reglab/housing_qa huggingface dataset:
FL Stat § 1003.49 (2021)
2021 Florida Statutes|Title XLVIII - Early Learning-20 Education Code|Chapter 1003 - Public K-12 Education|Part IV - Public K-12 Educational Instruction (Ss. 1003.41-1003.49965)|1003.49 - Graduation and promotion requirements for publicly operated schools.

1003.49 Graduation and promotion requirements for publicly operated schools.—(1) Each state or local public agency, including the Department of Children and Families, the Department of Corrections, the boards of trustees of universities and Florida College System institutions, and the Board of Trustees of the Florida School for the Deaf and the Blind, which agency is authorized to operate educational programs for students at any level of grades kindergarten through 12, shall be subject to all applicable requirements of ss. 1002.3105(5), 1003.4281, 1003.4282, 1008.23, and 1008.25. Within the content of these cited statutes each such state or local public agency or entity shall be considered a “district school board.”(2) The Commissioner of Education shall establish procedures to extend the state-administered assessment program to school programs operated by such state or local public agencies or entities in the same manner and to the same extent as such program is administered in each district school system.History.—s. 142, ch. 2002-387; s. 36, ch. 2011-5; s. 48, ch. 2013-35; s. 180, ch. 2014-17; s. 367, ch. 2014-19; s. 44, ch. 2014-39.
FL Stat § 1003.492 (2021)
2021 Florida Statutes|Title XLVIII - Early Learning-20 Education Code|Chapter 1003 - Public K-12 Education|Part IV - Public K-12 Educational Instruction (Ss. 1003.41-1003.49965)|1003.492 - Industry-certified career education programs.

1003.492 Industry-certified career education programs.—(1) Secondary schools offering career-themed courses, as defined in s. 1003.493(1)(b), and career and professional academies shall be coordinated with the relevant and appropriate industry to prepare a student for further education or for employment in that industry.(2) Industry certification as used in this section is a voluntary process through which students are assessed by an independent, third-party certifying entity using predetermined standards for knowledge, skills, and competencies, resulting in the award of a credential that is identified on the Master Credentials List under s. 445.004(4).(3) The Department of Education shall collect student achievement and performance data in industry-certified career education programs and career-themed courses that includes, but need not be limited to, graduation rates, retention rates, Florida Bright Futures Scholarship awards, additional educational attainment, employment records, earnings, industry certification, return on investment, and employer satisfaction.History.—s. 4, ch. 2004-357; s. 2, ch. 2007-216; s. 14, ch. 2010-154; s. 461, ch. 2011-142; s. 14, ch. 2012-191; s. 2, ch. 2014-33; s. 6, ch. 2014-184; s. 53, ch. 2015-98; s. 48, ch. 2016-216; s. 23, ch. 2021-164.
FL Stat § 1003.497 (2021)
2021 Florida Statutes|Title XLVIII - Early Learning-20 Education Code|Chapter 1003 - Public K-12 Education|Part IV - Public K-12 Educational Instruction (Ss. 1003.41-1003.49965)|1003.497 - Service learning.

1003.497 Service learning.—(1) The Department of Education shall encourage school districts to initiate, adopt, expand, and institutionalize service-learning programs, activities, and policies in kindergarten through grade 12. Service learning refers to a student-centered, research-based teaching and learning strategy that engages students in meaningful service activities in their schools or communities. Service-learning activities are directly tied to academic curricula, standards, and course, district, or state assessments. Service-learning activities foster academic achievement, character development, civic engagement, and career exploration and enable students to apply curriculum content, skills, and behaviors taught in the classroom.(2) Upon request of any school district that chooses to implement service-learning programs, activities, or policies, the department shall provide assistance in locating, leveraging, and utilizing available or alternative financial resources that will assist school districts or teachers desiring to receive training and other resources to develop and administer service-learning programs or activities. School districts are encouraged to include kindergarten through grade 12 service-learning programs and activities in proposals they submit to the department under federal entitlement grants and competitive state and federal grants administered through the department.(3)(a) The department shall develop and adopt elective service-learning courses for inclusion in middle and high school course code directories, which will allow additional opportunities for students to engage in service learning. School districts are encouraged to provide support for the use of service learning at any grade level as an instructional strategy to address appropriate areas of state education standards for student knowledge and performance.(b) The hours that high school students devote to course-based service-learning activities may be counted toward meeting community service requirements for high school graduation and community service requirements for participation in the Florida Bright Futures Scholarship Program. School districts are encouraged to include service learning as part of any course or activity required for high school graduation and to include and accept service-learning activities and hours in requirements for academic awards, especially those awards that currently include community service as a criterion or selection factor.History.—s. 2, ch. 2009-222.
FL Stat § 1003.498 (2021)
2021 Florida Statutes|Title XLVIII - Early Learning-20 Education Code|Chapter 1003 - Public K-12 Education|Part IV - Public K-12 Educational Instruction (Ss. 1003.41-1003.49965)|1003.498 - School district virtual course offerings.

