Careers & Workforce Subcommittee — Committee Meeting Notice (January 20, 2026)
Summary
Meeting packet for the Careers & Workforce Subcommittee for Tuesday, January 20, 2026, 3:30 PM at Morris Hall. The meeting notice lists HB 1115 Grants for Genetic Counseling Education and proposed committee substitutes for HB 325, HB 753 and HB 1081. The HB 1115 bill analysis states that the bill creates the Genetic Counseling Education Enhancement Grant Program within the State University System and requires the Board of Governors to award competitive grants to state universities, with funding contingent upon legislative appropriation. The packet closes with the text of PCS for HB 1081, which calls for annual reports from January 1, 2027 through January 1, 2032 and provides that the section expires January 1, 2032.
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Careers & Workforce Subcommittee
Tuesday, January 20, 2026
3:30 PM
Morris Hall (17 HOB)
Daniel Perez Tiffany Esposito
Speaker Chair
Committee Meeting Notice
HOUSE OF REPRESENTATIVES
Careers & Workforce Subcommittee
Start Date and Time: Tuesday, January 20, 2026 03:30 PM
End Date and Time: Tuesday, January 20, 2026 05:30 PM
Location: Morris Hall (17 HOB)
Duration: 2.00 hrs
Consideration of the following bill(s):
HB 1115 Grants for Genetic Counseling Education by Anderson
Consideration of the following proposed committee substitute(s):
PCS for HB 325 -- Education and Workforce Development for Inmates
PCS for HB 753 -- School Counselors
PCS for HB 1081 -- Cybersecurity Internships
NOTICE FINALIZED on 01/15/2026 4:46PM by Kelley.Megan
01/15/2026 04:46:34PM Leagis ® Page 1 of 1
HB 1115
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 1115 COMPANION BILL: SB 1376 (Burgess)
TITLE: Grants for Genetic Counseling Education LINKED BILLS: None
SPONSOR(S): Anderson RELATED BILLS: None
Committee References
Careers & Workforce Higher Education Budget Education & Employment
SUMMARY
Effect of the Bill:
The bill creates the Genetic Counseling Education Enhancement Grant Program (program) within the State
University System to support the development, growth, and sustainability of graduate genetic counseling programs
accredited by the American Board of Genetic Counseling (ABGC). The bill requires the Board of Governors (BOG) to
award competitive grants to state universities to address faculty shortages, student financial barriers, and clinical
training needs. Grants may be awarded to establish new programs or support existing programs based on
performance, including student completion and first-time board certification passage rates, and the program is
designed to reward programs with above-average national certification results.
The bill requires grant funds to be used for recruiting and retaining faculty, providing scholarships to students, and
establishing clinical rotations with healthcare partners. Funds may not be used for general administrative costs,
facility construction, or unrelated activities. The bill requires universities receiving grants to maintain records of
compliance and submit annual reports to the BOG, which will compile a statewide summary for submission to the
Governor and Legislature. The BOG is also required to adopt regulations to administer the program.
Fiscal or Economic Impact:
Funding for the program is contingent upon legislative appropriation. The bill designates the BOG as the entity
responsible for administering the competitive grant program for state universities, including developing
application criteria, reviewing and awarding grants, and collecting and compiling programmatic data. The BOG may
incur administrative costs associated with these duties; however, such costs are expected to be minimal and are
anticipated to be absorbed within existing resources.
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
ANALYSIS
EFFECT OF THE BILL:
The bill creates the Genetic Counseling Education Enhancement Grant Program (program) within the State
University System (SUS) to support the development, growth, and sustainability of graduate level genetic
counseling programs accredited by the American Board of Genetic Counseling (ABGC).
The bill requires the Board of Governors (BOG) to award competitive grants to state universities to address faculty
shortages, student financial barriers, and clinical training needs in genetic counseling.
The BOG is required to award funds to:
Establish an accredited program at a state university through a one-time start-up grant based upon an
application submitted in a format prescribed by the BOG. The application must include:
o A detailed plan demonstrating how grant funds will be used to achieve program accreditation.
o The projected outcomes of establishing the program, including all of the following:
The anticipated program enrollment.
The plan for hiring and retaining faculty for the program.
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HB 1115
The anticipated program completion rates.
The anticipated first-time American Board of Genetic Counseling board certification
examination passage rates.
The anticipated program contributions to the state's genetic counseling workforce.
Accredited programs based on program performance according to the following metrics:
o The number of students completing the genetic counseling program.
o The first-time American Board of Genetic Counseling board certification examination passage rate
for students completing the state university's genetic counseling program.
The bill requires the program to reward excellence among genetic counseling programs with an average first-time
ABGC board certification examination passage rate above the national average.
Under the bill, grant funds provided through the program must be used for:
The recruitment and retention of qualified faculty, including, but not limited to, salaries, professional
development, and incentives.
Financial assistance to students enrolled in the accredited program. Such financial assistance must be in the
form of scholarships that cover tuition, required books and materials, and reasonable living expenses.
The establishment and maintenance of clinical rotations required for completion of the master's degree in
genetic counseling, including partnerships with health care facilities for supervised practicum experiences,
simulation training resources, and faculty oversight.
The bill specifies that grant funds may not be used for:
General administrative overhead costs.
The construction of new facilities.
Nonprogram-related activities.
State universities awarded a grant under the program must maintain records demonstrating compliance with
program requirements.
The bill requires each state university receiving grant funds from the program to submit an annual report to the
BOG. The report must include:
Expenditures.
The outcomes achieved using grant funds.
Plans for the upcoming fiscal year for the program.
The bill also requires the board to annually compile the reports into a statewide summary. The summary must be
submitted to the Governor, the President of the Senate, and the Speaker of the House of Representatives by July 1
of each year.
The bill requires the BOG to adopt regulations to administer the program. (Section 1).
The effective date of the bill is July 1, 2026. (Section 2).
FISCAL OR ECONOMIC IMPACT:
STATE GOVERNMENT:
Funding for the program is contingent upon legislative appropriation. The bill designates the BOG as the entity
responsible for administering the competitive grant program for state universities, including developing
application criteria, reviewing and awarding grants, and collecting and compiling programmatic data. The BOG
may incur administrative costs associated with these duties; however, such costs are expected to be minimal and
are anticipated to be absorbed within existing resources. (Section 1).
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HB 1115
RELEVANT INFORMATION
SUBJECT OVERVIEW:
Genetic Disorders
Genetic disorders are health conditions caused by abnormalities in an individual’s genetic material, including
mutations in one or more genes or structural changes in chromosomes. These conditions may be inherited from
one or both parents or may occur spontaneously. Genetic disorders vary widely in severity and may affect physical
health, development, or disease susceptibility across the lifespan.1 Examples of genetic disorders include down
syndrome, Alzheimer’s disease, cancer, cystic fibrosis, and sickle cell disease.2
Genetic Counseling
Genetic counseling is a healthcare service that supports the identification and management of genetic disorders. A
genetic counselor is a licensed professional who provides this service. Genetic counseling includes advising
individuals or families affected by, or at risk for, genetic disorders, and may involve:3
Obtaining and evaluating individual, family, and medical histories to determine genetic risk for genetic or
medical conditions and diseases in a patient, his or her offspring, and other family members;
Discussing the features, natural history, means of diagnosis, genetic and environmental factors, and
management of risk for genetic or medical conditions and diseases;
Identifying, ordering, and coordinating genetic laboratory tests and other diagnostic studies as appropriate
for a genetic assessment;
Integrating genetic laboratory test results and other diagnostic studies with personal and family medical
history to assess and communicate risk factors for genetic or medical conditions and diseases;
Explaining the clinical implications of genetic laboratory tests and other diagnostic studies and their
results;
Evaluating the client’s or family’s responses to the condition or risk of recurrence and providing client-
centered counseling and anticipatory guidance;
Identifying and using community resources that provide medical, educational, financial, and psychosocial
support and advocacy;
Providing written documentation of medical, genetic, and counseling information for families and health
care professionals; and
Referring patients to a physician for diagnosis and treatment.
Genetic counselors practice across multiple specialties, including prenatal, pediatric, oncology, neurology,
ophthalmology, psychiatry, and related clinical fields.4 Since 1999, the profession has grown significantly. As of
March 2023, there were 6,517 certified genetic counselors in the United States. The profession has grown by over
100 percent in the last ten years and is expected to grow another 100 percent over the next ten years.5
Genetic Counseling Accreditation
In the United States, genetic counselors must complete a graduate-level genetic counseling program accredited by
1 NIH, National Human Genome Research, Genetic Disorders, https://www.genome.gov/For-Patients-and-Families/Genetic-
Disorders (last visited Jan. 13, 2026)
2 Cleveland Clinic, Genetic Disorders, https://my.clevelandclinic.org/health/diseases/21751-genetic-disorders (last visited
Jan. 14, 2026).
3 Section 483.913(2)-(3), F.S.
4 National Society of Genetic Counselors, About Genetic Counselors, https://www.nsgc.org/About/About-Genetic-Counselors
(last visited Jan. 13, 2026).
5 National Society of Genetic Counselors, Executive Summary, available at
https://www.nsgc.org/Portals/0/2023%20PSS%20Executive%20Summary.pdf.
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HB 1115
the Accreditation Council for Genetic Counseling (ACGC).6 Graduation from an accredited program is required to sit
for the certification examination administered by the American Board of Genetic Counseling (ABGC). 7 The ABGC
certification process establishes national professional standards and assesses competency in areas such as genetics
and genomics expertise, risk assessment, counseling, communication, healthcare systems, and professional
identity.8
Florida law is consistent with these national standards. To be licensed as a genetic counselor in Florida, an
applicant must hold a master’s degree from a genetic counseling training program accredited by the ACGC, or an
equivalent program, or a doctoral degree from a medical genetics training program accredited by the American
Board of Medical Genetics and Genomics (ABMGG) or the Canadian College of Medical Geneticists(CCMG).9
Applicants must also pass a recognized certification examination administered by the ABGC, the ABMGG, or the
Canadian Association of Genetic Counsellors (CAGC).10 Florida law also authorizes the Department of Health to
issue a temporary license to applicants who meet all licensure requirements except passage of the certification
examination and who are eligible to sit for that examination.11
As of December of 2024, there were 63 ACGC-accredited genetic counseling programs across the United States and
Canada, with a total enrollment of 1,164 students.12 The University of South Florida is currently the only university
in Florida offering a Genetic Counseling program.13 Florida State University plans to launch its program in Fall
2027.14 The University of Florida is the only university in Florida offering graduate-level PhD programs in genetics
and genomics.15
RECENT LEGISLATION:
YEAR BILL #/SUBJECT HOUSE/SENATE OTHER INFORMATION
SPONSOR(S)
2021 CS/SB 1770 - Genetic Counseling Silvers/ Jones Became Law on July 1, 2021
6 Accreditation Council for Genetic Counseling, Get Accredited, https://www.gceducation.org/get-accredited/ (last visited Jan.
14, 2026).
7 American Board of Genetic Counseling, About the CGC Credential, https://www.abgc.net/Certify/About-the-CGC-Credential
(last visited Jan. 13, 2026).
8 Accreditation Council for Genetic Counseling, Practice-Based Competencies for Genetic Counselors, at 2-5, available at
https://www.nsgc.org/Portals/0/Docs/Education/ACGC-Core-Competencies-Brochure_15_Web.pdf.
9 Section 483.914(2)(d), F.S. See also, ACGC, About Us, https://www.gceducation.org/about-us/ (last visited Jan. 14, 2026). The
Canadian Association of Genetic Counselors is a partner organization with the ACGC.
10 Section 483.914(2)(e), F.S.
11 Section 483.914(3), F.S.
12 Accreditation Council for Genetic Counseling, ACGC Annual Accreditation Report, available at
https://www.gceducation.org/wp-content/uploads/2025/08/ACGC-2024-Annual-Report.pdf.
13 USF Health, College of Public Health, MSPH with a Concentration in Genetic Counseling,
https://health.usf.edu/publichealth/apply/masters/msph-gc (last visited Jan. 13, 2026). See also, ACGC, Find a Program,
https://www.gceducation.org/find-a-program/ (last visited Jan. 13, 2026).
