS FOR HB 1401 2023

1 A bill to be entitled
2 An act relating to articulation agreements; amending
3 s. 1007.23, F.S.; requiring the Articulation
4 Coordinating Committee to convene a workgroup by a
5 specified date to develop specified articulation
6 agreements; providing requirements for the workgroups;
7 requiring state universities and Florida College
8 System institutions to adopt specified articulation
9 agreements by a specified date; amending s. 1007.24,
10 F.S.; requiring Florida College System institutions to
11 award transfer credit for certain courses; revising
12 the application of transfer course credit; requiring
13 the Department of Education and the Board of Governors
14 to make recommendations to improve the statewide
15 course numbering system; amending s. 1007.25, F.S.;
16 requiring a review of the Common Prerequisite Manual;
17 providing for the scope and deadlines for such review;
18 requiring the redevelopment of the Common Prerequisite
19 Manual database; requiring state universities and
20 Florida College System institutions to provide access
21 to such database; providing requirements for an
22 associate in arts specialized transfer degree;
23 requiring the State Board of Education to establish
24 criteria for the review and approval of new
25 specialized transfer degrees; requiring the Division

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26 of Florida Colleges to review proposals and, in the
27 event of deficiencies, to provide certain written
28 notice to the Florida College System institution;
29 providing requirements for the approval process;
30 providing that, upon approval of a new associate in
31 arts specialized transfer degree, Florida College
32 System institutions may offer the degree and shall
33 report certain data; requiring the State Board of
34 Education to adopt rules; conforming a provision to
35 changes made by the act; providing an effective date.
36
37 Be It Enacted by the Legislature of the State of Florida:
38
39 Section 1. Present subsections (8) and (9) of section
40 1007.23, Florida Statutes, are redesignated as subsections (9)
41 and (10), a new subsection (8) is added to that section, and
42 subsection (6) of that section is amended, to read:
43 1007.23 Statewide articulation agreement.—
44 (6) The articulation agreement must guarantee the statewide
45 articulation of appropriate courses within associate in science
46 degree programs to baccalaureate degree programs. Courses within
47 an associate in applied science degree program may articulate
48 into a baccalaureate degree program on an individual or block
49 basis as authorized in local interinstitutional articulation
50 agreements.

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51 (a) No later than September 1, 2024, the Articulation
52 Coordinating Committee shall convene a workgroup composed of
53 faculty from the State University System, Florida College System
54 institutions, and district career centers to facilitate the
55 seamless transfer of the associate in science degree and reduce
56 time to credential completion. The workgroup shall develop a
57 minimum of four statewide "2+2" associate in science programs to
58 baccalaureate degree articulation agreements in high-demand
59 fields that articulate the associate in science degree into a
60 related baccalaureate degree. These agreements must be developed
61 for programs that are widely offered at Florida College System
62 institutions and most state universities and must guarantee the
63 transfer, acceptance, and credit application of the full
64 associate in science degree toward the baccalaureate degree
65 program requirements. The workgroup shall develop
66 recommendations for the inclusion of up to 24 credit hours of
67 general education courses in the "2+2" associate in science
68 degree, the demonstration of competency in a foreign language
69 pursuant to s. 1007.262, and the acceptance of general education
70 and program-specific courses as transfer course credits. The
71 workgroup shall provide its proposed articulation agreements to
72 the Articulation Coordinating Committee for consideration by
73 March 1, 2025. If approved, the Articulation Coordinating
74 Committee will submit the agreements to the Board of Governors
75 and State Board of Education for consideration of approval. If

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76 approved by the Board of Governors and State Board of Education,
77 respectively, state universities and Florida College System
78 institutions must accept and apply articulated credit as
79 stipulated in the final articulation agreements.
80 (b) In addition to awarding credit in accordance with the
81 statewide "2+2" associate in science programs to baccalaureate
82 degree articulation agreements developed pursuant to paragraph
83 (a), each state university shall, by the start of the 2025-2026
84 academic year, adopt a minimum of one local "2+2" associate in
85 science programs to baccalaureate degree articulation agreement
86 with one or more Florida College System institutions. The
87 agreements must guarantee the transfer, acceptance, and credit
88 application of the full associate in science degree program of
89 study toward the baccalaureate degree program requirements. By
90 August 1, 2025, each state university must submit the local
91 "2+2" associate in science programs to baccalaureate degree
92 articulation agreement to the Department of Education.
93 (8) To strengthen educator preparation programs in this state
94 and provide seamless pathways to continued educational
95 opportunities, by September 1, 2023, the Articulation
96 Coordinating Committee shall convene a workgroup responsible for
97 developing recommendations for seamless student transfer from
98 one educational level to the next in teacher preparation
99 programs for education paraprofessionals and individuals who
100 have earned the child development associate credential. The

