Minnesota Legislature
HF 1964
as introduced - 86th Legislature (2009 - 2010) Posted on 02/09/2010 01:56am
Current Version - as introduced
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A bill for an act
relating to education; integrating alternative, early intervention services programs
into the Q-Comp and staff development programs; amending Minnesota Statutes
2008, sections 122A.413, subdivision 2; 122A.414, subdivision 2; 122A.60,
subdivisions 1a, 3; 122A.61, subdivision 1.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF MINNESOTA:
Section 1.
Minnesota Statutes 2008, section 122A.413, subdivision 2, is amended to
read:
Subd. 2.
Plan components.
The educational improvement plan must be approved
by the school board and have at least these elements:
(1) assessment and evaluation tools to measure student performance and progress;
(2) performance goals and benchmarks for improvement;
(3) measures of student attendance and completion rates;
(4) a rigorous professional development system, consistent with section 122A.60,
that is aligned with educational improvement, designed to achieve teaching quality
improvement, and consistent with clearly defined research-based standards;
(5) measures of student, family, and community involvement and satisfaction;
(6) a data system about students and their academic progress that provides parents
and the public with understandable information;
(7) a teacher induction and mentoring program for probationary teachers that
provides continuous learning and sustained teacher support; deleted text begin and
deleted text end
(8) substantial participation by the exclusive representative of the teachers in
developing the plandeleted text begin .deleted text end new text begin ; and
new text end
new text begin
(9) an alternative, early intervening services program consistent with section
125A.56.
new text end
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective the day following final enactment
and applies to education improvement plans approved after that date.
new text end
Sec. 2.
Minnesota Statutes 2008, section 122A.414, subdivision 2, is amended to read:
Subd. 2.
Alternative teacher professional pay system.
(a) To participate in this
program, a school district, intermediate school district, school site, or charter school must
have an educational improvement plan under section 122A.413 and an alternative teacher
professional pay system agreement under paragraph (b). A charter school participant also
must comply with subdivision 2a.
(b) The alternative teacher professional pay system agreement must:
(1) describe how teachers can achieve career advancement and additional
compensation;
(2) describe how the school district, intermediate school district, school site, or
charter school will provide teachers with career advancement options that allow teachers
to retain primary roles in student instruction and facilitate site-focused professional
development that helps other teachers improve their skills;
(3) reform the "steps and lanes" salary schedule, prevent any teacher's compensation
paid before implementing the pay system from being reduced as a result of participating
in this system, and base at least 60 percent of any compensation increase on teacher
performance using:
(i) schoolwide student achievement gains under section 120B.35 or locally selected
standardized assessment outcomes, or both;
(ii) measures of student achievement; and
(iii) an objective evaluation program that includes:
(A) individual teacher evaluations aligned with the educational improvement plan
under section 122A.413 and the staff development plan under section 122A.60; and
(B) objective evaluations using multiple criteria conducted by a locally selected and
periodically trained evaluation team that understands teaching and learning;
(4) provide integrated ongoing site-based professional development activities to
improve instructional skills and learning that are aligned with student needs under section
122A.413, consistent with the staff development plan under section 122A.60 and led
during the school day by trained teacher leaders such as master or mentor teachers;
(5) allow any teacher in a participating school district, intermediate school district,
school site, or charter school that implements an alternative pay system to participate in
that system without any quota or other limit; deleted text begin and
deleted text end
(6) new text begin ensure that teachers provide alternative intervention services, consistent with
an early intervening services program under section 125A.56, that meet the needs of
students in kindergarten through grade 8 and allow students in grades 9 through 12 to
also participate; and
new text end
new text begin (7) new text end encourage collaboration rather than competition among teachers.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective the day following final enactment
and applies to an alternative teacher professional pay system agreement entered into or
modified after that date.
new text end
Sec. 3.
Minnesota Statutes 2008, section 122A.60, subdivision 1a, is amended to read:
Subd. 1a.
Effective staff development activities.
