Meeting Packet — Careers & Workforce Subcommittee, Florida House of Representatives (March 31, 2025)
Summary
Meeting packet of the Careers & Workforce Subcommittee of the House of Representatives for Monday, March 31, 2025, 4:00 PM to 6:00 PM. The meeting notice lists HB 827 (Statewide Study on Automation and Workforce Impact), CS/HB 1113 (Mathematics Education Requirements) and PCS for HB 879 (Young Adults who are Homeless or were in the Child Welfare System). The bill analysis for HB 827 states that the bill requires the Bureau of Workforce Statistics and Economic Research to study the economic impact of automation, artificial intelligence (AI), and robotics on employment in Florida, with a report due by December 1, 2025. The packet closes with an amendment and title amendment to PCS for HB 879.
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“Meeting Packet — Careers & Workforce Subcommittee, Florida House of Representatives (March 31, 2025).”
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Careers & Workforce
Subcommittee
March 31st, 2025
4:00 PM
Morris Hall (17 HOB)
Meeting Packet
Daniel Perez Berny Jacques
Speaker Chair
Committee Meeting Notice
HOUSE OF REPRESENTATIVES
Careers & Workforce Subcommittee
Start Date and Time: Monday, March 31, 2025 04:00 PM
End Date and Time: Monday, March 31, 2025 06:00 PM
Location: Morris Hall (17 HOB)
Duration: 2.00 hrs
Consideration of the following bill(s):
HB 827 Statewide Study on Automation and Workforce Impact by Spencer
CS/HB 1113 Mathematics Education Requirements by Student Academic Success Subcommittee, Valdés
Consideration of the following proposed committee substitute(s):
PCS for HB 879 -- Young Adults who are Homeless or were in the Child Welfare System
NOTICE FINALIZED on 03/27/2025 4:41PM by Vernon.Andrea
03/27/2025 04:41:33PM Leagis ® Page 1 of 1
HB 827
FLORIDA HOUSE OF REPRESENTATIVES
BILL ANALYSIS
This bill analysis was prepared by nonpartisan committee staff and does not constitute an official statement of legislative intent.
BILL #: HB 827 COMPANION BILL: SB 936 (Davis)
TITLE: Statewide Study on Automation and Workforce LINKED BILLS: None
Impact RELATED BILLS: None
SPONSOR(S): Spencer
Committee References
Careers & Workforce Transportation & Economic Education & Employment
Development Budget
SUMMARY
Effect of the Bill:
The bill requires the Bureau of Workforce Statistics and Economic Research (WSER) to study the economic impact
of automation, artificial intelligence (AI), and robotics on employment in Florida, focusing on job losses and gains
due to AI and automation. The study will analyze projected job displacement, vulnerable geographic regions, at-risk
demographics, wage impacts, economic benefits, workforce training, policy recommendations, and the rate and
scale of job loss caused by AI compared to other forms of automation.
The bill authorizes WSER to consult with business, academic, and local economic experts to complete the study.
Additionally, the bill requires WSER to submit a report to the Governor, Senate President, and House Speaker by
December 1, 2025, with updates every three years.
Fiscal or Economic Impact:
None
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
ANALYSIS
EFFECT OF THE BILL:
The bill requires the Bureau of Workforce Statistics and Economic Research (WSER) of the Department of
Commerce to study the economic impact of automation, artificial intelligence (AI), and robotics on employment in
the state, with a specific focus on job losses and gains due to AI and automation.
The bill requires the study to analyze:
• Industries most affected and projected job displacement over the next 10 years, particularly due to use of
AI.
• Geographic regions within the state most vulnerable to job loss or displacement.
• Demographics of workers most at risk.
• Impact on wages and job quality in key job sectors.
• Economic benefits, including productivity growth and job creation.
• Workforce training programs addressing job loss or displacement.
• Policy recommendations for workforce resilience, including education and retraining investments.
• The rate and scale of job loss or displacement caused specifically by AI compared to other forms of
automation.
The bill authorized the WSER to consult with:
• Business and industry representatives.
STORAGE NAME: h0827.CWS
DATE: 3/27/2025
1
• Academic institutions with labor economics expertise.
• Local economic councils and chambers of commerce.
• Any groups the WSER deems necessary to complete the study.
The bill requires the WSER submit a report of its findings and recommendations to the Governor, the President of
the Senate, and the Speaker of the House of Representatives by December 1, 2025, and every 3 years thereafter.
The WSER must conduct the study every 3 years to assess the impact of automation on the workforce and update
policy recommendations.
The bill incorporates the federal definition for AI.
RELEVANT INFORMATION
SUBJECT OVERVIEW:
Bureau of Workforce Statistics and Economic Research (WSER)
The WSER operates within the Florida Department of Commerce. The mission of WSER is to produce, analyze and
deliver economic data to improve decision-making. WSER collects and reports Florida’s key economic indicators,
including labor force statistics, employment trends, and unemployment rates. Using employer surveys,
econometric modeling, and administrative records, WSER provides accurate and comparable data. WSER also
provides economic research services, including customized reports, GIS mapping, economic impact analysis, and
training resources to support workforce and business development. 1
Artificial Intelligence (AI)
AI refers to computer systems capable of performing complex tasks that historically only a human could do, such
as reasoning, decision-making, or problem-solving. AI encompasses a broad range of technologies that power
everyday services and products, from recommendation apps to real-time customer support chatbots. 2
Federal law defines AI to mean a machine-based system that can, for a given set of human-defined objectives, make
predictions, recommendations or decisions influencing real or virtual environments. Artificial intelligence systems
use machine and human-based inputs to:3
• perceive real and virtual environments;
• abstract such perceptions into models through analysis in an automated manner; and
• use model inference to formulate options for information or action.
OTHER RESOURCES:
McKinsey Global Institute: Workforce Transitions In A Time Of Automation (2017)
The SREB Region’s Economic Outlook – The Potential Impact of Automation and AI
1 Florida Commerce, Bureau of Workforce Statistics and Economic Research (WSER), About WSER,
https://www.floridajobs.org/wser-home/about-wser (last visited Mar. 20, 2025). See also, s. 20.60, F.S.
2 Coursera, What is Artificial Intelligence? Definition, Uses, and Types, https://www.coursera.org/articles/what-is-artificial-
intelligence (last visited Mar. 30, 2025).
3 15 U.S.C. s. 9401(3).
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2
BILL HISTORY
STAFF
DIRECTOR/ ANALYSIS
COMMITTEE REFERENCE ACTION DATE POLICY CHIEF PREPARED BY
Careers & Workforce Kiner Dixon
Subcommittee
Transportation & Economic
Development Budget
Subcommittee
Education & Employment
Committee
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
3
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 827 2025
1 A bill to be entitled
2 An act relating to a statewide study on automation and
3 workforce impact; defining the term "artificial
4 intelligence"; requiring the Bureau of Workforce
5 Statistics and Economic Research of the Department of
6 Commerce to study the economic impact of automation,
7 artificial intelligence, and robotics on employment in
8 the state; specifying contents of the study;
9 authorizing the bureau to consult with specified
10 entities to complete the study; requiring the bureau
11 to submit to the Governor and Legislature a report by
12 a specified date; requiring the bureau to conduct this
13 study at specified intervals of time; providing an
14 effective date.