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101 workgroup shall also develop recommendations for the seamless
102 transfer of teacher apprentices for the completion of their
103 baccalaureate degree.
104 (a) The workgroup must be composed of State University System
105 and Florida College System institution faculty and faculty of
106 district career centers established under s. 1001.44.
107 (b) The workgroup shall review existing statewide, regional,
108 and intrainstitutional agreements to identify seamless pathways
109 and course sequences through the attainment of baccalaureate
110 degree and develop a statewide articulation agreement that
111 includes articulated postsecondary credit for the child
112 development associate credential as specified in paragraph
113 (7)(a) and college-level training, experience, and education
114 acquired while serving as an education paraprofessional as
115 defined in s. 1012.01(2)(e), and a teacher apprentice to include
116 the award of credit toward a baccalaureate degree for experience
117 acquired in the teacher apprenticeship program.
118 (c) The workgroup shall provide its recommendation and proposed
119 articulation agreement to the Articulation Coordinating
120 Committee by March 1, 2024. If approved, the Articulation
121 Coordinating Committee will submit the agreement to the Board of
122 Governors and State Board of Education for consideration of
123 approval. If approved by the Board of Governors and State Board
124 of Education, respectively, state universities and Florida
125 College System institutions must accept and apply articulated

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126 credit as stipulated in the final articulation agreement.
127 Section 2. Subsection (8) of section 1007.24, Florida
128 Statutes, is amended, and Subsection (10) of that section is
129 created, to read:
130 1007.24 Statewide course numbering system.—
131 (8) Participating postsecondary institutions receiving
132 transfer course credit must accept and apply general education
133 courses and credit in accordance with this section, s. 1007.25,
134 and other provisions of law, including credit earned through
135 dual enrollment, course equivalencies, and other acceleration
136 mechanisms, as first satisfying general education core course
137 credit requirements and other general education subject area
138 course credit requirements, as appropriate before applying the
139 course credit as elective credit. Transfer course credit not
140 applied in satisfying general education requirements must be
141 applied as satisfying institutional and program-specified
142 requirements before it is applied as elective credit.
143 (10) The Department of Education, in conjunction with the
144 Board of Governors, shall provide recommendations on a process
145 to review and improve the statewide course numbering system. The
146 recommendations must include, but are not limited to,
147 identification of institutional usage of and compliance with the
148 existing statewide course numbering system, an analysis of the
149 extent to which courses have similar learning outcomes as other
150 courses, the involvement of discipline committees to modify or

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151 eliminate duplicative courses, a communication process to
152 regularly inform institutions of changes, and a cyclic review
153 process that comports to subsection (9). The recommendations
154 shall be submitted to the Commissioner of Education and the
155 Chancellor of the State University System by July 1, 2024.
156 Section 3. Subsections (7),(9), and (12) of section
157 1007.25, Florida Statutes, are amended to read:
158 1007.25 General education courses; common prerequisites; other
159 degree requirements.—
160 (7)(a) The department shall identify common prerequisite
161 courses and course substitutions for degree programs across all
162 institutions. Common degree program prerequisites shall be
163 offered and accepted by all state universities and Florida
164 College System institutions, except in cases approved by the
165 State Board of Education for Florida College System institutions
166 and the Board of Governors for state universities. The
167 department shall develop a centralized database containing the
168 list of courses and course substitutions that meet the
169 prerequisite requirements for each baccalaureate degree program.
170 (b) The Department of Education, in conjunction with the Board
171 of Governors, shall undertake a review of the prerequisite
172 courses and course substitutions identified in paragraph (a),
173 collectively known as the Common Prerequisite Manual. Based on
174 the findings from the review, changes may be proposed to the
175 Common Prerequisite Manual through the Articulation Coordinating