14 Florida State University, College of Medicine, Master’s in Genetic Counseling, https://med.fsu.edu/iprd/masters-degree-
program-genetic-counseling (last visited Jan. 13, 2026).
15 University of Florida, Genetics and Genomics, Program Information, https://gradcatalog.ufl.edu/graduate/colleges-
departments/liberal-arts-sciences/interdisciplinary-department/genetics-genomics/ (last visited Jan. 14, 2026).
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
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HB 1115
BILL HISTORY
STAFF
DIRECTOR/ ANALYSIS
COMMITTEE REFERENCE ACTION DATE POLICY CHIEF PREPARED BY
Careers & Workforce Kiner Dixon
Subcommittee
Higher Education Budget
Subcommittee
Education & Employment
Committee
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
5
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 1115 2026
1 A bill to be entitled
2 An act relating to the grants for genetic counseling
3 education; creating s. 1009.8963, F.S.; creating the
4 Genetic Counseling Education Enhancement Grant Program
5 within the State University System; providing the
6 purpose of the program; subject to legislative
7 appropriation, requiring the Board of Governors to
8 award grant funds to state universities for specified
9 purposes; requiring the program to reward excellence
10 among genetic counseling programs based on specified
11 criteria; providing authorized uses of grant funds;
12 prohibiting such funds from being used for specified
13 purposes; requiring state universities participating
14 in the program to maintain specified records;
15 requiring such state universities to submit an annual
16 report; requiring the Board of Governors to submit an
17 annual summary of such reports to the Governor and
18 Legislature by a specified date; requiring the Board
19 of Governors to adopt regulations; providing an
20 effective date.
21
22 Be It Enacted by the Legislature of the State of Florida:
23
24 Section 1. Section 1009.8963, Florida Statutes, is created
25 to read:
Page 1 of 4
CODING: Words stricken are deletions; words underlined are additions.
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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 1115 2026
26 1009.8963 The Genetic Counseling Education Enhancement
27 Grant Program.—
28 (1) The Genetic Counseling Education Enhancement Grant
29 Program is created within the State University System to support
30 the development, growth, and sustainability of graduate level
31 genetic counseling programs accredited by the American Board of
32 Genetic Counseling. The Board of Governors shall award
33 competitive grants to state universities to address faculty
34 shortages, student financial barriers, and clinical training
35 needs in genetic counseling.
36 (2) Subject to appropriation, the board shall award funds
37 to:
38 (a) Establish an accredited program at a state university
39 through a one-time start-up grant based upon an application
40 submitted in a format prescribed by the board. The application
41 must include:
42 1. A detailed plan demonstrating how grant funds will be
43 used to achieve program accreditation.
44 2. The projected outcomes of establishing the program,
45 including all of the following:
46 a. The anticipated program enrollment.
47 b. The plan for hiring and retaining faculty for the
48 program.
49 c. The anticipated program completion rates.
50 d. The anticipated first-time American Board of Genetic
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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 1115 2026
51 Counseling board certification examination passage rates.
52 e. The anticipated program contributions to the state's
53 genetic counseling workforce.
54 (b) Accredited programs based on program performance
55 according to the following metrics:
56 1. The number of students completing the genetic
57 counseling program.
58 2. The first-time American Board of Genetic Counseling
59 board certification examination passage rate for students
60 completing the state university's genetic counseling program.
61
62 The program shall reward excellence among genetic counseling
63 programs with an average first-time American Board of Genetic
64 Counseling board certification examination passage rate above
65 the national average.
66 (3)(a) Grant funds provided through the program must be
67 used for:
68 1. The recruitment and retention of qualified faculty,
69 including, but not limited to, salaries, professional
70 development, and incentives.
71 2. Financial assistance to students enrolled in the
72 accredited program. Such financial assistance must be in the
73 form of scholarships that cover tuition, required books and
74 materials, and reasonable living expenses.
75 3. The establishment and maintenance of clinical rotations
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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 1115 2026
76 required for completion of the master's degree in genetic
77 counseling, including partnerships with health care facilities
78 for supervised practicum experiences, simulation training
79 resources, and faculty oversight.
80 (b) Grant funds may not be used for:
81 1. General administrative overhead costs.
82 2. The construction of new facilities.
83 3. Nonprogram-related activities.
84 (c) State universities that receive a grant through the
85 program must maintain records sufficient to demonstrate
86 compliance with this subsection.
87 (4)(a) Each state university receiving funds pursuant to
88 this section shall submit an annual report to the board. The
89 report must include:
90 1. Expenditures.
91 2. The outcomes achieved using grant funds.
92 3. Plans for the upcoming fiscal year for the program.
93 (b) The board shall annually compile the reports into a
94 statewide summary. The summary must be submitted to the
95 Governor, the President of the Senate, and the Speaker of the
96 House of Representatives by July 1 of each year.
97 (5) The Board of Governors shall adopt regulations to
98 administer this section.
99 Section 2. This act shall take effect July 1, 2026.
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COMMITTEE/SUBCOMMITTEE AMENDMENT
Bill No. HB 1115 (2026)
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: Careers & Workforce
2 Subcommittee
3 Representative Anderson offered the following:
4
5 Amendment
6 Remove lines 31-53 and insert:
7 genetic counseling programs accredited by the Accreditation
8 Council for Genetic Counseling. The Board of Governors shall
9 award competitive grants to state universities to address
10 faculty shortages, student financial barriers, and clinical
11 training needs in genetic counseling.
12 (2) Subject to appropriation, the board shall award funds
13 to:
14 (a) Establish an accredited program at a state university
15 through a one-time start-up grant based upon an application
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Page 1 of 2
COMMITTEE/SUBCOMMITTEE AMENDMENT
Bill No. HB 1115 (2026)
Amendment No. 1
16 submitted in a format prescribed by the board. The application
17 must include:
18 1. A detailed plan demonstrating how grant funds will be
19 used to achieve program accreditation.
20 2. The projected outcomes of establishing the program,
21 including all of the following:
22 a. The anticipated program enrollment.
23 b. The plan for hiring and retaining faculty for the
24 program.
25 c. The anticipated program completion rates.
26 d. The anticipated first-time American Board of Genetic
27 Counseling board certification examination passage rates.
28 e. The anticipated program contributions to the state's
29 genetic counseling workforce.
30 3. Documentation demonstrating that the proposed program
31 is supported by sufficient clinical training capacity consistent
32 with nationally recognized accreditation standards, and that the
33 proposed growth represents a net increase in statewide training
34 opportunities rather than a redistribution of existing
35 supervision resources.
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Published On: 1/16/2026 3:54:25 PM
Page 2 of 2
PCS For HB 325
B
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 325 COMPANION BILL: SB 1300 (Calatayud)
TITLE: Education and Workforce Development for LINKED BILLS: None
Inmates RELATED BILLS: None
SPONSOR(S):
Committee References
Orig. Comm.: Careers & Workforce
SUMMARY
Effect of the Bill:
The proposed committee substitute (PCS) expands current commercial driver license (CDL) training programs
operated or contracted by the Department of Corrections (DOC). Specifically, the PCS removes a barrier limiting
DOC CDL training to work-release inmates by allowing for nonviolent inmates with two years or less remaining on
their sentence to enroll in CDL training conducted “behind the fence” at state correctional institutions and facilities.
To facilitate this, the PCS allows an inmate to operate a state-owned vehicle on department or other state-owned
property – provided a certified correctional officer is present. Operation of the vehicle would be strictly for CDL
training purposes. The PCS also clarifies the mission of the Florida Transportation Academy (FTA). Specifically, the
PCS requires the FTA’s programs include Class A and Class B CDL training opportunities.
The PCS requires inmates be proficient in English in order to enroll in CDL training programs offered or contracted
by DOC or the FTA.
Fiscal or Economic Impact:
The PCS is not expected to have a fiscal impact on state agencies beyond existing resources. Florida Department of
Transportation may implement broader workforce development programs within current funding limitations, and
DOC may expand CTE and CDL training programs using existing resources. Any additional workload from reporting
requirements is expected to be minimal and absorbable within current resources.
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
ANALYSIS
EFFECT OF THE BILL:
The bill expands the scope of career and technical education (CTE) programs authorized under the Correctional
Education Program (CEP) that may be implemented and offered at state correctional institutions and correctional
facilities. In addition to existing authority to establish a prison entrepreneurship program and a firefighter training
and certification program, the bill authorizes the development and implementation of a CTE curriculum to train
and license inmates to operate commercial motor vehicles.
The bill specifies that the commercial motor vehicle CTE curriculum must include training for Class A and Class B
driver licenses and limits participation in the program to nonviolent inmates who have two years or less remaining
to serve on their sentence. To be eligible to enroll in a Class A or Class B commercial driver license training
program offered through the CEP, the bill requires an inmate be proficient in English. Such proficiency may be
demonstrated in a manner specified by the Department of Corrections (DOC) or the DOC’s designee.
The bill also specifies annual reporting requirements of the CEP. Specifically, the bill requires the annual report of
correctional education activities to include:
The number of inmates who completed CTE training, the type of training each inmate completed, and the
credential each inmate earned through the Correctional Education Program;
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PCS for HB 325
The number of inmates who completed CTE training and were employed within six months after release;
and
Statistics indicating whether employed former inmates are working in occupations aligned with the
education and training they received through the program. (Section 3).
The bill creates a limited exception to the prohibition against inmates driving state-owned vehicles. Under the bill,
an inmate appropriately licensed and trained may drive a state-owned vehicle if he or she is enrolled in, or a
completer of, a department-operated or a contracted commercial driver license training program. An inmate may
only operate a state-owned vehicle on DOC property or other state-owned property specifically designated for
commercial driver license training purposes. At least one certified correctional officer must be present during such
operation. (Section 5).
The bill also expands the circumstances under which an inmate may be transported in a state-owned vehicle.
Specifically, the department may transport an appropriately licensed inmate who is enrolled in, or a completer of, a
department-operated or contracted commercial driver license program for the purpose of completing program
requirements or demonstrating proficiency. At least one certified correctional officer must be present during such
transport or operation. (Section 4).
The bill broadens the authority of the Florida Department of Transportation (FDOT) to expend funds, in
consultation with affected stakeholders, for a workforce development program, rather than a construction
workforce development program, for delivery of projects designated in the FDOT’s work program.
From the FDOT’s annual expenditure of up to $5 million from the State Transportation Trust Fund for grants, the
bill expands the recipients to include private educational providers, in addition to state colleges and school
districts. The bill also expands the authorization for the use of grant funds to include funding for certification and
training opportunities within the Florida Transportation Academy, in addition to the purchase of equipment
simulators with authentic original equipment manufacturer controls and companion curriculum, instructional aids,
and support for an elective course in heavy civil construction, including OSHA 10-hour and equipment simulator
certifications. (Section 1).
The bill expands the Florida Transportation Academy’s certification and training programs to include nonviolent
inmates who have two years or less remaining on their sentence, in addition to nonviolent, scheduled-release
inmates. The bill also specifies that such certification and training opportunities for eligible inmates must:
be offered at state correctional institutions and correctional facilities; and
at a minimum, include training for Class A and Class B commercial driver licenses.
To be eligible to enroll in a Class A or Class B CDL training program offered through the Florida Transportation
Academy, the bill requires an inmate be proficient in English. Such proficiency may be demonstrated in a manner
specified by the FDOT or the department’s designee.
Additionally, the bill authorizes the FDOT to use workforce development funds from the State Transportation Trust
Fund1 to support these certifications and training programs. (Section 2).
The effective date of the bill is July 1, 2026. (Section 6).
RELEVANT INFORMATION
SUBJECT OVERVIEW:
Truck Driver Shortage
1 See s. 334.044(35), F.S.
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PCS for HB 325
The United States continues to experience a persistent shortage of commercial truck drivers, with industry
estimates indicating a shortfall in the tens of thousands of positions. In 2025, estimates placed the gap at more than
80,000 drivers, and projections suggest that long‑term demand will require over 1.2 million new drivers over the
next decade to replace retirees and keep pace with freight growth.2 The shortage is driven in part by an aging
workforce, high annual turnover, and challenges in attracting younger workers and addressing training barriers.3
Florida’s labor market for CDL‑A truck drivers includes an estimated 16,000+ job openings statewide.4 State-level
workforce development programs, including state colleges and district career centers, have highlighted the need
for expanded training opportunities to address the shortage.5
Requirements to Obtain a CDL
Federal law establishes minimum qualification standards for individuals operating commercial motor vehicles and
motor carriers are prohibited from permitting unqualified individuals to drive.6
To be qualified, a commercial driver must, among other requirements:7
be at least 21 years old8;
be able to read and speak the English language sufficiently to communicate with the general public,
understand traffic signs and signals, respond to official inquiries, and accurately complete required reports
and records; and
have the training, experience, or both, necessary to safely operate the type of commercial motor vehicle
driven.