15
16 Be It Enacted by the Legislature of the State of Florida:
17
18 Section 1. Statewide Study on Automation and Workforce
19 Impact.—
20 (1) As used in this section, the term "artificial
21 intelligence" or "AI" means a machine-based system that can, for
22 a given set of human-defined objectives, make predictions,
23 recommendations, or decisions influencing real or virtual
24 environments. An artificial intelligence system uses machine and
25 human-based inputs 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
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26 (a) Perceive real and virtual environments.
27 (b) Abstract perceptions into models through analysis in
28 an automated manner.
29 (c) Model inferences to formulate options for information
30 or action.
31 (2) The Bureau of Workforce Statistics and Economic
32 Research of the Department of Commerce shall study the economic
33 impact of automation, AI, and robotics on employment in the
34 state, with a specific focus on job losses and gains due to AI
35 and automation.
36 (3) The study shall analyze:
37 (a) Industries most affected and projected job
38 displacement over the next 10 years, particularly due to use of
39 AI.
40 (b) Geographic regions within the state most vulnerable to
41 job loss or displacement.
42 (c) Demographics of workers that are most at risk.
43 (d) Impact on wages and job quality in key job sectors.
44 (e) Economic benefits, including productivity growth and
45 job creation.
46 (f) Workforce training programs addressing job loss or
47 displacement.
48 (g) Policy recommendations for workforce resilience,
49 including education and retraining investments.
50 (h) The rate and scale of job loss or displacement caused
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51 specifically by AI compared to other forms of automation.
52 (4) The bureau may consult with:
53 (a) Business and industry representatives.
54 (b) Academic institutions with labor economics expertise.
55 (c) Local economic councils and chambers of commerce.
56 (d) Any groups the bureau deems necessary to complete the
57 study.
58 (5) The bureau must submit to the Governor, the President
59 of the Senate, and the Speaker of the House of Representatives a
60 report of its findings and recommendations by December 1, 2025,
61 and every 3 years thereafter pursuant to subsection (6).
62 (6) The bureau must conduct the study every 3 years to
63 assess automation's impact on the workforce and to update its
64 policy recommendations.
65 Section 2. This act shall take effect July 1, 2025.
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hb827-00
CS/HB 1113
FLORIDA HOUSE OF REPRESENTATIVES
BILL ANALYSIS
This bill analysis was prepared by nonpartisan committee staff and does not constitute an official statement of legislative intent.
BILL #: CS/HB 1113 COMPANION BILL: SB 1112 (Calatayud)
TITLE: Mathematics Education Requirements LINKED BILLS: None
SPONSOR(S): Valdés RELATED BILLS: None
Committee References
Student Academic Success Careers & Workforce Education & Employment
15 Y, 0 N, As CS
SUMMARY
Effect of the Bill:
The bill modifies the uniform core curricula requirements for state-approved teacher preparation programs,
including, competency-based certification programs for non-education baccalaureate degree holders, and
professional learning certification programs, by requiring content in mathematics at the elementary level, including
numbers and operations, fractions, algebraic reasoning, measurement, geometric reasoning, and data analysis and
probability. The bill further requires that content in mathematics at the elementary level for state-approved
teacher preparation programs be a minimum of 6 credit hours.
Fiscal or Economic Impact:
None
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
ANALYSIS
EFFECT OF THE BILL:
Effective July 1, 2026, the bill modifies the uniform core curricula requirements for state-approved teacher
preparation programs to include specified content in mathematics at the elementary level. The bill requires that
content in mathematics for teacher preparation programs include numbers and operations, fractions, algebraic
reasoning, measurement, geometric reasoning, and data analysis and probability at the elementary level, for a
minimum of 6 credit hours. (Section 1).
Additionally, effective July 1, 2026, the bill requires that competency-based certification programs offered by
postsecondary educator preparation institutes for non-education major baccalaureate degree holders and the
professional learning certification program include content in mathematics, including numbers and operations,
fractions, algebraic reasoning, measurement, geometric reasoning, and data analysis and probability at the
elementary level. (Sections 2 and 3).
Except as otherwise expressly provided in this bill, the effective date of the bill is July 1, 2025. (Section 4).
RELEVANT INFORMATION
SUBJECT OVERVIEW:
Elementary Mathematics
Florida Standards
In 2020, the State Board of Education (SBE) adopted new standards for English Language Arts (ELA) and
mathematics called the Benchmarks for Excellent Student Thinking (B.E.S.T.) standards. The ELA standards
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1
implementation began with the 2021-2022 school year and implementation of the mathematics standards began in
the 2022-2023 school year. 1
The B.E.S.T. standards for mathematics are organized by strands. The stand is the focal group of related standards.
Mathematical strands for elementary B.E.S.T. standards include number sense and operations, algebraic reasoning,
fractions, measurements, geometric reasoning, and data analysis and probability. 2
Teaching Mathematics
Because elementary teachers are usually responsible for teaching all core subjects, their preparation must cover
language arts, mathematics, science, and social studies. Every educator preparation program finds a different way
to balance these topics. 3
When students struggle with foundational math skills taught in early elementary grades, they are likely to continue
struggling into middle and high school. Mathematics knowledge is highly cumulative, meaning that mastering each
new concept depends on having mastered the content that came before. As early as kindergarten, teachers play a
critical role in building and cementing these math skills. 4
Florida Educator Certification
Teacher Preparation Programs
Teacher preparation programs are accountable for producing individuals with the competencies and skills
necessary to achieve the state education goals. 5 State-approved teacher preparation programs are offered by
Florida public and private postsecondary institutions, public school districts, and private providers by which
candidates for educator certification can, depending on the type of program, demonstrate mastery of general
knowledge, professional preparation and education competence, and/or subject area knowledge for purposes of
attaining an educator certificate. 6
There are various state-approved teacher preparation programs that individuals may use to receive the training
needed to attain an educator certificate, including: 7
• Initial Teacher Preparation programs in public and private colleges and universities requiring candidates
to demonstrate mastery of subject area knowledge in one or more specific subject areas(s), mastery of
general knowledge, and mastery of professional preparation and education competence. Program
completers qualify for a professional educator certificate. 8
• Educator Preparation Institutes (EPIs) offering alternative certification programs by postsecondary
institutions and qualified private providers for baccalaureate degree holders. These programs provide
professional preparation for career-changers and recent college graduates who do not already possess a
Professional Educator Certificate and require mastery of general knowledge, mastery of subject area
knowledge, and mastery of professional preparation and education competence.
• District professional learning certification and education competency programs. Such programs are
cohesive competency-based professional preparation certification programs offered by school districts,
charter schools, and charter management districts by which the instructional staff can satisfy the mastery
1 Rule 6A-1.09401, F.A.C.
2 Florida Department of Education, Florida’s B.E.S.T. Standards: Mathematics, at 3-4, available at
https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/best/ma/mathbeststandardsfinal.pdf.
3 Southern Regional Education Board, Giving Elementary Teachers the Tools to Teach Math Well, https://www.sreb.org/blog-
post/giving-elementary-teachers-tools-teach-math-well (last visited Mar. 26, 2025).
4 National Council on Teacher Quality, Preparation for Teaching Elementary Mathematics, available at
https://files.eric.ed.gov/fulltext/ED619824.pdf.
5 S. 1004.04(1)(b), F.S.
6 See Florida Department of Education, Florida’s Coordinated System of Professional Learning,
https://www.fldoe.org/teaching/professional-dev/ (last visited Mar. 26, 2025). See also r. 6A-5.066, F.A.C.; ss. 1004.04(3)(a)
and 1004.85(1), F.S.
