CHAPTER 1004

1004.01 Statement of purpose and mission. (1) The Legislature finds it in the public interest to provide a system of postsecondary education which is of the highest possible quality; which enables all students to participate in the search for knowledge and individual development; which stresses undergraduate teaching as its main priority; which offers selected professional, graduate, and research programs with emphasis on state and national needs; which fosters diversity of educational opportunity; which promotes service to the public; which makes effective and efficient use of human and physical resources; which functions cooperatively with other educational institutions and systems; and which promotes internal coordination and the wisest possible use of resources. (2) The mission of the state system of postsecondary education is to develop human resources, to discover and disseminate knowledge, to extend knowledge and its application beyond the boundaries of its campuses, and to develop in students heightened intellectual, cultural, and humane sensitivities; scientific, professional, and technological expertise; and a sense of purpose. Inherent in this broad mission are methods of instruction, research, extended training, and public service designed to educate people and improve the human condition. History. — s. 159, ch. 2002-387. 1004.013 SAIL to 60 Initiative. (1) The Strengthening Alignment between Industry and Learning (SAIL) to 60 Initiative is created to increase to 60 percent the percentage of working-age adults in this state with a high-value postsecondary certificate, degree, or training experience by 2030. (2) The State Board of Education and the Board of Governors shall work collaboratively to, at a minimum: (a) Increase the awareness and use of: 1. The student advising system established under s. 1006.73. 2. Summer bridge programs at state universities and Florida College System institutions that help students transition to postsecondary education. (b) Support and publicize the efforts of the Florida College Access Network in developing public and private partnerships to: 1. Increase the number of high school seniors who submit at least one completed postsecondary education application. 2. Increase the number of high school seniors who submit a completed Free Application for Federal Student Aid to receive financial aid to help pay for their postsecondary education expenses. 3. Recognize and celebrate high school seniors for their postsecondary education and career plans and encourage early preparation for college in accordance with s. 1001.43(14). 4. Conduct regional meetings with postsecondary educational institutions, business leaders, and community organizations to solve community-specific issues related to attainment of postsecondary certificates, associate degrees, and baccalaureate degrees. (c) Facilitate a reverse transfer agreement between the State Board of Education and the Board of Governors to award postsecondary education credentials to students who have earned them. (d) Facilitate the establishment of career pathways agreements between career centers and Florida College System institutions pursuant to s. 1007.233. (e) Develop a systematic, cross-sector approach to awarding credit for prior learning. (3) There is created within the SAIL to 60 Initiative the Strategic Efforts to Achieve Self-Sufficiency (SEAS) which consists of: (a) The consumer-first workforce system under s. 14.36, which provides the public with more effective access to available federal, state, and local services and a systemwide, global view of workforce related program data across various programs through actionable qualitative and quantitative information. (b) The Open Door Grant Program under s. 1009.895, which provides grants to school districts’ postsecondary technical centers and Florida College System institutions to cover up to two-thirds of the cost of short-term high-demand programs for eligible students upon successful completion and award of a credential of value. (c) The Money-back Guarantee Program under s. 1011.803, which requires each school district and Florida College System institution to refund the cost of tuition to students who are not able to find a job within 6 months of successful completion of select workforce related programs. History. — s. 17, ch. 2019-119; s. 3, ch. 2021-85; s. 25, ch. 2021-164; s. 26, ch. 2023-81. 1004.02 Definitions. As used in this chapter: (1) “Adult basic education” means courses of instruction designed to improve the employability of the state’s workforce through instruction in mathematics, reading, language, and workforce readiness skills at grade level equivalency 0-8.9. (2) “Adult ESOL” or “adult ESL” means noncredit English literacy courses designed to improve the employability of the state’s workforce through acquisition of communication skills and cultural competencies that enhance ability to read, write, speak, and listen in English. ESOL means English for Speakers of Other Languages. ESL means English as a Second Language. The two terms are interchangeable. (3) “Adult general education” means comprehensive instructional programs designed to improve the employability of the state’s workforce through adult basic education, adult secondary education, English for Speakers of Other Languages, applied academics for adult education instruction, and instruction for adults with disabilities. (4) “Adult secondary education” means courses through which a person receives high school credit that leads to the award of a high school diploma or courses of instruction through which a student prepares to take the high school equivalency examination. (5) “Adult student” is a student who is beyond the compulsory school age and who has legally left elementary or secondary school. (6) “Adult with disability” means an individual who has a physical or mental impairment that substantially limits one or more major life activities, has a record of such impairment, or is regarded as having such an impairment, and who requires modifications to the educational program, adaptive equipment, or specialized instructional methods and services in order to participate in workforce development programs that lead to competitive employment. (7) “Applied technology diploma program” means a course of study that is part of a technical degree program, is less than 60 credit hours, and leads to employment in a specific occupation. An applied technology diploma program may consist of either technical credit or college credit. A public school district may offer an applied technology diploma program only as technical credit, with college credit awarded to a student upon articulation to a Florida College System institution. Statewide articulation among public schools and Florida College System institutions is guaranteed by s. 1007.23, and is subject to guidelines and standards adopted by the State Board of Education pursuant to ss. 1007.24 and 1007.25. (8) “Basic literacy,” means the demonstration of academic competence from 2.0 through 5.9 educational grade levels as measured by means approved for this purpose by the State Board of Education. (9) “Beginning literacy” means the demonstration of academic competence from 0 through 1.9 educational grade levels as measured by means approved for this purpose by the State Board of Education. (10) “Developmental education” means instruction through which a high school graduate who applies for