Drivers must also meet federal physical qualification standards, hold a valid commercial driver license issued by
only one jurisdiction, not be subject to federal disqualification, and have successfully completed a road skills test or
an equivalent licensing requirement accepted by the employing motor carrier.9
In Florida, CDLs are issued in three primary classes based on the type and weight of vehicle to be operated:10
Class A licenses allow operation of any combination vehicle, such as e.g., tractor‑trailers, with a gross
vehicle weight rating of 26,001 pounds or more when the towed vehicle weighs more than 10,000 pounds;
Class B licenses allow operation of a single vehicle with a gross vehicle weight rating of 26,001 pounds or
more; and
Class C licenses allow operation of vehicles not covered by Class A or B that either transport a specified
number of passengers or hazardous materials.
2 TruckClub, Trucking’s Driver Shortage: What’s Behind It and How the Industry is Responding (Sept. 2025),
https://www.truckclub.com/trucking-news/driver-shortage-in-trucking (last visited Jan. 12, 2026).
3 Freight Amigo, The Ongoing US Truck Driver shortage: Impacts & Adaptions 2025,
https://www.freightamigo.com/en/blog/logistics/the-ongoing-truck-driver-shortage-in-the-us-impacts-and-adaptations/
(last visited Jan. 12, 2026).
4 Florida Educator Preparation & Leadership Network 2025 Convening, Florida’ Labor Market Needs: CDL-A Truck Drivers, at
33, available at https://www.fau.edu/education/academicdepartments/el/school-leaders/initiatives/leadership-learning-
center/fepln/convening/2025-convening-presentation/documents/fepln-2025-day-1-ppt.pdf.
5 Spectrum News, Pinellas Technical College aims to bridge female truck driver gap, reduce storage,
https://baynews9.com/fl/tampa/news/2023/06/08/pinellas-technical-college-aims-to-bridge-female-truck-driver-gap--
reduce-shortage (last visited Jan. 12, 2026).
6 49 C.F.R. § 391.11(a).
7 49 C.F.R. § 391.11(b)(1)-(3).
8 An individual who is at least 18 years of age, but younger than 21, is restricted to intrastate operation only.
https://www.flhsmv.gov/driver-licenses-id-cards/commercial-motor-vehicle-drivers/commercial-driver-license/ (last
visited Jan. 15, 2026). See also, 49 C.F.R. § 383.71(a). A Commercial Learner’s Permit can be issued to a person 18 years of age
or older.
9 49 C.F.R. § 391.11(b)(4)-(7)
10 Florida Highway Safety and Motor Vehicles, License Classes, Endorsements & Designations,
https://www.flhsmv.gov/driver-licenses-id-cards/general-information/license-classes-endorsements-designations/ (last
visited Jan. 12, 2026).
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Florida law prohibits the Department of Highway Safety and Motor Vehicles from issuing a driver license to a
person who is an unauthorized alien or undocumented immigrant.11
Department of Corrections Commercial Driver’s License Training Opportunities
As part of broader workforce development efforts, vocational and pre-release programs may provide training
related to CDLs. In Florida, workforce initiatives such as Florida HIRES, which involves CareerSource Florida and
the DOC, have included training opportunities for in-demand occupations, including Class B commercial truck
driving.12 The Florida HIRES program currently operates at Kissimmee Community Release Center (Kissimmee
CRC). Female inmates from Orlando Community Release Center that are eligible for the program are provided daily
transport to and from Kissimmee CRC to participate in the program. Cohorts typically take 6 weeks to complete.
The program is contracted for 5 cohorts for fiscal year 2025-2026, serving 75 total inmates for Class B CDLs.13
Through contract with Tallahassee State College, the DOC currently operates a Class A CDL program for work
release inmates at Tallahassee Community Release Center. The 320-hour course is completed in over 8 weeks. The
program is contracted for 2 cohorts for fiscal year 2025-2026, serving 16 total inmates.14
Education for State Prisoners
The Bureau of Workforce Development within the DOC offers CTE programs throughout the state’s correctional
institutions and work camps.15 Currently, the DOC provides 92 CTE courses in 37 distinct vocational trades
spanning 11 career clusters aligned to Florida’s in-demand occupations. Expansion of programs has been achieved
through contracted education partners, including state colleges, technical colleges, and community providers.
Technical training, employability skill development, and industry-recognized credentialing are integrated into the
CTE programs to ensure returning citizens are job-ready upon release.16
As part of these efforts, the DOC operates the CEP, which manages educational services in all state correctional
facilities. The CEP develops, evaluates, and periodically updates CTE programs based on labor market demand and
workforce needs.17 In addition to curriculum development and evaluation, the CEP must annually report
correctional education activities to the Secretary of Corrections.18 Current law does not specify the data elements
that must be included in the report.
The CEP is authorized to establish specialized educational programs for inmates, including prison
entrepreneurship programs and workforce certifications, and to adopt procedures for admitting student inmates.
Programs may include in‑prison education, development of business plans, graduation and certification of
successful student inmates, and post release transitional or continuing education services. The DOC may
implement programs in partnership with public or private colleges or universities, nonprofit organizations, or
other authorized providers using existing resources.19
Additionally, the CEP may work with the Department of Agriculture and Consumer Services, the Florida Forest
Service Division, and the Department of Financial Services, Division of State Fire Marshal to develop certifications
11 Section 322.033, F.S.
12 Florida Daily, CareerSource Florida, Department of Corrections Honor Graduates of Commercial Driver License Program (Feb.
2022), https://floridadaily.com/careersource-florida-department-of-corrections-honor-graduates-of-commercial-driver-
license-program/#google_vignette (last visited Jan. 12, 2026).
13 Florida Department of Corrections, Agency Analysis of 2026 House Bill 325, p. 2 (Nov. 21, 2025).
14 Id.
15 Florida Department of Corrections, Bureau of Workforce Development, https://www.fdc.myflorida.com/programs/bureau-
of-workforce-development (last visited Jan. 12, 2026).
16 Id.
17 Section 944.801(1), (2), and 3(h) F.S.
18 Section 944.801(3)(f), F.S.
19 Section 944.801(5), F.S.
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and training programs, such as state forest staff training to protect homes, forestland, and natural resources from
wildfires.20
Florida Department of Transportation (FDOT)
The FDOT has several general powers and duties, including expending funds for a construction workforce
development program, in consultation with affected stakeholders, for delivery of projects designated in the
department's work program.21 The FDOT may annually expend up to $5 million from the State Transportation
Trust Fund for fiscal years 2025-2026 through 2029-2030 in grants to state colleges and school districts, with
priority given to state colleges and school districts in counties that are rural communities.22 These funds may be
used for:
the purchase of equipment simulators with authentic original equipment manufacturer controls and a
companion curriculum;
the purchase of instructional aids for use in conjunction with the equipment simulators; and
supporting offering an elective course in heavy civil construction which must, at a minimum, provide the
student with:
o Occupational Safety and Health Administration 10-hour certification; and
o fill equipment simulator certification.23
Florida Transportation Academy
In 2025, the Florida Legislature codified the Florida Transportation Academy24 to prioritize the continued need for
transportation industry workforce development programs. To support, promote, and sustain workforce
development efforts in the transportation sector, the FDOT has the authority to coordinate with various entities,25
including the DOC. Coordination with the DOC is intended to identify and create certification and training
opportunities for nonviolent inmates and to establish a process for notifying the FDOT when a nonviolent inmate
who is seeking employment has a scheduled release date.26
Inmate Transportation in Work-Released Program
An inmate is prohibited from driving a state-owned vehicle for the purpose of transporting other inmates who are
participating in a work-release program that allows inmates to be gainfully employed in the community while
remaining in the custody and supervision of the DOC.27 Due to this prohibition and the required knowledge and
skills tests, commercial vehicle driving programs are only offered to inmates housed at Work Release Centers,
where testing and training facilities are available. Both Class A and Class B licenses require knowledge exams and
skills tests, including pre-trip inspection, basic vehicle control, and on-road driving.28
20 Section 944.801(6), F.S.
21 Section 334.044(35), F.S.
22 See s. 288.0656(2), F.S. A rural community means a county with a population of 75,000 or fewer; a county with a population
of 125,000 or fewer which is contiguous to a county with a population of 75,000 or fewer; a municipality within a county
described Florida statute; or an unincorporated federal enterprise community or an incorporated rural city with a population
of 25,000 or fewer and an employment base focused on traditional agricultural or resource-based industries, located in a
county not defined as rural, which has at least three or more of the economic distress factors identified Florida statute and
verified by the department.
23 Section 334.044(35), F.S.
24 Section 25, ch. 2025-155, L.O.F. See also, Florida Department of Transportation, Florida Transportation Academy
Construction Division, https://movingi4forward.com/workforce-development-landing-page/ (last visited Jan. 9, 2026).
25 See s. 334.62, F.S. The FDOT may coordinate with the Department of Corrections, the Department of Juvenile Justice,
veteran’s organizations, the Department of Commerce, CareerSource Florida, regional business communities, the American
Council of Engineering Companies, and the Florida Transportation Builders Association.
26 Section 334.62(1), F.S.
27 Section 945.0913, F.S.; see also s. 945.091(1)(b), F.S. and rule 33-601.605(9)9a), F.A.C.
28 Florida Department of Corrections, Agency Analysis of 2026 House Bill 325, pp. 2-3 (Nov. 21, 2025).
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RECENT LEGISLATION:
YEAR BILL #/SUBJECT HOUSE/SENATE OTHER INFORMATION
SPONSOR(S)
2025 CS/CS/CS/SB 462 - Transportation McFarland/ DiCeglie Became law on July 1, 2025,
except where otherwise
provided.
2025 CS/CS/CS/SB 1662 - Transportation Abbott, Bankson/ Collins Became law on July 1, 2025.
BILL HISTORY
STAFF
DIRECTOR/ ANALYSIS
COMMITTEE REFERENCE ACTION DATE POLICY CHIEF PREPARED BY
Orig. Comm.: Careers & Workforce Kiner Dixon
Subcommittee
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1 A bill to be entitled
2 An act relating to education and workforce development
3 for inmates; amending s. 334.044, F.S.; authorizing
4 the Department of Transportation to expend certain
5 funds for all workforce development programs, rather
6 than only construction workforce development programs;
7 authorizing the department to provide grants to
8 private educational providers to use for certain
9 certification and training opportunities; amending s.
10 334.62, F.S.; requiring certification and training
11 opportunities to include training for specified
12 commercial driver licenses to certain inmates;
13 authorizing the department to use workforce
14 development funds for certain certification and
15 training opportunities; amending s. 944.801, F.S.;
16 requiring the Correctional Education Program under the
17 Department of Corrections to annually submit a report
18 to the Secretary of Corrections with specified
19 information; authorizing the Correctional Education
20 Program to implement a career and technical education
21 curriculum in which certain inmates can earn specified
22 commercial driver licenses; amending s. 945.091, F.S.;
23 conforming a provision to changes made by the act;
24 amending s. 945.0913, F.S.; authorizing inmates to
25 drive a state-owned vehicle under certain
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26 circumstances; providing an effective date.
27
28 Be It Enacted by the Legislature of the State of Florida:
29
30 Section 1. Subsection (35) of section 334.044, Florida
31 Statutes, is amended to read:
32 334.044 Powers and duties of the department.—The
33 department shall have the following general powers and duties:
34 (35) To expend funds for a construction workforce
35 development program, in consultation with affected stakeholders,
36 for delivery of projects designated in the department's work
37 program. The department may annually expend up to $5 million
38 from the State Transportation Trust Fund for fiscal years 2025-
39 2026 through 2029-2030 in grants to state colleges, and school
40 districts, and private educational providers, with priority
41 given to state colleges and school districts in counties that
42 are rural communities as defined in s. 288.0656(2), for
43 certification and training opportunities within the Florida
44 Transportation Academy, for the purchase of equipment simulators
45 with authentic original equipment manufacturer controls and a
46 companion curriculum, for the purchase of instructional aids for
47 use in conjunction with the equipment simulators, and to support
48 offering an elective course in heavy civil construction which
49 must, at a minimum, provide the student with an Occupational
50 Safety and Health Administration 10-hour certification and a
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51 fill equipment simulator certification.