7 Florida Department of Education, Educator Preparation, http://www.fldoe.org/teaching/preparation (last visited Mar. 26,
2025).
8 Rule 6A-5.066(1)(r), F.A.C.
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2
of professional preparation and education competence requirements. 9 In addition to completing the
district program, candidates must demonstrate mastery of general knowledge 10 and subject area
knowledge. 11
Educator Preparation Institutes (EPIs)
Postsecondary institutions that are accredited or approved by the Department of Education (DOE) to award
degrees and credits for educator certification may seek approval from the DOE to create EPIs for the purpose of
providing all or any of the following: 12
• Professional development instruction to assist teachers in improving classroom instruction and in meeting
certification or recertification requirements;
• Instruction to assist potential and existing substitute teachers in performing their duties;
• Instruction to assist paraprofessionals in meeting education and training requirements;
• Instruction for noneducation baccalaureate degree holders to become certified teachers in order to
increase routes to the classroom for mid-career professionals; and
• Instruction and professional development for part-time and full-time non-degreed teachers of career
programs.
A private provider that has a proven history of delivering high-quality educator preparation may also seek
approval to offer a competency-based certification program. The DOE approval must be based upon evidence
provided from other state recipients of the provider’s services and data showing the successful performance of
completers based upon student achievement. 13
EPIs may offer competency-based certification programs specifically designed for noneducation major
baccalaureate degree holders to enable program participants to meet the educator certification requirements. The
DOE must approve a certification program within 90 days if the institute provides evidence of its capacity to
implement a competency-based program that instructs and assesses each candidate in the following:
• The Florida Educator Accomplished Practices approved by the SBE.
• The state academic standards, including scientifically based reading instruction, content literacy, and
mathematical practices, for each subject identified on the statement of status of eligibility or temporary
certificate.
• Scientifically researched and evidence-based reading instructional strategies grounded in the science of
reading, which improve reading performance for all students, including explicit, systematic, and sequential
approaches to teaching phonemic awareness, phonics, vocabulary, fluency, and text comprehension and
multisensory intervention strategies. The primary instructional strategy for teaching word reading is
phonics instruction for decoding and encoding. Instructional strategies for foundational skills may not
employ the three-cueing system model of reading or visual memory as a basis for teaching word reading.
• An educational plan for each participant to meet certification requirements and demonstrate his or her
ability to teach the subject area for which the participant is seeking certification, based on an assessment
of competency.
• Field experiences appropriate to the certification subject area under the supervision of qualified educators.
• A certification ombudsman to facilitate the process and procedures required for participants who
complete the program to meet any requirements related to background screening and educator
certification.
9
S. 1012.56(8)(a), F.S. There are 77 such programs in Florida. Florida Department of Education. State-Approved Educator
Preparation Programs, Approved Add-on Programs, https://www.fldoe.org/teaching/preparation/initial-teacher-preparation-
programs/approved-teacher-edu-programs.stml (last visited Mar. 26, 2025).
10 See Florida DOE, General Knowledge, https://www.fldoe.org/teaching/certification/general-cert-requirements/general-
knowledge.stml (last visited Mar. 26, 2025).
11 Florida DOE, Subject Area Knowledge, https://www.fldoe.org/teaching/certification/general-cert-requirements/subject-
area-knowledge.stml (last visited Mar. 26, 2025).
12 S. 1004.85(2)(a), F.S.
13 S. 1004.85(2)(b), F.S.
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There are currently 28 state-approved EPI programs. 14
Professional Learning Certificate Program
School districts, charter schools, and charter management organizations may offer a cohesive professional learning
certification program that must be approved by the DOE. Participants must hold a state-issued temporary
certificate. The program must include:15
• an option to collaborate with other agencies or educational entities for implementation;
• a teacher mentorship and induction component;
• an assessment of teaching performance aligned with the district’s personnel evaluation system;
• professional educational preparation content knowledge which must be included in the mentoring and
induction activities;
• required passing scores on the general knowledge, subject area and the professional education competency
test; and
• completion of all competencies for a reading endorsement for all candidates for certification in coverage
areas that include reading instruction or interventions in kindergarten through grade 6.
Professional education preparation content knowledge, which must be included in the mentoring and induction
activities, must include, but is not limited to: 16
• The state academic standards, 17 including scientifically researched and evidence-based reading
instructional strategies grounded in the science of reading, content literacy, and mathematical practices, for
each subject identified on the temporary certificate. Reading instructional strategies for foundational skills
shall include phonics instruction for decoding and encoding as the primary instructional strategy for word
reading. Instructional strategies may not employ the three-cueing system model of reading or visual
memory as a basis for teaching word reading. Instructional strategies may include visual information and
strategies which improve background and experiential knowledge, add context, and increase oral language
and vocabulary to support comprehension, but may not be used to teach word reading.
• The educator-accomplished practices approved by the State Board of Education.
Currently, 47 school districts operate their own DOE-approved professional learning certification programs. 18
RECENT LEGISLATION:
YEAR BILL # HOUSE SPONSOR(S) SENATE SPONSOR OTHER INFORMATION
2023 CS/CS/HB 7039 Trabulsy Calatayud Became law on July 1, 2023.
14
Florida Department of Education, State-Approved EPI Programs, available at
https://www.fldoe.org/core/fileparse.php/7502/urlt/State-ApprovedEPIProgram.pdf.
15 S. 1012.56(8)(a)1.-7., F.S.
16 S. 1012.56(8)(a)3.a.-b., F.S.
17 S. 1003.41, F.S.
18 Florida Department of Education, Professional Learning Certification Programs,
https://www.fldoe.org/teaching/preparation/plcp.stml (last visited Mar. 26, 2025).
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BILL HISTORY
STAFF
DIRECTOR/ ANALYSIS
COMMITTEE REFERENCE ACTION DATE POLICY CHIEF PREPARED BY
Student Academic Success 15 Y, 0 N, As CS 3/18/2025 Sanchez Dixon
Subcommittee
THE CHANGES ADOPTED BY THE • Added fractions to the mathematics content in the core curriculum
COMMITTEE: requirements for state-approved teacher preparation programs,
including competency-based and professional learning certification
programs.
• Changed the minimum mathematics content requirement from 85
instructional hours to 6 credit hours.
• Removed the evaluation criteria for mathematics instructional
materials.
Careers & Workforce Kiner Dixon
Subcommittee
Education & Employment
Committee
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THIS BILL ANALYSIS HAS BEEN UPDATED TO INCORPORATE ALL OF THE CHANGES DESCRIBED ABOVE.
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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
CS/HB 1113 2025
1 A bill to be entitled
2 An act relating to mathematics education requirements;
3 amending s. 1004.04, F.S.; revising the uniform core
4 curricula for state-approved teacher preparation
5 programs to include specified mathematics content;
6 amending s. 1004.85, F.S.; revising the requirements
7 for postsecondary educator preparation institutes to
8 include certain instruction and assessments on
9 specified mathematics content; amending s. 1012.56,
10 F.S.; requiring competency-based professional learning
11 certification programs to include specified
12 mathematics content; providing effective dates.