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176 Committee to reduce duplication, improve students’ access to
177 baccalaureate degrees, and simplify admissions requirements. The
178 Florida Virtual Campus must provide the Department of Education
179 and Board of Governors a data file of all existing approved
180 common prerequisites by July 20, 2023, to inform this review.
181 The review, at a minimum, must examine the extent to which:
182 1. Courses identified as prerequisites for program admission
183 that also have course-level prerequisites requiring additional
184 coursework.
185 2. Common prerequisite courses and their alternatives are
186 widely available at Florida College System institutions and
187 state universities.
188 3. All prerequisites listed for a given degree program,
189 including those that are exceptions or additions, are necessary
190 for admission into the baccalaureate degree program, in
191 partnership with Classification of Instructional Programs (CIP)
192 discipline committees.
193 (c) The Department of Education, in conjunction with the Board
194 of Governors, shall develop a cyclical review process of the
195 Common Prerequisite Manual that involves CIP discipline
196 committee review.
197 (d)1. To facilitate the use of the revisions to the Common
198 Prerequisite Manual under paragraphs (b) and (c), the
199 Commissioner and the Chancellor of the State University System
200 shall establish a process for designating an entity to redevelop

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201 the Common Prerequisite Manual database pursuant to s.
202 1006.73(3) with an interactive, student-friendly interface and
203 an administrative portal. The redevelopment of the database
204 shall follow industry standard project management protocols and
205 be guided by a steering committee. The steering committee shall
206 be comprised of representatives appointed by the Commissioner of
207 Education and the Chancellor of the State University System and
208 must include at least one representative each from the Office of
209 Articulation, the Division of Florida Colleges, and the Board of
210 Governors. The project steering committee will report regularly
211 to the Chancellor and Commissioner, who will have final approval
212 of the database and interfaces.
213 2. Florida College System and State University System
214 institutions must link to this database on their admissions and
215 program websites once it is available.
216 (9)(a) An associate in arts degree must shall require no more
217 than 60 semester hours of college credit and include 36 semester
218 hours of general education coursework. Beginning with students
219 initially entering a Florida College System institution or state
220 university in the 2014-2015 academic year and thereafter,
221 Coursework coursework for an associate in arts degree must shall
222 include demonstration of competency in a foreign language
223 pursuant to s. 1007.262. Except for developmental education
224 required pursuant to s. 1008.30, all required coursework must
225 shall count toward the associate in arts degree or the

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226 baccalaureate degree.
227 (b) An associate in arts specialized transfer degree must
228 include 36 semester hours of general education coursework and
229 require 60 semester hours or more of college credit. Specialized
230 transfer degrees are designed for Florida College System
231 institution students who need supplemental lower-level
232 coursework in preparation for transfer as provided under
233 subsection (7). The State Board of Education shall establish
234 criteria for the review and approval of new specialized transfer
235 degrees. The approval process must require:
236 1. Each Florida College System institution to submit a notice
237 of its intent to propose a new associate in arts specialized
238 degree program to the Division of Florida Colleges. The notice
239 must include the recommended credit hours, rationale for the
240 specialization, the demand for students entering the field, and
241 the coursework being proposed to be included beyond the 60
242 semester hours required or the general transfer degree, if
243 applicable. Notices of intent may be submitted by a Florida
244 College System institution at any time.
245 2. The Division of Florida Colleges to forward the notice of
246 intent within 10 business days after receipt to the Chancellor
247 of the State University System and all Florida College System
248 institutions. State universities and Florida College System
249 institutions have 60 days after receipt of the notice to submit
250 comments on the proposed associate in arts specialized transfer