any college credit program may attain the communication and computation skills necessary to successfully complete college credit instruction. (11) “Community education” means the use of a school or other public facility as a community center operated in conjunction with other public, private, and governmental organizations for the purpose of providing educational, recreational, social, cultural, health, and community services for persons in the community in accordance with the needs, interests, and concerns of that community, including lifelong learning. (12) “Continuing workforce education” means instruction that does not result in a registered apprenticeship certificate of completion, technical certificate, diploma, associate in applied science degree, or associate in science degree. Continuing workforce education is for: (a) Individuals who are required to have training for licensure renewal or certification renewal by a regulatory agency or credentialing body; (b) New or expanding businesses as described in chapter 288; (c) Business, industry, and government agencies whose products or services are changing so that retraining of employees is necessary or whose employees need training in specific skills to increase efficiency and productivity; or (d) Individuals who are enhancing occupational skills necessary to maintain current employment, to cross-train, or to upgrade employment. (13) “Technical degree education program” means a course of study that leads to an associate in applied science degree or an associate in science degree. A technical degree program may contain within it one or more program progression points and may lead to certificates or diplomas within the course of study. The term is interchangeable with the term “degree career education program.” For licensure purposes, the term “associate in science degree” is interchangeable with “associate in applied science degree.” (14) “Family literacy” means a program for adults with a literacy component for parents and children or other intergenerational literacy components. (15) “Functional literacy,” which is also referred to as “intermediate adult basic education,” means the demonstration of academic competence from 6.0 through 8.9 educational grade levels as measured by means approved for this purpose by the State Board of Education. (16) “High school equivalency examination preparation” means courses of instruction designed to prepare adults for success on high school equivalency diploma subject area tests leading to qualification for a State of Florida high school diploma. (17) “Lifelong learning” means a noncredit course or activity offered by a school district or Florida College System institution that seeks to address community social and economic issues related to health and human relations, government, parenting, consumer economics, and senior citizens. (18) “Local educational agency” means a Florida College System institution or school district. (19) “Local sponsor” means a district school board, Florida College System institution board of trustees, public library, other public entity, or private nonprofit entity, or any combination of these entities, that provides adult literacy instruction. (20) “Career certificate program” means a course of study that leads to at least one occupational completion point. The program may also confer credit that may articulate with a diploma or career degree education program, if authorized by rules of the State Board of Education. Any credit instruction designed to articulate to a degree program is subject to guidelines and standards adopted by the Department of Education pursuant to chapter 1007. The term is interchangeable with the term “certificate career education program.” (21) “Occupational completion point” means the occupational competencies that qualify a person to enter an occupation that is linked to a career and technical program. (22) “Career education planning region” means the geographic area in which career or adult education is provided. Each career region is contiguous with one of the 28 Florida College System institution service areas. (23) “Applied academics for adult education” or “applied academics instruction” means adult general education through which persons attain academic and workforce readiness skills at the level of functional literacy (grade levels 6.0-8.9) or higher so that such persons may pursue technical certificate education or higher-level technical education. (24) “Career program” means a group of identified competencies leading to occupations identified by a Classification of Instructional Programs number. (25) “Workforce education” means adult general education or career education and may consist of a continuing workforce education course or a program of study leading to an occupational completion point, a career certificate, an applied technology diploma, a career degree, or a registered apprenticeship certificate of completion. (26) “Workforce literacy” means the basic skills necessary to perform in entry-level occupations or the skills necessary to adapt to technological advances in the workplace. History. — s. 160, ch. 2002-387; s. 87, ch. 2004-357; s. 39, ch. 2011-5; s. 17, ch. 2011-55; s. 47, ch. 2013-27; s. 9, ch. 2013-51; s. 19, ch. 2014-20; s. 49, ch. 2014-39; s. 27, ch. 2021-164. 1004.03 Program approval. (1) The Board of Governors shall establish criteria for the review and approval of proposed new programs at state universities to ensure the well-planned development, coordination, and operation of the State University System and to avoid wasteful duplication of facilities or programs. The Board of Governors shall submit an annual report to the President of the Senate, the Speaker of the House of Representatives, and the Governor listing the reviews conducted and the results of each review. (2) The State Board of Education shall establish criteria for the approval of new programs at Florida College System institutions, which criteria include, but are not limited to, the following: (a) New programs may not be approved unless the same objectives cannot be met through use of educational technology. (b) Unnecessary duplication of programs offered by independent institutions shall be avoided. (c) Cooperative programs, particularly within regions, should be encouraged. (d) New programs may be approved only if they are consistent with the state master plan adopted by the State Board of Education. History. — s. 161, ch. 2002-387; s. 83, ch. 2007-217; s. 14, ch. 2010-78; s. 40, ch. 2011-5. 1004.04 Public accountability and state approval for teacher preparation programs. (1) INTENT. — (a) The Legislature recognizes that effective teachers make an important contribution to a system that allows students to obtain a high-quality education. (b) The intent of the Legislature is to require the State Board of Education to maintain a system for development and approval of teacher preparation programs which allows postsecondary teacher preparation institutions to employ varied and innovative teacher preparation techniques while being held accountable for producing program completers with the competencies and skills necessary to achieve the state education goals; help all students in the state’s diverse student population meet high standards for academic achievement; maintain safe, secure classroom learning environments; and sustain the state system of school improvement and education accountability established pursuant to ss. 1000.03(5) and 1008.345. (2) UNIFORM CORE CURRICULA AND CANDIDATE ASSESSMENT. — (a) The State Board of Education shall adopt rules pursuant to ss. 120.536(1) and 120.54 which establish uniform core curricula for each state-approved teacher preparation program. (b) The rules to establish uniform core curricula for each state-approved teacher preparation program must include, but are not limited to, the following: 1. Candidate instruction and assessment in the Florida Educator Accomplished Practices across content areas. 