13
14 Be It Enacted by the Legislature of the State of Florida:
15
16 Section 1. Effective July 1, 2026, paragraph (b) of
17 subsection (2) of section 1004.04, Florida Statutes, is amended
18 to read:
19 1004.04 Public accountability and state approval for
20 teacher preparation programs.—
21 (2) UNIFORM CORE CURRICULA AND CANDIDATE ASSESSMENT.—
22 (b) The rules to establish uniform core curricula for each
23 state-approved teacher preparation program must include, but are
24 not limited to, the following:
25 1. Candidate instruction and assessment in the Florida
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26 Educator Accomplished Practices across content areas.
27 2. The use of state-adopted content standards to guide
28 curricula and instruction.
29 3. Scientifically researched and evidence-based reading
30 instructional strategies grounded in the science of reading
31 which improve reading performance for all students, including
32 explicit, systematic, and sequential approaches to teaching
33 phonemic awareness, phonics, vocabulary, fluency, and text
34 comprehension and multisensory intervention strategies. The
35 primary instructional strategy for teaching word reading is
36 phonics instruction for decoding and encoding. Instructional
37 strategies for foundational skills may not employ the three-
38 cueing system model of reading or visual memory as a basis for
39 teaching word reading. Instructional strategies may include
40 visual information and strategies that improve background and
41 experiential knowledge, add context, and increase oral language
42 and vocabulary to support comprehension, but may not be used to
43 teach word reading.
44 4. Content in literacy and mathematics practices.
45 5. Content in mathematics, including numbers and
46 operations, fractions, algebraic reasoning, measurement,
47 geometric reasoning, and data analysis and probability at the
48 elementary level, for a minimum of 6 credit hours.
49 6.5. Strategies appropriate for the instruction of English
50 language learners.
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51 7.6. Strategies appropriate for the instruction of
52 students with disabilities.
53 8.7. Strategies to differentiate instruction based on
54 student needs.
55 9.8. Strategies and practices to support evidence-based
56 content aligned to state standards and grading practices.
57 10.9. Strategies appropriate for the early identification
58 of a student in crisis or experiencing a mental health challenge
59 and the referral of such student to a mental health professional
60 for support.
61 11.10. Strategies to support the use of technology in
62 education and distance learning.
63 12.11. Strategies and practices to support effective,
64 research-based assessment and grading practices aligned to the
65 state's academic standards.
66 Section 2. Effective July 1, 2026, paragraph (a) of
67 subsection (3) of section 1004.85, Florida Statutes, is amended
68 to read:
69 1004.85 Postsecondary educator preparation institutes.—
70 (3) Educator preparation institutes approved pursuant to
71 this section may offer competency-based certification programs
72 specifically designed for noneducation major baccalaureate
73 degree holders to enable program participants to meet the
74 educator certification requirements of s. 1012.56. An educator
75 preparation institute choosing to offer a competency-based
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76 certification program pursuant to the provisions of this section
77 must implement a program developed by the institute and approved
78 by the department for this purpose. Approved programs shall be
79 available for use by other approved educator preparation
80 institutes.
81 (a) Within 90 days after receipt of a request for
82 approval, the Department of Education shall approve a
83 preparation program pursuant to the requirements of this
84 subsection or issue a statement of the deficiencies in the
85 request for approval. The department shall approve a
86 certification program if the institute provides evidence of the
87 institute's capacity to implement a competency-based program
88 that instructs and assesses each candidate in the following:
89 1.a. The Florida Educator Accomplished Practices approved
90 by the state board.
91 b. The state academic standards provided under s. 1003.41,
92 including scientifically based reading instruction, content
93 literacy, and mathematical practices, for each subject
94 identified on the statement of status of eligibility or the
95 temporary certificate.
96 c. Scientifically researched and evidence-based reading
97 instructional strategies grounded in the science of reading
98 which improve reading performance for all students, including
99 explicit, systematic, and sequential approaches to teaching
100 phonemic awareness, phonics, vocabulary, fluency, and text
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101 comprehension and multisensory intervention strategies. The
102 primary instructional strategy for teaching word reading is
103 phonics instruction for decoding and encoding. Instructional
104 strategies for foundational skills may not employ the three-
105 cueing system model of reading or visual memory as a basis for
106 teaching word reading. Instructional strategies may include
107 visual information and strategies which improve background and
108 experiential knowledge, add context, and increase oral language
109 and vocabulary to support comprehension, but may not be used to
110 teach word reading.
111 d. Content in mathematics, including numbers and
112 operations, fractions, algebraic reasoning, measurement,
113 geometric reasoning, and data analysis and probability at the
114 elementary level.
115 2. An educational plan for each participant to meet
116 certification requirements and demonstrate his or her ability to
117 teach the subject area for which the participant is seeking
118 certification, which is based on an assessment of his or her
119 competency in the areas listed in subparagraph 1.
120 3. Field experiences appropriate to the certification
121 subject area specified in the educational plan under the
122 supervision of qualified educators. The state board shall
123 determine in rule the amount of field experience necessary to
124 serve as the teacher of record, beginning with candidates
125 entering a program in the 2023-2024 school year.
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126 4. A certification ombudsman to facilitate the process and
127 procedures required for participants who complete the program to
128 meet any requirements related to the background screening
129 pursuant to s. 1012.32 and educator professional or temporary
130 certification pursuant to s. 1012.56.
131 Section 3. Effective July 1, 2026, paragraph (a) of
132 subsection (8) of section 1012.56, Florida Statutes, is amended
133 to read:
134 1012.56 Educator certification requirements.—
135 (8) PROFESSIONAL LEARNING CERTIFICATION PROGRAM.—
136 (a) The Department of Education shall develop and each
137 school district, charter school, and charter management
138 organization may provide a cohesive competency-based
139 professional learning certification program by which
140 instructional staff may satisfy the mastery of professional
141 preparation and education competence requirements specified in
142 subsection (6) and rules of the State Board of Education.
143 Participants must hold a state-issued temporary certificate. A
144 school district, charter school, or charter management
145 organization that implements the program shall provide a
146 competency-based certification program developed by the
147 Department of Education or developed by the district, charter
148 school, or charter management organization and approved by the
149 Department of Education. These entities may collaborate with
150 other supporting agencies or educational entities for
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151 implementation. The program shall include the following:
152 1. A teacher mentorship and induction component.
153 a. Each individual selected by the district, charter
154 school, or charter management organization as a mentor:
155 (I) Must hold a valid professional certificate issued
156 pursuant to this section;
157 (II) Must have earned at least 3 years of teaching
158 experience in prekindergarten through grade 12;
159 (III) Must have completed training in clinical supervision
160 and participate in ongoing mentor training provided through the
161 coordinated system of professional learning under s. 1012.98(4);
162 (IV) Must have earned an effective or highly effective
163 rating on the prior year's performance evaluation; and
164 (V) May be a peer evaluator under the district's
165 evaluation system approved under s. 1012.34.
166 b. The teacher mentorship and induction component must, at
167 a minimum, provide routine opportunities for mentoring and
168 induction activities, including ongoing professional learning as
169 described in s. 1012.98 targeted to a teacher's needs,
170 opportunities for a teacher to observe other teachers, co-
171 teaching experiences, and reflection and followup discussions.
172 Professional learning must meet the criteria established in s.
173 1012.98(3). Mentorship and induction activities must be provided
174 for an applicant's first year in the program and may be provided
175 until the applicant attains his or her professional certificate
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176 in accordance with this section.
177 2. An assessment of teaching performance aligned to the
178 district's, charter school's, or charter management
179 organization's system for personnel evaluation under s. 1012.34
180 which provides for:
181 a. An initial evaluation of each educator's competencies
182 to determine an appropriate individualized professional learning
183 plan.