52 Section 2. Subsection (1) of section 334.62, Florida
53 Statutes, is amended to read:
54 334.62 Florida Transportation Academy.—The Legislature
55 finds that the growth and sustainability of the transportation
56 industry workforce is vital to the continued success and
57 efficiency of the state's supply chain and economic
58 competitiveness. In order to prioritize the continued need for
59 transportation industry workforce development programs, the
60 Florida Transportation Academy is established within the
61 department. In order to support, promote, and sustain workforce
62 development efforts in the transportation sector, the department
63 may do all of the following:
64 (1) Coordinate with the Department of Corrections to
65 identify and create certification and training opportunities for
66 nonviolent, scheduled-release inmates and inmates who have 2
67 years or less remaining on their sentence and create a
68 notification process between the Department of Corrections and
69 the department for nonviolent inmates with imminent scheduled-
70 release dates who are expected to seek employment upon release.
71 Such certification and training opportunities must be offered at
72 state correctional institutions and correctional facilities, and
73 at minimum, include training for Class A and Class B commercial
74 driver licenses. To be eligible to enroll in a Class A or Class
75 B commercial driver license training program offered in
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76 accordance with this subsection, an inmate must be proficient in
77 English. Such proficiency may be demonstrated in a manner
78 specified by the department or the department’s designee. The
79 department's workforce development funds as described in s.
80 334.044(35) may be used to fund such certification and training
81 opportunities.
82 Section 3. Subsections (7), (8), and (9) of section
83 944.801, Florida Statutes, are renumbered as subsections (6),
84 (7), and (8), respectively, and paragraphs (a), (e), and (g)
85 through (j) of subsection (3) and subsection (5) and present
86 subsections (6) and (7) of that section are amended, to read:
87 944.801 Education for state prisoners.—
88 (3) The responsibilities of the Correctional Education
89 Program shall be to:
90 (a) Develop guidelines for collecting education-related
91 information during the inmate reception process and for
92 disseminating such information to the classification staff of
93 the Department of Corrections. The information collected shall
94 include the inmate's areas of educational or career and
95 technical educational vocational interest, vocational skills,
96 and level of education.
97 (e) Enter into agreements with public or private school
98 districts, entities, state community colleges, junior colleges,
99 colleges, or universities as may be deemed appropriate for the
100 purpose of carrying out its duties and responsibilities and
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101 ensure that agreements require minimum performance standards and
102 standards for measurable objectives, in accordance with
103 established Department of Education standards.
104 (g) Develop and maintain complete and reliable statistics
105 on the number of high school equivalency diplomas and career and
106 technical education vocational certificates issued by each
107 institution in each skill area, the change in inmate literacy
108 levels, and the number of inmate admissions to and withdrawals
109 from education courses. The compiled statistics shall be
110 summarized and analyzed in the annual report of correctional
111 education activities required by paragraph (f).
112 (h) Develop a written procedure for selecting programs to
113 add to or delete from the career and technical education
114 vocational curriculum. The procedure shall include labor market
115 analyses that demonstrate the projected demand for certain
116 occupations and the projected supply of potential employees. In
117 conducting these analyses, the department shall evaluate the
118 feasibility of adding career and technical vocational education
119 programs that have been identified by the Department of
120 Commerce, the Department of Education, or a regional
121 coordinating council as being in undersupply in this state. The
122 department shall periodically reevaluate the career and
123 technical vocational education programs in major institutions to
124 determine which of the programs support and provide relevant
125 skills to inmates who could be assigned to a correctional work
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126 program that is operated as a Prison Industry Enhancement
127 Program. The annual report of correctional education activities
128 required under paragraph (f) must include all of the following
129 information:
130 1. The number of inmates who completed career and
131 technical education training, the type of training each inmate
132 completed, and the credential each inmate earned through the
133 Correctional Education Program.
134 2. The number of inmates who completed career and
135 technical education training through the Correctional Education
136 Program and were employed within 6 months after being released
137 from prison.
138 3. Statistics on whether the employed former inmates who
139 completed training through the Correctional Education Program
140 are employed in an occupation aligned with their education and
141 training received through the Correctional Education Program.
142 (i) Ensure that every inmate who has 2 years or more
143 remaining to serve on his or her sentence at the time that he or
144 she is received at an institution and who lacks basic and
145 functional literacy skills as defined in s. 1004.02 attends not
146 fewer than 150 hours of sequential instruction in a correctional
147 adult basic education program. The basic and functional literacy
148 level of an inmate shall be determined by the average composite
149 test score obtained on a test approved for this purpose by the
150 State Board of Education.
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151 1. Upon completion of the 150 hours of instruction, the
152 inmate shall be retested and, if a composite test score of
153 functional literacy is not attained, the department is
154 authorized to require the inmate to remain in the instructional
155 program.
156 2. Highest priority of inmate participation shall be
157 focused on youthful offenders and those inmates nearing release
158 from the correctional system.
159 3. An inmate shall be required to attend the 150 hours of
160 adult basic education instruction unless such inmate:
161 a. Is serving a life sentence or is under sentence of
162 death.
163 b. Is specifically exempted for security or health
164 reasons.
165 c. Is housed at a community correctional center, road
166 prison, work camp, or career and technical education vocational
167 center.
168 d. Attains a functional literacy level after attendance in
169 fewer than 150 hours of adult basic education instruction.
170 e. Is unable to enter such instruction because of
171 insufficient facilities, staff, or classroom capacity.
172 4. The Department of Corrections shall provide classes to
173 accommodate those inmates assigned to correctional or public
174 work programs after normal working hours. The department shall
175 develop a plan to provide academic and career and technical
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176 education vocational classes on a more frequent basis and at
177 times that accommodate the increasing number of inmates with
178 work assignments, to the extent that resources permit.
179 5. If an inmate attends and actively participates in the
180 150 hours of instruction, the Department of Corrections may
181 grant a one-time award of up to 6 additional days of incentive
182 gain-time, which must be credited and applied as provided by
183 law. Active participation means, at a minimum, that the inmate
184 is attentive, responsive, cooperative, and completes assigned
185 work.
186 (j) Recommend the award of additional incentive gain-time
187 for inmates who receive a high school equivalency diploma or a
188 career and technical education vocational certificate.
189 (5) The Correctional Education Program may:
190 (a) Establish a prison entrepreneurship program and adopt
191 procedures for admitting student inmates. If the department
192 elects to develop the program, it must include at least 180 days
193 of in-prison education. The program curriculum must include a
194 component on developing a business plan, procedures for
195 graduation and certification of successful student inmates, and
196 at least 90 days of transitional and postrelease continuing
197 educational services. Transitional and postrelease continuing
198 educational services may be offered to graduate student inmates
199 on a voluntary basis and are not a requirement for completion of
200 the program. The department shall enter into agreements with
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201 public or private colleges or universities, other nonprofit
202 entities, or other authorized providers under s. 1002.45(1)(a)1.
203 to implement the program. The program must be funded with
204 existing resources.
205 (b)(6) The Correctional Education Program may Work in
206 cooperation with the Department of Agriculture and Consumer
207 Services, Florida Forestry Service Division, and the Florida
208 Department of Financial Services, Division of State Fire Marshal
209 to develop a program for implementation within state
210 correctional institutions or correctional facilities to train
211 and certify inmates as firefighters. The program should include,
212 but not be limited to, certification of inmates as state forest
213 staff trained to help protect homes, forestland, and natural
214 resources from the effects of wildfires throughout the state.
215 (c) Implement a career and technical education program to
216 be offered at the state correctional institutions and
217 correctional facilities to train and license inmates to operate
218 a commercial motor vehicle. The career and technical education
219 curriculum must include training for Class A and Class B driver
220 licenses and participation in such curriculum is limited to
221 nonviolent inmates who have 2 years or less remaining to serve
222 on his or her sentence. To be eligible to enroll in a Class A or
223 Class B commercial driver license training program offered in
224 accordance with this paragraph, an inmate must be proficient in
225 English. Such proficiency may be demonstrated in a manner
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226 specified by the department or the department’s designee.
227 (6)(7) The department may contract with a district school
228 board, the Florida Virtual School, a charter school authorized
229 to operate under s. 1002.33, or a Florida College System
230 institution to provide education services in the Correctional
231 Education Program. The education services may include any
232 educational or, career and technical education, or vocational
233 training authorized by the department.
234 Section 4. Paragraph (b) of subsection (1) of section
235 945.091, Florida Statutes, is amended to read:
236 945.091 Extension of the limits of confinement;
237 restitution by employed inmates.—
238 (1) The department may adopt rules permitting the
239 extension of the limits of the place of confinement of an inmate
240 as to whom there is reasonable cause to believe that the inmate
241 will honor his or her trust by authorizing the inmate, under
242 prescribed conditions and following investigation and approval
243 by the secretary, or the secretary's designee, who shall
244 maintain a written record of such action, to leave the confines
245 of that place unaccompanied by a custodial agent for a
246 prescribed period of time to:
247 (b) Work at paid employment, participate in an education
248 or a training program, or voluntarily serve a public or
249 nonprofit agency or faith-based service group in the community,
250 while continuing as an inmate of the institution or facility in
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251 which the inmate is confined, except during the hours of his or
252 her employment, education, training, or service and traveling
253 thereto and therefrom. An inmate may travel to and from his or
254 her place of employment, education, or training only by means of
255 walking, bicycling, or using public transportation or
256 transportation that is provided by a family member or employer.
257 Contingent upon specific appropriations or as authorized in s.
258 945.0913(2), the department may transport an inmate in a state-
259 owned vehicle if the inmate is unable to obtain other means of
260 travel to his or her place of employment, education, or
261 training. An inmate may be permitted to be transported in or
262 drive a state-owned vehicle if the inmate is appropriately
263 licensed and enrolled in or a completer of a department-operated
264 or contracted commercial driver license program for the purpose
265 of completing program requirements or demonstrating proficiency
266 in the program. At least one certified correctional officer must
267 be present during such transport or operation.
268 1. An inmate may participate in paid employment only
269 during the last 36 months of his or her confinement, unless
270 sooner requested by the Florida Commission on Offender Review or
271 the Control Release Authority.
272 2. While working at paid employment and residing in the
273 facility, an inmate may apply for placement at a contracted
274 substance abuse transition housing program. The transition
275 assistance specialist shall inform the inmate of program
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276 availability and assess the inmate's need and suitability for
277 transition housing assistance. If an inmate is approved for
278 placement, the specialist shall assist the inmate. If an inmate
279 requests and is approved for placement in a contracted faith-
280 based substance abuse transition housing program, the specialist
281 must consult with the chaplain before such placement. The
282 department shall ensure that an inmate's faith orientation, or
283 lack thereof, will not be considered in determining admission to
284 a faith-based program and that the program does not attempt to
285 convert an inmate toward a particular faith or religious
286 preference.
287 Section 5. Section 945.0913, Florida Statutes, is amended
288 to read:
289 945.0913 Inmates prohibited from driving state-owned
290 vehicles to transport inmates in a work-release program;
291 exception.—
292 (1) Except as provided in subsection (2), an inmate may
293 not drive a state-owned vehicle for the purpose of transporting
294 inmates who are participating in a work-release program
295 authorized in s. 945.091(1)(b).
296 (2) An inmate appropriately licensed and trained may drive
297 a state-owned vehicle if he or she is enrolled in, or a
298 completer of, a department-operated or contracted commercial
299 driver license training program. An inmate may only operate a
300 state-owned vehicle on department property or other state-owned
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301 property specifically designated for commercial driver license
302 training purposes. At least one certified correctional officer
303 must be present during such operation.