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251 degree.
252 3. After the submission of comments pursuant to subparagraph
253 2., the requesting Florida College System institution to submit
254 a proposal that, at a minimum, includes:
255 a. Evidence that the coursework for the associate in arts
256 specialized transfer degree includes demonstration of competency
257 in foreign language as provided in s. 1007.262 and demonstration
258 of civic literacy competency as provided in subsection (5).
259 b. Demonstration that all required coursework will count
260 toward the associate in arts degree or the baccalaureate degree.
261 c. An analysis of demand and unmet need for students entering
262 the specialized field of study at the baccalaureate level.
263 d. Justification for the program length if it exceeds 60
264 credit hours, including references to the common prerequisite
265 manual or other requirements for the baccalaureate degree. This
266 includes documentation of alignment between the exit
267 requirements of a Florida College System institution and the
268 admissions requirements of a baccalaureate degree program at a
269 state university to which students would typically transfer.
270 e. Articulation agreements for graduates of the associate in
271 arts specialized transfer degree.
272 f. Responses to comments received under subparagraph 2.
273 (c) The Division of Florida Colleges shall review the
274 proposal and, within 30 days after receipt, shall provide
275 written notification to the Florida College System institution

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276 of any deficiencies and provide it with an opportunity to
277 correct the deficiencies. Within 45 days following receipt of a
278 completed proposal by the Division of Florida Colleges, the
279 Commissioner of Education shall recommend approval or
280 disapproval of the new specialized transfer degree to the State
281 Board of Education. The State Board of Education shall consider
282 the recommendation at its next meeting.
283 (d) Once the State Board of Education approves an associate
284 in arts specialized transfer degree, a Florida College System
285 institution may offer the degree and shall report data on
286 student and program performance in a manner prescribed by the
287 Department of Education.
288 (e) The State Board of Education shall adopt rules, pursuant
289 to ss. 120.536(1) and 120.54, to prescribe format and content
290 requirements and submission procedures for notices of intent,
291 proposals, and compliance reviews under this subsection.
292 (12) A student who received an associate in arts degree for
293 successfully completing 60 semester credit hours may continue to
294 earn additional credits at a Florida College System institution.
295 The university must provide credit toward the student's
296 baccalaureate degree for an additional Florida College System
297 institution course if, according to the statewide course
298 numbering, the Florida College System institution course is a
299 course listed in the university catalog as required for the
300 degree or as prerequisite to a course required for the degree.

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301 Of the courses required for the degree, at least half of the
302 credit hours required for the degree must shall be achievable
303 through courses designated as lower division, except in degree
304 programs approved by the State Board of Education for programs
305 offered by Florida College System institutions and by the Board
306 of Governors for programs offered by state universities.
307 Section 4. This act shall take effect July 1, 2023.

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HB 1555
HOUSE OF REPRESENTATIVES STAFF ANALYSIS
BILL #: HB 1555 Hunger-Free Campus Pilot Program
SPONSOR(S): Valdés
TIED BILLS: IDEN./SIM. BILLS: SB 1172

REFERENCE ACTION ANALYST STAFF DIRECTOR or
BUDGET/POLICY CHIEF

1) Postsecondary Education & Workforce Suppiah Kiner
Subcommittee

2) Agriculture & Natural Resources Appropriations
Subcommittee

3) Education & Employment Committee

SUMMARY ANALYSIS
College students throughout Florida suffer from food insecurity and despite available resources, often do not
receive needed assistance due to the stigma associated with resources or ineligibility. States across the
country are working towards hunger-free campuses by passing hunger-free campus legislation to support
students in need.

Subject to legislative appropriation, the bill establishes a one year Hunger-Free Campus Pilot Program within
the Florida Department of Agriculture and Consumer Services (FDACS).

The bill requires the Commissioner of Agriculture to select the three state universities or Florida College
System institutions with the highest number of Pell Grant-eligible students to participate in the pilot program.
The bill establishes participation requirements, including:
• establishing a hunger task force;
• designating a staff member responsible for assisting students with enrollment in the Supplemental
Nutrition Assistance Program (SNAP);
• providing options for students to use SNAP benefits at campus stores, or providing students with
information on where SNAP benefits may be used in the area surrounding the campus;
• hosting an activity or event during Hunger and Homelessness Awareness Week to promote awareness
of hunger on the nation’s campuses;
• providing at least one physical food pantry on campus or enabling students to receive food at no cost
through a separate, stigma-free process;
• developing a student meal credit donation program or designating a certain amount of funds for free
food vouchers; and
• conducting a student survey on hunger and submitting the results to the FDACS.