2. The use of state-adopted content standards to guide curricula and instruction. 3. Scientifically researched and evidence-based reading instructional strategies grounded in the science of reading which improve reading performance for all students, including explicit, systematic, and sequential approaches to teaching phonemic awareness, phonics, vocabulary, fluency, and text comprehension and multisensory intervention strategies. The primary instructional strategy for teaching word reading is phonics instruction for decoding and encoding. Instructional strategies for foundational skills may not employ the three-cueing system model of reading or visual memory as a basis for teaching word reading. Instructional strategies may include visual information and strategies that improve background and experiential knowledge, add context, and increase oral language and vocabulary to support comprehension, but may not be used to teach word reading. 4. Content literacy and mathematics practices. 5. Strategies appropriate for the instruction of English language learners. 6. Strategies appropriate for the instruction of students with disabilities. 7. Strategies to differentiate instruction based on student needs. 8. Strategies and practices to support evidence-based content aligned to state standards and grading practices. 9. Strategies appropriate for the early identification of a student in crisis or experiencing a mental health challenge and the referral of such student to a mental health professional for support. 10. Strategies to support the use of technology in education and distance learning. 11. Strategies and practices to support effective, research-based assessment and grading practices aligned to the state’s academic standards. (c) Each candidate must receive instruction and be assessed on the uniform core curricula in the candidate’s area or areas of program concentration during course work and field experiences. Beginning with candidates entering a teacher preparation program in the 2022-2023 school year, a candidate for certification in a coverage area identified pursuant to s. 1012.585(3)(f) must successfully complete all competencies for a reading endorsement, including completion of the endorsement practicum through the candidate’s field experience under subsection (5), in order to graduate from the program. (d) Before program completion, each candidate must demonstrate his or her ability to positively impact student learning growth in the candidate’s area or areas of program concentration during a prekindergarten through grade 12 field experience and must pass each portion of the Florida Teacher Certification Examination required for a professional certificate in the area or areas of program concentration. (e) Teacher preparation program courses: 1. May not distort significant historical events or include a curriculum or instruction that teaches identity politics, violates s. 1000.05, or is based on theories that systemic racism, sexism, oppression, and privilege are inherent in the institutions of the United States and were created to maintain social, political, and economic inequities. 2. Must afford candidates the opportunity to think critically, achieve mastery of academic program content, learn instructional strategies, and demonstrate competence. (3) INITIAL STATE PROGRAM APPROVAL. — (a) A program approval process based on standards adopted pursuant to this subsection and subsection (2) must be established for postsecondary teacher preparation programs. Each program shall be approved by the department, consistent with the intent set forth in subsection (1) and based upon evidence of the institution’s and the program’s capacity to meet the requirements for continued approval as provided in subsection (4) and by the rules of the State Board of Education. (b) Each teacher preparation program approved by the Department of Education, as provided for by this section, shall require students, at a minimum: 1. For admission into the program, to have a grade point average of at least 2.5 on a 4.0 scale for the general education component of undergraduate studies or have completed the requirements for a baccalaureate degree with a minimum grade point average of 2.5 on a 4.0 scale from any college or university accredited by a regional accrediting association as defined by State Board of Education rule or any college or university otherwise approved pursuant to State Board of Education rule. 2. To demonstrate mastery of general knowledge, including the ability to read, write, and perform in mathematics, by passing the General Knowledge Test of the Florida Teacher Certification Examination by the time of graduation or, for a graduate level program, obtain a baccalaureate degree from an institution that is accredited or approved pursuant to the rules of the State Board of Education. (c) Each teacher preparation program approved by the Department of Education, as provided for by this section, shall provide a certification ombudsman to facilitate the process and procedures required for graduates to obtain educator professional or temporary certification pursuant to s. 1012.56. (4) CONTINUED PROGRAM APPROVAL. — Continued approval of a teacher preparation program shall be based upon evidence that the program continues to implement the requirements for initial approval and upon significant, objective, and quantifiable measures of the program and the performance of the program completers. (a) The criteria for continued approval must include each of the following: 1. Candidate readiness based on passage rates on educator certification examinations under s. 1012.56, as applicable. 2. Evidence of performance in each of the following areas: a. Performance of students in prekindergarten through grade 12 who are assigned to in-field program completers on statewide assessments using the results of the student learning growth formula adopted under s. 1012.34. b. Results of program completers’ annual evaluations in accordance with the timeline as set forth in s. 1012.34. c. Workforce contributions, including placement of program completers in instructional positions in Florida public and private schools, with additional weight given to production of program completers in statewide high-demand teacher needs areas as identified in s. 1012.07. 3. Results of the program completers’ survey measuring their satisfaction with preparation for the realities of the classroom. 