304 Section 6. This act shall take effect July 1, 2026.
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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 753 COMPANION BILL: SB 1036 (Calatayud)
TITLE: School Counselors LINKED BILLS: None
SPONSOR(S): Careers & Workforce Subcommittee RELATED BILLS: None
Committee References
Orig. Comm.: Careers & Workforce
SUMMARY
Effect of the Bill:
The PCS provides an exemption for individuals seeking employment as a school counselor from the demonstration
of mastery of general knowledge and professional preparation and education competence requirements for
educator certification.
Fiscal or Economic Impact:
The PCS will have an indeterminate positive impact on private sector expenditures through savings on examination
fees for school counselors and an indeterminate negative impact on state revenues due to the loss of such fees.
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ANALYSIS
EFFECT OF THE BILL:
The PCS provides an exemption for individuals seeking employment as a school counselor from the demonstration
of mastery of general knowledge and professional preparation and education competence requirements for
educator certification. The PCS is limited to those individuals seeking employment as school counselors, who must
have a master’s degree or higher in school counseling, or general counseling with school experience, as well as
requisite field work. A school counselor’s master’s degree and demonstration of mastery of subject area knowledge
could be deemed sufficient to demonstrate knowledge required by the exempted certification requirements.
Additionally, the professional preparation and education competence requirement is limited, by statute, to
classroom teachers and school administrators and in many cases would fall outside of the daily duties of a school
counselor. (Section 1).
The effective date of the PCS is July 1, 2026. (Section 2).
FISCAL OR ECONOMIC IMPACT:
STATE GOVERNMENT:
The PCS has an indeterminate negative fiscal impact on state revenues due to the loss of examination fees from the
general knowledge ($130.00 per initial registration and full retake)1 and professional education examination
($150.00 per initial registration and retake) from school counselors seeking educator certification.
1 The fees would be lower if the individual only needed to take subtests and not the full administration. See text associated
with note 41, infra.
STORAGE NAME: PCS0753.CWS
DATE: 1/15/2026
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PRIVATE SECTOR:
The PCS has an indeterminate positive fiscal impact on private sector expenditures due to school counselors
seeking their educator certification no longer being required to pay examination fees for the general knowledge
exam ($130.00 per initial registration and full retake)2 and the professional education examination ($150.00 per
initial registration and retake).
RELEVANT INFORMATION
SUBJECT OVERVIEW:
School Counselors in Florida
In Florida, school counselors are advanced degreed educators responsible for advising students with regard to
their abilities and aptitudes, educational and occupational opportunities, and personal and social adjustments,
providing placement services and overseeing the development and implementation of school counseling programs
in Florida schools.3 School counselors serve all students at all school levels while employed in district supervisory
positions and school counselor education positions.4
Current law requires that school counselors be certified by the Florida Department of Education (DOE).5 The State
Board of Education (SBE) adopted the Florida School Counseling Standards to govern the role and responsibilities
of school counselors, including but not limited to:
professional, legal, and ethical expectations for school counselors;
the development, implementation, and evaluation of School Counseling Programs;
the provision of direct and indirect counseling services; and
academic advising and planning.6
In 2024-25, Florida school reported 6729 school counselors serving students. This includes 2134 elementary
school counselors, 3653 secondary school counselors and 941 school counselors without a specified grade level.7
Educator Certification
In order for a person to serve as an educator in a traditional public school, charter school, virtual school, or other
publicly operated school, the person must hold a certificate issued by the DOE.8 Persons seeking employment at a
public school as a school supervisor, principal, teacher, library media specialist, school counselor, athletic coach, or
in other instructional capacity must be certified.9 The purpose of certification is to require school-based personnel
to “possess the credentials, knowledge, and skills necessary to allow the opportunity for a high-quality education in
the public schools.”10
2 The fees would be lower if the individual only needed to take subtests and not the full administration. See text associated
with note 41, infra.
3 Florida School Counselor Association, About FL School Counselors, https://www.fla-schoolcounselor.org/flcounselors (last
visited Jan. 12, 2026).
4 Id.
5 Section 1012.55(1)(b), F.S.
6 Rule 6A-5.079(3), F.A.C.
7 National Center for Education Statistics, Common Core of Data American Public Schools: CCD Data Files,
https://nces.ed.gov/ccd/files.asp#Fiscal:2,LevelId:2,SchoolYearId:39,Page:1 (last visited Jan. 14, 2026). (click the “Flat and
SAS Files” link under the “Staff” heading to download the data.) (The data is reported in FTE and reports of partial FTE result
in the total not being the sum of the breakdown by classification).
8 Sections 1012.55(1) and 1002.33(12)(f), F.S.
9 Sections 1002.33(12)(f) (charter school teachers) and 1012.55(1), F.S. District school boards and charter school governing
boards are authorized to hire non-certified individuals who possess expertise in a given field to serve in an instructional
capacity. Rule 6A-1.0502, F.A.C.; ss. 1002.33(12)(f) and 1012.55(1)(c), F.S. Occupational therapists, physical therapists,
audiologists, and speech therapists are not required to be certified educators. Rule 6A-1.0502(10) and (11), F.A.C.
10 Section 1012.54, F.S.; see r. 6A-4.001(1), F.A.C.
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2
PCS for HB 753
The DOE issues three main types of educator certificates:
Professional Certificate: The professional certificate is Florida’s highest type of full-time educator
certification.11 The professional certificate is valid for 5 years and is renewable.12
Temporary Certificate: The temporary certificate covers employment in full-time positions for which
educator certification is required.13 Generally, a temporary certificate is valid for 5 years and is
nonrenewable.14
Athletic Coaching Certificate: The athletic coaching certificate covers full-time and part-time employment
as a public school’s athletic coach.15 The DOE issues two types of athletic coaching certificates – one is valid
for 5 years and may be issued for subsequent 5-year periods while the other is valid for 3 years and may be
issued only once.16 The 5-year certificate requires satisfaction of certain specialization requirements
established in rule.17
Professional Certificate Requirements
To be eligible for a professional certificate, a person must:18
be at least 18 years of age;
sign an affidavit attesting that the applicant will uphold the U.S. and State Constitutions;
earn a bachelor’s or higher degree from an accredited institution of higher learning19 or from a
nonaccredited institution identified by the DOE as having a quality program resulting in a bachelor’s or
higher degree;20
submit to fingerprinting and background screening and not have a criminal history that requires the
applicant’s disqualification from certification or employment;
be of good moral character;
be competent and capable of performing the duties, functions, and responsibilities of a teacher;
demonstrate mastery of general knowledge;21
demonstrate mastery of subject area knowledge;22 and
demonstrate mastery of professional preparation and education competence, if the person serves as a
classroom teacher or school administrator.23
11 Rule 6A-4.004(5), F.A.C.
12 Section 1012.56(7)(a), F.S.; see r. 6A-4.0051(3)(d), F.A.C. (validity period is expressed as 5 years from July 1 of the school
fiscal year). The DOE also issues a nonrenewable 5-year professional certificate that allows an applicant with a bachelor’s
degree in the area of speech-language impairment to complete a master’s degree in speech-language impairment. Section
1012.56(7)(c), F.S.; r. 6A-4.004(6), F.A.C.
13 Rule 6A-4.004(1)(a)2., F.A.C.
14 Section 1012.56(7)(f), F.S. (validity period is expressed in school fiscal years); r. 6A-4.004(1)(a), F.A.C. The veteran’s
pathway to educator certification authorizes a 5-year nonrenewable temporary certificate. Section 1012.56(7)(b)2., F.S. The
DOE also issues a nonrenewable temporary certificate, which is valid for 2 years in the area of speech-language impairment.
Section 1012.56(7)(c), F.S.
15 Section 1012.55(2)(a), F.S.
16 Rule 6A-4.004(7), F.A.C. (validity periods expressed in school fiscal years).
17 See r. 6A-4.0282, F.A.C.
18 Section 1012.56(2)(a)-(i), F.S.
19 Section 1012.56(2)(c), F.S.; r. 6A-4.003(1), F.A.C. (approved accrediting agencies); see also 34 C.F.R. ss. 602.1-602.50; U.S.
Department of Education, Institutional Accrediting Agencies, https://www.ecfr.gov/current/title-34/subtitle-B/chapter-
VI/part-602 (last visited Jan. 7, 2026).
20 Section 1012.56(2)(c), F.S.; r. 6A-4.003(2), F.A.C. (criteria for approval of nonaccredited institutions of higher learning). For
initial certification, an applicant must attain at least a 2.5 overall grade point average on a 4.0 scale in the applicant’s major
field of study. Section 1012.56(2)(c), F.S.
21 Section 1012.56(2)(g) and (3), F.S.; DOE, General Knowledge, http://www.fldoe.org/teaching/certification/general-cert-
requirements/general-knowledge.stml (last visited Jan. 7, 2026).
22 Section 1012.56(2)(h) and (5), F.S.
23 Section 1012.56(2)(i) and (6), F.S.; DOE, Professional Preparation and Education Competence,
http://www.fldoe.org/teaching/certification/general-cert-requirements/professional-preparation-edu-competenc.stml (last
visited Jan. 7, 2026).
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PCS for HB 753
Demonstrating Mastery of General Knowledge
Mastery of general knowledge may be demonstrated through any of the following methods:
achieving a passing score on the General Knowledge Test;24
achieving passing scores established in SBE rule on national or international examinations that test
comparable content and relevant standards in verbal, analytical writing, and quantitative reasoning skills
(e.g., the verbal, analytical writing, and quantitative reasoning portions of the Graduate Record
Examination);25
providing documentation of a valid professional standard teaching certificate issued by another U.S. state
or territory,26 by the National Board for Professional Teaching Standards (NBPTS),27 or by the American
Board for Certification of Teacher Excellence (ABCTE);28
completing two semesters of successful, part-time or full-time teaching in a Florida College System
institution, state university, or private college or university that awards an associate or higher degree and
is an accredited institution or an institution identified by the DOE as having a quality program;29 or
documentation of receipt of a master’s or higher degree from an accredited postsecondary institution that
the DOE has identified as having a quality program resulting in a baccalaureate degree or higher.30
Demonstrating Mastery of Subject Area Knowledge
Mastery of subject area knowledge may be demonstrated through any of the following methods:
Bachelor’s Degree Level (for certification in a subject area for which SBE rule requires a bachelor’s or
higher degree):
o If a Florida subject area examination has been developed, achieving a passing score on the Florida-
developed subject area examination specified in SBE rule31 or documentation of receipt of a
master’s or higher degree from an accredited postsecondary institution that the DOE has identified
as having a quality program resulting in a baccalaureate degree or higher in the certificate subject
area as identified in SBE rule.32
o If a Florida subject area examination has not been developed, achieving a passing score on a
standardized examination specified in SBE rule, including passing scores on both the oral
proficiency and written proficiency examinations administered by the American Council on the
24 Section 1012.56(3)(a), F.S. The General Knowledge Test is part of the Florida Teacher Certification Examinations and is
administered as four subtests: Reading, English Language Skills, Essay, and Mathematics. Rule 6A-4.0021(7), F.A.C.; see also
DOE, Competencies and Skills Required for Teacher Certification in Florida, s. 82 (27th ed., 2022), available at
https://www.fldoe.org/core/fileparse.php/7479/urlt/FTCE27thEdition22Rule.pdf (competencies and skills measured by
General Knowledge Test).
25 Section 1012.56(3)(e), F.S. The passing scores to be identified in state board rule must be at approximately the same level of
rigor as is required to pass the General Knowledge Test. Rule 6A-4.002(4), F.A.C.
26 Section 1012.56(3)(b), F.S.; see rr. 6A-4.002(1)(i) and 6A-4.003, F.A.C. (flush-left provisions following r. 6A-4.003(2)(e),
F.A.C.). Section 1012.56(3)(b), F.S. specifies that a valid professional standard teaching certificate issued by another state is an
acceptable means of demonstrating mastery of general knowledge. The DOE also recognizes certificates issued by U.S.
territories. See DOE, General Knowledge, http://www.fldoe.org/teaching/certification/general-cert-requirements/general-
knowledge.stml (last visited Jan. 7, 2026).
27 Section 1012.56(3)(c), F.S.; see r. 6A-4.002(1)(j), F.A.C.; see also National Board for Professional Teaching Standards,
https://www.nbpts.org/ (last visited Jan. 7, 2026).