The bill requires the Commissioner of Agriculture to submit a report on the Hunger-Free Campus Pilot Program
to the Governor, President of the Senate, and Speaker of the House of Representatives by July 1, 2025.

The bill also requires the Legislature’s Office of Program Policy Analysis and Government Accountability
(OPPAGA) to conduct a study to evaluate food insecurity on Florida College System institution and state
university campuses. OPPAGA must submit its findings to the President of the Senate and the Speaker of the
House by December 1, 2023.

The bill may have an indeterminate fiscal impact on Florida College System institutions and state universities
that participate in the pilot program.

The bill takes effect July 1, 2023.

This document does not reflect the intent or official position of the bill sponsor or House of Representatives.
STORAGE NAME: h1555.PEW
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FULL ANALYSIS

I. SUBSTANTIVE ANALYSIS

A. EFFECT OF PROPOSED CHANGES:
Postsecondary Student Nutrition Services

Present Situation

Approximately one-third of college students in the United States are food insecure, 1 and more than half
of the students enrolled in the Florida College System are low income and first-generation. 2 Food
insecurity is associated with poor mental and physical health, as well as lower rates of academic
success among students. Prior to the coronavirus crisis, the American Association of Collegiate
Registrars and Admissions Officers identified food insecurity as a top barrier to student non-completion,
and as a result of the pandemic 5.8 out of every 10 students have experienced basic needs insecurity. 3

While forms of assistance such as local food pantries and the Supplemental Nutrition Assistance
Program (SNAP) exist, many students do not take advantage of them or they do not qualify.

Supplemental Nutrition Assistance Program

SNAP is the United States Department of Agriculture’s food assistance program to provide food
benefits, access to a healthy diet, and education on food preparation and nutrition to low-income
households. 4 SNAP assists students by allowing them to purchase food for the household, including
fruits, vegetables, meat, dairy products, breads, cereals, and snack foods. 5

In 2019, over 2.9 million Florida residents received SNAP benefits. 6 Students attending a college or
university are generally not eligible for SNAP benefits, but some enrolled at least half-time in an
institution of higher education may be eligible if initial SNAP eligibility requirements, as well as one of
the following requirements, is met by the student:
• is under age 18 or over age 50;
• has a physical or mental disability;
• works at least 20 hours a week in paid employment;
• participates in a state or federally financed work study program;
• participates in an on-the-job training program;
• cares for a child under the age of 6;
• cares for a child age 6 to 11 and lacks necessary child care enabling the student to attend
school and work 20 hours a week or participate in work study;
• is a single parent enrolled full-time in college and is taking care of a child under 12;
• receives Temporary Assistance for Needy Families (TANF) assistance;
• is enrolled in a TANF Job Opportunities and Basic Skills program;

1
DeBate et al., Food Insecurity, Well-being, and Academic Success among College Students: Implications for Post
COVID-19 Pandemic Programming, Ecology of Food and Nutrition, October 7, 2021, available at https://www.usf.edu/arts-
sciences/centers/cafshc/documents/food-insecurity-wellbeing-and-academic-success.pdf.
2
Florida Department of Education, Affordability in the Florida College System (December 2018), available at
https://www.fldoe.org/core/fileparse.php/7724/urlt/FCS18-Affordability.pdf.
3
Florida College Access Network, Nearly 3 in 5 College Students Struggle with Food, Housing Insecurity Due to Covid-19 (July 1,
2020), available at https://floridacollegeaccess.org/research-and-data/nearly-3-in-5-college-students-struggle-with-food-housing-
insecurity-due-to-covid-19/.
4
Benefits.gov, Florida Food Assistance Program (SNAP), What is Florida Food Assistance Program (SNAP)?,
https://www.benefits.gov/benefit/1244#:~:text=The%20United%20States%20Department%20of,nutrition%20to%20low%2Dincome
%20households (last visited Jan. 31, 2022).
5
United States Department of Agriculture, Food and Nutrition Service, Supplemental Nutrition Assistance Program – What Can
SNAP Buy?, https://www.fns.usda.gov/snap/eligible-food-items (last visited Jan. 31, 2022).
6
United States Census Bureau, SNAP Benefits Recipients in Florida, https://fred.stlouisfed.org/series/BR12000FLA647NCEN (last
visited Jan. 31, 2022).
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• is assigned to, placed in, or self-placed in a college or other institution of higher education
through a SNAP Employment and Training program, certain other programs for low-income
households, a program under Workforce Innovation and Opportunity Act of 2014, or a Trade
Adjustment Assistance Program; or
• meets one of the temporary exemptions due to COVID-19. 7