4. Results of the employers’ survey measuring satisfaction with the program and the program’s responsiveness to local school districts. (b) The State Board of Education shall adopt rules for continued approval of teacher preparation programs which include the program review process, the continued approval timelines, and the performance level targets for each of the continued approval criteria in paragraph (a). Additional criteria may be approved by the State Board of Education. The Commissioner of Education shall determine the continued approval of each program based on the data collected pursuant to this section and the rules of the State Board of Education, which may include weighted criteria and may authorize continued program approval based on a review conducted by a nationally recognized accrediting entity. The rules must establish criteria, based on program size, for determining whether a program review is necessary, whether program quality should be aggregated and measured at the provider or institution level, and whether program reviews may be validly conducted on a remote basis. (c) Each program must prepare and submit to the Department of Education an institutional program evaluation plan. Each institutional program evaluation plan must incorporate the criteria established in paragraphs (a) and (b) and may include additional data chosen by the program. The plan must provide information on how the institution addresses continuous program improvement and must include provisions for involving primary stakeholders, such as program completers, public school personnel, classroom teachers, principals, community agencies, and business representatives in the evaluation process. (d) Each teacher preparation program must guarantee the high quality of its program completers during the first 2 years immediately following completion of the program or following initial certification, whichever occurs first. Any program completer who is employed in a Florida public school during this 2-year period and who earns an evaluation result of developing or unsatisfactory on the school district’s evaluation system implemented under s. 1012.34 shall be provided additional training by the teacher preparation program at no expense to the educator or the employer if requested by the employing school district or charter school. Such training must consist of an individualized plan agreed upon by the school district and the postsecondary educational institution which includes specific learning outcomes. The postsecondary educational institution assumes no responsibility for the educator’s employment contract with the employer. (e) Each Florida public and private institution that offers a state-approved teacher preparation program must annually report information regarding its approved programs to the state and the general public. The report to the state must include a list of candidates who are admitted to, who are enrolled in, or who complete a teacher preparation program; additional evidence necessary to document requirements for continued approval; and data necessary to complete applicable federal reporting requirements. The state reporting requirements must minimize a program’s reporting burden whenever possible without compromising data quality. The report to the general public must include, at a minimum, the annual progress data reported by the state under this paragraph and results of the surveys required under paragraph (a), and may include other information chosen by the institution or program. (f) By January 1 of each year, the Department of Education shall report the results of each approved program’s annual progress on the performance measures in paragraph (a) as well as the current approval status of each program to: 1. The Governor. 2. The President of the Senate. 3. The Speaker of the House of Representatives. 4. The State Board of Education. 5. The Board of Governors. 6. The Commissioner of Education. 7. Each Florida postsecondary teacher preparation program. 8. Each district school superintendent. 9. The public. This report may include the results of other continued approval requirements provided by State Board of Education rule and recommendations for improving teacher preparation programs in the state. (5) PRESERVICE FIELD EXPERIENCE. — All postsecondary instructors, school district personnel and instructional personnel, and school sites preparing instructional personnel through preservice field experience courses and internships shall meet special requirements. District school boards may pay student teachers during their internships. (a) All individuals in postsecondary teacher preparation programs who instruct or supervise preservice field experience courses or internships in which a candidate demonstrates his or her impact on student learning growth shall have the following: specialized training in clinical supervision; at least 3 years of successful, relevant prekindergarten through grade 12 teaching, student services, or school administration experience; and an annual demonstration of experience in a relevant prekindergarten through grade 12 school setting as defined by State Board of Education rule. (b)1. All school district personnel and instructional personnel who supervise or direct teacher preparation students during field experience courses or internships taking place in this state in which candidates demonstrate an impact on student learning growth must have: a. Evidence of “clinical educator” training; b. A valid professional certificate issued pursuant to s. 1012.56; c. At least 3 years of teaching experience in prekindergarten through grade 12; d. Earned an effective or highly effective rating on the prior year’s performance evaluation under s. 1012.34 or be a peer evaluator under the district’s evaluation system approved under s. 1012.34; and e. Beginning with the 2022-2023 school year, for all such personnel who supervise or direct teacher preparation students during internships in kindergarten through grade 3 or who are enrolled in a teacher preparation program for a certificate area identified pursuant to s. 1012.585(3)(f), a certificate or endorsement in reading. The State Board of Education shall approve the training requirements. 2. All instructional personnel who supervise or direct teacher preparation students during field experience courses or internships in another state, in which a candidate demonstrates his or her impact on student learning growth, through a Florida online or distance program must have received “clinical educator” training or its equivalent in that state, hold a valid professional certificate issued by the state in which the field experience takes place, and have at least 3 years of teaching experience in prekindergarten through grade 12. 3. All instructional personnel who supervise or direct teacher preparation students during field experience courses or internships, in which a candidate demonstrates his or her impact on student learning growth, on a United States military base in another country through a Florida online or distance program must have received “clinical educator” training or its equivalent, hold a valid professional certificate issued by the United States Department of Defense or a state or territory of the United States, and have at least 3 years teaching experience in prekindergarten through grade 12. (c) Preservice field experience must fully prepare a candidate to manage a classroom by requiring the candidate to practice and demonstrate the uniform core curricula specific to the candidate’s area or areas of program concentration with a diverse population of students in a variety of challenging environments, including, but not limited to, high-poverty schools, urban schools, and rural schools. Beginning with candidates entering a program in the 2023-2024 school year, a minimum of 60 hours of preservice field experience must be completed before the culminating field experience, which