28 Section 1012.56(3)(c), F.S.; see r. 6A-4.002(1)(j), F.A.C.
29 Section 1012.56(3)(d), F.S.; see also r. 6A-4.003(1)-(2), F.A.C. (approval of accredited and nonaccredited institutions of
higher learning).
30 Section 1012.56(3)(f), F.S.
31 Section 1012.56(5)(a), F.S. The Florida Teacher Certification Examinations include 39 subject area tests. DOE, Test
Information Guides, http://www.fl.nesinc.com/FL_TIGS.asp (last visited Jan. 7, 2026); see also DOE, Competencies and Skills
Required for Teacher Certification in Florida, ss. 1-63 (27th ed., 2022), available at
https://www.fldoe.org/core/fileparse.php/7479/urlt/FTCE27thEdition22Rule.pdf; see also r. 6A-4.0021(9), F.A.C. (scoring of
subject area tests).
32 Section 1012.56(5)(i), F.S.
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4
PCS for HB 753
Teaching of Foreign Languages33 or successful completion of a United States Defense Language
Institute Foreign Language Center program or a passing score on the Defense Language Proficiency
Test.34
o For certification in any other subject area for which there is no Florida subject area test or
standardized examination specified in state board rule (e.g., Dance), completing the required
bachelor’s or higher degree and content courses specified in SBE rule35 and verification of subject
area competence by the district school superintendent or, for a state-supported or private school,
the school’s chief administrative officer.36
Master’s Degree Level (for certification in a subject area for which SBE rule requires a master’s or higher
degree): Completing the required master’s or higher degree and content courses specified in SBE rule and
achieving a passing score on the corresponding Florida-developed subject area test or standardized
examination specified in SBE rule.37
Out-of-State Certification: Providing documentation of a valid professional standard teaching certificate
issued for a subject area by another U.S. state or territory or by NBPTS or ABCTE, if the certificate is
comparable to the Florida professional certificate issued for the same subject area.38
Demonstration of Professional Preparation and Education Competence
Mastery of professional preparation and education competence may be demonstrated through any of the following
methods:
Successful completion of an approved teacher preparation program at a postsecondary educational
institution within this state and achievement of a passing score on the professional education competency
examination required by SBE rule;
Successful completion of a teacher preparation program at a postsecondary educational institution outside
Florida and achievement of a passing score on the professional education competency examination
required by SBE rule;
Documentation of a valid professional standard teaching certificate issued by another state;
Documentation of a valid certificate issued by the NBPTS or a national educator credentialing board
approved by the SBE;
Documentation of two semesters of successful, full-time or part-time teaching in a Florida College System
institution, state university, or private college or university that awards an associate or higher degree and
is an accredited institution or an institution of higher education identified by the Department of Education
as having a quality program and achievement of a passing score on the professional education competency
examination required by SBE rule;
Successful completion of professional preparation courses as specified in SBE rule, successful completion of
a professional education competence program, and documentation of 3 years of being rated effective or
highly effective while holding a temporary certificate;
Successful completion of a professional learning certification program; or
Successful completion of a competency-based certification program and achievement of a passing score on
the professional education competency examination required by rule of the SBE.39
33 Section 1012.56(5)(b), F.S.; r. 6A-4.0243(1)(e), F.A.C.; see American Council on the Teaching of Foreign Languages (ACTFL),
Assessments, https://www.actfl.org/assessments (last visited May 5, 2025); Language Testing International (ACTFL Language
Testing Office), ACTFL, https://www.languagetesting.com/ (last visited Jan. 7, 2026).
34 Section 1012.56(5)(g)-(h), F.S.
35 See, e.g., r. 6A-4.0123, F.A.C. (specialization requirements for certification in dance); see also DOE, Florida Certificate Subjects,
http://www.fldoe.org/teaching/certification/certificate-subjects/ (last visited Jan. 7, 2026).
36 Section 1012.56(5)(c), F.S.; r. 6A-4.002(4), F.A.C.
37 Section 1012.56(5)(d), F.S.; see DOE, Florida Certificate Subjects, http://www.fldoe.org/teaching/certification/certificate-
subjects/ (last visited Jan. 7, 2026).
38 Section 1012.56(5)(e), F.S., and (f), F.S.; r. 6A-4.002(1)(i)-(j), F.A.C.; DOE, NBPTS Certificate Subjects and Corresponding
Subjects in Florida, http://www.fldoe.org/teaching/certification/pathways-routes/nbpts-certificate-subjects-correspondi.stml
(last visited Jan. 7, 2026).
39 Section 1012.56(6), F.S.
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PCS for HB 753
Educator Certification Examination Fees
The DOE sets registration fees for the various exams required for educator certification, including initial
registration and retakes.40 For the general knowledge exam, the initial registration fee is $130.00 for the full
battery of 4 subjects. An individual is able to retake the General Knowledge exam by subtest with the retake
registration fees being the following:
One subtest - $32.50;
Two subtests - $60.00;
Three subtests - $97.50;
Full battery retake - $130.00.41
For subject area examinations, the initial registration fee is $150.00. For subject area exams with subparts, the
$150.00 fee is divided evenly among the subparts for retakes. If the subject area exam does not have subparts then
the retake fee is $150.00.42
For the Professional Education examination, the initial registration fee, as well as the fee for a retake of the exam, is
$150.00.43
Current law and rule provide for several fee waivers including the Military Testing Fee Waiver,44 Retired First
Responder Fee Waiver,45 and Exceptional Student Education K–12/Elementary Education K–6 Waivers.46
School Counselor Certification Specializations
An individual holding an educator certification from the DOE may apply for an additional coverage47 or
endorsement48 indicating advanced education or experience in a particular subject, area, or field.49 The DOE offers
a specialization for certification in school counseling that can be earned in under two plans:
Plan One. A master’s or higher degree with a graduate major in guidance and counseling or school
counseling that includes a minimum of 600 clock hours of supervised internship serving school-aged
students in a prekindergarten, an elementary or a secondary school setting; or
Plan Two. A master’s or higher degree with a graduate in counseling other than guidance and counseling or
school counseling that includes a minimum 600 clock hours of supervised internship with school-aged
children and their families with at least 9 semester hours of graduate credit to include the following areas:
o Student appraisal and evaluation methods in prekindergarten, elementary and secondary schools
including interpretation and analysis of standardized tests and other assessment results that assist
students in career exploration, academic skills and personal and social skill development;
o College and career planning for prekindergarten, elementary and secondary school students
including college and career exploration and knowledge of financial aid and financing of
postsecondary education options;
o Principles, philosophy, organization and administration of a comprehensive school counseling
program in prekindergarten, elementary and secondary schools; and
40 See r. 6A-4.0021, F.A.C.
41 Rule 6A-4.0021(4)(b), F.A.C.
42 Rule 6A-4.0021(4)(b)-(e), F.A.C.
43 Id.
44 Section 1012.59(3)(a)-(c), F.S. and r. 6A-4.0021(13), F.A.C.
45 Section 1012.59(3)(d), F.S. and r. 6A-4.0021(14), F.A.C.
46 Section 1012.59(4), F.S. and r. 6A-4.0021(15), F.A.C.
47 The term “coverage” as used in Florida State Board of Education rules for educator certification purposes shall be defined as
the designation on a Florida educator’s certificate which indicates the area in which an individual has a content knowledge
base. The term “coverage” shall be used synonymously with the terms “subject,” “area,” or “field.”
48 The term “endorsement” as used in Florida State Board of Education rules for educator certification purposes shall be
defined as a rider on a Florida educator’s certificate with a designated coverage. An endorsement shown on a certificate with a
coverage signifies a pedagogical knowledge base which targets particular levels, stages of development, or circumstances.
49 Rule 6A-4.002(1)(e)-(f), F.A.C.
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6
PCS for HB 753
o Consultation skills and techniques for conferring with groups such as agencies, teachers and
parents.
Plan Three. A master’s or higher degree with a graduate major in school counseling that includes a
minimum of 300 clock hours of supervised internship serving school-aged students in a prekindergarten,
elementary or secondary school setting if the applicant:
o Is a current full-time teacher;
o Has been employed as a teacher for at least five (5) school years; and
o Has earned an effective or highly effective rating under Section 1012.34, F.S., on his or her
performance evaluation for the most recent three (3) years the teacher was employed in a Florida
public school.50
Additionally, individuals seeking the school counseling specialization must pass the School Counseling (PK-12)
subject area examination adopted by the SBE.51
OTHER RESOURCES:
Rule 6A-4.0181, F.A.C. - Specialization Requirements for Certification in School Counseling (Grades PK-12) -
Specialty Class
BILL HISTORY
STAFF
DIRECTOR/ ANALYSIS
COMMITTEE REFERENCE ACTION DATE POLICY CHIEF PREPARED BY
Orig. Comm.: Careers & Workforce Kiner Wolff
Subcommittee
50 Rule 6A-4.0181, F.A.C.
51 See s. 1012.56(5)(d), F.S.; r. 6A-4.002 and 6A-4.0021, F.A.C.
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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 753 2026
1 A bill to be entitled
2 An act relating to school counselors; amending s.
3 1012.55, F.S.; providing that persons employed as
4 school counselors are exempt from specified educator
5 certification requirements; providing an effective
6 date.
7
8 Be It Enacted by the Legislature of the State of Florida:
9
10 Section 1. Subsection (6) of section 1012.55, Florida
11 Statutes, is renumbered as subsection (7), and a new subsection
12 (6) is added to that section, to read:
13 1012.55 Positions for which certificates required.—
14 (6) A person who is seeking employment as a school
15 counselor is exempt from the educator certification requirements
16 in s. 1012.56(2)(g) and (i).
17 Section 2. This act shall take effect July 1, 2026.
Page 1 of 1
PCS for HB 753
CODING: Words stricken are deletions; words underlined are additions.
V
COMMITTEE/SUBCOMMITTEE AMENDMENT
Bill No. PCS for HB 753 (2026)
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: Careers & Workforce
2 Subcommittee
3 Representative McFarland offered the following:
4
5 Amendment (with title amendment)
6 Between lines 9 and 10, insert:
7 Section 1. Paragraph (a) of subsection (3) of section
8 1012.34, Florida Statutes, is amended to read:
9 1012.34 Personnel evaluation procedures and criteria.—
10 (3) EVALUATION PROCEDURES AND CRITERIA.—Instructional
11 personnel and school administrator performance evaluations must
12 be based upon the performance of students assigned to their
13 classrooms or schools, as provided in this section. Pursuant to
14 this section, a school district's performance evaluation system
15 is not limited to basing unsatisfactory performance of
16 instructional personnel and school administrators solely upon
PCS for HB 753 a1
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Page 1 of 5
COMMITTEE/SUBCOMMITTEE AMENDMENT
Bill No. PCS for HB 753 (2026)
Amendment No. 1
17 student performance, but may include other criteria to evaluate
18 instructional personnel and school administrators' performance,
19 or any combination of student performance and other criteria.
20 Evaluation procedures and criteria must comply with, but are not
21 limited to, the following:
22 (a) A performance evaluation must be conducted for each
23 employee at least once a year, except that a classroom teacher,
24 as defined in s. 1012.01(2)(a), excluding substitute teachers,
25 who is newly hired by the district school board must be observed
26 and evaluated at least twice in the first year of teaching in
27 the school district. The performance evaluation must be based
28 upon sound educational principles and contemporary research in
29 effective educational practices. The evaluation criteria must
30 include:
31 1. Performance of students.—At least one-third of a
32 performance evaluation must be based upon data and indicators of
33 student performance, as determined by each school district. This
34 portion of the evaluation must include growth or achievement
35 data of the teacher's students or, for a school administrator,
36 the students attending the school over the course of at least 3
37 years. If less than 3 years of data are available, the years for
38 which data are available must be used. The proportion of growth
39 or achievement data may be determined by instructional
40 assignment.
PCS for HB 753 a1
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COMMITTEE/SUBCOMMITTEE AMENDMENT
Bill No. PCS for HB 753 (2026)
Amendment No. 1
41 2. Instructional practice.—For instructional personnel, at
42 least one-third of the performance evaluation must be based upon
43 instructional practice. Evaluation criteria used when annually
44 observing classroom teachers, as defined in s. 1012.01(2)(a),
45 excluding substitute teachers, must include indicators based
46 upon each of the Florida Educator Accomplished Practices adopted
47 by the State Board of Education.