(a) Staff development activities
must:
(1) focus on the school classroom and research-based strategies that improve student
learning;
(2) provide opportunities for teachers to practice and improve their instructional
skills over time;
(3) provide opportunities for teachers to use student data as part of their daily work
to increase student achievement;
(4) enhance teacher content knowledge and instructional skills;
(5) align with state and local academic standards;
(6) provide opportunities to build professional relationships, foster collaboration
among principals and staff who provide instruction, and provide opportunities for
teacher-to-teacher mentoring; deleted text begin and
deleted text end
(7) align with the plan of the district or site for an alternative teacher professional
pay systemdeleted text begin .deleted text end new text begin ; and
new text end
new text begin
(8) provide opportunities to meet the requirements of section 125A.56 for using
alternative intervention services, including early intervening services.
new text end
Staff development activities may include curriculum development and curriculum training
programs, and activities that provide teachers and other members of site-based teams
training to enhance team performance. The school district also may implement other
staff development activities required by law and activities associated with professional
teacher compensation models.
(b) Release time provided for teachers to supervise students on field trips and school
activities, or independent tasks not associated with enhancing the teacher's knowledge
and instructional skills, such as preparing report cards, calculating grades, or organizing
classroom materials, may not be counted as staff development time that is financed with
staff development reserved revenue under section 122A.61.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective the day following final enactment
and applies to the 2009-2010 school year and later.
new text end
Sec. 4.
Minnesota Statutes 2008, section 122A.60, subdivision 3, is amended to read:
Subd. 3.
Staff development outcomes.
The advisory staff development committee
must adopt a staff development plan for improving student achievement. The plan must
be consistent with education outcomes that the school board determines. The plan
must include ongoing staff development activities that contribute toward continuous
improvement in achievement of the following goals:
(1) improve student achievement of state and local education standards in all areas
of the curriculum by using best practices methods;
(2) effectively meet the needs of a diverse student population, including at-risk
children, children with disabilities, and gifted children, within the regular classroom
and other settingsnew text begin , with specific focus on providing alternative intervention services
including an early intervening services program under section 125A.56 that uses progress
monitoring to assess and appropriately serves students before they are referred for a
special education evaluationnew text end ;
(3) provide an inclusive curriculum for a racially, ethnically, and culturally diverse
student population that is consistent with the state education diversity rule and the district's
education diversity plan;
(4) improve staff collaboration and develop mentoring and peer coaching programs
for teachers new to the school or district;
(5) effectively teach and model violence prevention policy and curriculum that
address early intervention alternatives, issues of harassment, and teach nonviolent
alternatives for conflict resolution; and
(6) provide teachers and other members of site-based management teams with
appropriate management and financial management skills.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective the day following final enactment
and applies to the 2009-2010 school year and later.
new text end
Sec. 5.
Minnesota Statutes 2008, section 122A.61, subdivision 1, is amended to read:
Subdivision 1.
Staff development revenue.
A district is required to reserve
an amount equal to at least two percent of the basic revenue under section 126C.10,
subdivision 2, for in-service education for programs under section 120B.22, subdivision
2, for staff development plans, including plans for challenging instructional activities
and experiences under section 122A.60, and for curriculum development and programs,
other in-service education, teachers' workshops, teacher conferences, the cost of
substitute teachers staff development purposes, preservice and in-service education for
special education professionals and paraprofessionalsnew text begin and for a related alternative early
intervening services program under section 125A.56new text end , and other related costs for staff
development efforts. A district may annually waive the requirement to reserve their basic
revenue under this section if a majority vote of the licensed teachers in the district and
a majority vote of the school board agree to a resolution to waive the requirement. A
district in statutory operating debt is exempt from reserving basic revenue according to
this section. Districts may expend an additional amount of unreserved revenue for staff
development based on their needs. With the exception of amounts reserved for staff
development from revenues allocated directly to school sites, the board must initially
allocate 50 percent of the reserved revenue to each school site in the district on a per
teacher basis, which must be retained by the school site until used. The board may
retain 25 percent to be used for district wide staff development efforts. The remaining
25 percent of the revenue must be used to make grants to school sites for best practices
methods. A grant may be used for any purpose authorized under section 120B.22,
subdivision 2, 122A.60, or for the costs of curriculum development and programs, other
in-service education, teachers' workshops, teacher conferences, substitute teachers for
staff development purposes, and other staff development efforts, and determined by
the site professional development team. The site professional development team must
demonstrate to the school board the extent to which staff at the site have met the outcomes
of the program. The board may withhold a portion of initial allocation of revenue if the
staff development outcomes are not being met.
new text begin EFFECTIVE DATE. new text end
new text begin
This section is effective the day following final enactment
and applies to the 2009-2010 school year and later.
new text end