must include a minimum of 12 weeks of student teaching. (d) Postsecondary teacher preparation programs in cooperation with district school boards and approved private school associations shall select the school sites for preservice field experience activities based upon the qualifications of the supervising personnel as described in this subsection and the needs of the candidates. These sites must represent the full spectrum of school communities, including, but not limited to, schools serving low-achieving students. In order to be selected, school sites must demonstrate commitment to the education of public school students and to the preparation of future teachers. (6) RULES. — The State Board of Education shall adopt necessary rules pursuant to ss. 120.536(1) and 120.54 to implement this section. History. — s. 162, ch. 2002-387; s. 37, ch. 2003-391; s. 4, ch. 2004-295; s. 88, ch. 2004-357; s. 84, ch. 2007-217; s. 41, ch. 2011-5; s. 9, ch. 2011-37; s. 7, ch. 2013-89; s. 1, ch. 2013-185; s. 1, ch. 2014-32; s. 9, ch. 2017-116; s. 12, ch. 2019-23; s. 12, ch. 2021-9; s. 3, ch. 2021-228; s. 34, ch. 2022-154; s. 8, ch. 2023-39; s. 10, ch. 2023-108; s. 1, ch. 2024-141; s. 31, ch. 2025-110. 1004.051 Regulation of working students. (1) A public postsecondary institution may not, as a condition of admission to or enrollment in any of the institution’s schools, colleges, or programs, prohibit an applicant or currently enrolled student from being employed, either full time or part time. (2) This section does not apply if the applicant or currently enrolled student is employed by an organization or agency that is affiliated or associated with a foreign country of concern as defined in s. 288.860(1). History. — s. 14, ch. 2024-101. 1004.06 Prohibited expenditures. (1) A Florida College System institution, state university, Florida College System institution direct-support organization, or state university direct-support organization may not expend any funds, regardless of source, to purchase membership in, or goods and services from, any organization that discriminates on the basis of race, color, national origin, sex, disability, or religion. (2)(a) A Florida College System institution, state university, Florida College System institution direct-support organization, or state university direct-support organization may not expend any state or federal funds to promote, support, or maintain any programs or campus activities that: 1. Violate s. 1000.05; 2. Advocate for diversity, equity, and inclusion, or promote or engage in political or social activism, as defined by rules of the State Board of Education and regulations of the Board of Governors; or 3. Promote a domestic terrorist organization or a foreign terrorist organization whose designation as such has been published in the Florida Administrative Register in accordance with s. 943.03102. (b) The State Board of Education or the Board of Governors, as applicable, may withhold performance-based funding of a Florida College System institution or state university that violates subparagraph (a)3. (c) Student fees to support student-led organizations are allowed notwithstanding any speech or expressive activity by such organizations which would otherwise violate this subsection, provided that the public funds must be allocated to student-led organizations pursuant to written policies or regulations of each Florida College System institution or state university, as applicable. Use of institution facilities by student-led organizations is allowed notwithstanding any speech or expressive activity by such organizations which would otherwise violate this subsection, provided that such use must be granted to student-led organizations pursuant to written policies or regulations of each Florida College System institution or state university, as applicable. (3) Subsection (2) does not prohibit programs, campus activities, or functions required for compliance with general or federal laws or regulations; for obtaining or retaining institutional or discipline-specific accreditation with the approval of either the State Board of Education or the Board of Governors; or for access programs for military veterans, Pell Grant recipients, first generation college students, nontraditional students, “2+2” transfer students from the Florida College System, students from low-income families, or students with unique abilities. (4) The State Board of Education and the Board of Governors shall adopt rules and regulations, respectively, to implement this section. History. — s. 164, ch. 2002-387; s. 43, ch. 2011-5; s. 4, ch. 2023-82; s. 11, ch. 2026-28. 1004.07 Student withdrawal from courses due to military service; effect. (1) Each district school board, Florida College System institution board of trustees, and state university board of trustees shall establish policies regarding currently enrolled students who are called to, or enlist in, active military service. (2) Such policies shall provide that any student enrolled in a postsecondary course or courses at a career center, a Florida College System institution, or a state university shall not incur academic or financial penalties by virtue of performing military service on behalf of our country. Such student shall be permitted the option of either completing the course or courses at a later date without penalty or withdrawing from the course or courses with a full refund of fees paid. If the student chooses to withdraw, the student’s record shall reflect that the withdrawal is due to active military service. (3) Policies of district school boards and Florida College System institution boards of trustees shall be established by rule and pursuant to guidelines of the State Board of Education. (4) Policies of state university boards of trustees shall be established by regulation and pursuant to guidelines of the Board of Governors. History. — s. 1, ch. 2002-280; s. 114, ch. 2003-1; s. 89, ch. 2004-357; s. 85, ch. 2007-217; s. 15, ch. 2010-78; s. 44, ch. 2011-5. 1004.071 Collegiate Purple Star Campuses. (1) As used in this section, the term “military student” means a student who is: (a) Enrolled in a Florida College System institution, state university, or career center. (b) An active duty member or veteran of the Army, Navy, Air Force, Space Force, Marine Corps, or Coast Guard; a reserve component of any branch of the United States military; or the Florida National Guard; and his or her spouse and dependents. (2)(a) The State Board of Education shall adopt rules, and the Board of Governors shall adopt regulations, to establish the Collegiate Purple Star Campuses program. At a minimum, the program must require a participating Florida College System institution, state university, or career center to: 1. Designate a staff member as a military liaison. 2. Maintain a web page on the institution’s website which includes resources for military students and their families. 3. Maintain a student-led transition program that assists military students in transitioning to the institution. 4. Offer professional learning training opportunities for staff members on issues relating to military students. 