48 a. For instructional personnel who are not classroom
49 teachers or certified school counselors, evaluation criteria
50 must be based upon indicators of the Florida Educator
51 Accomplished Practices and may include specific job expectations
52 related to student support.
53 b. For certified school counselors, evaluation criteria
54 must be based upon indicators of the Florida School Counseling
55 Standards adopted by the State Board of Education.
56 c. This section does not preclude a school administrator
57 from visiting and observing classroom teachers throughout the
58 school year for purposes of providing mentorship, training,
59 instructional feedback, or professional learning.
60 3. Instructional leadership.—For school administrators, at
61 least one-third of the performance evaluation must be based on
62 instructional leadership. Evaluation criteria for instructional
63 leadership must include indicators based upon each of the
64 leadership standards adopted by the State Board of Education
65 under s. 1012.986, including performance measures related to the
PCS for HB 753 a1
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COMMITTEE/SUBCOMMITTEE AMENDMENT
Bill No. PCS for HB 753 (2026)
Amendment No. 1
66 effectiveness of classroom teachers in the school, the
67 administrator's appropriate use of evaluation criteria and
68 procedures, recruitment and retention of effective and highly
69 effective classroom teachers, improvement in the percentage of
70 instructional personnel evaluated at the highly effective or
71 effective level, and other leadership practices that result in
72 student learning growth. The system may include a means to give
73 parents and instructional personnel an opportunity to provide
74 input into the administrator's performance evaluation.
75 4. Other indicators of performance.—For instructional
76 personnel and school administrators, the remainder of a
77 performance evaluation may include, but is not limited to,
78 professional and job responsibilities as recommended by the
79 State Board of Education or identified by the district school
80 board and, for instructional personnel, peer reviews,
81 objectively reliable survey information from students and
82 parents based on teaching practices that are consistently
83 associated with higher student achievement, and other valid and
84 reliable measures of instructional practice.
85
86 -----------------------------------------------------
87 T I T L E A M E N D M E N T
88 Remove line 2 and insert:
89 An act relating to school counselors; amending s.
90 1012.34, F.S.; requiring evaluation criteria for
PCS for HB 753 a1
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COMMITTEE/SUBCOMMITTEE AMENDMENT
Bill No. PCS for HB 753 (2026)
Amendment No. 1
91 certified school counselors to be based on specified
92 standards; amending s.
PCS for HB 753 a1
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Page 5 of 5
PCS For HB 1081
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 1081 COMPANION BILL: SB 1266 (Calatayud)
TITLE: Cybersecurity Internships LINKED BILLS: None
SPONSOR(S): Careers & Workforce Subcommittee RELATED BILLS: None
Committee References
Orig. Comm.: Careers & Workforce
SUMMARY
Effect of the Bill:
The PCS creates, subject to appropriation, the Cybersecurity Experiential Internship and Clearance Readiness
Program (Program) within the Department of Commerce (Commerce) to accelerate the development of Florida’s
cybersecurity workforce by increasing Florida’s highly qualified, clearance-ready cybersecurity graduates.
Fiscal or Economic Impact:
None.
JUMP TO SUMMARY ANALYSIS RELEVANT INFORMATION BILL HISTORY
ANALYSIS
EFFECT OF THE BILL:
The PCS provides legislative findings and intent to build on current cybersecurity initiatives operating at the
University of South Florida (USF) and the University of West Florida (UWF). To that end and subject to
appropriation, the PCS creates the Cybersecurity Experiential Internship and Clearance Readiness Program
(Program) within the Department of Commerce (Commerce). The PCS requires Commerce to enter into an
agreement with the Florida Center for Cyber Security (Cyber Florida) within the USF to implement the Program in
collaboration with all National Security Agency National Centers of Academic Excellence in Cybersecurity (NCAE-
C)-designated state universities and Florida College System institutions. The Program must include the following
components:
increasing the number of experiential cyber risk analyst internships statewide by using an instrumented
platform of automated assessments with employers based in this state in the defense, finance, health care,
transportation, utility, and critical infrastructure sectors;
providing intern-supporting organizations with actionable, prioritized analytics, reporting, and risk
mitigation action plans to enhance cyber resilience across this state;
delivering a federal security clearance readiness curriculum, including comprehensive background checks
preparation, national security information and protection training, clearance application preparation and
vetting, and mentoring for selected participants;
providing CompTIA Security+ certification training and examination for selected participants;
coordinating with state, federal, and private sector partners to facilitate placement of graduates in high-
demand cybersecurity roles; and
providing access to datasets for statewide cyber assessments, research, and development. (Section 1).
The PCS requires that the Program be available at all NCAE-C-designated state universities and Florida College
System (FCS) institutions by the beginning of the 2026-27 academic year.
STORAGE NAME: PCS1081.CWS
DATE: 1/15/2026
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Under the PCS, Commerce is required to submit an annual report, beginning January 1, 2027, and continuing
through January 1, 2032, to the Governor, the President of the Senate, and the Speaker of the House of
Representatives that contains all of the following information:
the number of students participating in internships, clearance readiness preparation, and CompTIA
Security+ certification programs at each institution;
the number of students who have earned CompTIA Security+ certification and the number of students who
have completed internship and clearance readiness milestones;
the number of students who subsequently reported entering federal, state, or private sector cybersecurity
positions requiring a federal public trust or national security clearance, and any available data on those
positions; and
recommendations for program improvements, including potential integration with other state workforce
initiatives. (Section 1).
The PCS provides for the expiration of the Program on January 1, 2032. (Section 1).
The effective date of the PCS is July 1, 2026. (Section 2).
RELEVANT INFORMATION
SUBJECT OVERVIEW:
Cybersecurity Background
Over the last decade, cybersecurity has rapidly become a growing concern. Cyberattacks are growing in frequency
and severity. Cybercrime was expected to annually inflict $8 trillion worth of damage globally.1 The United States is
often a target of cyberattacks, including attacks on critical infrastructure, and has been a target of more significant
cyberattacks2 over the last 14 years than any other country.3 The Colonial Pipeline is an example of critical
infrastructure that was attacked, disrupting what is arguably the nation’s most important fuel conduit.4
Ransomware is a type of cybersecurity incident where malware5 that is designed to encrypt files on a device
renders the files and the systems that rely on them unusable. In other words, critical information is no longer
accessible. During a ransomware attack, malicious actors demand a ransom in exchange for regained access
through decryption. If the ransom is not paid, the ransomware actors will often threaten to sell or leak the data or
authentication information. Even if the ransom is paid, there is no guarantee that the bad actor will follow through
with decryption.
In recent years, ransomware incidents have become increasingly prevalent among the nation’s state, local, tribal,
and territorial government entities and critical infrastructure organizations.6 For example, Tallahassee Memorial
Hospital was hit by a ransomware attack early in 2023, and the hospital’s systems were forced to shut down,
1 Cybercrime Magazine, Cybercrime to Cost the World $8 Trillion Annually in 2023,
https://cybersecurityventures.com/cybercrime-to-cost-the-world-8-trillion-annually-in-2023/ (last visited Jan. 14, 2026).
2 “Significant cyber-attacks” are defined as cyber-attacks on a country’s government agencies, defense, and high-tech
companies, or economic crimes with losses equating to more than a million dollars. Specops, The Countries Experiencing the
Most ‘Significant’ Cyber-attacks, https://specopssoft.com/blog/countries-experiencing-significant-cyber-attacks/ (last visited
Jan. 14, 2026).
3 Id.
4S&P Global, Pipeline operators must start reporting cyberattacks to government: TSA orders,
https://www.spglobal.com/commodityinsights/en/market-insights/latest-news/electric-power/052721-pipeline-operators-
must-start-reporting-cyberattacks-to-government-tsa-
orders?utm_campaign=corporatepro&utm_medium=contentdigest&utm_source=esgmay2021 (last visited Jan. 23, 2024).
5 “Malware” means hardware, firmware, or software that is intentionally included or inserted in a system for a harmful
purpose. https://csrc.nist.gov/glossary/term/malware (last visited Jan. 14, 2026).
6 Cybersecurity and Infrastructure Agency, Ransomware 101, https://www.cisa.gov/stopransomware/ransomware-101 (last
visited Jan. 14, 2026).
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impacting many local residents in need of medical care.7 Likewise, Tampa General Hospital detected a data breach
in May of 2023, which may have compromised the data of up to 1.2 million patients.8
Florida Center for Cybersecurity
Cyber Florida is housed within USF and was first established in 2014.9 The goals of Cyber Florida are to:10
position Florida as the national leader in cybersecurity and its related workforce primarily through
advancing and funding education, and research and development initiatives in cybersecurity and related
fields, with a secondary emphasis on, and community engagement and cybersecurity awareness;
assist in the creation of jobs in the state's cybersecurity industry and enhance the existing cybersecurity
workforce through education, research, applied science, and engagements and partnerships with the
private and military sectors;
act as a cooperative facilitator for state business and higher education communities to share cybersecurity
knowledge, resources, and training;
seek out research and development agreements and other partnerships with major military installations
and affiliated contractors to assist, when possible, in homeland cybersecurity defense initiatives;
attract cybersecurity companies and jobs to the state with an emphasis on defense, finance, health care,
transportation, and utility sectors; and
conduct, fund, and facilitate research and applied science that leads to the creation of new technologies and
software packages that have military and civilian applications and which can be transferred for military
and homeland defense purposes or for sale or use in the private sector.
If Cyber Florida receives a request for assistance from the Department of Management Services, Florida Digital
Service, or another state agency, Cyber Florida is authorized, but may not be compelled by the agency, to conduct,
consult on, or otherwise assist any state-funded initiatives related to:
Cybersecurity training, professional development, and education for state and local government
employees, including school districts and the judicial branch.
Increasing the cybersecurity effectiveness of the state’s and local governments’ technology platforms and
infrastructure, including school districts and the judicial branch.
Since 2022, Cyber Florida has received annual appropriations:
Fiscal Year Appropriation Amount
2022-2311 $ 20,500,000
2023-2412 $ 10,500,000
2024-2513 $ 35,500,000
2025-2614 $ 35,500,000
Total: $ 102,000,000
National Centers of Academic Excellence in Cybersecurity
7 Tallahassee Democrat, TMH says it has taken ‘major step’ toward restoration after cybersecurity incident (Feb. 15, 2023)
https://www.tallahassee.com/story/news/local/2023/02/14/tmh-update-hospital-has-taken-major-step-toward-
restoration/69904510007/ (last visited Jan. 14, 2026).
8 Alessandro Mascellino, Infosecurity Magazine, Tampa General Hospital Data Breach Impacts 1.2 Million Patients (Jul. 24,
2023), https://www.infosecurity-magazine.com/news/tampa-hospital-data-breach/ (last visited Jan. 14, 2026).
9 Chapter 2014-56, L.O.F.
10 Section 1004.444(2), F.S.
11 Specific Appropriation 157A, s. 2, ch. 2022-156, L.O.F.
12 Specific Appropriation 156, s. 2, ch. 2023-239, L.O.F.
13 Specific Appropriation 160, s. 2, ch. 2024-231, L.O.F.
14 Specific Appropriation 161, s. 2, ch. 2025-198, L.O.F.
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The NCAE-C program is managed by the National Security Agency's National Cryptologic School. Federal partners
include the Cybersecurity and Infrastructure Security Agency, the Federal Bureau of Investigation, the National
Institute of Standards and Technology/National Initiative on Cybersecurity Education, the National Science
Foundation, the Department of Defense Office of the Chief Information Officer, and U.S. Cyber Command.15
NCAE-C program aims to create and manage a collaborative cybersecurity educational program with community
colleges, colleges, and universities that:
establishes standards for cybersecurity curriculum and academic excellence;
includes competency development among students and faculty;
values community outreach and leadership in professional development;
integrates cybersecurity practice within the institution across academic disciplines; and
actively engages in solutions to challenges facing cybersecurity education.16
All regionally accredited two-year, four-year, and graduate-level institutions in the United States are eligible to
apply to become a CAE-C designated institution. An institution or program must apply for re-designation every five
academic years.17 Academic institutions may choose from three designations.18 The designation process is a
combination of elements related to the institution focused on outputs for determining academic achievement. This
combination assures that the institution meets the desired characteristics of a CAE institution, and that the
academic delivery to students is producing the qualified workforce needed by the nation. CAE-designated
institutions must complete validation of a program of study, which is a series of courses and experiences that a
student can reasonably accomplish in the course of attaining a degree or completing a certificate.19
Among Florida’s state colleges and state universities, nine state universities20 and 13 state colleges21 are NCAE-C-
designated.22
CompTIA Security+ certification
CompTIA Security+ is an early-career cybersecurity certification that validates essential skills in securing tech
networks, detecting threats, and responding to cybersecurity incidents. Designed for tech professionals beginning
or advancing in cybersecurity, CompTIA Security+ certification is useful for roles such as security
administrator, security specialist, network administrator, systems administrator, and security analyst.23 The
certification is vendor-neutral certification that establishes foundational knowledge in cybersecurity and can be
used as a stepping-stone to advanced certifications like CISSP, CISM or SecurityX.24
15 National Security Agency, National Centers of Academic Excellence in Cybersecurity,
https://www.nsa.gov/Academics/Centers-of-Academic-Excellence/ (last visited Jan. 14, 2026).