The Consolidated Appropriations Act of 2021, instigated by COVID-19, enabled 3 million new students
to qualify for SNAP 8 by allowing students eligible to participate in state or federally financed work study
programs, or having an Expected Family Contribution of 0 in the academic year. 9

Campus Food Pantries

Nearly one third (29 percent) of college students have missed a meal at least once a week since the
beginning of the COVID-19 pandemic, and more than half of all students have used off-campus food
banks. 10

Campus food pantries are often run by campus student support services, student government, or the
administrative department, and are for enrolled students facing food insecurity. Pantries may partner
with organizations in the community to keep the shelves and freezers stocked and raise donations.
Mobile pantries may also directly serve students in high need of hunger-relief. 11

Hunger-Free Campuses

The first Hunger-Free Campus bill was originally introduced in California in 2017 by then
Assemblywoman Monique Limón. The Hunger-Free Campus policy provided funding to public colleges
addressing student hunger on campus. Since its passage in California, 12 four additional states have
formally passed Hunger-Free Campus legislation, including New Jersey, 13 Maryland, 14 Minnesota, 15
and Massachusetts. 16 Seven additional states, including Florida, have now introduced the bill, including
Pennsylvania, Washington, Illinois, North Carolina, New York, and West Virginia.

Effect of Proposed Changes

Subject to legislative appropriation, the bill establishes a one year Hunger-Free Campus Pilot Program
within the Florida Department of Agriculture and Consumer Services (FDACS).

7
United States Department of Agriculture, Food and Nutrition Service, Supplemental Nutrition Assistance Program - Students,
https://www.fns.usda.gov/snap/students#:~:text=Generally%2C%20students%20attending%20an%20institution,unless%20they%20m
eet%20an%20exemption.&text=You%20are%20considered%20a%20student,an%20institution%20of%20higher%20education (last
visited Jan. 31, 2022).
8
The Century Foundation, Congress Made 3 Million College Students Newly Eligible for SNAP Food Aid. Here’s What Must Come
Next (Feb. 2, 2021), https://tcf.org/content/commentary/congress-made-3-million-college-students-newly-eligible-snap-food-aid-
heres-must-come-next/ (Jan. 31, 2022).
9
Pub. L. No. 116-260, 133 Stat. 2093 (Dec. 27, 2020).
10
Swipe Out Hunger, Swipe Out Hunger Acquires the College and University Food Bank Alliance (Oct. 21, 2021),
https://www.swipehunger.org/cufba/#:~:text=During%20the%20pandemic%2C%20more%20than,since%20it%20began%20in%2020
12. (Jan 31, 2022).
11
Feeding Florida, Mobile Pantries, https://www.feedingflorida.org/food-access/mobile-pantries, (Jan. 31, 2022). Feeding Florida
consists of 12-member food banks within its mobile pantry program.
12
Cal. Educ. Code § 66027.8 (2017).
13
N.J. Stat. Ann. § 18A:62-60 (2019).
14
Md. Code Ann., Educ. § 11-1703 (2021).
15
Minn. Stat. Ann. § 135A.137 (2021).
16
Mass. Gen. Laws ch. 15A, § 2 (2021).
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• designating a staff member responsible for assisting students with enrollment in the
Supplemental Nutrition Assistance Program (SNAP);
• providing options for students to use SNAP benefits at campus stores, or providing students
with information on where SNAP benefits may be used in the area surrounding the campus;
• hosting an activity or event during Hunger and Homelessness Awareness Week to promote
awareness of hunger on the nation’s campuses;
• providing at least one physical food pantry on campus or enabling students to receive food at no
cost through a separate, stigma-free process;
• developing a student meal credit donation program or designating a certain amount of funds for
free food vouchers; and
• conducting a student survey on hunger and submitting the results to the FDACS.