1003.498 School district virtual course offerings.—(1) School districts may deliver courses in the traditional school setting by personnel certified pursuant to s. 1012.55 who provide direct instruction through virtual instruction or through blended learning courses consisting of both traditional classroom and online instructional techniques. Students in a blended learning course must be full-time students of the school pursuant to s. 1011.61(1)(a)1. The funding, performance, and accountability requirements for blended learning courses are the same as those for traditional courses. To facilitate the delivery and coding of blended learning courses, the department shall provide identifiers for existing courses to designate that they are being used for blended learning courses for the purpose of ensuring the efficient reporting of such courses. A district may report full-time equivalent student membership for credit earned by a student who is enrolled in a virtual education course provided by the district which is completed after the end of the regular school year if the FTE is reported no later than the deadline for amending the final student membership report for that year.(2) School districts may offer virtual courses for students enrolled in the school district. These courses must be identified in the course code directory. Students may participate in these virtual course offerings pursuant to s. 1002.455.(a) Any student who is enrolled in a school district may register and enroll in an online course offered by his or her school district.(b)1. Any student who is enrolled in a school district may register and enroll in an online course offered by any other school district in the state. The school district in which the student completes the course shall report the student’s completion of that course for funding pursuant to s. 1011.61(1)(c)1.b.(VI), and the home school district shall not report the student for funding for that course.2. The full-time equivalent student membership calculated under this subsection is subject to the requirements in s. 1011.61(4). The Department of Education shall establish procedures to enable interdistrict coordination for the delivery and funding of this online option.(3) Access to courses shall be available to students during the normal school day. A school district may not require a public school student to take a course outside the school day which is in addition to the student’s courses for a given term or on school grounds.History.—s. 7, ch. 2011-137; s. 94, ch. 2012-5; s. 7, ch. 2012-192; s. 10, ch. 2013-45; s. 4, ch. 2013-225; s. 25, ch. 2017-116.
FL Stat § 1003.4995 (2021)
2021 Florida Statutes|Title XLVIII - Early Learning-20 Education Code|Chapter 1003 - Public K-12 Education|Part IV - Public K-12 Educational Instruction (Ss. 1003.41-1003.49965)|1003.4995 - Fine arts report.

1003.4995 Fine arts report.—The Commissioner of Education shall prepare an annual report that includes a description, based on annual reporting by schools, of student access to and participation in fine arts courses, which are visual arts, music, dance, and theatre courses; the number and certification status of educators providing instruction in the courses; educational facilities designed and classroom space equipped for fine arts instruction; and the manner in which schools are providing the core curricular content for fine arts established in the Next Generation Sunshine State Standards. The report shall be posted on the Department of Education’s website and updated annually.History.—s. 35, ch. 2014-184.
FL Stat § 1003.49965 (2021)
2021 Florida Statutes|Title XLVIII - Early Learning-20 Education Code|Chapter 1003 - Public K-12 Education|Part IV - Public K-12 Educational Instruction (Ss. 1003.41-1003.49965)|1003.49965 - Art in the Capitol Competition.

1003.49965 Art in the Capitol Competition.—(1) There is created the Art in the Capitol Competition, a statewide visual arts competition for students in grades 6 through 8, to be administered by the Department of Management Services and the Department of Education.(2) Each school district shall annually hold an Art in the Capitol Competition for all public, private, and home education students in grades 6 through 8. Submissions shall be judged by a selection committee consisting of art teachers whose students have not submitted artwork for consideration.(3)(a) A submission may not violate copyright laws and must:1. Be two dimensional.2. Be no larger than 28 inches wide by 28 inches long by 4 inches thick.3. Weigh less than 15 pounds.4. Be original in concept, design, and execution.(b) Each submission must include the student’s name, grade, and school of enrollment and the city in which the school is located.(4) Each winning submission shall be provided to the legislator of the legislative district in which the student resides no later than 60 days before the start of each regular legislative session. The legislator shall provide the winning submission to the Department of Management Services.(5) The Department of Management Services shall collect the winning submissions and arrange to have them displayed in the Capitol Building during the regular legislative session. Upon adjournment of the legislative session, the legislator shall return the winning submission to the student.History.—s. 1, ch. 2016-87.
FL Stat § 1003.54 (2021)
2021 Florida Statutes|Title XLVIII - Early Learning-20 Education Code|Chapter 1003 - Public K-12 Education|Part V - Specialized Instruction for Certain Public K-12 Students (Ss. 1003.51-1003.58)|1003.54 - Teenage parent programs.