184 b. A summative evaluation to assure successful completion
185 of the program.
186 3. Professional education preparation content knowledge,
187 which must be included in the mentoring and induction activities
188 under subparagraph 1., that includes, but is not limited to, the
189 following:
190 a. The state academic standards provided under s. 1003.41,
191 including scientifically researched and evidence-based reading
192 instructional strategies grounded in the science of reading,
193 content literacy, and mathematical practices, for each subject
194 identified on the temporary certificate. Reading instructional
195 strategies for foundational skills shall include phonics
196 instruction for decoding and encoding as the primary
197 instructional strategy for word reading. Instructional
198 strategies may not employ the three-cueing system model of
199 reading or visual memory as a basis for teaching word reading.
200 Instructional strategies may include visual information and
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201 strategies which improve background and experiential knowledge,
202 add context, and increase oral language and vocabulary to
203 support comprehension, but may not be used to teach word
204 reading. Content in mathematics shall include numbers and
205 operations, fractions, algebraic reasoning, measurement,
206 geometric reasoning, and data analysis and probability at the
207 elementary level.
208 b. The educator-accomplished practices approved by the
209 state board.
210 4. Required achievement of passing scores on the subject
211 area and professional education competency examination required
212 by State Board of Education rule. Mastery of general knowledge
213 must be demonstrated as described in subsection (3).
214 5. Beginning with candidates entering a program in the
215 2022-2023 school year, a candidate for certification in a
216 coverage area identified pursuant to s. 1012.585(3)(f) must
217 successfully complete all competencies for a reading
218 endorsement, including completion of the endorsement practicum.
219 Section 4. Except as otherwise expressly provided in this
220 act, this act shall take effect July 1, 2025.
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PCS for 879
FLORIDA HOUSE OF REPRESENTATIVES
BILL ANALYSIS
This bill analysis was prepared by nonpartisan committee staff and does not constitute an official statement of legislative intent.
BILL #: PCS for HB 879 COMPANION BILL: SB 584 (Garcia)
TITLE: Young Adults who are Homeless or were in the LINKED BILLS: None
Child Welfare System RELATED BILLS: None
SPONSOR(S): Careers & Workforce Subcommittee
Committee References
Orig. Comm.: Careers & Workforce
SUMMARY
Effect of the Bill:
The bill requires each state college and university to develop a plan prioritizing placement of students who are or
were formerly in foster care or who are homeless or at risk of experiencing homelessness in residence halls owned
or operated by the institution which the student attends. The bill also requires that if a state college or university
implements a priority system for assigning students to housing or work-study programs, it must give first priority
to students who are eligible for a tuition and fee exemption due to their involvement with the child welfare system
or classification as a homeless child or youth.
The bill requires the Department of Children and Families (DCF), community-based care lead agencies, their
subcontracted providers, and housing authorities to develop programs and supports to help young adults 28 years
of age or younger who were in the child welfare system after the age of 14 with accessing available federal
programs and vouchers relating to housing and housing stability. DCF, community-based care lead agencies, and
their subcontracted service providers that administer housing funds for young adults in the child welfare system
must maintain detailed records of all reasonable actions taken to facilitate a young adult’s acquisition of a
residential lease. Finally, the bill requires the Office of Program Policy Analysis and Government Accountability to
conduct a study relating to barriers that young adults involved with the child welfare system or experiencing
homelessness who are not enrolled in a state college or university face when trying to obtain housing.
Fiscal or Economic Impact:
The bill has no fiscal impact on Florida College System and State University System institutions or the DCF.
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
ANALYSIS
EFFECT OF THE BILL:
The bill requires each State University System (SUS) and Florida College System (FCS) institution to develop a plan
to prioritize the placement of specified students in residence halls owned or operated by the institution which the
student attends. Students must be 28 years old or younger and:
• are or were formerly in foster care in the United States;
• are experiencing homelessness or are at risk of experiencing homelessness; or
• are eligible for the tuition and fee exemption currently authorized in state statute 1 due to their involvement
with the child welfare system or classification as a homeless child or youth.
The plan must be developed in consultation with the State Office of Homelessness, located within the Florida
Department of Children and Families (DCF). The DCF’s Office of Continuing Care 2 would be responsible for
determining if a student is or was formerly in foster care in the United States. Each SUS or FCS institution is
1 Section 1009.25(1)(c)1.-4. or (1)(e), F.S.
2 Section 414.56, F.S.
STORAGE NAME: PCS0879.CWS
DATE: 3/27/2025
1
responsible for determining whether a student meets the definition of a homeless child or youth by using the
process for determining whether a student is eligible for a tuition or fee exemption under existing statute. 3
The bill requires that if a SUS or FCS institution implements a priority system for the assignment of students to
housing owned or operated by the institution, year-round housing, or work-study programs, then it must give first
priority to students who are eligible for the tuition and fee exemption due to their involvement with the child
welfare system or classification as a homeless child or youth. 4 Residence halls or dormitory residences are more
often found at state universities than state colleges because the latter typically have more students who commute
to campus. (Section 1).
The bill also requires DCF, community-based care lead agencies (CBCs), their subcontracted providers, and
designated housing authorities 5 to develop programs and supports to help young adults access all available federal
programs and vouchers offered by the United States Department of Housing and Urban Development (HUD)
relating to housing and housing stability. A young adult is defined in the bill as a person who is 28 years of age or
younger who was in the child welfare system after attaining the age of 14. At a minimum, programs and supports
must include all of the following:
• The creation of a list identifying each young adult eligible for federal housing programs and vouchers
within each community-based care lead agency's geographic service area.
• A recruitment and communication plan to help community-based care lead agencies contact and engage
with such young adults.
• A memorandum of understanding or letter of intent between each community-based care lead agency and
each housing authority located within the geographic service area of the community-based care lead
agency.
• Written certification from each community-based care lead agency to each housing authority located
within the lead agency's geographic service area which verifies that the young adult was involved in the
child welfare system after turning 14 years of age.
• A detailed list of processes and support services that are available to a young adult who is participating in a
federal program or voucher.
The bill requires the DCF, CBCs, and their subcontracted service providers that administer housing funds for young
adults in the child welfare system must maintain detailed records of all reasonable actions taken to facilitate a
young adult's acquisition of a residential lease. Reasonable actions include providing assurances to a landlord that
funding will be provided on a monthly basis in order for the young adult to execute a contract for the lease of
residential property. Such assurances may include cosigning the contract to lease the residential property,
providing a guarantee, or any other form of assurance acceptable to the landlord. This requirement applies to
entities that serve young adults receiving postsecondary educational services and support or aftercare services
under the Road-to-Independence Program 6 or young adults receiving continuing care as described in statute. 7
(Section 2).
The bill requires the Office of Program Policy Analysis and Government Accountability (OPPAGA) to conduct a
study relating to the barriers that young adults who are or were in the child welfare system or who are or are at
risk of experiencing homelessness, and who are not enrolled in a state college or state university, face when trying
to obtain housing. The study must include recommendations for overcoming such barriers and its findings and
recommendations reported to the Governor, the President of the Senate, and the Speaker of the House of
Representatives by December 1, 2026. The study must be conducted in consultation with the DCF, the Department
of Commerce, public housing authorities, young adults affected by this proposed legislation, and other stakeholders
as appropriate. (Section 3).