The bill requires the Commissioner of Agriculture to submit a report on the Hunger-Free Campus Pilot
Program to the Governor, President of the Senate, and Speaker of the House of Representatives by
July 1, 2025.

The bill authorizes the Department of Agriculture and Consumer Services to adopt rules to implement
the program.

The bill also requires the Legislature’s Office of Program Policy Analysis and Government
Accountability (OPPAGA) to conduct a study to evaluate food insecurity on Florida College System
institution and state university campuses. The study must include recommendations for any changes to
general law, Board of Governor regulations, or State Board of Education rules needed to address food
insecurity on the campuses of Florida College System institutions and state universities. In conducting
the study, OPPAGA must consult with the Board of Governors of the State University System, the
Florida College System, the Department of Education, and any other relevant stakeholders. The bill
requires OPPAGA to submit a report on its findings to the President of the Senate and the Speaker of
the House by December 1, 2023.

B. SECTION DIRECTORY:
Section 1: Provides a short title.

Section 2: Establishing the Hunger-Free Campus Pilot Program within the Department of
Agriculture and Consumer Services; providing the purpose of the program; providing
definitions; requiring the Commissioner of Agriculture to select three state universities or
Florida College System institutions for participation in the program; providing criteria for
the selection of such universities or institutions; providing requirements for participating
universities and institutions; requiring participating universities and institutions to submit
a report to the department; requiring the commissioner to submit a report to the
Governor and the Legislature by a specified date; specifying requirements for the
reports; authorizing the department to adopt rules

Section 3: Requires OPPAGA to conduct a study to evaluate food insecurity on Florida College
System institution and state university campuses.

Section 4: Provides an effective date of July 1, 2023.

II. FISCAL ANALYSIS & ECONOMIC IMPACT STATEMENT

A. FISCAL IMPACT ON STATE GOVERNMENT:

1. Revenues:
See fiscal comments.

2. Expenditures:
See fiscal comments.
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B. FISCAL IMPACT ON LOCAL GOVERNMENTS:

1. Revenues:
See fiscal comments.

2. Expenditures:
See fiscal comments.

C. DIRECT ECONOMIC IMPACT ON PRIVATE SECTOR:
See fiscal comments.

D. FISCAL COMMENTS:
The bill may have an indeterminate fiscal impact on Florida College System institutions and state
universities that participate in the pilot program. The bill is subject to appropriation by the Legislature.

III. COMMENTS

A. CONSTITUTIONAL ISSUES:

1. Applicability of Municipality/County Mandates Provision:
None.

2. Other:
None.

B. RULE-MAKING AUTHORITY:
The bill authorizes the Department of Agriculture and Consumer Services to adopt rules to implement
the program.

C. DRAFTING ISSUES OR OTHER COMMENTS:
None.

IV. AMENDMENTS/COMMITTEE SUBSTITUTE CHANGES
Not applicable.

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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 1555 2023

1 A bill to be entitled
2 An act relating to the Hunger-Free Campus Pilot
3 Program; providing a short title; establishing the
4 Hunger-Free Campus Pilot Program within the Department
5 of Agriculture and Consumer Services; providing the
6 purpose of the program; providing definitions;
7 requiring the Commissioner of Agriculture to select
8 three state universities or Florida College System
9 institutions for participation in the program;
10 providing criteria for the selection of such
11 universities or institutions; providing requirements
12 for participating universities and institutions;
13 requiring participating universities and institutions
14 to submit a report to the department; requiring the
15 commissioner to submit a report to the Governor and
16 the Legislature by a specified date; specifying
17 requirements for the reports; authorizing the
18 department to adopt rules; requiring the Office of
19 Program Policy Analysis and Government Accountability
20 to conduct a study to evaluate food insecurity on the
21 campuses of Florida College System institutions and
22 state universities; providing requirements for the
23 office and the study; requiring the office to submit a
24 report to the Legislature by a specified date;
25 providing an effective date.