16 Id.
17 Centers of Academic Excellence in Cybersecurity Community, What is a CAE-C?, https://www.caecommunity.org/what-is-a-
cae-c (last visited Jan. 14, 2026).
18 The three designations are Center of Academic Excellence in Cyber Defense (CAE-CD), Center of Academic Excellence in
Cyber Operations (CAE-CO), and Center of Academic Excellence in Cyber Research (CAE-R). See Centers of Academic
Excellence in Cybersecurity Community, What is a CAE-C?, https://www.caecommunity.org/what-is-a-cae-c (last visited Jan.
14, 2026).
19 National Security Agency, National Centers of Academic Excellence in Cybersecurity,
https://www.nsa.gov/Academics/Centers-of-Academic-Excellence/ (last visited Jan. 14, 2026).
20 The universities are: Florida Agricultural and Mechanical University; Florida Atlantic University; Florida International
University; Florida State University; University of Central Florida; University of Florida; University of North Florida; University
of South Florida; and University of West Florida.
21 The FCS Institutions are: Chipola College; Daytona State College; Eastern Florida State College; Florida State College at
Jacksonville; Indian River State College; Miami Dade College; Palm Beach State College; Pensacola State College; Santa Fe
College; Seminole State College; St. Petersburg College; Tallahassee State College; and Valencia College.
22 Centers of Academic Excellence in Cybersecurity Community, CAE Institution Map, https://maps.caecommunity.org/ (last
visited Jan. 14, 2026)
23 CompTIA, Security +: Resources, https://www.comptia.org/en-us/certifications/security/#resources (Jan. 14, 2026)
24 Id.
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The CompTIA Security+ exam is available at Pearson VUE testing centers or online with remote proctoring.25 The
current version of the exam consists of a maximum of 90 multiple-choice and performance-based questions over
90 minutes.26
Internships
Internships have become essential to career preparation. They bridge the gap between academic knowledge and
industry expectations, helping students develop the competencies that a technology-driven workforce demands.
Internships help students:
Apply classroom learning in professional settings.
Clarify career interests and strengths.
Gain exposure to tools, timelines, and team environments.
Build a professional network.
Strengthen resumes and job interviews.27
Significantly, more than 70 percent of employers plan to maintain or increase intern hiring.28 Paid interns average
more job offers and higher starting salaries than unpaid interns and non-interns.29 Over two-thirds of 2024
graduates nationwide completed at least one internship.30
Current Initiatives
USF launched the Security Training Collaborative (Collaborative) in 2020 through a partnership with Security
Management International, a consulting firm based in Washington, D.C. The Collaborative is a 16-week internship
program where students gain hands-on experience far beyond traditional classroom learning. They take part in
exercises with the Secret Service, U.S. Marshals and Capitol Police, while weekly sessions with national security
experts introduce them to the latest trends in intelligence and security. The Collaborative leverages Cyber
Florida and the Global and National Security Institute’s Future Strategist Program at USF to give students
additional resources and opportunities.31
In 2024, the UWF received funding to develop a pilot program that helps students prepare security clearance
applications and understand the process of applying for a security clearance. The program will also facilitate
internships with Florida-based defense companies that require security clearances. 32
25 Id.
26 CompTIA, Security+: Overview, https://www.comptia.org/en-us/certifications/security/#overview (Jan. 14, 2026).
27 University of South Florida, Bellini College of Artificial Intelligence, Cybersecurity and Computing, Internships,
https://www.usf.edu/ai-cybersecurity-computing/academics/internships.aspx (last visited Jan. 14, 2026).
28 National Association of Colleges and Employers, More the 70% of Organizations Expect to Increase or Maintain Intern Hiring
Despite Overall Dip in Hiring, https://www.naceweb.org/talent-acquisition/internships/more-than-70-percent-of-
organizations-expect-to-increase-or-maintain-intern-hiring-despite-overall-dip-in-hiring (last visited Jan. 14, 2026).
29 See National Association of Colleges and Employers, Job Outlook 2024, pp. 6 and 32, available at
https://www.naceweb.org/docs/default-source/default-document-library/2023/publication/research-report/2024-nace-
job-outlook.pdf and National Association of Colleges and Employers, Executive Summary The 2024 Student Survey Report, p. 4,
available at https://www.naceweb.org/docs/default-source/default-document-library/2024/publication/executive-
summary/2024-nace-student-survey-executive-summary-four-year.pdf?Status=Master&sfvrsn=4d77a2d1_3
30 National Association of Colleges and Employers, Executive Summary The 2024 Student Survey Report, p. 4, available at
https://www.naceweb.org/docs/default-source/default-document-library/2024/publication/executive-summary/2024-
nace-student-survey-executive-summary-four-year.pdf?Status=Master&sfvrsn=4d77a2d1_3.
31 University of South Florida, USF builds national security talent pipeline through innovative program,
https://www.usf.edu/news/2025/usf-builds-national-security-talent-pipeline-through-rare-program.aspx (Jan. 14, 2026).
32 University of West Florida, UWF awarded $320,210 to help students understand and prepare applications for security
clearance, https://mdi.kyj.mybluehost.me/uwf-awarded-320210-to-help-students-understand-and-prepare-applications-for-
security-clearance/ (Jan. 14, 2026).
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RECENT LEGISLATION:
YEAR BILL #/SUBJECT HOUSE/SENATE OTHER INFORMATION
SPONSOR(S)
2024 CS/CS/CS/HB 1555 - Cybersecurity Giallombardo/ Collins The bill became law on July 1,
2024.
BILL HISTORY
STAFF
DIRECTOR/ ANALYSIS
COMMITTEE REFERENCE ACTION DATE POLICY CHIEF PREPARED BY
Orig. Comm.: Careers & Workforce Kiner Wolff
Subcommittee
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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 1081 2026
1 A bill to be entitled
2 An act relating to cybersecurity internships; creating
3 s. 1004.0983, F.S.; providing legislative findings;
4 providing legislative intent; subject to legislative
5 appropriation, creating the Cybersecurity Experiential
6 Internship and Clearance Readiness Program within the
7 Department of Commerce; requiring the department to
8 enter into an agreement with the Florida Center for
9 Cybersecurity (Cyber Florida) to implement the program
10 in collaboration with specified universities and
11 institutions; requiring that the program include
12 specified components; requiring that the program be
13 available at specified universities and institutions
14 beginning in a specified academic year; requiring the
15 department, using data and analyses provided by Cyber
16 Florida, to submit a report by a specified date and
17 annually thereafter to the Governor and the
18 Legislature; providing requirements for the report;
19 providing for expiration of the program; providing an
20 effective date.
21
22 Be It Enacted by the Legislature of the State of Florida:
23
24 Section 1. Section 1004.0983, Florida Statutes, is created
25 to read:
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26 1004.0983 Cybersecurity Experiential Internship and
27 Clearance Readiness Program.—
28 (1)(a) The Legislature finds that this state's
29 cybersecurity workforce is essential to state and national
30 security, multi-sector state economic resilience, and the
31 protection of critical infrastructure. The Legislature also
32 finds that this state has a persistent shortfall in its supply
33 of qualified cybersecurity professionals relative to the
34 workforce demand and that the growing integration of digital
35 technologies in all economic sectors will exacerbate this
36 workforce gap in the future.
37 (b) The Legislature further finds that the elements of the
38 program described in this section were successfully tested and
39 refined in two pilot programs: an experiential cyber internship
40 program with the University of South Florida and a combined
41 security clearance readiness and cyber certification program
42 with the University of West Florida. Both schools are designated
43 as National Security Agency National Centers of Academic
44 Excellence in Cybersecurity (NCAE-C). The successful pilot
45 programs demonstrated the feasibility and effectiveness of
46 combining cybersecurity experiential internships, federal
47 security clearance readiness preparation, and CompTIA Security+
48 certification for students as critical elements of workforce
49 development.
50 (c) The Legislature further finds that expansion of this
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51 program statewide to all NCAE-C-designated state universities
52 and Florida College System institutions will accelerate the
53 development of a highly qualified, clearance-ready cybersecurity
54 workforce. This expanded capacity to develop a more qualified
55 cybersecurity workforce is necessary to both close existing gaps
56 and keep pace with the growth in demand for cybersecurity talent
57 within this state.
58 (2)(a) The Legislature intends to establish the
59 Cybersecurity Experiential Internship and Clearance Readiness
60 Program across all NCAE-C-designated state universities and
61 Florida College System institutions, beginning with the 2026-
62 2027 academic year.
63 (b) The Legislature further intends to sustain the program
64 through the 2030-2031 academic year and establish clear metrics
65 and reporting requirements to measure the impact on this state's
66 workforce and national security posture.
67 (3) Subject to appropriation, the Cybersecurity
68 Experiential Internship and Clearance Readiness Program is
69 created within the Department of Commerce. The department shall
70 enter into an agreement with the Florida Center for
71 Cybersecurity (Cyber Florida) at the University of South
72 Florida, to implement the program in collaboration with all
73 NCAE-C-designated state universities and Florida College System
74 institutions.
75 (4) The program shall include all of the following
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76 components:
77 (a) Increasing the number of experiential cyber risk
78 analyst internships statewide by using an instrumented platform
79 of automated assessments with employers based in this state in
80 the defense, finance, health care, transportation, utility, and
81 critical infrastructure sectors.
82 (b) Providing intern-supporting organizations with
83 actionable, prioritized analytics, reporting, and risk
84 mitigation action plans to enhance cyber resilience across this
85 state.
86 (c) Delivering a federal security clearance readiness
87 curriculum, including comprehensive background checks
88 preparation, national security information and protection
89 training, clearance application preparation and vetting, and
90 mentoring for selected participants.
91 (d) Providing CompTIA Security+ certification training and
92 examination for selected participants.
93 (e) Coordinating with state, federal, and private sector
94 partners to facilitate placement of graduates in high-demand
95 cybersecurity roles.
96 (f) Providing access to datasets for statewide cyber
97 assessments, research, and development.
98 (5) Beginning in the 2026-2027 academic year, the program
99 must be available at all currently NCAE-C-designated state
100 universities and Florida College System institutions.
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101 (6)(a) Beginning January 1, 2027, and annually thereafter
102 through January 1, 2032, the department, using data and analyses
103 provided by Cyber Florida as required by the agreement under
104 subsection (3), shall submit a report to the Governor, the
105 President of the Senate, and the Speaker of the House of
106 Representatives.
107 (b) The report must include all of the following:
108 1. The number of students participating in internships,
109 clearance readiness preparation, and CompTIA Security+
110 certification programs at each institution.
111 2. The number of students who have earned CompTIA
112 Security+ certification and the number of students who have
113 completed internship and clearance readiness milestones.
114 3. The number of students who subsequently reported
115 entering federal, state, or private sector cybersecurity
116 positions requiring a federal public trust or national security
117 clearance, and any available data on those positions.
118 4. Recommendations for program improvements, including
119 potential integration with other state workforce initiatives.
120 (7) This section expires January 1, 2032.
121 Section 2. This act shall take effect July 1, 2026.
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