1003.54 Teenage parent programs.—(1) Each district school board shall maintain a teenage parent program.(2) “Teenage parent programs” means educational programs designed to provide a specialized curriculum to meet the needs of students who are pregnant or students who are mothers or fathers and the children of the students.(3)(a) The program shall provide pregnant students or students who are parents and the children of these students with a comprehensive teenage parent program. The program shall provide pregnant students or students who are parents with the option of participating in regular classroom activities or enrolling in a special program designed to meet their needs pursuant to s. 1003.21. Students participating in teenage parent programs shall be exempt from minimum attendance requirements for absences related to pregnancy or parenting, but shall be required to make up work missed due to absence.(b) The curriculum shall include instruction in such topics as prenatal and postnatal health care, parenting skills, benefits of sexual abstinence, and consequences of subsequent pregnancies. Parenting skills should include instruction in the stages of child growth and development, methods for aiding in the intellectual, language, physical, and social development of children, and guidance on constructive play activities.(c) Provision for necessary child care, health care, social services, parent education, and transportation shall be ancillary service components of teenage parent programs. Ancillary services may be provided through the coordination of existing programs and services and through joint agreements between district school boards and early learning coalitions or other appropriate public and private providers.(d) The district school board shall make adequate provisions for pregnant and parenting teenagers to complete the coursework necessary to earn a high school diploma.(e) Children enrolled in child care provided by the district shall be funded at the special program cost factor pursuant to s. 1011.62 if the parent or parents are enrolled full time in a public school in the district.(4) Districts may modify courses listed in the State Course Code Directory for the purpose of providing teenage parent programs pursuant to the provisions of this section. Such modifications must be approved by the commissioner and may include lengthening or shortening of the school time allotted for in-class study, alternate methods of assessment of student performance, and the integration of curriculum frameworks or student performance standards to produce interdisciplinary units of instruction.(5) The State Board of Education shall adopt rules necessary to implement the provisions of this section.History.—s. 148, ch. 2002-387; s. 14, ch. 2004-484.
FL Stat § 1003.56 (2021)
2021 Florida Statutes|Title XLVIII - Early Learning-20 Education Code|Chapter 1003 - Public K-12 Education|Part V - Specialized Instruction for Certain Public K-12 Students (Ss. 1003.51-1003.58)|1003.56 - English language instruction for limited English proficient students.

1003.56 English language instruction for limited English proficient students.—(1) Instruction in the English language shall be provided to limited English proficient students. Such instruction shall be designed to develop the student’s mastery of the four language skills, including listening, speaking, reading, and writing, as rapidly as possible.(2)(a) “Limited English proficient” or “limited English proficiency,” when used with reference to an individual, means:1.a. An individual who was not born in the United States and whose native language is a language other than English;b. An individual who comes from a home environment where a language other than English is spoken in the home; orc. An individual who is an American Indian or Alaskan native and who comes from an environment where a language other than English has had a significant impact on his or her level of English language proficiency; and2. Who, by reason thereof, has sufficient difficulty speaking, reading, writing, or listening to the English language to deny such individual the opportunity to learn successfully in classrooms where the language of instruction is English.(b) “Home language” or “native language,” when used with reference to an individual of limited English proficiency, means the language normally used by such individual or, in the case of a student, the language normally used by the parents of the student.(c) “ESOL” means English for Speakers of Other Languages and:1. When modifying instruction, the strategy used to teach limited English proficient students; or2. When modifying program, the program funded in the Florida Education Finance Program, listed under English for Speakers of Other Languages in s. 1011.62.(3) Each district school board shall implement the following procedures:(a) Develop and submit a plan for providing English language instruction for limited English proficient students to the Department of Education for review and approval.(b) Identify limited English proficient students through assessment.(c) Provide for student exit from and reclassification into the program.(d) Provide limited English proficient students ESOL instruction in English and ESOL instruction or home language instruction in the basic subject areas of reading, mathematics, science, social studies, and computer literacy.(e) Maintain a student plan.(f) Provide qualified teachers.(g) Provide equal access to other programs for eligible limited English proficient students based on need.(h) Provide for parental involvement in the program.(4) Each district school board’s program for limited English proficient students shall be evaluated and monitored periodically.(5) The State Board of Education shall adopt rules for the purpose of implementing this section.History.—s. 150, ch. 2002-387.
FL Stat § 1003.571 (2021)
2021 Florida Statutes|Title XLVIII - Early Learning-20 Education Code|Chapter 1003 - Public K-12 Education|Part V - Specialized Instruction for Certain Public K-12 Students (Ss. 1003.51-1003.58)|1003.571 - Instruction for exceptional students who have a disability.