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26
27 Be It Enacted by the Legislature of the State of Florida:
28
29 Section 1. This act may be cited as the "Hunger-Free
30 Campus Act."
31 Section 2. (1) Subject to legislative appropriation, the
32 Hunger-Free Campus Pilot Program is established within the
33 Department of Agriculture and Consumer Services to support
34 efforts to fight hunger on the campuses of public postsecondary
35 educational institutions. The program is established for a
36 period of 1 year beginning July 1, 2023.
37 (2) For purposes of this section, the term:
38 (a) "Commissioner" means the Commissioner of Agriculture.
39 (b) "Department" means the Department of Agriculture and
40 Consumer Services.
41 (3) The commissioner shall select the three state
42 universities or Florida College System institutions with the
43 highest number of Pell Grant-eligible students to participate in
44 the program.
45 (4) A participating state university or Florida College
46 System institution participating in the program shall:
47 (a) Establish a hunger task force, which includes
48 representatives from the student body and which meets at least
49 three times during the program, to set at least two goals to
50 address hunger on campus, each with an action plan.

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51 (b) Designate a staff member responsible for assisting
52 students with enrollment in the Supplemental Nutrition
53 Assistance Program (SNAP) as defined in s. 414.456(1), Florida
54 Statutes.
55 (c) Provide options for students to use SNAP benefits at
56 campus stores or provide students with information on
57 establishments in the area surrounding the campus at which they
58 can use SNAP electronic benefit transfer cards.
59 (d) Host an activity or event during Hunger and
60 Homelessness Awareness Week to promote awareness of hunger on
61 the nation's campuses.
62 (e) Provide at least one physical food pantry on campus or
63 enable students to receive food at no cost through a separate,
64 stigma-free process. The campus may partner with a local food
65 bank or food pantry to meet this requirement.
66 (f) Develop a student meal credit donation program or
67 designate a certain amount of funds for free food vouchers which
68 might otherwise be raised through such a program.
69 (g) Conduct a student survey on hunger, developed by the
70 department, and submit the results of the survey and a best
71 practices campus profile to the department at a date prescribed
72 by the department for inclusion in a comparative profile of each
73 campus designated as a hunger-free campus.
74 (5)(a) Each participating state university or Florida
75 College System institution shall submit a report to the

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76 department, in the manner the department prescribes, which
77 describes how the university or institution implemented the
78 program and the results from such program.
79 (b) The commissioner shall submit a report on the program
80 to the Governor, the President of the Senate, and the Speaker of
81 the House of Representatives by January 1, 2025. The report must
82 include, but need not be limited to, the impact of the program
83 on establishing hunger-free campuses at participating state
84 universities or Florida College System institutions; the impact
85 of the program on reducing the number of students experiencing
86 food insecurity; and recommendations regarding future funding
87 and implementation for the program.
88 (6) The department may adopt rules to implement the
89 program.
90 Section 3. (1) The Office of Program Policy Analysis and
91 Government Accountability (OPPAGA) shall conduct a study to
92 evaluate food insecurity on the campuses of Florida College
93 System institutions and state universities.
94 (2) The study must include recommendations for any changes
95 to general law, Board of Governor regulations, or State Board of
96 Education rules needed to address food insecurity on the
97 campuses of Florida College System institutions and state
98 universities.
99 (3) In conducting the study, OPPAGA shall consult with the
100 Board of Governors of the State University System, the Florida

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101 College System, the Department of Education, and any other
102 relevant stakeholders.
103 (4) OPPAGA shall submit a report on its findings to the
104 President of the Senate and the Speaker of the House of
105 Representatives by December 1, 2023.
106 Section 4. This act shall take effect July 1, 2023.

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COMMITTEE/SUBCOMMITTEE AMENDMENT
Bill No. HB 1555 (2023)
Amendment No. 1

1 COMMITTEE/SUBCOMMITTEE ACTION ADOPTED (Y/N)
2 ADOPTED AS AMENDED (Y/N) ADOPTED W/O OBJECTION
3 (Y/N) FAILED TO ADOPT (Y/N) WITHDRAWN (Y/N)
4 OTHER

5
6
7 Committee/Subcommittee hearing bill: Postsecondary Education &
8 Workforce Subcommittee
9 Representative Valdés offered the following:
10
11 Amendment
12 Remove line 43 and insert:
13 highest percentage of students receiving the Pell Grant to
14 participate in

778161 - h1555-line 43.docx
Published On: 3/28/2023 6:01:58 PM
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