The effective date for the bill is July 1, 2025. (Section 4).
3 Section 1009.25(1)(c)1.-4. or (1)(e), F.S.; r. 6A-10.087, F.A.C.; BOG 7.008
4 Id.
5 Section 421.04, F.S.
6 Section 409.1451, F.S.
7 Section 39.6251, F.S.
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
2
FISCAL OR ECONOMIC IMPACT:
STATE GOVERNMENT:
The bill has no fiscal impact on FCS and SUS institutions or the DCF. The bill requires FCS and SUS institutions to
create plans for prioritizing eligible students under the bill in housing owned and operated by the institutions,
year-round housing, and work-study programs. This function can be absorbed using each institution’s existing
resources. Duties required of the DCF, CBCs, their subcontracted providers, and housing authorities can also be
absorbed using existing resources.
RELEVANT INFORMATION
SUBJECT OVERVIEW:
Tuition and Fee Exemption
In Florida, young adults who meet certain criteria can have their tuition and fees waived at school districts that
provide workforce education programs, state colleges, and state universities. 8
Among those criteria, a student is eligible if he or she was the subject of a shelter proceeding, a dependency
proceeding, or a termination of parental rights proceeding, and: 9
• Is, or was at the time he or she reached 18 years of age, in out-of-home care.
• Is, or was at the time he or she reached 18 years of age, in the custody of a relative or nonrelative. 10
• After spending at least six months in the custody of the Department after reaching 16 years of age, was
placed in a guardianship by the court.
• After reaching 14 years of age and thereafter spending at least 18 months in out-of-home care, was
reunited with his or her parent or parents who were the subject of the dependency proceeding before he or
she reaches 18 years of age. 11 Such a student must be Pell Grant-eligible and the entity imposing the tuition
and fees must verify such eligibility.
• Was adopted from the Department after May 5, 1997.
• Was placed in a permanent guardianship, regardless of whether the caregiver participates or participated
in the Relative Caregiver Program, 12 and remains in such guardianship until the student either reaches 18
years of age or, if before reaching 18 years of age, he or she enrolls in an eligible institution.
The exemption includes fees associated with enrollment in applied academics for adult education instruction and
remains valid until a student reaches 28 years of age. 13
A student who meets the definition of a homeless child or youth under federal law 14 is also eligible to have tuition
and fees waived. Florida uses the same criteria as in federal law to identify students experiencing homelessness,
and also includes individuals who would otherwise meet the definition but for their residence in college or
university dormitory housing. 15
Florida's Child Welfare System
Administered by the DCF, Florida’s child welfare system seeks to:
• Provide for the care, safety, and protection of children in an environment that fosters healthy social,
emotional, intellectual, and physical development;
• Ensure secure and safe custody;
• Promote the health and well-being of all children under the state’s care; and
8 Section 1009.25(1), F.S.
9 Section 1009.25(1)(c)1.-6., F.S.
10 See ss. 39.5085 and 39.6225, F.S.
11 See s. 39.8155, F.S.
12 Section s. 39.5085, F.S.
13 Section 1009.25(1)(c), F.S.
14 McKinney-Vento Homeless Assistance Act, s. 725 (42 U.S.C. s. 11434a(2).
15 Section 1009.25(1)(e), F.S.; r. 6A-10.087, F.A.C.; BOG 7.008
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
3
• Prevent the occurrence of child abuse, neglect, and abandonment. 16
Community-Based Care Lead Agencies (CBCs)
DCF outsources some child protection and child welfare services to 16 CBCs. 17 CBCs organize services such as
family preservation, mental health services, case management, emergency shelter, foster care, residential group
care, postplacement supervision, independent living, and permanency. 18
CBCs may subcontract case management and direct care services to other provider groups under certain
conditions. 19 Meanwhile, DCF retains direct control over a number of child welfare functions, including operating
the central abuse hotline, performing child protective investigations, and providing children’s legal services. 20
Ultimately, DCF must ensure children receive appropriate, quality care. 21 For Fiscal Year (FY) 2023-24, DCF
served 55,092 children with family support services, in-home child protective services, or out-of-home care. 22
Transition Planning and the Office of Continuing Care (OCC)
Some children in out-of-home care do not receive a permanent placement and age out of the child welfare system.
Current law requires DCF and the CBCs to assist an older foster youth to develop a transition plan during the year
after his or her 16th birthday. A transition plan targets the state’s independent living programs to help older foster
youth access housing, health insurance, financial literacy, a driver’s license, workforce support, and employment
services. 23 DCF must regularly review the transition plan, and the court must approve it before the older youth’s
18th birthday. 24
The DCF OCC helps individuals who have aged out of the child welfare system until age 26. OCC provides ongoing
support and care coordination needed for young adults to achieve self-sufficiency through food assistance,
behavioral health services, housing, Medicaid, educational services, and workforce development. 25
OCC uses state and federal funding for independent living programs and services for youth aging out of foster care.
These programs include:
• John H. Chafee Foster Care Program for Successful Transition to Adulthood (Chafee).
• Road-to-Independence Program.
• Extended Foster Care (EFC).
Federal Programs
Chafee Grants
The U.S. Congress annually appropriates $143 million into Chafee, which provides states with flexible,
supplemental funding to support young adults aging out of foster care in their transition to adulthood. A state may
apply to the U.S. Department of Health and Human Services (HHS) with a responsive state plan and required
Governor certifications, including a 30 percent cap on room and board expenditures from the state’s allotment for
the fiscal year. If HHS accepts, HHS awards a formula grant, based on the state’s foster care ratio, to the state’s child
16 Section 39.001(1)(a), F.S.
17 See s. 20.19(1), F.S.
18 Section 409.986(3), F.S.
19 Section 409.988(1)(j), F.S. Current law requires a CBC to recruit other provider groups when the CBC seeks DCF’s approval
for an exemption to exceed the 35% cap on the direct provision of child welfare services. Current law conditions the
exemption upon a showing that the CBC’s geographic service area still lacks a qualified provider after the CBC’s good faith
recruitment efforts.
20 Section 409.996, F.S.
21 Sections 409.986(1)(b), 409.996, and 409.997, F.S.
22 Department of Children and Families, A Comprehensive, Multi-Year Review of the Revenues, Expenditures, and Financial
Position of All Community-Based Care Lead Agencies with System of Care Analysis: State Fiscal Years 2022-2023 and 2023-2024,
p. 12 (Dec. 1, 2024), available at 2024 Multi-Year Review of Financial Position for Lead Agencies Report.pdf.
23 Sections 39.6035 and 409.14515, F.S.
24 Section 39.6035(3)-(4), F.S.
25 Section 414.56, F.S.
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
4
welfare agency. 26 In turn, the state must provide a 20 percent non-federal cash or in-kind match to receive their
full allotment. 27
For FY 2024-25, the Florida Legislature appropriated $58.9 million in pass-through funding to the CBCs specifically
for independent living programs. 28
In 2023, Florida received a $8.4 million Chafee allocation for “Successful Transition to Adulthood Programs.”
Florida’s 20 percent contribution match was $1.7 million, and the state allocated an additional $8.0 million, for a
total of $18.1 million. 29
A state child welfare agency may customize its service array offerings in connection with education, employment,
financial management, housing, emotional support and assured connections to caring adults. 30 The minimum
eligibility requirements for Chafee, as outlined in federal law, includes:
• Youth in foster care, ages 14 and older.