5. Provide priority course registration for military students. (b) The State Board of Education and the Board of Governors may establish additional criteria to identify Florida College System institutions and career centers, or state universities, respectively, that demonstrate a commitment to or provide critical transition supports for military-connected families, such as hosting an annual military recognition event, partnering with a school liaison officer from a military installation, supporting projects that connect the Florida College System institution, state university, or career center with the military community, and providing outreach for military parents and their children. History. — s. 1, ch. 2023-160; s. 21, ch. 2024-5. 1004.075 Priority course registration for veterans. Each Florida College System institution and state university that offers priority course registration for a segment of the student population, or upon implementation of priority course registration for a segment of the student population, shall provide priority course registration for each veteran of the United States Armed Forces who is receiving GI Bill educational benefits or for the spouse or dependent children of the veteran to whom the GI Bill educational benefits have been transferred. Each eligible veteran, or his or her spouse or dependent children, shall be granted priority for course registration until the expiration of the GI Bill educational benefits. History. — s. 21, ch. 2012-159; s. 1, ch. 2012-162. 1004.08 Patient safety instructional requirements. Each public school, college, and university that offers degrees in medicine, nursing, or allied health shall include in the curricula applicable to such degrees material on patient safety, including patient safety improvement. Materials shall include, but need not be limited to, effective communication and teamwork; epidemiology of patient injuries and medical errors; medical injuries; vigilance, attention, and fatigue; checklists and inspections; automation, technological, and computer support; psychological factors in human error; and reporting systems. History. — s. 33, ch. 2003-416. 1004.082 Talent retention programs. The Chancellor of the State University System shall cooperate with the Commissioner of Education to support talent retention programs that encourage middle school and high school students who indicate an interest in or aptitude for physics or mathematics to continue their education at a state university that has excellent departments in selected fields. The chancellor and the commissioner shall work with state university department chairs to enable department chairs of outstanding state university departments to send letters to students who indicate an interest in or aptitude for those subjects. At a minimum, the letter should provide an open invitation for the student to communicate with the department, at least annually, and to schedule a tour of the department and the campus. History. — s. 48, ch. 2013-27. 1004.084 College affordability. (1) The Board of Governors and the State Board of Education shall annually identify strategies to promote college affordability for all Floridians by evaluating, at a minimum, the impact of: (a) Tuition and fees on undergraduate, graduate, and professional students at public colleges and universities and graduate assistants employed by public universities. (b) Federal, state, and institutional financial aid policies on the actual cost of attendance for students and their families. (c) The costs of textbooks and instructional materials. (2) By December 31 of each year, beginning in 2016, the Board of Governors and the State Board of Education shall submit a report on their respective college affordability initiatives to the Governor, the President of the Senate, and the Speaker of the House of Representatives. History. — s. 2, ch. 2016-236. 1004.085 Textbook and instructional materials affordability and transparency. (1) As used in this section, the term “instructional materials” means educational materials for use within a course which may be available in printed or digital format. (2) An employee of a Florida College System institution or state university may not demand or receive any payment, loan, subscription, advance, deposit of money, service, or anything of value, present or promised, in exchange for requiring students to purchase a specific textbook or instructional material for coursework or instruction. (3) An employee may receive: (a) Sample copies, instructor copies, or instructional materials. These materials may not be sold for any type of compensation if they are specifically marked as free samples not for resale. (b) Royalties or other compensation from sales of textbooks or instructional materials that include the instructor’s own writing or work. (c) Honoraria for academic peer review of course materials. (d) Fees associated with activities such as reviewing, critiquing, or preparing support materials for textbooks or instructional materials pursuant to guidelines adopted by the State Board of Education or the Board of Governors. (e) Training in the use of course materials and learning technologies. (4) Each Florida College System institution and state university board of trustees is authorized to adopt policies in consultation with providers, including bookstores, which allow for the use of innovative pricing techniques and payment options for textbooks and instructional materials. Such policies may include bulk pricing arrangements that enable students to purchase course materials or texts that are delivered digitally; delivered through other technologies that are, or the licenses of which are, required for use within a course; or delivered in a print format. Innovative pricing techniques and payment options must include an opt-in or opt-out provision for students and may be approved only if there is documented evidence that the options reduce the cost of textbooks and instructional materials for students taking a course. (5)(a) Each Florida College System institution and state university shall post prominently in the course registration system and on its website a hyperlink to lists of required and recommended textbooks and instructional materials for at least 95 percent of all courses and course sections offered at the institution during the upcoming term. The lists must include the International Standard Book Number (ISBN) for each required and recommended textbook and instructional material or other identifying information, which must include, at a minimum, all of the following: the title, all authors listed, publishers, edition number, copyright date, published date, and other relevant information necessary to identify the specific textbooks or instructional materials required and recommended for each course. The State Board of Education and the Board of Governors shall include in the policies, procedures, and guidelines adopted under subsection (6) certain limited exceptions to this notification requirement for classes added after the notification deadline. (b) The lists of required and recommended textbooks and instructional materials required in paragraph (a) must: 1. Be posted as early as is feasible but at least 45 days before the first day of class for each term. 2. Remain posted for at least 5 academic years. 3. Be searchable by the course subject, the course number, the course title, the name of the instructor of the course, the title of each assigned textbook or instructional material, and each author of an assigned textbook or instructional material. 4. Be easily downloadable by current and prospective students. (c) If a course subject to paragraphs (a) and (b) is a general education core course option identified pursuant to s. 1007.25, course syllabi information containing sufficient detail to inform students of all of the following must be included: 1. The course curriculum. 