1003.571 Instruction for exceptional students who have a disability.—(1) The State Board of Education shall comply with the Individuals with Disabilities Education Act (IDEA), as amended, and its implementing regulations after evaluating and determining that the IDEA, as amended, and its implementing regulations are consistent with the following principles:(a) Ensuring that all children who have disabilities are afforded a free and appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living;(b) Ensuring that the rights of children who have disabilities and their parents are protected; and(c) Assessing and ensuring the effectiveness of efforts to educate children who have disabilities.(2) The State Board of Education shall adopt rules pursuant to ss. 120.536(1) and 120.54 to implement this section.History.—s. 2, ch. 2009-238.
FL Stat § 1003.572 (2021)
2021 Florida Statutes|Title XLVIII - Early Learning-20 Education Code|Chapter 1003 - Public K-12 Education|Part V - Specialized Instruction for Certain Public K-12 Students (Ss. 1003.51-1003.58)|1003.572 - Collaboration of public and private instructional personnel.

1003.572 Collaboration of public and private instructional personnel.—(1) As used in this section, the term “private instructional personnel” means:(a) Individuals certified under s. 393.17 or licensed under chapter 490 or chapter 491 for applied behavior analysis services as defined in ss. 627.6686 and 641.31098.(b) Speech-language pathologists licensed under s. 468.1185.(c) Occupational therapists licensed under part III of chapter 468.(d) Physical therapists licensed under chapter 486.(e) Psychologists licensed under chapter 490.(f) Clinical social workers licensed under chapter 491.(2) The collaboration of public and private instructional personnel shall be designed to enhance but not supplant the school district’s responsibilities under the Individuals with Disabilities Education Act (IDEA). The school as the local education agency shall provide therapy services to meet the expectations provided in federal law and regulations and state statutes and rules. Collaboration of public and private instructional personnel will work to promote educational progress and assist students in acquiring essential skills, including, but not limited to, readiness for pursuit of higher education goals or employment. Where applicable, public and private instructional personnel shall undertake collaborative programming. Coordination of services and plans between a public school and private instructional personnel is encouraged to avoid duplication or conflicting services or plans.(3) Private instructional personnel who are hired or contracted by parents to collaborate with public instructional personnel must be permitted to observe the student in the educational setting, collaborate with instructional personnel in the educational setting, and provide services in the educational setting according to the following requirements:(a) The student’s public instructional personnel and principal consent to the time and place.(b) The private instructional personnel satisfy the requirements of s. 1012.32 or s. 1012.321.For the purpose of implementing this subsection, a school district may not impose any requirements beyond those requirements specified in this subsection or charge any fees.(4) The provision of private instructional personnel by a parent does not constitute a waiver of the student’s or parent’s right to a free and appropriate public education under IDEA.History.—s. 5, ch. 2013-236; s. 21, ch. 2014-184.
FL Stat § 1003.575 (2021)
2021 Florida Statutes|Title XLVIII - Early Learning-20 Education Code|Chapter 1003 - Public K-12 Education|Part V - Specialized Instruction for Certain Public K-12 Students (Ss. 1003.51-1003.58)|1003.575 - Assistive technology devices; findings; interagency agreements.

1003.575 Assistive technology devices; findings; interagency agreements.—Accessibility, utilization, and coordination of appropriate assistive technology devices and services are essential as a young person with disabilities moves from early intervention to preschool, from preschool to school, from one school to another, from school to employment or independent living, and from school to home and community. If an individual education plan team makes a recommendation in accordance with State Board of Education rule for a student with a disability, as defined in s. 1003.01(3), to receive an assistive technology assessment, that assessment must be completed within 60 school days after the team’s recommendation. To ensure that an assistive technology device issued to a young person as part of his or her individualized family support plan, individual support plan, individualized plan for employment, or individual education plan remains with the individual through such transitions, the following agencies shall enter into interagency agreements, as appropriate, to ensure the transaction of assistive technology devices:(1) The Early Steps Program in the Division of Children’s Medical Services of the Department of Health.(2) The Division of Blind Services, the Bureau of Exceptional Education and Student Services, the Office of Independent Education and Parental Choice, and the Division of Vocational Rehabilitation of the Department of Education.(3) The Voluntary Prekindergarten Education Program administered by the Department of Education and the Office of Early Learning.Interagency agreements entered into pursuant to this section shall provide a framework for ensuring that young persons with disabilities and their families, educators, and employers are informed about the utilization and coordination of assistive technology devices and services that may assist in meeting transition needs, and shall establish a mechanism by which a young person or his or her parent may request that an assistive technology device remain with the young person as he or she moves through the continuum from home to school to postschool.History.—s. 1, ch. 2005-188; s. 463, ch. 2011-142; s. 24, ch. 2011-175; s. 23, ch. 2016-238; s. 1, ch. 2017-100.