• Young people in or formerly in foster care, ages 18 to 21, or 23 in some jurisdictions.
• Youth who left foster care through adoption or guardianship at age 16 or older.
• Youth “likely to age out of foster care” to receive assistance to participate in age appropriate and normative
activities.
States and tribes may have additional requirements for eligibility. 31
Pell Grants
Federal Pell Grants are awarded to undergraduate students who display exceptional financial need and have not
yet earned a bachelor’s, graduate, or professional degree. A Pell Grant does not have to be repaid, except under
certain circumstances, and award amounts change yearly. The maximum amount for the 2025-26 award year is
$7,395. The amount of aid a student receives is based upon a student aid index, cost of attendance for a student’s
specific program, part-time or full-time status, and plans to attend for a full-academic year or less. A student can
receive a Pell Grant for no more than 12 full-time terms or the equivalent. To maintain a Pell Grant, a student must
maintain enrollment in an undergraduate program and fill out the Free Application for Federal Student Aid
(FAFSA) form every year. 32
Road to Independence Program
26 42 U.S.C. § 677. The state foster care ratio means the ratio of the number of children in foster care under a program of the
state in the most recent fiscal year (FY) for which the information is available to the total number of children in foster care in
all states for the most recent FY.
27 Patrick Landers, John H. Chafee Foster Care Program for Successful Transition to Adulthood, Congressional Research Service
John H. Chafee Foster Care Program for Successful Transition to Adulthood | Congress.gov | Library of Congress (last visited
Mar. 26, 2025); see 42 U.S.C. § 674(a)(4).
28 Department of Children and Families, A Comprehensive, Multi-Year Review of the Revenues, Expenditures, and Financial
Position of All Community-Based Care Lead Agencies with System of Care Analysis: State Fiscal Years 2022-2023 and 2023-2024,
p. 7 (Dec. 1, 2024), available at 2024 Multi-Year Review of Financial Position for Lead Agencies Report.pdf.
29 Administration for Children and Families, Program Instruction 24-02: Attachment A: FY 2023 Allotment for Chafee Foster Care
Program for Successful Transition to Adulthood Grants, U.S. Department of Health and Human Services, p. 10,
https://www.acf.hhs.gov/cb/policy-guidance/pi-24-02 (last visited Mar. 26, 2025); United States Government Accountability
Office, Report to the Chairman, Committee on the Judiciary, U.S. Senate: Foster Care – HHS Should Help States Address Barriers to
Using Federal Funds for Programs Serving Youth Transitioning to Adulthood, GAO-25-107154, p. 19,
https://www.gao.gov/products/gao-25-107154 (last visited Mar. 26, 2025).
30 United States Government Accountability Office, Report to the Chairman, Committee on the Judiciary, U.S. Senate: Foster Care
– HHS Should Help States Address Barriers to Using Federal Funds for Programs Serving Youth Transitioning to Adulthood, GAO-
25-107154, p. 1, https://www.gao.gov/products/gao-25-107154 (last visited Mar. 26, 2025).
31 United States Government Accountability Office, Report to the Chairman, Committee on the Judiciary, U.S. Senate: Foster Care
– HHS Should Help States Address Barriers to Using Federal Funds for Programs Serving Youth Transitioning to Adulthood, GAO-
25-107154, p. 1, https://www.gao.gov/products/gao-25-107154 (last visited Mar. 26, 2025); s. 409.986(3), F.S.
32 U.S. Department of Education, Federal Student Aid Office, Federal Pell Grants, Federal Pell Grants | Federal Student Aid (last
visited Mar. 27, 2025).
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
5
The Postsecondary Education Supports and Services (PESS) and Aftercare Services programs help eligible young
adults who were in the child welfare system. PESS is a room-and-board stipend (typically $1,720/month) available
to former foster youth who are enrolled in postsecondary education. Aftercare services include mentoring and
tutoring, mental health services, substance abuse counseling, life skills classes, parenting classes, job and career
skills training, counselor consultations, financial literacy skills training, emergency financial assistance for auto
repairs or large medical expenses, and temporary financial assistance for basic living necessities (e.g., education
supplies, transportation expenses, security deposits, furnishings, household goods). 33
During FY 2022-23, 837 young adults received PESS stipends and 468 young adults received aftercare services.
During FY 2023-24, 879 young adults received PESS stipends and 609 young adults received aftercare services. 34
Extended Foster Care
The permanency goal for a young adult who chooses to remain in care past his or her 18th birthday is to transition
to independence. To this end, current law gives these young adults the option to remain in DCF care under judicial
supervision as long as they participate in a qualifying self-sufficiency activity (e.g., pursuing a high school diploma,
GED, postsecondary education, vocational education, workforce development programs, or maintaining
employment for at least 80 hours a month). 35 Extended foster care (EFC) ends on the young adult’s 21st birthday
(or 22nd for those with disabilities), when the young adult achieves a statutorily preferred permanency outcome, or
when the young adult knowingly and voluntarily withdraws consent to participate in extended foster care,
whichever is earliest. 36
During FY 2022-23, 1,733 young adults participated in EFC. During FY 2023-24, 1,540 young adults participated in
EFC. 37
RECENT LEGISLATION:
YEAR BILL # HOUSE SPONSOR(S) SENATE SPONSOR OTHER INFORMATION
2022 CS/CS/HB 1577 Woodson Garcia Took effect on July 1, 2022.
2022 CS/SB 7034 Garcia The bill did not have a House
companion. Took effect July 1,
2022.
BILL HISTORY
STAFF
DIRECTOR/ ANALYSIS
COMMITTEE REFERENCE ACTION DATE POLICY CHIEF PREPARED BY
Orig. Comm.: Careers & Workforce Kiner Blalock
Subcommittee
33 Section 409.1451, F.S.
34 Department of Children and Families, Independent Living Services Annual Report 2023-2024, p. 8 (Jan. 31, 2025), available at
Independent_Living_Services_Report_2024.pdf.
35 However, the young adult may be excused from the self-sufficiency activities if the young adult documents a physical,
intellectual, emotional, or a psychiatric condition that limits the young adult’s full-time participation. S. 39.6251(2)(e), F.S.
36 Section 39.6251(5), F.S.
37 Department of Children and Families, Independent Living Services Annual Report 2023-2024, p. 8 (Jan. 31, 2025), available at
Independent_Living_Services_Report_2024.pdf.
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6
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
7
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 879 2025
1 A bill to be entitled
2 An act relating to young adults who are homeless or
3 were in the child welfare system; amending s.
4 409.1452, F.S.; requiring each Florida College System
5 institution and state university, in consultation with
6 the State Office on Homelessness, to develop a plan to
7 prioritize the placement of certain students in
8 residence halls or dormitory residences; providing
9 responsibilities for the Office of Continuing Care,
10 Florida College System institutions, and state
11 universities; requiring that certain institutions and
12 universities give priority to certain students for
13 housing and work-study programs; creating s.
14 409.14521, F.S.; defining the term "young adult";
15 requiring certain entities to develop programs and
16 supports to help young adults access certain federal
17 programs and vouchers; providing requirements for such
18 programs and supports; requiring specified entities to
19 maintain certain records and provide certain
20 assurances to landlords; providing applicability;
21 requiring the Office of Program Policy Analysis and
22 Government Accountability, in consultation with other
23 entities, to conduct a specified study and report its
24 findings to the Governor and Legislature by a date
25 certain; providing requirements for such study;
PCS for HB 879 Page 1 of 6
CODING: Words stricken are deletions; words underlined are additions.
hb879-00
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
PCS for HB 879 2025
26 effective date.