2. The goals, objectives, and student expectations of the course. 3. How student performance will be measured. (6) After receiving input from students, faculty, bookstores, and publishers, the State Board of Education and the Board of Governors each shall adopt textbook and instructional materials affordability policies, procedures, and guidelines for implementation by Florida College System institutions and state universities, respectively, that further efforts to minimize the cost of textbooks and instructional materials for students attending such institutions while maintaining the quality of education and academic freedom. The policies, procedures, and guidelines shall address: (a) The establishment of deadlines for an instructor or department to notify the bookstore of required and recommended textbooks and instructional materials so that the bookstore may verify availability, source lower cost options when practicable, explore alternatives with faculty when academically appropriate, and maximize the availability of used textbooks and instructional materials. (b) Confirmation by the course instructor or academic department offering the course, before the textbook or instructional materials adoption is finalized, of the intent to use all items ordered, particularly each individual item sold as part of a bundled package. (c) Determination by a course instructor or the academic department offering the course, before a textbook or instructional material is adopted, of the extent to which a new edition differs significantly and substantively from earlier versions and the value to the student of changing to a new edition or the extent to which an open-access textbook or instructional material is available. (d) The availability of required and recommended textbooks and instructional materials to students otherwise unable to afford the cost, including consideration of the extent to which an open-access textbook or instructional material may be used. (e) Participation by course instructors and academic departments in the development, adaptation, and review of open-access textbooks and instructional materials and, in particular, open-access textbooks and instructional materials for high-demand general education courses. (f) Consultation with school districts to identify practices that impact the cost of dual enrollment textbooks and instructional materials to school districts, including, but not limited to, the length of time that textbooks and instructional materials remain in use. (g) Selection of textbooks and instructional materials through cost-benefit analyses that enable students to obtain the highest-quality product at the lowest available price, by considering: 1. Purchasing digital textbooks in bulk. 2. Expanding the use of open-access textbooks and instructional materials. 3. Providing rental options for textbooks and instructional materials. 4. Increasing the availability and use of affordable digital textbooks and learning objects. 5. Developing mechanisms to assist in buying, renting, selling, and sharing textbooks and instructional materials. 6. The length of time that textbooks and instructional materials remain in use. 7. An evaluation of cost savings for textbooks and instructional materials which a student may realize if individual students are able to exercise opt-in provisions for the purchase of the materials. (7) The board of trustees of each Florida College System institution and state university shall report, by September 30 of each year, to the Chancellor of the Florida College System or the Chancellor of the State University System, as applicable, the textbook and instructional materials selection process for high-enrollment courses; specific initiatives of the institution designed to reduce the costs of textbooks and instructional materials; policies implemented in accordance with subsection (5); the number of courses and course sections that were not able to meet the textbook and instructional materials posting deadline for the previous academic year; and any additional information determined by the chancellors. By November 1 of each year, each chancellor shall provide a summary of the information provided by institutions to the State Board of Education and the Board of Governors, as applicable. History. — s. 1, ch. 2008-78; s. 4, ch. 2010-155; s. 45, ch. 2011-5; s. 3, ch. 2016-236; s. 119, ch. 2019-3; s. 15, ch. 2019-4; s. 5, ch. 2020-117; s. 2, ch. 2022-70. 1004.095 Senior Reserve Officers’ Training Corps; military recruiters; access to Florida College System institution and state university campuses. (1) A Florida College System institution or state university may not ban any branch of the United States Armed Forces from establishing, maintaining, or operating a unit of the Senior Reserve Officers’ Training Corps at the college or university. (2)(a) A Florida College System institution or state university shall grant military recruiters of the United States Armed Forces and United States Department of Homeland Security the same access to the college’s or university’s students, and to campus facilities and grounds, which the college or university grants to other employers. (b) A Florida College System institution or state university shall, to the extent required in 10 U.S.C. s. 983(b)(2), grant military recruiters access to the names, addresses, telephone listings, dates and places of birth, levels of education, academic majors, degrees received, and most recent educational institutions enrolled in by the college’s or university’s students. History. — s. 2, ch. 2008-73; s. 46, ch. 2011-5. 1004.096 Postsecondary credit for military training and education courses. (1) In consultation with the Department of Veterans’ Affairs, the Board of Governors shall adopt regulations and the State Board of Education shall adopt rules that create a process that enables eligible servicemembers or veterans of the United States Armed Forces to earn uniform postsecondary credit across all Florida public postsecondary educational institutions for college-level training and education acquired in the military. The regulations and rules shall include procedures for credential evaluation and the uniform award of postsecondary credit or career education clock hours, including, but not limited to, equivalency and alignment of military coursework with appropriate postsecondary courses and course descriptions. (2) The Articulation Coordinating Committee shall convene a workgroup by July 15, 2020, which is responsible for developing a process for determining postsecondary course equivalencies and the minimum postsecondary credit or career education clock hours that must be awarded for courses taken and occupations held by individuals during their service in the military. (a) The workgroup shall be composed of the following 13 members: 1. The chair of the Articulation Coordinating Committee, or his or her designee, who shall serve as chair. 2. Four members representing academic affairs administrators and faculty from state universities, appointed by the chair of the Board of Governors. 3. Four members representing academic affairs administrators and faculty from Florida College System institutions, appointed by the chair of the State Board of Education. 4. Two members representing faculty from career centers, appointed by the State Board of Education. 