27
28 Be It Enacted by the Legislature of the State of Florida:
29
30 Section 1. Subsection (3) of section 409.1452, Florida
31 Statutes, is renumbered as subsection (5), and a new subsection
32 (3) and subsection (4) are added to that section, to read:
33 409.1452 Collaboration with State University System,
34 Florida College System, and Department of Education to assist
35 children and young adults who have been or are in foster care or
36 are experiencing homelessness; documentation regarding
37 eligibility for tuition and fee exemptions; housing assistance.—
38 The department shall collaborate with the State University
39 System, the Florida College System, and the Department of
40 Education to address the need for a comprehensive support
41 structure in the academic arena to assist children and young
42 adults who have been or remain in the foster care system in
43 making the transition from a structured care system into an
44 independent living setting.
45 (3) Each Florida College System institution and state
46 university shall, in consultation with the State Office on
47 Homelessness, develop a plan to prioritize the placement of
48 students who are 28 years of age or younger and who:
49 (a) Are or were formerly in foster care in the United
50 States;
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51 (b) Are experiencing homelessness or are at risk of
52 experiencing homelessness; or
53 (c) Are eligible for the tuition and fee exemption under
54 s. 1009.25(1)(c)1.-4. or (1)(e),
55
56 in residence halls or dormitory residences owned or operated by
57 the institution or university at which the student attends. The
58 Office of Continuing Care established under s. 414.56 is
59 responsible for determining if a student is or was formerly in
60 foster care in the United States. Each Florida College System
61 institution and state university is responsible for determining
62 whether a student meets the definition of a homeless child or
63 youth by using the process for determining whether a student is
64 eligible for a tuition or fee exemption under s.
65 1009.25(1)(c)1.-4. or (1)(e).
66 (4) If a Florida College System institution or state
67 university implements a priority system for the assignment of
68 students to any of the following, the institution or university
69 must give first priority to students who are eligible for the
70 tuition and fee exemption under s. 1009.25(1)(c)1.-4. or (1)(e):
71 (a) Housing owned or operated by the institution or
72 university.
73 (b) Year-round housing.
74 (c) Work-study programs.
75 Section 2. Section 409.14521, Florida Statutes, is created
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76 to read:
77 409.14521 Housing assistance for young adults.—
78 (1) As used in this section, the term "young adult" means
79 a person who is 28 years of age or younger who was in the child
80 welfare system in the United States after he or she attained the
81 age of 14.
82 (2) The department, community-based care lead agencies,
83 their subcontracted providers, and housing authorities created
84 under s. 421.04 shall develop programs and supports to help
85 young adults access all available federal programs and vouchers
86 offered by the United States Department of Housing and Urban
87 Development relating to housing and housing stability. At a
88 minimum, the programs and supports must include all of the
89 following:
90 (a) The creation of a list identifying each young adult
91 eligible for federal housing programs and vouchers within each
92 community-based care lead agency's geographic service area.
93 (b) A recruitment and communication plan to help
94 community-based care lead agencies contact and engage with such
95 young adults.
96 (c) A memorandum of understanding or letter of intent
97 between each community-based care lead agency and each housing
98 authority located within the geographic service area of the
99 community-based care lead agency.
100 (d) Written certification from each community-based care
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101 lead agency to each housing authority located within the lead
102 agency's geographic service area which verifies that the young
103 adult was involved in the child welfare system after turning 14
104 years of age.
105 (e) A detailed list of processes and support services that
106 are available to a young adult who is participating in a federal
107 program or voucher.
108 (3) The department, community-based care lead agencies,
109 and their subcontracted service providers that administer
110 housing funds for young adults in the child welfare system must
111 maintain detailed records of all reasonable actions taken to
112 facilitate a young adult's acquisition of a residential lease.
113 Reasonable actions include providing assurances to a landlord
114 that funding will be provided on a monthly basis in order for
115 the young adult to execute a contract for the lease of
116 residential property. Such assurances may include cosigning the
117 contract to lease the residential property, providing a
118 guarantee, or any other form of assurance acceptable to the
119 landlord. This subsection applies to entities that serve young
120 adults receiving postsecondary educational services and support
121 or aftercare services under s. 409.1451 or young adults
122 receiving continuing care under 39.6251.
123 Section 3. (1) The Office of Program Policy Analysis and
124 Government Accountability (OPPAGA) shall conduct a study
125 relating to the barriers that young adults who are or were in
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126 the child welfare system or who are or are at risk of
127 experiencing homelessness, and who are not enrolled in a Florida
128 College System institution or state university, face when trying
129 to obtain housing. The study must include recommendations for
130 overcoming such barriers.
131 (2) OPPAGA shall conduct such study in consultation with
132 the Department of Children and Families, the Department of
133 Commerce, public housing authorities, young adults affected by
134 this act, and other stakeholders as appropriate.
135 (3) OPPAGA shall report its findings and recommendations
136 to the Governor, the President of the Senate, and the Speaker of
137 the House of Representatives by December 1, 2026.
138 Section 4. This act shall take effect July 1, 2025.
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COMMITTEE/SUBCOMMITTEE AMENDMENT
Bill No. PCS for HB 879 (2025)
Amendment No.
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: Careers & Workforce
2 Subcommittee
3 Representative Rizo offered the following:
4
5 Amendment (with title amendment)
6 Between lines 29 and 30, insert:
7 Section 1. Subsection (6) is added to section 39.4085,
8 Florida Statutes, to read:
9 39.4085 Goals for dependent children; responsibilities;
10 education; Office of the Children's Ombudsman.—
11 (6)(a) The department shall coordinate with youth
12 organizations that are focused on empowering youth with lived
13 experience. The department shall meet at least quarterly with
14 youth organizations to solicit input on ways to address
15 challenges and opportunities for youth in the child welfare
16 system. Each meeting must have a formal agenda that, along with
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17 the meeting minutes, must be made available on the department's
18 website.
19 (b) Each community-based care lead agency shall coordinate
20 with youth organizations that are focused on empowering youth
21 with lived experience. Each community-based care lead agency
22 shall meet at least quarterly with youth organizations to
23 solicit input on ways to address challenges and opportunities
24 for youth in the child welfare system. Each meeting must have a
25 formal agenda that, along with the meeting minutes, must be made
26 available on the community-based care lead agency's website.
27 (c) By August 1 and February 1 of each year, the
28 department and each community-based care lead agency shall
29 publish and make accessible on its website a report that
30 outlines how the department and each community-based care lead
31 agency has implemented the suggestions offered from stakeholders
32 at the quarterly meetings under paragraphs (a) and (b).
33
34
35 -----------------------------------------------------
36 T I T L E A M E N D M E N T
37 Remove line 4 and insert:
38 39.4085, F.S.; requiring the Department of Children
39 and Families and community-based care lead agencies to
40 coordinate and host quarterly meetings with certain
41 organizations for a specified purpose; requiring each
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42 meeting's formal agenda and minutes to be posted on
43 the department's and each community-based care lead
44 agency's website; requiring the department and each
45 community-based care lead agency to publish and make
46 assessible a certain report on its website by
47 specified dates; amending s. 409.1452, F.S.; requiring
48 each Florida College System
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