5. Two members representing veterans, appointed by the executive director of the Department of Veterans’ Affairs. (b) The Office of K-20 Articulation shall provide administrative support for the workgroup. (c) The workgroup shall establish a process for prioritizing and determining postsecondary course equivalencies and the minimum postsecondary credit or career education clock hours that must be awarded for courses taken and occupations held by individuals during their service in the military. The workgroup shall provide recommendations to the Board of Governors and the State Board of Education by December 1, 2020, for approval at the next meeting of each board to allow for adequate public notice. (d) Upon approval of the workgroup’s recommendations by the Board of Governors and the State Board of Education, the Articulation Coordinating Committee shall facilitate the review of courses taken and occupations held by individuals during their service in the military for postsecondary course equivalencies and the minimum postsecondary credit or career education clock hours that must be awarded in accordance with the approved process. (e) Within 1 year after approval of the workgroup’s recommendations by the Board of Governors and the State Board of Education pursuant to paragraph (c), the Articulation Coordinating Committee shall approve a prioritized list of postsecondary course equivalencies and the minimum postsecondary credit or career education clock hours that must be awarded for courses taken and occupations held by individuals during their service in the military. The list must be updated annually. The Board of Governors and the State Board of Education shall timely adopt the list approved by the Articulation Coordinating Committee at the next meeting of each board to allow for adequate public notice. For the purpose of statewide application, postsecondary course equivalencies and the minimum postsecondary credit or career education clock hours that must be awarded for courses taken and occupations held by individuals during their service in the military shall be delineated by the State Board of Education and the Board of Governors in the statewide articulation agreement required by s. 1007.23(1). (f) State universities, Florida College System institutions, and career centers must award postsecondary credit or career education clock hours for courses taken and occupations held by individuals during their service in the military based on the list adopted by the Board of Governors and the State Board of Education pursuant to paragraph (e) if the credit or career education clock hours are applicable toward the student’s degree or certificate. Institutions may award additional postsecondary credit or career education clock hours if appropriate. Credit or career education clock hours awarded in accordance with minimum postsecondary credit and clock hour requirements, respectively, are guaranteed to transfer to other state universities, Florida College System institutions, and career centers. (3)(a) For purposes of this subsection, the term “accredited program” has the same meaning as in s. 464.003. (b) By July 15, 2023, the Articulation Coordinating Committee shall convene a workgroup that is responsible for establishing a process for determining postsecondary course equivalencies and the minimum postsecondary credit or career education clock hours that must be awarded in an accredited program for military training and education required for service as an Army Combat Medic Specialist, a Navy or Fleet Marine Force Hospital Corpsman, an Air Force or Space Force Aerospace Medical Service Technician, or a Coast Guard Health Services Technician. 1. The composition of the workgroup and the provision of administrative support to the workgroup must be as provided in paragraphs (2)(a) and (b). The workgroup shall ensure that the award of postsecondary credit or career education clock hours does not impair an accredited program’s ability to comply with the requirements identified in s. 464.019. 2. The workgroup shall provide its recommendations regarding the process for awarding postsecondary credit or career education clock hours to the Board of Governors and the State Board of Education by December 1, 2023, for approval at the next meeting of each board to allow for adequate public notice. 3.a. Upon approval of the workgroup’s recommendations by the Board of Governors and the State Board of Education, the Articulation Coordinating Committee shall facilitate the review of the military training and education received by individuals who served as an Army Combat Medic Specialist, a Navy or Fleet Marine Force Hospital Corpsman, an Air Force or Space Force Aerospace Medical Service Technician, or a Coast Guard Health Services Technician for postsecondary course equivalencies and the minimum postsecondary credit or career education clock hours that must be awarded for that training and education. b. Within 1 year after such approval, the Articulation Coordinating Committee shall approve a prioritized list of postsecondary course equivalencies and the minimum postsecondary credit or career education clock hours that must be awarded in an accredited program for such military training and education. The list must be updated annually. The Board of Governors and the State Board of Education shall adopt the list approved by the Articulation Coordinating Committee at their next respective meetings. For the purpose of statewide application, postsecondary course equivalencies and the minimum postsecondary credit or career education clock hours that must be awarded in an accredited program for such military training and education must be delineated by the State Board of Education and the Board of Governors in the statewide articulation agreement required by s. 1007.23(1). 4. State universities, Florida College System institutions, and career centers shall award postsecondary credit or career education clock hours for such military training and education based on the list adopted pursuant to sub-subparagraph 3.b. if the credit or career education clock hours are applicable toward the student’s degree or certificate and may award additional postsecondary credit or career education clock hours as appropriate. Postsecondary credit or career education clock hours awarded under this subsection are transferable from one state university, Florida College System institution, or career center to another. History. — s. 1, ch. 2012-169; s. 1, ch. 2016-142; s. 1, ch. 2020-80; s. 3, ch. 2023-158. 1004.0961 Credit for online courses. Beginning in the 2015-2016 school year, the State Board of Education shall adopt rules and the Board of Governors shall adopt regulations that enable students to earn academic credit for online courses, including massive open online courses, before initial enrollment at a postsecondary institution. The rules of the State Board of Education and regulations of the Board of Governors must include procedures for credential evaluation and the award of credit, including, but not limited to, recommendations for credit by the American Council on Education; equivalency and alignment of coursework with appropriate courses; course descriptions; type and amount of credit that may be awarded; and transfer of credit. History. — s. 6, ch. 2013-225; s. 50, ch. 2014-39. 1004.0962 Campus emergency response of a public postsecondary educational institu